IntroductionWelcome| 00:00 | (Music playing.)
| | 00:03 | Hi, and welcome to Moodle Essential
Training for Teachers. I'm Chris Mattia,
| | 00:08 | Educational Technologist at Art
Center College of Design and owner of
| | 00:11 | Callinectes Training. Moodle is an
online tool that educators can use to
| | 00:16 | interact and engage with students outside
of the time spent physically in a classroom.
| | 00:21 | Moodle works for teachers on three
levels: disseminating knowledge and
| | 00:25 | information, creating a collaborative
community where ideas can be exchanged,
| | 00:30 | and assessing the progress of students.
Here are few of the features I'll be
| | 00:34 | teaching as I guide you through building
a complete course in Coral Reef Ecology.
| | 00:39 | We'll begin by going step by step
through everything you need to know to
| | 00:44 | install and configure Moodle. Then
we'll get into all the essential skills
| | 00:48 | you'll need to get the information
flowing online, like creating online
| | 00:53 | assignments as well as how to create
and prepare images, audio and video for
| | 00:58 | distribution inside of your Moodle course.
| | 01:00 | We will also learn about Moodle's built-in
HTML editor and how to unlock the
| | 01:06 | full potential of building online
course materials. We'll move on to features
| | 01:11 | that will make communicating with
your students easier. Like posting
| | 01:14 | instructions on your Moodle course home
page and building assignments that your
| | 01:18 | students can complete online.
| | 01:20 | You will find that Moodle offers
several ways for students to communicate and
| | 01:25 | collaborate with built-in email,
discussion boards and its ability to post
| | 01:30 | announcements. Students can also
interact by creating a wiki inside of Moodle
| | 01:36 | where they can build and contribute content.
| | 01:39 | When it comes to assessing your
students, Moodle offers you a slew of
| | 01:43 | timesaving tools. We'll go deep into
Moodle's Grade Book and we'll develop a
| | 01:47 | multimedia exam to assess your student's
comprehension of the subject matter for your course.
| | 01:54 | Then I'll show you how Moodle can even
handle the grading for you. This is just
| | 01:58 | the tip of the Moodle iceberg;
there's a lot more Moodle can do to save you
| | 02:03 | time and enhance your student's
learning experience. So let's get started.
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| Course overview| 00:00 | Before we get into the nitty-gritty
of Moodle, I would like to give you a
| | 00:03 | detailed course overview to offer
you a better idea of the many ways Moodle
| | 00:08 | enhances the learning experience.
In these tutorials, I'm going to take you
| | 00:13 | step by step through the process of
creating a complete course using Moodle.
| | 00:18 | You may be wondering, what is Moodle?
Moodle is an open source learning
| | 00:23 | management system, built by educators,
for educators. Since Moodle is open source,
| | 00:29 | it's not only free for you to
downloading use but developers can make
| | 00:35 | improvements and customizations to it as well.
| | 00:38 | Now let's talk about what a Moodle
course is. The most common use for Moodle by
| | 00:44 | teachers is creating an online
component to an existing traditional classroom-
| | 00:49 | based course. It's a tool that
provides learners with a rich environment of
| | 00:54 | information, resources and activities
to enhance the classroom experience.
| | 01:00 | You can even leverage Moodle to move a
portion of the content and information
| | 01:05 | you are teaching into the online world.
Thus, freeing up more in class time for
| | 01:10 | your students to interact with you and
engage you with questions that really
| | 01:15 | drive their understanding of the subject matter.
| | 01:19 | Let's take a look at the completed
Coral Reef Ecology class that we're going to
| | 01:22 | be building throughout this training.
We'll begin by setting up a test server
| | 01:27 | on your local computer. Don't worry
though; the great folks in the Moodle
| | 01:30 | community have made this very easy to do.
I'll guide you through the process of
| | 01:35 | installing and configuring
your own Moodle test server.
| | 01:38 | Then we'll start building your course.
We'll walk through all the essential
| | 01:43 | skills you'll need like posting
documents and information to your students,
| | 01:48 | setting up your Grade Book and
creating online assignments. We'll spend some
| | 01:52 | time learning about the HTML editor
that's built into Moodle. A little bit of
| | 01:57 | knowledge here goes a long way.
| | 02:00 | Once you master the built-in HTML
editor, you'll be ready to unlock the full
| | 02:05 | potential of building online course
materials within Moodle. By having an
| | 02:10 | online learning management system, we
can take advantage of a wide range of
| | 02:14 | multimedia that is often difficult to
deliver to your students in a traditional
| | 02:19 | classroom base setting. We'll go over
how to create and prepare images, audio
| | 02:24 | and video for distribution
inside of your Moodle course.
| | 02:29 | Next, we'll step through the process
of creating the first key component to
| | 02:33 | your course, your knowledge base. In
Moodle, these are information resources
| | 02:39 | that your students can easily access.
Here we'll start with creating labels
| | 02:43 | that can help organize information
within a Moodle content block and provide a
| | 02:48 | way for you to post instructions to your
students directly on your Moodle course home page.
| | 02:53 | Then go through creating links to
outside websites, posting text and other
| | 02:58 | documents. We'll also cover up a
variety of activities, you can have your
| | 03:03 | students do inside of Moodle including
posting materials to a custom database
| | 03:08 | that you set up, participating in a
live chat or building an online glossary of
| | 03:13 | terms, they will need to know
to be successful in your course.
| | 03:18 | The second key component to any
course is establishing a community where
| | 03:22 | students can interact with others to
incorporate the knowledge and skills you
| | 03:27 | are covering. We'll create and use
online discussion forums for students to
| | 03:31 | carry on discussions outside of class.
Then we'll create and use the built-in
| | 03:37 | wiki inside of Moodle to allow your
students to collaboratively build and
| | 03:41 | contribute content individually, as
a group or even as the entire class.
| | 03:47 | The third key component to any course
is assessment. Well build assignments
| | 03:53 | that your students can complete online
or attach work they've created on their
| | 03:57 | local computers. If you're still
lugging home piles of papers from your
| | 04:02 | students to grade, trust me. Save your
back and use Moodle's online assignments
| | 04:07 | instead to collect student's work.
Moodle will put all the files in one place
| | 04:12 | until you are ready to sit
down and grade the assignments.
| | 04:17 | Next, we'll create a pool of
multimedia rich questions that will test the
| | 04:21 | knowledge and skills of your students.
Then we'll pull it altogether and create
| | 04:27 | an online exam that will provide you
with a wealth of knowledge as to how well
| | 04:32 | your students have
mastered your course materials.
| | 04:35 | Did I mention the Grade Book? Moodle
has a great online Grade Book that is more
| | 04:40 | than just a place to list grades. It
has some real utility and being able to do
| | 04:45 | things like drop the lowest grade, run
statistics and implement a variety of
| | 04:50 | grade calculating methods. And when
you grade your assignments on Moodle
| | 04:55 | they're even entered directly into
your Grade Book saving you even more time.
| | 05:00 | Finally, we'll show you how to take
control of the administration of your
| | 05:04 | Moodle course. We'll walk through
backing up your course and restoring
| | 05:08 | materials. We'll even show you how to
reuse materials you've built for one
| | 05:13 | course and push them directly inside
of another course on your Moodle server.
| | 05:18 | Now, let's get into the nitty-gritty of Moodle.
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| Using the exercise files| 00:00 | If you're a premium member of the
lynda.com Online Training Library or if
| | 00:05 | you're watching this tutorial on a disk,
you have access to the exercise files
| | 00:09 | used throughout this title. Go ahead
and copy the exercise files directly onto
| | 00:13 | your desktop for easy access throughout
the training. Then whenever we need to
| | 00:17 | use the exercise files, simply go into
the appropriate chapter folder and find
| | 00:22 | the file that's called
out throughout the training.
| | 00:25 | These are the files that you'll be
uploading into your Moodle course so that
| | 00:29 | you don't have to type out all the
material that I'm typing out on screen or
| | 00:33 | create your own images, audio or video files.
| | 00:38 | If you are a monthly or annual
subscriber to lynda.com, then you don't have
| | 00:42 | access to these exercise files, but
you can follow along by simply creating
| | 00:46 | your own asset files and using
those instead. Let's get started.
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|
|
1. Setting Up a Test EnvironmentGetting started| 00:00 | To follow along with this course,
you're going to need a copy of Moodle
| | 00:05 | installed on a web server. Now you
can do this in one of two ways. You can
| | 00:10 | either follow along with this chapter
and we'll step you through the process of
| | 00:14 | downloading and installing a copy of
the Moodle server on your Mac or on your
| | 00:19 | PC and show you how to configure it
and get it all set up and running.
| | 00:24 | Or if you're at an institution that's
already using Moodle, you can go ahead
| | 00:29 | and contact your IT department or
whichever department is managing your Moodle server.
| | 00:33 | Ask them to create a test course
for you so that you'll be able to
| | 00:38 | follow along with this training title.
| | 00:40 | Now you should note that throughout
this course, we're going to be using a very
| | 00:45 | specific theme or user interface
that comes with the default Moodle
| | 00:49 | installation. If you use the
installation of Moodle from your institution,
| | 00:54 | more than likely you'll be working within a
different theme and your user interface
| | 00:57 | is going to look slightly different
from what you see in these training videos.
| | 01:02 | Don't worry though. We're going to show
you how to go ahead and understand how
| | 01:08 | each of the different functions inside
of Moodle works so that you're going to
| | 01:11 | be comfortable using
whatever theme is presented to you.
| | 01:15 | The first thing that you're going to
want to do is you are going to want to
| | 01:17 | open a copy of Firefox. Now if you
don't have Firefox, go ahead and go to
| | 01:22 | getfirefox.com and download a copy
of Firefox for your operating system.
| | 01:29 | It's important to use Firefox instead
of using Internet Explorer or Safari or
| | 01:35 | any other different web browser. Moodle
is going to react differently with the
| | 01:40 | different web browsers and
Firefox seems to work the best.
| | 01:43 | So once you've got Firefox downloaded
and installed on your system, go ahead
| | 01:47 | and point Firefox to moodle.org.
When you get to moodle.org, look for the
| | 01:53 | Downloads link. It's often times over
here in the lower-right hand corner but
| | 01:58 | if they update their site, it
could be in a slightly location.
| | 02:01 | Go ahead and click on Downloads and
you're going to need to get a copy of the
| | 02:06 | Moodle installation for your operating
system. If I scroll down just a little
| | 02:11 | bit, you can see that there's a Moodle
for Mac OS X and a Moodle for Windows.
| | 02:15 | For the next two movies, we're going to
step through the process of installing
| | 02:19 | Moodle for Mac OS X and Moodle for
Windows. Go ahead and just watch the movie
| | 02:23 | that's appropriate to your operating system.
| | 02:25 | Next, at the end of each of these
movies, we'll go ahead and customize the
| | 02:29 | default installation for Mac or
Windows so that it would appear as if we were
| | 02:34 | installing the Standard
Moodle packages that you see above.
| | 02:37 | We're not going to install the Standard
Moodle packages because those are meant
| | 02:41 | to be used in a production environment
where you are installing on an actual server.
| | 02:45 | Because we're installing just a
test environment, we want to make that
| | 02:49 | test environment look as close to a
real production server as possible.
| | 02:53 | So go ahead and watch the movie
appropriate for your operating system and then
| | 02:57 | continue on with the rest of the course.
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| Installing Moodle on a Mac| 00:00 | To install a Moodle server on Mac OS X,
we are already at moodle.org/downloads
| | 00:06 | in our Firefox browser and we are going
to simply find the Moodle for Mac OS X
| | 00:12 | section on this page and we are going to
click on the link, Moodle for Mac OS X.
| | 00:17 | When you get to this page, there is
some general information about the package
| | 00:22 | installers for Mac OS X at the top and
then if you scroll down to the section
| | 00:25 | on Mac OS X Moodle Distributions, you will see
that there is a lot of different choices you have.
| | 00:31 | Moodle is constantly being updated and
improved and every week there is a new
| | 00:36 | build that is created that has all the
new source code added to it. The version
| | 00:42 | that we are going to be using for
this training title is Version 1.9.4+ and
| | 00:47 | it's the most current version
available of Moodle learning management system.
| | 00:51 | Over on the right-hand side, you want
to make sure that you are getting the
| | 00:55 | Moodle for Mac OS X 1.9 with MAMP 1.7.1.
| | 01:01 | Now this is only going to work for Mac
OS 10.4 and 10.5. If you are using an
| | 01:07 | older version of Mac OS X, there is
another version down here that will work
| | 01:11 | for those operating systems. But we are
using the current version; we are using
| | 01:15 | Leopard Mac OS 10.5 and we are using an
Intel based Mac. So we are going to go
| | 01:20 | ahead and click on the link for
Download. Now if you are using a PowerPC, go
| | 01:24 | ahead and click on the Download link
for PowerPC. This is going to download the
| | 01:30 | disk image file for Moodle. So go ahead
and make sure it's set to Save File and
| | 01:37 | click OK and the file should go
ahead and download to your Desktop.
| | 01:43 | Once the file finishes downloading, go
ahead and close the Downloads link and
| | 01:47 | we can go ahead and close our browser
window. Now on our Desktop, we should
| | 01:52 | have a file Moodle4Mac-Intel-19A.dmg,
go ahead and double-click that file and
| | 02:00 | it should open up the disk image for Moodle.
| | 02:03 | Now to install MAMP, it's really easy.
Simply grab the MAMP folder that's
| | 02:08 | inside of this disk image file and drag
it on to the Applications folder.
| | 02:12 | When you drop it in there, MAMP is
going to get copied. Now what is MAMP?
| | 02:17 | MAMP is Mac, Apache, MySQL, and PHP; all
in one, all of those different servers and
| | 02:25 | services are all
installed and configured for you.
| | 02:29 | There is also a fully installed and
configured Moodle installation inside of
| | 02:34 | this folder as well. So we simply
have to wait for the file to copy then
| | 02:39 | double-click on the Applications folder.
Go ahead and close that back window
| | 02:44 | and now we are going to scroll down on
our list of applications until we find
| | 02:49 | the folder called MAMP.
| | 02:50 | Once we find the MAMP folder, there is
two files that we are going want to use
| | 02:55 | all the time. So we'll go ahead and add
those to our dock right now. The first
| | 02:59 | file is the MAMP applications, we'll
grab that, drag it down to our dock and
| | 03:04 | we'll go ahead and insert that into our
dock. And we are also going to add the
| | 03:08 | Link to Moodle down to our dock, so
that we don't have to worry about finding
| | 03:13 | that again. Now the Link to Moodle is
in actual document. So that's going to go
| | 03:16 | to the right side of our little bar here.
| | 03:19 | Let's go ahead and close this Finder
window and we'll launch MAMP by clicking
| | 03:25 | on it now in our dock. We get a pop-
up that's telling us that MAMP is an
| | 03:29 | application that we have downloaded
from the Internet. Yes, we are well aware
| | 03:32 | of that so we are going to go ahead
and say Open. And MAMP will automatically
| | 03:37 | launch its Control Panel and then
launch an Apache web server, a MySQL database
| | 03:43 | server and a full instance of PHP. Once
all of this is up and running, and you
| | 03:49 | see the screen. That means your
installation went successful and all of your
| | 03:54 | services are running properly. We
can go ahead and close this window.
| | 03:58 | So in your MAMP Control Panel, if you
need to stop the MAMP server, you can
| | 04:02 | simply do so by clicking the Stop
Servers button. After the servers stop, if
| | 04:07 | you need to restart them, you can
always launch the MAMP application again or
| | 04:11 | click the Start Servers button. Stop
Servers will become Start Servers again.
| | 04:16 | And come back down to our dock and
now click on the Link to Moodle.
| | 04:20 | We are presented with the full Moodle learning
management system up and running and fully configured.
| | 04:26 | Now you could stop right here but the
default installation for Mac OS X has a
| | 04:31 | lot of extra customization that is
not needed throughout the rest of this
| | 04:35 | training series. So what we are going
to do is go in and tweak the settings for
| | 04:39 | the Mac OS X Install so that it looks
like what every other operating system
| | 04:44 | would see if you were to sit down at
any other system after a clean install of
| | 04:49 | the Moodle learning management system.
| | 04:50 | So to begin configuring Moodle so that
you will be able to follow along easily
| | 04:55 | for the rest of this title, let's go
ahead and log in. In the upper right-hand
| | 04:59 | corner, you will see the login space.
It's already added the username of admin
| | 05:04 | and we can see on screen that that
admin password has been set to 12345.
| | 05:07 | So we'll type that in and
we click the Login button.
| | 05:12 | We are now logged in as the
administrator. So the first thing we are going to
| | 05:17 | want to do is we are going to want to
set the default theme to be formal white.
| | 05:22 | To do that, move over to the lower-
left corner, under the block for Site
| | 05:26 | Administration and find the Appearance
folder. Click on the link for Appearance
| | 05:33 | then click on the link for Themes. Next,
click on the link for Theme Selector.
| | 05:38 | You are presented with a lot of
different themes. The theme that we are going
| | 05:42 | to use for this training title is
called formal_white. So scroll down until you
| | 05:46 | find formal_white and simply click
the Choose button. You will see that the
| | 05:51 | overall look and feel of Moodle looks
ever so slightly different. Click the
| | 05:55 | Continue button to fully activate the theme.
| | 05:58 | Next, we are going to adjust the front
page settings so that it shows all of
| | 06:03 | the courses that we are going to be
creating right on the front page.
| | 06:07 | To do that, come back down to your Site
Administration in the lower left-hand corner
| | 06:12 | and click on the link for Front Page. Next
click on the link for Front Page settings.
| | 06:19 | Here we are going to go ahead and we
are going to rename the Full site name.
| | 06:23 | You can call this whatever you'd like.
For this training title, we are going to
| | 06:27 | be using a Full site name of Lynda
University. The short name for our site is
| | 06:34 | going to be just simply lyndaU. Under
the Front Page Description, we'll go
| | 06:39 | ahead and select all the text that's
inside of this box and we are just going
| | 06:42 | to type in, Welcome to Lynda University!
| | 06:46 | We'll scroll down a little bit, in the
blank for Front Page, we'll click the
| | 06:53 | dropdown menu and choose List of courses.
For Front Page items while logged in,
| | 07:00 | we are also going to set the top item
to List of courses. Go ahead and scroll
| | 07:06 | down to the very bottom of the page
and click the Save Changes button.
| | 07:10 | Now when you go back to the upper-left
corner, and you click on the link for
| | 07:15 | lyndaU, we are taken back to the
homepage and we can see that all of our
| | 07:20 | available courses are listed
right here on the front page.
| | 07:24 | We have two more quick steps. The next
one is to get rid of this large image
| | 07:29 | here and to do that, we are going to
come up to the upper-right corner and
| | 07:33 | click Turn editing on. We are going to
scroll down to just below this big image
| | 07:39 | and there is a small icon of a hand
holding a pencil. Go ahead and click that
| | 07:44 | link and now just select everything
inside of this HTML editor, hit the Delete
| | 07:49 | key on your keyboard and
click the Save Changes button.
| | 07:54 | Now when we go back, we don't have that
large image taking up all the space so
| | 07:58 | we can clearly see all the
information that we have.
| | 08:00 | The final step is to go ahead and move
this Course/Site Description over here
| | 08:06 | to the upper right-hand corner, so to
look like a default installation of Moodle.
| | 08:11 | To do that, use the right-hand arrow
to click and it will move that block to
| | 08:16 | the lower right. Then we'll just simply
use the Up arrow on that block to move
| | 08:21 | it several times up to the top of the
right-hand column. We'll click on the
| | 08:30 | Turn editing off option, and now our
Moodle installation has been completely
| | 08:37 | set up and configured to look like a
default installation of any different
| | 08:43 | operating system.
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| Installing Moodle on a Windows computer| 00:00 | Let's go ahead and install Moodle on
Windows. We're already inside of our
| | 00:04 | Firefox browser at moodle.org/downloads
and we want to scroll down in the
| | 00:10 | window until we find the Moodle for
Windows listing and we'll go ahead and
| | 00:15 | click on the link right there. Now
when the page loads, you'll see some
| | 00:20 | instructions at the top and then the Windows
Moodle Distributions are right here at the top.
| | 00:25 | The one that we want to download is the
top listing and as of the recording of
| | 00:30 | this video, we're going to be using
Moodle 1.9.4+. Every week new builds are
| | 00:38 | created and uploaded on to the Moodle
site and we can go ahead and download the
| | 00:43 | complete installation by simply clicking the
Download link right here on the right-hand side.
| | 00:48 | We'll go ahead and click that one time
and we'll see that Moodle is going to go
| | 00:51 | ahead and save the file for us. Go
ahead and click OK. Once the download
| | 00:59 | completes, we can simply close the
window and we can go and minimize our
| | 01:03 | Firefox browser. Then if we click on
the Start menu and then click on our name,
| | 01:10 | it'll open up a Windows Explorer window
for us and we can go ahead and click on
| | 01:15 | the Downloads folder where it
should have downloaded our file.
| | 01:18 | What we want to do then is we want to
Right-Click on the MoodleWindowsInstaller
| | 01:23 | and select Extract All. We are then
going to need to tell the location is to
| | 01:29 | where we want to do our installation.
So I'll go ahead and click the Browse
| | 01:33 | button and then click on Computer
and C drive. Then we want to make a new
| | 01:39 | folder here and we want to call this
new folder moodle19. It's important to put
| | 01:45 | the moodle19 especially if you're
doing this installation on Windows Vista.
| | 01:50 | There are few things inside the
installer that will run a lot more smoothly if
| | 01:54 | we name the folder, moodle19. Go
ahead and then click the OK button and you
| | 01:58 | should see in the Files will be
extracted link, C:\moodle19. When you see that
| | 02:06 | in there, go ahead and click the
Extract button and windows will take over
| | 02:12 | unzipping the downloaded installation from
Moodle and put it into this folder for us.
| | 02:21 | Once Windows finishes extracting the
files, it should have a new window that
| | 02:25 | should open directly to the moodle19
folder that we just created. Now there is
| | 02:30 | a README file and if you're installing
Moodle on XP then you may want to have a
| | 02:35 | look at the README file. However, if
you're using Vista then there is a couple
| | 02:40 | of modifications to the instructions
that are provided inside the README file.
| | 02:44 | We're going to step through those right
now. If you're using XP, you can follow
| | 02:49 | along with these instructions, it will
work; it's just a couple of extra steps.
| | 02:53 | So the first thing you want to do is
you want to go ahead and click the Start
| | 02:57 | Moodle link. Just go ahead and double
click that and a script will go ahead and
| | 03:00 | run and it'll start up the Moodle
server. Now what it's actually doing in the
| | 03:04 | background is it starting an instance
of Apache web server, PHP and MySQL.
| | 03:12 | Once it finishes and your screen comes back
to this, let me go ahead and click back
| | 03:16 | on your Explorer window and
double click the Stop Moodle icon.
| | 03:20 | Do not attempt to go in and start
running Moodle right away. You want to make
| | 03:24 | sure you start Moodle up and then stop
it. Then press any key to continue.
| | 03:30 | I'm going to go ahead and press the Spacebar.
Then we'll go ahead and double click
| | 03:33 | the Start Moodle icon a second time.
This time when the screen comes back up to
| | 03:38 | here, we'll go ahead and minimize this
window and we'll go back to our web browser.
| | 03:44 | Now we're going to go to the URL of 127.
0.0.1. And if you read that README file
| | 03:53 | that I pointed out earlier, it's going
to tell you to go to local host.
| | 03:57 | Do not do that. Go to 127.0.0.1. Then go ahead
and scroll down in the window and click
| | 04:05 | the Next button. The Moodle
installation process is now beginning and it's run
| | 04:11 | some test to make sure PHP is running
and a bunch of other systems are up and
| | 04:15 | going and ready to go. Everything
should show in green saying Pass.
| | 04:19 | Then click the Next button. Now here,
if you read the README file, you would
| | 04:23 | see the web address here should say
local host. Don't change it; go ahead and
| | 04:28 | leave it set for right now to 127.0.0.1.
We'll go ahead and change this later,
| | 04:34 | but for right now, leave it set exactly
like this. Your Moodle directory should
| | 04:38 | be grade out, but it should say C:\
moodle19\server\moodle. Then for your data
| | 04:47 | directory, it should auto be filled
in for you again and it should say
| | 04:50 | C:\moodle19\server/moodledata.
| | 04:57 | Now we'll go ahead and click the Next
button. Here it's asking, let's forward
| | 05:01 | the database that we are going to be
connecting to and the database type is MySQL.
| | 05:06 | It's part of the initial
installation file that we downloaded.
| | 05:09 | The database can be left to be called
moodle, the User should be root and we
| | 05:13 | can go ahead and leave the Password blank.
| | 05:15 | Because we're only setting up a test
environment on your local system, this is
| | 05:19 | going to be fine for us to go ahead
and leave this blank. If you are putting
| | 05:22 | this Moodle system in production, you
would definitely want to make sure that
| | 05:26 | you set up a custom password and you
do a lot more customization. But since
| | 05:30 | we're just creating a test server,
leaving the Password blank is fine.
| | 05:34 | We can also go ahead and leave the
Tables prefix set to mdl_.
| | 05:39 | Go ahead and click the Next button and
you should see a bunch of server checks
| | 05:43 | run and on the right-hand side column,
for the Status, everything should be
| | 05:48 | listed as OK. So go ahead and scroll down
to the bottom and then click the Next button.
| | 05:52 | It's telling us that we have
downloaded the language package. We can go
| | 05:57 | ahead and continue using the English
language package. So we'll go ahead and
| | 06:00 | click the Next button.
| | 06:03 | Moodle now knows everything it needs
to do to set up the config.php file.
| | 06:09 | Now Moodle is not completely done.
We'll go ahead and click Continue.
| | 06:12 | Now it's going to ask us to agree to
the User License Agreement or the ULA.
| | 06:19 | We'll go ahead and click the Yes button
because we agree to that and now we are at the
| | 06:24 | last place where we have to click on
something. We'll go ahead and check the
| | 06:26 | box for Unattended operation.
| | 06:29 | What this is going to do is at the
end of each screen, Moodle is going to
| | 06:33 | automatically; as soon as it finishes
running a series of processes, it'll go
| | 06:37 | ahead and auto go to the next step
on the installation process for us.
| | 06:41 | Otherwise we would have to scroll to
the bottom of each page and click the Next button.
| | 06:45 | But we'll go ahead and check
Unattended operation and click Continue.
| | 06:49 | Now Moodle takes over. It's going to
go ahead and it's going to set up our
| | 06:52 | database for us, it's going to set up
a bunch of HTML pages, and all kinds of
| | 06:58 | different modules and different
settings for us. So we'll just go ahead and sit
| | 07:02 | back and just watch these processes run.
The last thing we need to do is part
| | 07:07 | of doing the initial installation is
to go ahead and set up our administrator
| | 07:11 | account. It's filled in a Username of
admin for us already and we'll go ahead
| | 07:16 | and leave that set.
| | 07:17 | Then for the Password for admin, for
the purposes of this training video,
| | 07:22 | we're going to go ahead and use 12345. To
make sure that you type that correctly
| | 07:29 | check the box here for Unmask and when
you do that, it's going to show you the
| | 07:34 | password that you just typed in. So
there you can see the password I typed in,
| | 07:38 | 12345. We can then set up the First
name and Surname, Admin and User are just fine.
| | 07:44 | For Email address, you can feel
free to put your own email address or
| | 07:48 | you can simply put in admin@lynda.edu.
| | 07:53 | This is a bogus email address;
it doesn't actually go to anywhere but
| | 07:56 | we're going to go ahead and use it for the
purposes of this training. We can skip on
| | 07:59 | down to the City/town. Go ahead and
enter in a City/town for yourself.
| | 08:04 | I'm going to go ahead and enter in
Ventura. For a Country, I'm going to begin
| | 08:09 | typing United States. It's going to
jump down on the list to the United Arab
| | 08:13 | Emirates and I'll scroll
down until I find United States.
| | 08:17 | Now we can go ahead and scroll all the
way to the bottom and click the Update
| | 08:22 | profile button. Moodle then takes care
of setting up that initial administrator
| | 08:28 | account and now we need to set
the settings for our overall site.
| | 08:34 | So we'll simply come up to the first
blank here for a Full site name and we'll
| | 08:38 | type in Lynda University. For our Short name,
I'll just go ahead and type in lyndaU.
| | 08:46 | For the Front Page Description,
here we'll go ahead and simply just
| | 08:51 | type in Welcome to Lynda University! We
can go ahead and scroll on down, these
| | 09:01 | settings are just going to appear
on the front page and it's not really
| | 09:04 | important for us to go ahead and set
these up. If we were setting up this
| | 09:08 | server in a production environment, we
would make sure that the settings were
| | 09:12 | all targeted specifically to our institution.
| | 09:15 | So the last thing here is Self
registration. We'll go ahead and leave that set
| | 09:19 | to Disabled and click the Save
Changes button. Moodle then does the last
| | 09:26 | configuration set up that need to
happen in order to have to a fully functional
| | 09:31 | Moodle installation. Now the very last
thing that we want to do before we go
| | 09:36 | ahead and move on to creating all the
rest of our users is for the rest of this
| | 09:41 | training, we're going to be using a
particular theme or a particular layout, so
| | 09:46 | to make it so that your screen matches mine
as closely as possible throughout the training.
| | 09:52 | Let's go ahead on the left-hand side
inside of this Administration block and
| | 09:57 | come on down until you find the link
for Appearance. Go ahead and click on the
| | 10:02 | link for Appearance and then click on
the link for Themes underneath of that.
| | 10:07 | You want to then click on the link for
Theme Selector, and you'll see that the
| | 10:12 | right-hand side then refreshes with a
whole bunch of built-in themes or user
| | 10:17 | interfaces that Moodle has available to it.
| | 10:20 | You can go ahead and choose any one
that you want but if you want to follow
| | 10:24 | along with me and have your screen
look just like mine during these training
| | 10:27 | videos, go ahead and scroll down until
you find formal_white. formal_white is
| | 10:33 | the layout that I'm going to be using
throughout the training. And we can go
| | 10:36 | ahead and click the Choose button right here
on the right-hand side next to formal_white.
| | 10:41 | It's going to preview the theme for us
so that we can see what it's going to
| | 10:44 | look like and we click the Continue
button at the bottom so that we fully
| | 10:49 | activate the theme. So go ahead and
click Continue. Your screen then refreshes
| | 10:54 | back here to the overall Moodle installation.
| | 10:59 | Now a couple of quick notes. Now
that we have our Moodle installation
| | 11:04 | completely up and running and tweaked,
let's go ahead and take care of the URL issue.
| | 11:09 | The URL that we have to our Moodle
server right now is 127.0.0.1 and
| | 11:17 | it would be nice if we had that simply
set to local host. So we'll go ahead and
| | 11:21 | close our web browser, go ahead and
close all of these other instances, here
| | 11:27 | we'll go ahead and close this guy
here, so that we are right back to our
| | 11:32 | moodle19 folder that's at the root of
our C drive. Go ahead and stop the Moodle
| | 11:37 | server by double clicking the Stop
Moodle button and when you get the note
| | 11:43 | telling you to press any key, go ahead
and hit any key one time; I'm going to
| | 11:45 | go ahead and press the Spacebar.
| | 11:47 | Then we need to go inside of the server
folder and then go inside of the folder
| | 11:53 | called moodle. Now scroll down until
you get to the listing where all the
| | 11:58 | documents are, and the file you are
looking for is this one right here.
| | 12:01 | It's called config and if you have your
file extension showing, it's going to say
| | 12:06 | config.php. Go ahead and Right-Click on
that file and choose Edit with Notepad.
| | 12:13 | The file is going to open up and line
13 should have a URL associated with it.
| | 12:20 | It's going to be the www.root
location that you're going to type into your
| | 12:24 | browser in order to get your Moodle
server to work. We want to go and select
| | 12:28 | where it says 127.0.0.1. Make sure
you don't select trailing apostrophe and
| | 12:35 | simply type in local host. That's all
the edits that we need to do to make
| | 12:39 | Moodle really work now and so you can
follow along with the rest of the training.
| | 12:43 | We'll go ahead and click the Save
button at the top and close that window.
| | 12:49 | Now we can go ahead and go back to the
moodle19 folder and Double-Click the Start
| | 12:55 | Moodle icon. So Double-Click that and
Moodle should start up. Now again, when
| | 13:01 | you double click this file what it's
really doing is it's starting up the
| | 13:05 | Apache web server and an instance of
the MySQL database; all that is completely
| | 13:11 | configured for you as part of just the
download and unzip process that we went through.
| | 13:16 | So your MySQL and your Apache are
running. Anytime you need to start up Moodle
| | 13:22 | you want to simply just go to this
moodle19 folder and double click that Start Moodle.
| | 13:26 | Then go over to your Start menu
and launch your Internet browser and
| | 13:32 | you want to make sure that you are
always using Mozilla Firefox. We'll go ahead
| | 13:38 | and open the browser up and we'll type
in the URL location, simply localhost,
| | 13:45 | and hit Return. And there we go; we are
taken right back to our Moodle installation.
| | 13:50 | Now you want to login as the
administrator account that we have already
| | 13:54 | created. So we can go up here to the
upper right-hand corner, there is the
| | 13:58 | Login link, it's right there. We'll go
ahead and click on that guy. It asks us
| | 14:03 | for our password for the Username of
admin and the Password we created was
| | 14:07 | 12345. We'll click the Login button
and there you go. We are all set to
| | 14:14 | continue setting up our Moodle server
now with the course and users that we're
| | 14:20 | going to need throughout
the rest of this training.
| | Collapse this transcript |
| Creating user accounts| 00:00 | The next step in setting up our test
environment is to go ahead and create some
| | 00:03 | user accounts for us to work with. To
do this, simply go over to the left-hand
| | 00:07 | side to the Site Administration blog
and click on the link for Users.
| | 00:12 | Next click on the link for Accounts and
then the link for Add a new user.
| | 00:16 | I am going to go ahead and create a
user account for myself. Feel free to
| | 00:20 | create your own user account if you'd
prefer. The first blank for username.
| | 00:24 | You need to make sure that the username is
in all lower case. So I'm just going to
| | 00:28 | use my first name, chris. Next, we'll
type in a password. For all the passwords
| | 00:32 | throughout this training title, for
all user accounts, we're going to use the
| | 00:36 | password of 12345. Check the box that
says Unmask and you can see that you have
| | 00:42 | typed in the password correctly.
| | 00:44 | Next, entering your first name, I'm
going to type in Chris again and surname or
| | 00:49 | my last name, Mattia. For my Email address,
I'll go ahead and type in chris@lynda.edu.
| | 00:56 | City/town, I'm in Ventura, and for
the Country, I'm going to go ahead and
| | 01:03 | select that blank and start typing in
United and that's going to jump down to
| | 01:08 | the United Arab Emirates and I'll scroll down
a little bit and there we find United States.
| | 01:13 | All of the red starred fields are the
ones that are required; you've got those
| | 01:17 | all filled out. So I'm just going to
go ahead and scroll all the way to the
| | 01:20 | bottom and click the Update profile
button. You can see now that we not only
| | 01:27 | have an Admin user but we also have a
user for ourselves. The next step is to
| | 01:32 | go ahead and create several
different student accounts.
| | 01:34 | To do this, we're going to use the
Upload users option to be able to speed this
| | 01:39 | process along. So click on the
link on the left-hand side in the Site
| | 01:44 | Administration blog for Upload users.
We are next presented to upload a file
| | 01:50 | that has all the user information
embedded in it. I'm going to go ahead and
| | 01:53 | minimize my browser for just a second
and I'm going to open up the Exercise
| | 01:57 | Files folder and inside of Chapter 01,
there is a file called Users.csv.
| | 02:02 | I am going to Right-click or Ctrl-click
and choose to open that with TextEdit,
| | 02:06 | so you can see what's inside of this
file. Inside of this file is just a simple
| | 02:11 | text file and it has the field names:
username, email, firstname, lastname,
| | 02:19 | password, country. Then I have
created a whole series of different users.
| | 02:25 | I have repeated my user information so
we can make sure that it works properly.
| | 02:29 | Then I have also created users for
Sally Jones, Johnny Smith, Al Uminium,
| | 02:34 | Eugene Sanches, and Elvis McNamera.
| | 02:38 | You can see that the password for all
of them are 12345, they are all located
| | 02:41 | in the United States. Their first
name is their username and their first
| | 02:46 | name@lynda.edu is their email address.
If you do not have this file, go ahead
| | 02:52 | and create it now, you can pause
the video in order to type it in.
| | 02:54 | Make user you save this file as a
plain text.csv file. I'm going to go ahead
| | 02:59 | and close that file, and I'm going to
return back to my browser and let's go
| | 03:05 | ahead and browse to find that file.
Click the Browse link and I have already
| | 03:10 | navigated to my Chapter 01 Exercise
Files. I'm going to select the Users.csv
| | 03:15 | file, click the Open button. We
know that the delimiter is a comma,
| | 03:21 | the Encoding is UTF-8
and we can preview 10 rows.
| | 03:25 | I'll click the button for Upload
users and you can see that all of the user
| | 03:28 | information is all come in. We'll go
ahead and scroll down to the very bottom
| | 03:33 | and click the button for Upload users.
Now all of these users have been created
| | 03:39 | successfully and we have a bunch of
students that we can work with inside of
| | 03:43 | our course. I'll click the Continue
button and it takes me back to my Upload users.
| | 03:48 | Let's go back to the link in
the upper left that says to lyndaU and it
| | 03:53 | returned us back to the main screen.
| | Collapse this transcript |
| Creating a new course| 00:00 | The next step in setting up our test
environment is to create a course for us
| | 00:04 | to work with throughout the rest of the
training. To do this, simply come over
| | 00:07 | to the Site Administration block in the
lower left-hand corner and click on the
| | 00:10 | link for Courses. Next, click on the
link for Add/edit courses. The default
| | 00:18 | category that is created in all Moodle
installations is called Miscellaneous.
| | 00:22 | Let's go ahead and simply add a new course.
| | 00:24 | Click the button for Add a new course.
We can leave the default category set to
| | 00:28 | Miscellaneous. For the Full name of
the course, let's go ahead and type in,
| | 00:33 | Coral Reef Ecology. For the Short name,
we are going to call it BIOL432.
| | 00:42 | We don't need to use anything for the
Course ID number, but we do want to put
| | 00:44 | something in for the summary. Go ahead
and click inside the HTML editor, and
| | 00:47 | enter in the description of
Introduction to Coral Reef Ecology.
| | 00:55 | Scroll down a bit, and make sure under
the Format dropdown menu, you have the
| | 01:00 | Topics format selected. Number of
weeks/topics, we are going to change this
| | 01:05 | setting to 5. All the rest of the
settings throughout the rest of this page are
| | 01:10 | all fine to take as default. One
thing to note that you may note as a
| | 01:14 | difference between different
operating systems and between different
| | 01:17 | installations that you may have,
and that is the maximum upload size.
| | 01:22 | On the particular installation that we
are using here, the maximum upload size
| | 01:26 | is 32 megabytes. This is controlled
as a parameter setting inside of the
| | 01:30 | server, and we are not going to go in
and make any changes to here. So if you
| | 01:34 | are using a default Windows
installation, you may only have a maximum upload
| | 01:38 | size of 16 megabytes. Whatever your
option here is, make sure it is set to the
| | 01:42 | largest amount. In either case, 16 or
32 megabytes will be just fine for the
| | 01:47 | rest of this course. Go ahead and
scroll all the way to the bottom of the
| | 01:50 | window, and click to Save changes button.
| | 01:54 | The last stage in setting up your
course is to add the users to your class.
| | 01:59 | The first user that you want to add is
the teacher. So click on the link for
| | 02:02 | Teacher and you should see a listing
of all of the different users that we
| | 02:07 | created in the previous movie. Go
ahead and select your user account that you
| | 02:11 | created for yourself and click the Add
button. This will add you as the teacher
| | 02:16 | for this class. Next, click the
dropdown menu at the top where it says Role to
| | 02:21 | assign and change it from Teacher to
Student. You can then click on each
| | 02:26 | student, either individually and
click the Add button or you can multiple
| | 02:31 | select by clicking the first student
and then holding down Shift key, clicking
| | 02:36 | on the last student, and
then click the Add button.
| | 02:39 | You should now have a listing of five
different students in your class, and
| | 02:44 | have you listed as the teacher. Click
back on the link for lyndaU in the upper
| | 02:48 | left-hand corner and you're taken back
out to the main page. You should now see
| | 02:53 | in your listing of available course,
the Coral Reef Ecology class, with you
| | 02:58 | listed as the teacher.
| | Collapse this transcript |
| Just enough site administration to get you going| 00:00 | The final step in getting our Moodle
learning management system up and running
| | 00:04 | is to actually just test and make
sure that everything we set up is set up
| | 00:08 | correctly and is functioning properly.
The fact that we have already been able
| | 00:12 | to go and create our users and our
courses, means that our Apache, MySQL, and
| | 00:18 | PHP web servers are all functioning properly.
| | 00:22 | The next step is to go ahead and just
test and make sure that our user accounts
| | 00:26 | are functioning properly. Go up to the
upper right-hand corner of your screen
| | 00:30 | and you should see that you are
currently logged in as Admin. Click the link
| | 00:35 | for Logout and you are taken back to
the main login screen. Go down to the
| | 00:40 | Login box on the right and change the
Username from Admin to your username that
| | 00:46 | you just created for yourself.
| | 00:47 | In my case, I'm now typing Chris and
I'm now typing my password and remember,
| | 00:51 | we set the password for everything to
12345. Click the Login button and you
| | 00:57 | should see that you are logged in and
that your course, under My Courses, shows
| | 01:02 | the Coral Reef Ecology course. You would
also see listed that you are the teacher.
| | 01:06 | On the right-hand side, you can see
other online users and you can see that
| | 01:10 | within the last five minutes, you've
logged in. Go ahead and log out again,
| | 01:15 | let's go ahead and log in this time as
a different user. This time we'll log in as Al.
| | 01:20 | Type in the username of al and
the password of 12345. Click the Login
| | 01:26 | button and you can see that the user,
Al Uminium, has actually logged in and
| | 01:31 | they are also inside of their course.
| | 01:33 | So everything looks great. We'll click
Logout one more time, we'll log in as
| | 01:38 | ourself again, password of 12345. Click
the Login button, now we are all set to
| | 01:48 | proceed with building our first course.
| | Collapse this transcript |
|
|
2. Getting Started with MoodleLogging in and getting oriented with Moodle| 00:00 | Let's get started building our first
course inside of Moodle. If you follow
| | 00:03 | along with the previous chapter, you
should already be logged in as yourself.
| | 00:07 | If you've had a test course set up for
you by your institution, go ahead and
| | 00:11 | log into your institution's Moodle
site now and find that test course.
| | 00:15 | The test course that I'm using is
the Coral Reef Ecology class, which is
| | 00:19 | located right here on the front page.
I'll go ahead and click on the link and
| | 00:23 | it takes me inside of my course. As
the teacher for this course, nearly every
| | 00:28 | function that I need to use is
located on the left-hand side in the
| | 00:32 | Administration block.
| | 00:33 | I can do things like turn editing on,
adjust the course settings, assign
| | 00:38 | various roles and access a variety of
other functions that are available inside
| | 00:43 | of my course. We'll go into these roles later.
For now, just know where the block is located.
| | 00:49 | You can also turn editing on by going
up to the upper right-hand corner of the
| | 00:52 | screen and clicking the button that
says Turn editing on. If you click that
| | 00:57 | button, you will notice that a bunch of
icons appear all over your screen.
| | 01:01 | Now regardless of the theme that has
been applied to the particular Moodle
| | 01:05 | installation that you are using, these
icons and their functions will be the same.
| | 01:10 | So if you learn what the icons are
and you learn how to use them, you won't
| | 01:13 | have to worry about the differences in
the appearance of a Moodle installation.
| | 01:17 | You will know how to use it and how to
work with it. A couple of the key icons
| | 01:22 | that you want to make sure you are familiar
with are the Hand icon that has the pencil.
| | 01:27 | This icon allows you to edit
the content that it's associated with.
| | 01:31 | At the top of each content block in a
course, this icon allows you to edit the
| | 01:35 | header information for that block.
There is also an Edit icon associated with
| | 01:40 | each piece of content that's in
those content blocks. The X allows you to
| | 01:45 | delete content, the eyeball
allows you to show or hide content.
| | 01:49 | This is very helpful when you are
building content that you don't want to make
| | 01:53 | visible to your students yet but you
want to have it visible on your system.
| | 01:57 | Simply clicking this Hide icon makes
the content disappear from the view of a
| | 02:02 | student. Clicking the icon again makes
that content visible to the student again.
| | 02:08 | There are also directional arrows that
allow you to move content up or down or
| | 02:13 | left or right. These icons are repeated
inside of the content block so you can
| | 02:17 | move the blocks around as well. There
are two large dropdown menus that are
| | 02:21 | associated with each content block.
These are Add a resource and Add an activity.
| | 02:27 | Resources are for information that
you want to provide to your students.
| | 02:32 | Activities are things that you want
your students to do or hand in.
| | 02:36 | The difference between the two is really
important to understand. So make sure you
| | 02:40 | are familiar with them. We'll be
going into all the different options under
| | 02:44 | each of those menus in a later chapter. For
now, just know the difference between the two.
| | 02:49 | There is contextual help available
for most objects inside of Moodle.
| | 02:53 | Simply clicking on the yellow circle with
the question mark will pop open a window
| | 02:58 | that will have additional
information for you that will explain what the
| | 03:01 | function is and how to use it.
| | 03:05 | The next icons to look at are over
here on the right side of each of the
| | 03:09 | content blocks. Clicking on the top
box allows you to hide the other topics
| | 03:13 | that are available in the outline for
your course. This allows you to draw
| | 03:18 | focus to just particular content area
that you want to work with. Clicking the
| | 03:23 | button again shows all the content areas again.
| | 03:26 | The icon underneath of it, the Light
Bulb icon, allows you to highlight a
| | 03:30 | particular content area so that your
students know which content area is where
| | 03:35 | you want them to have the focus at.
Clicking on the Light Bulb icon a second
| | 03:39 | time removes the two color bars
from either side of the content area.
| | 03:44 | If you scroll up to the top on the
right-hand side, there is another dropdown
| | 03:47 | menu that allows you to switch your role.
This is an incredibly useful tool for
| | 03:52 | you while you are building your course.
It allows you to see what a student
| | 03:56 | would see if they were logged into your course.
| | 03:58 | If you select Student, your view
changes. You can tell that you are in a
| | 04:02 | student role because your
Administration panel is now much more condensed.
| | 04:07 | You would only have the ability to look
at your grade and see your profile.
| | 04:11 | To change back to your teacher role,
simply click the button at the top that says,
| | 04:15 | Return to my normal role.
| | 04:17 | You are now taken back in the role of
the teacher. You have to turn editing
| | 04:21 | back on though by clicking the button
that says Turn editing on either in the
| | 04:25 | upper-right or at the top
of the Administration block.
| | 04:29 | The last major difference between the
Student view and the Teacher view is the
| | 04:34 | block in the lower right-hand corner
that just simply says Blocks. The dropdown
| | 04:39 | menu allows you to add additional
blocks that are available on the particular
| | 04:43 | Moodle installation that you have.
| | 04:46 | You can add these blocks by simply
selecting them from a menu. They will appear
| | 04:50 | and you can begin working with them.
We'll go into some of these blocks in the
| | 04:53 | later time. For now, just know that
they are there. The next thing we need to
| | 04:58 | do is we set up our course is to
customize our own profile so that the users
| | 05:03 | have more information about us on the
system and we'll do that in the next movie.
| | Collapse this transcript |
| Customizing your profile| 00:00 | Now that we have a good idea as to
what functions are available to us as a
| | 00:03 | teacher inside of our Moodle course,
the next step in setting up our course is
| | 00:07 | to customize our personal profile so
that if a student wants to get in touch
| | 00:11 | with us through the Moodle learning
management system, they have access to all
| | 00:14 | of our personal information
that we are willing to share.
| | 00:17 | To edit your personal profile, go up
to the upper right-hand corner of your
| | 00:21 | screen where you see the line that
says 'You are logged in as' and click on
| | 00:24 | your name. This will take you to
your public profile that has all of your
| | 00:29 | personal contact information that
you've set up inside of your Moodle system.
| | 00:34 | The first thing that you want to check
and make that's correct is your email
| | 00:37 | address. If your email address is not
correct, users will not be able to email
| | 00:41 | you directly from inside of Moodle.
| | 00:43 | Another thing that's nice to customize
is the little Happy Face icon over on
| | 00:46 | the left-hand side. It's the default
icon for all users. It would be great if
| | 00:51 | we had a picture of ourself in here so
that users would know what we look like.
| | 00:55 | We'll also add a short
description up here in the top.
| | 00:58 | At the bottom of the page, there is a
button for Change password. You can use
| | 01:02 | this anytime you want to change your
password on the Moodle system. It gives
| | 01:05 | the ability to un-enroll yourself
from a course and there is a button for
| | 01:09 | Messages. If you click the button for
Messages, you have the ability to send
| | 01:13 | messages to other users on the Moodle
learning management system. Click on the
| | 01:17 | tab for Search and you can search for one of
your colleagues or another student on your campus.
| | 01:23 | For now, let's go ahead and click on
the Edit profile tab. Verify that the
| | 01:28 | information that we have in here for
our settings is correct and scroll down to
| | 01:32 | the Description field. Go ahead and
type in a description for yourself;
| | 01:39 | Teaching the Coral Reef Ecology Class.
Scroll down a little bit further to the
| | 01:46 | section for picture. Click on the
Browse button to the right of New picture and
| | 01:50 | if you have access to the Exercise Files,
there is a picture inside of Chapter
| | 01:54 | 02 called mattia.jpg.
| | 01:56 | You want to make sure that the picture
that you upload has been cropped to a
| | 01:59 | square image and the image should be
fairly small in size. This image is only
| | 02:04 | 192 kilobytes. So that's pretty good.
We'll go ahead and click the Open button
| | 02:09 | and the path is filled in so
that the image will upload.
| | 02:12 | Under Picture description, go ahead and
just type in your name. If you want to
| | 02:16 | add additional contact information to
your students, click on the Show Advanced
| | 02:20 | button in the lower-right and scroll
down and you can see where you can add a
| | 02:25 | link to your personal web page, a
variety of different instant messaging
| | 02:30 | systems; your department, your phone
number, your mobile phone number, and your
| | 02:34 | address if you'd like to provide it.
I'm going to go ahead and type in my
| | 02:37 | campus extension, x4387, and
then click the Update Profile.
| | 02:44 | My profile has now been updated so
that it has my picture, my campus phone
| | 02:49 | number extension, and my email address.
You should also note that inside of
| | 02:54 | this Profile section. You have a tab
for Forum posts, which shows you all of
| | 02:58 | the posts that you have made to all
discussion forums throughout the entire
| | 03:02 | Moodle learning management system.
| | 03:04 | The next tab for Blog is a personal
blog that's available to you to use anytime
| | 03:09 | you want. The Note section is a
section specifically set up for teachers.
| | 03:14 | The top option here, Site notes, allows
you to add notes about a particular
| | 03:19 | student. Any notes that you add here
though will be visible to all other
| | 03:23 | teachers throughout the entire
Moodle learning management system.
| | 03:27 | The Course notes allow you to add a
note about a student that will be shared
| | 03:32 | only amongst the other teachers of your
course. The section for Personal notes
| | 03:37 | is a place where you can make notes
about a student that are only visible to you.
| | 03:42 | The last tab, Activity reports,
allows you to track a variety of different
| | 03:47 | reports and activities that you have
been conducting throughout Moodle.
| | 03:51 | Let's go back and return to our course by clicking
on the BIOL432 at the top-left of your screen.
| | 03:58 | Now that our profile is updated, the
next step is to go in and adjust some of
| | 04:02 | the settings in the Administration
block. We'll do that in the next movie.
| | Collapse this transcript |
| Customizing course settings| 00:00 | The next thing we want to modify
inside of our course is the actual topic
| | 00:03 | outline. Right now, our course is set
up as a series of different topics or
| | 00:08 | units or sections if you will. They
are listed out here, 1 through 5. But the
| | 00:14 | course that we are teaching will be
better served if we had it configured so
| | 00:18 | that there was a different block of
content available for each week of our semester.
| | 00:23 | Our semester is a 15-week semester but
during Spring break, we are going to be
| | 00:27 | taking our students to Belize to do a
field study with them. So in that case,
| | 00:32 | we are going to want a course that's
set up with 16 different weeks. We also
| | 00:37 | know that our semester starts on January
26th. So let's go and make these changes.
| | 00:42 | We go to the Administration block on
the left-hand side, click on the link for
| | 00:45 | Settings. The top part of the course
settings section is almost always set up
| | 00:50 | for you by your institution, and
rarely do you need to go in and change or
| | 00:54 | modify the Full name, Short name or Course ID.
| | 00:58 | The Summary for your course is usually
used to put the catalog description for
| | 01:02 | the class that you are teaching. What
we are looking to change is the format.
| | 01:07 | So if we scroll down a little bit and
click on the Format menu, we can change
| | 01:11 | from a Topics format to a Weekly format.
There are a variety of other formats
| | 01:16 | that are available to us but for right
now, let's just change the Topics format
| | 01:20 | to Weekly. We'll set the Number of
weeks to 16 and we'll change our Course
| | 01:27 | start date to the 26th of January 2009.
This will be for a course that's being
| | 01:34 | taught during the Spring term of 2009.
| | 01:36 | Go ahead and scroll down until you
find the section for Groups. Inside of our
| | 01:45 | course, we are going to have a variety
of different student research groups.
| | 01:49 | So change the dropdown menu from No groups
to Separate groups. The difference here
| | 01:54 | is that Separate Groups will make
it through the any work that is being
| | 01:58 | conducted on Moodle by a particular
group of students will only be visible to
| | 02:03 | the students inside of that
group and all the instructors.
| | 02:07 | If we select Visible groups, then any
work that the students are conducting
| | 02:11 | inside of their groups will be
visible to everyone in the class. This is a
| | 02:15 | personal choice that you need to make
while you are building your course.
| | 02:18 | In our case, we want to keep the Group
work Separate. So we'll go ahead and set it
| | 02:22 | to Separate groups.
| | 02:24 | Another function that you may want
to adjust is the availability of your course.
| | 02:28 | If you are building a test
course inside of a live environment,
| | 02:32 | you may want to set your course to be not
available to other students. This way while
| | 02:37 | you are building your course, no other
students will be able to go into your
| | 02:40 | course and see what you are working on.
| | 02:42 | But once you make your course live,
make sure you go back into this setting and
| | 02:46 | change it back to This course is
available to students. You can also choose if
| | 02:51 | you would like to allow guest to come
in and view content within your course.
| | 02:55 | You can choose to have them just to
have full access into your course or you
| | 02:59 | can require them to enter in a key.
This is helpful if you want to restrict
| | 03:04 | access to some users but you don't
want to have to enroll them into your course.
| | 03:08 | You can come up with an enrollment
key like a secret word or a password
| | 03:12 | that you can type in and you can give out
to people to allow them into your course.
| | 03:17 | For now, we are going to leave the
Do not allow guests in, option set.
| | 03:22 | We can scroll down to the bottom and click
the Save changes button. Now that you can
| | 03:26 | see there is a block that's been
created for every single week of our semester.
| | 03:32 | At the top of each content block, it
has the appropriate dates for that week.
| | 03:38 | There are a lot of other options
that are available to you inside of the
| | 03:41 | Settings window. But for now, we have
got enough set to get us up and started.
| | 03:46 | The next thing we are going to do is
edit the header block for our course.
| | Collapse this transcript |
| Editing the header block| 00:00 | The next step in setting up our
course is to edit the header block. The top
| | 00:04 | block of every course is often
referred to as the header block.
| | 00:07 | If you click the Edit icon at the top
of this block, you brought into the basic
| | 00:10 | HTML editor from Moodle. Inside of
this block, let's add a header to our course.
| | 00:15 | To do this simply type in a
message, such as Welcome to Coral Reef
| | 00:22 | Ecology, hit Return. And now, if you
have access to the Exercise Files, go
| | 00:27 | ahead and open up the course Syllabus
from the Chapter 2 Exercise Files and
| | 00:31 | copy the objective for the course. You
can do this by selecting the Objective
| | 00:36 | and hitting Command+C or
Ctrl+C on your keyboard.
| | 00:39 | Next, jump back into Moodle and
hit Command+V or Ctrl+V to paste the
| | 00:43 | description in. Let's go ahead and
format the Welcome to Coral Reef Ecology by
| | 00:48 | selecting it and clicking the third
dropdown menu and telling it it's Heading
| | 00:53 | 1. This will apply
formatting to that block of text.
| | 00:57 | We'll go ahead and hit Save Changes
and now we have a nice welcome that shows
| | 01:01 | up at the top of our course and then
the description as to what a student is
| | 01:05 | going to learn inside of the course.
You can add anything you want into the top
| | 01:09 | of this heading. You simply type in
the information into the Web Editor.
| | 01:13 | We'll go into more detail in later
movies, as to how to use the Web Editor.
| | 01:18 | This same heading section is
available in all of the other content blocks
| | 01:22 | throughout the course. Simply look for
the Edit Summary icon and you can edit
| | 01:25 | the summary for that area.
| | 01:28 | The next step in setting up our course
is to post the course syllabi, and
| | 01:31 | we'll do that in the next movie.
| | Collapse this transcript |
| Posting a course syllabus| 00:00 | The next step in building our course is
to upload a copy of the course syllabi.
| | 00:04 | Now you've probably already written your course syllabi
in another application such as Microsoft Word.
| | 00:09 | We are going to take that Word document
and we are going to upload it directly
| | 00:13 | into the header block for our course.
You do that by clicking the dropdown menu
| | 00:18 | for Add a resource inside of the
header block. Then you want to select the
| | 00:23 | option to Link to a file or website.
We'll give the document a name, Syllabus,
| | 00:31 | and we'll give a description. Now the
description is not going to show on the
| | 00:34 | Home page, but it is going to show on
the Resources page, and we'll look at
| | 00:38 | that in just a second, after
we go ahead and fill this in.
| | 00:41 | So we'll enter in Course Syllabus. Now
we'll come down here to where it says
| | 00:48 | Link to a file or website. Click the
button for Choose or upload a file.
| | 00:54 | A new window will open
with the Moodle File Manager.
| | 00:58 | On the lower right-hand side, there is
a button for Upload a file. Click that
| | 01:02 | button and then click the Browse
button. We are going to need to navigate
| | 01:07 | through our hard drive to
find our course syllabi.
| | 01:10 | If you are following along with the
Exercise Files, there is a course syllabus
| | 01:13 | in the Chapter 2 exercise_files
called Coral Reef Ecology Syllabus.doc.
| | 01:20 | Now this is a Word document, and you can
upload any type of document that you want.
| | 01:24 | Word documents go just fine. You
don't need to modify them in anyway.
| | 01:28 | Select the document and click the Open
button. Next click the button that says
| | 01:34 | Upload this file. After a few seconds, you
should see the file appear inside of the File Manager.
| | 01:40 | A Microsoft Word icon letting you know
that Moodle has auto detected that this
| | 01:45 | is a Word document. To select this file,
simply go over to the right-hand side
| | 01:50 | under the Action column and
click the link for Choose.
| | 01:54 | The location of Coral Reef Ecology
Syllabus has been added into the link to a
| | 01:58 | file or website. As we scroll down
in the list, we can see that we have a
| | 02:03 | couple of different options. There is
an option for Force download. This is a
| | 02:07 | good idea to use this option, because
it will avoid confusion for users who
| | 02:12 | click on the document and they are
expecting it to open inside of their web browser.
| | 02:16 | By selecting Force download, any user
who clicks on the course syllabi will
| | 02:20 | have the document downloaded directly
to their hard drive, and they will be
| | 02:24 | open it in the appropriate application.
If we scroll down to the bottom, we can
| | 02:29 | click the button for Save and return to course.
| | 02:31 | When we'll return to the course, you
can see that the course syllabi has been
| | 02:36 | added underneath of the News forum. If
you would like to have the syllabi show
| | 02:40 | up above the News forum, simply click
the Up and Down Move arrow and then click
| | 02:46 | the blank that is in the position
where you want the document to appear.
| | 02:52 | In this case, I'll click to open box.
That's just above News forum, and when
| | 02:56 | the screen refreshes my syllabi has
been moved directly underneath of the
| | 03:00 | objective for the course. Remember, we
fill not the description for the course
| | 03:04 | syllabi, and I said it would show up in
the Resources listing. If we come over
| | 03:10 | to the left-hand column,
there is a block for activities.
| | 03:13 | Now if we click on the link for
Resources, which wasn't there just a minute
| | 03:17 | ago, before we added our first resource,
we can click on this link though, and
| | 03:21 | it will show us all the resources
available to the course. Here we can see the
| | 03:26 | name that we provided for syllables,
and then the summary that we wrote in to
| | 03:31 | the Summary description.
| | 03:32 | Keep this in mind throughout the rest
of the training because this is where,
| | 03:36 | your summary is going to show up for any
type of resource or activity that we add.
| | 03:42 | For now let's go ahead and return back
to the Course, and now we've posted our
| | 03:47 | course syllabi. The next thing to do is
to learn about the latest News section,
| | 03:51 | so we can communicate information
directly with the students in our class.
| | Collapse this transcript |
| Communicating news to students| 00:00 | Now that we have our syllabus posted,
the next thing we want to do is to be
| | 00:03 | able to communicate directly to all the
students inside of our class. And to do
| | 00:08 | this, we are going to use the latest news
block in the upper right-hand corner of our course.
| | 00:11 | Now the nice thing about the latest
news block is that anytime you add a new
| | 00:15 | news topic, it's automatically going
to be emailed out to all of the students
| | 00:19 | in your class, giving a direct line
of communication straight up to your
| | 00:23 | students. So to do this simply click on
the Add a new topic link in the Latest
| | 00:29 | news block, and you are asked to
provide a Subject for your message. In this
| | 00:33 | case we want to tell of the students,
they should make sure that they read
| | 00:38 | Chapter 1 before coming to the first class.
| | 00:41 | The subject will say Read Chapter 1
before the first class. Now for the Message
| | 00:52 | we'll go ahead and type in a little
bit more description. You should already
| | 00:58 | have read chapter 1 of the text before
coming to the first class. Now we want
| | 01:11 | to emphasize before, so we go ahead and
Double-click before and we are going to
| | 01:17 | click the Bold button, so that it's
highlighted a little bit, so it really lets
| | 01:21 | the students know that we are emphasizing this.
| | 01:24 | We'll go ahead and scroll down in the
window, the format of this is going to be
| | 01:27 | HTML; every one is subscribed to this
forum. If we wanted to attach a document,
| | 01:33 | we could do so right here by simply
clicking the Browse and following the same
| | 01:37 | steps that we did for posting the
syllabi. I'll check the box it says Mail now
| | 01:43 | and that will send an email out to all
of the participants in the class, with
| | 01:47 | this message, as well as
posting it to the news forum.
| | 01:51 | So let's go ahead and click the Post to
forum button. This post will be emailed
| | 01:54 | out to all subscribers and it
automatically refreshes us back to the main course.
| | 01:58 | We can now see that in the latest
news block, we have a new posting
| | 02:04 | this listed here that says Read
chapter 1 before the first class, there is a
| | 02:08 | link for more that students
can read more information.
| | 02:12 | They can also get to this news forum,
by simply clicking on the News forum link
| | 02:16 | here, in the header block. We'll go
ahead and click that link, so we can see
| | 02:21 | what the News forum looks like.
| | 02:23 | We can see that there is a discussion
setup, what the topic was, this is a
| | 02:27 | message of our post, we can see who it
was started by. There is our icon that
| | 02:31 | we posted inside of our profile picture.
No one has replied. If students wanted
| | 02:37 | to they could log in and they could post
questions directly here into the forum.
| | 02:42 | We'll go into that in the Forum
section, but for now just know that you are
| | 02:45 | able to post information to the News forum,
and have it go directly out to your students.
| | 02:51 | Let's go ahead and return back to the
course, by clicking on the BIOL432 link
| | 02:56 | in the upper-left, and next we'll go
in and learn how to manage the files and
| | 03:00 | folders that are going to have a lot
more content that's going to show up
| | 03:03 | inside of our main course.
| | Collapse this transcript |
| Managing files and folders| 00:00 | Now, while we can certainly upload
individual files one-by-one via other method
| | 00:05 | that we use to upload the syllabus in a
previous movie, it will be very helpful
| | 00:10 | to have a directory structure for us to
post lots of files at one time into, so
| | 00:15 | that we can keep them all organized
inside of Moodle before we are ready to
| | 00:19 | began using them inside of our content blocks.
| | 00:22 | To do this, go over to the
Administration block on the left-hand side, and
| | 00:27 | click on the link for Files. This will
open up the File Manager in full screen.
| | 00:32 | Now while you can certainly just
continue to post files inside of this File
| | 00:37 | Manager, eventually you'll end up with
the long list of all kinds of files that
| | 00:41 | you are going to have to sort through
every time you go looking for something.
| | 00:44 | To make your life a lot easier, it's a
good idea to make a series of folders to
| | 00:48 | organize your information. To do that,
simply click on the Make a folder button
| | 00:53 | at the bottom of the File Manager, we'll create
a series of folders to store our documents in.
| | 01:00 | The first folder we'll create is
called Documents, we'll click the Create button.
| | 01:04 | We'll make another new folder,
we'll call this one Images, another
| | 01:12 | folder called Movies, another folder
called Audio, a folder for any animations
| | 01:29 | that we are going to have in our site, and we'll
create one more folder for all of our Lectures.
| | 01:43 | Next, we'll upload some slide
presentations from our lectures so that we'll be
| | 01:47 | able to distribute them to our students.
To do this, simply click on the folder
| | 01:52 | for Lectures. Now we'll go ahead and
upload our lecture presentations. Click on
| | 01:56 | the Upload a file button in the right-
hand side, and then click the Browse button.
| | 02:01 | If you are following me along with the
Exercise Files, navigate to the Chapter
| | 02:05 | 2 folder and select Lecture_01_01.ppt,
which is a PowerPoint file that has the
| | 02:13 | lecture slides for the first lecture.
| | 02:15 | We'll select that file, and then click
the Open button. Click the Upload this
| | 02:19 | file button, and the PowerPoint lecture
is uploaded to the site. You can notice
| | 02:25 | that the icon has been set to a
PowerPoint icon because Moodle have auto
| | 02:28 | detected that it is a PowerPoint file.
| | 02:31 | How about if we want to upload a PDF
file? It works the same way. Simply go
| | 02:36 | over to the Upload a file button, click
the Browse button, and then select the
| | 02:41 | PDF version of the same lecture,
Lecture_01_01.pdf. Click the Open button.
| | 02:50 | Click the Upload this file. You'll notice that
the icon has also been selected as the PDF icon.
| | 02:56 | How about if you use Keynote? Go ahead
and click on the Upload a file button,
| | 03:01 | click the Browse button, select the
Keynote file, then hit the Open button,
| | 03:07 | click the Upload this file button.
The Keynote file uploads as well.
| | 03:12 | In the later movie, we'll show you how
to upload multiple files all at the same
| | 03:16 | time and do some advanced file
management. But for now, you have a good idea to
| | 03:20 | how to go ahead and upload these files.
| | 03:23 | If we click the link for parent folder,
it will take us back up the directory tree.
| | 03:26 | Let's go ahead and return back
to our course by clicking on the BIOL432
| | 03:30 | link and we now have files that are
available to us inside of our course.
| | 03:35 | In the next movie, we'll show you how
to post those lecture files directly into
| | 03:39 | the first week session.
| | Collapse this transcript |
| Posting lecture slides| 00:00 | Now that we've gone ahead and uploaded
the slides for our lecture presentation,
| | 00:04 | let's go ahead and post those slides in
the appropriate week, so that students
| | 00:08 | are able to download the slides.
| | 00:09 | Now this is obviously a personal
preference if you want to transfer your slide
| | 00:13 | presentations out to your students.
But it is a good idea to do so, and
| | 00:18 | especially a good idea to provide
those files to them before the lecture starts.
| | 00:22 | And here is why: if you provide
the files to the students before
| | 00:26 | the lecture begins, the students are able
to print those files out and bring them
| | 00:30 | with them, or even if they have a laptop,
take notes directly on the slides themselves.
| | 00:35 | This will allow them to pay attention
to what it is that you are saying, rather
| | 00:39 | than spending all of their time trying
to copy down and reproduce all of the
| | 00:44 | information that's included on the
slides that you are showing up on the screen.
| | 00:48 | To post your lecture slides, simply
go to the appropriate weeks worth of
| | 00:52 | content, click the dropdown menu for Add a
resource, and select Link to a file or website.
| | 00:59 | The same options appear that we saw
when we posted the course syllabi. So let's
| | 01:04 | go ahead and fill this out. The Name
of the first lecture is Introduction to
| | 01:09 | major tropical ecosystems. For the description,
we'll simply add, Lecture slides for week 1.
| | 01:25 | Next to post the file, click the
button for Choose or upload a file. The same
| | 01:32 | file browser that we saw before opens up.
We can now simply click on the folder
| | 01:36 | for Lectures, and we see all the
lectures that we have already uploaded to the site.
| | 01:40 | If we were to click on one of
the file names here, it will try and
| | 01:44 | download and open that file for us.
| | 01:47 | What we want to do is we want to
select under the Action column to choose a
| | 01:52 | particular file. Here you can choose
if you want to have the PowerPoint, the
| | 01:56 | PDF, or the Keynote. I'm going to go
ahead and choose the PowerPoint file.
| | 02:01 | So I'll click the Choose link. I'll scroll
down. Again I want to select the Force
| | 02:07 | download, so that every student who
comes to the site is going to have the same
| | 02:11 | experience when they click on the
file. This will make it easier on the
| | 02:14 | students and on the instructor, so
that everybody knows what to expect when
| | 02:19 | they click on a link.
| | 02:21 | We'll scroll down to the bottom and
click the Save and return to Course button.
| | 02:25 | When we written to the course, we can
see that Introduction to major tropical
| | 02:29 | ecosystems is listed here, it's showing
the PowerPoint icon and if we go up to
| | 02:35 | the Resources link, as we did before
inside of the Activities block, we can see
| | 02:40 | that not only is the course syllabi
posted inside of the header block, but week
| | 02:45 | 1 has the appropriate link and the
Summary is appearing as it should.
| | 02:50 | Let's return back to our course, and
now you could have a pretty good idea how
| | 02:54 | to upload a variety of different files,
and link them directly into your course.
| | 03:00 | The next step in getting started with
building our site is to go in and setup
| | 03:04 | our grid book so that all
assignments can be added to their appropriate
| | 03:08 | categories. And we'll do that in the next movie.
| | Collapse this transcript |
| Setting up the gradebook| 00:00 | Now that we have content going into
our course, before we start adding any
| | 00:03 | activities that are going to be
graded or just simply enter grades into our
| | 00:07 | Moodle site, so that we can
distribute those grades straight out to our
| | 00:10 | students, we need to set up some
information inside of our Grade Book.
| | 00:15 | To know what information we are going
to be setting up though, let's go ahead
| | 00:18 | and open by course syllabi and scroll
down to the section on Grades. This will
| | 00:23 | give us a good overview as to what
information that we are going to need to set up.
| | 00:27 | We know we are going to have some
Exams, some Assignments, some Research
| | 00:32 | Projects, and within Research Projects
we are going to have Group Evaluations
| | 00:36 | and we are going to have Individual
Evaluations. So let's go ahead and set up
| | 00:39 | those categories inside of Moodle.
| | 00:42 | It's a good idea, if you have access
to the Exercise Files, to go ahead and
| | 00:45 | print this file out, so you have it
handy, otherwise you can jump back and
| | 00:49 | forth between the windows. If you
don't have access to the Exercise Files, we
| | 00:53 | have it up here on screen, so you
are able to go ahead and see it.
| | 00:56 | So let's go ahead and jump back to
Moodle and in the Administration block on
| | 01:00 | the left-hand side, click on the link
for Grades. You can see that the Grade
| | 01:04 | Book is already been set up so that it
has all of the students that have been
| | 01:08 | enrolled inside of your course already
listed here for you. What we want to do
| | 01:12 | next is we want to set up the different
categories that we have listed in our syllabi.
| | 01:17 | To do that, go up to the upper left
corner and click the dropdown menu for
| | 01:22 | Choose an action. Come down in the
list until you find Categories and items.
| | 01:27 | Select Categories and items and next
we'll go in and start adding categories.
| | 01:33 | Click on the button for Add category
and we'll type in the first category name
| | 01:38 | of Exams. We have an option to say what
type of aggregation of the grades, how
| | 01:45 | do we want the different grades that
are going to be added in here to be
| | 01:48 | computed. Select the dropdown menu and
when we look at the syllabi, we can see
| | 01:53 | that we are going to do a simple sum
of the different exams that the students
| | 01:57 | are going to take. So we'll
select the option of Sum of grades.
| | 02:00 | We can click the Show Advanced button
in the upper right-hand corner to see
| | 02:05 | some of the other options that are
available to us inside of the Grade
| | 02:09 | categories. We'll go into these in more
detail later but for now just know that
| | 02:14 | they are there available to you. We'll
go and click the button for Save Changes
| | 02:19 | and the Exam category has been created for us.
| | 02:22 | Notice that the same icons for editing
content, out of the main page, have been
| | 02:28 | reproduced down here inside of these
categories. So if we ever need to go in
| | 02:32 | and edit one of these categories, we
know which buttons to click because we
| | 02:36 | have already seen them elsewhere
throughout the Moodle site. So let's continue
| | 02:39 | adding the different categories.
| | 02:41 | The next category to add is Assignments.
Again, we are going to do a simple Sum
| | 02:50 | of the grades. The grade category is
still going to be in the Coral Reef
| | 02:54 | Ecology course. Because we created
the category of exams, we now have a new
| | 02:59 | parent category option that allows us
to choose where we want the assignments
| | 03:04 | to be listed under. We want them to be
listed in the main Coral Reef Ecology
| | 03:08 | class so we'll leave that selected.
We'll come down to the bottom and click the
| | 03:12 | button for Save Changes.
| | 03:14 | We'll next add the Research Projects
category. So add another category, give
| | 03:20 | the category a name, Research Projects.
Again, we are going to do is simple sum
| | 03:27 | of the grades. The category is correct
Coral Reef Ecology and we'll click the
| | 03:32 | Save changes button.
| | 03:34 | Now we just want to create the
subcategories for group evaluation and
| | 03:37 | individual evaluation. Click Add
category. For the Category name, we'll call it
| | 03:44 | Group Evaluation. Again, we are going
to use sum of grades, and for the Grade
| | 03:53 | category now, we are going to click
the dropdown menu and this time choose
| | 03:57 | Research Projects. This will make a
subcategory of Research Projects for Group
| | 04:02 | Evaluation. Click Save changes and now
you can see that the folder for Group
| | 04:07 | Evaluation is now listed underneath
of the folder for Research Projects.
| | 04:12 | We will make one more category for
Individual Evaluation. Aggregation method is
| | 04:24 | going to be sum of grades; and again
for the Grade categories we are going to
| | 04:29 | set it to Research Projects. Click the
Save button and we now have our Grade
| | 04:35 | Book set up appropriately for us.
| | 04:37 | If we go up to the upper left and click
the Choose an action dropdown menu and
| | 04:42 | under the View section select Grader
report, we are taken back to the main
| | 04:47 | Grade Book and here we can see all of
our students that have been created and
| | 04:51 | the categories have been set up
including a Research Projects category that has
| | 04:57 | both of the two subcategories that we
created, a Category total and then an
| | 05:02 | overall Course total, which
will give us the final grade.
| | 05:05 | As we are creating different
assignments throughout the rest of this training,
| | 05:09 | we'll be able to tell that assignment
which category we want the grades to go
| | 05:13 | into and they will be automatically
filled in as additional columns under the
| | 05:18 | appropriate categories for us.
| | 05:20 | Let's return back to the course by
clicking on the BIOL432 link in the upper left.
| | 05:25 | The next step in getting started
with building our course is to show you
| | 05:29 | how to send a direct email out to all of your
students and we'll do that in the next movie.
| | Collapse this transcript |
| Sending email to the class| 00:00 | Now we already saw on the movie on
communicating with students, how to post a
| | 00:04 | new topic to the Latest News section
and have that news item emailed out to all
| | 00:09 | of our students, but what if we only
want to send an email out to some of the
| | 00:13 | students or we want to send an
email out to our students, but we don't
| | 00:16 | necessarily want it posted in the
Latest News or Announcement section.
| | 00:20 | To do that, go over to the People block
in the upper left-hand corner and click
| | 00:25 | on the link for Participants. The Users
inside of your course are listed here.
| | 00:31 | You can also narrow down the list, if
you have a large list of students, by
| | 00:35 | clicking on the first letter of the
First name of the student that you want,
| | 00:39 | and it will narrow down the search to
show you only those students that match
| | 00:43 | that listing. If you want to narrow the
search down even further, you can click
| | 00:47 | on the first letter of the last name of
the student, or the Surname and now you
| | 00:52 | have listing that only shows you just the
students that match that search criteria.
| | 00:57 | Click on the All buttons again to
return back to the listing of all of your
| | 01:01 | students. Let's say you want to send
an email to all the students in your class.
| | 01:05 | To do this, down at the bottom
of the screen, click on the button for
| | 01:10 | Select all. All of the check boxes will
appear in the right hand side including
| | 01:15 | the link to yourself, which means you
will get a copy of the email as well.
| | 01:20 | Next, click on the dropdown menu that
says With selected user and select the
| | 01:25 | options for Add/send message.
| | 01:29 | We can now enter the body of our email
right here inside of the standard HTML editor.
| | 01:35 | We'll send all of the students
a note welcoming them to the course.
| | 01:41 | Welcome to Coral Reef Ecology. We'll
scroll down a little bit. We have the
| | 01:48 | ability to deselect any particular user
that we don't want to send this message out to.
| | 01:53 | We want to send the message out
to everybody, so we'll leave everybody
| | 01:56 | selected. We'll click the button for
Preview; it's going to preview the message
| | 02:00 | for us and show us what it's going to
look like when it's sent out, then we'll
| | 02:04 | simply click the Send message button.
| | 02:06 | So we are given a message that says
everything was successful. Now we can
| | 02:10 | return back to your course by clicking on the
link by BIOL432 and the message gets sent out.
| | 02:17 | Now you may get a message popping up
warning you that the message was not
| | 02:20 | actually sent properly, because you are
working in a test environment where you
| | 02:24 | don't have an email server to actually
send the message out. So if you get a
| | 02:28 | pop up menu that says that it didn't
actually sent successfully, don't worry
| | 02:32 | about it, it's just because we are
working in a stimulated environment.
| | 02:36 | One more thing that we want to step
through in this chapter and that is to add
| | 02:39 | an assignment. If you look on the
course syllabi, you can see that on January
| | 02:44 | 28 we want all of our students to
submit what kind of projects they want to do
| | 02:49 | so that we can put them into the appropriate
groups and we'll do that in the next movie.
| | Collapse this transcript |
| Creating a simple assignment| 00:00 | As we read to the course syllabi, we
can see that on January 28th we want the
| | 00:04 | students to submit a listing of their
choices for possible projects that they
| | 00:10 | are going to complete during the field
research study and believes. An easy way
| | 00:14 | for us to collect this information is to have
the students submit an assignment through Moodle.
| | 00:19 | To do this, go to the appropriate
content block, in this case January 26th to
| | 00:24 | February 1st, and click the
dropdown menu for Add an activity. A simple
| | 00:29 | activity for the students to complete
is an online text. This will give them a
| | 00:34 | form with a single field, they can
type in their information and hit submit,
| | 00:38 | and the results will come into the faculty.
| | 00:40 | So we'll select the link for Online
text, we'll name the assignment Project
| | 00:45 | Ideas, and then in the Description
field we'll enter what we want the students to do.
| | 00:53 | Please submit your top 3 choices
for research project ideas. Possible
| | 01:10 | topics will be discussed during the
first lecture. Because this assignment is
| | 01:20 | going to be graded as part of the class
participations, we are going to assign
| | 01:24 | the point value of only 10 points. We
are going to disable the Available from
| | 01:32 | and Available to, so this assignment
is always available up on the site for
| | 01:37 | students to go in and complete. We don't
need to worry about preventing late submissions.
| | 01:41 | So go ahead and scroll down to the
bottom to where the group settings are.
| | 01:46 | We also do not have any groups setup yet,
so we'll go ahead and change this option
| | 01:50 | from Separate groups to No groups. We
want this assignment to be Visible to all
| | 01:55 | the students so we'll leave
visibility set to Show, and under the Grade
| | 02:00 | category we'll click the dropdown menu
and select Individual Evaluation.
| | 02:06 | We'll click the Save and return to
course button and we can now see that an
| | 02:11 | assignment has been
created called Project Ideas.
| | 02:15 | If we look over in the Activities block,
we can see that there is a new link
| | 02:19 | that's been created also for Assignments.
If we click on this link, you can see
| | 02:24 | that it works very similar to the
Resources link that we saw earlier. We have
| | 02:29 | the Week that the assignment is
associated with, the Name of the assignment,
| | 02:33 | what type of assignment it is, if
there is a due date associated with that
| | 02:38 | assignment, and a listing of any
Submitted results and the Grades that have
| | 02:43 | been submitted for that.
| | 02:44 | Let's return back to the course by
clicking on the BIOL432 link in the upper
| | 02:48 | left, we'll go down to the
Administration block and see what changes got made
| | 02:52 | to the Grade Book. Click on the link
for Grades and you can see that under the
| | 02:58 | Research Projects heading for
Individual Evaluations there is a new heading for
| | 03:03 | Project Ideas with the place for us enter
in the grades for this particular assignment.
| | 03:08 | If we return back to the course one
more time, and go up to the upper right
| | 03:13 | hand corner and click the dropdown
menu for Switch role to, we can select
| | 03:18 | Student and we can see what the course
looks like from the students point of view.
| | 03:23 | All the information is looking
correct and we can click on the Project
| | 03:27 | Ideas assignment, we can see that we
have not submitted any assignments yet, we'll
| | 03:33 | click Edit my submission and we can
see what a student would see if they were
| | 03:38 | to click on this assignment and be able to
submit their choices for Research Project ideas.
| | 03:43 | You scroll down to the bottom. The
Submission options are pretty simple.
| | 03:47 | They can simply save the changes. Now when
they do that, we scroll back up to the
| | 03:52 | top, return back to the course, change
our role back to my normal role, turn
| | 03:58 | editing on. So now you have all the
basic skills that you need to begin
| | 04:04 | building a course inside of Moodle.
| | 04:06 | Throughout the rest of this training
series we are going to do a deep dive into
| | 04:09 | a lot of the other tools and functions
and give you a lot of ideas as to how
| | 04:14 | you can use these tools as
you build your own course.
| | Collapse this transcript |
|
|
3. The HTML EditorHTML editor overview| 00:00 | One of the great things about Moodle
is that it will allow you to post native
| | 00:05 | documents directly into your course
and distribute those files out to your
| | 00:10 | students. Now we already saw this in
the Getting Started chapter when we posted
| | 00:15 | a Word document of our Course
Syllabus and we also posted a PowerPoint
| | 00:19 | presentation with slides to distribute
out to the students. And there are lots
| | 00:23 | of other document formats that you can
post into Moodle, and as long as your
| | 00:27 | students have that application on
their system or have access to it, they are
| | 00:32 | able to open those documents.
| | 00:34 | But one of the really powerful
things about Moodle is that it's entirely
| | 00:38 | web-based and you are able to write
web pages and compose HTML or Hypertext
| | 00:45 | Markup Language directly inside of
Moodle. So it allows you to unlock a lot of
| | 00:50 | additional power and capability and
really customize your course to make it
| | 00:56 | work exactly the way that you want it
to work. And to do that, you use the
| | 01:00 | built-in HTML Editor in Moodle.
| | 01:04 | In this chapter, we are going to step
through the common tools that you are
| | 01:07 | going to need to be familiar with to
really unlock the full potential of the
| | 01:11 | Moodle Learning Management System.
| | 01:13 | So let's have a look at the HTML Editor.
If we go up to the latest News block
| | 01:19 | in the upper right corner and click on
Add a new topic. This is a very quick
| | 01:24 | way to get into the HTML Editor. Let's go
ahead and type-in a subject of Simply Demo,
| | 01:29 | and then I'm going to scroll the Window down, so
we can get a nice, clear view of the HTML Editor.
| | 01:36 | You are more than likely going to be
already familiar with the functions of
| | 01:41 | many of the buttons and tools that are
embedded in the HTML Editor. Because the
| | 01:45 | Editor uses the icons that have become
kind of a defective standard, if you will,
| | 01:50 | across most word processors and
HTML editors. But we are going to go
| | 01:55 | ahead and go over those right now, so
you are really familiar with what they do
| | 01:59 | because those are few that are little different.
| | 02:01 | The first couple of options here
allow you to set the Font and Font Size of
| | 02:06 | your text. There is a Styles menu that
allows you to set the specific styles of
| | 02:11 | text, and we'll go over that in the
later movie, how to go ahead and set those
| | 02:14 | styles and what they look like.
| | 02:16 | There is a dropdown menu that allows
you to set the language of the content
| | 02:20 | that's being displayed. So if you are
working in a multilingual environment or
| | 02:24 | you are displaying text that needs to
be in another language, you can go ahead
| | 02:28 | and select that text and
set the language right here.
| | 02:31 | We've got some basic formatting
tools such as Bold, Italics, Underline,
| | 02:36 | Strikethrough, ability to add
subscripts and superscripts to our text. We have
| | 02:42 | a tool here that's called Cleanup Word
HTML. Now what this tool does is if you
| | 02:47 | are using Microsoft Word and you go up
to the File menu and choose Save as Web
| | 02:51 | page, Word will export the document
that you are working on as an HTML website.
| | 02:58 | You can then take the HTML code that
Microsoft Word has written for you, copy
| | 03:03 | it and paste it into the Moodle HTML
Editor. Then click the button here, for
| | 03:10 | Cleanup Word HTML, and the Editor will
go ahead and strip out any extraneous
| | 03:15 | code that's been written to
control the formatting of your document.
| | 03:20 | This does raise an interesting
question. If you've gone ahead, and you've
| | 03:23 | invested a lot of time in your Word
document or any other document to apply a
| | 03:28 | bunch of formatting, and you get it
exactly the way that you want it inside of
| | 03:31 | Word, go ahead and just post that
document to your students and distribute it
| | 03:35 | out to them, rather than investing
more time going in and further customizing
| | 03:40 | it, once it gets into the HTML Editor.
There are tools here for Undo and Redo,
| | 03:46 | and then some tools to allow you to
adjust the alignment of your text, whether
| | 03:51 | it'd be Left Justify or
Right Justify or Centered.
| | 03:55 | The two buttons here with the Paragraph
Marker and the directional arrows allow
| | 03:59 | you to set the direction that text
will flow inside of your HTML Window.
| | 04:05 | So the default action is to flow from left
to right. But a lot of languages are
| | 04:10 | written actually from right to left. So
this allows you to control the flow of
| | 04:15 | text and will allow you to set the
direction in which text is flowing.
| | 04:19 | Next, you have some tools to deal with
lists, both ordered lists and bulleted lists.
| | 04:25 | You have some tools to allow you
to increase and decrease the indention
| | 04:29 | of blocks of text. So if you want it sub-quote
out something or set a tab stop
| | 04:34 | essentially, you can do that right here.
| | 04:37 | Next you've got the ability to set your
Font Color and the Background Color of
| | 04:41 | different areas. You can add a
horizontal rule, or horizontal line that will
| | 04:46 | show up inside of your text to be able to
create some separation between different areas.
| | 04:53 | The Anchor tool allows you to take a
document that has a lot of text or a lot
| | 04:57 | of different sections in it, and select
different areas, set an anchor and name
| | 05:02 | that area. Then link to it from
another location and have the page jump down
| | 05:08 | directly to that spot. So you've
probably seen this in a long document where
| | 05:12 | there is a little outline at the top.
You can click on a particular heading, it
| | 05:16 | will jump to that section of the
document, and so, you need to first set this
| | 05:20 | up with the Anchor tool. We'll move to
an example of this in our later movie.
| | 05:24 | The Link tool allows you to create
web links, we are going to go into this
| | 05:27 | because this is a real important tool
to know how to use and know how HTML
| | 05:31 | links are established. You can remove
links. Once a link has been created, you
| | 05:36 | can select it and get rid of it.
There is a Prevent Autolinking, and
| | 05:41 | Autolinking inside of Moodle is very
cool. We are going to go into an example
| | 05:46 | of this, where we'll use the Glossary
to create some glossary entries and then
| | 05:53 | we'll turn on a function inside of
the Moodle system so that anywhere those
| | 05:57 | words show up inside of any documents
that you are posting inside of Moodle,
| | 06:02 | that Glossary entry will be linked to
it, and what this tool does is it would
| | 06:07 | actually prevent a particular
listing from having that pop-up entry.
| | 06:11 | The Insert an image tool, we are going
to use this tool extensively as well in
| | 06:16 | later movies, because you are going to
be able to go in and grab some images,
| | 06:20 | both that you have uploaded into your
course and other images out on the web
| | 06:24 | and incorporate them into your site. So
that you are able to create a very rich
| | 06:29 | environment for your students.
| | 06:31 | The Table tool allows us to create
tables of information and work with that
| | 06:36 | information inside of the HTML Editor.
There is a nice little tool here that
| | 06:41 | allows us to insert smiley face icons,
if you would like to use that.
| | 06:47 | The Insert Special Characters, this is
how you can type diacritic characters and
| | 06:52 | some specialized characters that may
or may not be available to you right on
| | 06:56 | your keyboard, so that you are able
to type-in, for instance, accented
| | 07:01 | characters or percent mille, or
registered trademark, or things like that, this
| | 07:07 | tool will allow you to insert
those straight into your text.
| | 07:11 | There is a Search and Replace tool that
allows you to find and replace phrases
| | 07:17 | and text that you have written inside
of your document. There is a tool here to
| | 07:23 | toggle HTML source. Now when you click
on this tool, what this is going to do
| | 07:27 | is it's going to turn off the what's
termed a WYSIWYG editor or What You See Is
| | 07:32 | What You Get, it's going to turn that
off and it's going to take you directly
| | 07:36 | into the underlying HTML code. Now if
you already know HTML, you can go ahead
| | 07:41 | and type that code straight into
here and Moodle will execute it.
| | 07:44 | Now be aware that one of the things
about the HTML Editor is that it's going in
| | 07:48 | and it's trying to clean up your code
to make your life easier. Now, if you are
| | 07:52 | already an expert in HTML, this may
prove to be a little frustrating to you at
| | 07:57 | first because you may find that as you
are writing code in here, and you turn
| | 08:02 | off the HTML Code Editor, Moodle may go
in and adjust some of that code, and so
| | 08:07 | it can be a little frustrating if you
are really into using a lot of in-depth
| | 08:11 | HTML, by being able to get at the
source code is right here available to you.
| | 08:16 | The last tool that's here in the Editor
is one of my favorites. I use this all
| | 08:21 | the time. It's the Enlarged Editor and
so you just go ahead and click on that
| | 08:25 | tool and it brings up a much larger
screen. So instead of having to work in
| | 08:29 | this small window, you get all this
extra area to really design and work and
| | 08:33 | focus on the content that you are building.
| | 08:37 | It also gives you an additional line
of tools that are all about working with
| | 08:43 | and managing tables. And we'll go into
a lot of these tools in a later movie
| | 08:49 | when we are focused on just tables. But
for now, know that that's where that is.
| | 08:53 | When you have done editing your code
inside of the HTML Editor's full screen
| | 08:57 | Editor, go ahead and click the
minimized Editor button and it's going to return
| | 09:02 | you back to the main page.
| | 09:04 | Now one other thing to note is down
at the bottom-left of the HTML Editor,
| | 09:09 | there is a row that says Path and it's
going to have a bunch of links, and as
| | 09:13 | you are working in your code, this is
going to show you a hierarchy of the HTML
| | 09:18 | tags that are going to define where
you are adding your document.
| | 09:22 | So the default tag that you are working
inside of, when you are posting content up
| | 09:26 | here is the body tag of the HTML code.
And as you continue to add more text,
| | 09:31 | you will see this line fill up with
the additional HTML tags, and you can go
| | 09:35 | and click on any of those tags it will
highlight the code that you are actually working in.
| | 09:40 | It's a quick overview of what the HTML
Editor is and why you are going to work
| | 09:45 | with it. For the rest of this chapter,
we are going to go into some of the more
| | 09:50 | specifics of these tools and how to
go in and really use them to kind of
| | 09:53 | manipulate some of the content that you
are going to be posting in your course.
| | 09:58 | So go ahead and scroll back up to the
top and we are going to get out of this
| | 10:01 | demo news forum that we are creating
here, by simply clicking on the BIOL432
| | 10:07 | link and that's just going to
just abandon that page for us.
| | Collapse this transcript |
| Formatting text| 00:00 | Now that we've got ideas to what the
HTML Editor is and its basic functions,
| | 00:05 | let's go ahead and apply that knowledge
by creating a new text document that is
| | 00:10 | going to have a listing of all of
the papers that we're going to have on
| | 00:13 | reserve in the library and that we want our
students to read for the first week of class.
| | 00:19 | So to do this, let's go to the block
for the first week, which is 26 January -
| | 00:23 | 1 February, click the dropdown for
Add a Resource and select Compose a web page.
| | 00:29 | I'll type-in Required Readings
and in the Summary section, which is going
| | 00:39 | to appear in our list of resources
that we saw earlier. Say Required readings
| | 00:47 | for week 1 are on reserve in the Library.
I'll go ahead and scroll down to our
| | 00:59 | Compose a web page section.
| | 01:01 | Now if you're following along with
the exercise files, you can go ahead and
| | 01:05 | open up the week 1 references.txt
file from the Chapter 3 exercise files folder.
| | 01:13 | Go ahead and select all of the
text that's in here and we'll copy it by
| | 01:18 | pressing Command or Ctrl+C, and we can
close our Text Editor and go ahead and
| | 01:23 | paste that into the HTML blank by
simply hitting Command or Ctrl+V.
| | 01:28 | Let's go ahead and just look and see
what we've got here. So we've scrolled all
| | 01:31 | the way down to the bottom, we'll click
the Save and Display button and we can
| | 01:36 | see that all of the text that we
just posted up here is available to our
| | 01:40 | students and the students could
actually see this. They have the information
| | 01:44 | that they need and this could actually suffice.
| | 01:47 | But we want to make this better. We
want to make it clear and easier to read.
| | 01:52 | So we'll go in now and apply some
formatting to this file. So in the upper
| | 01:57 | right-hand corner click on the button
that says Update this Resource and scroll
| | 02:02 | back down in your Window until you get
back to the Compose a web page section.
| | 02:08 | Let's first start by creating a title
or a heading for the content that's here.
| | 02:13 | So click right in front of the first
line of text, hit Enter or Return on your
| | 02:17 | keyboard and then the Up Arrow to go
back up to the top line and let's simply
| | 02:21 | type-in Required Readings.
| | 02:27 | Let's go ahead and select that text
and to apply a predefined Style to this
| | 02:32 | text, click on the third dropdown menu,
which has all of the styles that are
| | 02:37 | built into HTML. The first style here
Heading 1 is going to bold this text and
| | 02:45 | make the font size larger.
| | 02:47 | Now depending on a particular theme
that is being applied to your version of
| | 02:52 | Moodle, when we see this in the
finished document, how it's going to appear may
| | 02:57 | be slightly different, but that's all
just dependent on the particular theme
| | 03:01 | that is applied to your Moodle installation.
| | 03:03 | The next thing that we want to do is
we want to provide some separation for
| | 03:07 | each of these references, so that the
author's name and the date all show up on
| | 03:12 | one line and then the rest of the
reference is not only showing up on the
| | 03:17 | second line but it is block-
indented so that it shows some separation.
| | 03:22 | So to do that, simply click right in
front of the word Nutrient in the first
| | 03:27 | reference and hit Enter or Return, and
you may be tempted to just go ahead and
| | 03:32 | hit the Tab key and that would create
a new tab over. But if we go up to the
| | 03:37 | Increase indent tool and click on that,
because all the rest of this text is
| | 03:42 | all one continuous paragraph of text,
even though it's separated on two lines here.
| | 03:48 | Moodle is going to block indent that
code. So it's going to provide that nice
| | 03:52 | separation. So let's go ahead and do
that for the rest of the references.
| | 03:55 | So for the Cook and D'elia reference
right in front of the Are Natural
| | 03:59 | Populations, Enter or Return and then
click the Increase Indent. Then for Phil
| | 04:06 | Dustan's paper, let's go ahead right in
front of Distribution of Zooxanthellae,
| | 04:11 | Enter or Return and then press the Block Indent.
| | 04:16 | Scroll on down or let's do the P.W.
Glynn article right in front of Coral reef
| | 04:20 | bleaching, Enter or Return and
Increase Indent. The Muscatine et al article,
| | 04:29 | The effect of external nutrient, hit the
Enter or Return and then Block Indent it.
| | 04:35 | And finally the Stimson Kinzie article.
Let's go ahead right in front of The
| | 04:41 | temporal pattern, Enter or
Return and click the Increase Indent.
| | 04:46 | Let's go ahead and scroll back up and
things are starting to look a little bit
| | 04:49 | better here. We're starting to see
that nice separation of the articles and
| | 04:52 | this certainly will look more like what
you would expect the bibliography to be
| | 04:55 | formatted like at the bottom of a paper.
| | 04:58 | We also have some scientific names
that are in the titles of some of these
| | 05:01 | articles. Now scientific names
should always be differentiated either by
| | 05:06 | italicizing them or by underlining them.
And since we're working on a webpage,
| | 05:12 | and links are typically defined as
having an underline underneath of them, and
| | 05:18 | usually are called out in some
other color of text, let's go ahead and
| | 05:21 | differentiate the scientific names
in this text by italicizing them.
| | 05:25 | So go ahead and simply select the name
Acropora palmata or Acropora palmata and
| | 05:31 | click the Italicize button up at the
top. We'll go ahead and scroll down a
| | 05:35 | little bit and we'll look for any other
scientific names that we have in here.
| | 05:39 | Here is Montastrea Annularis or
Montastrea Annularis and italicize that name.
| | 05:45 | We'll go ahead and scroll one down
a little bit further and we see that
| | 05:50 | Pocillopora damicomis in the Stimson article
needs to be selected and italicized as well.
| | 05:58 | So that's looking much better, now
we've got those all in here. Scroll back up
| | 06:02 | to the top. And the last thing that we
want to call out some attention to is it
| | 06:07 | would be good to have a little bit of
a separation between the title of the
| | 06:10 | article and it's actual reference, the
journal that it's in, the volume and page number.
| | 06:17 | So let's go ahead and select the
journal name, volume and page numbers and
| | 06:24 | we'll go ahead and Bold all of those.
And that will add another layer of
| | 06:27 | separation. So the Cook and D'elia
article, let's select Symbiosis and it's Bold.
| | 06:34 | We'll come down here to Phil
Dustan and select the Bulletin of Marine
| | 06:41 | Science, select that guy and we'll bold him.
| | 06:45 | Moving down the Glynn article is in
Coral Reefs. The Muscatine et al is in the
| | 06:52 | Proceeding of Royal Society of London
and bold that guy, and the last one, the
| | 06:59 | Stimson and Kinzie article is in the
journal of Experimental Marine Biology and
| | 07:03 | Ecology. I'll select that guy and bold him.
| | 07:07 | Formatting text is very simply done by
simply selecting the text that you're
| | 07:12 | working with and applying the correct
Style or button or the formatting that
| | 07:18 | you have up in the top. You're probably
already familiar with most of the rest
| | 07:21 | of these buttons, so we're not going
to go into all of them. But if we go now
| | 07:25 | all the way down to the bottom and
click the Save and Display button, you can
| | 07:30 | see that the journal articles that we
have here have been called out a little
| | 07:35 | bit nicer now, the author's name and
date are all on one line. The rest of the
| | 07:39 | text is all indented properly and we
have our scientific names, all italicized
| | 07:45 | and our journal entries are all bolded.
| | 07:47 | So it gives us a nice clean separation
that required readings where we gave it
| | 07:53 | a Heading 1, you can see that the
particular template that we are using inside
| | 07:56 | of Moodle has put a large box around
with a background color and kind of bolded
| | 08:01 | the text so that it really stands
out and shows as a clear heading.
| | 08:05 | So all that's looking great, let's go
and return back to our course BIOL432 in
| | 08:10 | the upper left-hand corner. We can
see that our web link is here for the
| | 08:15 | students to be able to click on, where
they can save Required Readings, they
| | 08:19 | have a nicely formatted bibliography
that not only conveys the information that
| | 08:24 | we want to display to them, but it is
also in the format that you're going to
| | 08:28 | want your students to be putting
their references in at the end of the
| | 08:31 | documents that they're writing.
| | 08:33 | So it's a kind of reinforcement of what
it is that you want them to do in their
| | 08:37 | writing and you are modeling it here for them.
So let's return one more time to our course.
| | Collapse this transcript |
| Creating tables| 00:00 | The next skill that you want to
master when working with the HTML editor
| | 00:04 | that's built into Moodle is the
creation of tables and tables are used to be
| | 00:09 | used in HTML to do everything from
laying out documents to presenting tables of
| | 00:15 | data. They are mostly used now for just
presenting tables of data and for small
| | 00:20 | little layouts. So that's where we are
going to use this table for. We want to
| | 00:24 | post a document to our students
that's a paper that's been written;
| | 00:28 | it's a background about Coral Zooxanthellae
Symbiosis. And we are going to create an
| | 00:33 | outline of this document up at the top
of the page and then in a later movie,
| | 00:38 | we'll go through and we'll link that
outline to the subsections. So to begin,
| | 00:44 | go to the first week's block, January
26 to February 1, and click the dropdown
| | 00:50 | menu for Add a resource and we are
going to compose a webpage. So click on
| | 00:54 | Compose a web page and we are going to
give this a title, Coral Zooxanthellae
| | 00:59 | Symbiosis. We'll give a little
description here of Background information about
| | 01:14 | the Coral Zooxanthellae Symbiosis. Go
ahead and scroll down to the Compose a
| | 01:23 | web page section. Now if you are
following along with the exercises, go ahead
| | 01:27 | and open up the background_html_
formatted.txt file from the Chapter 03 Exercise
| | 01:36 | Files. Go ahead and select all which
is Command+A or Ctrl+A and copy which is
| | 01:42 | Command+A or Ctrl+C and we can go
ahead and close that document and we'll
| | 01:47 | return back to Moodle. Now don't just
paste the text inside of here. What we
| | 01:52 | are going to paste in here is some
formatted HTML. So what we want to do is
| | 01:56 | click on the Toggle HTML Source button
over on the right-hand side. Select the
| | 02:02 | break tag that's in there and go ahead
and delete it and now hit Command+V or
| | 02:06 | Ctrl+V and that will paste this entire
document. If we then click on the Toggle
| | 02:13 | HTML Source back again, we can see that
there is an article that's been posted
| | 02:17 | here. It's just a text document and the
only formatting that I have applied is
| | 02:23 | to go in and select each of the
different headers and apply a Heading 1 or
| | 02:28 | Heading 2 to those various different
locations. So go ahead and scroll all the
| | 02:34 | way up to the top and what we want to
do is click at the very top of the text
| | 02:37 | box, and we want to insert a table and
we'll do that by clicking on the Insert
| | 02:44 | Table button over here on the right-
hand side. Now for this table, let's start
| | 02:49 | off with a very simple table. We need
to tell Moodle the number of rows and
| | 02:53 | columns that we want our table to
contain. So let's begin with a simple table
| | 02:58 | of 1 row and 1 column and its default
to set the Width to 100% meaning that
| | 03:05 | this table is going to be 100% of the
Width of the HTML window that we have
| | 03:10 | open. And that's probably a little bit
large for what we need. So go ahead and
| | 03:15 | select the value for Width and type in
400 and we don't want Percent; what we
| | 03:23 | really want is Pixels in this case. We
are going to leave the Layout set to Not
| | 03:29 | Set, but if you were inserting a
table that you wanted to use as a sidebar,
| | 03:33 | meaning you want to have it show up in
the text and have the text wrap around
| | 03:37 | it, you could start with your cursor at
the beginning of the text and tell that
| | 03:41 | you want it to be Left justified or
Right justified and then the table would
| | 03:45 | show up on the left or right side of
that block of text, and the text would
| | 03:50 | flow around it. But in our case, we
want it to be just up at the top. So we'll
| | 03:54 | leave it set to Not Set. Border
thickness set to 1. That's great because that's
| | 03:59 | going to put an actual line around the
table. Spacing. to 1 and the Cellpadding
| | 04:05 | both to 1 and these are how close
the cells are to one another, which is
| | 04:10 | Cellspacing and Cellpadding is how much
space is in between the cells. So both
| | 04:14 | of those values are fine. Let's go
ahead and click OK and our new table is
| | 04:18 | created for us right at the top for
us to work in. So if we click our mouse
| | 04:23 | inside of that table, you can see that
there are some different controls that
| | 04:28 | are showing up around the outside of
the table. If we wanted to increase the
| | 04:31 | number of columns, we could simply
click on the small triangle that is pointing
| | 04:36 | to the right-hand side of the circle
and if I click on that, you can see there
| | 04:39 | is another little cell over here, if I
type in just a few characters. You can
| | 04:44 | see that there is another cell that's
being created. We can get rid of a column
| | 04:47 | by clicking on the Circle icon at
the top of the column, and that column
| | 04:50 | disappears. Let's go ahead and add a
new row by clicking the Down arrow on the
| | 04:58 | left-hand side. So now we have a table
that is divided into two rows and one
| | 05:04 | column. We'll go ahead and type in the
top column, Outline, and select the text
| | 05:08 | that's inside of there and we'll go
ahead and center that. Now for the text
| | 05:10 | that's inside the main part of the
table, what we want is all of the headings
| | 05:11 | for this paper that we were working
with, and rather than watch me type this,
| | 05:13 | if you have access to the Exercise Files,
you can open up a file in the Chapter
| | 05:40 | 3 Exercise Files called background_
outline.txt and I have gone ahead and typed
| | 05:41 | out the entire outline for you. So go
ahead and select that and copy it using
| | 05:43 | Command+C or Ctrl+C and we'll come
into this second cell and paste it with
| | 05:46 | Command+V or Ctrl+V. Once again, all
that text just goes ahead and flows right
| | 05:51 | into here. Now this top cell, it would
be good to go ahead and differentiate
| | 05:56 | that cell from the bottom cell a little
bit. So in order to do that, we want to
| | 06:01 | get into the row properties for this
cell. So go ahead over to the right-hand
| | 06:07 | side and click on the Enlarge Editor
button. That's going to open up the large
| | 06:12 | screen editor for us to work in, and we
can click inside of that top cell. And
| | 06:18 | this second icon here that has the kind
of red bar highlighted in it is the Row
| | 06:25 | properties tool. So go ahead and click
on that tool, and this is going to give
| | 06:29 | us the ability to go in and set any
custom width and heights for this row of
| | 06:34 | content that we want. We can set the
Text alignment if we want and right now,
| | 06:39 | its set to Left, but let's go ahead and
set that to Center, so that our heading
| | 06:43 | jumps directly over into the middle of
that cell. Vertical alignment; if there
| | 06:49 | were multiple lines here we could set
whether or not we wanted the alignment of
| | 06:53 | the text and any objects inside of
that cell to be at the top of the cell or
| | 06:57 | linked to the bottom or floating in the
middle. At the top, it's just fine for
| | 07:01 | what we are doing. And now down in
the Style section, there is a Background
| | 07:06 | property and this box right here is
actually a color chip. So go ahead and
| | 07:10 | click on that box and it's going to
bring up a color selector for us and we can
| | 07:14 | choose what color that we want to
use as the Background color for this
| | 07:18 | particular cell. I'm going to go ahead
and choose this Gray color here which is
| | 07:23 | a #CCCCCC. And if we wanted to have a
Background image show up, we would go
| | 07:31 | ahead and type that URL in here.
There's also a place for us to enter the
| | 07:35 | Foreground color and a Border color
for this cell. But we have got everything
| | 07:39 | set the way we wanted. We'll go ahead
and click OK and now we can see that our
| | 07:42 | text is now aligned into the middle
of that cell and the cell has a nice
| | 07:47 | background color on it. The next thing
we want to do is go ahead and apply some
| | 07:50 | formatting to this outline that we
have pasted in. So I want to go ahead and
| | 07:55 | select the whole outline and click on
the Bulleted List button that's up in the
| | 08:01 | HTML formatter and that's going to give
us a nice bulleted list. Now we want to
| | 08:05 | add a couple of more indentions to a
few of these. Everything from Effects of
| | 08:10 | Light to all the way down to Effects
of Increased Temperature. Go ahead and
| | 08:14 | select all of those areas and let's
increase the indent on those and it's going
| | 08:20 | to move all of those bullets in one
indent. We'll also take and select both
| | 08:26 | Zooxanthellae and Chlorophyll a, and
the Chlorophyll a listing and we'll move
| | 08:31 | those in as well and Chlorophyll a is
a sub-heading of the Zooxanthellae and
| | 08:36 | Chlorophyll a. So we'll go ahead and
select Chlorophyll a and indent that one
| | 08:41 | level as well. So now we have a nice
table that we have inserted. We can use
| | 08:46 | the internal controls to adjust the
cells. The controls up here will do the
| | 08:51 | same thing but these controls here are
going to do it a lot quicker and a lot
| | 08:56 | easier; it's all going to be just in
line for you. We have got our table the
| | 08:59 | way that we wanted, go ahead and click
the Minimize editor and we can now go
| | 09:04 | ahead and scroll all the way to the
bottom and click the Save and display
| | 09:09 | button, and we can see how our work
looks. We have got our Outline table set
| | 09:16 | up. We have got a heading for the
table and we have got the Outline all laid
| | 09:20 | out in there. So let's return back to
our course, going up to BIOL432 and there
| | 09:26 | is our Coral Zooxanthellae Symbiosis
document that is ready for our students to use.
| | Collapse this transcript |
| Creating internal links| 00:00 | As we are continuing to go through some
of the features of the HTML editor, the
| | 00:04 | next one that we want to tackle is
creating internal links within a document.
| | 00:09 | In the last movie, we created an outline in
this Coral Zooxanthellae Symbiosis document.
| | 00:15 | So let's go into that document, click
the little Update icon, which is the Hand
| | 00:20 | with the Pencil tool next to that
document. This is going to take us back into
| | 00:25 | the document, so we can continue editing
and continue working with this document.
| | 00:29 | Let's go ahead and scroll down in the
window, down to your Compose a web page
| | 00:34 | screen and we'll click on the tool to
use the enlarged editor This will give us
| | 00:39 | a little bit bigger view of the document
and it'll be a little easier to work with.
| | 00:44 | So what we want to do in this document
now is we want to make it so that if a
| | 00:49 | user comes in and they click on one of
these items up here in the Outline, the
| | 00:54 | web page is going to jump down to that
portion of the Outline. So the student
| | 01:00 | will be able to read exactly the section of
text that they are interested in from the Outline.
| | 01:07 | To do this requires a multi-step process.
What we first have to do is identify
| | 01:13 | where we want the anchors, or where we
want the links to lead us to, when we
| | 01:19 | click on them. So to do that, what you
do is select a heading and then go up to
| | 01:27 | the HTML tools and click on the Anchor
icon, which is the Create anchor link.
| | 01:33 | We then have to give a name to this anchor, and
so we'll call the first one, simply, Symbiosis.
| | 01:39 | Now it's important to keep track of
exactly what you name these links, because
| | 01:46 | when you make the link at the top, the
tag has to match exactly. So we'll go
| | 01:50 | ahead and just hit OK, and then we'll
go ahead and scroll down and now we have
| | 01:57 | got Abiotic Environmental Effects on
Symbiosis. We'll select that whole line
| | 02:02 | and click on the anchor and we'll call
this anchor a name, Abiotic. Say, OK.
| | 02:11 | We'll do Effect of Light over the
top and click on the anchor, and the
| | 02:18 | anchor name for this, we'll call it Light.
Select Effect of Depth, click the anchor.
| | 02:27 | We'll call this one Depth.
Say OK. Scroll down, Effects of
| | 02:36 | Eutrophication, click the anchor.
I'll call it Eutrophication. Click OK.
| | 02:48 | Non-Point Source Pollution, click
the anchor, and I'm going to call that
| | 02:57 | Pollution. Click OK.
| | 03:00 | Scroll down just a little bit more.
Effects of Increased Nutrification, anchor
| | 03:06 | that, Nutrification, say OK.
Down a little bit further, Increased
| | 03:18 | Sedimentation, again anchor,
Sedimentation, OK. Scroll down, Effects of
| | 03:32 | Increased Temperature, anchor,
Temperature, OK. Coral Zooxanthellae
| | 03:42 | Photoadaptations, link that and we'll
call it Photoadaptations, OK. A little
| | 03:53 | bit further down, Zooxanthellae and
Chlorophyll a, we'll call that ZooxChla.
| | 04:08 | And the last one we'll do Chlorophyll a
and we'll call that simply Chla and say OK.
| | 04:19 | So now, go ahead and scroll all the
way back up to the top and now we need to
| | 04:23 | just establish the links from the
Outline down to the anchors that we have
| | 04:28 | already created, and this goes really
quick; Moodle has done that great job of
| | 04:32 | making this work easily.
| | 04:34 | So we'll just select the first item,
Coral Zooxanthellae Symbiosis, and we'll
| | 04:39 | click the Link button. This is the
Insert Web Link button. We don't have to set
| | 04:44 | any of the top parameters; all we need
to do is click on the dropdown menu for
| | 04:48 | Anchors and it gives us the links of
all of the internal anchors that we have
| | 04:53 | already created for this document.
| | 04:55 | So the first one links to Symbiosis and
we'll say OK. The second one, go ahead
| | 05:01 | and select that, click on the ink. That
one is going to Abiotic and we'll click OK.
| | 05:10 | The third one is to Effects of Light, OK.
Effects of Depth, choose that to Depth.
| | 05:25 | Effects of Eutrophication,
we choose that to Eutrophication.
| | 05:36 | Non-Point Source Pollution, change
that to Pollution. Effects of Increased
| | 05:45 | Nutrification, and Nutrification.
Effects of Increased Sedimentation. Effects
| | 06:00 | of Increased Temperature. Coral
Zooxanthellae Photoadaptations goes down to
| | 06:11 | Photoadaptations. Zooxanthellae and
Chlorophyll a, ZooxChla and finally,
| | 06:24 | Chlorophyll a links to Chla, say OK.
Excellent! So now, go ahead and click the
| | 06:33 | Minimize editor and scroll all the way
down to the bottom, and click the Save
| | 06:39 | and display, and we'll go ahead and test this.
| | 06:43 | Now when you come down and you
click on a link such as Effects of
| | 06:46 | Eutrophication, your browser jumps
directly down to that link and you can also
| | 06:51 | see that as you move your over top of
each of these headings, they are now hot,
| | 06:55 | letting you know that there are
anchors there as well. You can hit the Back
| | 07:00 | button in your browser and test
another one of the links, Effect of Increased
| | 07:03 | Temperature, and it jumps directly
down to Effects of Increased Temperature.
| | 07:07 | So you can hit the Back button and
let's go ahead and return back to BIOL432
| | 07:13 | and now you know how to create
internal links. It's really simple; you just
| | 07:17 | make sure that you set that anchor
first and then go up and you create a link
| | 07:22 | and target the specific
anchor that you have set.
| | Collapse this transcript |
| Creating external links| 00:00 | Now as we are providing information to
our students inside of Moodle, another
| | 00:05 | great kind of resource that we want to
add is links to the outside web.
| | 00:08 | There is tons of information
out there as you already know.
| | 00:11 | In this exercise, what we are going to
do is we are going to go in and
| | 00:13 | we're going to create a web page that is
going to be a list of links to outside web
| | 00:18 | resources, and it's something you can
constantly be coming back to and editing
| | 00:23 | and pointing your
students out to additional sites.
| | 00:25 | So to begin, click on the Add a
resource dropdown menu and select Compose a web
| | 00:30 | page. For the name of this, we are
going to call this Coral Reef Web Links. For
| | 00:40 | the Summary description, we'll just
say Links to Coral Reef related websites.
| | 00:50 | So go ahead and scroll down in the
window to the Compose a web page, and we'll
| | 00:57 | give a nice heading of Coral Reef
Websites, and we'll hit Enter or Return, so
| | 01:06 | that our cursor stand on the next line.
| | 01:09 | The two links that we are going to
begin with here are Wikipedia and we are
| | 01:15 | going to point directly to the Coral
Reefs site, because there is a lot of good
| | 01:20 | information on Wikipedia for this. It
may or may not be appropriate for the
| | 01:26 | particular grade level that you are
teaching, but in the case of this example,
| | 01:30 | it will be a good site for us to go to.
| | 01:32 | We also want to link to NOAA's Coral
Health and Monitoring home page and that's
| | 01:41 | the NOAA - CHAMP page. So let's apply a
little bit of formatting to this. We'll
| | 01:46 | go ahead and select the Coral Reefs
Website at the top and tell that is the
| | 01:51 | Heading 1. For our list of links, we
are going to select both of those and just
| | 01:57 | make it a bulleted list, so
each link will have its own bullet.
| | 02:00 | The next thing we want to do is we
want to make sure that we have the URL
| | 02:05 | already selected for each of these links
. Go ahead and use Ctrl+T or Command+T
| | 02:12 | on your keyboard and that should
open a new tab in your browser.
| | 02:16 | I have already gone ahead and gone to
Wikipedia.org and done a search for Coral
| | 02:22 | Reefs and I have got my browser already
pointed at the Coral Reefs website for
| | 02:27 | Wikipedia. As we quickly scroll down
through this list, we can see there is a
| | 02:31 | lot of really good information; there
are some diagrams of what a fringing reef
| | 02:35 | looks like, so the students will be
able to see what the inner reef looks like,
| | 02:39 | the reef crest, the outer reef or the
fore reef, different distributions of
| | 02:44 | Coral Reefs around the world. A lot
of this information is really good and
| | 02:47 | helpful for our students to have
some nice background information.
| | 02:50 | So we'll go ahead and scroll back up
to the top and what we were interested
| | 02:53 | here is the URL. So simply select the
URL at the top and copy that. You can use
| | 03:00 | Command+C or Ctrl+C on your keyboard
and let's go back to the tab for the
| | 03:05 | Wikipedia site and select the whole
listing for Wikipedia - Coral Reefs. Then
| | 03:13 | what we want to do is click on the
Insert Web link button in the HTML editor
| | 03:20 | and it's going to ask us first for the
URL. Go ahead and select the http:// and
| | 03:27 | simply press Command+V or Ctrl+V
because we already have a copy to our
| | 03:31 | Clipboard. Paste that in
and then the full URL goes in.
| | 03:36 | For a Title, let's go ahead and type in
Wikipedia - Coral Reefs. What the Title
| | 03:43 | is going to do is it's going to
provide some Alt text for us. So as we hover
| | 03:48 | our mouse over top of that link, if we
just wait a second, the Alt text will
| | 03:52 | appear inside of there.
| | 03:54 | For Target, what I would like to do is
set these to New Window because when I
| | 03:59 | have my students working inside of my
browser and I have them click on a link
| | 04:03 | taking them to an outside site, outside
of my Moodle page, I don't want them to
| | 04:08 | loose my Moodle page. I want that
website to remain inside of their browser. I
| | 04:13 | don't want to have to have them
constantly hitting back and trying to look and
| | 04:16 | see where the Moodle site is.
| | 04:18 | So by selecting the Target of New
Window, when they click on the link, a new
| | 04:23 | window is just going to appear that's
going to have this website already in it.
| | 04:28 | Now we saw anchors in the previous movie, and
we don't need to set any anchors in this case.
| | 04:33 | So simply hit the OK button and we
have a link there. The next site that we
| | 04:38 | want to link to is the NOAA-CHAMP page
. And again, you can open a new tab in
| | 04:43 | your browser by doing Command+T or
Ctrl+T and I have already gone ahead and
| | 04:48 | done a search for this site and
brought it up. It's a www.coral.noaa.gov and
| | 04:55 | this is a fabulous site that's put
together by the National Oceanic and
| | 04:59 | Atmospheric Administration and it has a
ton of information inside of here about
| | 05:06 | Coral Reefs, Coral health
and the monitoring of that.
| | 05:10 | So again, let's just go up the top and
we'll go ahead and select that URL and
| | 05:14 | copy it with Command+C or Ctrl+C and
click back on the tab for Moodle and now
| | 05:21 | we can select the text for the NOAA-
CHAMP page, and click on the Insert a Link
| | 05:26 | button in our HTML editor. The
Insert Link window comes up and the URL is
| | 05:31 | already selected for us, so we can
simply hit Command+V or Ctrl+V and the URL
| | 05:35 | gets pasted in. We want to give a
title of NOAA-CHAMP and we again want the
| | 05:44 | Target to a New Window. We'll go ahead
and hit OK and we have our two links.
| | 05:50 | Now if want to add any additional links
, we simply hit Enter or Return and a
| | 05:54 | new bullet is created for us and we
can add a new site. So let's go ahead and
| | 05:59 | preview this page and see how it looks.
| | 06:01 | So to do that, simply scroll all the
way to the bottom and click the Save and
| | 06:06 | display button. We get our header,
Coral Reef Website and we'll go ahead and
| | 06:10 | click on, Wikipedia-Coral Reefs and we
can see that a new tab got created for
| | 06:15 | us and it linked to the page and I'll
go ahead and close these tabs, just so
| | 06:19 | that you can really see that
these are working properly.
| | 06:22 | Now we'll click on the NOAA-CHAMP page
, and the NOAA-CHAMP site has opened up
| | 06:28 | for us. I'll go ahead and click back on
the Wikipedia site, go ahead and close
| | 06:33 | that tab, so it's out of the way.
We can return back out to our course,
| | 06:38 | BIOL432. And there we go; we have got
a HTML document now, we have links that
| | 06:45 | link out to an outside resource. You
can use this tool anywhere throughout your
| | 06:50 | site, any document that you are
creating. If you have got text that you are
| | 06:54 | writing somewhere, you can select a
piece of text. Click on that Insert Link
| | 06:57 | tool and link to any
website anywhere on the Internet.
| | Collapse this transcript |
| Inserting local pictures with HTML| 00:00 | A great way to enhance the content
that you're posting inside of your Moodle
| | 00:04 | course is to insert images directly
in line with the HTML. A great place to
| | 00:10 | look at that is in the header block.
Here we have the Welcome to Coral Reef
| | 00:14 | Ecology line of text, but it would be
nice if we had a nice image that had the
| | 00:19 | text incorporated in it and really
kind of set the stage for what the rest of
| | 00:22 | the course is going to be about.
| | 00:24 | Let's go ahead and replace the
Welcome to Coral Reef Ecology text with an
| | 00:29 | actual header image. To do this,
simply click on the Edit summary icon or the
| | 00:33 | small hand with the pencil at the top
of the page. This will take us back to
| | 00:38 | the screen where we're able to edit
the HTML for the header image and we want
| | 00:42 | to just get rid of the top Welcome to
Coral Reef Ecology. So we'll go ahead and
| | 00:47 | select that and delete it and make
sure that the dropdown menu here just gets
| | 00:53 | reset back to Normal.
| | 00:55 | Now what we want to do is click on the
icon for insert an image, it's the small
| | 01:00 | icon over here that looks like a
window frame with a picture inside of it.
| | 01:03 | So go ahead and click on that. This is the
Insert Image dialog box. It's asking us
| | 01:08 | for the URL of the image that we want
to post. Now we want to post a local
| | 01:11 | image, one that's set inside of
our Moodle system. All of our images, we
| | 01:17 | have down here in our file browser; we
can click on the folder for images that
| | 01:21 | we created in an earlier movie.
| | 01:23 | Now we don't have any images uploaded
yet into our site. So the first thing we
| | 01:27 | want to do is we want to upload an
image that can be used as this header image.
| | 01:31 | So down at the bottom of the screen,
you have a blank and there's a button for Browse.
| | 01:35 | So go ahead and click on that
button, and if you are following along
| | 01:38 | with the exercise files, go to the
Chapter 3 Exercise File folder and select
| | 01:43 | the header.jpg image. Go ahead
and click the OK or Open button.
| | 01:50 | It's going to fill in the complete
path as to where that image is and then we
| | 01:54 | click the button for Upload. The image
gets uploaded onto the server and we can
| | 02:00 | click on the link for that image and
it's going to preview the image for us
| | 02:04 | over here on the right-hand side. And
you'll notice that after we clicked on
| | 02:07 | the image, not only did it preview on
the right but it's also filled out the
| | 02:11 | URL at the top of the screen.
| | 02:13 | The next thing we need to add here is
the Alternate text, and this is what's
| | 02:17 | going to show up in browsers that do
not have images displayed and if we hover
| | 02:23 | our mouse over it, it would be the
tool tip that would pop-up. It's real
| | 02:26 | important to make sure that you add the Alt text
all the time to all the images that you insert.
| | 02:31 | So we'll go ahead and just type in
BIOL432:Coral Reef Ecology. Now for the
| | 02:42 | layout if we wanted to set up any
Alignments to position the image, we could do
| | 02:47 | that here, we could set a Border for
the image so that the web browser would
| | 02:52 | put a line around the image if we
wanted that. We could set up any Spacing that
| | 02:56 | we wanted to tell the web browsers how
close we want text to get to this image,
| | 03:02 | both horizontally and vertically and the
values in here would be input in pixels.
| | 03:08 | The last section over here is for Size
and this is auto filled in for us, and
| | 03:13 | it's already detected that this image
is 600 pixels x 75 pixels. So we'll just
| | 03:19 | go ahead and click OK now, and you
can see that the image has been inserted
| | 03:23 | into our block of code.
| | 03:25 | Now we'll go ahead and just click on
the Save changes button at the bottom and
| | 03:30 | we've got a nice header image so
that when a student comes to our class,
| | 03:33 | there's some Coral on the background,
we've got the title of the course, who
| | 03:37 | the instructor is, and we're providing
a little bit more of a rich experience
| | 03:42 | for the students when they come to our site.
| | 03:44 | So inserting an image is really simple.
You simply just make sure that you
| | 03:48 | upload that image into your file manager
and then link to it and set up the parameters.
| | Collapse this transcript |
| Inserting pictures from Flickr| 00:00 | One of the really amazing things about
HTML is its ability to grab resources
| | 00:05 | from any where on the Internet and
incorporate them into another page of HTML.
| | 00:12 | So in this example we're going to go
into the Coral Zooxanthellae Symbiosis
| | 00:18 | document that we were working on
earlier. To do this simply click on the hand
| | 00:23 | icon with the pencil and we're going to
go ahead and scroll down in the window
| | 00:28 | until we get to the composer web page
section and then scroll down until we
| | 00:32 | find the first block of text where
it says Coral Zooxanthellae Symbiosis.
| | 00:37 | What we want to do is we want to
insert an image right here so that students
| | 00:43 | can see what a hermatypic coral looks
like. We currently do not have any images
| | 00:48 | uploaded to our site that will work for
this but there is an image that I know
| | 00:52 | of that's out on the Internet. It's
actually on Flickr and we're going to
| | 00:56 | incorporate that image then directly
here in line without having to import it
| | 01:02 | into our site. We can dynamically
link to that file right out where it is.
| | 01:06 | So the first thing we need to do is
find that image. So I'm going to go ahead
| | 01:09 | and open up a new tab in my browser by
doing Command+T or Ctrl+T and let's just
| | 01:15 | simply go to Flickr, www.flickr.com.
Now for the search I've created a special
| | 01:23 | tag called moodle_esst_teachers and
this is going to jump you to a preselected
| | 01:33 | group of images that I've
already uploaded into Flickr.
| | 01:36 | So click the Search field and you can
see that Flickr found 32 images that
| | 01:41 | match the moodle_esst_teachers. So if
we scroll down in this list of images,
| | 01:48 | there is this great image of
Diploria labyrinthiformis, which is nice
| | 01:52 | hermatypic coral. We want to go ahead an
insert his image directly in line with out text.
| | 01:59 | So to do this, simply Right-Click or
Ctrl-click on the image and there is a
| | 02:05 | link here that says View Image. Go
ahead and select View Image and what it's
| | 02:09 | going to do is it's going to open up
just that image that we found inside of
| | 02:14 | our browser window and the URL that's
up here at the top is the URL pointing
| | 02:19 | directly to this particular image.
| | 02:23 | So go ahead and select that URL. That
is going to be the piece of data that we
| | 02:29 | really need in order to make this work.
Now press Command+C or Ctrl+C on your
| | 02:33 | keyboard to copy that URL and let's go
ahead and go back over to our Moodle course.
| | 02:38 | Now we've got our cursor clicked
right in front of the word hermatypic for
| | 02:44 | hermatypic corals and we're going to
go up and click the icon to insert an
| | 02:48 | image again just as we did in the last
movie. This time instead of uploading an
| | 02:54 | image, we want to just go ahead and
paste by hitting Command+V or Ctrl+V, the
| | 02:58 | URL that we've gone ahead and
copied from the Flickr address.
| | 03:03 | Now we'll come down here into the
Alternate text and we'll just type in Coral
| | 03:08 | Image and we do want to--this time set
this Alignment and the Alignment that we
| | 03:14 | want, it would be nice to have the
Alignment of this image so that it shows up
| | 03:18 | on the right-hand side and the text
will just go ahead and wrap around it.
| | 03:22 | So we'll go ahead and set that to Right. We do
not want any Border associated with this image.
| | 03:28 | The spacing for this images, let's go
ahead and make it so the text doesn't
| | 03:32 | show off right up next to the edge of
the image. So we'll put an off-set of
| | 03:35 | about 10 pixels, both horizontally and
vertically. We'll go ahead and click OK
| | 03:42 | and that is going to add in the code
as you can see to make the image appear
| | 03:48 | dynamically right here. As I hover my
mouse over top, you can see the pop up
| | 03:53 | that is saying that this is the coral
image. So go ahead and scroll all the way
| | 03:58 | down to the bottom now, click
the Save and return to course.
| | 04:04 | Now we can click on the link for the
article Coral Zooxanthellae Symbiosis and
| | 04:09 | when the article shows up, we now
have an image that's being placed inline
| | 04:14 | directly with the text and this image
is really located out on Flickr.
| | 04:19 | So go ahead and scroll back up to the top
and let's return back to our course.
| | 04:23 | Now you know how to insert an image
that's located out on the Internet and
| | 04:29 | cause text to wrap around that image
and control the alignment of that image as well.
| | Collapse this transcript |
|
|
4. Working with MediaPreparing images| 00:00 | Compressing images, audio and video for
the web truly is an art form in and of itself.
| | 00:06 | To really do this subject justice
is well beyond the scope of this course.
| | 00:11 | But what we can do is go through
a couple of techniques for compressing
| | 00:16 | images, audio and video that will
help you get good enough results.
| | 00:20 | In this movie we're going to step
through the process of using a feature that's
| | 00:26 | built into a lot of image editing
programs and that is the building of a web
| | 00:30 | photo gallery and then and extracting
out the resources that are created as
| | 00:36 | part of that process.
| | 00:37 | So to begin let's go ahead and
minimize Firefox out of the way and if you're
| | 00:41 | following along with the exercise files,
I'm inside of the Chapter 4 folder.
| | 00:46 | There is a folder called Images and
inside of Images are a whole bunch of JPEG
| | 00:51 | images of Coral Reefs that we have
ready for you to be able to compress.
| | 00:56 | Now the images, if we go ahead and look
at the pixel dimensions over here in my
| | 01:00 | Finder, we can see that these images
are roughly around 2000 pixels by 1500
| | 01:06 | pixels and that's way to big for
distributional web. So what we want to do is
| | 01:10 | we want to batch compress all of these pictures.
| | 01:14 | Now I'm going to go ahead and I'm
going to use Adobe Photoshop CS3. Adobe has
| | 01:20 | had, since version 5.5 of Photoshop all
the way up through CS3, a plug-in that
| | 01:27 | will automatically create a web photo
gallery for you out of a folder of images.
| | 01:32 | In CS4 they've moved
this functionality into the Bridge.
| | 01:36 | A lot of other programs out there that
work with images will also create a web
| | 01:42 | photo gallery. So if you don't have a
copy of Photoshop, then go ahead and use
| | 01:46 | whatever image editing program. The
steps are going to be a little different
| | 01:49 | but we'll show you the general
process that you're going through.
| | 01:52 | So what you're going to do is go up to
the File menu in Photoshop CS3 and come
| | 01:58 | down to the Automate menu. Then you
want to go over to the Web Photo Gallery
| | 02:04 | and go ahead and select that option.
The Web Photo Gallery window then opens up
| | 02:08 | and we can choose a bunch of different
parameters here. A lot of the specifics
| | 02:13 | that we choose here are not going to
be important. So for instance the Style
| | 02:18 | that we choose to use, absolutely not important.
| | 02:21 | We'll go ahead and just for the
simplicity sake choose the Simple web photo
| | 02:25 | gallery. We don't need to add an
E-mail address but we do need to come down
| | 02:29 | here to the Source images and
select the Choose button and go ahead and
| | 02:35 | navigate out to your Desktop, to the
Exercise Files folder, to the Chapter 04
| | 02:41 | folder and select Images, then click
the Open button. You want to make sure
| | 02:48 | that the option for Include All
Subfolders is selected if you have any
| | 02:52 | subfolders that you have images in that
you want those added into this gallery.
| | 02:56 | Next you need to click the button for
Destination. Go ahead and then click on
| | 03:02 | your desktop and we're going to
create a New Folder here and we're going to
| | 03:07 | call this simply Image Gallery and
click Create. So we've got just a blank
| | 03:14 | folder and this is where Photoshop is
going to put out image gallery at.
| | 03:17 | So I'll go ahead and click the Open button.
| | 03:19 | Now there is two other places that we
want to set some things. We want to go
| | 03:23 | into the Options dropdown menu and
start off first with Thumbnails. We can set
| | 03:29 | the Size, the default Sizes are Small,
Medium and Large. If we select large,
| | 03:34 | you can see that the Thumbnails are
going be about 100 pixels and that is the
| | 03:39 | width of those images. Now 100 pixels
for a thumbnail image is fine but if we
| | 03:45 | want to use these inside of our Moodle
site, we can customize this to make this
| | 03:48 | a little bit better. So we'll go ahead
and kick that up to about 150 pixels.
| | 03:53 | Next we'll go ahead and click the drop
down menu here for Options again and go
| | 03:57 | back to Large Images. Under Large Images,
make sure that the Resize Images box
| | 04:03 | is checked and we can change the pixel
dimensions here. Let's go ahead and see
| | 04:07 | what Large would give us in this case.
It would give us a 450 pixel image.
| | 04:11 | Let's go ahead and change that up to 500 pixels.
The JPEG quality of Medium and 5 should be fine.
| | 04:19 | We don't have to even worry about any
of the other settings because all we
| | 04:23 | really want Photoshop to do here is
just batch compress all of these images.
| | 04:27 | Now again, yes there are ways you can
go in and compress the images manually
| | 04:31 | one by one yourself and get better
results but this going to batch compress all
| | 04:35 | of these images for us and give us
two different versions at the same time.
| | 04:39 | So then go up here and click on the
OK button and sit back and watch as
| | 04:44 | Photoshop just cranks through every
image inside of that folder. It's going to
| | 04:50 | open the original image. It's going to
resize it down to that 500 pixel size,
| | 04:55 | save out a JPEG, then resize it down
again to the 150 pixel image size and then
| | 05:02 | open up a finished web
photo gallery for us in Firefox.
| | 05:05 | We now have a fully functional site;
all of our images have been shrunken down
| | 05:10 | to a fairly good size for us to be able
to work with. If we wanted to click on
| | 05:14 | any of these images, so here is this
Aplysina fistularis image. We can go ahead
| | 05:18 | and click on that and we can see the
larger JPEG image that's been compressed
| | 05:22 | for us and we have all the different images
that we have here that we could work with.
| | 05:26 | So we can close this tab down, minimize
our browser and let's look and see what
| | 05:31 | this actually did for us out in our
Finder. So if go back out to our Desktop
| | 05:35 | and we open up the folder Image
Gallery that we just created, let's go ahead
| | 05:38 | and get rid of this guy, get him out
of our way. We have inside of the Image
| | 05:44 | Gallery, there's a couple of folders,
with lot of HTML files but what we're
| | 05:48 | interested in are two folders in particular.
| | 05:50 | The first is the images folder itself.
These are the large images that have
| | 05:55 | been compressed for us by Photoshop.
So if we go ahead and click on one of
| | 06:00 | those, we can see the pixel dimensions,
500 by 339. This image is ready to go
| | 06:06 | up on the web. It's being
compressed down to a nice, small size and its
| | 06:09 | dimensions have been reduced.
| | 06:11 | The other folder of the images that
we're interested in is the folder called
| | 06:15 | thumbnails and thumbnails has these
smaller images in here. You can see they
| | 06:20 | have been shrunken down to 150 pixels
by some other dimension and those are
| | 06:26 | also ready go up on the web. So we're ready
to go ahead and post both of these up there.
| | 06:30 | Now we have our large size images
and our thumbnails. They've all been
| | 06:33 | compressed for us and are ready to
go up on the web. All we had to do was
| | 06:38 | create a web photo gallery and inside
of the resulting web photo gallery are
| | 06:43 | these images, the source files that the
application is using. Lots of different
| | 06:48 | applications will do this. We've just
showed you one example as to how to go
| | 06:51 | ahead and work with that.
| | Collapse this transcript |
| Batch-uploading files| 00:00 | Now this far I've only showed you how
to upload an individual file into the
| | 00:05 | Moodle file browser. But in the last
movie Photoshop created a ImageGallery for
| | 00:10 | us and it created a whole lot of
compressed images and a bunch of thumbnail
| | 00:15 | images for us and we'd like to batch
upload all of these files at one time.
| | 00:21 | Now to do this it's pretty
straightforward. What we can do is simply select all
| | 00:26 | of the images. We'll start with the
larger images by hitting Command+A or
| | 00:30 | Ctrl+A and then we'll Right-click or
Ctrl-click on the Mac. On the Mac we're
| | 00:36 | going to select Compress and the
number of times that have been selected.
| | 00:41 | If you're using Windows, you would select Send
to and Compressed Zip from the contextual menu.
| | 00:50 | Now what this going to do is it is
going to create a zip file for us. We'll go
| | 00:55 | ahead and grab this file called Archive.
zip. I'll grab that and drag it out to
| | 00:58 | our desktop. We're going to be able to
upload this zip file directly up into Moodle.
| | 01:04 | So for the thumbnails, let's go
ahead and select the entire thumbnails
| | 01:08 | folder, again Right-click or Ctrl-
click on that. On the Mac we'll select
| | 01:13 | Compressed thumbnails and on Windows
Send to Compressed Zip. We'll go ahead and
| | 01:18 | drag that thumbnail.zip file
out to our desktop as well.
| | 01:22 | We'll also go ahead and compress the
entire ImageGallery because we want to
| | 01:27 | show an example in just a second of
linking to the entire ImageGallery.
| | 01:33 | So go ahead and Right-click or Ctrl-click
on the ImageGallery folder that we created
| | 01:39 | in the previous exercise and simply
select Compress ImageGallery or Send To
| | 01:44 | Compress Zip. So now we have these
three zip files that we can upload.
| | 01:49 | So now let's go ahead and go back to
Moodle. In the lower left-hand side, in
| | 01:57 | the Administration block, go ahead and
click on the link for files. Now we'll
| | 02:02 | go ahead and go into the Images
folder by clicking on the link for Images folder.
| | 02:08 | We can see the header.jpg that
we uploaded in a previous exercise but
| | 02:12 | now let's go ahead and
upload each of these zip files.
| | 02:15 | So we'll start with the first one, go
ahead and click the Upload a file button.
| | 02:18 | We'll browse, click back out to
our desktop and we'll start with the
| | 02:26 | Archive.zip file, click the Open button
and click the Upload this file button.
| | 02:33 | Now we've got our Archive.zip file in
here and we can simply then click on Unzip.
| | 02:38 | A bunch of information is
going to show up on screen, go ahead and
| | 02:41 | scroll all the way to the bottom. This
is going to tell us all the different
| | 02:44 | files that are being extracted out of
this zip file and then click OK. We can
| | 02:50 | see all of those image files that Photoshop
compressed for us, are now located up here.
| | 02:55 | One thing to note is that if you're
doing this on a Mac, Macs have a resource
| | 03:00 | fork and because of that when you
create a zip Archive, it's going to create
| | 03:06 | this bogus folder. It's going to have
two underscores and then say MACOSX.
| | 03:11 | Go ahead and check the box next to that
folder and scroll all the way down to the bottom.
| | 03:15 | Then with chosen files, click
that dropdown menu and simply say Delete
| | 03:21 | Completely. Go ahead and scroll all the
way to the bottom again and click Yes.
| | 03:26 | And that resource fork folder that
was created for you will be gone.
| | 03:31 | Now if you're doing this on Windows,
you wont have to do that at all.
| | 03:34 | Let's go ahead and upload the
thumbnails and the ImageGallery as well.
| | 03:40 | Again scroll down to the very bottom of the
screen and we'll click the Upload a file.
| | 03:46 | We'll click the Browse button, come
over and click on thumbnails.zip and then
| | 03:52 | click Open and click the Upload this
file button and scroll on down in the list
| | 03:59 | until you find the file that says
thumbnails.zip and you can click the Unzip button.
| | 04:05 | It's going to again show us
the listing of all the files that are
| | 04:09 | included here. Scroll on
down to the bottom. Click OK.
| | 04:13 | This time because we zipped up the
entire folder, Moodle is going to
| | 04:16 | automatically create a folder for us
on the file browser and have all the
| | 04:21 | thumbnails in there. Here's again that
MACOSX file. I'll go ahead and quickly
| | 04:26 | get rid of that, check it, scroll
down to the bottom and Delete Completely,
| | 04:32 | scroll down to the bottom and say Yes.
That's gone. All of our thumbnails are there.
| | 04:37 | One more thing let's go
ahead and upload that image gallery.
| | 04:41 | So scroll one down to the bottom one
more time, click the Upload a file button,
| | 04:45 | and click the Browse button, click on
ImageGallery.zip and say Open and click
| | 04:54 | the Upload this file. Scroll
down in the listing until you find
| | 04:58 | ImageGallery.zip and on the right,
click the Unzip button. Scroll down to the bottom.
| | 05:04 | Say OK. Once more for the
Mac users, we'll get rid of the MACOSX
| | 05:12 | resource fork folder. Select that,
come down to the bottom and Delete
| | 05:16 | Completely, let's scroll down and say Yes.
| | 05:21 | Now we've been able to upload all of
these different files directly into Moodle.
| | 05:25 | Let's go ahead and return
back to the course. So batch uploading of
| | 05:31 | lots of files is easily done. You just
want to create a zip archive of all the
| | 05:37 | files and all the folders that you
want to upload, upload that zip file and
| | 05:43 | then unzip it on the Moodle server and
it will be able to batch upload, and you
| | 05:48 | can have lots of different directories
underneath, you can have as many files
| | 05:51 | in there as you want and it gives you
a very quick way to upload all of those at once.
| | Collapse this transcript |
| Posting image files| 00:00 | Now we've already seen in previous movies
how to post an image using the HTML editor.
| | 00:07 | Now in this movie let's go
ahead and just post a link directly to an
| | 00:12 | image from within a course block.
| | 00:15 | If we scroll on down to the 2 February
- 8 February. In this week we're going
| | 00:20 | to be talking a lot about Coral Reef
diversity. So it's a great place to start
| | 00:24 | putting in some images, audio,
video of other different organisms.
| | 00:29 | So let's go ahead and click the drop
down menu in that area for Add a resource
| | 00:33 | and choose link to a file or web site.
For the Name, let's go ahead and type in
| | 00:41 | Image of Green Moray Eel. In the
description we'll go ahead and just put Image
| | 00:50 | of Green Moray Eel.
| | 00:56 | Now in the section 4, link to a file or
web site, we'll simply click the Choose
| | 01:01 | or upload a file, then we can come
over here to our Images folder and we have
| | 01:06 | all of those images that we just uploaded
and we had compressed in the previous movies.
| | 01:12 | So we can scroll one down in the list
until we find the Gymnothorax funebris,
| | 01:17 | which is a Green Moray, and you may
think that you would just click on the link here.
| | 01:23 | If we go ahead and do that, you
can see that it shows us the image in
| | 01:27 | areas right there. There is the Green
Moray Eel. I'll go ahead and close that window.
| | 01:32 | So we know now that that is the correct
image that we want. What we want to do
| | 01:36 | post this image is come over here to
the right-hand side and click the link for Choose.
| | 01:40 | It's going to select the location
and the name of the file. We can then
| | 01:47 | come down and say whether or not we
want this to open in the Same Window or in
| | 01:52 | a different window. The
Same Window was just fine.
| | 01:54 | We'll scroll on down to the bottom and
click Save and Display. This is going to
| | 02:01 | show us the images of the green moray.
We can return back to the course,
| | 02:06 | BIOL432, scroll on down to the Week 2
and here's the link. It says Image of
| | 02:14 | Green Moray. We can go ahead and
click on that and there is the image.
| | 02:19 | So we've got a quick way to post an
image directly inside of the course and
| | 02:25 | have it show up for our students to
be able to click on and go to.
| | 02:29 | That's simply by just
linking directly to the file.
| | Collapse this transcript |
| Posting a photo gallery| 00:00 | One of the things that is on a lot
of the discussion broads inside of the
| | 00:04 | Moodle community is how do you actually
post and create a photo gallery of images.
| | 00:10 | In one of the previous movies
we showed how to use Photoshop to create
| | 00:16 | a web photo gallery for us in order to
get Photoshop to just compress all of
| | 00:20 | those images for us.
| | 00:22 | Now the Web Photo Gallery itself that
it exported is a very useful thing.
| | 00:27 | It's a web site that we can go ahead and we
can link to and we can work with all the
| | 00:31 | files that are inside of it. So in his
movie we'll go ahead and link directly
| | 00:35 | to that web photo gallery.
| | 00:37 | So if we scroll down to our 2 February
- 8 February week and we click the drop
| | 00:43 | down menu for Add a resource, we can
link to a file or a web site. We can then
| | 00:50 | go up and give it a Name and we'll just
say Image Gallery and we can give it a
| | 00:55 | description, Image
Gallery of Coral Reef Organisms.
| | 01:03 | Go ahead and scroll one down and now we
can choose a file to upload. I'm going
| | 01:08 | to go ahead and click on that. This
time we'll click on our Images folder and
| | 01:12 | we'll click inside of the ImageGallery
folder that we unzipped in the previous
| | 01:17 | exercise. What we want to do is we want
to select the file that's the Index.htm
| | 01:22 | file and come over to the right hand
side and simply the Choose link. Scroll on
| | 01:28 | down to the bottom and
click Save and return to course.
| | 01:32 | Now we can scroll down and click on
the link for our image gallery in the 2nd
| | 01:37 | week block. The whole page refreshes.
We have our image gallery, we're able to
| | 01:43 | navigate around inside of this image
gallery and all the images are showing up
| | 01:47 | in here properly. All the navigation works.
| | 01:49 | Now one thing to note is that we've
now left the Moodle site essentially
| | 01:53 | because we're inside of this sub web
site so let's go ahead and use the Back
| | 01:57 | button and continue go back and until
we are back inside of our course and
| | 02:01 | let's go ahead and edit the Image Gallery link.
| | 02:04 | So click the little hand icon with the
pencil, the update link and we'll scroll
| | 02:08 | one down to the block that says Window
and we want to click the dropdown menu
| | 02:13 | here and select New Window. Let's
show advanced options for this so we can
| | 02:19 | scroll down a little bit more. Here
it's going to open up the new window and
| | 02:24 | it's going to set its pixel dimensions
to be 620 X 450. Well that's a little
| | 02:28 | bit small. So we'll go ahead and resize
that to 1024 X 768. Go ahead and scroll
| | 02:38 | down to the bottom now,
Save and return to course.
| | 02:42 | If we scroll down and click on he
link a second time, we can see that a new
| | 02:46 | window has opened up, our photo gallery
is still here we can click through and
| | 02:51 | work with all of the images and our
students are able to get the information
| | 02:55 | that you're trying to send to them
and the Moodle site is still open in the
| | 03:00 | background. So I'll go ahead and close that.
| | 03:04 | So again the way that we made this
image gallery was using Photoshop 5.5
| | 03:10 | through CS3 under the File >
Automate > Web Photo Gallery option and step
| | 03:16 | through the process of building that
image gallery. A lot of other image
| | 03:19 | programs will build similar types of
image galleries for you automatically and
| | 03:24 | you just want to zip that file up,
upload it up to your Moodle server,
| | 03:28 | uncompress it and then point to the
Index or the Home page that was created for
| | 03:33 | you for that image gallery and make
sure you just target a new window rather
| | 03:38 | than the same window and you'll be
good to go with having an embedded image
| | 03:42 | galley inside of your Moodle site.
| | Collapse this transcript |
| Preparing audio files| 00:00 | There are a variety of different audio
file formats that Moodle supports.
| | 00:05 | These include MP3s, WAVs, and AIFs, and
the MP3s are very attractive file format
| | 00:12 | because they are already compressed.
However, MP3s need to be prepared in a
| | 00:17 | very particular way in order for them
to play properly inside of Moodle.
| | 00:23 | So in this movie, we are going to step
you through the process of using iTunes to
| | 00:28 | compress and convert a set of audio
files into an appropriately formatted MP3
| | 00:35 | file format. So, we can then
post those directly into Moodle.
| | 00:39 | So to begin, let's go ahead and
minimize Firefox out of our way and if you are
| | 00:44 | following along with the Exercise Files,
I'm in the Chapter 4 Audio folder and
| | 00:49 | there is a folder called RAW and
inside of the RAW folder, there are bunch of
| | 00:53 | audio files that are MOVs that I have
recorded of myself saying a bunch of the
| | 00:59 | scientific names. So we'll go ahead and
preview one of those right here, so you can hear it.
| | 01:03 | (Male voice: Acropora palmata.)
| | 01:05 | So that your students will be able to
get a clear understanding that is to a
| | 01:09 | correct pronunciation of a particular
organism, but you can see that the file
| | 01:13 | size here is 2.1 MB, and while that's
not bad, we can do better than that.
| | 01:20 | So what we want to do is we want to open
up iTunes and I have got it already up
| | 01:26 | here and if you do not have a copy of
iTunes, you can go ahead and get a copy
| | 01:30 | from www.apple.com/itunes.
| | 01:32 | Now let me grab my Finder window, bring
that back up here to the front for just
| | 01:39 | a second, and we'll do select all
which is Command+A or Ctrl+A and we'll just
| | 01:44 | drag all of these MOV files
directly into iTunes and that's going to
| | 01:49 | effectively import all those files for us.
| | 01:53 | Let me go ahead and close this Finder
window so that it's out of our way.
| | 01:58 | The first thing that we want to do is we
want to add a column of data here so that
| | 02:03 | we know what particular files that we
are working on. So if you Right-click or
| | 02:09 | Ctrl-click at the top of one of these
columns, you can then find the listing
| | 02:12 | for Kind and make sure you select this
so that it has a checkbox next to it.
| | 02:16 | When you do that, it's going to add
this new column of data and it's going to
| | 02:19 | let us know that these are QuickTime files.
| | 02:22 | Now what we want to do is we want to
convert all of these QuickTime files first
| | 02:27 | into an AIFF format that has the proper
data rate set on it. So to do this, go
| | 02:34 | up to your iTunes menu and select
Preferences. If you are using Windows it's
| | 02:38 | going to be Edit > Preferences. You
want to be on the General tab and you want
| | 02:42 | to come down to where it says When you
insert a CD, come over to the far right
| | 02:47 | hand side and click on Import Settings.
You then want to select the top dropdown,
| | 02:52 | Import Using, and choose AIFF Encoder.
| | 02:57 | We then want to come down to Settings
and choose Custom instead of Automatic
| | 03:02 | and this is going to open up the
Custom settings for us. We want to make sure
| | 03:06 | that our Sample Rate is set to 44.100
kHz. This is because the Flash player
| | 03:13 | inside of Moodle wants to have the
Sample Rate to be an exact multiple of
| | 03:18 | 11.025 kHz. In this situation, we
want to have the best sample rate that we
| | 03:24 | possibly can have for the
audio files that we have got.
| | 03:27 | So we are going to select 44.100 kHz.
Sample Size, we can leave it Auto.
| | 03:32 | Channels, we can leave it Auto and
we'll go ahead and hit OK. Then we'll go
| | 03:36 | ahead and click OK at the bottom of
the Import Settings and then OK at the
| | 03:41 | bottom of our Preferences.
| | 03:43 | Now we want to go ahead and select all
of these files that we just imported, so
| | 03:47 | we'll Command+A or Ctrl+A to select all
those files and now if we go up to the
| | 03:52 | Advanced menu, you now have an option
that says Create AIFF Version.
| | 03:59 | So go ahead and select that and iTunes is
going to churn away for us and you can see
| | 04:06 | that it's created all of
these AIFF files for us.
| | 04:09 | Let's go ahead and organize those by
Kinds. So we'll click on the top of the
| | 04:13 | Kind column and we have now all of the
AIFF files organized together, and the
| | 04:19 | QuickTime files are at the bottom. So
now that we have the AIFF files at the
| | 04:24 | proper Sample Rate, now let's go
ahead and convert them to MP3s with the
| | 04:30 | correct file information as well, and
you want to make sure that you do this in
| | 04:34 | these two steps because this is
going to be a much more lossless process.
| | 04:39 | Again, let's return back to our
Preferences, again on the Mac it's iTunes >
| | 04:44 | Preferences and on Windows, it's
Edit > Preferences. Come on down to the
| | 04:49 | General tab and click on the Import
Settings option again. This time we are
| | 04:53 | going to set Import Using, choose the
dropdown and we are going to choose the MP3 Encoder.
| | 04:59 | Again select Custom and now you want
to set some other parameters in here, so
| | 05:05 | the first one we want to set is the
Stereo Bit Rate and we'll change that down
| | 05:09 | to 64 kbps. We are not going to use the
Variable Bit Rate encoding or the VBR,
| | 05:16 | so make sure that that option is unchecked.
| | 05:19 | Next we want to set the Sample Rate and
the Sample Rate should match the sample
| | 05:22 | rate that we just set, so 44.100 kHz.
Channel should be set to Stereo.
| | 05:28 | Stereo Mode should be set to Joint Stereo.
We do not want to use Smart Encoding
| | 05:35 | Adjustments, so make sure this option
is unchecked, and then make sure the
| | 05:38 | checkbox is set for the
Filter Frequencies Below 10 Hz.
| | 05:41 | Go ahead and select OK, and it's
going to ask you if we want to reset our
| | 05:47 | recommended default settings and
we don't want to actually reset our
| | 05:51 | recommended settings, we'll just go
ahead and use the settings that we have
| | 05:53 | just setup here. And go ahead and click OK.
| | 05:56 | We'll click OK to close our
Preferences window and now we'll go ahead and
| | 06:02 | select all of the AIFF files. So
click on the first file, which is
| | 06:06 | Abudefduf_saxatilis, and then scroll
down in the listing until you find the
| | 06:11 | last AIFF file, which is Yellow_Tube_
Sponge. You want to hold down the Shift
| | 06:15 | key on your keyboard and then click the
bottom listing. This will select all of
| | 06:21 | the AIFF files as a group.
| | 06:24 | We can then go back up to our
Advanced menu and now that option is set for
| | 06:29 | Create MP3 Version, go ahead and click
that, and you can see iTunes is cranking
| | 06:36 | away here and it's converting all those files
and we now have a whole set of these MP3 files.
| | 06:43 | So we want you to grab these files and
be able to import them into Moodle, so
| | 06:48 | that I'll move my iTunes window just a
little bit out of the way. Now I'll come
| | 06:51 | over to my desktop and Right-click or
Ctrl-click on the desktop and choose New
| | 06:57 | Folder and we'll just called this mp3.
Then we simply want to come back over
| | 07:02 | here to iTunes and we want to select
all of the MP3 files. So we'll select the
| | 07:06 | first Abudefduf_saxatilis, scroll on
down in the list, until we get to the
| | 07:12 | Yellow_Tube_Sponge MP3 version, hold
down the Shift key and click on that, so
| | 07:17 | that we have all of the MP3s selected now.
| | 07:21 | Now we'll simply click and drag those
files over to this mp3 Folder and then
| | 07:26 | when we double-click on the folder we
can see all of those files that we just
| | 07:31 | compressed are all here as MP3s. And we
can click on that Acropora_palmata file
| | 07:37 | and we can see now that same file that
was 2.5 MB initially is now 24 KB and
| | 07:43 | we'll go ahead and preview that
by simply clicking on it here.
| | 07:45 | (Male voice: Acropora palmata.)
| | 07:48 | And it sounds pretty good.
| | 07:49 | Now not every single file is going
to sound perfect with this compression
| | 07:54 | technique and you may need to compress
your audio files as WAVs or just post
| | 08:01 | the AIFF files directly into Moodle if
you have a particular file that needs to
| | 08:06 | sound exactly right. But this is going to
get most files and be a pretty good coverage.
| | 08:11 | Let's go ahead and upload all these MP3
files then up onto our Moodle site, and
| | 08:16 | as we saw in the previous movie to
do this, we can simply Right-click or
| | 08:22 | Ctrl-click on the folder mp3 and on the
Mac, we'll choose Compress, on Windows
| | 08:28 | we'll choose Send to Compress zip, and
a zip file is going to get created for
| | 08:33 | us, and it's right down here on our
desktop so we'll go ahead and close this
| | 08:36 | window and we'll get rid of iTunes as well.
| | 08:39 | Now we'll go ahead and bring back up
our Firefox browser and we'll go over here
| | 08:44 | to the Administration block on the
lower left hand side and click on the Link
| | 08:49 | for files. We'll go into the Audio
folder and click the Upload a file button,
| | 08:56 | we'll browse and we are at our desktop,
already. So we'll just select that
| | 09:01 | mp3.zip file and click Open. We'll
click the Upload this file button. That will
| | 09:07 | upload the MP3 and we'll go ahead and
unzip that so it's ready for us to use.
| | 09:12 | So I'll click the Unzip in the Action,
scroll down to the bottom, click OK and
| | 09:18 | if you are using a Mac, you can go
ahead and check the box next to the _MACOSX
| | 09:25 | resource fork file, and click the
dropdown at the bottom and choose Delete
| | 09:29 | completely to get rid of
that, and we'll just say Yes.
| | 09:33 | Now we have our folder of mp3 files and
if we click on that folder, we can see
| | 09:38 | that all of the audio files that we
just compressed are in here and ready for
| | 09:43 | us to use. And we'll begin
using those in the next movie.
| | 09:46 | So, the overall process that you want
to go through is take your audio files,
| | 09:50 | whatever you have recorded them in,
add them into iTunes, then you want to
| | 09:56 | convert them first to AIFF files and
then convert them into MP3 files, with the
| | 10:03 | correct settings that we showed in the
video. And that should give you audio
| | 10:07 | that's compressed and ready to be published inside
of Moodle, and let's go and return back to our course.
| | Collapse this transcript |
| Posting audio| 00:00 | Now that we have some audio files that
have been added to the File Manager, we
| | 00:04 | are ready to go ahead and post
those files in our course and make them
| | 00:07 | available to our students.
| | 00:09 | So let's scroll one down to the Week 2
of the semester, February 2 - February 8
| | 00:16 | and click the dropdown menu for Add a
resource and we are going to select Link
| | 00:21 | to a file or website. In the Name
blank we are going to type in Pronunciation
| | 00:30 | of Acropora palmata and in the
description, we'll type in Pronunciation of
| | 00:44 | Acropora palmata. We are going to go
ahead and select that and copy it, and
| | 00:52 | I'll show you why in just a second,
we can do that by Command+C or Ctrl+C,
| | 00:56 | there is actually two pronunciations
for this coral and depending on the group
| | 01:02 | of researchers that you are working
with, they may also called it Acropora
| | 01:06 | palmata and so we want to
post both versions of that.
| | 01:09 | So we'll go ahead and select the text
so we don't have to type it again and
| | 01:12 | come down here to the Link to a file or
website and click the Choose or Upload a File.
| | 01:16 | We'll come over to the Audio folder
and the mp3 folder. Here are all of
| | 01:22 | the audio files that we just prepared
and uploaded in the previous movie and
| | 01:27 | here are the two different
versions of these audio file.
| | 01:30 | Here's the first. We'll go ahead
and click on the link for it.
| | 01:33 | (Male voice: Acropora palmata.)
| | 01:35 | And that is the first one
that we want to use. We'll go ahead and
| | 01:37 | close that window and simply click
on the Choose link over in the Action
| | 01:42 | column, scroll all the way down to the
bottom and click the Save and Return to
| | 01:48 | course button. Scroll down here. You
can see the Pronunciation of Acropora
| | 01:54 | palmata and we'll go ahead and click
on that now and what is brought up on
| | 01:59 | screen is the built-in Flash Player
that is being used to playback the MP3 file.
| | 02:07 | So we'll go ahead and click
the Play button on that.
| | 02:09 | (Male voice: Acropora palmata.)
| | 02:11 | All right. Now we'll go back to our course
and we'll add the other version. So we'll
| | 02:17 | scroll back down and we'll add another
resource and Link to a file or website.
| | 02:23 | I'll go ahead and just paste by
Command+V or Ctrl+V and instead of
| | 02:29 | Pronunciation, we'll call this the
Alternate Pronunciation of Acropora palmata.
| | 02:37 | Go ahead and select that, Command+C or
Ctrl+C, and paste it into the Summary
| | 02:42 | blank with Command+V or Ctrl+V.
| | 02:45 | Then at the Link to a file or website,
we'll click the Choose to upload a file.
| | 02:51 | Again, go back to our Audio folder and
our mp3 folder, come down and select the
| | 02:56 | second listing. I'll go ahead
and preview that for us.
| | 03:00 | (Male voice: Acropora palmata.)
| | 03:02 | That is the second pronunciation. Close
that window and again click the Choose
| | 03:07 | button under action and scroll all
the way down to the bottom and click the
| | 03:13 | Save and Return to course, and scroll
down to where we have our Week 2 and we
| | 03:19 | can see now we have both the
initial pronunciation and the alternate
| | 03:23 | pronunciation. We'll go ahead and click
on that to make sure it worked and test it.
| | 03:29 | (Male voice: Acropora palmata.)
| | 03:31 | There we go. Let's go ahead and
return back to our course. So linking to an
| | 03:36 | audio file is just the same as posting
any other document. The real trick here
| | 03:41 | is in the previous movie where we step
through the process of compressing that
| | 03:45 | audio file so that it's going to work
smoothly within the built-in Moodle player.
| | Collapse this transcript |
| Preparing video files| 00:00 | Compressing video for the web truly is
an art form in and of itself. There is a
| | 00:06 | dizzying array of options that are
available to you. These includes things like
| | 00:11 | which file format that you are going
to choose, including QuickTime, Flash,
| | 00:16 | Windows Media, then you need to start
thinking about which codec are you going
| | 00:20 | to use, then how are you going to
setup your compression settings for your
| | 00:24 | video, for your audio, a ton of
different options out there well beyond the
| | 00:29 | scope of this course.
| | 00:31 | But what we are going to do is we are
going to step through the process of
| | 00:36 | compressing video that will give you
pretty good results, and will work inside
| | 00:41 | of Moodle. So let's get started by
minimizing our Firefox browser. We'll come
| | 00:46 | back out to our Desktop and if you are
following along with the Exercise Files,
| | 00:50 | I'm in Chapter 04/Movies and
there is a file in here called
| | 00:54 | GreenMorayMASTER.mov. Go ahead
and open that up in QuickTime.
| | 01:00 | To use the technique that we are going
to show you, you need to have a copy of
| | 01:03 | QuickTime Pro, and if you don't have
QuickTime Pro, on the Mac, you go up to
| | 01:08 | the QuickTime menu and you come down to
Registration. On Windows, you would go
| | 01:12 | to the Edit menu, go down to
Preferences and then select Registration.
| | 01:13 | It will have a button in there for you
to be able buy a license for QuickTime Pro.
| | 01:43 | It's $29 and it's well worth it.
It's going to unlock a whole bunch of
| | 01:45 | additional features for you,
including the ability to record audio, record
| | 01:46 | video, and compress audio and video
directly inside of the QuickTime player.
| | 01:47 | So to compress this video right now, if
we look at it over here on the Finder,
| | 01:48 | we can see that this video is roughly 9.
5 MB, it's only 12 seconds of video and
| | 01:50 | the dimensions of it are 640 by 360,
let's go ahead and preview this video here.
| | 01:53 | There is no sound that's associated
with it. It's just some underwater video
| | 02:00 | that I shot in Belize of a green moray,
and we want to be able to take
| | 02:05 | this video and we want to
include it inside of our Moodle site.
| | 02:08 | So I'll back up the video back to the
beginning and I'll go up to the File menu
| | 02:13 | and come down and choose Export. Now
there is an Export for Web option but this
| | 02:19 | option is going to create a video file
that is very difficult to incorporate
| | 02:24 | into Moodle at the present time. So
we are going to setup our own custom
| | 02:29 | settings inside of the main
Export menu. So File > Export.
| | 02:33 | Let's go ahead and start by renaming
the file instead of having the Master, and
| | 02:37 | I'll just pull Master out and so it
will just say GreenMoray and we are going
| | 02:41 | to save it out to our desktop. Then
under the Export menu, make sure it's
| | 02:45 | selected to Movie to QuickTime Movie.
You have a whole bunch of other options
| | 02:50 | available to you. So I encourage you to
go in and play around and try a lot of
| | 02:55 | these other options. Your result will
vary depending on the particular file
| | 02:59 | that you have, but Movie to QuickTime Movie
is the first thing that we want to set here.
| | 03:05 | Then we want to click on to this Use
section and choose the Broadband - High;
| | 03:11 | this is going to apply a good level of
compression. It's going to setup for us
| | 03:16 | all the settings for audio and video
that are going to work very well for us.
| | 03:20 | We still are going to have to make it
change to this, but this is going to get
| | 03:24 | us in the ballpark. So Use Broadband -
High, and then click the Options button,
| | 03:31 | and you can see all of the settings
that are going to be applied by these
| | 03:35 | Broadband - High Quality Settings.
| | 03:37 | It's going to do an H.264 Compression
with the Quality set to High. Keyframe
| | 03:42 | Rate is going to be 150. The Bitrate is
672 kbits/per second. Frame Reordering
| | 03:49 | is going to be set to Yes. The Encode
mode is going to be multi-pass and the
| | 03:53 | Dimensions are 480 by 360. Now we don't
want to change the aspect ratio of our video.
| | 04:00 | We want to keep it still in the
same format that it appears here, which
| | 04:04 | is in the Letterbox format.
| | 04:05 | So let's go ahead and click on the
Size button and we'll set the Size to a
| | 04:10 | custom size of 640 by 360, and we'll
check the box for Preserve Aspect Ratio
| | 04:19 | using Letterbox. Then we'll go ahead
and click OK, and since the video that we
| | 04:24 | have we do not have any audio with,
we'll go ahead and get rid of the Sound
| | 04:29 | Settings altogether by simply
unchecking them. So that will even save us a
| | 04:33 | little bit of extra space as well.
| | 04:36 | We do want to have the checkbox here
for Prepare for Internet Streaming, and we
| | 04:40 | want to have that dropdown menu set to
Fast Start. Go ahead click OK. We have
| | 04:46 | now checked that all of our settings
are correct. Go ahead and click the Save
| | 04:49 | button and you can see that QuickTime
is going ahead and exporting out that
| | 04:54 | video for us and it's dropping it
out to the desktop. And there we go.
| | 04:58 | We now have our GreenMoray.mov file
down here to our desktop. You can go ahead
| | 05:03 | and double-click on that, and we do a
little bit of side-by-side, we can see
| | 05:08 | that it has kind of dull the color a
little bit, but not too badly. The file
| | 05:14 | size of this file, if we click on it
and do Get Info by Right-clicking or
| | 05:18 | Ctrl-clicking on the document and
selecting Get Info, or on the PC, selecting
| | 05:25 | Properties. We can see that this file is 1.1 MB.
| | 05:30 | So it's compressed the video from 9.5
MB down to just over 1 MB. So that's a
| | 05:35 | pretty good compression. Let's go
ahead and preview this movie and see how it looks.
| | 05:39 | It's not too bad. We are not
seeing really any pixelation and we still
| | 05:44 | have a pretty good clean view of it,
and it has applied quite a bit of
| | 05:48 | compression to this file. So it's going to be
much better for distributing over the Internet.
| | 05:54 | Go ahead and close both of these files
and we are going to go ahead and upload
| | 06:00 | this GreenMoray.mov document and we
should also upload this movie.zip, which
| | 06:07 | has a bunch of other movie files that
have already been compressed and prepared
| | 06:11 | for the web, and we'll also
upload the GreenMoray.flv file.
| | 06:15 | So let's go ahead and return back to
Firefox and we'll go over to the left hand
| | 06:22 | side in the Administration block, and
click on Files, and click on the Movies
| | 06:27 | folder and we'll upload a file, and
we'll start with the Browse button and we
| | 06:33 | are out in the desktop. We'll upload
the Greenmorea.mov file that we just
| | 06:37 | compressed. So we'll say
Open and Upload this file.
| | 06:41 | We'll then go ahead and upload another
file, we'll hit Browse and if you have
| | 06:45 | access to the Exercise Files, go
ahead to Exercise Files/Chapter
| | 06:48 | 04/Movies/Greenmorea.flv, go ahead
and upload that. This is one that was
| | 06:56 | prepared using Adobe Video Compressor.
There are a lot of other titles at
| | 07:00 | lynda.com that have
instructions on how to do this.
| | 07:05 | So we'll go ahead and hit Open and
upload that file. And we'll upload one more.
| | 07:09 | We'll go ahead and hit Browse, and
we'll upload that zip file that has a bunch
| | 07:14 | of other movies in it as well. So hit
Open and Upload this file. Now we'll go
| | 07:20 | ahead and unzip that movie.zip file.
And we can see it's just a bunch of other
| | 07:26 | videos of other organisms, so I hit OK.
| | 07:30 | Now we'll go ahead and return back to
our course by clicking on BIOL432 in the
| | 07:35 | upper left hand corner, and in the
next movie, we'll go ahead and start
| | 07:41 | incorporating these videos into our site.
| | Collapse this transcript |
| Posting video| 00:00 | Now that we have some video files that
we have compressed using QuickTime Pro,
| | 00:05 | and we've uploaded them into our File
Manager, now let's go ahead and post some
| | 00:10 | of those videos up for our
students to be able to take a look at.
| | 00:13 | So to begin, go ahead and scroll down
to the February 2nd through February 8th
| | 00:19 | block of content, and we are going to
Add a resource and we are going to Link
| | 00:24 | to a file or website. We'll go ahead
and give this a name, we are going to say
| | 00:29 | it Green Moray Eel - QuickTime and
we'll just give a little description, Video
| | 00:41 | of the Green Moray Eel.
| | 00:47 | Now we'll go ahead and link to the
file or website, so we'll choose the file
| | 00:51 | and come over to our Movies folder and
here is the GreenMoray.mov file that we
| | 00:59 | have just uploaded, that we have just
created. We'll come over and click on the
| | 01:02 | Choose button next to that, scroll
down in the list all the way to the bottom
| | 01:07 | and click Save and return to course.
| | 01:09 | Now if we scroll down to our week two,
we can see here is our link, it's given
| | 01:14 | us a custom icon that showing that
it's a movie and if we click on that link,
| | 01:20 | the Green Moray video that we just
compressed is posted here for our students
| | 01:26 | to be able to take a look at.
| | 01:27 | So let's go ahead and return back to
our course and we also uploaded that FLV
| | 01:33 | video and so I just want to take a
second and show you that there really is no
| | 01:38 | difference whatsoever in posting a FLV
video. So we'll scroll back down to week
| | 01:42 | two and we'll add another resource
and we'll link to a file or website and
| | 01:48 | again, we'll type in Green Moray Eel
and this time we'll type in Flash, come
| | 01:57 | down to the bottom and say
Video of Green Moray Eel.
| | 02:06 | Choose or upload a file. We'll
click on the Movies link and here is the
| | 02:11 | GreenMoray.flv file and I'll go ahead
and hit Choose for that and we'll scroll
| | 02:18 | all the way down to the bottom and
save and return to course. And scroll down
| | 02:25 | and let's go ahead and click on the
link GreenMoray - Flash. Go ahead and click
| | 02:30 | on that and there is our Green Moray
Eel. It is compressed as a Flash video,
| | 02:38 | this one the aspect ratio did change
when it was compressed but that's just in
| | 02:43 | the compression settings that were
used. So there you go. It's pretty
| | 02:46 | straightforward to go ahead and include
video. Let's return back to our course BIOL432.
| | 02:53 | Now you should note that the file types
that are available by default inside of
| | 02:59 | Moodle would be .MOV, the .FLV and the
WMV for Windows Video files. Any of the
| | 03:08 | other video files that you may want to
include, you may have to work with your
| | 03:12 | IT department to make sure that they
can configure the Moodle server so that it
| | 03:17 | will serve out those files by default.
The default settings will make it so
| | 03:22 | that if you try and link another file
like an M4V, those files will actually
| | 03:27 | try and just download to your user rather
than playing directly inside of the browser.
| | 03:32 | So just something to be aware of, but
linking video is really easy and in the
| | 03:38 | next video, we are going to show you
how to actually include video from another
| | 03:42 | website such as YouTube and push it
directly inside of your Moodle course.
| | Collapse this transcript |
| Inserting video from YouTube| 00:00 | Now another way to get video inside of
your Moodle course is to actually pull
| | 00:05 | in video directly from YouTube and
post it directly inside of your site.
| | 00:10 | So let's first go ahead and find the
video that we want to post inside of our
| | 00:16 | Moodle course. And to do that we'll
just go ahead and open a new tab, Command+T
| | 00:19 | or Ctrl+T, and we'll go ahead
and go to YouTube, www.youtube.com.
| | 00:25 | Now when you get to YouTube, go ahead
and do a Search for moodle_esst_teachers,
| | 00:38 | and go ahead and click Search. You
should find some videos that I have gone
| | 00:42 | ahead and prepared already and posted
up here for you to link into your course.
| | 00:47 | The first video, Gymnothorax funebris,
this is the same video we were just
| | 00:52 | working with in the previous exercise.
It's the Moray Eel video. So we'll go
| | 00:57 | ahead and click on that link and
you can see there it comes right up.
| | 01:03 | There is a couple of ways you can go
ahead and link this video into your course.
| | 01:07 | One way is to simply come over
to the URL. Select this URL right here,
| | 01:14 | copy it and then create a link
directly to this page and that would be
| | 01:21 | effective in that, it would get your
students directly to this page and they
| | 01:25 | would be able to see the video
that's up here on the YouTube.
| | 01:28 | But another more elegant way is to
actually embed this video inside of one of
| | 01:35 | your course pages. So to do that what
we want is this Embed code. So let's go
| | 01:40 | ahead and select the whole Embed code,
just drag your cursor until it keeps
| | 01:44 | going all the way to the very end and
gets to the last part of the tag, and
| | 01:49 | then do Command+C or Ctrl+C to Copy that code.
| | 01:54 | Now let's go ahead and go back over to
our course, and we'll scroll back down
| | 01:58 | to week two. And we are going to add
another resource and this time we are
| | 02:04 | going to compose a web page.
| | 02:06 | So click on Compose a web page. We'll
call this Green Moray Eel - YouTube.
| | 02:18 | Now the description down here in the
Summary for, Video of a Green Moray Eel.
| | 02:26 | Scroll down to the bottom and we'll go
ahead and give it a simple title, Green
| | 02:33 | Moray Eel select that and make
that a nice Heading 1, hit Return.
| | 02:41 | So we have got our page set up ready to go.
Now we need to go into the source code.
| | 02:46 | So we'll go over and click on
the Toggle HTML Source button, and this
| | 02:51 | going to take us into the HTML Source.
Go ahead and just put a Return in and
| | 02:56 | then Paste, Command+V or Ctrl+V, and it
should paste that full object code that
| | 03:01 | we copied from the YouTube site.
| | 03:05 | So all that should be in there ready
to go. We'll go ahead and click on the
| | 03:08 | Toggle HTML Source, nothing appears
initially and that's fine. Don't worry
| | 03:13 | about that. Go ahead and scroll all the
way down to the very bottom of the page
| | 03:17 | and click the Save and display button.
| | 03:22 | After a few seconds the code gets
activated and the YouTube video shows up
| | 03:28 | directly inside of our page. So we can
go ahead and click on the Play button
| | 03:35 | and see that in fact the video is now
being pulled directly from YouTube and
| | 03:40 | pushed straight into our course.
| | 03:47 | We can go ahead and return back to our
course BIOL432, and if we scroll down to
| | 03:53 | the bottom you can see here is the link
and it's not showing a video icon, what
| | 03:57 | it is showing is the web icon because
what we created was a web page and it's
| | 04:02 | not just a direct embedded video. And
we can go ahead and click on that one
| | 04:07 | more time just to see that it does in
fact work. There we go and it's even
| | 04:10 | showing us the name of the video, which we
set to be the scientific name of this organism.
| | 04:16 | We can return back to our course. So
embedding a YouTube video is simple enough.
| | 04:22 | Just go ahead and create a new
web page, give it a title, go into the
| | 04:26 | HTML Source and paste in the Object
code that you got from the YouTube page and
| | 04:32 | return back to the WYSIWYG
editor and then preview your page.
| | Collapse this transcript |
|
|
5. ResourcesCreating a text label| 00:00 | Throughout this chapter we're going
to be exploring all of the different
| | 00:03 | resources that we can add to our
course. Now if you remember, resources are
| | 00:07 | information that we want to convey
and provide to our students. If we think
| | 00:12 | about the three key functions of any
course: you're providing information,
| | 00:19 | you're developing community where
the students are interacting with the
| | 00:23 | material and with each other, and
you are providing assessment to them.
| | 00:28 | So let's begin exploring the resources
by looking at the use of labels.
| | 00:34 | Every one of the content blocks inside of
our Moodle course has a label already
| | 00:41 | associated with it, and it's this
header label. Up here at the top of the
| | 00:46 | block, there is an edit summary, which
really is just a special type of label.
| | 00:50 | It's one that's already included, and we
edit this label up in the top header block.
| | 00:55 | But let's go ahead and edit this one here.
So I'll click the hand icon with the pencil.
| | 00:58 | This first week what we're
doing is we're doing an introduction to
| | 01:06 | major tropical ecosystems. I'll go
ahead and select that, and we'll give it a
| | 01:14 | Heading 1 and save the changes. Now we
can see that when the students come in
| | 01:22 | and they look at this block, they can
see the date range for that week, and
| | 01:26 | what is going to be covered.
| | 01:28 | Now let's go ahead and add a label so
we can separate out the type of content
| | 01:33 | that we have. So far we've just been
listening all of the individual documents
| | 01:38 | that we were providing out to our
students. But we have a mix of some
| | 01:41 | presentations, which is really the same
as these materials that we want them to
| | 01:45 | read and look over. But then we have these
project ideas, which is actually an assignment.
| | 01:51 | So let's go ahead and click the
dropdown menu for Add a Resource, and select
| | 01:56 | Insert a label. We'll insert a label
here for Lecture Materials. We'll select
| | 02:05 | it, and give it a Heading 2, and go ahead
and click the Save and Return to Course.
| | 02:13 | Now if we scroll down, we can see where
that Lecture Material has ended up.
| | 02:16 | It ended up down here at the bottom, but
really we want to have it up at the top.
| | 02:20 | So we'll use the double-headed arrow,
so we can move this content. As soon as
| | 02:24 | we click that, it's going to show us
all the different possible places that we
| | 02:28 | can move that content to.
| | 02:30 | To move it up here to the top, we
simply click on this box with the little
| | 02:34 | arrow pointing to it, and it will
allow us to move Lecture Materials to this
| | 02:38 | location. We click on that box, and
now lecture material shows up directly
| | 02:43 | underneath of the main heading. So
we'll scroll down a little bit, and we'll
| | 02:46 | add another resource, and we'll insert
another label. This time we'll go ahead
| | 02:51 | and insert a label for Assignments. Go
ahead and select that, and we'll label
| | 02:58 | that also a Heading 2, and Return to Course.
| | 03:03 | Scroll on down, and now rather than
move the assignments up, let's go ahead and
| | 03:08 | just move this project ideas down. So
we'll click the Move button, and click
| | 03:13 | underneath of Assignments. Scroll
down a little bit, and so now our Lecture
| | 03:19 | Materials are all grouped together, and
our Assignments are all grouped together.
| | 03:24 | Let's just go ahead and preview what
that would look like for a student.
| | 03:27 | So scroll back up to the top, and click
the dropdown menu for Switch role to, and
| | 03:32 | we'll change back over to a Student.
Now we can see that we've got our header
| | 03:38 | information for our course. As we
scroll down, the block of content for week
| | 03:42 | one has headings for what the students
are going to be learning that week, then
| | 03:48 | a separation for the lecture materials,
and any assignments that they have.
| | 03:52 | Now we could go through and we could
additional labels down for the other
| | 03:57 | pieces of content here. But I'm going
to show you another use for a label.
| | 04:01 | So we'll go ahead and scroll back up to
the top, and click on the Return to my
| | 04:05 | normal role, and turn Editing back on.
| | 04:09 | Now let's come on down to the 2nd
week's worth of information. Here we've got
| | 04:14 | our 2 February - 8 February. Let's go
ahead, and add a new resource, and insert
| | 04:20 | another label. We'll go ahead and click
inside of the HTML editor that we have here.
| | 04:26 | Now this is just a standard HTML
editor. So anything that we learned how
| | 04:31 | to do previously in the HTML editor, we
can do here as a label and include that
| | 04:37 | content right on the front page.
| | 04:40 | So for instance, we can go ahead and
click on the Insert an image button, and
| | 04:47 | we can go into our Images folder. In
the previous exercise we created and
| | 04:52 | uploaded this Thumbnails folder.
So we'll go ahead and click into the
| | 04:56 | thumbnails, and here's a nice image of
an Acropora palmata. Go ahead and just
| | 05:02 | click on that image. It's going to
preview it for us over here on the
| | 05:06 | right-hand side. It's going to fill
in the URL for us. Go ahead and type in
| | 05:10 | some Alt text of Acropora palmata.
| | 05:15 | We don't need to worry about any
alignment or spacing for right now.
| | 05:20 | It's already filled in our size, and we'll
just go ahead and click OK. You can see
| | 05:24 | that the image has been placed inside
of here, and we'll just click the Save
| | 05:30 | and Return to Course.
| | 05:32 | Now when we scroll down, we've
managed to insert an image directly on this
| | 05:39 | front page. So using labels you can
enhance the content and flow of information
| | 05:44 | on the main blocks of content
in the home page of your site.
| | 05:48 | So take a few minutes and go ahead and
rearrange the files that we've posted here.
| | 05:53 | We have an image of an Acropora
palmata, we have some pronunciations of
| | 05:57 | the Acropora palmata. We also have
some images of the Moray Eel, and some
| | 06:03 | videos of the Moray Eel. So go ahead
and rearrange all of those, add in some headings.
| | 06:09 | In the next movie we'll explore the next
resource that we can enhance our course with.
| | Collapse this transcript |
| Linking to a web site| 00:00 | We have already seen how to create
links to outside websites by using the HTML
| | 00:05 | Editor that's embedded inside of Moodle,
but you can also create links directly
| | 00:09 | on the home page for your course inside
of your content blocks. Earlier in the
| | 00:14 | training we were creating a document
called Coral Zooxanthellae Symbiosis and
| | 00:19 | it provides a lot of background
information on the nature of the relationship
| | 00:22 | between coral and zooxanthellae.
| | 00:25 | We also provided a document that has
Required Readings that has a bunch of
| | 00:29 | references that we want to make sure
that the students read. But it will be
| | 00:33 | very helpful to provide access to the
current articles that are coming out in a
| | 00:38 | scientific literature, and we can do
that by linking directly to a custom
| | 00:43 | search that's been done
inside of Google Scholar.
| | 00:47 | Now if you are not familiar with
Google Scholar, it's a great tool to use.
| | 00:51 | Let's go ahead and go there now. So hit
Command+T or Ctrl+T on your keyboard to
| | 00:55 | open up a new tab inside of your
Firefox browser. And we'll simply go to
| | 00:59 | scholar.google.com.
| | 01:02 | Now Google Scholar is going to go out
and it's going to search a lot of the
| | 01:06 | current scientific journals. So
let's go ahead and do a search for Coral
| | 01:11 | Zooxanthellae Symbiosis. We'll click
the Search button. And you can see that
| | 01:17 | there is roughly around 3000 articles
that are showing up inside of Google
| | 01:22 | Scholar. And it's doing a search
joining these keywords together as and.
| | 01:26 | So all of these articles have Coral
and Zooxanthellae and Symbiosis in them.
| | 01:31 | But 3000 articles is overkill for
what we want to give to our students.
| | 01:35 | So we just want to look at the current
articles or the recent articles. Go ahead and
| | 01:39 | click on at the top of the page, the
link for Recent articles. And what this is
| | 01:43 | going to do is, according to the
parameters that are set in its dropdown menu,
| | 01:47 | is just going to show all
the articles since 2004.
| | 01:52 | Now that's going show us a little over
1000 articles. And it would be nice if
| | 01:56 | we could trim that down even further.
So we'll click the dropdown menu here
| | 01:59 | that says Since 2004 and select Since 2009.
| | 02:04 | This is going to show us roughly
around 40 articles, and it's a much more
| | 02:08 | manageable list. It's just the
current articles that are coming out in the
| | 02:11 | scientific literature related
to Coral Zooxanthellae Symbiosis.
| | 02:16 | And this is not going to give you the
full text of all of these journals, but
| | 02:20 | it is going to give you a lot of
information about the reference to this
| | 02:23 | article, and usually the abstract for
the article. So it's a great resource to
| | 02:28 | provide out to our students. And all
the parameters of this search, the search
| | 02:32 | terms, the parameters of Recent
articles since 2009 are all contained right
| | 02:38 | here inside of the URL that's
been formed inside of Google Scholar.
| | 02:43 | So go ahead and select that URL and
copy it by hitting Command+C or Ctrl+C and
| | 02:47 | then let's go back over to our course
inside of Moodle. Now in the first block
| | 02:53 | of content for week one, let's
scroll down a little bit and select Add a
| | 02:57 | Resource, and choose a Link to a file
or website. For the Name of this link,
| | 03:05 | we'll just say Recent 2009 Articles
about Coral Zooxanthellae Symbiosis.
| | 03:19 | Then in the Summary we'll go ahead and
type in Recent Articles about Coral
| | 03:28 | Zooxanthellae Symbiosis.
| | 03:35 | Then in the link to file our website,
we'll just go ahead and select the entire
| | 03:39 | location there, the http:// that's
been added for us, and hit Command+V or
| | 03:44 | Ctrl+V on our keyboard which is going
to paste the entire URL that we just
| | 03:48 | found inside of Google Scholar.
| | 03:50 | We'll go ahead and scroll down a
little bit, and make sure that you have got
| | 03:54 | your Advanced options showing, and you
want to change the dropdown menu for
| | 03:58 | Window and say New Window. So that when
Google Scholar opens up, it's going to
| | 04:04 | spawn a new window, so that the
students do not leave your Moodle site.
| | 04:09 | We'll scroll down a little bit further,
and you can see that the Default window size
| | 04:13 | for this new window is going to be
620X450, and that's a little bit small.
| | 04:17 | Let's go ahead and change that to a
little bit larger size. We'll change it
| | 04:20 | change to 1024X768. And we'll scroll
all the way down to the bottom, and now
| | 04:28 | click Save and Return to Course.
| | 04:30 | We'll go ahead and close the previous
tab, just to make sure that that's out of
| | 04:35 | the way, so it will be clear that this
is going to work. And we'll scroll down
| | 04:38 | a little bit further, and here is
our Recent 2009 Articles about Coral
| | 04:42 | Zooxanthellae Symbiosis.
| | 04:43 | Let's go ahead and test it by
clicking on the link. And there it's done the
| | 04:47 | search for us. It's taken us directly
to Google Scholar, and it has access to
| | 04:52 | all the current information and the
articles were constantly be being updated
| | 04:56 | as new articles come out. So your
Moodle site is going to be up-to-date.
| | 05:01 | So go ahead and close this window, and
the last thing we want to do is we want
| | 05:05 | to move this web link inside of the
Lecture Materials. So we'll click the up
| | 05:09 | and down arrow associated with this
website. And then we'll go ahead and just
| | 05:15 | point directly underneath of the Coral
Zooxanthellae Symbiosis article that we
| | 05:19 | already have for our students. And
we'll scroll down, and we can see there that
| | 05:23 | it has moved the web link with the
web resources directly underneath of the
| | 05:28 | article that we provided to them.
| | 05:30 | So now we have a way for the students
to come in and watch the presentation
| | 05:34 | that we gave in our lecture. We have a
listing of Required Reading that we want
| | 05:37 | them to do. We have an article with
some background information about the
| | 05:41 | nature of the Symbiosis. We have
additional resources for them to go out and
| | 05:45 | find various specific information
about that and then we have a list of web
| | 05:50 | links that are going to provide even more
information of websites out on the Internet.
| | 05:54 | So now we are starting to really
develop a nice flow of material and
| | 05:58 | information for our
students to follow along with.
| | Collapse this transcript |
| Creating a text page| 00:00 | Thus far all of the documents that we
have been creating inside of Moodle have
| | 00:05 | been all HTML based. But what if we
want to create a page where we are
| | 00:10 | displaying some HTML code for our
students, so that they will be able to learn
| | 00:14 | how to write that HTML code themselves?
| | 00:17 | Well, one way to do that is to
simply add a resource that is a text page.
| | 00:22 | That's what we are going to do in this
exercise. So go ahead and scroll down to
| | 00:26 | the first week's worth of content and
we're going to click the dropdown menu
| | 00:30 | for Add a resource and
choose Compose a text page.
| | 00:36 | For the Name of this document, we'll
type in HTML code to create a web link.
| | 00:46 | For the Summary, HTML code to create a
web link. Now we'll go ahead and scroll
| | 00:57 | down in our browser window. So that we
have got the Compose a text page section
| | 01:02 | right here up in the middle of our
screen. And you'll notice that what's
| | 01:06 | different about this window from
previous exercises that we've been doing with
| | 01:11 | the HTML Editor is that there is no row of
icons with additional editing tool available to us.
| | 01:17 | This is going to just plain text
inside of this window. There is a dropdown
| | 01:21 | menu at the bottom for Format, and
there is four possible formats that we could
| | 01:26 | choose from. The first Moodle Auto-
Format would be, if we wanted a combination
| | 01:31 | between simply plain text that's going
to just appear, as we are typing it and
| | 01:37 | executed HTML code.
| | 01:39 | So in other words, if we go ahead and
type in some text in the top and then we
| | 01:42 | know some specific HTML code. We can
just type that code directly in line and
| | 01:48 | when Moodle displays this page, it
would read the plain text and then when it
| | 01:52 | encounter the code, it would go ahead
and execute that code. Other ways you
| | 01:57 | could use that would be simply typing
a URL inside of a Moodle Auto-Format
| | 02:01 | would automatically activate
the link that you have typed.
| | 02:06 | So if you typed in address to Google
and you posted this page, the link to
| | 02:10 | Google would be an active link. The
next option here is HTML format and what
| | 02:14 | that would do is it would give you
the ability to just simply type in plain
| | 02:19 | HTML code directly into the blank and any
code that you write in here would be executed.
| | 02:25 | The third option Plain Text Format is
going to be if you want to type in any
| | 02:30 | code and have it displayed out to the
students. The Plain Text Format is not
| | 02:34 | going to execute any code for you.
The fourth option Markdown format has a
| | 02:39 | completely different way of marking
up your text. So that you can apply
| | 02:44 | formatting to your text by a different
set of codes. What we want to use for
| | 02:50 | this exercise though is
simply the Plain Text format.
| | 02:53 | So we'll come back up here to the top
and click into the blank, and we'll just
| | 02:57 | go ahead and type in 'To create a web
link use the following code.' Hit Return
| | 03:07 | and the code for that is <a href="URL">
TEXT_LINK</a> and then we'll give
| | 03:25 | an Example. Come down one
more line and we'll type in
| | 03:30 | <a href="http://www.google.com"> now the
text that we want to be hyperlinked would
| | 03:46 | be simply Google and </a>. And this is
going to create a hyperlink that would
| | 03:55 | allow user to simply click on the
text Google and it would be a link.
| | 04:00 | So that's all we want to show to our
students how to go ahead and do that.
| | 04:03 | So we'll go ahead and scroll all the way
down to the bottom and click the Save and
| | 04:08 | display button. And you can see what
happens is that the Example code that
| | 04:15 | we've written is being displayed to
the user rather than being executed.
| | 04:19 | So let's go ahead and return back to our
course. If we scroll down in the list
| | 04:25 | here is the HTML code to create a web
link. It's right here and if we were to
| | 04:29 | click on that, we can see that page
shows up as we were expecting it to.
| | 04:33 | So we can return back to our page. Creating
a text page is really simple. It's just a
| | 04:38 | tool that's inside of Moodle to
provide you with another way of displaying
| | 04:42 | information inside of your Moodle course.
| | Collapse this transcript |
| Creating a web page| 00:00 | We have already seen several examples
of creating HTML web pages. But let's
| | 00:04 | step through one more example and pull
all of this together. So if we scroll
| | 00:10 | down to the second week of the semester,
let's go ahead and click the Show only
| | 00:15 | week two. So that just the second
week of the semester is showing here.
| | 00:20 | And what we want to do is we want
to build one page that has all the
| | 00:24 | information about the Green Moray Eel
that we have been working with through
| | 00:28 | some of the other examples.
| | 00:30 | We want to have the scientific name;
we want to have an audio file that shows
| | 00:33 | the pronunciation of that name, we'll
show the classification of the organism
| | 00:38 | and image of the organism and the video.
| | 00:40 | So let's do all this at one time. So
let's go ahead and scroll down and click
| | 00:43 | the Add a resource and Compose a web
page. We are going to give the Name of
| | 00:49 | Green Moray Eel Overview. For Summary,
Complete overview of the Green Moray
| | 01:05 | Eel, I'll go ahead and scroll down and
here is our Compose a web page and our
| | 01:11 | HTML Editor. And let's go ahead and
open up the enlarged Editor, so we have got
| | 01:17 | a little bit more room to work with here.
| | 01:19 | We will start by creating a table
that we can use to handle our layout.
| | 01:25 | And we are going to make a table that
has three rows in it and two columns.
| | 01:31 | We are going to leave the Width set to 100%,
so that this table will completely fill
| | 01:36 | the screen that we are working with.
We'll go ahead and leave the Alignment set
| | 01:40 | to Not Set and Border thickness set to 1,
Cellspacing and Cellpadding both set to 1 as well.
| | 01:46 | Go ahead and click OK. And our table
appears here for us. Now we want to go
| | 01:51 | ahead and merge the cells for the top
row and the bottom row. Because in the
| | 01:56 | top row, we are going to put the
scientific name with the audio pronunciation
| | 02:01 | of that name. And then in the bottom
we are going to put the video. The left
| | 02:06 | hand side we are going to use to put
the scientific classification and we'll be
| | 02:10 | able to load an image into the right hand side.
| | 02:12 | So to do this click-and-drag in order
to select the entire top row. So both of
| | 02:18 | them are highlighted now on screen.
Then you want to come to the toolbar and
| | 02:22 | you want to click on this tool that is
Merge Cells, it's the second one from
| | 02:26 | the right hand side. That's going to
merge those cells back together. I'm going
| | 02:31 | to do the same thing for the bottom row.
So, I'll click-and-drag to select both
| | 02:34 | of the cells in the bottom row.
And then click the Merge Cells tool.
| | 02:39 | Now in the top we are going to come
back up here and click on the Center
| | 02:43 | Justify Text. So that the text is
going to be centered. And we'll type in the
| | 02:47 | full scientific name of the Green Moray
Eel, which is Gymnothorax funebris.
| | 02:58 | And since it is a scientific name, we'll
go ahead and select that and we are going
| | 03:02 | to Italicize it. And we'll also make it stand
out a bit more and we'll call it a Heading 1.
| | 03:09 | Now, underneath of Gymnothorax funebris,
we want to again center and this time
| | 03:15 | we are going just simply type in
Pronunciation and go ahead and select
| | 03:22 | Pronunciation and we are going
to insert a web link to this.
| | 03:28 | Now we are going to link directly to
an audio file. So we want to click the
| | 03:32 | Browse button down at the bottom and
it's going to bring up our Standard file
| | 03:37 | browser. So go ahead and click on the
Audio folder and let's go into the mp3 folder.
| | 03:44 | And we have not uploaded a file
yet that is the audio pronunciation of
| | 03:49 | Gymnothorax funebris.
| | 03:51 | So go ahead and go down to the
bottom of the screen now, and click on the
| | 03:54 | Browse button. And if you are
following along with the Exercise Files, I'm in
| | 03:58 | Chapter 5. And there should be an audio
file that is Gymnothorax_funebris.mp3.
| | 04:05 | Go ahead and click Open then click
the button for Upload and that will
| | 04:09 | effectively upload that file. We then
simply scroll down in our list until we
| | 04:14 | find the Gymnothorax_funebris.mp3 file.
| | 04:19 | Go ahead and click on that. And it's
going to put in the full URL to where that is.
| | 04:24 | We'll go ahead and type a title,
Audio Pronunciation of Gymnothorax
| | 04:37 | funebris. We can leave the Target set
to None and we don't need to set any
| | 04:43 | Anchors. We'll go ahead and click OK.
And now we have a link that is going to
| | 04:48 | take us directly to the
pronunciation of that file.
| | 04:51 | Next we'll come over here to the left-
hand side, we want to paste in, some text
| | 04:57 | that we've already got written. So
I'm going to jump over to my Text Editor
| | 05:01 | where I already have the full
classification. So you don't have to watch me
| | 05:04 | type all of this. And if you are
following along with the Exercise Files, this
| | 05:08 | file is called GreenMorayClassification.txt
and it's in the Chapter 5, Exercise Files.
| | 05:14 | So go ahead and select that text and
go ahead and Copy it with Command+C or Ctrl+C.
| | 05:18 | We can go ahead and close that window.
And we'll just simply paste that
| | 05:22 | directly into this blank. Now click
anywhere inside of the left hand cell and
| | 05:28 | go up to the top on the left hand
side and click on the button for Row
| | 05:32 | Properties. And this is going to set
the properties for the entire table row
| | 05:36 | that we are working with.
| | 05:38 | What we want to set here is the
Vertical Align. We wanted to be set to Top, so
| | 05:44 | that any content that is put inside of
either cell in this middle row is going
| | 05:50 | to align to the top of the cell. So
when we paste our image in and if the image
| | 05:53 | is longer than what the text is
showing up here, the text is still going to
| | 05:58 | float up near the top. So we just want to
check and make sure that is set correctly.
| | 06:02 | Then we come on down here into the
bottom and click OK. And then let's go ahead
| | 06:07 | and insert our code for our image, on
the right hand side and let's link to our image.
| | 06:12 | And the Insert Image button is
up here in our HTML Editor. We'll go
| | 06:15 | ahead and click on that. It again
brings up our Standard file browser.
| | 06:20 | And we do have an image already that we
have uploaded in the previous exercise.
| | 06:23 | So, go ahead and click on the Images
folder down in the bottom and scroll down
| | 06:28 | until you find the image for Gymnothorax
_funebris.jpg and go ahead and click on that.
| | 06:34 | And it's going Preview that image
for us over here, and if we scroll down
| | 06:38 | you can see there he is right there, he
is just hiding out It's gone ahead and
| | 06:43 | filled in the Image URL in the top.
We'll go ahead and add some Alt Text. So,
| | 06:47 | Image of Gymnothorax funebris. We can
leave the Alignment set at it is.
| | 06:56 | And we don't want any Border. We don't need
to worry about any cell spacing on this
| | 07:01 | and it's filling out the Size for us.
| | 07:02 | So we are all set to insert our image.
We'll click the OK button and there we
| | 07:06 | go, we've got our images been posted
in here and we can see that our text is
| | 07:10 | remaining snapped to the top of this
cell on the left hand side. So now go
| | 07:14 | ahead and scroll down to the bottom
and here we are going to insert the video
| | 07:20 | that we have previously used for the
Gymnothorax funebris. So the easiest way
| | 07:26 | to go ahead and add the video at the
bottom is we'll use the same object code
| | 07:30 | to link to the YouTube
video that we linked to earlier.
| | 07:34 | If you missed that movie, if we go
ahead and jump back over to our Text Editor,
| | 07:39 | I have added a file called
youTubeObjectCode.txt and it's in the Chapter 5
| | 07:45 | Exercise Files. So we don't have to go
back and get that code completely.
| | 07:48 | I'll go ahead and just select that code
and copy it with Command+C or Ctrl+C and
| | 07:52 | then we can close that window. Now this
bottom table cells where we want to put
| | 07:57 | that code, but we have to
jump into the Plain Text Editor.
| | 08:00 | So we'll come up here and click in
the Toggle HTML Source. And we'll scroll
| | 08:05 | down until we find the last table cell
and it's right on here at the bottom.
| | 08:11 | And it's showing us all the
information about it and showing us a row span of
| | 08:15 | 1, column span of 2. And we want to
go just in front of the td tag and hit
| | 08:21 | Return on our keyboard a couple of
times, so that we have got space to insert
| | 08:25 | the code. We'll move up and then
Command+V or Ctrl+V to paste the object code
| | 08:30 | directly in, to that bottom blank.
| | 08:33 | Now I'll go ahead and return back to
our HTML Editor. And if we scroll down to
| | 08:39 | the bottom, we see that nothing is in
there yet, because remember it's only
| | 08:43 | going to show us this once we have
previewed the document for the first time.
| | 08:46 | We have got everything in here the
way we wanted. We'll go ahead and return
| | 08:49 | back to our Minimized Editor. We'll
scroll all the way down to the bottom and
| | 08:56 | click the Save and display button. Now
we have our Gymnothorax funebris title
| | 09:03 | at the top, we have got our Pronunciation here.
| | 09:05 | We can go ahead and click on that.
| | 09:06 | (Male voice: Gymnothorax funebris.)
| | 09:09 | Our left hand side has the full phylogenetic
listing for this animal. We have got an image of the
| | 09:16 | animal and if we scroll down to the
bottom, we can see that we do have a video
| | 09:20 | that's been posted in here. We'll go
ahead and click on that. And there is our
| | 09:24 | video that's playing. So the
students can get a good idea as to what this
| | 09:30 | organism is, what is looks like, how it
actually moves, and they've got a much
| | 09:35 | better point of reference now
at this point for this organism.
| | 09:39 | So we can go ahead and scroll back up.
There is obviously a lot of refining
| | 09:43 | that you can do to this page and
continue to add additional format to really
| | 09:48 | enhance it and provide additional
information to the students. But this will
| | 09:52 | give you a good idea as to what's possible
to do with the HTML Editor inside of Moodle.
| | 09:58 | So let's go ahead and return back to
our course by clicking the BIOL432.
| | 10:03 | And the last thing we want to do is go
ahead and scroll down and where the link
| | 10:07 | that we have just created Green Moray
Eel Overview has been placed, we can go
| | 10:12 | ahead and move that up into up into
the Lecture Material section by simply
| | 10:16 | clicking on the double headed arrow
and then going directly up here and we'll
| | 10:21 | put the overview directly underneath of the
Alternate Pronunciation for Acropora palmata.
| | 10:27 | We scroll back down, now we can see
that we have the Green Moray Overview, we
| | 10:33 | have the image, we have all the
QuickTime videos and since all these materials
| | 10:36 | are all related to this Overview,
let's go ahead and take just a second and
| | 10:41 | press the right hand arrow and that's
going to tab these objects in one row
| | 10:46 | so that we can see that the Overview has
all of these other documents associated
| | 10:51 | with it. So now we have got some nice
formatting available for our students.
| | Collapse this transcript |
| Linking to a folder of documents| 00:00 | Now, thus far in the training we've seen
lots of examples as to how to post an
| | 00:05 | individual document up to our
students. But what if we've already created
| | 00:08 | several resources for our students that
we want post to them as one group?
| | 00:13 | Now there is a couple of ways you can do
this. You can of course create a zip file
| | 00:17 | of all of the documents as we have
seen in previous exercises, and then post
| | 00:22 | that zip file here directly inside of
your course. But that adds extra steps
| | 00:27 | for the students. You have to make sure
that all the students know how to unzip
| | 00:30 | a file and it just adds a
couple of extra layers of complexity.
| | 00:34 | But what if we can just simply post a
folder full of files. And that's what we
| | 00:39 | are going to do in this exercise. So
to get set up here, let's make sure that
| | 00:44 | we have all of our week showing. We
still have just week two showing. Click the
| | 00:49 | box in the upper right hand corner.
And scroll up to the Assignments section
| | 00:54 | for week one. This is where we are
going to post our directory of files.
| | 00:59 | We need to go ahead and upload
that directory though first.
| | 01:01 | So go over here to the Administration
block on the left hand side and click on
| | 01:05 | the link for files. And we'll go
inside of the Documents folder. And this is
| | 01:11 | where we are going to go ahead and
post that file. So go ahead and click the
| | 01:13 | button on the lower right that says
Upload a file. And then we are going to
| | 01:17 | click the Browse button. So we can
find the file that we are looking for.
| | 01:21 | And if you are following along with
the Exercise Files, go into the Chapter 5
| | 01:25 | folder and you should find a Zip file
called Research_Paper_Resouces.zip.
| | 01:31 | Go ahead and select that file and click
the Open button. Then click the Upload
| | 01:35 | this file and the zip file will be
uploaded. Now if you wanted to you could
| | 01:40 | actually link directly to this zip file.
Your students will be able to get all
| | 01:45 | of those files. But let's make it a
little bit nicer for the students. So we'll
| | 01:48 | come over here to the right-hand side
and click the button for Unzip, and all
| | 01:52 | of the files unpack.
| | 01:54 | Click OK and you can see, now we have a
folder that has been created for us and
| | 01:58 | if we click inside of that folder. We
can see that there is an Outline for
| | 02:03 | Research Proposal as a word
document. A Sample Data Table in an Excel
| | 02:07 | spreadsheet. There is an example of a
poster Sample Presentation that's in
| | 02:12 | Keynote format and a Sample
Presentation that's in PowerPoint format.
| | 02:17 | And we have also included a
sampleAbstract that's a Microsoft Word document.
| | 02:20 | So you have a wide variety of different
document types and information that we
| | 02:25 | are going to send out to the students.
So let's go back up to our course and
| | 02:28 | click on BIOL432 and come on back
down to the Assignments section again and
| | 02:34 | we'll click the dropdown menu for Add
a resource. And this time we want to
| | 02:38 | Display a directory. We'll go ahead
and give it a name, Research Paper
| | 02:46 | Resources, give a little description
in the Summary section, Resources for
| | 02:56 | writing your research paper.
| | 03:00 | So I'll come down here to the Display a
directory dropdown menu. And it's real
| | 03:05 | important that you have already loaded
that directory as we just did. Because
| | 03:09 | when we click this dropdown menu, this
is going to show us our File browser.
| | 03:13 | But it's just going to show us the
directory tree that's available to us.
| | 03:16 | And we put our folder inside of
the Documents folder and here it is
| | 03:20 | its Documents/Research Paper Resources.
| | 03:24 | So we'll simply go ahead and click on
that listing and then hit the Save and
| | 03:29 | return to course button. Now when we
scroll back down to our listing for the
| | 03:34 | Assignments for week one. We can see
that there is a folder listed here with
| | 03:38 | the title that we gave it, Research
Paper Resources. We'll go ahead and click
| | 03:42 | on that folder and Moodle is simply
providing us links to all the documents
| | 03:46 | that we posted. So in one step we
were able to post a whole bunch of
| | 03:50 | information up to our students.
| | 03:52 | They can click on these files; they
can download them as they need them.
| | 03:55 | And they are right here; it was quick
for us to do. And it provides a lot of
| | 03:58 | information and resources to our
students. Let's go ahead and return back to
| | 04:02 | the course. And just remember, the
biggest key to posting a directory of
| | 04:06 | resources is to go ahead and make sure
that those resources have been uploaded
| | 04:11 | into the File Manager before you begin
adding a resource to display the directory.
| | Collapse this transcript |
| Inserting an IMS content package| 00:00 | One of the types of resources that we
can add into our course is something
| | 00:04 | called an IMS package, which is a self
-contained learning object that is a
| | 00:10 | fully self-contained lesson. Building
one of these packages is outside of the
| | 00:16 | scope of this course. But I've used an
open source project called Exe that you
| | 00:21 | can get to by going to www.exelearning.org.
It's a group that's based out of
| | 00:28 | New Zealand that's put together this package.
| | 00:30 | There is also a lot of other tools
out on the Internet and a lot of other
| | 00:34 | information as to how to go about
building an IMS and a SCORM compliant
| | 00:39 | learning object package. In this
exercise we're going to show you how to take
| | 00:44 | one of those resulting packages
and publish it inside of your course.
| | 00:49 | So to begin, let's go ahead and scroll
down o the 2nd week of the semester, and
| | 00:55 | here we're going to click the dropdown
menu to Add a resource, and we want to
| | 00:59 | select the Add an IMS Content Package
option. For the name of this, we'll say
| | 01:05 | Reef Creatures Identification Guide, and for
the summary, an example of an IMS Learning Object.
| | 01:25 | We'll then come down to the space for
Add an IMS Content Package. Click the
| | 01:30 | Choose or Upload a file, then we're
going to go ahead and click on the
| | 01:34 | Documents folder, and we want to upload
a file. So click the button for Upload
| | 01:40 | a file on the lower right-hand corner,
and then click the Browse button.
| | 01:45 | If you're following along with the
exercise_files, I'm in the Chapter 5
| | 01:49 | Exercise Files and there
is a file in there called
| | 01:52 | Gymnothorax_funebris_IMS_SCORM.zip. IMS
packages and SCORM packages are bundled
| | 02:02 | up as zip files. So we'll simply
upload the zip file that was exported out of
| | 02:08 | the program that we used to create it.
In this case I created in a program
| | 02:12 | called Exe. Click the Open button, and then
we'll click the button for Upload this file.
| | 02:19 | We now have the Gymnothorax_funebris_IMS
_SCORM.zip file, and we'll go ahead and
| | 02:24 | click the button for Choose in the
Actions column. Go ahead and scroll down to
| | 02:29 | the bottom of our Window. We have a
couple of different parameters we can set.
| | 02:34 | We can set how we want the IMS package
to be displayed. The default settings of
| | 02:40 | Navigation slide menu, yes; Table of
contents, no; Navigation buttons, no.
| | 02:45 | Skip sub-menu and Up button are all fine. So we'll
go ahead and click the Save and Display button.
| | 02:52 | Moodle is telling us that this IMS
package has not yet been deployed. So we'll
| | 02:56 | click the button for Deploy. The
package has now been loaded into the system,
| | 03:01 | and we can now view the IMS Content
Package. We'll click that button.
| | 03:07 | These resulting pages are all contained
inside of that IMS package. So we have on the
| | 03:14 | left-hand side an outline of the
content that's available to us. We have some
| | 03:18 | objectives. Students should be able to
identify the organism Gymnothorax funebris.
| | 03:23 | We then have a link for some
background information and the background
| | 03:27 | information that's been provided here
just simply says, Gymnothorax funebris is
| | 03:31 | commonly referred to as the Green
Moray Eel. We then have an image gallery
| | 03:37 | where there is one image in here, and
we can actually click on that image, and
| | 03:41 | it will show us a little bit
larger version of it. Close that.
| | 03:46 | Then we have a quiz that's embedded as
well. We'll go ahead and click on the
| | 03:49 | Quiz and there is a simple true/false
question that's been provided here, and
| | 03:54 | the question says the common name of
Gymnothorax funebris is Purple Moray.
| | 03:59 | Well, that is not correct. I'm pretty
sure that Gymnothorax funebris is the
| | 04:03 | Green Moray. I believe I saw that up
in the background information. So I'll
| | 04:07 | select False. I can see that I'm
correct. That is the correct answer.
| | 04:12 | So an IMS package has a fully self-
contained set of information, background.
| | 04:18 | There can be quizzes, there can be
audio, video, there are lots of different
| | 04:22 | materials that can be incorporated
inside of one of these packages, I'd
| | 04:25 | encourage you to go ahead and explore
how to create some of these packages on
| | 04:29 | your own, or find some of that are
available already for download on the
| | 04:33 | Internet and explore using them in your courses.
| | 04:36 | So we'll go ahead and click back on the
BIOL432 link, and return back to our course
| | 04:43 | Now what students would see if we
scroll down to the bottom here, here's our
| | 04:48 | guide that we have just created,
Reef Creatures Identification Guide, and
| | 04:53 | students would simply click on that
and the package would open for them.
| | Collapse this transcript |
|
|
6. AssignmentsAssignments overview| 00:00 | Whenever we want students to hand in
some material that we want to grade,
| | 00:04 | we should create an assignment for them
to do this inside of Moodle. And in this chapter,
| | 00:10 | we are going to step through
the various types of assignments
| | 00:14 | that are available inside of Moodle.
| | 00:16 | Now one thing that you want to make
sure before you begin building assignments
| | 00:20 | is that you have already gone ahead and
setup your Grade Book, and we did this
| | 00:25 | in an earlier exercise, back in the
getting started chapter. If we go over to
| | 00:30 | the Administration block and click on
Grades, just a quick review shows you
| | 00:35 | that you've already created categories for
exams, assignments, group evaluations, and
| | 00:41 | individual evaluations.
| | 00:43 | So as we are creating assignments,
we'll be able to add those assignments into
| | 00:46 | their appropriate categories, so that
the Grade Book will be maintained for us.
| | 00:51 | Let's go ahead and return back to
our Course, and the various types of
| | 00:55 | assignments that are available to us
inside of our Moodle course, can be
| | 00:59 | accessed underneath the drop
down menu for Add an activity.
| | 01:03 | There are currently four types of
assignments. Advanced uploading of files.
| | 01:07 | This type of assignment allows the
most flexibility. It allows you to have
| | 01:11 | students upload multiple different
files to you, and these files can be in any
| | 01:16 | format that the student needs to
hand them in at. There is an Online text
| | 01:20 | assignment which will allow students
to enter in text in a plain HTML or a
| | 01:26 | plain text Window inside of your
Moodle course, so this is a very simple
| | 01:30 | assignment if you just need to click a
little bit of information from your students.
| | 01:34 | Uploading of a single file is exactly
that. It's an assignment type that allows
| | 01:38 | the student to upload just one file,
and transmit that file directly to you for
| | 01:43 | grading. And the final type of
assignment that's currently available in Moodle
| | 01:48 | is Offline activity, and this is to use
if there is nothing that you are going
| | 01:53 | to collect from the students, but you
want to let them know that there are some
| | 01:55 | kinds of an activity or assignment that
you want them to do that's not going to
| | 02:00 | take place inside of Moodle. But you
want to just tell them about it, and put
| | 02:05 | that activity in the appropriate place.
| | 02:07 | So with the next several movies, we'll
step through creating assignments using
| | 02:11 | each of these different tools.
| | Collapse this transcript |
| Advanced uploading of files| 00:00 | According to our course syllabi, on
Monday, May 5th we want to have our
| | 00:05 | students hand in their final research
paper and as part of doing that final
| | 00:10 | research paper, we are going to have an
Instructions to Authors for them to be
| | 00:14 | able to read through and we want them
to post the final paper as a Microsoft
| | 00:19 | Word document and then we want to
have them submit all of their tables and
| | 00:24 | figures, because we want to pull all
of the student papers together into a
| | 00:28 | larger format to publish a pseudo
journal for the class that will contain all
| | 00:33 | the different research papers for this
course. So the correct assignment for us
| | 00:38 | to post for the students to hand in
all of those materials is the Advanced
| | 00:44 | uploading of files.
| | 00:45 | So, if you scroll down to the week
of May 4th to May 10th and select the
| | 00:52 | Assignment type of Advanced uploading
of files. We'll go ahead and give this an
| | 00:58 | Assignment name of Final Research Paper
and in the instructions; we'll tell the
| | 01:07 | students what we want them to do.
We'll let them know that we want them to
| | 01:11 | upload your final paper in Microsoft
Word format. Please submit all tables and
| | 01:27 | figures as separate documents. Be sure
to follow the Instructions to Authors.
| | 01:42 | We want to provide them with that
Instructions to Authors link right here.
| | 01:46 | So we'll go ahead and select Instructions
to Authors and we'll click the Insert a
| | 01:51 | web link button and we are going to go
ahead and upload a file that's going to
| | 01:56 | have those instructions.
We'll click the Browse button.
| | 01:58 | We will go inside of the Documents
folder and then we'll come down here to Browse.
| | 02:05 | Click the Browse button and
if you are following along with the
| | 02:08 | Exercise Files, I'm in Chapter 6 and
there is a Microsoft Word document in
| | 02:12 | there called Instructions to Author.doc.
We'll go and select that document and
| | 02:17 | click Open. Then we'll click the
button for Upload and that will upload the
| | 02:23 | Instructions to Authors and we can
simply click on that document. It will add
| | 02:26 | the URL to it and we'll give a Title
of Instructions to Authors. Go ahead and
| | 02:34 | click OK. So now the students when
they are reading instructions, not only do
| | 02:39 | they the exact instructions is to what
it is that we want them to do, but there
| | 02:43 | is also an additional resource that we
can use because we have this ability to
| | 02:49 | put HTML code directly
inside of our Assignments.
| | 02:53 | We will look at our course syllabi; we
know that the final paper is going to be
| | 02:57 | worth 100 points. So we'll go ahead
and leave the Grade set to 100 points.
| | 03:02 | For the Availability dates, we want the
students to be able to upload their files
| | 03:07 | at any time. So we'll check the box
for Disable for Available from. So this
| | 03:12 | assignment will appear immediately on
everyone's course. We also want to set
| | 03:17 | the Due date to be our specific date
and time. We don't want to have any late
| | 03:22 | submissions, so we can set the specific
date that this assignment is due as the
| | 03:28 | 5th May, 2009 and then we can set
the specific time that we want this
| | 03:36 | assignment to be handed in and this
time is set in 24 hour time. So be sure to
| | 03:41 | make the necessary adjustment. We'll
say we want this paper to be handed in by
| | 03:46 | 5 o'clock pm, which would be 1700
hours and at that point, as soon as 1701
| | 03:56 | occurs, this assignment would no longer
be available to students to be able to
| | 04:00 | hand in. Since you will likely be
watching this training series after this
| | 04:05 | date, I'm going to go ahead and
disable the Due date as well. I just want you
| | 04:09 | to be able to see how to go ahead and set that.
| | 04:12 | We can prevent late submissions if we
want. If we were to set this option to
| | 04:16 | Yes, the students would no longer be
able to submit the assignment after the
| | 04:21 | specific due date time. We are going to
go ahead and leave this as No for right
| | 04:24 | now for this training video. We'll go and
scroll down a little bit in the window.
| | 04:28 | Now Advanced uploading of files,
the maximum size, this is the maximum
| | 04:33 | number of all of the different files
that the student will be able to upload
| | 04:38 | and because the test environment
that we have set up here on the Mac, the
| | 04:42 | Maximum upload size is 32 MB, if you
are using Windows, the Maximum upload size
| | 04:48 | would be 16 megabytes and those are
just the default configuration, if you are
| | 04:52 | using your own server, these are going
to be configured depending on what your
| | 04:56 | local server has allowed you to use.
| | 05:00 | You can decide if you want to allow
the students to be able to delete files
| | 05:03 | once they have uploaded them or if you
want it as a one-way dropbox. Students
| | 05:07 | can just upload files to you and they
can't take them back down, in which case
| | 05:11 | you would answer No to this question.
If you leave it set to Allow deleting
| | 05:15 | Yes, then students can upload files,
they can delete them and then upload them again.
| | 05:20 | You can set the Maximum number
of uploaded files that you want your
| | 05:24 | students to use and so in this case,
we'll go ahead and set that up to 10
| | 05:27 | because there is likely going to be
several different tables and figures that
| | 05:31 | each student is going to need to upload.
| | 05:33 | You can set to Allow notes and notes
would allow the students to add additional
| | 05:38 | notes and information to you as part
of the upload process. So we'll go ahead
| | 05:42 | and say Yes for this option. Hide the
description before available date.
| | 05:47 | No, we don't want to hide the description.
We want to go ahead and leave the
| | 05:50 | description out there for the students
to see, so that they are well aware long
| | 05:54 | before the assignment is due, as to
what the assignment is and what is expected
| | 05:59 | of them. So we'll go ahead
and leave that set to No.
| | 06:02 | Email alerts to teachers, this is a
great tool. If you go ahead and say Yes,
| | 06:06 | then every time a student submits
their assignments, you are going to get an
| | 06:10 | email directly in your Inbox and it's
going to let you know that a student has
| | 06:15 | handed something in and there is
something for you to go onto Moodle and grade.
| | 06:20 | So this is a great little tool. But if
you do have a lot of students and you
| | 06:25 | are just going to wait until after
the Due date and go up and check all the
| | 06:29 | files at one time, you don't want to
have your Inbox filled up with emails
| | 06:33 | every time the student posts a file, you
may want to go ahead and leave this set to NO.
| | 06:38 | Enable Send for marking, this will
allow students to check a box that will let
| | 06:42 | you know that the file is available
for you to begin grading and we can go
| | 06:49 | ahead and leave that set to Yes. The
bottom section here would be for if we are
| | 06:53 | going to have students hand in their
papers as a group or as individuals.
| | 06:58 | So for Group mode, you want to go ahead
and leave this one set to Separate groups.
| | 07:03 | What that's going to do is because we
have in the syllabi that we want the
| | 07:06 | students to hand in their papers as a
group, all of the students in that group
| | 07:11 | will get one single grade. We want them
to be able to submit their papers as a
| | 07:16 | group, but we don't want to have the
other groups to be able to see the files
| | 07:19 | that are being posted. So we want to make
sure that they are listed as separate groups.
| | 07:24 | The next option here is for Visible
and for Visible, what we want to do is we
| | 07:28 | want to make sure that is set to Show.
This will make sure that as soon as we
| | 07:32 | save this assignment, it's going to be
available for a student. If we were to
| | 07:37 | select Hide, then the assignment would
appear inside of our Moodle course as
| | 07:43 | the teacher, but it wouldn't be
available to the students until we come in here
| | 07:46 | and we change this value back to Show,
so we'll leave it as Show. The ID number
| | 07:52 | would be if we want to set a specific
number that can be associated with this
| | 07:57 | assignment for use inside of our Grade
Book. We are going to go ahead and leave
| | 08:01 | that blank and the Grade category, if
we go ahead and click the dropdown menu
| | 08:05 | here, these are the categories that we
established inside of our Grade Book in
| | 08:10 | a previous exercise. Because the
final paper is going to be incorporated as
| | 08:14 | part of the Group Evaluation. We'll
come down and select Group Evaluation and
| | 08:20 | then click the button for
Save and return to course.
| | 08:23 | We now have the final paper assignment.
It is listed here inside of the correct
| | 08:28 | week of the semester. We can go ahead
and click on the assignment to see what
| | 08:31 | it looks like. Here is our
instructions to the students as to what is it that
| | 08:35 | we want them to do. Here is a link to
the Microsoft Word document. If we go
| | 08:39 | ahead and click on that link, we can
see that Moodle is going to attempt to
| | 08:42 | download that Word document to our
hard drive and we can go ahead and then
| | 08:47 | cancel, if we don't need to open that
right now and we'll also see in the upper
| | 08:51 | right hand corner that currently no
attempts have been made on this assignment.
| | 08:55 | As soon as students begin uploading
papers, we'll have a listing here that will
| | 08:59 | tell us how many papers have been
submitted. There is also a button here to
| | 09:03 | Update this assignment if we need
to go in and make any adjustments or
| | 09:07 | modifications to the set up of this assignment.
| | 09:10 | So we'll go ahead and return back to
our course now. Now let's go ahead and
| | 09:16 | look and see what the student
would see when they go to complete this
| | 09:19 | assignment. So to do this, simply go
over to the upper right hand corner of
| | 09:23 | your screen, click the dropdown menu
for Switch role to... and then select
| | 09:28 | Student. This is what the student would
see when they are on this, week of the
| | 09:32 | semester, and we can click on the
Final Research Paper assignment and you can
| | 09:38 | see that we have the instructions as we
had shown earlier and there is a place
| | 09:42 | for the Submission draft, no files
have yet been submitted. There is a blank
| | 09:46 | for them to browse and upload file. So
that we simply come over here, click on
| | 09:50 | the Browse button to get a standard
File Browser and find the file that they
| | 09:55 | want to upload and then click the Open
button that file would then show up in
| | 09:59 | the listing here and they can
click the button to Upload this file.
| | 10:03 | They also have a place to edit any Notes.
Currently there is no notes that have
| | 10:07 | been added. They can click the button
here for Edit and add additional notes to
| | 10:11 | provide you with additional information
before submitting their assignment.
| | 10:15 | So that's what it looks like for a student
to work with this assignment. We'll go
| | 10:19 | back up here to our course to BIOL432,
be sure to return to your Normal role
| | 10:26 | and Turn editing back on, so that you
are ready to continue building the next assignment.
| | Collapse this transcript |
| Online text| 00:00 | Beginning in the second week of the
semester as part of the Individual
| | 00:05 | Evaluation, we want to have every
single student to be able to give us an
| | 00:10 | update as to their individual
contributions that they have made throughout the
| | 00:15 | week to their groups' project. So a
great assignment type for us to collect
| | 00:20 | this information is the online text
assignment. So go down to the second week
| | 00:26 | of the semester and click on the Add an
activity dropdown menu and choose the Online text.
| | 00:33 | We will set an Assignment name
for Week 2 Personal Contribution.
| | 00:45 | In the Description all we want to do is
just give them a little instruction to say
| | 00:49 | Please describe your individual
contribution to your group research project.
| | 01:05 | Scroll down a little bit and we'll set
the Grade for this one. Because there is
| | 01:09 | just small little notes, we are going to set
the grade for this to just simply 5 points.
| | 01:13 | We are going to disable both the
Available from and the Due date, so that
| | 01:19 | it's always available, it's always going
to show up for the students and we don't
| | 01:23 | want to worry about preventing late
submissions. We'll go ahead and scroll down
| | 01:26 | a little bit and now we can set to
Allow resubmitting of this assignment and
| | 01:32 | we want to say No in this case because we
want to have the student just come on
| | 01:36 | once a week and fill out a quick
little description as to what their
| | 01:39 | contribution was and submit it. We
don't want them constantly going in and
| | 01:43 | making revisions over and over.
So we'll just say No in this case.
| | 01:47 | We don't want to go ahead and email the
teachers in this case. We are going to
| | 01:50 | have all of our students submitting
these assignments every single week and
| | 01:53 | once a week, we'll be able to login
and just see that the students have
| | 01:57 | completed the assignment or not.
Comment inline, we don't need to do this
| | 02:01 | either because the assignment is
basically to go in and note about what your
| | 02:06 | contribution is, so there shouldn't
be any additional information that they
| | 02:10 | need to provide to us to complete this
assignment. So we'll go ahead and leave that set to No.
| | 02:14 | For Group mode we'll go ahead and set
this one to No Group because this is
| | 02:17 | going to be part of the Individual
Grade. Visible, Yes we want to show that.
| | 02:21 | We are not going to set an ID number and
for Grade Category, we are going to go
| | 02:26 | ahead and set this to Individual
Evaluation. Again these values are coming
| | 02:30 | directly from the Grade Book that
we set up in the previous exercise.
| | 02:34 | We'll then go ahead and click the Save
and return to course and if we scroll
| | 02:39 | down in our list, we can see here is
our Assignment section for week two and we
| | 02:44 | have our Assignment Week 2 Personal
Contribution. Go ahead and click on that
| | 02:48 | and you can see that it's got the
text that we entered in for what this
| | 02:52 | assignment is. No attempts have been
made, if we need to make any updates or
| | 02:57 | modifications to the assignment, we
can do that by simply clicking on the
| | 03:00 | Update this Assignment button and it
will take us right back to the same form.
| | 03:03 | We'll just add to create the assignment.
| | 03:05 | Let's go ahead and return back to the
course. Click the dropdown menu to Switch
| | 03:10 | role to and we'll change to the
Student role, so we can see what a student
| | 03:14 | would see if they were to click on
this assignment. We'll go ahead and scroll
| | 03:17 | down and click on week 2 Personal
Contribution in the Assignment section and
| | 03:23 | here it's got the description as to
what we want them to do. They have not
| | 03:27 | currently submitted anything, but
there is an Edit my submission button, if
| | 03:30 | they were to click on that. They get
a simple text field. They can come in,
| | 03:34 | they can type in whatever they need to,
into this blank and then come down and
| | 03:38 | simply hit Save changes and that would
post that text for that particular week
| | 03:43 | directly into the course for us. So
we'll go ahead hit Cancel and return back
| | 03:47 | to the course BIOL432.
| | 03:48 | We will click the button on the upper
right to return to my normal role and
| | 03:55 | turn Editing back ON, so we are ready
to continue building our course.
| | 04:00 | And that's all there is to a simple online
text. Now just be aware that students
| | 04:05 | are not going to be able to attach any
documents. So if you choose this type of
| | 04:10 | file, make sure what you want them to
do is really just type in some plain text
| | 04:14 | into the assignment blank and submit
that to you. They will not be able to
| | 04:19 | upload any type of documents that go
along with the assignment. That's a
| | 04:22 | different type and we'll
cover that in the next movie.
| | Collapse this transcript |
| Uploading a single file | 00:00 | The next type of the assignment for us
to look at is the uploading of a single
| | 00:04 | file and if we go over to our course
syllabi, this is Coral Reef Ecology
| | 00:10 | syllabus.doc and I've added a copy of
it into the chapter 6 Exercise Files
| | 00:15 | folder and here we can see that the
Thesis Statement is a brief one to two page
| | 00:20 | summary of research topics and we give
general instructions as to what should
| | 00:24 | be included inside of that Thesis Statement.
| | 00:26 | So, go ahead and select the description
of the Thesis Statement and we'll copy
| | 00:31 | that with Command+C or Ctrl+C and then
let's go ahead and return back to our course.
| | 00:35 | This is going to be due on February 11.
So we'll jump back over to our course
| | 00:39 | and we'll come down to the week
that includes February 11th and we'll go
| | 00:44 | ahead and click the
dropdown menu for add and activity.
| | 00:47 | Now we want to have the students
upload a single file. We want them to upload
| | 00:51 | this thesis statement as a separate
document. So we'll choose Upload a single
| | 00:55 | file and the Assignment Name comes up
and we'll just say Thesis Statement.
| | 01:03 | For the Description, we can go ahead and
hit Command+V or Ctrl+V to paste in that
| | 01:08 | description that we copied from the
syllabi rather than going ahead and retyping it.
| | 01:13 | So we'll go ahead and just paste that
in here for the students to be able to see.
| | 01:16 | We can see when the due date is
and we'll go ahead and scroll down a
| | 01:20 | little bit and if we also check the
syllabi, we can see that the Thesis
| | 01:25 | Statement is going to be worth 50
points. So we'll change the Grade here to
| | 01:29 | scroll down, until we find 50 points
and we're going to set the Availability
| | 01:35 | from and Due dates.
| | 01:37 | We're going to check the Disable box
for both of those so that it's always
| | 01:41 | available to the students throughout
the entire duration of the course.
| | 01:43 | We're not going to worry about preventing
late submissions. So we'll leave that
| | 01:46 | option set to No. Allow resubmitting,
we'll go ahead and leave that set to No
| | 01:51 | because we want the students to just upload
their statements just one time.
| | 01:55 | Emails alert to teachers, we'll go
ahead and leave that set to No as well.
| | 01:58 | We'll go ahead and log in after the
assignment due date is passed and we'll go
| | 02:03 | ahead and collect all of the papers at
that time. We don't need to see as the
| | 02:07 | papers are coming in, which students
are submitting them and in which order.
| | 02:12 | We'll go ahead and leave that set to No.
| | 02:13 | For the Maximum size, this is going to
be dependent on the particular server
| | 02:18 | that you are using and its
configuration. If you are following along with the
| | 02:21 | test systems that we set up in an
earlier chapter, the Mac version here is
| | 02:26 | going to have a maximum value set to
32 megabytes and Windows would be set to
| | 02:30 | 16 megabytes. We'll go ahead and leave
that set to Maximum but 16 megabytes are
| | 02:35 | higher, it should be more then
enough to complete this assignment.
| | 02:38 | For our Group mode we're going to go
ahead and leave that set to Separate
| | 02:42 | Groups because we want those groups to
be submitting their these statements as
| | 02:45 | a group rather than every individual
student submitting those. We want this
| | 02:50 | assignment to be visible ad available to our
students. So we leave Visibility set to Show.
| | 02:55 | The ID number, we'll go ahead and
leave blank and the Grade category; we'll
| | 02:59 | come down and select Group Evaluation.
All of these choices are being populated
| | 03:04 | by the Grade Book as we set it up in
a previous exercise. So everything is
| | 03:09 | looking good here. We'll go ahead and
click the button for Save and return to
| | 03:12 | course and we'll scroll down a little
bit and here's our Thesis Statement.
| | 03:17 | We'll go ahead and click on that.
What we want the students to do has been
| | 03:20 | posted right inside of here.
Currently no attempts have been made on this
| | 03:24 | assignment. Once students begin
completing this assignment, this link will then
| | 03:29 | change to have a link directly into
the Grade Book. So you can begin grading
| | 03:32 | the assignment and the Update this
Assignment button is right up here. So that
| | 03:37 | if you need to go in and make any
modifications to this assignment you can
| | 03:41 | click here and it will take you
right back to the page we were just at.
| | 03:44 | We'll go ahead and return back to our
course one time by clicking on BIOL432
| | 03:49 | and then in the upper right hand
corner click the Switch role to... so we can
| | 03:53 | check and see what a Student would see,
if they were to login and attempt to
| | 03:57 | complete this assignment. So select
Student from the dropdown menu here and we
| | 04:01 | can come on down and click on Thesis
Statement. Here we can see that this time
| | 04:06 | they just get the instructions
as to what we want them to do.
| | 04:10 | They have a blank here where they'll be
able to upload their document. They can
| | 04:13 | click the Browse button here and the
standard File Browser will appear for
| | 04:18 | their system, where they can go down
and find the particular document that they
| | 04:21 | need to upload and hand in and then
they'll able to click the Open or OK button.
| | 04:26 | They can click Cancel to return back
to the main window and then they
| | 04:29 | would simply click the Upload this file
button and the document would be handed
| | 04:33 | into you ready for grading.
| | 04:36 | If we go back here to BIOL432 now. Make
sure you Switch role back to the Normal
| | 04:41 | role and we'll turn Editing back on so
you are ready to continue building your course.
| | 04:47 | So there you go, using the
Upload single file assignment is really
| | 04:51 | straight forward and it's a great type
of assignment to use if you want your
| | 04:55 | students to simply hand in a single
document that you are going to grade them.
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| Offline activity| 00:00 | One of the things we want our
students to do is participate in the Lynda
| | 00:05 | University Research Symposium that's
going to be held on May 8th. Each of the
| | 00:09 | student groups is going to have to
create a poster and present it and there is
| | 00:14 | lots of places where the students will
have opportunities to post electronic
| | 00:18 | drafts of their poster directly
into Moodle, but for the actual poster
| | 00:23 | presentation, there is not something for us
to really have the students hand into Moodle.
| | 00:28 | But we do want to make note of it
inside of our Moodle course, so there is an
| | 00:32 | assignment type that's created exactly
for that. So go ahead and go down to the
| | 00:38 | week of May 4th through May 10th and
select Add an activity and we're going to
| | 00:43 | choose an Offline activity. Now for
the Assignment name we're going to simply
| | 00:50 | call it Poster Presentation and for
the Description, let's say Students will
| | 00:59 | present their poster at the Lynda
University Research Symposium on May 8.
| | 01:12 | So we'll scroll on down a little bit
and we can see from the course syllabi
| | 01:18 | that this assignment is going to be
worth 35 points. So we'll scroll on down
| | 01:23 | until we find our 35 listed here and
we'll select 35 and for Available from and
| | 01:31 | Due date we'll check the box for
Disable for both of these, so that the
| | 01:35 | assignment appears all
the time for our students.
| | 01:38 | We don't need to worry about
Preventing late submissions and we'll scroll on
| | 01:42 | down a little bit more and Group mode,
we'll set this to Separate Groups,
| | 01:47 | because the assignment is being graded
as a group. We'll leave Visibility set
| | 01:51 | to Show because we want it to be
available to our students all the time and the
| | 01:56 | ID number can be left blank.
| | 01:58 | For Grade category, we'll go ahead and
click that dropdown menu and the choices
| | 02:02 | here have been populated from a
previous movie when we set up our Grade Book
| | 02:06 | and if we look at our syllabi, we
can see that the Poster Symposium
| | 02:10 | Presentation is going to be graded as
part of the Group Evaluation. So we'll go
| | 02:14 | ahead and select Group Evaluation and then
simply click the button for Save and return to course.
| | 02:21 | We now have the assignment has been
added to our Moodle course. We'll go ahead
| | 02:25 | and click on it to see what it looks
like here and it just gives a simple set
| | 02:29 | of instructions, Students will
present their poster at the Lynda University
| | 02:32 | Research Symposium on May 8th which is
the description that we gave it.
| | 02:35 | We can come over here and we can see that
currently No attempts have been made on this
| | 02:39 | assignment and because of this type of
assignment there won't be any attempts made on it.
| | 02:43 | It'll just have a shell in our Grade
Book and we'll show that in just a second
| | 02:46 | as well. There is also the button up
here in the upper right to Update this
| | 02:50 | assignment and that would allow us to
go in and make any edits or changes that
| | 02:55 | we need to do the instructions for this
assignment. Let's go and return back to
| | 02:59 | our course and look and see what a
student would see if they were attempting to
| | 03:03 | complete this assignment.
| | 03:04 | We'll come up here and click the
dropdown menu for Switch role to and change it
| | 03:08 | to Student and we come on down and
click on Poster Presentation. There is just
| | 03:14 | the instructions to let the students
know of what's going on here in the course
| | 03:18 | and there is nothing for them to
actually do here because it is an Offline
| | 03:22 | assignment. It's not something they are
going to come into Moodle and actually complete.
| | 03:26 | But it's providing the information
to the student to what they know that
| | 03:29 | something is here and it's going to
happen on this particular point in the course.
| | 03:32 | So, let's go ahead and
return back to the course by clicking on
| | 03:35 | BIOL432. And we'll return to our Normal
role in upper right and then click the
| | 03:42 | button for Turn Editing on, so
we're now back into our course.
| | 03:46 | Let's go over to the Grade Book
and look and see what setting up this
| | 03:50 | assignment has done for us and we'll
also see what setting up all the other
| | 03:53 | assignments have done for us as well.
So click on Grades in the Administration
| | 03:57 | block and we can now see that under
the Group Evaluation section, there is a
| | 04:01 | place for us to post our final research
paper, the Thesis Statement that we set up.
| | 04:06 | Here is the Poster Presentation, so
that we'll be able to apply a grade to
| | 04:09 | each of the students for their
participation in the poster presentation.
| | 04:13 | We also have listings for the project
ideas and the week 2 personal contributions.
| | 04:18 | So let's go ahead and return back to
our course now by clicking on the BIOL432
| | 04:23 | and that wraps up how to create the
various different assignment types that are
| | 04:28 | available inside of Moodle. Again those
assignment types are accessed under the
| | 04:33 | Add an activity and they are simply an
advanced uploading of files which allows
| | 04:37 | students to upload multiple files, the
online text, they are just able to enter
| | 04:43 | in text into Moodle and not attach any
files at all, upload a single file will
| | 04:48 | just give them the ability to upload
just one file and Offline activity gives a
| | 04:54 | nice placeholder for an activity or an
assignment that you are going to do that
| | 04:58 | is not going to be an online graded
assignment, but it will create the space
| | 05:02 | inside your Grade Book for that
assignment and put a reminder in for the
| | 05:07 | particular week, so that
students know what's coming up.
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|
|
7. ActivitiesCreating a live chat room| 00:00 | We are partly through the semester
and we have just learned that Dr. Walter
| | 00:04 | Hatch from St. Mary's College of
Maryland will be giving a live webcast about
| | 00:10 | his work on Chemical Communication in
Soft Corals that was conducted at the
| | 00:14 | Australian Institute of Marine Science.
Since we'll be in lab at that time, the
| | 00:19 | class is going to watch the webinar
live. We have been in contact with Dr.
| | 00:23 | Hatch and he has agreed to conduct a live
chat with our class following the seminar.
| | 00:29 | So we want to use Moodle to set up a
live chat room so our students will be
| | 00:34 | able to interact with and ask
questions directly to Dr. Hatch. So to do this
| | 00:39 | we'll simply scroll down to the week
of April 13 to April 19. And we'll click
| | 00:45 | on the dropdown menu for Add an activity
and we'll select Chat from the options.
| | 00:50 | We will give the chat room a name,
Live Chat with Dr. Hatch. And in the
| | 00:59 | Introduction section we'll simply put
'At 5pm PST, Dr. Hatch will be available
| | 01:14 | for a live chat with the class to discuss his
work on Chemical Communication in Soft Corals.'
| | 01:30 | So we'll go ahead and scroll down and
we are going to set the next time the
| | 01:35 | chat is going to be available and
that's going to be on the 15th April 2009 at,
| | 01:42 | remember this is in 24-hour time, and
so we'll scroll down to 17:00 hours. We
| | 01:48 | are not going to repeat any session
so we are not going to publish any
| | 01:53 | additional chat times but if we were
setting up a chat, then we wanted to have
| | 01:57 | live chats with the class on a
repeating basis, we could do so here.
| | 02:03 | We do want to go ahead and Save past
sessions, so that this live chat can be
| | 02:07 | archived and be accessed later on. So
we'll go ahead and say 365 days. And
| | 02:13 | everyone can view past sessions, so
we'll say Yes. This is an extra activity
| | 02:17 | that we want to be able to provide this
opportunity for our students to be able
| | 02:21 | to go back and review the chat session.
| | 02:23 | For Group mode, we'll go ahead and set
to No groups, because we want everybody
| | 02:27 | in the class to participate on this. We
do want the Visibility to set to Show.
| | 02:32 | We don't need an ID number. And we are
not going to grade this assignment, so
| | 02:35 | we'll go ahead and leave this as Uncategorized.
| | 02:38 | So then go ahead and click the button
for Save and return to course. And we can
| | 02:44 | see that a new Live Chat with Dr.
Hatch has been added to our Lecture
| | 02:49 | Materials. We'll go ahead and click
on that button to see what a live chat
| | 02:54 | would look like. We are given the
description as to what's going to happen
| | 02:58 | inside of this chat and we have a link
here to go into the chat session. There
| | 03:03 | is also a version that does not have
frames and does not use JavaScript if your
| | 03:09 | browser does not support that, but ours will.
| | 03:12 | So we are going to go ahead and click
the top option and you can see that it
| | 03:16 | has logged us into the chat room and
any responses that we go ahead and type up
| | 03:21 | here would be appearing up in the top.
And it's going to show our name and our
| | 03:27 | picture that we added as part of an earlier
movie. And the Auto Scrolling is set to on.
| | 03:32 | So if wanted to go ahead and type in a
quick note here, I'll just say Hello.
| | 03:38 | And hit Enter or Return on my keyboard,
it's going to just simply pop up that
| | 03:42 | message up into the chat room. Now if
we had additional people inside of the
| | 03:46 | chat room right now, we would see
their names listed here on the right hand
| | 03:50 | side and we would also see any messages
that they were chatting about, showing
| | 03:54 | up in the middle of the chat session.
| | 03:56 | We will go ahead and close the chat
window now. And we can go ahead and return
| | 04:00 | back to the course. And that's all
there is to setting up a chat. It's pretty
| | 04:05 | straight forward, it's pretty easy and
it's a great tool to use if you have the
| | 04:10 | opportunity to bring in either a guest
speaker or if for some reason you need
| | 04:14 | to hold a class session online and you
need to be able to chat back and forth
| | 04:18 | live with your students.
| | 04:19 | Another great use for the live chat is
office hours. If you have regular office hours,
| | 04:26 | you can go up and set a
recurring chat session to be open during your
| | 04:31 | office hours and then any students
in your class, if they need to get
| | 04:35 | additional help from you, they can
actually log into Moodle, go into the chat
| | 04:39 | room and have a live chat with you.
| | 04:42 | This is a really nice feature
because you may find that a student is more
| | 04:46 | likely to approach you for additional
help through a mechanism like an online
| | 04:51 | chat. And as they begin asking
questions back and forth and interacting with you,
| | 04:55 | you can prompt them to show up to
your office and get more face-to-face
| | 05:00 | time with the student and really figure
out what is the issue that the student
| | 05:03 | is having and work through it.
| | 05:05 | So there are several different uses
for the live chat. It's a great feature
| | 05:09 | that's here in Moodle for you
to enhance your course with.
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| Creating a choice| 00:00 | A major component of this course is
going to be the field research experience
| | 00:04 | that the students have when we go to
Belize, over spring break and conduct our
| | 00:09 | field research. Since, we are going
to be out on an island for an extended
| | 00:12 | period of time, we need to know
about any dietary restrictions that the
| | 00:16 | students may have so that we can make
sure that we have the correct food for
| | 00:20 | them while we are on the island. And a
great way to collect this information is
| | 00:24 | by using an activity called a Choice.
| | 00:27 | So during the first week of the
semester we want to collect this data from the
| | 00:30 | students so we can communicate to the
cooks that are going to be on the island,
| | 00:34 | what type of meals they need to prepare
for everyone. So we scroll down to the
| | 00:39 | bottom of the first week of the
semester, we'll go ahead and click on the
| | 00:43 | dropdown menu for Add an activity, and
we'll select Choice from the list of options.
| | 00:48 | Now the Choice name is going to be
Diet Preferences. And for the Choice text,
| | 00:58 | we'll simply say, Please select the
type of diet that you normally consume.
| | 01:10 | Scroll on down in the list now and
the option here for Limit the number of
| | 01:16 | responses allowed, we are going to go
ahead and leave that set to Disabled.
| | 01:20 | Because we want to make sure that the
students are able to go in and select
| | 01:23 | every single choice independently.
| | 01:25 | Then we'll come down here to the
first choice and we fill out what the
| | 01:29 | descriptor for this choice will be.
And so the first descriptor, we'll simply
| | 01:33 | say Carnivore - I'm on a low carb diet
and only eat meat. The next choice we'll
| | 01:48 | set will be, Herbivore. And we'll say,
I'm a vegetarian and only eat plants.
| | 02:02 | The next choice we'll set is Omnivore
and say, I eat everything. And the last
| | 02:13 | choice we'll make is Other and we'll
simply say, I have other diet restrictions.
| | 02:23 | So we can go ahead and scroll on
down now in the list. If we need to add
| | 02:30 | additional choices, we could click the
button here to Add 3 more form fields
| | 02:34 | and then we'll get the ability to add
as many form fields as we need to by
| | 02:38 | continuing to add three at a time.
| | 02:40 | We can scroll down a little bit
further and if we wanted to Restrict the
| | 02:44 | answering period to a specific time
period we could do that right here but we
| | 02:48 | want this to be available
to our students all the time.
| | 02:51 | Then our Miscellaneous Settings. The
Display Mode, we can choose how we want
| | 02:55 | the responses to be displayed. They
can be displayed either horizontally or
| | 03:00 | vertically and I really prefer to
have the responses listed vertically, but
| | 03:04 | this is a just a simple preference.
| | 03:06 | Then Publish results, we can choose
whether or not we want to have the results
| | 03:11 | made public to the students. And
because we are collecting private information,
| | 03:16 | there is no need for the students to
know what the dietary restrictions of
| | 03:19 | their fellow classmates are. So we
are going to leave this set to Do not
| | 03:22 | publish results to students.
| | 03:25 | If this was a question that was
useful for the other students to be able to
| | 03:29 | gauge how the other students in the
class are responding, then we have the
| | 03:32 | ability to make it so that we can show
all of those responses back out to the
| | 03:37 | students by selecting one of these
other choices. We'll go ahead and leave that
| | 03:41 | set as it is though.
| | 03:43 | Privacy of results, if we had chosen
to publish the results, we can choose to
| | 03:48 | have Moodle strip out the user data off
of the results so that the data appears
| | 03:53 | to the other students as
purely informational data.
| | 03:56 | Allow choice to be updated, we'll go
ahead and leave that set to No. The
| | 04:00 | student should be able to come in here
and answer this question just one time
| | 04:04 | and be finished with it. Show column
for unanswered, and we'll say No because
| | 04:09 | every student has to eat something, so there
should be no blank here for none of the above.
| | 04:14 | For Group mode, we'll go ahead and set
the Group mode to No groups because we
| | 04:18 | want every student to answer this
question. For Visibility, we'll leave that
| | 04:22 | set to Show so that this choice is
available to all the students. And we don't
| | 04:27 | need to set an ID number for this choice.
| | 04:29 | We will go ahead and click the Save and
return to course button now. And if we
| | 04:33 | scroll on down in the window we can see
that we now have under our Assignments
| | 04:38 | section for week one, a question that
is Diet Preferences. We'll go ahead and
| | 04:42 | click on that. And we are given the
question, Please select the type of diet
| | 04:47 | that you normally consume. And I personally,
I'm an Omnivore and then click the Save my choice.
| | 04:53 | It goes ahead and says that my
selection is Omnivore and there are no results
| | 04:58 | currently to view. But as the teacher
on this course, if I come up here at the
| | 05:02 | upper right hand side now, I can view
one response because I just took the
| | 05:06 | survey. We'll go ahead and click on
that and we can see that it's giving us a
| | 05:11 | column for each of the different
possible responses. And it's going to fill in
| | 05:17 | a picture with our name as to
how we answered that question.
| | 05:21 | So when the rest of the students come
in and answer this choice question, we'll
| | 05:26 | have an instant table of results that
will have all of the different dietary
| | 05:30 | restrictions that we need to
communicate back out to the cooks on the island.
| | 05:34 | We'll even have a listing for other to
know which students we need to contact
| | 05:38 | to find out about specific
dietary restrictions that they may have.
| | 05:42 | We can download these data in the Open
Document Format, in Excel format, or as
| | 05:48 | a plain text file that is delimited.
And that's all there is for Choice. We'll
| | 05:53 | go ahead and return back to our course now,
BIOL432 in the upper left hand corner.
| | 05:59 | There are lots of ways that you can use
the Choice here. You can even set it up
| | 06:03 | so that every single week when you
come into the class, there is a choice.
| | 06:07 | There is some kind of a question, a
quick little survey that you want the
| | 06:10 | students to complete so that you can
use as a kind of thermometer to see how
| | 06:16 | the students are getting the
information that you are conveying in class. And
| | 06:19 | it's a great little tool. You can use
it in a lot of different ways. This is
| | 06:23 | just one example as to how
you may be able to use it.
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|
|
8. DatabasesSetting up a simple database| 00:00 | One of the activities that we are going
to do with our students while we are on
| | 00:03 | the field trip in Belize is a field
identification quiz. And the organisms that
| | 00:08 | are going to be on the quiz are ones
that the students have identified and seen
| | 00:12 | both in laboratory and
then identified in the field.
| | 00:16 | So we need a mechanism for collecting
a list of all the organisms that the
| | 00:21 | students have identified thus far
throughout the course of the semester. And in
| | 00:25 | the second week of the semester
when we begin talking about Coral reef
| | 00:28 | structure and diversity is a great
place to add this activity for the students
| | 00:33 | to begin building this list.
| | 00:35 | To create the list we are going to use
a database. So let's scroll down to the
| | 00:39 | second week in the semester, under
the Assignments section and click the
| | 00:42 | dropdown menu for Add an
activity, and let's select a database.
| | 00:47 | Now building a database inside of
Moodle is a multi-step process and over the
| | 00:52 | course of this chapter we are going
to step through each of those different
| | 00:56 | steps, so you can build your own custom
database inside of your Moodle course.
| | 01:00 | To begin, let's give the database a
name of Identified Organisms. For the
| | 01:07 | Introduction, let's simply note
that we want the students to, List the
| | 01:13 | Scientific and Common Names of all organisms
identified in the Laboratory and in the Field.
| | 01:29 | We will scroll down in the list and we
can set when we want the Availability of
| | 01:35 | this database to be. We want the
database to be available to the students all
| | 01:39 | the time, so we'll leave all of
these options set to Disabled.
| | 01:43 | Next, we can set the number of
required entries that each student is required
| | 01:47 | to add into the database. So say
for instance we wanted each student to
| | 01:52 | identify five organisms. We could set
that here and then every time the student
| | 01:57 | added an entry into the database, the
database would continue to remind them
| | 02:02 | that they had 4 more, 3 more, 2 more,
and so forth entries to make before they
| | 02:08 | were finished with the assignment.
| | 02:10 | We want to leave this set to None, so
that the students can add entries to this
| | 02:13 | database as long as they need to. You
have the ability to require a certain
| | 02:17 | number of entries to be made before
the learner can view the rest of the
| | 02:21 | database. We want to leave this set to
None as well, so that once an organism
| | 02:26 | has been identified and added to the list,
they don't get duplicated by another student.
| | 02:31 | You can set the Maximum number of
entries that a student can make. We want
| | 02:35 | students to be able to add as many
entries to this database as they need to, so
| | 02:39 | we'll leave this set to None.
| | 02:41 | Comments, now it's a great idea to
have comments added to every single entry.
| | 02:46 | That way once an entry has been made,
other students can come in and make
| | 02:51 | additional notes on that entry. So for
instance, in the example of the field or
| | 02:56 | laboratory identification of organisms,
additional students could come in and
| | 03:00 | they could add comments about where they saw
the animal, how many were there, and so forth.
| | 03:06 | Require approval, if you want to
control as the teacher whether or not you need
| | 03:11 | to verify the entry before it's seen
by the other students in the class, you
| | 03:15 | can set this to Yes. We are going
to go ahead and leave our set to No.
| | 03:19 | If you want to allow ratings to be made
on the post, you can check the box here
| | 03:23 | and select the grade rating scale
that you want to have available for each
| | 03:26 | rating. We are not going to grade this
assignment and we don't want to have any
| | 03:30 | rating set, so we'll go ahead
and uncheck the Use ratings.
| | 03:34 | The next section shows whether or
not we want to have this available for
| | 03:37 | separate groups or for all groups. And
we want it available for everyone, so
| | 03:41 | we'll go ahead and leave this set to No groups.
| | 03:43 | We want the database available all the
time, so we'll leave this set to Show.
| | 03:47 | We are not going to use an ID number
for this and the Grade category, since we
| | 03:50 | are not going to be grading this assignment.
We are going to leave that Uncategorized.
| | 03:54 | We will go ahead and click the button
for Save and return to course. And if we
| | 03:59 | scroll back down in the list, we can
see that a database has been created for
| | 04:03 | us. Go ahead and click on the link
for that Identified Organisms database.
| | 04:08 | And in the next movie, we'll begin
setting up the database fields for this
| | 04:13 | database.
| | Collapse this transcript |
| Creating database fields| 00:00 | The next step in setting up our
database is to create the data fields where
| | 00:04 | students will enter in the data
that's going to be stored inside of the
| | 00:08 | database. In this example, we are
just going to set up two data fields. The
| | 00:12 | first one is going to be called
species name and it's where the students will
| | 00:16 | enter in the full scientific name of
each organism that they have identified.
| | 00:20 | The second field will be for common
name and it will allow the students to
| | 00:23 | enter in the common name
associated with each organism.
| | 00:27 | So to begin, make sure you are
inside of your database and you are in the
| | 00:30 | Fields tab. Next click on the dropdown
menu for Create a new field and select
| | 00:36 | Text. There are a variety of other data
types that you can select here. But for
| | 00:40 | this example, we'll simply create a
text field. The Field name in the first
| | 00:46 | blank is going to be Species_Name.
| | 00:51 | The Field description is going to be
Scientific Name. We'll check the box for
| | 00:58 | Allow autolinking. If autolinking is
enabled on your Moodle server, that will
| | 01:02 | allow any text that's entered in to
the field name here to be hyperlinked
| | 01:07 | directly back to this database
record from anywhere inside of your Moodle
| | 01:12 | course. We'll show this in a later example.
| | 01:14 | For now just make sure that Allow
autolinking is enabled for the first text
| | 01:19 | field that we are creating here. We'll
click the Add button and we can see that
| | 01:23 | the data field for Species_Name has
been created. The Field name shows up, the
| | 01:29 | Field type of text appears here. The
Field description that we entered in
| | 01:34 | appears here and the available actions
of Edit or Delete are available for us.
| | 01:39 | Next, let's go ahead and create the
second data field. We'll do that by
| | 01:43 | clicking the dropdown menu for Choose,
and select Text again. For Field name,
| | 01:48 | we'll enter in Common_Name. For Field
description we'll type in Common Name. We
| | 01:56 | don't need to worry about
autolinking for this data type.
| | 01:59 | Go ahead and click the Add button and
we have our two data fields that we are
| | 02:03 | going to use for our database. If we
want to set the Default sort order, we can
| | 02:08 | set that here and we can set it so
that the database will automatically be
| | 02:12 | sorted by Time, Species_Name or Common_
Name. We want the database to be sorted
| | 02:18 | by Species_Name so that anytime a user
views the database as a whole, all of
| | 02:23 | the species will be grouped together by genus.
| | 02:26 | We can then set how we want the sorting
to happen whether or not we want it to
| | 02:30 | be sorted in Ascending order or
Descending order. Ascending order makes more
| | 02:34 | sense for this particular data field.
So we'll go ahead and click the Save
| | 02:37 | button and our changes have been saved.
We are taken back to the data fields.
| | 02:42 | The next step in setting up our
database is to customize our template and we'll
| | 02:47 | do that in the next movie.
| | Collapse this transcript |
| Customizing a database template| 00:00 | Now that we have created our database
and added our data fields, the next step
| | 00:04 | is to set up the templates that will
display the data inside of our database.
| | 00:08 | To do this, make sure you are inside of
your database and click on the tab for
| | 00:12 | Templates. A default template is
created for you automatically that will have
| | 00:17 | all of the data types and the data fields
that have been created as part of your database.
| | 00:22 | This is laid out in a table format and
if we click inside of this table, we'll
| | 00:27 | notice that we have seen the controls
for table before back when we learned
| | 00:31 | about using tables inside of HTML.
| | 00:33 | A couple of changes that we want to
make here. First of all, is that anytime a
| | 00:37 | scientific name is displayed anywhere,
it should be italicized. So we'll go
| | 00:41 | ahead and select the field here inside
of the brackets that says Species_Name
| | 00:46 | and simply come up and click the
Italicize button. This will make anytime a
| | 00:50 | scientific name is entered,
it will be italicized properly.
| | 00:53 | We also want to change the descriptor
for this field. Currently, it's set to
| | 00:57 | Species_Name. It would be more
descriptive, if we wrote Scientific Name. It's
| | 01:04 | fine to have the common name simply
listed without being italicized, but let's
| | 01:08 | go ahead and get rid of the
underscore in Common Name. The template is good
| | 01:12 | enough first to get the information
that we need out of it. So go ahead and
| | 01:14 | click the button at the
bottom that says Save template.
| | 01:18 | Once the template has been saved, we
are able to go over to the list view and
| | 01:23 | see a listing of all of the entries
inside of our database. Currently our
| | 01:27 | database doesn't have any data in it.
| | 01:29 | So in the next movie we'll go ahead
and add some data into our database.
| | Collapse this transcript |
| Entering data into a database| 00:00 | Now that we have created our database,
added our data fields and modified our
| | 00:04 | Template. The next step in building our
database is to begin entering data into
| | 00:10 | the database. To do this, make sure
you are inside of your database and click
| | 00:14 | on the tab for Add entry. A data
entry form has been created for you
| | 00:20 | automatically and all we need to do
is fill out the data fields that are
| | 00:24 | associated with the form.
| | 00:26 | Let's go ahead and add the species
that we have been working with thus far
| | 00:29 | throughout the training. So the
first one is Gymnothorax funebris. The
| | 00:39 | Common_Name for this is the Green Moray Eel.
We'll go ahead and click the Save and add another.
| | 00:47 | And we'll also add in the coral
Acropora palmata. The Common_Name for this is
| | 00:55 | the Elkhorn coral. We'll go ahead and
click Save and view. Our data entries
| | 01:04 | have been saved and after a few seconds,
the last entry that we added will show
| | 01:09 | up in the single view.
| | 01:11 | If we click on the View list, we can
see the list of all the organisms that we
| | 01:15 | have added into our database. We can
also see that the list is already in
| | 01:20 | alphabetical order according to the
scientific name or the Species_Name as we
| | 01:25 | noted in an earlier exercise. Your
database is now set up for students to begin
| | 01:30 | entering data into your database.
| | 01:33 | And in the next movie, we'll go ahead
and explore the uses of autolinking, how
| | 01:36 | to make sure that that's setup inside
of your server. And then how it works
| | 01:41 | inside of the rest of your course.
| | Collapse this transcript |
| Enabling database auto-linking| 00:00 | In the previous movie, when we were
setting up the data fields for our
| | 00:03 | database, we checked the box for
enable autolinking on the Species_Name. What
| | 00:09 | autolinking will do, if it's enabled
on your server, is it will allow Moodle
| | 00:14 | to-- anytime it encounters this
particular phrase, Gymnothorax funebris,
| | 00:18 | Acropora palmata,
whatever is in the Species_Name.
| | 00:23 | Anytime Moodle encounters that word or
phrase throughout your entire course, it
| | 00:27 | will autolink that text directly into
this database and select the record that
| | 00:34 | is associated with that name. In order
to do this though, you have to make sure
| | 00:39 | that Enable Autolinking is on inside of
the configuration of the server. And it
| | 00:45 | may not be on by default.
| | 00:47 | So in this example, we'll show you how
to turn that on. But let's go ahead and
| | 00:50 | first return back to our course. Click
on the BIOL432 and scroll down to the
| | 00:56 | second week in the semester where we
created the webpage called Green Moray Eel
| | 01:02 | Overview. Go ahead and click on that
page and we can see that we have the
| | 01:06 | scientific name Gymnothorax funebris
here and down here it's repeated as well.
| | 01:12 | Neither of these two listings are
hyperlinked right now. Let's go ahead and
| | 01:16 | turn on autolinking in databases so
that we can see how this function will
| | 01:21 | work. Go ahead and return back to your
course one more time then go up to the
| | 01:25 | upper right hand corner and Logout.
| | 01:27 | And if you are following along with
the test server that we created earlier,
| | 01:31 | you will need to Login as the
Administrator. So go ahead and select your user
| | 01:35 | name and type in admin and type in
the password, which is set by default to
| | 01:39 | 12345. Click the button for Login.
And now on the left hand side under Site
| | 01:46 | Administration, go down to the Modules
link and click on Modules, then click on
| | 01:51 | Filters, then click on Manage filters.
| | 01:55 | There's a filter called database
Autolinking that we need to enable. Go ahead
| | 02:00 | and click the icon to enable,
disable and the eye should be showing.
| | 02:04 | Now simply return back to the main site
by clicking on lyndaU in the upper left
| | 02:08 | corner, logout of the Administrator
account by clicking Logout in the upper
| | 02:13 | right. Then go ahead and log back in as
yourself. Or if you are following along
| | 02:18 | with me, my Login name is Chris and my
password is 12345. Go ahead and click
| | 02:23 | the Login button. And we'll return
back to our Coral Reef Ecology class.
| | 02:29 | Scroll down to the Green Moray Eel
Overview in the second week of the semester.
| | 02:33 | This time when we click on he link,
we can see that the term Gymnothorax
| | 02:38 | funebris both in the species listing
and at the top are both now hyperlinked.
| | 02:44 | If we click on that link, it takes us
directly into the database and brings up
| | 02:48 | the record that we associated with that
name and we turned autolinking on for.
| | 02:54 | This is just a simple example as to
how you can use the autolinking feature
| | 02:59 | inside of the database of Moodle. You
can imagine, if you had more data and
| | 03:04 | data fields associated with each
record, you could build a very rich
| | 03:08 | environment for your students to have
contextual information available to them
| | 03:12 | throughout your entire course.
| | 03:14 | And in the next movie, we'll go ahead
and enhance this database by adding some
| | 03:18 | more data fields to it. That will
accomplish another one of the goals of our course.
| | Collapse this transcript |
| Enhancing a database with file uploads| 00:00 | One of the assignments that we have
inside of our syllabi that the students
| | 00:04 | have to do is they have to create a
species account which is a paper that they
| | 00:08 | are going to write. And it's going
to include the identification of the
| | 00:11 | organism, the organism's range, its natural
history, and its phylogenetic relationship.
| | 00:17 | It would be great if we had that
document attached to the reference inside of
| | 00:22 | the database. So to do this, make sure
you are inside your database and click
| | 00:26 | on the Fields tab. We are going to add
a new field, so click the dropdown menu
| | 00:31 | for Create a new field, and this
time select File from the dropdown menu.
| | 00:36 | For the Field name we'll simply
type in Species_Account. For the Field
| | 00:43 | description, we'll simply type in
Species Account. The Maximum upload size of
| | 00:50 | the file is going to be dependent on
your particular instillation of Moodle. If
| | 00:54 | you are following along with the test
server created on the Mac, your Maximum
| | 00:57 | upload size should be 32. If you
are following along with the Windows
| | 01:01 | instillation, your Maximum upload size
will be 16. If you are using the server
| | 01:05 | for your own institution, your upload
size may be different. We'll go ahead and
| | 01:09 | leave this set to 32, and click the Add button.
| | 01:12 | Next, make sure you go to the
Templates tab; we can see that a data type for
| | 01:16 | the Species Account has been added to
the bottom of our template. Go ahead and
| | 01:20 | save the template by clicking the Save
button at the bottom and then return to
| | 01:25 | the list view. The next time that a
student goes into add a new entry by simply
| | 01:31 | clicking on the Add entry tab.
| | 01:32 | Now they will not only have the
ability to add the Species_Name, the
| | 01:36 | Common_Name, but they will also be
able to browse and attach a file that has
| | 01:40 | their paper that they have written that
has a full account of the species. This
| | 01:44 | paper will then be available to all
the other students via the database.
| | 01:48 | Let's go ahead and simply return back
to our course by clicking on BIOL432. I
| | 01:51 | hope this walk through of the database
activity inside of Moodle will give you
| | 01:58 | some idea as to how you can enhance
your course with its functionality.
| | Collapse this transcript |
|
|
9. GlossariesCreating a main glossary| 00:00 | In every single course, there are a
variety of terms and concepts that students
| | 00:05 | need to get in order to master the
content that's been presented to them.
| | 00:08 | Moodle has a built-in glossary activity
that will accomplish this goal quite nicely.
| | 00:14 | Now after watching the last chapter,
you may think, how about if I just create
| | 00:17 | a custom database? And you can do
that. However, the glossary activity is
| | 00:22 | already set up and will enable you to
get a similar functionality without all
| | 00:27 | the complexities of the database.
| | 00:29 | To begin, let's create a glossary
inside of the header section for our course.
| | 00:33 | That way the main glossary will be
available to students throughout the entire
| | 00:37 | term of our course. To do this,
simply click the dropdown menu for Add an
| | 00:42 | activity inside of the header block, and
select Glossary from the dropdown menu.
| | 00:48 | We will name the Glossary, Main Glossary.
For Description, we'll simply add in,
| | 00:56 | Main Glossary of Terms and Concepts.
We'll go ahead and scroll down and begin
| | 01:04 | looking at the various different settings
that we can set up inside of our Glossary.
| | 01:08 | The first option, Entries shown per
page will allow us to define how many
| | 01:13 | entries show up on each page of our
Glossary. As we start getting more and more
| | 01:18 | entries of terms and concepts into the
Glossary, our list can grow quite large.
| | 01:22 | So by limiting the number of entries
per page, it will make the information
| | 01:26 | much more manageable for our students.
| | 01:28 | For Glossary Type, there's two types of
glossaries, a Secondary glossary and a
| | 01:33 | Main glossary. Each course can only
have one Main glossary but it can have many
| | 01:37 | Secondary glossaries. So in this case,
we'll go ahead and set up the Main
| | 01:40 | glossary and then in a later movie
we'll create a second glossary that have a
| | 01:44 | subset of terms that will be
targeted for a particular function.
| | 01:48 | The next option allow duplicate entries,
we'll go ahead and leave that set to
| | 01:51 | No because we only want one entry
per term or concept. Allow comments on
| | 01:56 | entries, this is a great thing to turn
on. So we'll go ahead and hit Yes. What
| | 01:59 | this is going to allow the students to
do is anytime they go into the Glossary
| | 02:03 | and they are working with a term, they
will be able to add comments and updates
| | 02:07 | for additional information about that
particular entry. So it's a great way to
| | 02:11 | have students participate in the
development of materials for your course.
| | 02:15 | Allow print view, yes this will be
great to have the students to be able to
| | 02:18 | print out the entire glossary.
Automatically link glossary entries, go ahead
| | 02:23 | and select Yes on this. In a later
movie, we'll show you how to set up
| | 02:26 | autolinking on the server in case it's
not enabled. If it is on already in your
| | 02:31 | server, anytime a glossary term
appears inside of your course, it will be
| | 02:36 | automatically linked to the definition
in the Glossary. This is a great way to
| | 02:40 | provide contextual help
throughout your entire course.
| | 02:44 | Approved by default, go ahead and
leave this set to Yes as the instructor is
| | 02:48 | more than likely the one who is going
to be entering in the information into
| | 02:51 | the Glossary that's going to be going
out to students. You can set it up so
| | 02:55 | that students are able to enter and
edit information inside of the Glossary.
| | 02:59 | But it's not the default setting. And we'll
show you in a later movie how to enable that.
| | 03:04 | Display format, there are a variety of
different formats that you can display
| | 03:08 | the information inside of your Glossary.
The Simple, dictionary style is going
| | 03:12 | to work for us. It's going to give
us a listing of the terms and the
| | 03:15 | definitions associated with that term. Feel
free to go in and explore the other display types.
| | 03:20 | We will go ahead and leave Show
'Special' link, alphabet, and 'ALL' link set to
| | 03:25 | Yes. This will provide the most
flexibility for users when they come in and try
| | 03:29 | and search our Glossary. Edit always,
here we can select whether or not we want
| | 03:34 | the entries to be editable by other
users. We'll go ahead and set this to Yes,
| | 03:39 | so we can allow editing of our
entries. Go ahead and scroll down.
| | 03:44 | The next section here is for Grade. If
we check the box for Use ratings, then
| | 03:48 | we can choose which type of user,
whether it be just the teachers or everyone
| | 03:54 | to be able to rate the various
different entries that are entered into our
| | 03:58 | Glossary. We can also then choose how
we want to grade those different entries.
| | 04:03 | For this exercise though, we'll uncheck
Use ratings because we are not going to
| | 04:06 | Grade this activity.
| | 04:08 | If we wanted to restrict the date range
for when the Glossary was available to
| | 04:12 | our students, we could select that
here. We do want the Glossary to be
| | 04:16 | available all the time, so we'll make
sure that the Visibility is set to Show.
| | 04:20 | We don't need an ID number and we are
not going to grade the activity, so we
| | 04:23 | don't need to worry about the Grade category.
| | 04:25 | Go ahead and click, Save and return
to course. You can see now that in the
| | 04:29 | header section of our course, we now
have an entry from Main Glossary. Go ahead
| | 04:33 | and click on Main Glossary and it
will take us into our course glossary.
| | 04:38 | In the next movie, we'll step to the
process of adding the first term or
| | 04:42 | concept into our Glossary.
| | Collapse this transcript |
| Adding concepts to the glossary| 00:00 | Now that we have set up our Glossary,
let's go ahead and begin adding terms or
| | 00:03 | concept to that Glossary. To do this
make sure you are inside of your Glossary
| | 00:08 | and click on the Add a new entry button.
The first term or Concept we are going
| | 00:13 | to add is Zooxanthellae. For
description, we'll simply put "A brown
| | 00:23 | endosymbiotic algae commonly
found in Hermatypic Corals."
| | 00:35 | We will go ahead and scroll down and
if we have set up Categories already,
| | 00:40 | Categories will be listed here that
we could categorize our Concepts in. We
| | 00:44 | currently don't have any set up. So
we'll go ahead and leave that blank. Next
| | 00:47 | we have the ability to add keywords
if we wanted additional keywords to be
| | 00:51 | associated with this entry.
| | 00:53 | If we wanted to attach a file to this
entry we could do that here by simply
| | 00:57 | clicking the Browse button. We could
simply then select the file and then click
| | 01:01 | the Open button to attach a description,
image, or some other document to our file.
| | 01:05 | If we want to have autolinking
available for this particular item we would
| | 01:09 | check that here. We'll go
ahead and set that option to on.
| | 01:13 | autolinking is a tool that Moodle
has so that anytime this term shows up
| | 01:18 | anywhere inside of our Moodle course,
it will be hyperlinked directly back to
| | 01:22 | the definition that we have here
inside of our Glossary. This function is
| | 01:26 | typically not turned on by default in
most servers. So you are going to have to
| | 01:30 | work with your IT department to make
sure that it's enabled. And we'll show you
| | 01:33 | how to do that in a later movie.
| | 01:35 | This entry is case sensitive. We
don't want to select this because we want
| | 01:38 | anytime that the word Zooxanthellae
shows up throughout our site, whether it's
| | 01:42 | capitalized or not, we want it to be
hyperlinked back to this definition. We'll
| | 01:46 | go ahead and check Match whole words
only so that it would require an exact
| | 01:50 | match of the word Zooxanthellae
to autolink back to the definition.
| | 01:54 | Go ahead and click the Save changes
button and you can see that the first entry
| | 01:59 | has been added here in our Glossary.
You can also see on the lower right-hand
| | 02:02 | side that we have the ability to add a
comment, delete the record, or edit the
| | 02:07 | record from right here inside of our Glossary.
| | 02:11 | Let's go ahead and add a second entry
by clicking on the Add a new entry. The
| | 02:15 | second concept we'll add in is
Hermatypic Coral. For the Definition we'll add,
| | 02:23 | A Reef Building Coral.
| | 02:27 | You will notice that the Definition is
inside of a standard HTML editor inside
| | 02:33 | of Moodle. So anything that you have
learned about how to use the HTML editor
| | 02:38 | and how to incorporate media from
other sites, create web links, formatting
| | 02:43 | text, are all possible to do inside of
the Definition. So you can create a very
| | 02:49 | rich experience of content and
make it available to your students.
| | 02:54 | Let's go ahead and scroll down to the
bottom and we'll enable autolinking for
| | 02:57 | this item as well. We'll also set the
Match whole words only. We'll click the
| | 03:02 | Save changes button. No we are brought
back to see the term that we have just
| | 03:06 | added, its definition, and
our ability to edit that term.
| | 03:10 | In the next movie, we'll go ahead and
explore the uses of autolinking with the
| | 03:14 | Glossary.
| | Collapse this transcript |
| Enabling glossary auto-linking| 00:00 | Now that we have set up our Glossary
and added some terms to it, we are ready
| | 00:04 | to turn on autolinking. We have
checked the box in each of our entries to
| | 00:08 | enable autolinking for each entry.
But now we need to make sure that it's
| | 00:12 | turned on inside of our server.
| | 00:14 | Let's go ahead and return back to
our course by clicking on the link for
| | 00:18 | BIOL432 in the upper left hand corner.
If we scroll down in the list to the
| | 00:23 | article that we created in an
earlier exercise for Coral Zooxanthellae
| | 00:27 | Symbiosis and click on that link, we
can see that some of the terms that we are
| | 00:31 | using inside of our Glossary are
present here in this document. But they are
| | 00:36 | not linked currently. We have got
Hermatypic Corals listed. We also have the
| | 00:40 | term Zooxanthellae and
it's listed several times.
| | 00:43 | Let's go ahead and turn on autolinking.
To do this, return back to your course
| | 00:48 | and then go to the upper right hand
corner and click on the Logout button. If
| | 00:51 | you are following along with the
testing server that we set up in one of the
| | 00:55 | previous exercises, simply login with
the Administrator account whose Username
| | 01:00 | is admin and Password is
12345. Click the Login button.
| | 01:06 | Now over in the left hand side in
the Site Administration block, click on
| | 01:10 | Modules, click on Filters, click on
Manage filters and select Glossary
| | 01:17 | autolinking and turn on Enable/ Disable.
Now we can return back to our course.
| | 01:23 | Simply go back to lyndaU in the
upper left hand corner. Logout of the
| | 01:27 | Administrator account. Log back in as
yourself, if you are following along with
| | 01:32 | me, my login name is
Chris and Password is 12345.
| | 01:35 | We will go ahead and click the Login
button, we'll return back to our course,
| | 01:41 | be sure to Turn editing on, so we are
ready to keep building our site. Then
| | 01:46 | scroll down to the first week of the
semester and click on the page that we
| | 01:50 | created earlier called
Coral Zooxanthellae Symbiosis.
| | 01:53 | Now when we go into this page, the
term Zooxanthellae shows up and it's a
| | 01:57 | hyperlink. If we click on that term,
it's going to open up a pop up window for
| | 02:02 | us and it's going to give us the
definition that's set up in the Glossary.
| | 02:05 | You can go ahead and close that
window. Now you may be wondering how come
| | 02:10 | Hermatypic Corals did not show up as a
hyperlink. That's because the phrase did
| | 02:15 | not match exactly. Because we have
the term Hermatypic Corals here in the
| | 02:19 | document. But if we go back to BIOL432
and go back into our Glossary, we can
| | 02:26 | see that the term that we added into our
Glossary was Hermatypic Coral, not Hermatypic Corals.
| | 02:32 | Furthermore, if we go in and we click
the Edit button associated with that
| | 02:36 | entry and we scroll down to the bottom,
we can see that since we put Match
| | 02:41 | whole words only the
Definition did not become hyperlinked.
| | 02:45 | If we uncheck this box, click the
Save changes button. Return back to our
| | 02:50 | course, then go back to the Coral
Zooxanthellae Symbiosis article. Now
| | 02:57 | Hermatypic Corals, the part that
matches the Definition exactly is hyperlinked
| | 03:03 | back to our Definition. And you can see
that the S at the end of the Hermatypic
| | 03:07 | Corals is not selected. If we click
on Hermatypic Corals, we get the pop up
| | 03:13 | that has the Definition for us.
| | 03:14 | Go ahead and close this window and
let's return back to our Glossary. To do
| | 03:19 | this, go back to BIOL432,
then go back into the Glossary.
| | 03:24 | Now users currently do not have the
ability to edit the content inside of a
| | 03:31 | Glossary entry. If you want to allow
students to be able to do this, we'll show
| | 03:35 | you how to set that up in the next movie.
| | Collapse this transcript |
| Enabling students to edit a glossary| 00:00 | When we set up our glossary, we wanted
to allow students to be able to comment
| | 00:04 | on the entries. And that is available
to them inside of every entry. However,
| | 00:08 | if we want to allow them to edit the
terms and the Definitions inside of the
| | 00:12 | Glossary, we need to do a little bit more
set up though in order to make that happen.
| | 00:17 | To do this, simply enter into the
Glossary and go up to the upper right hand
| | 00:21 | corner and click the Update this
Glossary button. You are taken back to the
| | 00:25 | Settings page for the Glossary. But
there is another tab up here at the top
| | 00:30 | that says Locally assigned roles. Go
ahead and click on Locally assigned roles
| | 00:34 | and now we can go in and adjust the
permissions that are set up on the Glossary
| | 00:39 | on a student by student basis.
| | 00:42 | To do this, simply click on the Non-
editing teacher and we'll go ahead and
| | 00:47 | we'll promote each of the different
students from the role of student to
| | 00:52 | Non-editing teacher. To do this, click
on the first student in the list, hold
| | 00:56 | down the Shift key on your keyboard
and click on the last student. This will
| | 01:00 | select all the students in the list.
| | 01:02 | Then simply click the Add button. The
students will be promoted to Non-editing
| | 01:08 | teacher for the Glossary. This will
allow them to go in and create and edit
| | 01:14 | Glossary entries. Many times this
function is not allowed to a normal student
| | 01:19 | role. So by changing the role inside
of the Glossary for each student, this
| | 01:24 | will provide them with
the access that they need.
| | 01:26 | We can now simply return back out to
the Glossary. And now when a student comes
| | 01:31 | in to the Glossary and they see an entry,
they too will have the ability to Add
| | 01:36 | comments, Delete, and Edit an entry. A
great use for this tool is for you to go
| | 01:42 | in as the instructor and set up a
bunch of terms that the students need to
| | 01:46 | define. Then assign the terms to each
student, have them open up the Glossary
| | 01:51 | and edit the Definition of those items.
And make them available to the entire class.
| | 01:57 | In the next movie, we'll show you how
to create a secondary database to take
| | 02:01 | this whole process a whole another step further.
| | Collapse this transcript |
| Creating a secondary glossary| 00:00 | Now that we have seen how to create a
main glossary, add data to it, auto link
| | 00:04 | it back to our course and allow
students to be able to edit the data inside of
| | 00:09 | the glossary, let's go ahead and
further enhance our site by adding a reference
| | 00:14 | library that is a secondary glossary
for our course. To do this, in the Header
| | 00:19 | section for our course, click on the
dropdown for Add an activity and go down
| | 00:24 | and click on Glossary and name
this Glossary, Reference Library.
| | 00:33 | For Description, we'll simply say,
Bibliographic References Used throughout
| | 00:43 | this course. Then go ahead and scroll
down. We'll take the default setting of
| | 00:50 | ten items per page. We don't want to
allow duplicate entries. We do want to
| | 00:55 | allow students to add comments. So
we'll go ahead and say Yes on that.
| | 00:58 | We will leave all the other options
set to Yes and change Edit Always to also
| | 01:03 | set to Yes. We'll go ahead and scroll
down in the list. Leave Visibility set to
| | 01:07 | on. We'll save and display our glossary.
Now we'll begin adding entries. If you
| | 01:13 | are following along with the Exercise
Files, looking up out of the Chapter 9
| | 01:17 | folder the week 1 references.txt. This is the
listing of the suggested readings for week 1.
| | 01:23 | Let's go ahead and select the reference
for Phillip Duston 1979 article, select
| | 01:29 | the whole reference and copy it by
hitting Command or Ctrl+C. Then we'll return
| | 01:34 | back to Moodle. Click the
button for Add a new entry.
| | 01:38 | Inside of the Definition blank, press
Command or Ctrl+V to paste the full text
| | 01:43 | or the reference inside of here. Then
in the Concept at the top, type in how
| | 01:48 | you would cite this paper. It should
be Duston 1979. Go ahead and scroll down
| | 01:56 | on the list. We are not going to add
any Keywords, Categories or Attachments
| | 02:00 | but we do want to have Auto Linking
turned on and we don't want to have Match
| | 02:04 | whole words so that any partial
reference will auto link to this item. Go ahead
| | 02:09 | and click the Save Changes button.
| | 02:12 | We now have the full reference inside
of the secondary glossary. To now see how
| | 02:16 | the secondary reference is going to
work inside of our course, go back to the
| | 02:21 | course by clicking on BIOL432. Now,
when we scroll down in the listing of
| | 02:27 | activities and we click on the paper
for Coral Zooxanthellae Symbiosis that we
| | 02:32 | created earlier in the training.
| | 02:34 | Now not only are the terms Hermatypic
coral and zooxanthellae linked back to
| | 02:39 | their definitions, but as we continue
to add references into the glossary,
| | 02:43 | those references as they appeared
inside of a paper, if you click on that, will
| | 02:48 | open up a link to the full reference
of that paper. Furthermore, because the
| | 02:54 | term zooxanthellae is listed inside of
this reference, if we click on that, it
| | 02:59 | then gives us the description
and the definition of the term.
| | 03:04 | Go ahead and close the window and
let's return back to our course. The use of
| | 03:10 | primary and secondary glossaries
inside of a Moodle course gives you a lot of
| | 03:14 | flexibility for defining terms,
concepts and adding materials to make them
| | 03:20 | contextually aware throughout your
Moodle course. Just make sure that Auto
| | 03:24 | Linking is enabled on your sever. If
it's not enabled by default, you may need
| | 03:28 | to contact your IT
department and ask them to turn it on.
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|
|
10. ForumsCreating a forum| 00:00 | One of the activity types that you
have available to you inside of Moodle is
| | 00:04 | called a forum. Forums are basically
threaded discussion boards where users can
| | 00:09 | come in and can post a comment, a file
or some note that other users can go in
| | 00:16 | and respond to that question or item.
| | 00:19 | The forum will keep track of who
sends the response and who has replied to
| | 00:24 | which message. There are a lot of
creative uses for using forums inside of
| | 00:29 | Moodle. One of the ways you can use
a forum is to assign a student as an
| | 00:34 | official note taker for each week of
the semester. Have them post their notes
| | 00:39 | up to the discussion board for that
week and then the other students can come
| | 00:44 | in, review their notes and add
additional comments to them and that's what we
| | 00:48 | are going to set up in this exercise.
| | 00:51 | So if we scroll down to the first week
in the semester, click on the dropdown
| | 00:54 | menu for Add an activity and we'll
select Forum. We'll give the forum name,
| | 01:01 | Week 1 Notes. We then have to set the
Forum Type and there is a variety of
| | 01:08 | different forum types that we can
choose. A standard forum, which is the
| | 01:11 | default setting, allows users to
create an initial question or initial thread
| | 01:18 | and allows other users to
respond to that question.
| | 01:21 | The options we are going to choose is
'A single simple discussion,' meaning
| | 01:24 | there is only going to be one
discussion thread for this forum. Other options
| | 01:29 | here are discussion post one discussion,
meaning that meaning that every user
| | 01:33 | in the class is able to go in, post an
initial question and then they are able
| | 01:37 | to respond to each other's questions
and there is also a question and answer
| | 01:41 | forum where you can post a question and
then have students respond to that question.
| | 01:46 | We are going to go ahead and set up
a single simple discussion. For the
| | 01:50 | introduction, we'll simply say, Please
post your note for today's class so that
| | 01:59 | other students can add to those notes.
Go ahead and scroll down in the list.
| | 02:10 | The first option that we have for
configuring this discussion forum is whether
| | 02:14 | or not we want to force everyone to be
subscribed to the forum. The default is
| | 02:18 | set to No, but we want to set this to Yes.
| | 02:21 | What this is going to do is it's
going to force every single student in our
| | 02:25 | class to automatically be enrolled
inside of this form so that they can see the
| | 02:29 | discussion board, so they can see
all of postings and interact with the
| | 02:34 | information. If you were to set this
to Yes initially, every student will be
| | 02:38 | subscribed to the forum initially but
then they would have the option to opt
| | 02:42 | out of the forum at a later time. You
could also choose Subscriptions are not
| | 02:46 | allowed for this forum, but
we want this Yes and forever.
| | 02:50 | The next option, Read tracking for
this forum, is set to optional and it will
| | 02:54 | allow students to choose whether or
not they want to track messages that are
| | 02:58 | read or unread inside of the forum.
Leaving this to Optional is a good way to
| | 03:03 | allow the students to feel that
they are able to customize their user
| | 03:06 | experience inside of your Moodle course.
| | 03:09 | You can then set the Maximum attachment
size. This is going to be dependent on
| | 03:12 | your particular server that you are
working with. If you are using one of the
| | 03:15 | test servers that we set up in an
earlier exercise and you are using a Mac,
| | 03:20 | your Maximum attachment size will be
maxed out at 32 megabytes. If you are
| | 03:24 | using a Windows test server that we
set up, then your maximum will be set to
| | 03:27 | 16. If you're using your own server,
it will be some other value. We'll go
| | 03:31 | ahead and set this to 10 megabytes.
| | 03:34 | For Grade, we are not going to grade
this forum. So we are going to leave
| | 03:37 | grading set to No ratings. So we
scroll down on the list, the next block of
| | 03:42 | options are for Post threshold for
blocking. The first one, Time period for
| | 03:47 | blocking. By default, it's set to Don't
block, meaning students can always come
| | 03:52 | in, post and interact with the
information inside of the discussion forum.
| | 03:57 | If we set this say to 1 day, then
whatever the post threshold is, meaning that
| | 04:03 | a student can come in and they can
post 5 times into the discussion board.
| | 04:08 | After their fifth post, they would be
blocked from making any additional post
| | 04:12 | for at least one day. If we were to
set the Post threshold for warning to say
| | 04:17 | 3, then after the student had posted
three items to the discussion board in
| | 04:21 | succession, they would start getting
warnings to let them know that they're
| | 04:25 | about to be blocked from making any
additional posts, after one day, these
| | 04:29 | values would reset.
| | 04:30 | We don't want to have anything set here,
so we'll set these back to 0, and set
| | 04:37 | Time period for blocking to Don't block.
In the Common module settings, we are
| | 04:42 | not going to have groups associated
with. So we'll go ahead and select No
| | 04:45 | groups. We want this discussion forum
to be visible all the time, so we'll have
| | 04:49 | it set to show, we don't need to add an
ID number and for course grading, since
| | 04:54 | we are not going to grade this, we'll go
ahead and leave this activity uncategorized.
| | 04:57 | Click the Save and return to course
button and if we scroll down in the list,
| | 05:02 | we can see now that we have a
discussion forum that's been set up for week 1
| | 05:05 | notes. Go ahead and click on that
discussion forum, we can see that our main
| | 05:09 | discussion forum is here with the
initial post ready to go. Students could then
| | 05:14 | come in and reply to this particular
posting and add information. We'll go into
| | 05:19 | how to do that in the next movie.
| | Collapse this transcript |
| Using a discussion forum| 00:00 | Now that we have our discussion forum
set up, students are able to enter the
| | 00:03 | forum and reply to the main post that's
here associated with this forum. To do
| | 00:08 | this, make sure you have clicked
inside of the forum, then click on the Reply
| | 00:12 | button to the initial post. You then
type in a unique Subject but your subject
| | 00:18 | line has already been filled in for
you with Re or Response To and the same
| | 00:23 | name of the posting that the
initial post was created with.
| | 00:26 | You are probably familiar with this
as this looks the way that most email
| | 00:30 | programs work. If you scroll down on
the window now, you can see that's your
| | 00:34 | own place to post your message and the
Message area is a standard HTML editor.
| | 00:39 | So anything that you or your students
can do with HTML can be done inside of
| | 00:44 | this editor. So we'll type a simple
message in here, 'See my attached notes in
| | 00:51 | Microsoft Word format.' Please add
additional comments as necessary.
| | 01:04 | Go ahead and scroll down on the window
now and we can see that the format for
| | 01:07 | this message is an HTML format and
that everyone is subscribed to this forum.
| | 01:12 | We then want to attach a document.
Click the Browse button and if you are
| | 01:16 | following along with the Exercise Files,
I'm in the Chapter 10 folder and there
| | 01:20 | is a file called Notes for week 1.doc.
| | 01:24 | Go ahead and select that document and
then click the Open button. You then have
| | 01:28 | the ability to check a box here that
says Mail now and if this box is checked,
| | 01:32 | as soon as we post to this forum,
Moodle will send an email out to all users in
| | 01:37 | this course and let them know that
this discussion forum has had a new post
| | 01:42 | applied to it. If you do not check the
box, Moodle will wait a certain period
| | 01:46 | of time depending on a specific
configuration of your server and then it will
| | 01:50 | mail out a notice to all the users in
the class to let them know that there is
| | 01:54 | a discussion forum posted.
| | 01:56 | So if you check the box for Mail now,
it will just send the message immediately
| | 02:00 | rather than use the delay that's built
into the server. Go ahead and now click
| | 02:04 | the button for Post to forum and we
can see that the post was successfully
| | 02:08 | added. We can also see that this
response to the post is not tamped in one
| | 02:14 | level from the original post and that
the Word document is attached to it.
| | 02:18 | So any user that comes in here is able
to click on this Word document and their
| | 02:23 | browser will attempt to download that
document to their hard drive. We'll go
| | 02:27 | ahead and click Save, File and click OK,
then return out to our desktop where
| | 02:33 | the file has been downloaded for us. If
we go ahead and open up that document,
| | 02:37 | we can see the notes that were added in.
| | 02:40 | Now, if we want to add a comment, we
can simple come in and select a portion of
| | 02:44 | the Word document Major Tropical
Ecosystems, go up to the Insert menu and
| | 02:50 | choose Comment. Now we can add a comment,
all coral reefs are located inside of
| | 03:01 | the tropics except for the reefs around Bermuda.
| | 03:08 | Now there is a comment associated
with this document, we want to set that
| | 03:12 | comment to document back up to the class.
So we'll go ahead and we'll save the
| | 03:16 | document, close it, go back to Moodle
and we'll apply to the previous post so
| | 03:25 | that the other students will have the
new updated document. We'll click the
| | 03:28 | Reply button. We'll simply
say See attached comments.
| | 03:33 | We will go ahead and scroll down, click
the Browse button, select the document
| | 03:39 | that we just made the edits to, click
Open, click the button for Post to forum
| | 03:46 | and now the new posting is set up here
for the students so that they can have
| | 03:50 | access to this new document. If we were
to click on that document and download
| | 03:54 | it again, you can see the
comments that were added.
| | 03:57 | This is a great tool for having
students take notes in class and then interact
| | 04:02 | with that material after the class so
that the material stays fresh in their
| | 04:05 | mind. Let's go ahead and return back to
our course by clicking on the BIOL432.
| | 04:09 | So now you have a pretty good idea as
to how to create a discussion forum and
| | 04:15 | have your students interact with that forum.
| | 04:18 | Forums are a great tool that you
have at your disposal in order to allow
| | 04:22 | students to continue to interact
with course material when they are not
| | 04:26 | actually in class and it allows
students to interact with each other and the
| | 04:30 | materials in their course even though
they may all not be logged in at the same
| | 04:33 | time as if they were in a chat session.
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|
|
11. WikiCreating a wiki| 00:00 | If you are looking for a way to have
your students collaboratively build a
| | 00:04 | website and post content inside of
your Moodle course, the best activity to
| | 00:10 | choose to use is to create a wiki.
A wiki come from a Hawaiian term wikiwiki,
| | 00:16 | which means very fast, and it's a
great tool inside of Moodle that will allow
| | 00:21 | your students to quickly and easily
post content, write web pages and work
| | 00:27 | collaboratively without having to know
any HTML. Wikis have their own language
| | 00:33 | for marking up content. It's very
easy to learn and in this chapter, we are
| | 00:38 | going to step through the process of
creating a wiki and then editing the
| | 00:41 | content inside of it.
| | 00:43 | To begin, click on the dropdown menu
for Add an activity inside the header
| | 00:48 | block for your course and select Wiki.
We need to name our wiki and for this
| | 00:54 | course, we want to have all of our
students as they are preparing to go on our
| | 00:59 | research trip during spring break. We
want them to be able to post content
| | 01:03 | individually as groups but then
collaboratively as a class. So we'll name this
| | 01:08 | wiki Research Project Wiki.
| | 01:14 | For a Summary, we'll give a simple
summary of a wiki to post materials for your
| | 01:24 | group research project. When you
first begin adding a wiki, you are in the
| | 01:31 | simplified view. We need to open up
some additional options, so click on the
| | 01:36 | button for Show Advanced.
| | 01:38 | Now we can go ahead and set up all the
different parameters that we are going
| | 01:41 | to need in order to configure our wiki.
For Type, we want to go ahead and leave
| | 01:46 | this set to Groups, there are three
options here Groups, Student, and Teachers.
| | 01:52 | Groups will allow all of your students
to collaboratively build a group wiki
| | 01:57 | and the group will be defined by the
entire class of students meaning all the users.
| | 02:02 | If you choose Student, each student
would then have their own wiki that they
| | 02:07 | can privately create but they would
not be able to collaborate with other
| | 02:10 | students within the course and a
Teacher wiki is one where you as the
| | 02:14 | instructor have access to create
content, but your students would not have
| | 02:18 | access to create content.
| | 02:20 | So in this case we want everybody to be
able to create content, so we are going
| | 02:23 | to choose Groups. The next option of
Print wiki name on every page, we'll go
| | 02:28 | ahead and say Yes. That way students
have a reference point inside of a wiki to
| | 02:33 | know where they are at. For the next
option of HTML mode, there are three
| | 02:37 | choices: No HTML, which would use the
standard wiki markup, Safe HTML, which
| | 02:44 | would allow students to intermix standard
wiki, and HTML if they know it or pure HTML.
| | 02:50 | We have already seen the HTML editor
throughout this course many times. So in
| | 02:56 | this case, let's go ahead and select No
HTML so that we can learn how to create
| | 03:00 | a wiki using the Standard Wiki
Markup Language. The next option for Allow
| | 03:05 | binary files. If you want to have your
students to be able to upload content
| | 03:09 | and link to specific files that they
are creating inside of the wiki, you want
| | 03:14 | to go ahead and set this to Yes. This
would allow students as they're writing
| | 03:17 | documents to post Word documents,
images, audio, video and so forth directly
| | 03:23 | inside of the wiki.
| | 03:24 | As of the recording of this video,
there is an issue with linking to outside
| | 03:29 | images. So if you select Yes, you will
not be able to link to outside images
| | 03:35 | and get them to appear properly. If
you say No, then students will be able to
| | 03:39 | link to outside images and have them
appear inside of their wiki but they won't
| | 03:43 | be able to upload content
directly inside of the wiki.
| | 03:46 | For this example, we'll go ahead and
say Yes so that students can upload
| | 03:50 | content directly inside of the wiki.
For Wiki autolinking options, there is a
| | 03:55 | checkbox here for disable CamelCase
linking. Now if you look at the word
| | 03:59 | CamelCase, you can see that there is a
capital letter at the front of each word
| | 04:04 | but there is no space in
between the words of CamelCase.
| | 04:07 | If you leave this box unchecked, then
anytime you want to create a link inside
| | 04:12 | of a wiki, you can simply write the
name of the link that you want to create as
| | 04:16 | a CamelCase word and the wiki will
automatically create a link to that page.
| | 04:22 | The danger here is if you are linking
to outside websites and outside URLs have
| | 04:27 | a mix of capitalized and lowercase
letters in them, then links may not function
| | 04:32 | properly inside of your wiki
if you have CamelCasing enabled.
| | 04:37 | So in our case, we want to make sure
that links to outside websites work
| | 04:41 | properly all the time, so we'll go
ahead and disable CamelCase linking. There
| | 04:45 | are times when you want to turn this on,
but in our case, we are going to leave
| | 04:49 | it off for simplicity sake. The next
set of options allows you to set how you
| | 04:54 | want students to be able to
administer pages inside of a wiki.
| | 04:57 | By default, all of these options are
set to off. So the students will not be
| | 05:02 | able to set flags on pages, strip pages
out of the site, remove pages or revert
| | 05:08 | mass changes to content. This is
decision that you may want to make. But in our
| | 05:12 | case, we are going to leave all of
these options set to off so that students
| | 05:15 | can simply create and add content
inside of the pages but they are not able to
| | 05:19 | delete large blocks of content.
| | 05:21 | As we scroll down on the page, the
next set of options allows us to set the
| | 05:26 | Page Name for our wiki site. We'll go
ahead and set this to Research Project
| | 05:33 | Wiki. For an initial page, we'll leave
this blank so that Moodle will go ahead
| | 05:37 | and create an initial page for us. The
next set of options for Group Mode are
| | 05:42 | different from the type that we see
up here where we had selected groups
| | 05:46 | instead of student or teacher.
| | 05:49 | Since we do not currently have any
groups defined inside of our site, we'll go
| | 05:53 | ahead and set the Group Mode to No
Groups. If you were to set Group Mode to
| | 05:59 | either Separate groups or Visible
groups and you do not have any groups
| | 06:03 | currently created inside of your
Moodle course, when you go to save this
| | 06:06 | configuration for your wiki, you would
get an error message but since we do not
| | 06:10 | currently have any groups, we'll go
ahead and leave this set to No Groups.
| | 06:14 | This one shows that all students have
access to write to the same wiki. We'll
| | 06:18 | go ahead and divide the wiki into
our separate groups inside of the wiki
| | 06:23 | itself. For visibility, we want
this wiki to be available to all of our
| | 06:27 | students immediately so we'll go
ahead and leave this set to Show. We don't
| | 06:31 | need an ID number and for Grade
Category, we are going to leave this activity
| | 06:35 | uncategorized for now.
| | 06:36 | We can go ahead and click Save and
return to course and the wiki has been
| | 06:41 | created for us. We can see the link
for it right here in our Header section
| | 06:46 | called Research Project Wiki. We can
also see that under the activities block
| | 06:50 | on the left, there is a link that
will point us to all the wikis that are
| | 06:53 | created inside of our course and now
that you have created your first wiki, the
| | 06:58 | next step in the process is to begin
editing content inside of the wiki.
| | Collapse this transcript |
| Wiki editing basics| 00:00 | Now that we have created our Course
Wiki, let's begin editing some content
| | 00:04 | inside of the Wiki. To do this, simply
click on the link for Research Project
| | 00:10 | Wiki that we created in the last movie.
When you first enter your Wiki, you
| | 00:15 | will notice that there is a series of
tabs that are available to you. The first
| | 00:19 | one being View normally would be the
pages you would use in order to browse the
| | 00:24 | content inside of you Wiki. Every time
a new page is created, the View tab and
| | 00:30 | the Edit tab, both show exactly the same thing.
They both show the Editing tab of the Wiki.
| | 00:38 | But once content is added to your page,
the View tab will display the content
| | 00:43 | and all links will be activated so
you can click around with inside of the
| | 00:47 | content. The next tab of Links will
show you all of the links that are
| | 00:51 | available to you on the current page
that you are at. Since we are starting
| | 00:55 | with a new page, we currently do not
have any links available to us on this
| | 00:59 | page. The next tab of History would
give you a detailed history of all of the
| | 01:04 | edits and modifications that have been
made by every student or user inside of
| | 01:09 | your course and will allow you to
be able to back in time and pull up a
| | 01:15 | previous version of your page and restore
its content, if you need to be able to do that.
| | 01:20 | The next tab for Attachment will give
the ability to add specific attachments
| | 01:26 | to every single page and would also
list any documents that have been attached
| | 01:30 | to the current page that you are
working in. Let's begin editing our Wiki by
| | 01:34 | clicking on the Edit tab and we'll
add a Title to this page called Research
| | 01:40 | Project Wiki. We can click the Preview
button at the bottom of the window and
| | 01:46 | we can see that the text has been added
into this preview section of our page.
| | 01:51 | We can save those changes by simply
scrolling down on the window and clicking
| | 01:56 | the Save button and now when we are
in our View tab, we can see the content
| | 02:01 | that we have added, if we click on
the Edit tab, it takes us back to the
| | 02:05 | editing window of our content.
| | 02:08 | Let's add a little formatting to
Research Project Wiki and make it appear as if
| | 02:12 | it's a heading. To do this, simply
click in front of the word Research and then
| | 02:17 | add three exclamation points. The
three exclamation points define the rest of
| | 02:25 | the entire line of text as a heading 1.
To see what this looks like simply
| | 02:30 | click the Preview button at the
bottom of the screen and we can see that
| | 02:34 | Research Project Wiki has been
formatted as a top level heading.
| | 02:39 | We will scroll down in the list,
click at the end of the first line and hit
| | 02:44 | Enter or Return on your keyboard. Now
we'll create a secondary page, so that
| | 02:49 | students will be able to post the
listing of all of the items that they are
| | 02:53 | going to need for the Research Project.
To do this, we'll begin by typing a
| | 02:58 | square bracket, then type the word
Packing List, then we'll put another square
| | 03:05 | bracket to enclose the phrase Packing
List inside of a set of square brackets.
| | 03:10 | When we click the Save button, you
will see that we have our Research Project
| | 03:14 | Wiki heading. We also have the word
Packing List that we typed, but it's not a
| | 03:19 | link. At the end of it there is a Question mark.
| | 03:22 | This indicates that a page is waiting
for us to be created, but there is no
| | 03:26 | content for us to go to yet. To add
content to the second page, simply click on
| | 03:31 | the Question mark at the end of
Packing List and we are taken to the Packing
| | 03:35 | List page that was created for us
inside of the Wiki. Now, we can edit some
| | 03:40 | content. Let's add a heading
called Packing List by adding the three
| | 03:45 | Exclamation points, like we did
earlier and simply typing the word, Packing
| | 03:49 | List. Now we'll click Save and the
page has some content on it, inside of a
| | 03:56 | heading 1 listing. We'll then return
back to the main page down in the bottom
| | 04:00 | by clicking on the referring links,
Research Project Wiki. This takes us back
| | 04:05 | to the homepage for our Wiki.
| | 04:07 | You can now see how you can
navigate back and forth between the various
| | 04:11 | different pages by simply clicking on
the link and then returning back to the
| | 04:15 | main page. The next step in
creating our Wiki is to add some additional
| | 04:20 | formatting and additional content to
our page to make it stand out a little bit better.
| | Collapse this transcript |
| Creating lists| 00:00 | Now that we have begun editing content
inside of our Wiki and we have created a
| | 00:04 | second page, let's go ahead and learn
how to create some lists. To do this,
| | 00:09 | let's click on the link for Packing List,
so that we are inside of the Packing
| | 00:14 | List page. Next, we'll click on the
Edit tab, so that we can continue editing
| | 00:19 | the content inside of the Packing List page.
| | 00:22 | At the end of the line for Packing
List, let's type return and give the
| | 00:25 | students some instructions as to what
we want them to do. We'll type in Please
| | 00:31 | make a list of all items your group
will need to conduct your research in the
| | 00:43 | field. Don't forget any additional
materials or parts you will need for any
| | 00:59 | equipment listed. We'll go ahead and
Return twice and then we'll type in the
| | 01:07 | heading for each group, so that
each group can create their own list.
| | 01:11 | Let's say we have two different groups
of students. The first group, we'll call
| | 01:15 | the Coral Group. We'll add two returns
and then type in the name of the second
| | 01:21 | group, which will be the Fish Group.
To make these titles headings, we don't
| | 01:27 | necessarily want the headings to be as
large as the Packing List heading at the
| | 01:31 | top. So instead of putting three
exclamation points, we'll simply add two
| | 01:35 | exclamation points which will tell the
Wiki that this is also a heading but it
| | 01:39 | should be the next level down from the
Packing List heading. So we'll add the
| | 01:44 | two exclamation points to the
beginning of each of our group listings.
| | 01:47 | Let's go ahead and Preview our page to
see what it looks like so far. Click the
| | 01:51 | Preview button at the bottom of your
page and we can see now that we have our
| | 01:54 | listing of instructions plus a heading
for Coral Group and a heading for Fish
| | 01:59 | Group. Let's go back down to the
bottom of our screen, so that we can begin
| | 02:03 | adding a list of items under each group.
For the Coral Group, let's click in
| | 02:09 | the blank in between the two groups.
Add another Return and then go up and lets
| | 02:13 | begin creating a list.
| | 02:15 | To create a list of items inside of a
Wiki, simply type in an asterisk and then
| | 02:21 | type in the first item that you want
to have on the list. We know that the
| | 02:25 | Coral Group is going to need some Duct
Tape. We'll hit Enter or Return. We'll
| | 02:31 | put another asterisk and they also are
going to need some Cable Ties. We'll go
| | 02:37 | ahead and click the Preview button to
see how our page look so far and now we
| | 02:41 | can see that under our heading 2 of
Coral Group, we have a listing for Duct
| | 02:46 | Tape and Cable Ties with a
bullet out in front of the list.
| | 02:50 | Additional items can simply be added
to this list by having another asterisk
| | 02:55 | and then the next item. Let's go ahead
and scroll down to the bottom and under
| | 02:59 | the Fish Group we'll show how to create
a listing that has sub items underneath
| | 03:04 | of it. So at the end of the line for
Fish Group, hit Enter or Return on your
| | 03:08 | keyboard, we'll begin the first
listing by again typing an asterisk and then
| | 03:13 | we'll add the listing for
Spectrophotometer. Now since the Fish Group is going
| | 03:21 | to need a spectrophotometer, they are
also going to need to remember to bring
| | 03:25 | some cuvets with them so that they can
run the spectrophotometer. So to do this
| | 03:30 | we'll simply hit Enter or Return and
to make a secondary listing of items
| | 03:34 | underneath of the first listing, we
ill put two asterisks in the front of the
| | 03:38 | word Cuvets and then Preview that page.
| | 03:43 | Now we can see that our first bullet
of Spectrophotometer is listed out as a
| | 03:48 | first level bullet and then by
putting the two asterisks next to Cuvets, it
| | 03:53 | tabs in the secondary listing inside
of the first listing. Let's go ahead and
| | 03:57 | scroll back down to the bottom and
we'll add the next item that's going to be
| | 04:01 | necessary for the Fish Group. At the
end of the word Cuvets, we'll simply hit
| | 04:06 | Enter or Return. Put a single asterisk
to go back out to the main listing and
| | 04:11 | then we'll list that the Fish Group is
also going to need some Duct Tape and
| | 04:17 | some Cable Ties, putting an
asterisk in front of each one.
| | 04:23 | Now when we click the Save button, now
we can see that the Duct Tape and Cable
| | 04:28 | Ties that the Fish Group is going to
need is going to be out in the main
| | 04:31 | listing parallel to the
Spectrophotometer listing. If your students want to get
| | 04:36 | a little fancier and instead of having
simply bullets listed, they could list
| | 04:40 | out a number for each bullet. That's
easily done as well. Let's click on the
| | 04:45 | Edit tab again and go back up to the
Coral Group and instead of having an
| | 04:49 | asterisk in front of Duct Tape and
Cable Ties, we'll get rid of the asterisk
| | 04:53 | and we'll put in a Pound sign. Now
when we click the Save button, we have a
| | 05:00 | listing of number 1, Duct Tape, number
2, Cable Ties and the Fish Group still
| | 05:06 | has bullets listed
underneath of their various items.
| | 05:09 | You can even intermix the two by
having numbers for the outside listing and
| | 05:15 | bullets for the inside listing or vice
versa. To do this simply go back to the
| | 05:19 | Edit tab and in the Fish Group
listing, instead of the asterisk for
| | 05:24 | Spectrophotometer, Duct Tape and Cable
Ties, let's put Pound signs and one more
| | 05:35 | for Cable Ties. We'll click the Save
button and now we can see that our listing
| | 05:41 | is a combination of numbered list and
bulleted lists. So by simply marking up
| | 05:47 | each line of text with either an
asterisk, a number sign, or multiple levels of
| | 05:53 | exclamation points, we can begin
adding a lot of formatting and start
| | 05:58 | segmenting the content inside of our Wiki.
| | Collapse this transcript |
| Subdividing a class wiki| 00:00 | We now have a single location inside of
our course for our students to be able
| | 00:04 | to post content that is relevant to
the entire class such as the packing list
| | 00:09 | of all the materials that are going to
be needed for the Spring Break Trip to
| | 00:12 | Belize. But it would be great if each
group had their own Wiki that they could
| | 00:17 | continue to add content and document the
research project as they are going along.
| | 00:23 | To do this, simply click on the
Research Project Wiki link at the bottom of the
| | 00:27 | page that will take us back to the
main page of our Wiki. Now we'll go ahead
| | 00:32 | and click the Edit tab so we can
edit the content on the front page. We
| | 00:36 | currently have a link to our Packing
List, but let's go ahead and make that a
| | 00:40 | bullet now by typing an asterisk in
front of the left hand square bracket.
| | 00:45 | We'll now go down to the next line,
we'll add another bullet point and we'll
| | 00:49 | type in a left hand square bracket and
then Coral Group, a right hand square
| | 00:55 | bracket, hit Enter or Return, another
asterisk, left hand square bracket, Fish
| | 01:01 | Group and a right hand square bracket.
| | 01:04 | Now when we save this page, our Wiki
is starting to have more structure to it
| | 01:09 | and we now have a page that's going to
be created for our Coral Group with the
| | 01:13 | question mark at the end, indicating
that the page is ready to be created, but
| | 01:17 | is not yet created and a
page for our Fish Group.
| | 01:20 | Let's go ahead and begin adding content
to our Coral Group page by clicking the
| | 01:24 | question mark at the end of Coral Group.
The Coral Group page is created for us
| | 01:29 | and we are ready to add some content.
If you are following along with the
| | 01:32 | Exercise Files, go ahead and open up
the file Coral Group Experiment.txt in
| | 01:38 | your Chapter 11 folder.
| | 01:40 | Go ahead and select all of the text
that's in that document, copy it by hitting
| | 01:44 | Command+C or Ctrl+C, then return back
to your Wiki, click inside the text box
| | 01:50 | and paste with Command+V or Ctrl+V.
| | 01:52 | We now have some sample text similar
to what the students may be uploading.
| | 01:57 | Let's go ahead and add some formatting
to this text by making the Hypothesis a
| | 02:01 | heading 2 by typing two exclamation
points in front of Hypothesis and the same
| | 02:06 | thing for Proposed Method.
| | 02:09 | Let's go ahead and preview our page
to see how it's looking. We have our
| | 02:13 | Hypothesis. We have our Proposed
Method. We even have a link inside of our
| | 02:18 | Proposed Method where Acropora palmata
is linked because it's being pulled from
| | 02:22 | the database that we've created in an
earlier exercise. However, every time a
| | 02:27 | scientific name is displayed, it needs
to be differentiated in some way, either
| | 02:32 | italics, underline or bolded.
So let's go ahead and do that.
| | 02:36 | If we scroll down to the bottom inside
of our Editing window, to make the text
| | 02:41 | Acropora palmata in italics, simply
click right in front of the first word and
| | 02:47 | then put 2 single quotation marks in
front of the word Acropora and 2 single
| | 02:54 | quotation marks after the word palmata.
| | 02:57 | Now when we preview our page, not
only is the link here taking us to the
| | 03:02 | database listing, but it's also
italicize the text inside of that page. Let's
| | 03:07 | go ahead and scroll down to the bottom and
save our changes by clicking the Save button.
| | 03:12 | Let's go ahead and test the link
that's being created for Acropora palmata to
| | 03:16 | make sure that it's linking back to
our database properly. So simply click on
| | 03:19 | that link and we can see we are taken
directly to the listing inside of the
| | 03:23 | database we created for Acropora
palmata and the students would have additional
| | 03:28 | information for anything that
was added into the database.
| | 03:31 | Let's go ahead and hit the Back button
in our browser, so we can go back into
| | 03:34 | our Wiki. The next thing that your
students are likely going to want to do is
| | 03:39 | to add an image inside of their Wiki page.
| | Collapse this transcript |
| Adding attachments and images| 00:00 | The next thing that you or your
students are likely going to want to add to
| | 00:04 | your Wiki is to attach some documents
to some individual pages. A very common
| | 00:09 | thing is to want to add an image to describe
something that is been done inside of your Wiki page.
| | 00:15 | In this example, we are going to go
ahead and we are going to link to a file
| | 00:18 | called experimentalDesign.jpg that is
inside of your Chapter 11 Exercise files.
| | 00:24 | This image represents a common image
that your students may have access to,
| | 00:29 | where they can work collaboratively in
a classroom or a lab, to draw out their
| | 00:33 | research project on a Chalkboard or
Whiteboard. Then take a picture of that
| | 00:38 | diagram, using either a digital camera
or their cell phone. We can then upload
| | 00:43 | this image as an attachment to our Wiki.
| | 00:46 | To do this, simply navigate to your
Coral Group page that we have created
| | 00:50 | earlier. Then click on the Attachments
tab and then click on the Browse button.
| | 00:57 | We'll then go to the Chapter 11.
Exercise files folder and select
| | 01:01 | experimentalDesign.jpg and click the
Open button. We then simply click the File
| | 01:07 | Upload button and the
file is uploaded to our Wiki.
| | 01:11 | To see what this looks like, click on
the View tab and you will notice at the
| | 01:16 | bottom of your page there is now a
large link that says, "This page has
| | 01:20 | Attachments." Clicking on that link,
takes you to the Attachments page, where
| | 01:25 | each of the attached documents that
you have, would be displayed here. If you
| | 01:29 | were to click on the link for
experimentalDesign.jpg, your browser is going to
| | 01:34 | attempt to download this file to your local
computer so that you can view the document.
| | 01:39 | However, we would really like to have
this image show up in line inside of our
| | 01:44 | text. To do that, simply click the
Cancel button, and knowing that clicking on
| | 01:49 | this link will try and open that
specific image, we can right-click or
| | 01:54 | Ctrl-click on that link and then select,
Copy Link location from the dropdown
| | 01:59 | menu. We can then go over to the Edit
tab, come down to the bottom of our text
| | 02:07 | and hit Return, and now let's
create a link to that specific file.
| | 02:11 | To do this, type in a left hand square
bracket, and hit Command+V or Ctrl+V, to
| | 02:17 | paste the URL that you have just copied
to your computer's clipboard. Then type
| | 02:22 | in a right hand square bracket, and
let's preview our page. The image has been
| | 02:29 | uploaded as an attachment and by
copying the link to that specific file and
| | 02:33 | then adding it as a link inside of or
Wiki page, we are able to make the image
| | 02:38 | display inline, inside of our page.
Let's go ahead and save our changes by
| | 02:44 | scrolling down to the bottom and
clicking on the Save button. The next
| | 02:49 | enhancement to our Wiki is to
add links to outside websites.
| | Collapse this transcript |
| Creating external links| 00:00 | We've seen how to create links that
establish additional internal pages. We've
| | 00:04 | also now seen how to create a link to
an image that we have uploaded as an
| | 00:08 | attachment, so that it can display inline.
| | 00:12 | Another kind of link that you or your
students are likely going to want to do
| | 00:16 | is to create a link to an outside page.
To do this, simply click on the Edit
| | 00:20 | button inside of your Coral Group page
and at the bottom of the text box, we'll
| | 00:25 | enter a couple of Returns and then
we'll create a link out to Google Scholar
| | 00:30 | that will list some current research
on coral polyp density related to depth.
| | 00:35 | To do this, simply type a left-hand
square bracket and then we'll type in the
| | 00:40 | link text of Current Research Papers,
then type in a Pipe character which is
| | 00:49 | the vertical bar, on your keyboard
it's often above the Enter or Return using
| | 00:54 | the Shift key. We'll then need to type in
the link of the page that we want to go to.
| | 00:59 | Let's hit Command+T or Ctrl+T on your
keyboard to open a new tab inside of our
| | 01:04 | Firefox browser and go to scholar.
google.com. We'll then do our search for
| | 01:11 | Coral Polyp Density Depth. We'll click
the Search button to get a listing of
| | 01:17 | all the current articles related to
Coral Polyp Density Depth. We'll click on
| | 01:22 | the link for Recent articles, then
select the dropdown menu to look at only the
| | 01:28 | articles since 2009.
| | 01:31 | Now we have our short listing of
current research related to this topic. We can
| | 01:36 | then select the URL at the top of the
page, hit Command+C or Ctrl+C to copy
| | 01:41 | that URL, go back to the tab for our
Wiki, and then simply paste by hitting
| | 01:47 | Command+V or Ctrl+V, the entire URL
inside of the text box. We'll close the
| | 01:52 | link by entering a right-hand square bracket
and then click the Save button to view our work.
| | 01:58 | We will scroll down in the page and we
can see the text that we entered on the
| | 02:05 | left-hand side of the pipe character
or Current Research Papers. Then if we
| | 02:10 | click on that link, the page is
refreshed to take us directly to the listing
| | 02:15 | inside of Google Scholar. Click the
Back button in your browser and we are
| | 02:20 | ready for the last tool of our Wiki
and that is to create a data table inside
| | 02:25 | of our Wiki.
| | Collapse this transcript |
| Creating a table| 00:00 | When we look at the Coral Group's
experiment, we can see that they are planning
| | 00:04 | on using a series of vertical
transects to investigate the relationship of
| | 00:08 | polyp density with water depth. We'll
do some calculations based on samples
| | 00:14 | collected and 1 meter depth intervals.
They are also going to collect some
| | 00:18 | additional data such as salinity, temperature,
and light or PAR, Photosynthetic Active Radiation.
| | 00:26 | Let's create a sample data table that
will show how the students are going to
| | 00:30 | collect all of their data. To do this,
make sure you scroll all the way to the
| | 00:34 | top of the page and click on the Edit tab
for the Coral Group page inside of your Wiki.
| | 00:40 | Next, make sure you're scrolled all
the way to the bottom inside of your text
| | 00:45 | window and hit Enter or Return a few
times. We'll give a heading 2 by typing
| | 00:50 | two exclamation points and then
entering Sample Data Table. We'll hit Enter or
| | 00:58 | Return a couple of times and then we'll
begin creating our table. The table is
| | 01:03 | going to be laid out in a series of
columns that will have the headings of
| | 01:08 | Depth, Number of Polyps,
Temperature, Salinity and PAR.
| | 01:13 | We will then have a series of rows
that are established for 1 to 5 meter
| | 01:18 | intervals. To create a table inside of
a Moodle Wiki, begin by typing the pipe
| | 01:24 | character or the vertical bar, then
type in content for the first cell. In our
| | 01:29 | case, this is going to be Depth. We'll
then put a space and then type in a pipe
| | 01:34 | character again. We'll then enter
another space and type in Number of Polyps.
| | 01:42 | Another space, another pipe character,
another space, Temperature. This should
| | 01:51 | of course be in degree C.
| | 01:53 | We will put a space, another pipe
character, another space, we'll then type in
| | 02:01 | Salinity, another space, another pipe
character, another space and PAR. We'll
| | 02:10 | end the first row by simply entering
another pipe character. Let's go ahead and
| | 02:15 | test out page to see how it's looking.
| | 02:18 | We will do this by clicking the
Preview button and as we scroll down on our
| | 02:22 | page, we can see that our Sample Data
Table heading has been created and we've
| | 02:27 | the first row of our table and it's
been formatted for us with the lines around
| | 02:32 | it indicating the table of contents.
We'll scroll down in the page and then
| | 02:38 | scroll down to the bottom of our text box.
| | 02:40 | From the last line we'll hit Enter or
Return. We'll begin the next row on the
| | 02:45 | next line by simply typing a pipe
character giving the first piece of data for
| | 02:50 | this row of 1 meter, then a space.
We'll need to end this row by typing the
| | 02:57 | same number of pipe characters that
we have on the previous line. So if we
| | 03:02 | look, we can see that we've got one, two,
three, four, five. We'll put a space
| | 03:08 | between each one, one, space, two,
space, three, space, four, space, five.
| | 03:16 | Let's go ahead and preview to make
sure our table is looking correct.
| | 03:19 | Click the Preview button, scroll to the
bottom and we can see that we now have
| | 03:23 | our second row entered and the correct
number of boxes are showing up. You may
| | 03:28 | have an extra box showing up at the
very end of the page. Don't worry. When we
| | 03:32 | save the document, this will correct itself.
| | 03:34 | Scroll down to the bottom of the page
and then scroll down to the bottom of our
| | 03:38 | text box. We can save time by selecting
the row of text that we created for our
| | 03:42 | second line, copying it by hitting
Command+C or Ctrl+C, click to the end of the
| | 03:47 | line, hit Enter or Return, then paste
with Command+V or Ctrl+V. Then paste the
| | 03:54 | additional rows that we are
going to need for our tables.
| | 03:56 | We will do this several times until
we have five additional rows and then
| | 04:02 | simply go back and edit the text in
the first column of each row. Let's go
| | 04:14 | ahead and check our table by clicking
the Save button and scrolling down on our
| | 04:19 | page. We now see we have our Sample
Data Table that's being created where we
| | 04:24 | have the depth in one meter increments,
a place for the students to enter in
| | 04:29 | the number of polyps they are
calculated at each of those depths.
| | 04:32 | The temperature in degree C. The
salinity and a place for them to enter in, the
| | 04:38 | measured values of PAR. Let's go ahead
and return back to the main page of our
| | 04:42 | Wiki, so we can explore all of the work
that we have done thus far. To do this,
| | 04:47 | simply click on Research Project Wiki
and now we can browse through the entire
| | 04:51 | site that we have created. We have a
page called Packing List where students
| | 04:56 | are able to work as an entire class
to collaboratively write a single page.
| | 05:02 | Returning back to the main page of our
Wiki, we then also have pages for each
| | 05:06 | group to be able to individually
create content to document their work. We've
| | 05:11 | added some formatting to our text,
added attachments, and made those images
| | 05:16 | show up inline, created links to outside
pages and we've even added a Sample Data Table.
| | 05:24 | Let's return back to the main page of
our Wiki and then return back to the main
| | 05:29 | page of our course by clicking on the
link for BIOL432 in the upper left-hand
| | 05:33 | corner. I hope this gives you a good
idea as to some of the creative uses that
| | 05:38 | you can use a Wiki for
inside of your Moodle course.
| | Collapse this transcript |
|
|
12. Assessing Learners with Tests and QuizzesOnline assessment overview| 00:00 | A key component to any course that
you teach is going to be your ability to
| | 00:05 | assess the learning that your students
have done. Moodle has a great activity
| | 00:09 | for assessing learning. It's
underneath the Add an activity dropdown menu and
| | 00:14 | it's the Quiz activity.
| | 00:15 | But before we go ahead and create our
first quiz, we need to first set up our
| | 00:20 | test pool of questions that we'll feed
into our testing quizzes that we'll use
| | 00:25 | to our course. So to begin, we are
going to scroll down on the left-hand side
| | 00:30 | of the Administrator block and select Questions.
| | 00:35 | Here, we'll begin by creating
categories for our questions to fall into. We'll
| | 00:40 | then begin creating question bank
that will house a variety of different
| | 00:45 | questions. We'll also show you how
to import question from other learning
| | 00:49 | management systems such as blackboard.
| | 00:52 | Now one thing to note about online
quizzes, you can of course simply convert
| | 00:56 | your existing testing quizzes that you
have been using in paper format directly
| | 01:01 | into Moodle and have simple text based
questions. We'll show you how to do this
| | 01:06 | throughout this chapter. However,
because you are going to be doing assessment
| | 01:11 | online, a whole new world of
possibility is open to you to incorporate a
| | 01:16 | variety of different tools, techniques,
and multimedia, that's both internal
| | 01:21 | inside of our course and external.
| | 01:24 | We are going to go into several
examples throughout this chapter that will
| | 01:28 | inspire you to become much more
creative in how you can present information to
| | 01:33 | your students. Let's get
started with building categories.
| | Collapse this transcript |
| Creating question pool categories| 00:00 | A great place to begin when
building your question pool is the start by
| | 00:04 | creating a variety of different
categories that your questions will fall under.
| | 00:08 | This will help you later down the
road when you are selecting a variety of
| | 00:12 | questions that come from
different areas of our course.
| | 00:16 | To begin, make sure you are in the
Questions section of the Administration
| | 00:19 | block. Then click on the Categories tab.
The default category is set up for as
| | 00:26 | part of our course. In this case, the
parent category is set to Coral Reef
| | 00:30 | Ecology. There are currently no
categories that we have other than this top
| | 00:35 | level category. So we'll create the first
category of Identification of Organisms.
| | 00:45 | We can add additional category
information, if we want to provide a descriptor
| | 00:49 | in here. For now, we'll go ahead and
leave this blank and simply click the Add
| | 00:53 | category button. We can then add
additional categories of Phylogeny, clicking
| | 01:02 | Add category. We can add another one
for Ecology and click Add category.
| | 01:11 | Now if we wanted to create any
subcategories underneath of these, when we
| | 01:15 | create additional categories, we could
simply select the category that we want
| | 01:19 | our subcategory to be linked to and it
would appear underneath of that. We can
| | 01:24 | also edit any of the different
categories we have created. We can see the
| | 01:29 | number of questions that are
associated with each category and we can change
| | 01:33 | the order of the categories
by moving them around here.
| | 01:36 | Let's go ahead and put Identification
of Organisms at the top, because this is
| | 01:41 | going to be the most common category
that we are going to be using. So we'll
| | 01:44 | simply click the Up arrow and the order
of our categories has changed. Now that
| | 01:48 | we have some basic categories for our
test pool to fit into, let's return back
| | 01:53 | to the Questions tab and
begin creating our first question.
| | Collapse this transcript |
| Creating a first question| 00:00 | To get started creating our first
question, we'll simply select the dropdown
| | 00:05 | menu for Create a new question.
We'll come down to the bottom option, which is
| | 00:09 | True/False. This is a very simple question type.
We'll use this to illustrate a few points
| | 00:14 | about online quizzes.
| | 00:16 | So go ahead and click True/False from
the dropdown menu and we are presented
| | 00:21 | with the form to create our first
question. The top of the form allows us to
| | 00:25 | select the category that this question
is going to be related to. The question
| | 00:29 | that we are going to create is going to be
related to the Ecology section of the course.
| | 00:33 | We will go ahead and select Ecology
from the dropdown menu. We'll then give the
| | 00:36 | question a name. Typically, you'll
want to enter a question name that will
| | 00:41 | allow you to readily identify the
question in the overall listing of all of the
| | 00:45 | other questions that you are going to
be creating. For the purposes of the
| | 00:48 | training videos though, we are going
to put titles of our questions that will
| | 00:52 | relate back to the specific movies
that they are going to be related to.
| | 00:56 | So in this case, we are going to go
ahead and select question type of 'A simple
| | 01:00 | first question.' We'll then come down
to the box where we are able to add our
| | 01:07 | question that we want to ask. The
question is Hermatypic coral and
| | 01:12 | zooxanthellae have a symbiotic
relationship. We are going to go ahead and leave
| | 01:27 | this text created as it is and we'll
come back to this in just a minute.
| | 01:31 | If we scroll down on the page, we can
look at some of the various options that
| | 01:35 | are available to us. The question is
going to be in HTML format, meaning any
| | 01:40 | HTML code that we want to use up
here in the top of the question will be
| | 01:45 | executed. We are going to dive into
this fact throughout the rest of this
| | 01:49 | chapter in great detail, because this will allow
us to really unlock the power of an online quiz.
| | 01:56 | The next option is for image to display.
By clicking on the dropdown menu, you
| | 02:01 | are able to select any image that has
already been uploaded into the Files and
| | 02:06 | Folders section of your course. So
all the work that you have already done
| | 02:10 | creating images, uploading them into
your site and organizing them will now be
| | 02:15 | able to be leveraged inside of your
test and quizzes. You will be able to
| | 02:19 | quickly select images and have them displayed
as part of the questions that you are asking.
| | 02:25 | For this particular question, we are
going to leave this set to none. You're
| | 02:28 | then given the option for default
grade of the question. We are going to go
| | 02:32 | ahead and leave all of our questions
set to be worth one point, but you can
| | 02:36 | choose any point value that you would
like for any specific question. Some
| | 02:40 | question types allows you to select a
penalty factor, meaning that if a student
| | 02:45 | enters a wrong answer, they can be
penalized for some value of points.
| | 02:50 | You then have the ability to add some
general feedback to the students once
| | 02:54 | they answer the question. If we scroll
down, you can select the correct answer
| | 02:59 | for the question. In this case the
correct answer is True. So we'll select True
| | 03:03 | from the dropdown menu, then we can
provide additional feedback to the student
| | 03:08 | in this blank. For this
answer we'll simply add Good Job.
| | 03:14 | As we continue to scroll down in the
page, the next section allows us to
| | 03:18 | provide feedback for any false answers.
In this case, we'll simply put Try
| | 03:23 | Again. We'll then scroll down to the bottom
of the page and click the Save Changes button.
| | 03:29 | This then enters the first question
into our question bank pool. We can see
| | 03:35 | that we are inside of the category
Ecology and there is now one question that's
| | 03:39 | listed inside of the category of
Ecology. If we click this dropdown menu, we
| | 03:44 | could choose to see just the
Identification of Organism questions, Phylogeny,
| | 03:51 | or default for Coral Reef Ecology
which would show us all of the different
| | 03:56 | questions that have been
created underneath of this category.
| | 03:59 | To preview the question, let's go
ahead and click the magnifying glass to the
| | 04:04 | left of the first question. This pops
open a new window for us and we can see
| | 04:09 | the question that we've created and the
answers that have been provided. If we
| | 04:14 | select False and click Submit, we can
see that the answer is marked wrong and
| | 04:19 | the feedback that we
provided is given to the student.
| | 04:22 | We can click the button for True,
click the Submit button, and we can see the
| | 04:27 | feedback that we provided as well. Now
you may have noticed that the two words
| | 04:32 | hermatypic corals and zooxanthellae
are both hot linked. If we click on the
| | 04:37 | word zooxanthellae, it's going to
open up the main glossary that we set up
| | 04:41 | earlier to give the
students a definition of that term.
| | 04:45 | Now more than likely, you do not want
to provide this level of interactivity
| | 04:49 | inside of a quiz, you may want to. So
it's a good idea to show you that it's
| | 04:54 | possible that it's here. But let's go
ahead and show you how to turn this off.
| | 04:58 | We'll go ahead and close this window
for the Glossary. Then we'll close the
| | 05:02 | window for the preview of the question.
| | 05:04 | Next we'll go back in and we'll edit
the first question. To do that, simply
| | 05:08 | click on the hand with a pencil icon
to the left of the first question and we
| | 05:12 | are taken back into the editing section
of our question. We know that the terms
| | 05:17 | hermatypic corals and zooxanthellae
are both linked to terms inside of our
| | 05:23 | Glossary. So we'll select hermatypic
corals, then we'll click on this icon for
| | 05:28 | Prevent automatic linking.
| | 05:31 | What this will do is it will prevent
the linking of the Glossary items to this
| | 05:36 | term. We'll go ahead and select
zooxanthellae and select the Prevent auto
| | 05:41 | linking as well. Now you could select
all of the text inside of this box and
| | 05:47 | choose Do not auto link any of it. So
let's scroll down to the bottom of the
| | 05:51 | page and click the Save changes button
and then preview the question again by
| | 05:57 | clicking on the magnifying glass.
| | 06:00 | Now when we preview the question,
neither hermatypic corals nor zooxanthellae
| | 06:05 | are hot linked back to their Glossary
terms. Let's close the preview. Next,
| | 06:10 | we'll step to creation of each of the
different question types. We'll even
| | 06:14 | include a bunch of multimedia
including audio, images, video, and maps to be
| | 06:21 | able to enhance the students' experience.
| | Collapse this transcript |
| Creating true/false questions| 00:00 | The next question that we are going to
create is going to be another True/False
| | 00:04 | question but in this case we are
going to incorporate an image into the
| | 00:08 | question. To do this, simply click the
dropdown menu for create a new question
| | 00:12 | and select True/False from the dropdown menu.
| | 00:17 | For the Question Category, we'll select
Identification of Organisms. Next, for
| | 00:23 | the Question name, for simplicity sake
of the training, we'll go ahead and type
| | 00:27 | in True False. Next, we'll come down to
the Question text. The question is the
| | 00:34 | animal depicted here is a
sponge named Aplysina fistularis.
| | 00:38 | Now as we have mentioned several
times, any time a scientific name is
| | 00:56 | displayed, you want to make sure that
you select the name, and click on the
| | 01:00 | Italics button to italicize the text.
Next there is two ways that we can insert
| | 01:06 | an image directly into this question.
| | 01:09 | The first way is to simply come down to
the dropdown menu for Image to display,
| | 01:14 | then scroll down and find the image
that you want to display. In this case,
| | 01:20 | we'll choose Images/Aplysina_
fistularis_colony.jpg. We'll then go ahead and
| | 01:27 | scroll down to the place where we can
select the correct answer. In this case
| | 01:31 | the correct answer is True.
| | 01:33 | We will scroll down to the bottom and
then click the Save changes button. We'll
| | 01:37 | click the Preview button next to the
True/False question. Notice that the only
| | 01:42 | question that's being displayed is
the True/False question because we have
| | 01:45 | selected in the Category for
Identification of Organisms. If we want to see all
| | 01:50 | the questions, we can select Default
for Coral Reef Ecology, and all the
| | 01:54 | questions will be displayed.
| | 01:56 | Let's click the magnifying glass to
preview the question. The image is being
| | 02:00 | pulled from our files and folders
where we have uploaded the image in a
| | 02:04 | previous exercise. We can test the
answer by simply checking the box for True
| | 02:09 | and clicking the Submit button
and the question is graded properly.
| | 02:13 | Let's go ahead and close this window,
go back and edit this file again, scroll
| | 02:20 | down to the window where we can see
the name of the file, and now let's go
| | 02:24 | ahead and import and image from an
outside website. To do this, let's first
| | 02:30 | find the image that we want to link to
by hitting Command+T or Ctrl+T on our
| | 02:34 | keyboard to open a new tab, then
let's go to Flickr, www.flickr.com.
| | 02:42 | We will type into the Search field,
moodle_esst_teachers. We'll click the
| | 02:53 | Search button. We'll scroll down in
the window until we find our Aplysina
| | 02:58 | image, then we can right-click or Ctrl-
click on the image and select View Image
| | 03:09 | from the dropdown menu.
| | 03:11 | The URL that's displayed at the top
of the page is the direct URL to this
| | 03:16 | image. So let's select that URL, copy
it by hitting Command+C or Ctrl+C on our
| | 03:22 | keyboard, then go back to our Moodle
tab, and inside of our test question,
| | 03:28 | we'll hit Return one time then
click the button to insert an image.
| | 03:33 | For the Image URL this time, we'll
simply paste by hitting Command+V or Ctrl+V
| | 03:37 | on our keyboard into the Image URL field.
For Alternate text, we'll type, Image
| | 03:43 | of a sponge, because we don't want to
give this specific information to the
| | 03:48 | student so that the pop-up text would
show up and tell them the correct answer.
| | 03:53 | We can then select any alignment,
border thickness, spacing, or size that we
| | 03:57 | want to use. In this case, we'll leave
all of these blank and simply click OK.
| | 04:02 | The image is then pulled directly
from Flickr and input into our field.
| | 04:07 | If we scroll own to the bottom the page,
click the Save changes button, and we
| | 04:13 | preview the image by clicking the
magnifying glass. Now we can see that we have
| | 04:18 | two images that are being displayed:
one that's being pulled directly from
| | 04:21 | Flickr, and one that is being pulled
from our internal file directory, both of
| | 04:27 | which allow your students to scroll
down in the page and answer the question
| | 04:31 | with true or false. Go ahead and close
the window for the preview. Next we'll
| | 04:37 | build a multiple choice question.
| | Collapse this transcript |
| Creating multiple choice questions| 00:00 | The next type of question that we want
to add is a multiple choice question.
| | 00:04 | To do this, simply click the dropdown
menu for Create a new question, and select
| | 00:08 | Multiple Choice from the dropdown menu.
| | 00:12 | We'll begin by categorizing the
question. This is going to be another
| | 00:16 | Identification of Organisms question,
so we'll leave that set as the choice.
| | 00:20 | Then for the simplicity of this
training, we'll go ahead and set the question
| | 00:23 | name to Multiple Choice. Inside the
Question text, we'll go ahead and write the
| | 00:32 | question, "The coral depicted here is
one commonly referred to as a brain coral.
| | 00:38 | The scientific name for this coral is what?"
| | 01:00 | We'll then scroll down in the window
and select the dropdown menu for Image to display.
| | 01:05 | We want the students to identify
the coral Diploria Labyrinthiformis.
| | 01:11 | So we'll scroll down
until we find the listing for
| | 01:13 | Images/Diploria_labyrinthiformis.jpg.
We'll leave the Default question grade
| | 01:21 | set to 1 and the Penalty factor set to 0.1.
| | 01:25 | Next, we'll scroll down in the window
until we get to the section where we can
| | 01:29 | select how we want the answers to work.
The dropdown menu gives us two choices:
| | 01:35 | Multiple answers are allowed or One
answer only. Because we're only going to
| | 01:40 | have one correct answer, we'll go ahead
and leave this set to One answer only.
| | 01:44 | If we wanted to have multiple correct
answers and have students select multiple
| | 01:48 | of them, we could have that choice set here.
| | 01:51 | The next option allows us to shuffle
all of the possible answers. This means
| | 01:56 | that if two students are sitting
next to each other and they can see each
| | 01:58 | other's computer screens and they both
end up on the same question at the same
| | 02:02 | time, chances are very good that the
order in which the answers appear will not
| | 02:07 | be the same. So a correct answer of A
on one student's screen may be a correct
| | 02:12 | answer of C on the other student's screen.
| | 02:15 | The next dropdown allows us to select
how we want the answers to be numbered.
| | 02:19 | The default is lowercase a, b, c, but
we could also choose to have uppercase A,
| | 02:24 | B, C, the numbers 1, 2, 3, or no
numbering at all. We'll leave our question set
| | 02:30 | to lowercase a, b, c.
| | 02:32 | Next is where we begin entering the
answers that will be displayed for our
| | 02:36 | students. Simply typing in the text of
our answers is a perfectly acceptable
| | 02:41 | way to generate the text that we want
to have displayed to our students, and is
| | 02:46 | the most common way of creating a
question of this type. So for the first
| | 02:49 | answer, we'll enter in Montastrea
cavernosa. Now this is not the correct
| | 02:58 | answer, so we'll make sure that the
Grade dropdown menu is still set to None.
| | 03:04 | Then we'll scroll down to Choice 2.
We could continue adding a variety of
| | 03:09 | text-based answers into these questions,
but that doesn't really leverage the
| | 03:13 | power of an online assessment.
What would be interesting is to have the
| | 03:17 | students to be able to click on an
audio file that would have a correct
| | 03:21 | pronunciation of the organism that's
being displayed. And we're already set up
| | 03:27 | to do that from previous exercises,
where we uploaded a bunch of audio files
| | 03:31 | into our Files and Folder section.
However, getting that audio file to display
| | 03:36 | inside of this Answer blank is a bit
tricky, but there is a way to do it.
| | 03:41 | Simply come down into the Feedback
section, which is a standard HTML editor.
| | 03:46 | We'll type in the word Pronunciation
then select the word Pronunciation and
| | 03:53 | click on the Insert a Web Link button
in the HTML editor. We can then click the
| | 03:58 | Browse button at the bottom of the
screen and browse over to our Audio folder,
| | 04:03 | then to our mp3 folder and
then scroll down until we find
| | 04:09 | Diploria_labyrinthiformis.mp3.
We'll click on the link for that file and
| | 04:15 | the exact URL to that location will
be entered in to the URL blank.
| | 04:20 | For Title, we'll go ahead and simply
enter in Audio File. Next, we'll click the
| | 04:27 | OK button and the link has been
created for us. Now we're not able to simply
| | 04:33 | copy and paste this link directly into
the Answer blank. It wouldn't work if we
| | 04:38 | did that. But what we can do is we can
come over and use another trick of the
| | 04:42 | HTML editor, and that is toggle the HTML
source for the code that's been written for us.
| | 04:48 | Now we see the HTML code that
establishes the link to that audio file.
| | 04:53 | Let's select that code, copy it by hitting
Command+C or Ctrl+C on our keyboard and
| | 04:59 | paste that code into the Answer blank
by hitting Command+V or Ctrl+V.
| | 05:04 | Now we can get rid of the code from our
Feedback section and return the Feedback
| | 05:09 | section back to the standard WYSIWYG
editor. So what we're doing here is we're
| | 05:15 | using the HTML editor in the Feedback
section to write some unique code for us
| | 05:20 | to make the audio file play correctly. This is
a great trick to enhance your tests and quizzes.
| | 05:27 | Since this is the correct audio file,
we'll click the dropdown for Grade and
| | 05:31 | make sure we select 100%. That way
if a student selects this audio file,
| | 05:36 | it will be graded as the correct answer.
Next, we'll come down to Choice 3 where
| | 05:41 | we can enter in another audio file.
To do this, simply come down to the
| | 05:45 | Feedback section, type in Pronunciation,
select it, click the Insert a Web Link
| | 05:54 | button, click the Browse button,
navigate to our Audio files folder,
| | 05:59 | click on mp3, then select another audio file.
In this case, we'll select Acropora
| | 06:04 | palmata. Again, for the Title,
we'll type in Audio File and click OK.
| | 06:13 | We'll click back on the Toggle HTML
Source, select the code that's been written
| | 06:17 | for us, copy that code with Command+C
or Ctrl+C, then paste it with Command+V
| | 06:23 | or Ctrl+V into our Answer blank. We'll
get rid of the code from the Feedback
| | 06:28 | section and return the Feedback
section back to the standard HTML WYSIWYG
| | 06:32 | editor. We can then scroll all the way
down to the bottom of the page and click
| | 06:38 | the Save changes button.
| | 06:41 | The question has been added to our test
pool. We can test it by clicking on the
| | 06:44 | magnifying glass to preview the
question. We can see then that the question
| | 06:49 | that we wrote is listed in the top, the
various choices are available to us at
| | 06:54 | the bottom and we're able
to click on the audio file.
| | 06:58 | (Male voice: Acropora palmata.)
| | 07:01 | (Male voice: Diploria labyrinthiformis.)
| | 07:04 | And select the correct answer.
| | 07:05 | As we scroll down in the list,
we can then hit Submit and see that our
| | 07:11 | answer has been graded correctly.
Let's go ahead and return back to our
| | 07:14 | question pool by closing the Preview
window for the multiple choice question.
| | 07:19 | Next, we'll show you how to
create a short answer question.
| | Collapse this transcript |
| Creating short answer questions| 00:00 | Now let's create a short answer
question. A short answer question is one that
| | 00:04 | will allow students to type in an
answer to your question and Moodle will
| | 00:09 | compare the result of what the student
typed in to a list of possible choices
| | 00:14 | that you've entered in that are
correct answers. To do this, simply click the
| | 00:18 | dropdown menu for Create a new question and
select Short Answer from the dropdown menu.
| | 00:25 | The Category for this question will
again be Identification of Organisms.
| | 00:30 | For the Question name, we'll enter in Short
Answer for the simplicity's sake of this
| | 00:36 | training. Now, we'll go ahead and enter
in the Question text. The question here is,
| | 00:42 | What is the scientific name of this animal?
| | 00:52 | We then want to include two types of
media to depict the animal. The first way
| | 00:58 | is to click the dropdown menu at the
bottom for Image to display. We'll look
| | 01:03 | for the file named Images/Gymnothorax
_funebris.jpg. We've used this image
| | 01:08 | several times before. It's the green
moray eel. But we also know from previous
| | 01:13 | exercises that there is a video file
out on YouTube that would be a great thing
| | 01:18 | to input directly into this question.
| | 01:21 | To do that, we'll need to go find
that Embed code up on YouTube again.
| | 01:25 | Hit Command+T or Ctrl+T on your keyboard
to open a new tab, then go to YouTube.
| | 01:35 | We'll do a quick search for moodle_
esst_teachers, and there we can find the
| | 01:43 | video for Gymnothorax Funebris that
we've seen earlier. We'll click on the link
| | 01:48 | for that file. Then we'll select the
code in the Embed field. We'll copy it
| | 01:54 | with Command+C or Ctrl+C, close the
YouTube tab and return back to our course.
| | 02:02 | We'll then click the Toggle HTML
Source button, hit Enter or Return on our
| | 02:07 | keyboard and press Command+V or Ctrl+V
in order to paste the Embed code for the
| | 02:12 | YouTube video. We can then return
back to the standard view by toggling the
| | 02:16 | source back and then scroll down on our
window to complete the setup of this question.
| | 02:24 | We'll leave the default question grade
set to 1 with a penalty factor of 0.1.
| | 02:29 | We'll leave the General feedback blank,
and then we'll need to decide if we
| | 02:36 | want our answers to be case-sensitive
or not. In this case, for simplicity's sake,
| | 02:41 | we'll leave this set to No.
Case is not important, meaning that any
| | 02:45 | capitalization that we enter into any of
our answers below will be ignored by Moodle.
| | 02:51 | If the answer is more correct to have
capitalization, then you could say Yes,
| | 02:56 | case must match. And then depending on
what you set the value for the Grade,
| | 03:01 | you can give partial credit for an answer
that does not have the correct capitalization.
| | 03:06 | For our case, we'll leave this set
to No and then come down to the first
| | 03:10 | answer. Here, we'll begin by
entering the most correct answer for this
| | 03:14 | question, which is to type in the full
scientific name of this organism, which
| | 03:18 | is Gymnothorax funebris. We'll make the
Grade value for this answer set to 100%.
| | 03:28 | Then we'll scroll down in the list to
give the second answer. In this case,
| | 03:35 | we want to let the students who may not
remember what the full genus name is, but
| | 03:39 | they do remember the specific epithet,
so we can give partial credit for
| | 03:43 | G. funebris. We'll make
this answer worth only 50%.
| | 03:52 | Next, we'll scroll down in the list to
where we find Answer 3. Here, we want to
| | 03:57 | give partial credit for students who
remember the genus of the organism but may
| | 04:01 | not remember the rest of the name.
So in this case, we'll simply type in
| | 04:07 | Gymnothorax and we'll give that
answer a value of 50% as well.
| | 04:13 | Now we could end this question right
here, but it would be nice to add in some
| | 04:18 | partial credit if a student just
remembers the common name of the organism.
| | 04:22 | So we'll click the button for Blanks
for 3 More Choices. As soon as the page
| | 04:28 | refreshes, we can see the video file is
actually being displayed now inside of
| | 04:32 | our Test blank. We can scroll down in
the window to Answer 4, and here we can
| | 04:38 | give the common name of Green Moray, and for
a common name, we're only going to give 25%.
| | 04:48 | If a student can only remember that
this is an eel, we'll select Answer 5,
| | 04:53 | type in the name Eel, and give it a partial
credit of only 10%. Next, we'll scroll
| | 05:01 | down all the way to the bottom and
click the Save changes button. We'll test
| | 05:07 | the question by clicking on the
Preview icon next to Short Answer. Now we can see
| | 05:14 | the question that we
asked is up here at the top.
| | 05:18 | Then we have our video that's being
piped in directly from YouTube so that the
| | 05:22 | students can play the video and see
the animal in action. We can then scroll
| | 05:27 | down in the window, we can see the
image is being pulled directly from the
| | 05:31 | files and folders inside of our Moodle
course, and then we have the blank where
| | 05:35 | we can enter in a correct answer.
| | 05:38 | Let's begin by testing the correct
answer of Gymnothorax funebris. We'll click
| | 05:47 | the Submit button. The page refreshes
for us and as we scroll down, we can see
| | 05:53 | that we got the question correct
and we're given the full 1 point.
| | 05:57 | Now what happens if we get rid of the
funebris and we just have Gymnothorax?
| | 06:04 | We click the Submit button again, scroll
down in our window, and now we're shown
| | 06:10 | that we get a partial credit indicated
by the yellow checkmark instead of the
| | 06:14 | green, and we can see that we've only
gotten half credit for this question.
| | 06:18 | Go ahead and test the other answers
that you entered in earlier to make sure
| | 06:23 | that they all work properly. You may
also want to note that if a student
| | 06:26 | misspells the word, so say for instance,
they just type in Gymnothora and they
| | 06:34 | hit Submit, and scroll all the way down,
they're not given any credit at all.
| | 06:40 | Now this answer will be stored inside
of Moodle, so if you want to go back
| | 06:45 | later on and give additional partial
credit, you're able to do that. But Moodle
| | 06:49 | itself will grade this as a wrong
answer and not give any credit to the student.
| | 06:53 | Let's go ahead and close the Preview window
and next, we'll create an essay question.
| | Collapse this transcript |
| Creating essay questions| 00:00 | A great question type for testing the
understanding that a student has gained
| | 00:04 | for the material that you've
presented inside of your course is an essay
| | 00:08 | question. In this movie, we're going
to create an essay question that has the
| | 00:13 | students discussing the formation of
either the Barrier Reef or of Turneff
| | 00:17 | Atoll that is just off the coast of
Belize. To further illustrate this,
| | 00:23 | we're going to incorporate a map directly
from Google Maps inside of our question.
| | 00:28 | To begin, click the dropdown menu for
Create a new question and select Essay
| | 00:33 | from the dropdown menu. We'll select
the category of Ecology from the dropdown
| | 00:38 | menu and for Question name, we'll
simply enter Essay. Next, for the Question text,
| | 00:45 | we'll enter in, "The attached
map shows the barrier reef of the Belize
| | 00:50 | and Turneff Atoll. Please discuss the
formation of one of these two structures."
| | 01:18 | Next, we need to go and get the code to
display a Google Map directly inside of
| | 01:24 | our essay question. To do this, open a
new tab by pressing Command+T or Ctrl+T
| | 01:30 | on your keyboard. Next, we'll go to
maps.google.com. Here, we'll scroll around
| | 01:37 | in the window and zoom in by double-
clicking over top of the area for Belize.
| | 01:43 | We'll continue to zoom in until we get
the map setup just the way that we want it.
| | 01:48 | Next, we'll come up to the upper right-
hand corner of the map area and click
| | 01:53 | the button for Link. We'll then choose
Customize and preview embedded map.
| | 02:01 | This will open up a new window for us where
we can control how we want this map to
| | 02:06 | appear when we put it inside of our question.
| | 02:10 | The first option we want to set here
is Large. It's going to give us a wider
| | 02:15 | view of the map. If we go ahead and
scroll down in the window, you can see that
| | 02:20 | there are some code down at the
bottom that we're going to paste into our
| | 02:23 | question. We can adjust the map
however we want by dragging the content
| | 02:27 | around inside. We can have our maps
stay as Satellite view or as the Terrain
| | 02:33 | view to show whichever illustrates our
point that we're trying to make better.
| | 02:40 | In our case, we want to go ahead and
leave this map set to the Terrain view
| | 02:45 | because you can clearly see the
Barrier Reef of Belize here and Turneff Atoll
| | 02:51 | over here to the right. It's just off
the shore of Belize City and also shows
| | 02:57 | the islands that we're going to be
going to during our spring break trip, which
| | 03:00 | is approximately right in this area.
| | 03:02 | If we scroll all the way down to the
bottom, we can then select all of the code
| | 03:07 | inside of the "Copy and paste this
HTML to embed in your website" field.
| | 03:12 | Make sure you scroll all the way to the
bottom though and you get all of the code
| | 03:16 | that's in there, if you need to hold
down the Shift key on your keyboard and
| | 03:20 | click at the end of the list to select
all of the code that's in the window.
| | 03:25 | Copy that code with Command+C or Ctrl+C
on your keyboard and then you can close
| | 03:30 | this window. Let's click back on the
tab for our course. Then in our HTML editor,
| | 03:37 | click the button to Toggle HTML Source.
| | 03:41 | We'll then hit Enter or Return and then
paste with Command+V or Ctrl+V to paste
| | 03:46 | in all of the code from that Google
Map. We can then return back to that
| | 03:51 | WYSIWYG editor by toggling the HTML
Source back off. Our map is not going to
| | 03:55 | display until we're ready to preview
our question. Go ahead and scroll down on
| | 04:00 | the window and we'll set the other
parameters for our Essay question. We don't
| | 04:06 | need to display any other images,
so we'll leave that set to None.
| | 04:10 | The Default question grade is set to 1,
which is what we're setting all of our
| | 04:14 | questions to throughout these exercises.
We could provide General feedback or
| | 04:20 | more specific feedback to our
students in either of these two blanks if we
| | 04:24 | chose to. But the essay question will
not be graded directly by Moodle. It will
| | 04:29 | hold the students' answer until a
teacher has time to go in and read and apply
| | 04:35 | a grade to that answer.
| | 04:37 | So, go ahead and scroll all the way
down to the bottom and click the Save
| | 04:41 | changes button, and now we have our
listing for our Essay question.
| | 04:47 | Let's preview it by clicking the Preview
button to the left-hand side of the Question name.
| | 04:51 | If we open up the window a little
bit bigger, we can now see that our
| | 04:56 | question is listed of "The attached
map shows the barrier reef of Belize and
| | 05:00 | Turneff Atoll." The map is showing
exactly the content that we wanted it to show.
| | 05:05 | Students could even click on the
Satellite view to toggle back and forth
| | 05:09 | between the multiple views or drag
around inside the window if they needed to
| | 05:14 | in order to get additional information
from the map. They can then scroll down
| | 05:19 | even further in the window and type in
their answer directly into the standard
| | 05:23 | HTML editor. Keep in mind that since
this is an HTML editor, they have all the
| | 05:28 | tools available to them that would be
available to you as you're creating any
| | 05:32 | other content. So they can apply
formatting to text if they need to, create
| | 05:37 | lists, they can even create links to
outside websites if you would like them to.
| | 05:42 | Let's go ahead and scroll all the way
back up to the top and close the window
| | 05:46 | for Preview Essay. Let's also click the
dropdown menu for Category and show the
| | 05:52 | default category for Coral Reef
Ecology and we can see all of the different
| | 05:56 | questions that we have entered so far.
| | 05:59 | One other thing to note is we're
getting these in is that on the right-hand
| | 06:02 | side you can see an icon that
represents each question type. This gives you an
| | 06:07 | additional cue to know that the box
represents an essay, the three bullets with
| | 06:12 | dashed lines represents
multiple choice, and so forth.
| | 06:16 | The next type of question that we're going to
create in our question pool is a matching question.
| | Collapse this transcript |
| Creating match questions| 00:00 | The next type of question for us to
create is a matching question.
| | 00:03 | In a matching question, students are
presented with a variety of different questions
| | 00:08 | and then all of the answers to all
of those questions are provided as a
| | 00:12 | dropdown menu that they can select the
correct answer that matches each question.
| | 00:18 | You can use text, images, audio and
video in the Questions portion, just as we
| | 00:23 | showed earlier in one of the other
exercises. But you can only choose text
| | 00:28 | inside of the answers because of the
fact that it's a dropdown menu.
| | 00:32 | So let's begin making a matching question
that will have a variety of different
| | 00:36 | organisms on one side with
their scientific name on the other.
| | 00:40 | To begin, click the dropdown menu for
Create a new question and select Matching
| | 00:44 | from the dropdown menu. We'll set
the Category for this question to
| | 00:48 | Identification of Organisms. For
Question type, we'll simply type in Matching.
| | 00:55 | Next, we'll enter in the text, "Please
match the following organisms with their
| | 00:59 | correct scientific name."
| | 01:12 | We'll go ahead and scroll down on the
window and if we wanted to select an
| | 01:16 | image to display as part of them in
question, we could do that here. However,
| | 01:21 | that would provide one image for the
overall matching of the question. We want
| | 01:25 | to post images for each different type
of organism. So, we'll leave the Image
| | 01:29 | to display set to None.
| | 01:31 | The Default question grade, we'll leave
set to 1 and the Penalty factor of 0.1,
| | 01:36 | we'll leave that set as the default as
well. We'll scroll on past the General
| | 01:40 | feedback section, make sure that
Shuffle is checked, so that all of the
| | 01:45 | different questions are
shuffled from one student to the next.
| | 01:48 | Next, we'll come down here to the
first question but make sure you leave the
| | 01:52 | HTML window visible at the top, because
we're going to be using the same trick
| | 01:57 | that we used inside of the Multiple
Choice section to create the HTML link to
| | 02:02 | the various different images.
| | 02:03 | So to begin, let's click inside the
Feedback section and click on the Insert
| | 02:09 | Image button in the HTML editor.
We'll then navigate to our Images folder,
| | 02:14 | we'll navigate to the thumbnails
folder, and we'll select the first file of
| | 02:19 | Acropora_palmata.jpg.
| | 02:23 | We can see a preview of the image over
here on the right-hand side. For the Alt
| | 02:27 | text, we'll make sure that we type
in something that's nondescript to the
| | 02:30 | students, Image of Coral.
| | 02:33 | Now another thing to note is that if
you're going to use images inside of your
| | 02:37 | quiz questions, make sure that you
have a selection of images that do not use
| | 02:42 | the correct answer for the quiz as
the name of the image. Here, it's being
| | 02:47 | displayed for us as Acropora_palmata. A
student taking this quiz would be able
| | 02:53 | to show the image and see the name of
the image displayed as part of the URL.
| | 02:57 | So you want to make sure that you
prepare your files for a quiz so that you
| | 03:02 | have images that do not have the
actual name of the organism that would give
| | 03:06 | away the answer. For simplicity's
sake of this training, we'll go ahead and
| | 03:09 | leave this set as it is.
| | 03:11 | We'll then leave Layout, Spacing and
Size alone and simply click OK. This is
| | 03:18 | going to insert the code that we need
to make the image display. We can then
| | 03:23 | come over to the Toggle HTML Source
button, get the HTML code that we need in
| | 03:28 | order to make this image appear.
Select it, copy it, and paste it into the
| | 03:34 | question for blank 1. We can then enter
in the correct answer for this organism
| | 03:41 | and here we're having the name of the
file is quite helpful as part of the
| | 03:44 | training. We can go ahead and just
type that answer then directly right here.
| | 03:52 | Let's repeat the process and add a
couple of other images. So we'll come back
| | 03:57 | up to our Feedback section for our
HTML editor. Select the code that was
| | 04:00 | written for us for the previous answer
and delete it. Then toggle back into the
| | 04:06 | main HTML Editor mode, insert another
picture, navigate to our Images folder,
| | 04:12 | go into the thumbnails folder, scroll
down until we find the next image that we
| | 04:17 | want to add. In this case, we'll add
the image Mithrax_sculptus, which is this
| | 04:24 | great little green crab. We'll add Alt
text of Image of Crab. We'll again leave
| | 04:31 | Layout, Spacing and Size alone and click OK.
| | 04:35 | Toggle back over to the HTML Mode,
select the code, copy it and paste it into
| | 04:42 | the question for Question 2. We can
then type in the scientific name in the
| | 04:47 | Answer blank, which is again being
displayed as part of the image name.
| | 04:55 | We'll make one more image on here. So
let's repeat the process one more time,
| | 05:00 | select the code and delete it, jump
back to the regular mode, insert an image,
| | 05:06 | navigate to our Images folder,
navigate to our thumbnails folder, scroll down
| | 05:12 | in the list until we find Porietes_
asteroides.jpg. Select that image. Then for
| | 05:19 | Alt text put Coral Image. We'll leave
Layout, Spacing and Size alone, click OK,
| | 05:26 | switch back to the HTML Mode. Select
and copy with Command+C or Ctrl+C, come
| | 05:34 | down to the Question field and
paste with Command+V or Ctrl+V.
| | 05:38 | We'll go ahead and get rid of this code
at the top by selecting it and deleting
| | 05:41 | it, and toggle back to the regular
mode. Then come down to the bottom and
| | 05:46 | simply type in the correct answer for
the last question of Porietes asteroides.
| | 05:55 | We'll click the Save changes button,
and then test our question by clicking on
| | 06:01 | the Preview button for the Matching
question. Now, we have each of our
| | 06:04 | different images being displayed. On
the right-hand side, we have our dropdown
| | 06:09 | menu where we can select the
correct answer for each question.
| | 06:16 | We can then hit the Submit button and
we get full credit for this question.
| | 06:20 | Let's go ahead and close the Preview
window, and once again click the dropdown
| | 06:24 | menu for Category, so we can display
all of our various different questions
| | 06:28 | that we've been creating as
part of our question bank.
| | 06:31 | The last question type that we're
going to show you how to create as part of
| | 06:34 | this training is a Numeric
question, and we'll do that next.
| | Collapse this transcript |
| Creating numerical questions| 00:00 | The last question type that we're going
to create as part of this training is a
| | 00:03 | numeric question. A numeric question
is very similar to the Short Answer
| | 00:08 | question that we created earlier. It
allows the students to answer a question
| | 00:11 | by filling in their answer inside of a
blank. The differences that in a numeric
| | 00:16 | question, you can set a range of
number values within the accepted tolerance
| | 00:21 | that will be accepted as a correct answer.
| | 00:24 | Let's begin by clicking the
dropdown menu for Create a new question and
| | 00:28 | selecting Numeric from the dropdown
menu. We'll set the Category for this
| | 00:34 | question set to Ecology. We'll then
type in the Question name of Numeric.
| | 00:42 | Inside the Question text, we'll type in
'Hermatypic corals have a very specific
| | 00:47 | temperature range in which they
survive. Please list an acceptable average
| | 00:52 | annual sea water temperature (C) where
you will typically find coral reefs.'
| | 01:36 | Next, we'll scroll down in the window
and set the additional parameters for
| | 01:40 | this question. We do not need to
display any images as part of this question,
| | 01:45 | and the Default grade for the question
of 1 and a Penalty factor of 0.1, are
| | 01:50 | both fine. We're also not going to
provide any General feedback to the student.
| | 01:54 | Let's go ahead and scroll down to
the Answer section. Now corals need a
| | 01:59 | temperature range of between 18 and
32 degrees Celsius as an average annual
| | 02:06 | seawater temperature. This means, if
we enter in an answer of 25, for 25
| | 02:11 | degrees Celsius and we give that a
correct answer of 100%, then we would need
| | 02:18 | to add in an acceptable error of 7,
meaning that 7+25 is 32, and 25-7 is 18. So
| | 02:28 | Moodle would then give a correct answer
for any value that a student enters in
| | 02:34 | between 18 and 32 degrees Celsius.
| | 02:37 | If you want to provide any feedback,
you can do that here. If you scroll down
| | 02:41 | on the window, you could provide
additional answers, if need be, that will
| | 02:46 | provide additional ranges of questions
and provide a sliding scale for partial
| | 02:50 | credit. However, since corals would
not be able to survive with an average
| | 02:54 | annual temperature, we'll leave both of
these blank, scroll all the way to the
| | 02:59 | bottom and click on the Save changes button.
| | 03:04 | We can then test the numeric question
by clicking on the magnifying glass next
| | 03:09 | to Numeric. We can see that we still
have our Hermatypic corals linked as a
| | 03:14 | hyperlink back to their definition. In
this case, this definition wouldn't give
| | 03:19 | any additional information to our
students, so it may be fine to go ahead and
| | 03:23 | leave it. We'll go ahead and turn
that off though in just a second.
| | 03:26 | Come down to the Answer blank and
let's test our answers. So let's begin by
| | 03:31 | answering in a correct answer of 26.
We'll hit the Submit button and see that
| | 03:37 | we get full credit. Let's then change
the answer to 18, hit Submit. We again
| | 03:45 | get full credit. But what happens if we
hit 34? Hit the Submit button and we're
| | 03:51 | not given any credit for this answer.
This is considered a wrong answer because
| | 03:55 | it falls outside of the range or a
correct answer is 25 +/- 7. Let's go ahead
| | 04:01 | and take care of that Hermatypic corals link.
| | 04:03 | We'll go ahead and close the Preview
window. Then hit the Edit button next to
| | 04:08 | Numeric. We'll select the entire
question and click the button for Prevent
| | 04:14 | automatic linking. We'll scroll all the
way to the bottom once more, click the
| | 04:19 | Save changes button, preview the
question one time to verify that our change
| | 04:24 | took. Now we can see that Hermatypic
corals is no longer linked back to the
| | 04:29 | definition inside of our course
glossary. We can close the Preview window.
| | 04:35 | We'll then click the dropdown menu for
Category and select Default for Coral Reef Ecology.
| | 04:41 | Now we can see all the different
question types that we've explored as part of
| | 04:46 | this training. The next thing we want
to do is show you how to import a test
| | 04:50 | bank that's been exported out of a
Blackboard quiz from another course.
| | Collapse this transcript |
| Importing question pools from Blackboard| 00:00 | Now that we've looked at a variety
of different ways to create your own
| | 00:03 | questions inside of your question bank,
let's go ahead and look at a way to
| | 00:07 | import questions from an outside
resource. In this case, we're going to import
| | 00:12 | a question bank that's come
directly from an export from blackboard.
| | 00:16 | To begin, click on the Import tab.
Next select the file format of the type of
| | 00:22 | questions that you're going to be
importing. In our case, we're going to be
| | 00:25 | importing questions from a copy of
Blackboard that's version 6 or above. So
| | 00:30 | we'll select the radio button for
Blackboard V6+. There are a variety of other
| | 00:35 | formats that are here available to you.
| | 00:38 | Next, scroll down to the General
section. We'll select the category that we
| | 00:42 | want to import our questions to. In
this case, we want to import our questions
| | 00:47 | into the Default category for Coral
Reef Ecology. So we'll select that. Then
| | 00:52 | we'll uncheck the box for Get category
from file, just in case the categories
| | 00:57 | that were used inside of the other
learning management system are not the same
| | 01:01 | as the ones that we're using
inside of our Moodle course.
| | 01:04 | Next, we have an option to set how we
want Moodle to deal with the grades. The
| | 01:09 | two options are Error if grades are not
listed or Nearest grade if not listed.
| | 01:14 | We want the Nearest grade if not
listed. That way Moodle will make its best
| | 01:18 | guess as to how to match the grading
scale between the Blackboard import and
| | 01:22 | the built-in grading structure inside
of our Moodle course. We do want to have
| | 01:26 | Moodle Stop on error, in case there
are any problems importing the file, we
| | 01:30 | want to know about it right away. So
we'll go ahead and leave this set to Yes.
| | 01:34 | Next, we want to upload the file. So
we'll click the Browse button and if
| | 01:39 | you're following me along with the
Exercise Files, navigate to your Exercise
| | 01:42 | Files, Chapter 12 and select
BlacboardQuestionPool.zip. Click the Open button
| | 01:50 | and then click the button to upload this file.
| | 01:53 | We're then given a preview of all of
the questions that Moodle has been able to
| | 01:57 | read inside of this Import file. We can
see that there are three questions that
| | 02:01 | are going to be brought in. These look
to be the correct questions. So we'll
| | 02:05 | click the Continue button and now we're
taken back to our main question bank to
| | 02:09 | the Default category for Coral Reef Ecology.
| | 02:12 | We can see the three questions that
were imported. Their names are _103015_1,
| | 02:15 | _103016_1 and _103017_1. Each of these
questions have come in. We can see the
| | 02:27 | type of question that they were
imported as, as well. In this case, questions
| | 02:31 | 15 and 16 were imported as Essay
questions while question 17 was imported as a
| | 02:37 | Multiple Choice question.
| | 02:39 | Let's go ahead and edit question 17 in
order to make it match the rest of our
| | 02:42 | question types. We'll do this by
clicking the Edit button to the left of
| | 02:47 | question _103017_1. Here we can rename
the question. We'll follow with the same
| | 02:56 | format that we've been naming earlier.
So select the Question name and simply
| | 03:00 | type in Import from Blackboard.
| | 03:04 | We can then scroll down. We can see the
question that was added from Blackboard
| | 03:10 | says, "What specific type of body
cavity is found in the organisms depicted in
| | 03:14 | the figure above?" We do not bring any
images along with our import. There is a
| | 03:19 | way to do this inside of Blackboard,
but the exported file that we got from
| | 03:23 | Blackboard did not have
any images attached to it.
| | 03:25 | So we'll select an image from our
default gallery. Click the dropdown menu for
| | 03:30 | Image to display and find the file
Images/Flatworm.jpg. This is an image that
| | 03:36 | we uploaded in an earlier exercise.
| | 03:39 | Next, scroll down and select the
Default question grade. We'll go ahead and
| | 03:43 | leave this set to 1 as all of our other
questions have been set to 1 point with
| | 03:48 | a Penalty factor of 0.1. We can provide
any General feedback that we want. Then
| | 03:55 | scrolling down, the type of answer
is going to be Only one answer will be
| | 03:59 | allowed. We do want to have all of our
answers shuffled. "Number the choices?"
| | 04:04 | are a, b, c in lowercase. Then
we can select the correct answer.
| | 04:10 | Since the image that we're
displaying is a flatworm and flatworms are all
| | 04:14 | acoelomates, we'll select the Grade
of 100% for the first answer that's
| | 04:19 | imported here. We'll also go ahead and
edit the answer a little bit. Instead of
| | 04:23 | having it say, "None. It is an
acoelomate," we'll get rid of the None so that
| | 04:28 | it simply just says, "It is an
acoelomate". We'll also change the Feedback
| | 04:33 | instead of saying
incorrect, simply says correct.
| | 04:38 | We can then scroll down and see the
other choices that were available to us.
| | 04:44 | The next answer is blastocoel. We've
changed the type of organism by changing
| | 04:49 | the uploaded file. So here, we'll
change the Feedback question to incorrect and
| | 04:54 | change the Grade value back down to None.
| | 04:58 | Scroll down and let's check the
other answers. Enterocoel, Grade of None,
| | 05:03 | Feedback of incorrect, schizocoel,
Grade of None, Feedback incorrect,
| | 05:12 | gastrocoel, Grade of None, Feedback
incorrect. And those are all the options
| | 05:18 | that we need to add.
| | 05:19 | To maintain consistency, let's make
one more changed or correct answer. Since
| | 05:24 | all of the other answers were given
simply with just the name, gastrocoel,
| | 05:28 | schizocoel, enterocoel, blastocoel,
let's change the answer for Choice 1 so
| | 05:35 | that it simply says acoelomate.
| | 05:41 | We're finished making all the
modification to this question, so let's scroll
| | 05:44 | all the way to the bottom of the screen
and click the Save changes button. Now
| | 05:50 | when we preview the question for
Import from Blackboard with the magnifying
| | 05:54 | glass icon to the left-hand side, we can
see that the question is showing up correctly.
| | 05:59 | We have the correct image being
displayed, the flatworm. Then as we scroll down
| | 06:04 | a little bit further, we have all the
different options available to us. We can
| | 06:09 | select the correct answer of
acoelomate. Click the Submit button and we're
| | 06:13 | shown that this was the correct answer.
Go ahead and close the Preview window.
| | 06:19 | Now that we've seen how to create a
variety of different types of questions,
| | 06:22 | let's go ahead and create a quiz.
| | Collapse this transcript |
| Creating a quiz| 00:00 | Now that we have set up our categories
and created all of the questions that we
| | 00:03 | need for our exams, let's go ahead and
create a quiz inside of our Moodle course.
| | 00:08 | To do this, go back up to the upper
left hand corner of your screen and click
| | 00:11 | on BIOL432. Next, scroll down to the
week of May 4th through May 10th, which is
| | 00:18 | when we are going to give
the final exam for our course.
| | 00:21 | We now want to add an activity of a quiz.
So click the dropdown menu for Add an
| | 00:26 | activity and select Quiz. We'll then
give the quiz a name of Final Exam. We can
| | 00:33 | give the students an introduction to
the Final Exam. 'This is the Final Exam
| | 00:41 | for this course.' We then scroll
down and begin setting up the various
| | 00:47 | parameters for our exam.
| | 00:49 | The first set of options relates to
Timing. We want this quiz to be available
| | 00:54 | all the time. If we want it to only
show up on a particular day and time, we
| | 00:59 | can set that date range here. Be sure,
when you select the time that the quiz
| | 01:04 | is available, you remember that the
quiz time is set on a 24-hour clock. So if
| | 01:10 | you want to have the quiz available
from, say, 1 O'clock in the afternoon, it
| | 01:15 | would be 1300 hours until a later time.
We are going to go ahead and leave both
| | 01:22 | of these options for Open the quiz and
Close the quiz, Disabled for simplicity
| | 01:27 | sake during the training.
| | 01:28 | Next, you can set the Time limit that
the students are able to take the exam
| | 01:32 | for. If we check the box for Enable, we
can set the number of minutes that the
| | 01:37 | students have to complete the exam.
We could say, for instance, they get 60
| | 01:41 | minutes to complete the exam.
| | 01:44 | Next, you can set a Time delay
between the first and second attempt. If you
| | 01:48 | want to allow students to have multiple
attempts at this quiz, you can set this
| | 01:52 | up so that in between each time the
student takes the quiz, they have to wait
| | 01:57 | some designated amount of time. This
will allow them to go back and study some
| | 02:01 | materials before going back and
making another attempt. In our case, we are
| | 02:06 | going to leave both of
these options set to None.
| | 02:08 | The second option set Time delay
between later attempts, would set the same
| | 02:12 | parameters between first and second
attempts but if the students attempt the
| | 02:16 | quiz more than twice, you can have
finer grained control by setting it
| | 02:20 | different time periods that the
students will have to wait before they make
| | 02:23 | their third, fourth or additional attempts.
| | 02:26 | Next, we have set of parameters that
will allow you to control how your quiz
| | 02:29 | will be displayed. If you want to have
your entire quiz displayed as one long
| | 02:34 | screen, so that the students can
scroll through all of the questions and see
| | 02:37 | them all at one time, you can set the
Questions per page to be Unlimited or if
| | 02:42 | you want to have only one question or
multiple questions available per page,
| | 02:47 | you can set that here. In our case,
we'll go ahead and set this to 1, so that
| | 02:51 | we can see one question on screen at a
time and the students have to navigate
| | 02:55 | between each question.
| | 02:56 | We can also choose to Shuffle the
questions. If we want all of the questions to
| | 03:00 | appear in a set order, we would
leave this set to None but if we want the
| | 03:04 | questions to appear in a random order,
which may be advantageous to you in a
| | 03:09 | setting where the students are all at
computer terminals next to each other, so
| | 03:13 | that the likelihood of two students
next to each other having the same question
| | 03:16 | appear on the screen is much lower.
In our case, we'll go ahead and leave
| | 03:20 | Shuffle questions set to None. If we
want to Shuffle within questions, that
| | 03:25 | would overwrite additional parameters
so that multiple choice answers would get
| | 03:29 | shuffled within an individual question.
| | 03:32 | Next, we can say whether or not, we
want to have our students to be allowed to
| | 03:35 | have multiple attempts at this quiz.
Since this is our Final Exam, we could set
| | 03:40 | this to 1 attempt so the students
can take the exam only one time. For
| | 03:45 | demonstration purposes in this training,
we'll go ahead and leave this set to Unlimited.
| | 03:49 | The next option of Each attempt builds
on the last would allow students taking
| | 03:53 | multiple attempts of your quiz to
have their grades accumulate over each
| | 03:58 | attempt that they make. If you set
this parameter to No, then each time the
| | 04:03 | student takes the exam, the previous
results will be wiped out and only the new
| | 04:07 | answers will carry forward.
| | 04:09 | The next option of Adaptive mode allow
students to take a quiz using multiple
| | 04:14 | attempts but within an individual quiz
after they have answered a particular
| | 04:19 | question, if they get the question wrong,
they can attempt that question again
| | 04:23 | right there at that time. Each
different attempt on each question then gets
| | 04:28 | added together and any penalties that
have been set up for each question begin
| | 04:32 | being applied to each wrong answer.
| | 04:35 | If we scroll down to the next section
for Grades, we can choose how we want the
| | 04:39 | quiz to be graded. If we set the first
option of Highest grade, then whichever
| | 04:45 | attempt that the student got the
highest grade on, that's the grade that will
| | 04:48 | be assigned in the Grade Book. If we
select Average grade, then grades from all
| | 04:53 | attempts that the student makes will
be averaged together. First attempt will
| | 04:58 | only input the grades from the first
time the student attempts the quiz into
| | 05:01 | the Grade Book. All other attempts
will be considered practice. If we select
| | 05:06 | Last attempt, then only the results
from the last time the student takes the
| | 05:11 | exam will those grades be entered into
the Grade Book. In our case, we'll go
| | 05:16 | ahead and set this to Highest grade.
| | 05:18 | Next, we can choose whether or not we
want to have the penalties applied to
| | 05:23 | each question. One of the options
that we set up when we are setting up our
| | 05:26 | questions was the penalty for each
wrong answer. By default, this is usually
| | 05:31 | set to 0.1. In our case, we are going
to say No, so that none of the penalties
| | 05:37 | get applied. Next, we can set the
number of decimal places that the grades will
| | 05:42 | be calculated out to. The default is set
to 2, which is fine for our calculations.
| | 05:49 | The next block of option allows us to
set how we want the reviewing of each
| | 05:54 | quiz to take place. We have three
different categories here, Immediately after
| | 05:59 | an attempt, Later while the quiz is
still open, and After a quiz is closed. You
| | 06:05 | can choose how you want to provide
feedback to the students; whether you want
| | 06:09 | to provide it immediately while they
are taking the quiz or later after they
| | 06:14 | have been through all of the
questions but they have not yet submitted the
| | 06:17 | overall answers or they can only see
all of their feedback after they have
| | 06:22 | completed the entire exam. We'll go
ahead and leave all of these options
| | 06:25 | checked. Each option will pull-up
additional information that we may have
| | 06:30 | entered as part of each
question as we were setting them up.
| | 06:34 | The next block down allows us to set
Security parameters. The first option here
| | 06:40 | is Show quiz in a "secure" window. If
we selecting Yes, then when students
| | 06:45 | begin taking the quiz, their browser
will enter into a full screen mode so
| | 06:49 | certain controls of their mouse and
keyboard will be disabled. This can provide
| | 06:54 | a slightly more secured area than just
allowing students the ability to take
| | 06:58 | the quiz inside of the normal browser.
However, this is a minor level of
| | 07:03 | security. So you may want to give
this a try and see how it works in your
| | 07:07 | particular environment. In our case, we are
going to leave the secure window set to No.
| | 07:12 | We can choose whether or not we want a
password set on our quiz. This is often
| | 07:16 | times a good idea so that you can post
the quiz, it's there available but then
| | 07:21 | at the time you are ready to start the
exam, you can give the secret password
| | 07:26 | to all of the students that have
shown up to take the exam or you can
| | 07:29 | distribute it out at the time when
you are ready to release the exam.
| | 07:33 | Likewise, if you want to have
additional control over which specific machines
| | 07:37 | can see and take the exam, then you
can work with the IT Department at your
| | 07:42 | institution and determine a select
number of IP addresses that correspond to
| | 07:47 | specific computers in your computer lab
or on your campus network so that your
| | 07:52 | students must go in at a particular
location in order to take the exam. This is
| | 07:57 | often useful if you have a testing
facility that set up to set the network
| | 08:01 | address range for the computers inside of your
testing facility or inside of your computer lab.
| | 08:07 | As we scroll down, we can next set
how we want this quiz to work within our
| | 08:12 | group settings. Because we want all
students to take this quiz, we'll go ahead
| | 08:16 | and leave this set to No groups or
leave visibility set to Show. We don't need
| | 08:21 | to set an ID number and we want
to set the Grade category to Exams.
| | 08:28 | Finally, you have the ability to add
some Overall feedback that would be
| | 08:32 | provided to the students after they
have finished taking the exam and their
| | 08:36 | grades have been calculated. So for
instance, if a student gets 100%, the
| | 08:41 | feedback they can get here could be,
Great job! You can set the percentages
| | 08:46 | here for additional levels of feedback
if you'd like. We'll go ahead and leave
| | 08:51 | the rest blank. We'll scroll down to the bottom
and click the Save and return to course button.
| | 08:56 | Now we can see inside of our block, we
have our Final Exam link and if we click
| | 09:01 | on that, we are taken into the set up
so that we can add the specific questions
| | 09:06 | out of our question pool into this quiz.
| | Collapse this transcript |
| Adding questions to a quiz| 00:00 | The next step in setting up our quiz
is to begin adding the questions that we
| | 00:04 | created inside of our question bank
into this quiz. So make sure you are inside
| | 00:09 | of your quiz and then select the Edit tab.
| | 00:13 | We next want to select the Category of
questions that we want to pull from. In
| | 00:17 | our case, we want the Default for
Coral Reef Ecology. This will bring up a
| | 00:22 | listing of all of the questions that we
have created in the previous exercises.
| | 00:26 | Next, we'll go through and check the
box next to all the questions that we want
| | 00:31 | to add. In our case, we'll add all of
the questions except for the 0103015 and
| | 00:38 | 016 questions. If we wanted to add an
individual question, we could press the
| | 00:47 | double-headed arrow that's pointing
to the left next to the question and it
| | 00:51 | would add it over into
the questions in our quiz.
| | 00:54 | But since we are going to add of the
questions, we'll check all of the boxes
| | 00:57 | for the questions that we want to use,
then scrolling down, we'll click on the
| | 01:02 | button for Add to quiz. That adds all
the different questions that we have
| | 01:07 | selected into our quiz. We can then
control the order of the questions by
| | 01:12 | clicking the Up and Down arrows. In
our case, we want to have the essay
| | 01:16 | question that we wrote to show up at
the very bottom of our quiz. So we'll
| | 01:20 | click the Down arrow several times in order
to move the Essay question down to the bottom.
| | 01:30 | If we want to control the order of any
of the other questions, we could move
| | 01:34 | those up by simply selecting the
question that we want, in this case the
| | 01:38 | Multiple Choice question and
clicking the Up arrow and it will move that
| | 01:42 | question up to the top. We have a
listing of what all the grade values for each
| | 01:46 | question are. We can change each
value here, if we would like. We'll go and
| | 01:51 | leave all of our set to 1. This gives
us a total of points. We can then set the
| | 01:55 | Maximum grade for this quiz to whatever
value that we want. In our case, we'll
| | 02:00 | set this to 8 as well.
| | 02:02 | Next, we'll click the button for Save
changes and our quiz has been saved. Now
| | 02:08 | that you have added all the questions
to your quiz, the next step is to preview
| | 02:12 | your quiz to make sure
everything is working as you want it to.
| | 02:16 | To do that, simply go up to the
upper right hand corner and click on the
| | 02:20 | Preview tab. This will load up your
quiz and will give you the experience of
| | 02:25 | what the student would see if they were
taking your exam. Since we have set up
| | 02:29 | a timer on your quiz, we can see that
we have got a timer running up here in
| | 02:33 | the corner. We can then scroll
down and begin taking the exam.
| | 02:39 | Each question can then be clicked on.
Diploria labyrinthiformis. We'll click
| | 02:47 | the Back button and since that's the
correct answer, we'll check that box then
| | 02:52 | click Submit. We'll then go to the next
question down at the bottom by clicking
| | 02:56 | the Next button, where we can select
the correct name for each of our different
| | 03:01 | organisms. In this case we have got
Mithrax sculptus, Porites asteroides,
| | 03:07 | Acropora palmata. We'll click the Submit button.
We can see that we've got all of those correct.
| | 03:17 | We will go to the Next button. Here we
are seeing our question that we imported
| | 03:21 | from Blackboard, What specific type
of body cavity is found in the organism
| | 03:25 | depicted in the figure above? We'll
scroll down and select acoelomate. Click
| | 03:31 | the Submit button. That's correct.
We'll come down and click the Next button.
| | 03:37 | Hermatypic corals have a relatively
specific temperature range. We can give any
| | 03:41 | temperature range between 18 and 32
degrees. So we'll give it 28, hit Submit.
| | 03:49 | That answer is correct.
| | 03:51 | We will go to the next question. Next
we have our video that's being pulled in
| | 03:55 | from YouTube that we can click on to
play. We can scroll down and see the image
| | 04:04 | of the Green Moray and we can give the
answer of Gymnothorax funebris. We'll
| | 04:15 | click the Submit button and we scroll down,
we can see we get this one correct as well.
| | 04:22 | Then go to the next question. Here
we are given the choice of 'Hermatypic
| | 04:26 | corals and zooxanthellae had a
symbiotic relationship.' That's true. We'll
| | 04:30 | click Submit. That is Correct. So
we'll go down to the next question. Here we
| | 04:36 | are seeing the sponge Aplysina
fistularis and that is in fact the sponge that
| | 04:40 | we are seeing, so we'll go ahead and select
True and Submit. This gives a correct answer.
| | 04:46 | We can scroll down a little further.
Click Next. Here we are pulling in our map
| | 04:52 | directly from Google Maps. We can grab
and move around inside of the map if we
| | 04:57 | need to. We can change between the
Terrain view and the Satellite view and go
| | 05:02 | back to the Terrain view. Then scroll
down and answer the question that was
| | 05:07 | being asked describing the formation
of one of these two reefs. In our case,
| | 05:11 | we'll simply say 'A barrier reef
grows parallel to the shoreline and in a
| | 05:27 | perpendicular direction away from shore.
' We'll then scroll down and click the
| | 05:37 | Submit button and scroll all the way to the
bottom and then click the Submit all and finish.
| | 05:46 | We are given a warning that says, "You
are about to close this attempt. Once
| | 05:50 | you close the attempt, you will no
longer be able to change your answers."
| | 05:53 | That's fine. We'll say OK and we can
see that our Grade has been given to us of
| | 05:59 | 7 out of 8. Now you may be wondering
how come we only got 7 out of 8? We solve
| | 06:04 | that all the answers were correct. If
you remember the last question is an
| | 06:07 | essay question and an essay question
would need to be graded by the teacher or
| | 06:11 | faculty member before the grade get
entered officially into the Grade Book so
| | 06:15 | that it would appear correct. The
overall feedback were given is "Great job"
| | 06:20 | because we didn't set any other parameters for
any other feedback for any other percentage ranges.
| | 06:26 | Let's go ahead and return to your
course by clicking on the BIOL432 button in
| | 06:31 | the upper left hand corner and now
you should be able to create your own
| | 06:35 | categories, add questions to those
categories, then create a quiz and add the
| | 06:41 | appropriate questions to that quiz so
that your students can complete an online
| | 06:46 | assessment inside of Moodle.
| | Collapse this transcript |
|
|
13. GradesGradebook overview| 00:00 | The Grade Book module inside of
Moodle is a great way to keep yourself
| | 00:04 | organized, keep your grades up to
date and your students informed of their
| | 00:08 | progress inside of your course. The
Grade Book can be accessed from the
| | 00:13 | Administration block, in the left hand
side of your course. Simply click on the
| | 00:17 | link for Grades and you are
taken into the Grade Book.
| | 00:21 | In a previous movie, we set up our
Grade Book by going up to the Choose Action
| | 00:26 | menu and creating a variety of
categories that we then used throughout the
| | 00:32 | course, as we have been creating
different assignments and we have been
| | 00:36 | associating those assignments with
the various grade categories that we
| | 00:40 | created. What you see now is
the result of all that work.
| | 00:44 | We have all of our students listed out,
the different categories that we are
| | 00:48 | going to be providing grades for our
students, assignments with individual
| | 00:53 | lines for each grade for each student.
There are even tools in here, for us to
| | 00:58 | Show the column averages and it would
show an average score for each individual
| | 01:03 | assignment that's been graded
inside of your Moodle course.
| | 01:07 | If you would like to show the range of
grades for each assignment, simply click
| | 01:10 | on Show ranges and it will give you
the point values that are available for
| | 01:15 | each individual assignment. However, to
really get in and begin using the Grade
| | 01:20 | Book, we really need to have some
grades, for all of these different
| | 01:23 | assignments, so we can see how to
really work with the Grade Book.
| | 01:27 | So the next thing we want to do is to
logout of our main user account and log
| | 01:32 | in as each of the different student
accounts and input a bunch of data, so we
| | 01:38 | have example assignments. We are going
to begin with the student Al Uminium.
| | 01:44 | So let's go ahead and return back to
our course by clicking on the BIOL432
| | 01:49 | link. Then in the upper right hand
corner, simply click the Logout button next
| | 01:55 | to your name. In the next movie,
we'll go ahead and show you what a student
| | 02:00 | sees as they log in to your course and
complete all the various assignments for
| | 02:05 | your course.
| | Collapse this transcript |
| Completing assignments as a student| 00:00 | Let's go ahead and log in as the first
student in our class. The student's name
| | 00:04 | is Al Uminum, the username is al, so
over on the right-hand side for Username
| | 00:10 | simply type in al and then the password
we set up was 12345. If you are using a
| | 00:16 | Moodle installation from your
school, you may need to contact your IT
| | 00:20 | Department to have them set up some
sample students for you and enroll them
| | 00:24 | into your course. Click the Login button
and we are taken into this user's account.
| | 00:29 | We can then select the course Coral
Reef Ecology and then entered into our
| | 00:34 | course. You now have the ability to
go in and see exactly what the students
| | 00:39 | sees and how they would complete
assignments. Let's step through completing a
| | 00:43 | variety of the different assignments.
| | 00:45 | To begin click on the Assignments link
under the Activities block in the upper
| | 00:49 | left hand corner. Here we can see all
the various assignments that we have
| | 00:53 | created throughout this training.
Let's step through one by one and simply
| | 00:58 | complete them. Go ahead and click on
the first one, Project Ideas. Here we are
| | 01:02 | given the instructions that we gave to
the students to please submit their top
| | 01:06 | three choices for research project ideas. We'll
go ahead and click the Edit my submission button.
| | 01:11 | Then if you are following along with
the Exercise Files, simply open the file
| | 01:15 | Project Idea.txt from the Chapter 13
Exercise Files folder and the folder
| | 01:22 | called al. Each student has had a
file created for them to complete each
| | 01:27 | assignment with, to help speed along
the process. So we'll simply select the
| | 01:31 | text that's here. Copy it with Command+
C or Ctrl+C, then jump back over to our
| | 01:36 | course, click inside the blank and hit
Command+V or Ctrl+V to paste the result.
| | 01:41 | Go ahead and scroll down at the
bottom and simply click Save changes. The
| | 01:46 | assignment has been completed.
Let's go ahead and return back to the
| | 01:50 | assignments page by clicking on
Assignments. Here we can see that the
| | 01:54 | assignment has been
completed but is not yet been graded.
| | 01:58 | Let's go ahead and complete the next
assignment. Week 2 Personal Contribution.
| | 02:02 | This is another online text submission.
So click the Edit my submission button,
| | 02:08 | then if you are following along with
the Exercise Files, open the file weekly
| | 02:12 | contribution.txt. We can go ahead and
select the text that's there. Copy it
| | 02:17 | with Command+C or Ctrl+C and paste it
into the Submission blank. We can then
| | 02:23 | scroll down at the bottom of the window
and click Save changes. This completes
| | 02:27 | the second assignment.
| | 02:29 | Let's go ahead and go back to the
Assignments section and now we want to upload
| | 02:33 | our Thesis Statement. So go ahead and
click the link for Thesis Statement, we
| | 02:37 | are given the instruction as to the
parameters that we gave to the students as
| | 02:42 | to how they should complete the
assignment. We are told to upload a file. Here
| | 02:46 | you can also see that we have the
maximum upload size and depending on the
| | 02:49 | operating system that you are using and
your particular settings, this number may vary.
| | 02:54 | We will go ahead and click the
Browse button, navigate to our Chapter 13
| | 02:58 | folder, to the al folder and then
select the file, Thesis Statement.doc. Click
| | 03:06 | the Open button and click the
button for Upload this file. The file is
| | 03:11 | successfully uploaded, we can click
Continue and now we can see the link to the
| | 03:15 | Word document that we just
uploaded and handed in to our instructor.
| | 03:19 | Let's return back to the Assignments
page by clicking on Assignments. We'll
| | 03:23 | upload our final research paper by
clicking on Final Research Paper. We get out
| | 03:28 | instructions that we have here, we
even have a link to our Instructions to
| | 03:32 | Authors, if we wanted to see that, we
can simply click on the link and it would
| | 03:35 | attempt to download that file that
we uploaded to our students earlier.
| | 03:39 | We will hit Cancel since we have
already seen this and then we'll simply hit
| | 03:43 | the Browse button, go back to the
Chapter 13, al folder and select Final
| | 03:48 | Research Paper.doc. Click Open and
click the Upload this file button. The file
| | 03:55 | is uploaded and we can see it here.
Let's go ahead and return back to our
| | 03:59 | Assignments section by clicking on
Assignments and we'll complete the Poster Presentation.
| | 04:05 | We will click the button for Poster
Presentation and we can see that the
| | 04:09 | students need to show up to the poster
presentation at the Research Symposium
| | 04:13 | on May 8. So there is nothing for us to
upload in this case. We'll go ahead and
| | 04:18 | return back to the Assignments section
and we can see that we have completed
| | 04:21 | all the different assignments for this course.
| | 04:24 | Let's go back to our main course page
of BIOL432, we'll go ahead and complete
| | 04:29 | the final exam. So click on the link
for Quizzes inside of the Activities block
| | 04:35 | and we can see the quiz that is set up
for Week 15 of our Final Exam. Go ahead
| | 04:40 | and click the link for that. We are
given the instructions that we were
| | 04:44 | provided and we are told that we are
going to have a one hour time limit. Let's
| | 04:48 | go ahead and Attempt to take the quiz now.
| | 04:51 | We are given one more warning that the
quiz is going to have a time limit. We
| | 04:54 | can begin taking the quiz. We'll go
ahead and click OK and then we begin
| | 04:59 | answering the questions. We can
listen to each answer. Diploria
| | 05:04 | labyrinthiformis, which is the correct
answer, so we'll hit back. We'll select
| | 05:09 | B click Submit, then we'll go to the
Next page. We'll select the correct answer
| | 05:15 | for each of these different items. The
first one being Porietes asteroides, the
| | 05:20 | second one being Acropora palmata and
the third one being Mithrax sculptus.
| | 05:25 | We will click the Submit button. Go to
the Next page. We are given the question
| | 05:31 | about the body cavity type. In this case,
it's acoelomate for a flatworm. We'll
| | 05:37 | click the Submit button, then if we
scroll down, click Next, here we are asked
| | 05:43 | for the specific temperature range.
We'll give a temperature range of 34, and
| | 05:49 | hit Submit. This answer is Incorrect.
Remember the temperature range that we
| | 05:54 | set up was between 18 and 32 degrees,
34 falls outside of that range, so it
| | 06:00 | does not show up as a correct answer.
| | 06:03 | We will go ahead click Next. Now we
are asked the question about what's the
| | 06:06 | name of this animal. We'll scroll down
in the list and we'll give the answer of
| | 06:11 | Gymnothorax funebris. We'll click the
Submit button and we can see we have got
| | 06:24 | that and enter correct. Go to the
next question. Hermatypic corals and
| | 06:29 | zooxanthellae have a symbiotic
relationship. We'll go ahead and say True and
| | 06:33 | Submit. We'll click Next.
| | 06:36 | Now we are asked about the sponge
Aplysina Fistularis. That is the correct name
| | 06:40 | of this sponge. We'll say True. We'll
click Submit. Scroll down and go to the
| | 06:46 | Next question and here we are provided
with our essay question. Again it's the
| | 06:50 | map from Google Maps that we have
imported into our exam. We'll scroll down and
| | 06:55 | we can give an answer here of 'Turneff
atoll was formed as a ring of coral that
| | 07:09 | has expanded out in all directions leaving
an open lagoon in the middle of the reef.'
| | 07:22 | We will go ahead and scroll down and
click the Submit button, then click the
| | 07:32 | Submit all and finish button. We are
told then that we are about to close this
| | 07:36 | attempt and if we close the attempt,
we'll no longer be able to change our
| | 07:40 | answers. That's fine. We'll click OK,
we are given our score 6 out of 8 and
| | 07:46 | remember that one of the questions
was an essay question, so that drops one
| | 07:50 | question down because it will need to
be graded by us in a later movie and one
| | 07:55 | of the questions we answered
incorrectly, so it's graded this exam properly.
| | 07:59 | Let's go ahead and click the Finish
review button. We are given a Summary of
| | 08:03 | our attempts, date and time that we
completed the exam and the Grade that we
| | 08:08 | got and any feedback that has been
provided to us automatically. Let's go ahead
| | 08:13 | and return back to our course BIOL432
and feel free to click around to the
| | 08:19 | other options inside of your course,
since you are logged in as a student. You
| | 08:24 | may also want to note that over in the
left hand side, in the Administration
| | 08:28 | block all the parameters that you as
the faculty member have are no longer
| | 08:33 | here. You only have Grades and Profile.
If we click on Grades, we can see the
| | 08:38 | grades that have been entered in for us.
The only grade that's been added is
| | 08:42 | the Final Exam grade. Nothing else has
been graded. We'll do that in the next movie.
| | 08:47 | For now go ahead and click back on
BIOL432, then go up to the upper right hand
| | 08:53 | corner and click the Logout button.
The other students that you have in your
| | 09:00 | class, Elvis, Eugene, Johnny and Sally.
Go ahead and log in as each of these
| | 09:07 | students by simply using the Username
that's associated with their first name
| | 09:11 | and the password of 12345. Then use the
files that have been provided to you as
| | 09:17 | part of the Exercise Files or make up
your own answers and complete all of the
| | 09:23 | assignments for all the
different users inside of your class.
| | 09:26 | This way we'll have grades for
everybody inside of your course to really work
| | 09:31 | with the Grade Book and we'll pick that up next.
| | Collapse this transcript |
| Grading an assignment| 00:00 | Now that we've logged in as each of
the different students in our class and
| | 00:03 | completed all of the assignments and
taken the quiz, now we should be logged
| | 00:08 | back in as the instructor
with Editing turned back on.
| | 00:12 | Let's go ahead and see what the
Grade Book looks like now before we begin
| | 00:15 | grading our first assignment. So we'll
go over to the Administration block on
| | 00:20 | the lower left hand side and click on
the link for Grades. We are taken back
| | 00:24 | into our Grade Book.
| | 00:26 | Now the grades that you've entered may
be slightly different than the ones that
| | 00:29 | I have, but you can see that each
student now has a grade that's been entered
| | 00:34 | in for their Final Exam grade. We
can see at the bottom then the Overall
| | 00:38 | average for the class is 4.52 out of 8.
We get a Sum Total for the Category. We
| | 00:47 | also have spaces set up
for the other assignments.
| | 00:51 | Let's go in and grade the first
assignment, which is to have the students
| | 00:55 | submit a Project Idea. One of the ways
to go in and grade this assignment is to
| | 00:59 | simply click on the link for Project
Ideas at the top of the column. We are
| | 01:04 | taken directly into the assignment
where we can see listed each student, any
| | 01:10 | Grades that have been assigned for
the student, any Comments that we've
| | 01:14 | provided back to the students.
| | 01:17 | Links to the files that they have
submitted, notes from the teacher as to when
| | 01:21 | we Last modified this assignment, a
location for the Status of the grade that
| | 01:26 | we can assign and any Final grades that
take into account any multiple attempts
| | 01:31 | that have been made for the grade.
| | 01:33 | To view a submission you can simply
click on the link that's directly inside of
| | 01:38 | the Last modified column and the text
that the student submitted appears in the
| | 01:43 | pop up window. We can go ahead and
close this window and then go in and grade
| | 01:48 | the assignment. To do this, simply
click on the link for Grade in the
| | 01:52 | right-hand side under Status.
| | 01:55 | The Grade window opens up. Here we are
able to select the grade that we want to
| | 02:00 | assign for the student. In this case,
we'll assign a grade of 8 out of 10. We
| | 02:05 | can provide feedback to the student.
Nice job. We can see any comments of the
| | 02:12 | students have made back to us and we
can see the text that has been written by
| | 02:17 | the student directly at the bottom.
| | 02:19 | So in one screen we are able to quickly
get all the information that we need in
| | 02:24 | order to grade this assignment. We
can then click Save changes, cancel the
| | 02:29 | submission or click Save and show next
which will jump us to the next student
| | 02:35 | or simply go to the Next. By leaving
the checkbox set for Send notification
| | 02:40 | emails, as soon as we submit the grade
for this assignment the student would
| | 02:43 | get a notification email letting them
know that the assignment has been graded.
| | 02:48 | We'll go ahead and uncheck this box
and click Save and show next. We are then
| | 02:54 | provided with the submission from the
next student listed here at the bottom.
| | 02:58 | We can again go up and assign a
grade, we'll give 9 out of 10, provide
| | 03:04 | Feedback, see the submission that they
made and move on to the next student.
| | 03:12 | Let's step through the last couple of
students by simply entering a grade for
| | 03:16 | them, and hitting Save and show next.
And finally when we get down to the last
| | 03:30 | student our options changed, so that we
only have an option to Save changes or
| | 03:35 | click Cancel. We'll click the Save
changes button and we are returned back to
| | 03:40 | the main assignment.
| | 03:41 | Here we can see the grades that have
been assigned for each student, comments
| | 03:46 | that we've added. We can again click on
the links to look at any specific files
| | 03:50 | that they have uploaded. We can see
when we last made any modifications to
| | 03:55 | these assignments, if we need to
make any updates we can do so here.
| | 04:00 | Maybe we decide that Sally's grade was
not quite fair. So we'll go ahead and
| | 04:04 | click on the Update button and now we
can go ahead and change her grade up to a
| | 04:09 | 10 out of 10, click Save changes and
her grade is updated as well. We can
| | 04:14 | return back to the main course by
then simply clicking on the BIOL432 link.
| | 04:22 | Now when we go down to the Grades link
inside of the Administration block, we
| | 04:27 | can see that for Project Ideas we
now have all the grades entered in, the
| | 04:32 | Average grade is listed at the bottom.
The Category has its current averages
| | 04:37 | for each student and the current
total average for that category.
| | 04:42 | We can also see that the Course total
has also been updated for each student
| | 04:47 | and for the whole class. Next we'll show
you how to use the Quick Grade feature.
| | Collapse this transcript |
| Quick grading| 00:00 | We have already seen that we can begin
grading assignments by clicking on the
| | 00:03 | column heading for each assignment
inside of our Grade Book. But there is
| | 00:07 | another way to access the
grading for each assignment.
| | 00:11 | Let's return back to our course by
clicking on BIOL432. Then we'll click on the
| | 00:16 | link for Assignments inside of the
Activities block. Here we can see all the
| | 00:21 | assignments that have been submitted.
| | 00:23 | We can see that for Week 2 Personal
Contribution, we have five submitted
| | 00:27 | assignments. We can go ahead on that
link and it takes us directly into the
| | 00:32 | grading for that assignment. This is
set up exactly the same way as we have
| | 00:37 | just seen on the previous movie.
| | 00:39 | However this time, we know that the
students have already submitted an
| | 00:43 | acceptable amount of work to each
assignment. So we just want to quickly go
| | 00:46 | through and assign a grade to each
student. We can do that by coming down here
| | 00:52 | to the lower right hand corner and
clicking on the checkbox for Allow quick grading.
| | 00:57 | Next, we simply click the Save
preferences button and we are taken into the
| | 01:01 | quick grading mode. Here each
student gets a dropdown menu in their Grade
| | 01:06 | column, where we can simply select
the point value. The point value is
| | 01:11 | auto-selected for the maximum number
of points that is available for this
| | 01:15 | assignment, in this case 5 points. We'll
assign a Grade of 5/5 for each of the students.
| | 01:25 | If we want to send an email
notification to all the students to let them know
| | 01:28 | that the assignment is being graded.
We can check this box right here, and an
| | 01:32 | email will get sent out to each
student letting them know that the assignment
| | 01:35 | has been graded and their
Grade Book has been updated.
| | 01:38 | We'll leave that unchecked for now and
click the Save all my feedback button.
| | 01:43 | Instantly, the status for each student
has been updated and their final grade
| | 01:49 | has been entered. We can then return
back to the Grade Book by clicking on the
| | 01:53 | See all course grades link. This
jumps us directly back into the Grade Book
| | 01:58 | where we now have the grades that have
been entered in for our Week 2 Contribution.
| | 02:03 | We also have all of the grades for
the Project Ideas assignment. We can see
| | 02:07 | that the Category totals have been
added together. The averages have been
| | 02:12 | created and the Course totals have been updated.
| | 02:15 | Using the Quick Grading feature of
Moodle is a great way to rapidly move
| | 02:20 | through your Grade Book and
enter a lot of grades very quickly.
| | Collapse this transcript |
| Grading assignments with uploaded files| 00:00 | So far both of the two assignment types
that we've graded have been ones where
| | 00:05 | the students are submitting work
directly online. But what about assignments
| | 00:09 | where the students are attaching a
file, such as for the Thesis Statement?
| | 00:13 | To view these types of assignments,
simply click on the link for Thesis
| | 00:16 | Statement at the top of Thesis
Statement column. Here we are taken back into
| | 00:21 | the similar view. Notice that quick
grading is still enabled because we save
| | 00:26 | that as a preference. If you don't
want to have quick grading saved as a
| | 00:29 | preference all the time, you can
uncheck this box, hit Save preferences, and
| | 00:33 | quick grading will go away.
| | 00:35 | The main difference in grading an
assignment where the students have uploaded a
| | 00:39 | file rather than simply entering text
online is that in the Last modified by
| | 00:44 | the Students column, there should be a
document that the student has uploaded
| | 00:49 | and attached directly to your Grade Book.
| | 00:51 | To view this document simply click
on the link for the document, and your
| | 00:56 | browser should attempt to download the
document. To grade the assignment, all
| | 01:00 | you need to do is save the file down
to your local computer. We'll click Save
| | 01:05 | File. Then when I return down to my
Desktop, I can see the file that has been
| | 01:11 | downloaded from the student.
| | 01:13 | If I double-click on that document,
the document opens up. I can read through
| | 01:18 | the document and if I want, I can
insert comments directly into the document
| | 01:22 | and return it back to the student or
can simply return back to my Grade Book,
| | 01:27 | assign a grade of 50/50, provide
feedback directly to the student in line.
| | 01:43 | Quickly grade the other assignments,
and then click the button to save all my
| | 01:56 | feedback. Now, when I click the link
to See all course grades in the upper
| | 02:01 | right hand corner, I'm returned back
to my Grade Book and I have the grades
| | 02:06 | that have been entered into my Thesis Statement.
| | 02:08 | Go ahead and generate grades for the
Final Research Paper on your own. Next,
| | 02:13 | we'll go in and we'll grade an
offline exercise by grading the Poster
| | 02:16 | Presentation.
| | Collapse this transcript |
| Grading offline assignments| 00:00 | The next type of assignment that we
want to grade is the Poster Presentation.
| | 00:03 | This was an offline assignment where
the students have to go to our Research
| | 00:07 | Symposium and present their posters.
| | 00:09 | Each student is going to get a
participation grade. We can see that the maximum
| | 00:13 | number of points available for this
assignment is 35 points. Let's go in and
| | 00:17 | grade this assignment. Simply click on
the link at the top of the column for
| | 00:21 | Poster Presentation.
| | 00:22 | Here we are taken into a view that's
very similar to what we've already seen,
| | 00:26 | except there is no submissions by any
of the students. This is fine because we
| | 00:30 | are providing no mechanism inside of the
offline assignment for the students to complete.
| | 00:35 | All of the students presented their
posters. And everything looked great. So
| | 00:38 | we'll go ahead and quickly just enter
in grades for them, of 35/35 and then if
| | 00:50 | we have any feedback available for each of the
different students, we could add that into here.
| | 00:55 | We'll simply then click the Save all my
feedback button and then, click the See
| | 01:00 | all course grades. We are returned back
to the main page where we have entered
| | 01:04 | in grades for all the various
different types of assignments.
| | 01:07 | Next, let's go in and explore what a
Quiz looks like, once it has been graded
| | 01:12 | because we still need to go in
and grade that essay question.
| | Collapse this transcript |
| Grading an online quiz| 00:00 | Let's go into the Final Exam quiz and
see what the Grade Book has entered in
| | 00:04 | for us. To do this, simply click on the
Final Exam link at the top of the Final
| | 00:08 | Exam column. We are taking it to the
Results tab of this quiz. Here we can see
| | 00:14 | a summary of all of the students listed out.
| | 00:17 | The date that they started the quiz on,
the date that they completed the quiz
| | 00:21 | on. The time that it took them to
complete the quiz. The grade that Moodle
| | 00:26 | automatically assign to them for each question.
| | 00:29 | We then get a breakdown of question
by question of how many points the
| | 00:33 | student's earned. If we want to see a
detailed view for each student we can
| | 00:38 | simply click on the Grade value for
that student for the overall grade.
| | 00:44 | Here we are taking into a review of
the student's exam. By default, only the
| | 00:50 | first question appears. So we'll click
on the link for Show all questions on
| | 00:55 | one page. Now we're able to scroll
down through this quiz, get specific
| | 01:01 | information about how the
student answered each question.
| | 01:05 | We can see what answer they selected,
whether it was right or wrong and
| | 01:10 | detailed information about each
attempt. Let's go ahead and scroll down and
| | 01:15 | have a look at some of the different questions.
| | 01:18 | Here we can see that this student did
not enter the correct answer for either
| | 01:23 | of the three matching, but they did get
the question about the flatworm right.
| | 01:30 | As you scroll down, you can gain a lot
of insight as to what areas that each
| | 01:34 | student may need additional help for.
| | 01:37 | If you need to be able to print this
page, you can print the page out. And you
| | 01:41 | can have a hard copy of the completed
exam by the student. Your institution may
| | 01:46 | want to have a hard copy of the exam,
but otherwise you have the exam here
| | 01:51 | available to you at any time. Let's go
ahead and scroll back up to the top and
| | 01:55 | go back to the Overview link, to return
back to the view for all of the students.
| | 02:00 | Now we do know that each student has
completed question 8, which is an essay
| | 02:05 | question, but it hasn't been graded yet.
To read the essay submission, simply
| | 02:10 | click on the link inside of
question 8 for each student.
| | 02:14 | This will pop open a new window that we
can open up a bit bigger to see all the
| | 02:19 | information. We see the listing of
the student. The quiz that this essay
| | 02:24 | question was associated with, the date
that it was completed on. We see a copy
| | 02:29 | of the question then as we scroll down, we
can see the text that the student entered in.
| | 02:35 | We can then make comments or override
the grade. Here we'll click this link and
| | 02:41 | we can provide feedback back to the
student about their essay. We can also
| | 02:46 | assign a grade. In this case, we'll just
assign 1 and click Save then close this window.
| | 02:53 | And now when we scroll down to the
bottom we can see that the grade has been
| | 02:57 | manually updated with the updated
grade has been manually updated with the
| | 03:00 | updated grade in it.
| | 03:01 | Let's go ahead and close this window
and then simply hit the Refresh button on
| | 03:06 | our browser. And we can see that the
grade that we just entered in has now been
| | 03:10 | updated for the student. You can now go
in and assign grades to all the rest of
| | 03:16 | the students for this assignment.
| | 03:18 | Next we'll go in and explore some of
the other data that's available inside of
| | 03:23 | the Quiz Grade, in the meantime, go
in and assign grades to the rest of the
| | 03:27 | students for their essay question.
| | Collapse this transcript |
| Quiz data analysis| 00:00 | Now that we've looked all the grades
that have been calculated for us by Moodle
| | 00:04 | and we have gone in and graded the
essay questions. Let's go ahead and look at
| | 00:08 | some of the data analysis
that's built in to Moodle.
| | 00:12 | The first place to look at some data
analysis is to go ahead and scroll down to
| | 00:16 | the bottom of the Overview page for
your quiz grades. When you do, you get a
| | 00:21 | bar graph indicating the number of students
with the specific grades that each student got.
| | 00:28 | Here you can start looking for
patterns about the grade ranges that your
| | 00:30 | student achieved during their quiz.
Let's go ahead and scroll back up to the
| | 00:34 | top of the page and now click
on the link for Item analysis.
| | 00:41 | The Item analysis page gives you an
enormous amount of data about your quiz
| | 00:47 | that can help you in refining future
exams and looking into specific questions
| | 00:52 | about each question in your exam that you gave.
| | 00:55 | You can sort all of the data that's
provided in this table by simply clicking
| | 00:59 | on the column heading for each data
type. If we click on the Q#, we can sort
| | 01:06 | all of questions by the question number
that's assigned to them in our question pool.
| | 01:11 | We then have a listing of all of the
text for each question. The answers for
| | 01:15 | each question and then you get a
listing for partial credit. Partial credit
| | 01:20 | shows how much credit was given
for each question by the instructor.
| | 01:25 | R Counts gives you a value for the
number of students that entered that answer
| | 01:31 | divided by the number of
attempts for that total question.
| | 01:36 | So if we look at question 16, we can
see that four out five students selected
| | 01:41 | the correct answer of True, while only
one out of five students selected the
| | 01:45 | wrong answer. Next, you see a value for R%,
this is a percentage based on the previous column.
| | 01:54 | The next column % Correct Facility
is in overall index that measures how
| | 02:00 | difficult each question was for the quiz takers.
| | 02:04 | The next column SD column is the
Standard Deviation for each question, which
| | 02:09 | measures the spread of answers in
response to the overall number of students
| | 02:13 | that answered the question.
| | 02:15 | If all users answered the same way,
the Standard Deviation would be zero. The
| | 02:20 | next two columns, Discrimination Index,
and Discrimination Coefficient provide
| | 02:24 | a measure of the effectiveness of each
question and it compares the difficulty
| | 02:30 | of the question as it's answered by
students that are considered to be stronger
| | 02:34 | students or weaker students based on their
overall performance throughout the rest of the quiz.
| | 02:40 | If you are interested in the details of
the statistics that are run to generate
| | 02:45 | each of these different values, you can
click on the question mark next to the
| | 02:49 | heading Item Analysis Table.
| | 02:52 | Here, you can get detailed information
about the math that goes into each of
| | 02:55 | these calculations. Let's click on the
link for See all course grades at the
| | 03:01 | top to return back to our main Grade Book.
| | Collapse this transcript |
| Adding assignments| 00:00 | We've already seen how we can add new
assignments directly inside of our Moodle
| | 00:03 | course and link them into our Grade Book.
However, if you want to create a new
| | 00:08 | assignment directly inside of your
Grade Book you can do that as well.
| | 00:12 | To do this simply go up to the upper
left-hand corner and click on the dropdown
| | 00:16 | menu for Choose an action. Then come
down to the Edit section and select
| | 00:20 | Categories and items.
| | 00:22 | This is the same place that we created
the categories that we established in an
| | 00:26 | earlier movie that we've added all of
our various assignments into. We can tell
| | 00:30 | from our course syllabi that the
students have an assignment to do that is a
| | 00:34 | student-led discussion that's going to
be worth 50 points. Let's go ahead and
| | 00:38 | add that assignment here. To do this
simply come down to the bottom and click
| | 00:43 | on the Add grade item button.
| | 00:46 | Next, we'll give a name to this
assignment, Student-led Discussion. We'll
| | 00:55 | select the Grade type as Value, then
the Maximum grade on this assignment
| | 01:00 | according to our syllabi is 50 points.
We'll leave the Minimum grade set at 0,
| | 01:06 | we'll leave Hidden unchecked so that this
grade is visible and we'll leave it unlocked.
| | 01:12 | Next, we need to select the Grade
category that this assignment is going to be
| | 01:15 | in. When we click the dropdown menu, we
have all the categories that we created
| | 01:19 | in earlier movies. Now we can simply
select Assignments from the dropdown menu
| | 01:24 | and then click the button for Save changes.
| | 01:29 | We can see then that under our
Assignments section we have a new assignment
| | 01:33 | Student-led Discussions. Let's go
ahead and return back to our Grader view by
| | 01:37 | clicking the dropdown menu for
Choose an action. And then under the View
| | 01:41 | heading select Grader report.
| | 01:43 | This takes us back to the main Grader
report and you can see the assignment
| | 01:47 | that's been created with the column of
data that's ready to be entered. Rather
| | 01:51 | than entering these numbers directly
inside of Moodle, let's go ahead and
| | 01:55 | export our Grade Book out to an
Excel file, edit the spreadsheet, then
| | 02:00 | re-import the grades back into Moodle.
| | Collapse this transcript |
| Exporting grades| 00:00 | A very common thing that a lot of
faculty want to do is to use their local
| | 00:04 | spreadsheet to work with their Grade
Book and then upload their grades back
| | 00:08 | into Moodle. To accomplish this, we
already have an assignment that's been
| | 00:13 | created for us in a previous
movie, Student-led Discussions.
| | 00:17 | Now, let's go ahead and export our
Grade Book so that we can then open it up in
| | 00:21 | a localized spreadsheet. To do this,
simply go up to the dropdown menu in the
| | 00:25 | upper left hand corner and from the
Export To, select the type of spreadsheet
| | 00:30 | that you are using.
| | 00:31 | In our case, we are going to use an
Excel spreadsheet and use a current copy of
| | 00:35 | Microsoft Excel. Simply select the
option and then we need to select the
| | 00:39 | different parameters that we want to use.
| | 00:41 | We can choose if we want to include
feedback in this export. The feedback
| | 00:45 | would be any of the comments that we
have added as an instructor back to our
| | 00:49 | students associated with each grade.
We are going to go ahead and leave this
| | 00:54 | unchecked for right now.
| | 00:56 | Next, it asks us for the number of
Preview rows. This is in the next step.
| | 01:00 | Moodle is going to show us what it's
going to export and 10 rows will give us
| | 01:05 | plenty of information to know that we have
got the correct data selected for our export.
| | 01:10 | The next option Grade Export Display
Type will allow us to select Real, which
| | 01:14 | will be the actual numbers that are
going to be exported. Percentage, which
| | 01:18 | will be calculated based on each grade or a
letter grade as it will be assigned for each item.
| | 01:24 | We are going to go ahead and leave
this set to Real. Next, we can select the
| | 01:28 | number of decimal places that we
want each grade calculated to during the
| | 01:31 | export. We'll go ahead and
leave this set to 2 for now.
| | 01:35 | The next block of content allows us to
select the specific grade items that we
| | 01:40 | want to include. By default, all of the
grade items are selected. So if we want
| | 01:46 | to, we could simply click the Submit
button and every single grade that we have
| | 01:50 | in our Grade Book currently, would be
exported into an Excel spreadsheet. This
| | 01:54 | would allow us to go in and conduct
additional manipulations of all of the data
| | 01:58 | that we have collected thus far.
| | 02:00 | However, for this exercise, we only
want the Student-led Discussion data. To
| | 02:05 | speed along the process, at the
bottom of the list, there is an option for
| | 02:09 | Select all/none. If you click on the
right hand side of that link for None, all
| | 02:14 | of the checkboxes disappear. We can
then go up and simply click on the
| | 02:18 | Student-led Discussion data column and
then hit the Submit button. We then get
| | 02:23 | a preview of all of the data
that's going to be selected.
| | 02:27 | By default, it's going to kick out the
student's First name, their Surname. If
| | 02:32 | your institution is using an ID Number
or an Institution Department, it will
| | 02:36 | kick those data out as well. It will
also export out the email address and the
| | 02:42 | data that we have asked for, which is
the Student-led Discussion. All of these
| | 02:46 | data are going to be important when
we go back and we re-import our edited
| | 02:50 | spreadsheet back into Moodle.
| | 02:53 | To download the data, simply click on
the button that says Download near the
| | 02:57 | top of the screen. Our spreadsheet
will then be downloaded to our local
| | 03:01 | computer. We'll click OK. We'll go
ahead and minimize our web browser, so we
| | 03:06 | can get back down to our Desktop.
| | 03:08 | Here, our file has been downloaded as
BIOL432_Grades.xls. We'll go ahead and
| | 03:14 | double-click on that file to open it
in Microsoft Excel. As I expand out the
| | 03:20 | window, we can see all of the data
that has been exported for us. The column
| | 03:24 | for Student-led Discussion is
ready for us to begin editing the file.
| | 03:29 | To do this, simply select the first
entry and we'll assign a grade of 50 points
| | 03:34 | for each student. We'll type in the
value of 50, hit Enter or Return, and
| | 03:39 | continue typing in that
value for the remaining cells.
| | 03:47 | Now, we have all of the data in our
localized spreadsheet, the next step is to
| | 03:51 | export these data, and then
import them back into Moodle.
| | Collapse this transcript |
| Importing grades| 00:00 | We already have our Grade Book that we
have exported out of Moodle and we have
| | 00:03 | edited the column for Student-led
Discussion. Next, we want to save this Excel
| | 00:08 | spreadsheet in a format that we can
import directly into Moodle. To do this,
| | 00:13 | simply go up to the File
menu, and select Save As.
| | 00:18 | We then want to click the dropdown
menu for Format and select Comma Separated
| | 00:23 | Values (.csv). Depending on the
specific configuration of your server, you may
| | 00:29 | need to select Windows Comma Separated
(.csv) or MS-DOS Comma Separated (.csv).
| | 00:37 | It's going to depend on your server,
so you may have to do a little bit of
| | 00:40 | experimentation to make
sure you have the right format.
| | 00:43 | In our case, the simple Comma
Separated Values should work just fine. We'll
| | 00:47 | select that option. Make sure we know
where the file is going to save to. In
| | 00:52 | our case, it's going to save to the
Desktop and we know what the file name is
| | 00:55 | going to be, BIOL432_Grades.csv. We'll
then click the Save button. The new file
| | 01:03 | is created out on our Desktop. We can
then return back to our web browser, and
| | 01:09 | next we need to import
the file back into Moodle.
| | 01:13 | To do this, simply go to the dropdown
menu for Choose an action inside of your
| | 01:17 | Grade Book and then select Import from
CSV file. We then need to simply browse
| | 01:24 | to find the local CSV file that we want
to import. To do this, simply click the
| | 01:28 | Browse button and then find the
BIOL432_Grades.csv file from your Desktop.
| | 01:35 | Click the Open button, and then we
need to set some parameters in here.
| | 01:40 | The first set Encoding UTF-8 should be
the correct format. You may need to make
| | 01:45 | some adjustments here depending on your
local server configuration. Next, we'll
| | 01:50 | select the Separator. We chose to use a
Comma separated file, so the default of
| | 01:55 | comma is correct. We'll leave Verbose
scale set to Yes, and Preview rows set to
| | 02:00 | 10. This is going to give us a preview
of all of the data that we are going to
| | 02:04 | be importing into Moodle.
| | 02:05 | We will click on the button for Upload
Grades, and we are given a preview of
| | 02:10 | the data that's going to be imported.
We know we have the student's first name,
| | 02:14 | their surname, their email address and
the data for Student-led Discussion is
| | 02:19 | coming in just fine.
| | 02:21 | Next, we need to select some
identifiers for our data. The first option Map
| | 02:26 | from is a direct mapping of the data
that's coming in from the file. So we want
| | 02:31 | to map the email address, so we'll click
the dropdown menu and select Email address.
| | 02:37 | Then under Map to, we'll click the
dropdown menu and select the appropriate
| | 02:42 | field. In our case, it's going to be
user-email. This way, the data inside of
| | 02:48 | Moodle for each user's account where
their email address is stored here is
| | 02:53 | going to match with the data coming from our
imported data, which is the email address here.
| | 02:59 | We then need to select the grade
mappings that we want to use. In our case, we
| | 03:03 | are only interested in the Student-led
Discussion column that is up in the top.
| | 03:08 | So we'll select Student-led Discussion,
click the dropdown menu and change it
| | 03:12 | from Ignore to the Grade item for
Student-led Discussion. These are the
| | 03:17 | assignments that are inside of our Grade Book,
and we want to map to the appropriate field.
| | 03:22 | So we'll simply select Student-led
Discussions and then click the button for
| | 03:27 | Upload Grades. We are given a
response from the server saying Grade import
| | 03:32 | success. We'll click the Continue
button and now when we return back to our
| | 03:37 | main Grade Book, we can see the
assignment of Student-led Discussion has all of
| | 03:43 | the data that we just entered in, in
our Excel spreadsheet exported as a CSV
| | 03:47 | file and then imported directly into Moodle.
| | 03:51 | This is a great way for you to save
time by using an external Grade Book to
| | 03:55 | quickly enter in grades and then import
them back into Moodle. Just be sure you
| | 04:00 | set up the Grade categories and grade
items before you do your export and have
| | 04:04 | those fields selected as part of your dataset.
| | 04:07 | Then the import process goes very
smoothly and you have no trouble getting your
| | 04:12 | grades in.
| | Collapse this transcript |
|
|
14. Calendars and EventsCalendars and events overview| 00:00 | A great way that you can keep your
students up-to-date and informed about the
| | 00:04 | happenings inside of your class and any
upcoming assignments that they have is
| | 00:09 | to take advantage of the Upcoming
Events and Calendar block that you have over
| | 00:14 | on the right hand side of your course.
| | 00:15 | Go ahead and click on the link for Go
to calendar. Your page refreshes and you
| | 00:21 | can see that there is a built-in
calendar program inside of Moodle. In the
| | 00:25 | upper right hand corner, you can see
the various types of events that are
| | 00:29 | built-in to Moodle.
| | 00:31 | The four major categories are Global,
meaning all courses throughout your
| | 00:37 | institution can have events that are
added on to the calendar that appear for
| | 00:42 | every user of your institution.
| | 00:44 | The Course listing only shows events
that are upcoming for your students that
| | 00:49 | are enrolled in your course. The Group
listing is a little more specific and it
| | 00:54 | shows any events that are upcoming for a
particular group that's inside of a particular course.
| | 01:01 | The most specific calendar is the User
calendar which each user can add events
| | 01:06 | on to their own calendar and they
appear on their calendar just for them.
| | 01:10 | Moodle has the ability to export your
calendar directly to an outside program
| | 01:15 | such as iCal or Outlook, and you do
that by clicking on the Export Calendar
| | 01:20 | button. In the upper right hand corner,
there is a button for Preferences. Go
| | 01:25 | ahead and click on the button for
Preferences, and there are a variety of
| | 01:28 | different preferences that you can set
up, so that your calendar will react and
| | 01:32 | work the way that you want.
| | 01:33 | There are only a couple of items that
we can select here. So let's quickly go
| | 01:37 | over them. The first item is for Date
and Time format. You can choose how you
| | 01:42 | want your date and time to be
displayed inside of your calendar. Whether you
| | 01:46 | prefer to have a 12-hour with AM or PM
designations or the 24-hour. The default
| | 01:52 | is going to be determined
by your particular server.
| | 01:55 | So if the format is not to your liking,
you can go ahead and change that here.
| | 02:00 | We are going to go ahead and set ours
to 12-hour (am/pm) to make sure that our
| | 02:04 | calendar is showing up in that format.
| | 02:07 | Next, it allows us to select the First
day of the week that's displayed on our
| | 02:10 | calendar. If we prefer to have Monday
show up as the first day, we can leave
| | 02:15 | that set here, but we can also choose
to have our week start on a different
| | 02:19 | day. For instance, if you prefer to
have your week start on the Sunday, you can
| | 02:22 | select that here. We'll go
ahead and leave our set to Monday.
| | 02:26 | Next is the Maximum number of upcoming
events. This is a value that's going to
| | 02:31 | show how many events are going to show
on the first page when you open up your
| | 02:35 | calendar. 10 is the default setting
for most servers. So we'll go ahead and
| | 02:39 | leave our set at 10.
| | 02:41 | The next option, Upcoming events look-
ahead, is a value that will select the
| | 02:46 | number of days that your calendar
will look into the future and have events
| | 02:51 | appear on your calendar. The Upcoming events
look-ahead works with the maximum upcoming events.
| | 02:57 | So in this case, for the next 21 days,
the first 10 events on our calendar will
| | 03:03 | appear. If we have more than 10 events,
then only 10 will appear until we move
| | 03:08 | to another day when the number
of events drops down below 10.
| | 03:12 | Finally, you have Remember filter
settings. By default, this is set to No. If
| | 03:17 | you want your calendar to be arranged
in a particular way every time you log in
| | 03:22 | and only show the particular parameters that
you want to have, you can change this to Yes.
| | 03:27 | The default setting of No ensures
that any new events that are outside of
| | 03:32 | particular search parameters that
you may have set up will appear on your
| | 03:36 | calendar and you will notice them. So
we'll go ahead and leave this set to No.
| | 03:40 | Finally, click the Save Changes button
and our page refreshes back to the main
| | 03:45 | view of our calendar. Next, we'll go
into how to add events into our calendar.
| | Collapse this transcript |
| Creating a new event| 00:00 | Now that we have a good understanding
of what the calendar that's built into
| | 00:03 | Moddle is and how it functioned, let's
go ahead and begin adding events so that
| | 00:07 | our students know about upcoming
assignments that are going to be due.
| | 00:11 | To add a new event, make sure you're
inside of your calendar and then click on
| | 00:16 | the New Event button in the top right
corner. Since we're a teacher, we have
| | 00:21 | the ability to create not just a user
event for ourself, that will only appear
| | 00:25 | on our own calendar, but we also have
the ability to create a course event that
| | 00:29 | will appear for all users
that are enrolled in our course.
| | 00:33 | We're going to create a course event.
So click on the Radio Button for Course
| | 00:36 | Event and click the OK button. Next,
we need to give the event a title. Let's
| | 00:42 | go ahead and jump over to our course
syllabi and if you're following along in
| | 00:46 | the Chapter 14 Exercise Files, there
is another copy of our course syllabi
| | 00:49 | called Coral Reef Ecology Syllabus.doc.
| | 00:53 | If you scroll down to the Project
Assignment section, you can find where we've
| | 00:56 | got a draft of our final papers due on
April 15th. We'll go ahead and select
| | 01:02 | that whole section all the way down to
the due date of April 15th. Then we'll
| | 01:07 | copy it by hitting Command+C or Ctrl+C.
| | 01:10 | We'll jump back over to Moodle and for
the name of our event we'll put Final
| | 01:15 | Paper Draft Due. Then we'll click in
the Description field, and paste with
| | 01:21 | Command+V or Ctrl+V. Now, our
students have more information about what
| | 01:24 | assignment is going to be due. We
then need to set the due date information
| | 01:28 | down at the bottom. So we'll scroll down
and we'll select the date of 15 April, 2009.
| | 01:37 | We then need to select a time. Remember
that the times inside of Moddle are all
| | 01:42 | set on 24-hour clock. So since this
assignment is going to be due at the end of
| | 01:47 | the lab period and our lab session runs
until 04:10 pm, we'll click on the Time
| | 01:52 | field and select 1600 hours and 10
minutes. This is the same as saying 04:10 pm.
| | 02:01 | We can then set a duration if we want
to have for our assignment to be due. In
| | 02:05 | our case, we're not going to have a
duration set. We just want a bullet point
| | 02:09 | to appear inside of our students'
calendar on this particular date and time. We
| | 02:14 | don't need to set any date ranges or
durations in minutes, nor do we want to
| | 02:18 | have this event to repeat
over any period of time.
| | 02:21 | We'll go ahead and click the Save
Changes button and now on the April 15th
| | 02:26 | date, we can see the upcoming event
that's listed as a course event for our
| | 02:31 | students. If we return back to our
main course by clicking on BIOL432, we can
| | 02:36 | also see that in the Upcoming Events
block, there is a listing for Final Paper
| | 02:41 | Draft Due and it's listed for tomorrow.
| | 02:43 | You do need to note that because I'm
recording this particular movie on April
| | 02:48 | 14th, my screen is going to show this
event to be due tomorrow. You are likely
| | 02:53 | going to be watching this at a later
time. So this event may not appear as an
| | 02:57 | upcoming event on your schedule.
| | 02:59 | But when you do create your own events
for your own course and the events are
| | 03:03 | going to be coming up in the near future,
they will appear under your Upcoming
| | 03:06 | Events. Let's go ahead and return back to our
calendar by clicking on the Go to calendar link.
| | 03:12 | Next, we'll go ahead and create an
event that will be a repeating event, so
| | 03:16 | that the students know what day
and times our classes are set for.
| | Collapse this transcript |
| Creating a repeating event| 00:00 | Now that we've seen how to create an
individual event, let's go ahead and
| | 00:03 | create a couple of repeating events so
that the students know what day and time
| | 00:07 | our lecture and our
laboratory sessions are set for.
| | 00:10 | To do this, simply go inside of your
calendar and click on the New Event
| | 00:14 | button. We want to create a course
event. So we'll click the Radio Button for
| | 00:18 | Course Event and click OK.
Then we'll give the event a name.
| | 00:22 | In this case, we'll just say Coral
Reef Ecology Lecture. We can leave the
| | 00:30 | Description blank for right now,
because all we want is a listing inside of the
| | 00:34 | students' calendar that let's them know of
the date and time of every different lecture.
| | 00:39 | Next, we'll select the start date. In
our case, the semester is starting on the
| | 00:44 | 27th of January. So we'll scroll
down until we find the 27th, then select
| | 00:50 | January 2009. The time that we can find
from our course syllabi is in 08:00 am
| | 00:59 | to 09:50 am class. So we'll jump back
over to Moodle and we'll set the starting
| | 01:05 | time in our 24-hour clock
to 8 o'clock and 0 minutes.
| | 01:11 | Then we want to set the duration for
this event in minutes. The duration of our
| | 01:17 | class is 110 minutes. So we'll type
in 110 and then select Repeat weekly,
| | 01:25 | creating altogether a total of 16
events because we have 15 weeks in our
| | 01:30 | semester plus we need to take into
account Spring break. So we'll click the
| | 01:34 | Save Changes button.
| | 01:37 | Now, on our calendar, we can see that
on every Tuesday of the semester, we have
| | 01:42 | an event listed and it lists out just
as Coral Reef Ecology lecture. If we jump
| | 01:47 | back to our main course by clicking on
BIOL432 in the upper left, we can also
| | 01:53 | see the upcoming events for our lectures are
being added into our Upcoming Events course block.
| | 01:59 | Let's go ahead and add in our lab
session. To do this, we can either click on
| | 02:04 | the Go to calendar or simply click the
New Event link. Now, we can create our
| | 02:09 | course event. Click OK. For the name
of this event, we'll type in Coral Reef
| | 02:16 | Ecology Lab. We'll leave the
description blank. We'll select the starting date
| | 02:23 | of January 28th, which is the first
lab of the semester, and our laboratory
| | 02:30 | starts at 01:20 pm, which would be 13:20.
| | 02:37 | We want to set our duration in
minutes and our lab session according to our
| | 02:42 | course syllabi is going to end at 04:10
pm, which is 160 minutes. We do want to
| | 02:49 | repeat weekly and again creating a
total of 16 events. Now, we'll click the
| | 02:55 | Save Changes, and our calendar is updated
with all of the events for our laboratory.
| | 03:01 | Go ahead and create an event for the
Thursday session of our lecture series
| | 03:06 | starting on January 29th and including
16 events. Then when you're done, return
| | 03:13 | back to the main calendar.
| | Collapse this transcript |
| Exporting a calendar to iCal| 00:00 | A great feature of the built-in
calendar inside of Moodle is the ability to
| | 00:04 | export its calendar information
into the open standard iCal format.
| | 00:09 | Any calendar program that you use on
your desktop system that will work with
| | 00:14 | the open iCal format can then import this
calendar directly into your desktop calendar program.
| | 00:21 | In this movie, we're going to show you
how to do this on the Mac. In the next movie,
| | 00:25 | we'll show you how to do this in Windows.
| | 00:27 | So if you're following along with the
Mac, simply scroll to the bottom of your
| | 00:32 | calendar page and click on the button
for Export Calendar. Now, we can set up
| | 00:39 | the parameters as to how we
want our calendar to be exported.
| | 00:42 | We can choose to have all events or
only events related to this course.
| | 00:47 | We'll go ahead and set this to All Events.
Then we can set the duration that we want
| | 00:51 | to have our events for. Let's go
ahead and select Recent and next 60 days.
| | 00:56 | We can then choose to either get a
calendar URL or export the overall calendar.
| | 01:02 | We'll do both. Let's start with
exporting the calendar. Simply click on Export
| | 01:08 | and then you want to save the file down
to your desktop. So click the Save File
| | 01:12 | button and click OK. We'll
go ahead and minimize Firefox.
| | 01:17 | Then on our desktop, we should have a
file called icalexport.ics. If we simply
| | 01:23 | double-click that file, it should
open up our iCal calendar program that's
| | 01:27 | built into Mac OS X. We can then choose
which calendar we want to import these
| | 01:32 | events into. By clicking the dropdown menu,
we can select New Calendar, and then click OK.
| | 01:39 | A new calendar is created for us and
all of the events that we've created
| | 01:44 | inside of our Moodle calendar have been
added to our local iCal calendar. Note
| | 01:49 | that all of these events are localized
events. So that if an event changes up
| | 01:54 | on our Moodle calendar, that event is not
going to be updated inside of our iCal calendar.
| | 02:00 | However, there is a way to do this.
Let's go ahead and uncheck the box next to
| | 02:05 | iCal Export. This will turn off or hide away
the existing calendar that we've just imported.
| | 02:12 | Let's return back to our web browser
and this time, click on the button for Get
| | 02:17 | calendar URL. Now, we get a pop-up that
has the URL of our iCal calendar that's
| | 02:24 | going to be dynamically pushed out of
Moodle and will pull directly into iCal.
| | 02:30 | Select the complete URL inside of this
listing and then copy it with Command+C.
| | 02:37 | Next, minimize your Firefox browser,
go back over to iCal, and go up to the
| | 02:43 | Calendar menu. Select the top option
for Subscribe. Then simply press Command+V
| | 02:51 | to paste the full URL
that we copied out of Moodle.
| | 02:55 | Click the Subscribe button, and you're
given the ability to name your calendar.
| | 03:01 | We'll type in the name of Coral Reef
Ecology. We can select the color that we
| | 03:06 | want our calendar to appear in. In this
case, we'll leave it set to Orange. You
| | 03:11 | can give the calendar a description.
| | 03:13 | Then you can choose how you want the
calendar to react. You can select to
| | 03:17 | refresh everyday, every hour or on
various other time limits. We'll go ahead
| | 03:23 | and tell it to refresh every
5 minutes, and then click OK.
| | 03:30 | Now, our calendar is set up inside
of our iCal calendar, and if an event
| | 03:35 | changes on our Moodle system, that
event is going to update automatically
| | 03:40 | inside of our iCal
calendar on our local machine.
| | 03:43 | This is a great way to keep your
students informed of the various different
| | 03:47 | happenings inside of your class and
have it show up in their localized calendar
| | 03:52 | application that they're using.
| | 03:53 | Let's go ahead and return back to our
course inside of Moodle and return back
| | 04:00 | to the main calendar page by
clicking on the link for calendar.
| | Collapse this transcript |
| Exporting a calendar to Outlook| 00:00 | Let's go ahead and now subscribe to
our calendar inside of Moodle with our
| | 00:04 | Local Calendar program. In this case,
we're going to go ahead and use our
| | 00:08 | Outlook Mail program. We've already
got it up in running here you can see and
| | 00:13 | we currently do not have any calendars or any
calendar items listed inside of our calendar.
| | 00:19 | So we'll go ahead and jump back into
our web browser and we're inside of the
| | 00:23 | Calendar Link, inside of our course and
we'll scroll all the way to the bottom
| | 00:27 | of our page. There is a link here
for Export Calendar and you can see the
| | 00:31 | format is iCal. Now, iCal is an
open standard format that's out on the
| | 00:36 | Internet. So we'll go ahead and click the link
for Export calendar. Our page is going to refresh.
| | 00:43 | Now, we have a couple of options
available to us as to how we want to export
| | 00:47 | our calendar. For this export, we'll
go ahead and make sure we're set to all
| | 00:52 | events, and we'll say Recent and the
next 60 days because we want all the
| | 00:57 | current information throughout as
much of the semester as we can get.
| | 01:01 | Now, there is two ways we can go about
subscribing to our calendar. Now, I'll
| | 01:05 | go ahead and show you both ways. The
first way is to simply click the Export
| | 01:09 | button. When we click the Export
button, Windows is going to attempt to
| | 01:13 | download a file called icalexport.ics
and it should default to trying to open
| | 01:20 | with your default calendar program.
| | 01:22 | Now, if you're not using Microsoft
Outlook, there are a variety of other
| | 01:26 | calendar programs that support the
ICS format. Just go ahead and check with
| | 01:31 | your local calendar program and see if it
supports the ICS format. Most of them do.
| | 01:36 | So we'll go ahead and make sure we set
the Open With set to Microsoft Outlook
| | 01:40 | and we'll simply click the OK button.
The calendar will then get download and
| | 01:45 | you can see it listed here in our other
calendars and it's listed as iCal Export.
| | 01:51 | We can then see the different
events for the week that are being pushed
| | 01:55 | directly into our calendar. So our
calendar updates with all the information
| | 02:00 | that we've entered into our online calendar.
| | 02:02 | This is a great way for you to get
the information that you've got in your
| | 02:06 | calendar for your course directly out
to your students, so that they can use it
| | 02:10 | inside of whatever local program
they're using to manage their calendars.
| | 02:14 | The one disadvantage to using the
Export button is that you're just getting a
| | 02:19 | snapshot of the information that's in
your Moodle calendar. Now, if we go and
| | 02:24 | when we make a change to the Moodle
calendar, your Outlook calendar will not
| | 02:27 | update if you use this method. But if
you've already set up all your calendar
| | 02:31 | events for the entire semester, this is a nice
way to get that information out to your students.
| | 02:37 | Let's go ahead and right-click on our
dropdown here for Other Calendars and
| | 02:42 | we'll choose to delete the iCal Export.
We'll go ahead and say Yes, and we're
| | 02:48 | back to not having
anything inside of our calendar.
| | 02:51 | Next, we'll come back over to Moodle,
and we'll go ahead and select the button
| | 02:56 | for Get calendar URL. When we click on
that, a little frame is going to pop-up
| | 03:01 | here for us and there's
going to be a complete URL here.
| | 03:04 | Let's go ahead and select that URL, and
we'll go ahead and copy it with Ctrl+C
| | 03:10 | on our keyboard. Then we'll jump back
over to our Outlook program or whatever
| | 03:15 | calendaring program that you're using.
| | 03:17 | Next, we're going to want to go to
the Tools menu, and come down to Account
| | 03:23 | Settings. Once we select Account
Settings, you want to come over to the
| | 03:28 | Internet Calendars tab,
and click the New button.
| | 03:32 | It's going to ask us for the URL of
where our calendar is currently located.
| | 03:37 | We'll go ahead and paste with Ctrl+V that
URL that we just copied inside of Moodle.
| | 03:43 | Now, when we click Add, we should get
a pop-up that's going to ask us some
| | 03:48 | general information about what we want
to call this calendar. We'll change the
| | 03:52 | name from Export Execute to BIOL432.
| | 03:58 | We can give a description if we'd
like inside of here. We can also choose
| | 04:02 | whether or not we want to download any
attachments for this internet calendar,
| | 04:06 | and we can choose how we want to
update, whether we want the calendar to be
| | 04:10 | updated every time we hit Send and
Receive or not. We'll go ahead and leave
| | 04:14 | that box checked, and we'll click OK.
| | 04:17 | We should now see a listing for our
Internet calendars for BIOL432. We'll go
| | 04:23 | ahead and click the Close button. Now,
it doesn't appear that anything has
| | 04:27 | changed. We'll go ahead and click the
Other Calendars, and it will reveal that
| | 04:32 | there is a calendar
listed here now called BIOL432.
| | 04:34 | When we check the box next to it, your
Outlook program is going to go out to
| | 04:40 | your Moodle server and it's going to
get all the calendar events that have been
| | 04:45 | created inside of Moodle, and is
going to put them directly inside of your
| | 04:48 | local Outlook calendar.
| | 04:50 | The great advantage to using the
internet calendar link as opposed to the
| | 04:55 | export and download the ICS file is
that as changes are made now to your Moodle
| | 05:00 | calendar, those changes will
automatically be updated inside of your local
| | 05:05 | calendar for Outlook.
| | 05:06 | So this is a great way to keep your
students up-to-date and informed about all
| | 05:10 | the goings-on inside of your course.
Here you can see that we do have the live
| | 05:14 | chat session with Dr. Hatch that we've
set up earlier. All of our times for our
| | 05:19 | courses are all set up properly as well.
So everything appears to be working.
| | 05:24 | We'll go ahead and close our Outlook
program, and we'll return back to the main
| | 05:28 | calendar page by clicking
on the link for calendar.
| | Collapse this transcript |
|
|
15. Course ManagementCourse administration overview| 00:00 | Now, let's begin talking about course
administration inside of Moodle. As the
| | 00:04 | teacher in your course, you have full
control to do pretty much everything that
| | 00:09 | you need to do within your course.
| | 00:12 | For the most part, any settings that
you create or set for your course will
| | 00:17 | only affect your course and not affect
the rest of the institution or any other
| | 00:22 | courses that are being run
on your Moodle installation.
| | 00:25 | This gives you an enormous amount of
flexibility when you're managing your
| | 00:29 | course, so that you're able to
control how you want your students to learn
| | 00:33 | inside of your course.
| | 00:34 | However, keep in mind that just
because your course is unique to you and how
| | 00:40 | you're teaching your students, your
students are also taking a lot of other
| | 00:44 | courses that are likely
going to be using Moodle as well.
| | 00:48 | So if your institution has come up
with some standards as to how your
| | 00:52 | information should be formatted
inside of your Moodle course, it's a really
| | 00:56 | good idea to follow those guidelines.
| | 00:59 | Because as your students move from
course to course, they will have a much
| | 01:03 | quicker time of getting oriented to
your specific information if it's in the
| | 01:07 | format or laid out in the same way that
other courses that your institution are laid out.
| | 01:13 | This will speed along your ability
to convey information to your students
| | 01:17 | because you won't have to spend as
much time orienting them to your specific
| | 01:21 | layout, and your specific
organizational structure inside of your course.
| | 01:25 | So if there are policies and
procedures that have been established by your
| | 01:29 | institution, it's a good idea to get a
hold of those policies and procedures
| | 01:33 | and learn about them.
| | 01:34 | We've already used the
Administration block several times throughout this
| | 01:38 | course. It's over here on the left hand
side and it gives us the ability to do
| | 01:42 | things like turn editing on and off,
adjust all the major course settings,
| | 01:47 | assign roles, work with our Grade Book,
create and manage groups, backup the
| | 01:54 | data for our course, restore a
course that we've backed up back into our
| | 01:59 | course, import settings, and other
information into our course, reset our
| | 02:04 | course, so that in a course that
we've taught in a previous semester, we're
| | 02:08 | able to go in, clear out all of the
user data and reuse all the material on
| | 02:13 | work that we've already set up. There
is also a variety of reports that we're
| | 02:18 | able to run to extract information about
how our users are using our Moodle course.
| | 02:23 | The Questions block is a place for us
to store all the questions that are going
| | 02:27 | to go inside of all of our online
quizzes. The File section is a place for us
| | 02:32 | to manage all of the files and
documents that we're going to be uploading that
| | 02:36 | we want to distribute out to our students.
| | 02:39 | There is also links to un-enroll
yourself from a course. Rarely do you ever
| | 02:44 | want to click this button though
because as soon as you do, it's going to kick
| | 02:47 | you out of your course and then you're
going to have to have your IT department
| | 02:50 | add you back in. You can also access
your user profile information directly
| | 02:55 | from the Course Administration block.
| | 02:57 | Over the next several movies, we'll
go into a lot of these features that we
| | 03:00 | haven't covered in previous exercises.
| | Collapse this transcript |
| Managing course settings| 00:00 | Let's go into the Administration block
and click on the link for Settings to
| | 00:04 | look at the other settings that we are
able to control inside of our course. If
| | 00:07 | we click on the link for Settings,
we have already been to this page once
| | 00:12 | before in an earlier movie. But
let's quickly review the settings that we
| | 00:16 | changed there and then look at
other settings that are available to us.
| | 00:20 | In the General section, the top part of
this course, where it list out the Full
| | 00:24 | name for our course, the Short name
for our course and any Course ID. This
| | 00:29 | section is almost always entered in
for you already by your institution and
| | 00:34 | should rarely be changed by the
instructor. This information is going to be
| | 00:38 | what is showing inside of the main
listing of courses for your institution.
| | 00:43 | Many institutions locked this
information from being edited by their
| | 00:46 | instructors at all. In our case, the
information is available to be edited but
| | 00:51 | we are going to go ahead and leave it as it is.
| | 00:53 | The next section is for Summary. The
Summary is most often used as the course
| | 00:58 | catalog description by your institution
and should be either filled in for you
| | 01:03 | or it's a place where you can simply
copy and paste the course description
| | 01:07 | that's listed for your
course directly into this space.
| | 01:11 | As we scroll down, we get several
options that allow us to control the Format.
| | 01:16 | Earlier in this training we changed
from a Topics format to a Weekly format.
| | 01:20 | There are variety of other formats that
you can choose from and if any of those
| | 01:24 | formats are ones that work with your
kind of layout of a course, you can feel
| | 01:28 | free to select those. In our case, we
want to make sure we'll leave this set to
| | 01:31 | a Weekly format. The Weekly format is
the most common format that's used by
| | 01:36 | instructors using Moodle.
| | 01:38 | You can then set the Number of weeks or
topics that you want to have blocks of
| | 01:43 | content for inside of your course.
Because we are teaching a 15-week semester,
| | 01:47 | we have chosen to have 16 weeks or
topics that will include a week for the
| | 01:52 | spring break session. We then set the
Course start date. This is the first date
| | 01:58 | of the first week of your semester
and then any additional weeks will be
| | 02:03 | calculated off of this date.
| | 02:05 | The next option for Hidden sections
are completely invisible, allows us to
| | 02:09 | control how we want hidden sections to
be displayed. In previous movies, there
| | 02:14 | is the button on the right hand side
of each content block where you can hide
| | 02:18 | all the other content blocks. The
setting that we have got here set for Hidden
| | 02:23 | sections are completely invisible, makes
all the other sections completely disappear.
| | 02:28 | If you select the top option, Hidden
sections shown in collapsed format, you
| | 02:32 | would see blanks listed for each week
of your semester and then the week that
| | 02:37 | you have highlighted would be left open.
So students would see that additional
| | 02:41 | information there but it wouldn't be
displayed to them all the time. This is a
| | 02:45 | personal choice and I encourage you to
go in and explore this option. I prefer
| | 02:49 | to have hidden sections completely
invisible. That way I'm able to focus on the
| | 02:54 | work for the week that I'm working on and
then hide away all the other information.
| | 02:59 | News items to show, in the upper right
hand corner of your course you have a
| | 03:03 | news block. Or if you are coming from
other learning management systems, you
| | 03:07 | may know this section is Announcements.
The number that you select here in this
| | 03:11 | dropdown menu will control the number
of announcements or news items that are
| | 03:16 | showing inside of that content block.
| | 03:19 | The next option allows you to control
whether or not you want to have students
| | 03:22 | to have access to the Grade Book inside
of your course. Students would only see
| | 03:26 | the grades for themselves and only see
the grades that you have told them that
| | 03:31 | they are able to see. Your Grade
Book would have access to additional
| | 03:34 | information where you can see all of
the grades for all of your students. It's
| | 03:38 | a good idea to allow your students to
constantly have updated information to
| | 03:42 | know their exact status inside of the
course. To do this, go ahead and leave
| | 03:47 | this option set to Yes.
| | 03:48 | The next option is for Show activity
report. There is a course content block
| | 03:52 | called Activity and if you set this
option to Yes then anytime a student logs
| | 03:57 | in to your course and does anything
inside of your course or you go into your
| | 04:01 | course and you post any content or
materials inside of your course, the Course
| | 04:06 | Activity block will show which user
has done which activity. This is a great
| | 04:12 | way for you to be able to monitor
what's going on and it gives your students a
| | 04:16 | way to look and see when you have posted new
content to know exactly what that new content is.
| | 04:21 | However, this block can get a
little confusing at times because of the
| | 04:24 | information that's coming into it.
I'll go ahead and leave this set to No.
| | 04:29 | The next option for Maximum upload
size is depended on your particular Moodle
| | 04:34 | server configuration. The Default
setting for the installation that we chose on
| | 04:38 | the Mac install was 32MB. The Maximum
upload size on a Windows install that we
| | 04:44 | did was 16MB. Your institution may have
a very different list of options that's
| | 04:50 | available here for Maximum upload size.
If the Maximum upload size is too small
| | 04:56 | for the data that you need to be
uploading inside of your course, you will need
| | 05:00 | to contact your IT Department and find
out about having the settings and the
| | 05:04 | server adjusted in order to
accomplish your learning objectives.
| | 05:08 | As we scroll down, the next block of
content is for Enrolments and in most
| | 05:13 | institutions you should not have to
adjust the enrolments section of your
| | 05:17 | course. This should be being managed
for you by your institution, but in some
| | 05:21 | situations enrolment is left to be
managed by the instructors. If this is the
| | 05:25 | case, you can control that here. The
default setting for Enrolment plugins
| | 05:30 | should almost always be left to Site
Default, which is the Internal Enrolment.
| | 05:35 | Rarely should you ever
need to change this setting.
| | 05:38 | The next option for Default role is the
role that is assigned to new users when
| | 05:44 | they enroll into your course. The
default is almost always set to Student and
| | 05:48 | it's a really good idea to leave this
set to Student. You definitely want to
| | 05:52 | set this option to whatever the lowest
level of permissions that you want new
| | 05:56 | users to be at. You can be more
specific by simply selecting Student to make
| | 06:01 | sure that if a setting is changed in
the server, then any new users who get
| | 06:05 | enrolled will still get enrolled as a Student.
| | 06:09 | If you are teaching a course where you
want to have guest access, you can also
| | 06:12 | set this option to Guest and then users
can come in, they can see any material
| | 06:17 | that you have turned on to be
available to guest, but they are not able to go
| | 06:21 | in and start working with the
materials in your course which you have
| | 06:23 | restricted to your students or higher
level users. We'll go ahead and set this
| | 06:28 | option to Student. So we are very
specific as to what role new users will get.
| | 06:33 | You can then control whether or not
your course is enrollable at all or not. By
| | 06:39 | default most courses are set to be not
enrollable because enrolment is taken
| | 06:43 | care of by the IT Department or
through the registrar's office. Different
| | 06:48 | institutions have different policies
as to who handles enrolment. So this
| | 06:52 | setting may be adjusted differently
depending on your specific needs. One thing
| | 06:57 | that you can do is you can always
change this option temporarily to Yes to
| | 07:01 | allow someone to enter into your course as
a new student and then switch it back to No.
| | 07:07 | You can also control the Date ranges
here by selecting this option and then
| | 07:12 | changing what the Start and End dates
of your open enrolment period are going
| | 07:16 | to be, if you want to have students
to automatically be able to self enroll
| | 07:20 | into your course. We'll go ahead and
leave this option for right now set to Yes
| | 07:25 | with both of the check boxes for
Disabled for our Start and End dates. You can
| | 07:30 | also control the Enrolment duration, so
that you can say that enrolment is only
| | 07:34 | going to be open for say the
next two days or five days.
| | 07:39 | We are going to go ahead and leave ours
set to Unlimited because for this test
| | 07:42 | course if we want to have anyone to
just log in and see what our course is all
| | 07:46 | about that is already set up for us now.
As we scroll down, the next block of
| | 07:51 | options is for Enrolment expiry
notification. This controls what happens if you
| | 07:57 | have users that are set up to have
their enrolment to expire at a certain time
| | 08:02 | period throughout your course. So if
you are teaching an ongoing course, you
| | 08:06 | may have users that are enrolled only
for a specific range of days and then
| | 08:11 | their enrolment gets terminated.
| | 08:13 | Here you can set whether or not, you
want to be notified as the instructor when
| | 08:17 | this is about to happen. You can also
control whether or not you want to have a
| | 08:21 | message go out to your students if
they are about to be unenrolled from your
| | 08:25 | course. And you can set the number of
days in advance that this message will go
| | 08:31 | out to both types of users. In most cases,
you are not going to be using these settings.
| | 08:37 | The next section is for Groups and
this section here allows us to control
| | 08:41 | whether or not we want to have groups
as part of our course. Whether or not we
| | 08:44 | want to have Separate groups where
each group of students if we set an
| | 08:48 | assignment to use groups and have
materials separated then only members of that
| | 08:53 | group will be able to see that
information. The Visible groups means that all
| | 08:58 | students in all groups would be able to
read and see all the materials that are
| | 09:02 | available only to the other groups as
well. In our case, we are going to leave
| | 09:06 | ours set to Separate groups, as we'll
go into the groups in a later movie.
| | 09:11 | You can also control whether or not
you want to Force groups to be enabled on
| | 09:15 | your site. We'll go ahead and say No,
because most of our site is set up to be
| | 09:19 | used without groups. As we scroll down
to the next section, the next block is
| | 09:23 | for Availability. Here you can set
whether or not you want your course to be
| | 09:28 | available to students or not. This
means that say you are building your course
| | 09:33 | for the next semester but you don't
want all of your students to be able to see
| | 09:36 | the materials that you are
building before the semester starts.
| | 09:40 | It's a good idea then to come in and
set this to 'This course is not available
| | 09:45 | to students.' Your course will still
show up on your listing, because you are
| | 09:48 | the instructor. But it won't be
available to any of your students until you log
| | 09:52 | back into these settings and then
change this to 'This course is available to
| | 09:57 | students.' We'll go ahead and leave
this course available to students so that
| | 10:01 | any student that were to log in would see
all the materials that we are working with.
| | 10:05 | The Enrolment key gives you a place
where you can set a secret password that
| | 10:09 | you can then give out to your users to
allow them to enroll into your course.
| | 10:13 | This is a nice little security
feature that's used at some institutions, so
| | 10:18 | that you can have students that need
to come to see to instructor before they
| | 10:22 | enroll into a course to get approval.
This is a nice stopgap because when the
| | 10:27 | student comes to see the instructor,
you can give them the enrolment key and
| | 10:31 | then they are able to access the
online materials inside of the course.
| | 10:35 | You can also control Guest access for
your course. Guest access is a great way
| | 10:40 | for you to provide a kind of
advertising for your course to other students at
| | 10:44 | your institution. Other students would
be able then log in as a guest to your
| | 10:49 | course and see the material that
you are making available to guest.
| | 10:52 | You can control whether every single
item inside of your course is available to
| | 10:56 | guest or not. But that option only
becomes available once you set up to have
| | 11:02 | guest available. You can also choose
whether or not you want to have guest
| | 11:05 | available without any key, meaning
anyone can simply come in and view your
| | 11:10 | course as a guest or if you want to
restrict access to users by providing this
| | 11:16 | enrolment key to those users and then
they are able to access the materials
| | 11:20 | inside of your course. Their status
would still be listed as a Guest, so they
| | 11:24 | wouldn't be able to necessarily get in
and work with all of the materials but
| | 11:27 | they could get in and see the materials
that you have made available to guests.
| | 11:31 | We'll go ahead and leave Do not
allows guests in our course for right now.
| | 11:35 | As we scroll down the next block allows
us to control the Language settings for
| | 11:39 | our course. Here the languages that
are available on your server, that have
| | 11:44 | been set up inside of your Moodle
installation, should be available to you
| | 11:48 | inside of this option. If you are
teaching your course at an institution where
| | 11:52 | you are using other languages, you
may want to force your course into that
| | 11:56 | particular language.
| | 11:57 | This is incredibly helpful when you are
teaching a foreign language course such
| | 12:00 | as Spanish, French, German, Italian or
so forth. In those instances you can set
| | 12:06 | up a language that you want your
materials to be displayed inside of your
| | 12:09 | Moodle course. In our case, we are
going to leave this set to Do not force.
| | 12:14 | The final section inside of the course
settings administration is the renaming
| | 12:18 | of roles. For the most part, you should
leave this set alone unless there is a
| | 12:23 | specific need where you want to
change, say, instead of referring to your
| | 12:26 | students as students, you are going to
refer to them as learners or you want to
| | 12:30 | change the designation of
Teacher to something like Instructor.
| | 12:34 | But for the most part, all of these
settings should be left alone unless there
| | 12:38 | is a very specific need for them. Go
ahead and click the Save changes button
| | 12:43 | and all of the settings changes that
we have made will be made available
| | 12:46 | immediately.
| | Collapse this transcript |
| Managing user roles| 00:00 | The next set of tools inside of the
Administration block for us to look at is
| | 00:03 | the Assign roles link. Go ahead and
click on Assign roles and then you can see
| | 00:09 | the various options that are
available to you underneath of the different
| | 00:12 | roles. You can assign roles to any type
of users that has less privileges than
| | 00:17 | you do. So for instance, since
you're the teacher in this course, you can
| | 00:21 | assign Non-editing teachers, which
would be the equivalent of a teaching
| | 00:25 | assistant, Students and Guests.
| | 00:28 | Let's begin by looking at the
listing for Student. Click on the link for
| | 00:32 | Student in the Roles column and then
you can see all of the students that are
| | 00:37 | currently listed inside of your course
that have their role assigned to them as
| | 00:41 | a student. You can add or remove
students by simply clicking on a student's
| | 00:45 | name and then clicking the Remove
button which will push them back over to the
| | 00:49 | right-hand side or selecting the
student's name and pushing them back to the
| | 00:53 | left-hand side by clicking Add.
| | 00:56 | If you want to upgrade a student's
role to that of a teaching assistant, you
| | 01:00 | can do that by simply coming up to
the Role to assign dropdown menu, and
| | 01:05 | instead of Student, select Non-editing
teacher. Now, we can assign the role of
| | 01:11 | non-editing teacher or teaching
assistant to one of our students.
| | 01:15 | Let's say, for instance, Al is our
teaching assistant. So we'll select his name
| | 01:19 | in the right-hand side, then, click
the Add button. Al is not listed as a
| | 01:24 | non-editing teacher. To get a
complete description of all of the different
| | 01:29 | options and parameters that a non-
editing teacher has on your system, you will
| | 01:34 | need to contact your Moodle
administrator to find out all of the different
| | 01:38 | options that a non-editing teacher
can do on your particular system.
| | 01:42 | There is also a checkbox here with an
eye icon that shows hidden assignments.
| | 01:48 | Let's go ahead and move Al back over
to the right-hand side by selecting his
| | 01:51 | name on the left and hitting Remove.
This time, we check the box for hidden
| | 01:56 | assignment and then select
Al and click the Add button.
| | 02:00 | Now Al is listed as a hidden
assignment. This means that his role of a
| | 02:05 | non-editing teacher would not be
revealed to anyone that's not a teacher or an
| | 02:10 | administrator on your Moodle system.
This is very helpful when you have
| | 02:14 | additional co-instructors teaching a
course, but you only want one instructor
| | 02:19 | listed in your main course catalog for Moodle.
| | 02:21 | Having hidden assignments is a great
way to control that and have specific
| | 02:26 | users that you've granted additional
access into your course for. Let's go
| | 02:30 | ahead and return back to the main
listing for all of the assigned roles by
| | 02:34 | clicking on the Role to assign
dropdown and selecting the option for List all
| | 02:38 | roles. It takes us back to the main listing.
| | 02:41 | Here, you can see the different users
that are assigned to each role inside of
| | 02:45 | your course, including Non-editing
teachers, Students and Guests. Let's go
| | 02:51 | ahead and return back to our main
course by clicking on the BIOL432 link in the
| | 02:56 | upper left-hand corner.
| | Collapse this transcript |
| Managing groups| 00:00 | Now let's take a look at Moodle's
ability to create and manage groups of users
| | 00:04 | inside of your course. To do this, go
over to the Administration block on the
| | 00:08 | lower left-hand side and
click on the link for Groups.
| | 00:12 | Here you can see the various options
that we have for managing groups. The
| | 00:16 | left-hand column lists the various
groups that you have as part of your course.
| | 00:21 | The right-hand side would list the users
that are involved in each of those groups.
| | 00:26 | You also have two tabs, the main tab
for Groups and the Overview tab, which
| | 00:31 | gives you a table listing of all of
the data for all the groups that you have
| | 00:34 | inside of your course. Let's go back over to
the Groups tab and let's create a simple group.
| | 00:40 | To do this, simply click the button at
the bottom of the left-hand column that
| | 00:44 | says Create group. We'll then give the
group a name. We know that one of the
| | 00:49 | groups that we're going to have in
our course is called the Coral Group.
| | 00:53 | We can then give the Coral Group a
description if we want. We can set an
| | 00:56 | Enrollment key so that students would
need to type in a secret password in
| | 01:01 | order to enter into this group. We can
tell a group's picture to be hidden if
| | 01:05 | we want to have a specific image that's
assigned to that group. We'll go ahead
| | 01:09 | and leave this set to No. You can also
upload that image right here if you want.
| | 01:13 | We'll go ahead and leave that option
set alone also and click on the Save
| | 01:17 | changes button. Now, you have a
group that's been created for you on the
| | 01:21 | left-hand side. To add members to that
group, simply click on the Add/remove
| | 01:26 | users button on the bottom of the
right-hand side and now we can select the
| | 01:31 | users that we want to be
part of the Coral Group.
| | 01:34 | We'll select Sally and hold down the
Shift key and click on Elvis, then click
| | 01:39 | the Add button to add those users to
this group. We can then click the Back to
| | 01:45 | groups button and we can see for the
Coral Group, we have two users and we can
| | 01:50 | see their names listed here on the
right. Another way to work with groups is
| | 01:55 | the new Auto-create groups
option that's available in Moodle 1.9.
| | 01:59 | To use this option, simply click on
the button at the bottom for Auto-create
| | 02:04 | groups. Now we can have Moodle create
groups of students for us. The top option
| | 02:09 | allows us to select the type of users
that we want to have our groups based on.
| | 02:13 | In this case, we want to make
sure that we're selected on Student.
| | 02:17 | Then we can specify whether we want
unspecific number of groups or we want to
| | 02:22 | specify the specific number of members
per group. With only five students, we
| | 02:28 | want to divide our class in half. So
we'll specify the number of groups. Then
| | 02:32 | we enter in that number here. In this
case, we'll simply enter in 2 because we
| | 02:37 | want two groups of students.
| | 02:39 | Then we can come up with a specific
naming sequence. If we want to have our
| | 02:43 | groups called Group and then a letter
designating A, B, C, then we put group
| | 02:49 | with an @ sign. If we wanted to have
them listed as Group 1, 2, 3, then we
| | 02:53 | would type Group and a # sign. Let's go
ahead and leave this set to Group with
| | 02:59 | the @ sign so that we can have Groups A and B.
| | 03:02 | Next, we'll click the Preview button
and the students are auto-added into our
| | 03:07 | group. If you want to have a little
finer control as to which students end up
| | 03:13 | in which group, you can click the Show
Advanced button in the upper right-hand
| | 03:17 | corner, then you have options to be
able to select whether or not you want to
| | 03:21 | prevent the last small group which
means if you have a smaller number of
| | 03:25 | students, say instead of Number of
groups, we select Members per group and we
| | 03:31 | want only two members per group. But
we know we've got five students and we
| | 03:35 | don't want to have a group of one. We
can check the box here for Prevent last
| | 03:39 | small group and then the last leftover
student would be added randomly to one
| | 03:44 | of the other groups.
| | 03:45 | We can also then set how we want to
allocate our members. We can have them set
| | 03:50 | to Randomly, alphabetical by first and
last name, alphabetical by last and then
| | 03:56 | first name or alphabetical by ID number.
We'll go ahead and leave our set to
| | 04:00 | Randomly. Then hit the Preview button
again. The groups are created at the
| | 04:06 | bottom for us that have a random
selection for Group A and for Group B.
| | 04:11 | If we like these groups, we can hit the
Submit button and now we have our Coral
| | 04:17 | Group, we have Group A and we have
Group B. Each of these groups have a variety
| | 04:22 | of different members in them. To look
at this, click on the Overview tab and
| | 04:27 | now we can see the listing of each
group, the members of those groups and the
| | 04:31 | user count for each of those groups.
| | 04:33 | This is a great tool for leveraging the
power of having students collaborate on
| | 04:38 | projects together and manage that
process inside of Moodle. Let's go ahead and
| | 04:43 | return back to our main course by
clicking on the BIOL432 link in the upper
| | 04:48 | left-hand corner.
| | Collapse this transcript |
| Backing up your course| 00:00 | It's always a good idea to make backups
of your materials while you're working
| | 00:04 | with them. Moodle is a built-in tool
for this inside of your course that you're
| | 00:09 | able to manage. Backups may be
being made automatically for you by your
| | 00:14 | institution. You'll need to find out
the specific policies and procedures for
| | 00:18 | backing up your courses
for within your institution.
| | 00:22 | Inside of your own Moodle course,
generally all instructors do have the ability
| | 00:27 | to back up their courses. To do this,
simply go to the Administration block on
| | 00:31 | the lower left-hand corner
and click on the Backup link.
| | 00:35 | Now, you're taken into a page where
you can select all of the different items
| | 00:40 | inside of your course that you want
to back up. The default has everything
| | 00:45 | selected. You can verify this by
simply clicking on the link for All next to
| | 00:50 | Include at the top-left, and clicking
on the link for All at the top-right.
| | 00:56 | Clicking on the link for None will show
you which items are being selected. The
| | 01:00 | right-hand column is selecting all of
the user data associated with each item.
| | 01:06 | The left-hand side selects everything
in your list. You want to make sure all
| | 01:10 | is selected though, so that we get all
of the data associated with our course.
| | 01:15 | If we scroll down in the listing, you
can see each different item that we've
| | 01:19 | added throughout this training. As we
scroll all the way to the bottom, we have
| | 01:24 | some additional settings that we can
choose. The first setting is for Users,
| | 01:29 | and whether or not we want to back up
all users or just the users inside of our
| | 01:32 | course, we just want the
users inside of our course.
| | 01:35 | We can choose whether or not we want
our logs that have been collecting all of
| | 01:39 | the data of each different user's
activity throughout the course of the
| | 01:43 | semester to be captured as well.
Generally, logs are not necessary all the
| | 01:47 | time, so we'll go ahead
and leave that set to off.
| | 01:50 | User Files would be any files that a
user has uploaded as part of this course.
| | 01:56 | We want to select this to Yes,
especially at the end of the semester when we're
| | 02:00 | backing up all the material for our
course and we want us too our copy of that.
| | 02:04 | The Course files listing is going to
set whether or not all of the files that
| | 02:08 | we've uploaded to our course are going
to get backed up. We'll go ahead and say
| | 02:12 | this to Yes as well. Then you want to
make sure that you have Site files used
| | 02:16 | in this course also set to Yes. If
you want to keep track of all the Grade
| | 02:22 | histories, you can do that here as well.
It's generally not needed though, so
| | 02:26 | we'll leave that set to the default of No.
| | 02:28 | Then you can back up any unique role
assignments that have been made for this
| | 02:32 | course. We'll go ahead and leave
everything selected and click the Continue
| | 02:36 | button. Next, you're given a detailed
listing of everything that's going to be
| | 02:41 | backed up including a backup file
name at the top that you can control. The
| | 02:46 | name of this document is in a format
of the word backup, the short name for
| | 02:51 | your course, then the date and year,
month and day, and then a unique
| | 02:57 | identifier associated with the file
name and then a .ZIP file extension
| | 03:02 | indicating that you're going to have a
ZIP file that is going to contain all
| | 03:06 | the data for your course.
| | 03:07 | As we scroll down through the list,
you can see all the different information
| | 03:11 | is being included as part of the ZIP
file. We'll scroll all the way down to the
| | 03:16 | bottom and click the Continue button.
The backup is then created for us, as the
| | 03:23 | page continues to load, we can scroll
down and see that the backup was created
| | 03:28 | successfully. We can then click the
Continue button and we can see the file
| | 03:33 | that has been backed up
for us is part of our course.
| | 03:36 | The size of this file is currently 38.
4 megabytes. We can then download this
| | 03:42 | file if we'd like by simply clicking on
the name of the file and the file will
| | 03:47 | attempt to download to our system. We
can click on the link for Save File and
| | 03:52 | say OK and the file should
download to our local machine.
| | 03:57 | We'll go ahead and minimize our
browser and we can find the backup file then
| | 04:02 | listed on our Desktop. We can take that
backup file and put it in a safe secure
| | 04:07 | place that we can use then if we need
to restore our data. You can also restore
| | 04:12 | the data by going inside of your course
and clicking on the Restore link. We'll
| | 04:18 | do that in another exercise.
| | 04:20 | For now, know that your backup files
are safe and secure both inside of your
| | 04:24 | server and you've got a local copy on
your local system. Let's go and return
| | 04:29 | back to our course by
clicking on the BIOL432 link.
| | Collapse this transcript |
| Restoring data from a backup| 00:00 | Now that you've made a successful
backup of your course, let's go ahead and
| | 00:03 | look at how to restore a course. To do
this, let's delete a file such as our
| | 00:09 | course Syllabi that we
added in an earlier movie.
| | 00:12 | To do this, make sure Editing is turned
-on and click on the X to the right of
| | 00:16 | your Syllabus. It's going to ask us,
Are you absolutely sure you want to delete
| | 00:21 | this resource? We'll say yes. And the
syllabi is now gone from our course.
| | 00:27 | Let's go ahead and restore that from the
backup that we've just made in the previous movie.
| | 00:31 | To do this, simply go down to the
Administration block and click on the Restore
| | 00:35 | link. We can see the backup that we
created, backup-biol432-20090414-1543. The
| | 00:47 | last two sets of numbers are going to
be different from your file than from
| | 00:51 | mine as this is the unique identifier
for the particular file that I made a
| | 00:55 | backup for. Your backup should be listed here.
| | 00:58 | We can then click the Restore button
in the Actions column. We are told we're
| | 01:02 | about to start a restore process with
this file. We can then decide whether or
| | 01:07 | not we want to continue. Go ahead
and click the Yes button and the course
| | 01:10 | restore from backup process begins to run.
| | 01:13 | We'll go ahead and scroll down to
see all of the information that's being
| | 01:17 | restored. We can then click the
Continue button at the bottom. We're then taken
| | 01:22 | to a page where we can control the
specific information that we want to restore.
| | 01:26 | The top dropdown menu of Restore 2,
allows us to select whether or not we want
| | 01:32 | these data to be restored at the
current course and delete any existing data
| | 01:37 | that is pre-existing before we restore
or if we simply just want to add to the
| | 01:42 | data that's currently in the course.
In this case, we only want to add to the
| | 01:46 | data so we are going to make sure we
select Current course adding to data.
| | 01:51 | Then we can simply hit the None button,
so that everything gets turned-off
| | 01:55 | except for the item that we want to
restore. So we'll scroll down the list
| | 02:02 | until we find the Resources section.
Check the box next to Syllabus and then
| | 02:09 | scroll all the way down to the bottom
of the page. We'll leave all the other
| | 02:13 | settings as they are existing and
we'll click the Continue button.
| | 02:17 | We get a note saying that the course is
ready to be restored that it can't take
| | 02:20 | a long time depending on our
connection to our server and the speed of our
| | 02:24 | server and how much data we are going
to be restoring. We'll go ahead and click
| | 02:28 | the Restore this course now button. The
process runs, and we are able to scroll
| | 02:33 | to the bottom of the Review
page and click the Continue button.
| | 02:37 | Now, when we return back to our course,
our syllabus is posted again inside of
| | 02:42 | our course. It's not in the same
location as it was previously. So we'll simply
| | 02:47 | use the Up and Down arrows next to the
Syllabi which indicate the Move tool,
| | 02:53 | and then click on the blank at the top
of our listing of items, and the course
| | 02:58 | syllabus has been restored back to
our course from our course backup.
| | 03:02 | This is just one way to restore a
particular file inside of your course. In
| | 03:07 | order to use this method though, you
have to make sure you are making regular
| | 03:10 | backups of your course on a periodic basis.
| | Collapse this transcript |
| Importing content to another course| 00:00 | It's a wonderful feature that's built
in the Moodle that's going to save you an
| | 00:03 | enormous amount of time when you teach
multiple courses, and that's the Import
| | 00:07 | function that's built into
the Administration block.
| | 00:10 | The Import function allows you to
import material that you are building in one
| | 00:14 | course and have it import into another course
that you are teaching on the same Moodle system.
| | 00:20 | To demonstrate this though, we are
going to need to create another course that
| | 00:23 | you are enrolled as the instructor on.
To do this, go up to the upper right
| | 00:28 | hand corner of your screen
and click the Logout button.
| | 00:31 | If you are following along with one of
the test servers that we installed in a
| | 00:34 | previous movie, then you can go
ahead and follow along with me; otherwise
| | 00:38 | you'll need to contact your IT department and
ask them to create a separate course for you.
| | 00:42 | To create the course, simply select the
Username under Login and type in admin.
| | 00:48 | Then under the Password, type in the
administrator's password, which on our
| | 00:51 | test servers is 12345. We'll click the
Login button, and then in the left hand
| | 00:59 | side under Site Administration,
click on the link for Courses.
| | 01:02 | Then click on the link for Add/Edit
courses and click the button for Add a new
| | 01:08 | course. We'll select the Full name of
the course to be Import Course, and then
| | 01:15 | for the Short name, we'll
simply select import101.
| | 01:21 | Now, we'll scroll all the way to the
bottom of the page because none of the
| | 01:25 | other settings are going to make any
difference whatsoever. We'll then click
| | 01:28 | the Save Changes button and we are
taken to a location where we can assign
| | 01:33 | local roles to all the users. We want
to click on the Teachers link and then
| | 01:38 | select their name from the list
of potential users and click Add.
| | 01:43 | We can then go ahead and enroll the
students into this course by clicking on
| | 01:47 | the dropdown at the top for Role to
assign, selecting Student, and then holding
| | 01:53 | down the Command or Ctrl key on your
keyboard, individually select the other
| | 01:58 | students, and then click the Add button.
| | 02:02 | This will add all of the students into
this course as well. Our course is now
| | 02:06 | created and it's ready for us to
demonstrate the import process.
| | 02:10 | Let's go ahead and click the Logout
button in the upper right hand corner of
| | 02:13 | the screen, and then Log back in as
ourself. If you are following along with my
| | 02:18 | login, my login user name is Chris and
my password is 12345. Click the Login
| | 02:26 | button and now we can see that we have a second
course that we are listed as the instructor on.
| | 02:31 | Let's go ahead and go into that
course by clicking on the link for Import
| | 02:35 | Course. You can see that the topic
outline is completely blank. We'll go over
| | 02:39 | to the left hand Administration
block and click on the Import button.
| | 02:44 | Now, the top option shows courses
that I have taught and it lists the Coral
| | 02:48 | Reef Ecology course that we've been
building throughout these exercises.
| | 02:53 | We'll click the button for Use this
course and then we are given the ability to
| | 02:57 | select which resources and assignments
that we want to import. We'll go ahead
| | 03:02 | and leave these set to
All, which is the default.
| | 03:05 | If we scroll all the way to the bottom,
we can then click the Continue button.
| | 03:11 | Scroll to the bottom again, click the
Continue button again, and after a few
| | 03:19 | seconds, the Import Course function will run.
| | 03:22 | We can then scroll all the way to the
bottom, clicking Continue one more time,
| | 03:27 | another process runs. We scroll to
the bottom of the screen again, click
| | 03:33 | Continue, and now we are
inside of our new course.
| | 03:38 | We can tell that we are in a different
course from our normal Coral Reef Course
| | 03:42 | because in the upper left hand corner,
we can see the link for lyndaU and then
| | 03:46 | we see the link for import101.
| | 03:49 | This is a different course than our
BIOL432 course that we've been building,
| | 03:54 | but all the materials that we've been
working with are now inside of this new
| | 03:57 | course. You will also notice that
since we took the default settings when we
| | 04:01 | created the course, we have discourses
created in the form of a topics listing,
| | 04:07 | which is the default for
the server that we are using.
| | 04:10 | So if you look any material that
doesn't fit inside of the first 10 weeks of
| | 04:14 | the course, then get add it to the top
block of content. Here you can see we've
| | 04:19 | got the listing for the final exam,
and other items that show up in later
| | 04:24 | Content block in our main course. But
overall, all the materials from our main
| | 04:30 | course have now been imported
into this new import101 course.
| | 04:35 | The Import feature is a great feature
to save you a lot of time especially,
| | 04:40 | when you are teaching multiple courses
using a lot of materials that you are
| | 04:43 | sharing between the same courses, or
if you are teaching similar courses from
| | 04:47 | one semester to the next and you have
built some content that you want to move
| | 04:51 | from one course to another.
| | Collapse this transcript |
| Resetting a course| 00:00 | In the last movie we created a new
course called Import101 and we imported all
| | 00:05 | the material from BIOL432 course
that we have been working with.
| | 00:10 | We now want to show you how to go in
and reset the data inside of a course. So
| | 00:15 | say you are teaching the same course
next semester but you want to get rid of
| | 00:18 | all of the students and all the
student data that's associated with this
| | 00:22 | course. If we click on the link for
Participants inside of this course, we can
| | 00:27 | see all the students that we
have added in the previous movie.
| | 00:30 | Let's go ahead and return back to our
course by clicking on the Import101 link
| | 00:34 | in the upper left. Now, we'll reset
this course and remove all of the students
| | 00:40 | from this course. To do this, simply
click the Reset button inside of your
| | 00:44 | Administration block. We then have the
option to say what materials we want to
| | 00:50 | get rid of, out of the current course.
| | 00:52 | We can change the start date for the
course if we want. By default it's set to
| | 00:57 | Disable. We can check whether or not
we want to delete the various different
| | 01:00 | events, logs and any special notes that
have been added. In this case, we'll go
| | 01:06 | ahead and delete the logs, and
we'll delete all of the events.
| | 01:10 | We will also set the new course date by
unchecking the Disable button and we'll
| | 01:14 | set the new course date for the 1
September, 2009. We then want to get rid of
| | 01:23 | all of the students that are currently
enrolled in the course. So we'll select
| | 01:27 | the option for Students. We can then
scroll down and choose what information we
| | 01:32 | want to get rid of out of our Grade Book.
| | 01:34 | We don't want to get rid of all of the
items or categories in our Grade Book
| | 01:38 | but we do want to get rid of all of
the grades that are associated with the
| | 01:41 | Grade Book. So we'll check the box for
Delete all grades and then scroll down
| | 01:47 | and choose whether or not we want to
have any of the assignments to stay.
| | 01:51 | We will check the box for Delete all
submissions. We'll check the box for
| | 01:54 | Remove all messages from chats, we'll
get rid of all of the choices that have
| | 01:59 | been made by our students, this is the
survey that we created for our students
| | 02:03 | to determine what their food
preferences are, then we can choose whether or not
| | 02:07 | we want to get rid of the database entries.
| | 02:09 | We will go ahead and check the box for
all database entries. We'll check the
| | 02:14 | box for delete all form posts but
we'll go ahead and leave all the entries to
| | 02:19 | all the glossaries and we'll get rid of
any entries made by students. This way,
| | 02:24 | any glossary entries that we made as
the instructor will remain but any of the
| | 02:28 | entries that the students made will be
deleted. We'll delete all the ratings
| | 02:32 | and all comments that have
been added to all the glossaries.
| | 02:36 | We can then click the button at the
bottom that says Reset course. If we scroll
| | 02:42 | to the bottom of the screen, we click
the button for Continue and now all of
| | 02:47 | the user data has been removed. To
check this, let's go ahead and go back into
| | 02:51 | the Participants listing under People
and we can see that the only participant
| | 02:56 | in this course is ourself. All of the
students have been removed, all their
| | 03:00 | data has been removed and we are ready
to begin the new semester by adding new
| | 03:04 | students to our course.
| | 03:06 | Let's go ahead and return back to our
main BIOL432 course, by going up to the
| | 03:11 | upper left corner and clicking on the
link for lyndaU and then clicking on the
| | 03:16 | link for Coral Reef Ecology.
| | 03:18 | Now we are back inside of our course
with all of our users and all of our data.
| | Collapse this transcript |
| Running reports| 00:00 | Moodle gives you access to a variety
of reports that you can use to examine
| | 00:04 | data of how your users
have been using your course.
| | 00:07 | To run these reports, go over to the
Administration block and click on the link
| | 00:12 | for Reports. You can then set up the
various different parameters of how you
| | 00:16 | want to view the log files that have
been created for your students. You can
| | 00:21 | then run this series of reports by
first selecting the course that you want to
| | 00:25 | see the logs for, the groups that you
want to see the logs for, if you are
| | 00:30 | interested only in a particular
participant, or user of your course, or All
| | 00:34 | participants, you can then select the
date range that you want your logs for,
| | 00:40 | in our case, we'll select All days.
| | 00:42 | Then you can select the type of
activity that you want to select for. In our
| | 00:47 | case, we'll go ahead and leave this set
to All activities. You can then choose
| | 00:50 | to see all the actions or only when
somebody has viewed a particular item. You
| | 00:56 | can then choose to display the result
either in your browser or download a Text
| | 01:01 | file and open document file or an
Excel formatted file. We'll go ahead and
| | 01:06 | leave this set to Display on page
and click on the Get these logs button.
| | 01:12 | The log file is displayed for you. We
can see all the activity that's taking
| | 01:16 | place inside of our course. You're
given the date and time stamp, the IP
| | 01:21 | Address that the user was accessing
your Moodle course from, the Full name of
| | 01:26 | the user, the action that they took and
any specific information about their course.
| | 01:32 | Let's go ahead and return back to the
Reports listing by clicking on the link
| | 01:36 | for Reports in the upper left hand
corner of our screen. There is also activity
| | 01:40 | reports that we can run. If you want
to look at live logs from the past hour,
| | 01:45 | simply click on the Live logs link and
then you get a display that shows any
| | 01:52 | current activity that's
taken place over the past hour.
| | 01:56 | This report updates every 60 seconds
and your browser should automatically
| | 02:01 | refresh with the new data. This way
you can watch as users are logging in and
| | 02:06 | logging out and monitor what
materials that they are using inside of your
| | 02:10 | course. Let's go ahead and close this
window and look at the Activity report.
| | 02:17 | The Activity report lists every
activity inside of your course and the number
| | 02:22 | of page views that that activity has
gotten by all the included users. It also
| | 02:27 | shows the last time that activity was
viewed by any user in your course. Let's
| | 02:32 | return back to our Reports menu by
clicking on the Reports link in the upper
| | 02:36 | left and then click on the Participation report.
| | 02:40 | We can then choose which activity
module that we want to investigate. In our
| | 02:45 | case, we'll look at Project Ideas.
Then we can look back a certain number of
| | 02:50 | days. We'll go ahead and select two
weeks and then choose the type of user that
| | 02:55 | we want to see. We want to see all of
the students, show all their actions and
| | 03:01 | click the Go button.
| | 03:03 | Now, we see all the different
students listed out here. We can select
| | 03:07 | individual students and then choose
some activity such as Add/Send a message to
| | 03:13 | them or we can simply click on the
student's name. In this case, let's go ahead
| | 03:18 | and click on Elvis and we are
taken to Elvis's individual profile.
| | 03:23 | If we go over to the far right hand
side, there is an Activities report for
| | 03:27 | each user. Click on the Activity report
tab and now you can see every activity
| | 03:34 | that this user has done inside of
your course. The course is broken down by
| | 03:38 | week, you can see each activity listed,
you can see the time that they accessed
| | 03:43 | the file including the Grade that was
assigned if it was a graded assignment.
| | 03:48 | If we scroll back up to the top, we
can also see there is a link for Complete
| | 03:52 | work where we get to see all the
different activities that the student has done
| | 03:56 | with links to any data that's been
entered by that student. So here for the
| | 04:01 | assignment on Project Ideas, we can
see those submissions that Elvis made.
| | 04:05 | We will go ahead and scroll back to
the top. We can look at Today's logs to
| | 04:10 | look at just the activity that this
user has conducted on this particular day.
| | 04:14 | We can look at the All Logs link and
see for the entire course of the semester
| | 04:19 | which days the student has been
accessing the information inside of our course.
| | 04:24 | Overtime, you should see a variety of
different bars here where the student is
| | 04:28 | logging in and accessing the materials
in your course. This is a great way to
| | 04:32 | keep track of your students to make
sure that they are constantly logging in
| | 04:36 | and interacting with the
materials inside of your course.
| | 04:39 | You can also click on the link for
Grade and it gives a detailed summary of all
| | 04:44 | the grades for this particular user.
Let's go ahead and return back to our
| | 04:48 | course now by clicking on the
BIOL432 link in the upper left hand corner.
| | Collapse this transcript |
|
|
ConclusionAdditional resources| 00:00 | A great place to get additional
information and get your questions answered
| | 00:04 | about anything related to Moodle is to
go directly to the source, moodle.org.
| | 00:09 | When you go to moodle.org, go over to
the right hand side and find the Login
| | 00:15 | block and if you don't have an account
already, click on the link for Create
| | 00:19 | new account and create yourself a new
account inside of the Moodle Community.
| | 00:23 | Then you will be able to fully
participate in all of the discussions forums and
| | 00:28 | support pages for the Moodle Community.
| | 00:31 | On this main page, you can find
updated information and news about new
| | 00:36 | releases, new products and new
modules within Moodle. You have access to an
| | 00:42 | entire world of users that are all
using Moodle, that are helping each other to
| | 00:47 | learn and develop materials to improve
learner's experience using the Moodle
| | 00:52 | Learning Management System.
| | 00:54 | In the Community section, you can
participate in discussions forums about
| | 00:58 | Moodle that's being conducted by users
around the world. You will also learn
| | 01:02 | about events that are taking place around
the world that are focused on using Moodle.
| | 01:07 | If you are a developer, there is a
section specifically for you as well. Inside
| | 01:12 | the Development section, you can
learn how to develop or modify or enhance
| | 01:17 | existing modules within Moodle or
write your own. And you can of course,
| | 01:22 | download the copies of Moodle that you
can install locally on your system or
| | 01:27 | your institution can download and
install on their system as well.
| | 01:31 | moodle.org is a great resource and I
strongly encourage you to go here to learn
| | 01:36 | all you can about Moodle and
participate in the Moodle Community.
| | 01:40 | Another place to get additional help is
inside of Moodle itself. Let's go back
| | 01:45 | over to our course and at the bottom
of every single page, throughout Moodle,
| | 01:50 | you will find a link in the lower left
that says Moodle Docs for this page. By
| | 01:56 | clicking on that link, it takes you
directly into the Moodle Docs page, which
| | 02:01 | is an online manual that's created and
managed by users all around the world.
| | 02:07 | This is the location that you are going
to find the most up-to-date information
| | 02:10 | about the particular page that you are
working with inside of Moodle. You will
| | 02:15 | find lots of tips and tricks in here that
will help you in building your materials.
| | 02:19 | The account that you create in Moodle
will allow you to log in the upper right
| | 02:24 | hand corner and get access to even
more information inside of the discussion
| | 02:27 | forums. Let's go ahead and click the
Back button in our browser to return back
| | 02:31 | to our course and scroll
all the way back to the top.
| | 02:34 | If you are looking for additional
information, as how to enhance the materials
| | 02:38 | that you are building inside of your
course, another resource that's available
| | 02:42 | to you that will greatly enhance all
the materials that you are posting inside
| | 02:46 | of your course is Lynda.com.
| | 02:48 | Here as you know, you can find
detailed video tutorials about how to use all
| | 02:52 | the software that you can build
the materials for your course in.
| | Collapse this transcript |
| | Goodbye |
|
