MOODLE FOR TRAINERS An Illustrated Guide
Mark Rollins. M.Sc, B.Sc. Cert Ed, PgDip, MIfL
e-teachuk@hotmail.co.uk
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Contents
Pedagogy ............................................................................................................................... 5
Constructivism ....................................................................................................................... 5 Constructionism .................................................................................................................... 5 Social Constructivism............................................................................................................. 5 Guerras Scale and Moodle ........................................................................................................ 6 Guerra Scale Characteristics ..................................................................................................... 7 Blooms Taxonomy ..................................................................................................................... 9 Blooms Revised Taxonomy ...................................................................................................... 11 Blooms Taxonomy Domains, verbs and products ................................................................... 12 Blooms Digital Taxonomy as a Word Map. ......................................................................... 13 Blooms Digital Taxonomy and Moodle .............................................................................. 16 Blooms Digital Taxonomy and Moodle .................................................................................... 0 Example Course:- Geology and Soil Mechanics ....................................................................... 1 Moodle for Teachers:- An Illustrated Guide .............................................................................. 3 The Structure of Moodle ....................................................................................................... 3 Dashboard ............................................................................................................................. 3 New Profile Page. ................................................................................................................. 3 The New Icons ....................................................................................................................... 5 Navigation and Administration ............................................................................................. 6 Enrolling Students and Creating Accounts. ........................................................................... 7 Creating an Account .............................................................................................................. 7 Student login on to course:- .................................................................................................. 9 Editing a Text Box ................................................................................................................ 11 Adding a Link ........................................................................................................................... 12 Adding Image ....................................................................................................................... 13 Activity Completion, ............................................................................................................ 15 Advanced features............................................................................................................... 15 Course default settings ........................................................................................................ 16 Completion tracking ........................................................................................................ 16 Adding a New Course. ......................................................................................................... 17 Course Management ........................................................................................................... 20 Populating Your Course. ...................................................................................................... 22 Adding Resources .................................................................................................................... 25 Adding a Label. .................................................................................................................... 27 Adding a File ........................................................................................................................ 28 2
Adding a Page ...................................................................................................................... 30 Adding URL .......................................................................................................................... 31 Adding Activities .................................................................................................................. 34 Adding an Assignment. ........................................................................................................ 34 Adding a Quiz....................................................................................................................... 36 Using quizzes in the Interactive Mode. ............................................................................... 41 Editing the Quiz and Question Bank .................................................................................... 42 Adding a Forum. .................................................................................................................. 44 Moodle Plugins. ................................................................................................................... 45 Adding a Theme in Moodle ................................................................................................. 45 Blocks Format ...................................................................................................................... 49 Course Formats ................................................................................................................... 49 Theme Format:- ................................................................................................................... 50 Lessons in Moodle ............................................................................................................... 51 Lesson Settings .................................................................................................................... 51 Flow of a Lesson .................................................................................................................. 53 What the student sees. ....................................................................................................... 56 Creating a question page. .................................................................................................... 57 End Lesson ........................................................................................................................... 58 Examples of Lesson Flow ..................................................................................................... 59 Sequential ........................................................................................................................ 59 Sequential Branch Table .................................................................................................. 59 Conditional ...................................................................................................................... 60 Conditional on grade, time taken or amount completed................................................ 60 Blooms (Revised) Taxonomy and Moodle ........................................................................... 62 Using Moodle to Complete a Knowledge Survey. ............................................................. 63 What is a knowledge survey ................................................................................................ 63 Why use knowledge Surveys? ............................................................................................. 63 How do you use a Knowledge Survey?................................................................................ 63 How do you create one. ...................................................................................................... 63 Blooms Taxonomy ............................................................................................................... 64 Sample Knowledge Survey Questions. ............................................................................ 64 Using Moodle Feedback with a Knowledge Survey............................................................. 65 Settings required to use feedback as a knowledge survey tool .......................................... 65 Creating the questions ........................................................................................................ 67 Analysis of Results and Responses ...................................................................................... 69 3
Showing Responses ............................................................................................................. 70 MOODLE MARVELOUS PLUGIN’S ............................................................................................ 72 What are plugins?............................................................................................................ 72 Statistics........................................................................................................................... 72 Accessing Plugins ............................................................................................................. 72 Moodle Plugin Categories ............................................................................................... 73 Recommended Plugins for Schools and Education Establishments. ............................... 73 Blocks: Lesson Planning .......................................................................................................... 73 Course formats: Collapsed Topics ........................................................................................... 74 Moodle 2.6 ...................................................................................................................... 74 Activities: HotPot..................................................................................................................... 74 HotPot module for Moodle 2.x........................................................................................ 74 Activities: BigBlueButtonBN.................................................................................................... 74 Activities: Certificate ............................................................................................................... 75 Activities: Attendance ............................................................................................................. 75 Block: Level Up ........................................................................................................................ 76 Moodle 2.7, 2.8................................................................................................................ 76 Availability conditions: Level availability ............................................................................. 76 Question types: Drag and drop onto image ........................................................................... 76 Blocks: Configurable Reports .................................................................................................. 77 Blocks: Pedagogic Achievements............................................................................................ 77 Activities: Realtime Quiz ......................................................................................................... 78 Blocks: Learning Plan .............................................................................................................. 78 Blocks: Learning Plan .............................................................................................................. 79 References ............................................................................................................................... 79
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Pedagogy (Dougiamas, 2012), states “The design and development of Moodle is guided by ”social constructionist pedagogy". This also envelops the related concepts of constructivism, constructionism and social constructivism. Based on this idea I will look at the pedagogy behind each and how other pedagogic thoughts can be link in with the design of a more engaging VLE. Constructivism The constructivism theory is described as a mainstream cognitive approach to learning, Mayes and de Freitas (2007) states: that understanding is gained through creating hypothesis and building new forms of understanding through activity. (Mayes & de Freitas, 2007, p. 17). Dougiamass states it is also about building on our experiences we construct our own learning. Here learners construct new knowledge based in their experiences, generating rules to help to make sense of their own experiences rather than teachers’ providing the information that they think the learner needs to know. Constructionism Constructionism is a pedagogic approach which is about the creation of artefacts or other outputs. It is based on the ideas of Seymour Papert who applied to writing programmes which made a device (a turtle) move. Constructionism theory of learning is that when you construct something for others to experience you are more likely to integrate this into your knowledge and gain better understanding. This theory is based on cognitive learning and influenced by the works of Paiget, Kolb and Vygotsky. It is often seen as the foundations for hands on, experiential, collaborative and project based learning. Social Constructivism Social constructivism is the theory of constructivism extended into a social situation. Members of a group collaborate and create knowledge for one another and by “tinkering” create knowledge for themselves. They learn more by explaining what they have learned to others and by adopting a more subjective stance to the knowledge being created. (Chavan & Pavri, 2004) Dougiamass identifies social constructivism is defined by the social context in which the course sits and the interaction between the participants will govern the tools used. For example an assignment brief may lead to an automated forum discussion, within
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which constructivism is taking place and learners creating new ideas and building on an experience. Guerras Scale and Moodle The Guerra scale outlines the range of content that can be found and used online. It is a scale of one to ten with an increase in interactivity. One being the use of common experience of simply reading notes/text on screen and ten which denotes total virtual reality.
http://learningworkshop.mindedge.com/2009/12/05/the-guerra-scale-reflections/ Each step up the scale “represents an increase in complexity, functionality, development time, demands for programming skill, demands for instructions design versatility, and demands for more patience and attention from subject matter experts. http://www.astd.org/LC/2004/0304_guerra.htm
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Guerra Scale Characteristics • • • • • • • • • •
GS1 is a simple PDF file document. GS2 is what many folks in the industry deem a page turner. GS3 adds what we refer to as dynamic feedback to tests. GS4 integrates movement to the text and graphics. GS5 adds elements of multimedia, including audio and static or moving graphics. GS6 enables users to input information, which results in a printable workbook after completion of the module. GS7 provides users with a knowledge repository in a number of possible ways. GS8 adds realistic simulations that use a branching methodology GS9 adds real life coaching from top performers and managers.(Role Playing) GS10 virtual reality simulations.
Guerra and Hefferman refer to a zone between GS4 (Guerra’s Scale) and GS7 as the “MTV Culture”; studies indicate that to maintain learners level of engagement it was advisable to place activities and sub activities within this zone ie:-
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Motion Multimedia user input workbook and knowledge repository
(in text, powerpoint etc) (Video, static photos, audio) (printable at end) (communities (Wiki, Blog, Twitter)
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Application to Moodle The table below indicates how a typical Moodle course could be designed to maintain student engagement based on Guerras Scale. Activity Lectures
Tutorials and Lessons
Discussion Questions Writing Assignments Defintion Group work Contacting students
Moodle Application
Guerra Scale
Word document, PDF, Powerpoint, Author Stream presentation, with audio. Issuu flash animation notes. Lesson (without media) Lesson (with media)
GS1 GS2 GS4
Video screen capture (Screenr, JING,) Video demonstration. Moodle lesson. Handouts (Moodle resources weblink, files, flash animations Chat Forum Moodle quiz, Q & A Forum Wiki(Graded) Offline or upload assignment. Moodle glossary, wiki Forum, wiki, Google document link Forum, chat, messaging system, News block.
GS5 GS2 GS5 GS5 GS5 GS5 GS2 GS1 GS1 GS5 GS7 GS7 GS3 GS7 GS7 GS6 GS2 GS7 GS7 GS7 GS1 GS7 GS7 GS7 GS7
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Blooms Taxonomy Is a classification of learning objectives used in education. It is derived from the work of Benjamin Bloom et al. “The Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain” The original books was only intended to focus on the three main domains; the Active, psychomotor and Cognitive domains. “Within the taxonomy learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels” (Orlich, et al. 2004) The goal of this approach was to enable educators to create a more holistic form of education. Affective “Skills in the affective domain describe the way people react emotionally and their ability to feel another living thing's pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings.” This is outlined in the figure below. http://www.newworldencyclopedia.org/entry/Benjamin_Bloom Characterising Organising Emotion Receiving Affective
Responding Atitude
Valuing
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Psychomotor This describes the ability to manipulate (by hand) a tool or instrument like a square and compass. They focus on development of behaviour and or skills. Cognitive This revolves around knowledge, comprehension and critical thinking, in which traditional teaching tends to emphasize these skills as seen in Figure 2.
Krathwohl, D. R, Anderson, L. W. (2001 Fig 2 There are six levels to this moving through the lowest order to highest
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Blooms Revised Taxonomy In the mid 1990’s Blooms Original Taxonomy was revised by a former student of Blooms. The main changes were to change the nouns to verb format and by slightly rearranging them. The new taxonomy reflects a more accurate and active form of thinking. Original Blooms Taxonomy
New Blooms Taxonomy
Evaluation
Creating
Synthesis
Evaluating
Analysis
Analysing
Application
Applying
Comprehension
Understanding
Knowledge
Remembering
Examples of the domains, verbs and corresponding products are outlined in the figure this list is comprehensive but by no means complete and could easily be built on.
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Blooms Taxonomy Domains, verbs and products. Domains
Verb
Product
Creating
Change, combine, invent, compose, create, devise, formulate, hypothesise, predict and improve. Appraise, defend, dispute, judge, justify, prioritise, select, support and verify. Appraise, compare, contrast, differentiate, distinguish, examine, infer, outline, and sequence Classify, demonstrate, illustrate, practice, solve, use, execute, implement, edit and apply concept. Discuss, describe, comment, categorise, infer, paraphrase annotate, explain, interpret, and classify. Define, duplicate, list, name, recall, reproduce, underline, bookmark, locate, highlight, recognise, favour and search.
Cartoon, story, book, multimedia, game, poem, theory, concept model, scientific hypothesis, improve on design (SWOT) Critique, judgement, opinion, recommendation, report, self-evaluation, evaluation product. Chart, plan, questionnaire, spreadsheet, summary, survey.
Evaluating
Analysing
Applying
Understanding
Remembering
Collection, interview, model building, presentation, role playing, scrap book, simulation. Peer teaching, show and tell, story, drawing, summary sheet, blog, wiki, discussion activity. Definitions, facts, charts, list, recitation, worksheet
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Blooms Digital Taxonomy as a Word Map. Wordle is a free online program that sorts listed of words with the most common or dominant word being displayed as the largest and the next most common the second largest and so on. This is useful to see which verb is dominated when looking Blooms domains. The following visually represent this. Remembering Verbs
Understanding
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Applying
Analysing
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Evaluating
Creating
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Blooms Digital Taxonomy and Moodle
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Blooms Digital Taxonomy and Moodle Below is an example how a Moodle course could be created and maintained using Blooms Digital Taxonomy in this case it shows a simple format in that...
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Moodle can be used to create, form or facilitate an activity. Moodle can be used to assess students.
Example Activities and Moodle Application Activity Lectures Tutorials and Lessons
Discussion Questions Writing Assignments Definition Group work Contacting students
Moodle Application Word document, PDF, Powerpoint, AuthorSTREAM presentation, with audio. Issuu flash animation notes. Video screen capture (Screenr, JING,) Video demonstration. Moodle lesson. Handouts (Moodle resources weblink, files, ),flash animations Chat, Forum Moodle quiz, Q & A Forum Wiki(Graded) Offline or upload assignment. Moodle glossary, wiki Forum, wiki, Google document link Forum, chat, e-mail, messaging system, News block.
Example Course:- Geology and Soil Mechanics Aims and objectives of the Unit. Communication, group discussion forums Weblinks, flash animation introduction to the course. Lesson plan including aims objective of topic Class notes as Word, PDF and flash pages Assessment, quizzes including multimedia
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Moodle for Teachers:- An Illustrated Guide The Structure of Moodle
Dashboard
Dashboard now replaces the old My Home, it still retains the functionality of before. Where courses have assignments, these are displayed in the Course Overview Block, students and teachers can access this block. On the Dashboard, the courses in the Navigation block are expanded by default (as in the screenshot below) whereas they are collapsed by default elsewhere in Moodle.
New Profile Page. The new Profile Page, can be accessed from the user menu, this provides quick links to blogs, user accounts, roles and badges. The page also includes links to the Navigation Block.
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Navigation and Administration
Course Design and Content Allows you to Add Resources and Activities, also general topic information
Blocks General information HTML Mashables (Twitter)
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The New Icons
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Navigation and Administration
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Enrolling Students and Creating Accounts.
Creating an Account As the Administrator you have the right to create an Account for a student, teacher manager etc, the process is the same for all instances. Under Site Administration> Users> Accounts > Add New User
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On the Add New User screen, complete the registration by filling in all the boxes required using the rubric supplied i.e. password creation. You can have a password created automatically, and force users to change on first login.
Once you are happy you have added all the information, click on >Create User. Manually Enrolling a Student The next process after you have created an account for a user and after you have created a course, you need to add or enrol that student on to their allocated course or courses. First click on the course you want to add the user to> under Course Administration> User > Enrol User.
On the Enrolled User Screen
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Click on the Enrol User Button. A new window will appear, with a list of users already on that course. Complete a search to find the student. Make sure top window drop down is set to Student (or whatever role you require.) and then click the small blue “enrol” button. Once you have finished enrolling users click on the “Finish Enrolling Users” Button.
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The user will now be enrolled onto that course and does not need an enrolment key.
Student login on to course:When a student comes to login on to a course if they have not been manually added (via Moodle Admin) or Profile Directed enrolment then they will Self-enrol, but in order to do this, they will require an enrolment key. This can be provided by the Admin in an email, by the course tutor or by the company.
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Modifying Enrolment Methods Course Administration Users>Enrolment Method>‌‌
Click on the Self-Enrol, new window will open and then click on the snall cog wheel on the selfenrolment option.
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Self-Enrolment Window
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Complete the form by adding Instance, allow enrolments, and enrolment key. Fill in the rest to complete, there are a number of options, such as start dates enrolment duration, welcome message which are self-explanatory. This enrolment key must be given to the user to enable them to gain access to that one particular course. This could be done verbally, by email or other suitable means. On first access the course the user will be asked for the enrolment key. This is a one off and users will not be asked for the enrolment again.
Editing a Text Box
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Adding a Link Highlight the text and then click on Insert/edit link icon.
You will be present with the Insert Link window, here either copy and paste a link or link to a web address you have previously linked to. Click insert and you will be taken back to label edit window.
The text you highlighted will be blue and have blue line under it to indicate a hypertext link.
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Adding Image To add an image within a text edit window, click on the insert edit image button.
A new window will open, insert/edit image window.
Click on the ‘find or upload an image’ you will then be presented with the ‘File Picker’window. Here you have access to a number of file repositories, but typically you will be uploading a file by clicking on ‘upload a file’.
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At this junction, you click on browse and access your files stored on your computer or pendrive or other storage device. Choose the file you require and click ‘open’
On returning back to your course, you will see the file picker window, with the file you have uploaded. Click on upload file and then you can edit the appearance, size, name etc.
It's now possible to drag and drop images directly into the Atto editor, for example when editing a course summary or when posting in a forum. 14
Activity Completion, Main page ► Managing a Moodle course ► Tracking progress ► Activity completion
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Restrict access
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Course completion
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Badges
Activity completion
Course reports
Activity completion allows the teacher to set completion criteria in a specific activity's settings. A check (tick)
appears against the activity when the student meets this criterion. The criterion
might be viewing, receiving a certain score or a student marking it as complete.
Advanced features Enable completion tracking
Default: No
When enabled, this lets you turn on completion tracking (progress) features at course level. Default completion tracking
Use activity default
Default: Use activity default The default setting for completion tracking when creating new activities.
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Course default settings Completion tracking Completion tracking
No
Default: No If enabled, activity completion conditions may be set in the activity settings and/or course completion conditions may be set.
Enable Conditional Access :- When enabled, this lets you set conditions (based on date, grade, or completion) that control whether an activity or resource can be accessed.
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Adding a New Course. Click on add a new course
Add all the common content such as course name, short course etc.
Fully editable and customisable edit window. Add your course description.
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Course summary files can be added.
You now have several options in drop down windows, these are fully editable but generally the name one to look at is Course format. The other drop downs give you options that are self-explanatory and can be modified to suit your requirements. Course content typically has four options, and this depends on your course make-up and requirements. I typically use Topic Format. Other options are available through course content Plugins (Moodle.org).
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The next screen offered is the enrolled users. This is used by the Course Administrator to add users who have created an account and can then be enrolled and given a ‘role’ (typically student) within a course.
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Course Management Site Administration>courses>course management
The default category is miscellaneous. To create a new category, click on ‘create new category’
Click on ‘create category’ and you will see the following screen.
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On the left is the course category management area and on the right is the Moodle Course category just created. To move a course to a particular category, choose the course, click the tick box and move selected course to required category>click move.
You can also use the right hand course management to create a ‘new course’, clicking on this will take you back to the ‘create new course’ window.
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Populating Your Course.
Site Administration
Course Content
Social
The typical set up for a Moodle course area compromise three main columns, the far left consist of ‘blocks’ theses are for the navigation, course administration and site administration. The central area is where the main content is created/added in the form of ‘resources’ and ‘activities’. The far right comprises ‘blocks’ and are generally default to ‘social’ content. The block areas can be added to in the form of ‘block plugins’ (Moolde.org). These are varied and numerous and are useable to customize your Moodle course. In order to edit this content the first thing you need to do is click on ‘turn editing on’ found in the top right of the frame or accessed via ‘course administration’ block. Once you have clicked in ‘Turn editing on’ you should notice a number of additional icons and a drop down window.
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First click on the icon that looks like a cog, this allows you to edit the Summary and change from the default ‘Topic 1’ heading. Edit and add content as per requirements, using the Moodle general edit window. Remember to click ‘Save Changes’.
You can now see the changes you have made to the content area. To add ‘resources or activities’ click on the ‘Add an activity or resource’
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You are then presented with a new scrollable window, identifying the Activities and Resources you can add. By clicking the ‘button’ you are presented with a brief description of resource or activity.
Once you have found the required activity or resource click ‘Add’
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Adding Resources There are seven default ‘resources’ that can be added and generally make up the ‘passive’ content of a Moodle course. • • • • • • •
Book File Folder LMS Label Page Url
Book The book module enables a teacher to create a multi-page resource in a book-like format, with chapters and subchapters. Books can contain media files as well as text and are useful for displaying lengthy passages of information which can be broken down into sections. A book may be used • • •
To display reading material for individual modules of study As a staff departmental handbook As a showcase portfolio of student work
File The file module enables a teacher to provide a file as a course resource. Where possible, the file will be displayed within the course interface; otherwise students will be prompted to download it. The file may include supporting files, for example an HTML page may have embedded images or Flash objects. Note that students need to have the appropriate software on their computers in order to open the file. A file may be used • • •
To share presentations given in class To include a mini website as a course resource To provide draft files of certain software programs (eg Photoshop .psd) so students can edit and submit them for assessment
(Moodle Trust Ltd, 2013) Folder The folder module enables a teacher to display a number of related files inside a single folder, reducing scrolling on the course page. A zipped folder may be uploaded and unzipped for display, or an empty folder created and files uploaded into it. 25
A folder may be used • •
For a series of files on one topic, for example a set of past examination papers in pdf format or a collection of image files for use in student projects To provide a shared uploading space for teachers on the course page (keeping the folder hidden so that only teachers can see it)
LMS An IMS content package is a collection of files which are packaged according to an agreed standard so they can be reused in different systems. The IMS content package module enables such content packages to be uploaded as a zip file and added to a course as a resource. Content is usually displayed over several pages, with navigation between the pages. There are various options for displaying content in a pop-up window, with a navigation menu or buttons etc. An IMS content package may be used for presenting multimedia content and animations. Label The label module enables text and multimedia to be inserted into the course page in between links to other resources and activities. Labels are very versatile and can help to improve the appearance of a course if used thoughtfully. Labels may be used • • •
To split up a long list of activities with a subheading or an image To display an embedded sound file or video directly on the course page To add a short description to a course section
Page The page module enables a teacher to create a web page resource using the text editor. A page can display text, images, sound, video, web links and embedded code, such as Google maps. Advantages of using the page module rather than the file module include the resource being more accessible (for example to users of mobile devices) and easier to update. For large amounts of content, it's recommended that a book is used rather than a page. A page may be used 26
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To present the terms and conditions of a course or a summary of the course syllabus To embed several videos or sound files together with some explanatory text
URL The URL module enables a teacher to provide a web link as a course resource. Anything that is freely available online, such as documents or images, can be linked to; the URL doesn’t have to be the home page of a website. The URL of a particular web page may be copied and pasted or a teacher can use the file picker and choose a link from a repository such as Flickr, YouTube or Wikimedia (depending upon which repositories are enabled for the site). There are a number of display options for the URL, such as embedded or opening in a new window and advanced options for passing information, such as a student's name, to the URL if required. Note that URLs can also be added to any other resource or activity type through the text editor. (Moodle Trust Ltd, 2013) Additional help can be obtained from http://docs.moodle.org/26/en/Resources Adding a Label. An example of good practice is to use Labels to provide instructions or outline content for a course. To add a label, follow the instructions above.
You will be presented with the ‘General’ Edit Window, click on the Toggle button to reveal additional options. A label can be used to add text, embed multimedia and images.
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Adding a File
Give the file a name, it does have to be the actual file name, any identifier will do. Give the file a description. To add a file you have the option to browse for a file and open the file picker or drag and drop a file and the option to create a new folder.
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In the file picker you will be given the option to access several repositories including external ones such as Wikipedia, google documents and Dropbox. These can be added and enabled through the add-on and plugin management block.
After you have uploaded your file or created your folder, you will be presented with an icon showing the files and file type.
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At this point you can decide on appearance, by default this is set to Automatic, but can be embed, force download, open and in-pop-up. Click save and return to course, and you will see that this file is now available in the content area of your course.
Adding a Page A page enables a web page to be displayed and edited within the course. The Page content is fully editable and you can add images, Moodle media content, hypertext links and facilities to embed HTML coding to name a few.
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Adding URL
Give your URL a recognisable name and description then if you know the URL type it into the External URL window‌‌
If you have external links within your repositories you can add from there or the standard way is copying a pasting a URL.
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External URL content window, or copy and paste the address or alternatively click on ‘choose a link.’ This will open some default options to link to external URL’s and embedded files.
There are several variables, appearance, URL variables and common settings, leave these set to default for the moment. Click save and return to course and you should be taken back to the course content screen and the icon for the URL will be present.
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Adding Activities
There a number of different types of activities that can be added to your Moodle course. The most commonly used activities are, Assignments, Quizzes, forum and workshops. We will take a look at a couple of these. Adding an Assignment. The assignment option is different in Moodle 2.5 onwards to previous versions but the basic functions are still there, but the options are now chosen once the assignment is opened. “The assignment activity module enables a teacher to communicate tasks, collect work and provide grades and feedback. Students can submit any digital content (files), such as word-processed documents, spreadsheets, images, or audio and video clips. Alternatively, or in addition, the assignment may require students to type text directly into the text editor. An assignment can also be used to remind students of 'real-world' assignments they need to complete offline, such as art work, and thus not require any digital content. Students can submit work individually or as a member of a group. When reviewing assignments, teachers can leave feedback comments and upload files, such as marked-up student submissions, documents with comments or spoken audio feedback. Assignments can be graded using a numerical or custom scale or an advanced grading method such as a rubric. Final grades are recorded in the gradebook.� (Moodle Trust Ltd, 2013)
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Students can submit any digital content (files), such as word-processed documents, spreadsheets, images, or audio and video clips by clicking on Submission Types and clicking ‘File submission’ Alternatively, or in addition, the assignment may require students to type text directly into the text editor by clicking the Submission types and clicking ‘Online Text’ The ‘Availability’ of the assignment can be set to allow submission between certain dates or an indication of a cut-off date.
‘Feedback Types’ depends on the assignment type, so for example ‘Feedback comment’ allows feedback for every file/assignment submitted, ‘Offline grading worksheet’ enable download and upload a worksheet with student grades when marking the assignments. Finally the ‘Feedback files’ if enabled the teacher will be able to upload files with feedback when marking the assignments. These files may be, but are not limited to marked up student submissions, documents with comments or spoken audio feedback. (Moodle.org) The remaining option are pretty much self-explanatory, but the grade book option will be dealt with in a later manual. 35
Adding a Quiz. “The quiz activity enables a teacher to create quizzes comprising questions of various types, including multiple choice, matching, short-answer and numerical. The teacher can allow the quiz to be attempted multiple times, with the questions shuffled or randomly selected from the question bank. A time limit may be set. Each attempt is marked automatically, with the exception of essay questions, and the grade is recorded in the gradebook. The teacher can choose when and if hints, feedback and correct answers are shown to students. Quizzes may be used • • • • •
As course exams As mini tests for reading assignments or at the end of a topic As exam practice using questions from past exams To deliver immediate feedback about performance For self-assessment”
(Moodle Trust Ltd, 2013) This is the quiz initiation screen, the type of quiz and content are added on the quiz has been set up.
There are several option windows that can control the timing, grade, layout, question behaviour etc. most of these are self-explanatory. However feedback and the review option are worth looking at in more detail. 36
The review option control what information students can see when they review a quiz attempt or look at the quiz reports. During the attempt settings are only relevant for some behaviours, like 'interactive with multiple tries', which may display feedback during the attempt. Immediately after the attempt settings apply for the first two minutes after 'Submit all and finish' is clicked. Later, while the quiz is still open settings apply after this, and before the quiz close date. After the quiz is closed settings apply after the quiz close date has passed. If the quiz does not have a close date, this state is never reached.
Overall feedback is text that is shown after a quiz has been attempted. By specifying additional grade boundaries (as a percentage or as a number), the text shown can depend on the grade obtained.
To add question to your quiz you need to go back to the main contents pages and click on the blue hyper-link in this case ‘A New Quiz’
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This will take you to a summary of the quiz, you now need to click on ‘Edit quiz’
When creating a quiz, the main concepts are: • • •
The quiz, containing questions over one or more pages The question bank, which stores copies of all questions organised into categories Random questions - A student gets different questions each time they attempt the quiz and different students can get different questions
(Moodle Trust Ltd, 2013) In this example we will look at a simple Multiple Choice option.
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Type in the question you wish to ask the student and any instruction. In this example I will refer to an image. So first we need to upload or link to the image.
Click on the image icon, and the drop down window will give you the option to Insert/edit image The following window should appear, find upload and image or URL of an image (images can be modified using appearance options) Find the file you wish to use (personal files or USB etc) click on the file > open > then click upload this file
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Once the file is in the attachment click> ‘Upload this file> you can then change the appearance and give the file a name.
General feedback is text which is shown after a question has been attempted. Unlike feedback for a specific question which depends on the response given, the same general feedback is always shown
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Type in the options for the multi-choice answers. Specific feedback can be given, this is fully editable and can include images, links, documents etc. and provides an excellent way to give comprehensive feedback in an automated fashion. For general feedback there is a ‘Combined feedback’ this can be used to give feedback for any correct response, partially correct response and after the quiz is closed for any incorrect response.
Using quizzes in the Interactive Mode. When questions are run using the 'Interactive with multiple tries' or 'Adaptive mode' behaviour, so that the student will have several tries to get the question right, then this option controls how much they are penalised for each incorrect try. The penalty is a proportion of the total question grade, so if the question is worth three marks, and the penalty is 0.3333333, then the student will score 3 if they get the question right first time, 2 if they get it right second try, and 1 of they get it right on the third try. (Moodle Trust Ltd, 2013) 41
Editing the Quiz and Question Bank. The question bank is a store of all the quiz questions you have created. You are able to add a question from any category or create a new question within the bank. To add to a quiz you click on the ‘Add to quiz’. A useful features is the ability to add a random question to the quiz, these again can be taken from any category and allow for a variety of quizzes to be created from a bank of question so a student will have a different set of questions each time they try the quiz.
Turn editing off and you can now try the quiz, and it should look something like this. The flagging facility has been added to Moodle 2.0 quiz, this is so students can flag a question for a variety reason for example, and they may not be fully certain of the answer and may wish to return to it before submitting.
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Quiz Navigation for students, this is one of the improvements to Moodle 2.0, instigated by the OU, making Moodle Quiz more navigable by students, for example indications to what quiz and questions have been completed or flagged.
Once the quiz is completed a ’Submit all’ button is clicked a summary of results and feedback is given.
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Adding a Forum. Forums can be structured in different ways, and can include peer rating of each posting. The postings can be viewed in a variety for formats, and can include attachments. By subscribing to a forum, participants will receive copies of each new posting in their email.
A single simple discussion - is just a single topic, all on one page. Useful for short, focused discussions. Standard forum for general use - is an open forum where anyone can start a new topic at any time. This is the best general-purpose forum. Each person posts one discussion - Each person can post exactly one new discussion topic (everyone can reply to them though). This is useful when you want each student to start a discussion about, say, their reflections on the week's topic, and everyone else responds to these. Q And A Forum - The Q & A forum requires students to post their perspectives before viewing other students' postings. After the initial posting, students can view and respond to
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others' postings. This feature allows equal initial posting opportunity among all students, thus encouraging original and independent thinking. Additional options include word count and tracking a useful inclusion for modern methods of assessing social forum. Grades can be given and review from anyone with an assigned role, useful for peer review. Moodle Plugins. With the introduction of the drag and drop method of uploading files, plugins and add-ons as opened up the ability to customised and modified Moodle core content to your specific requirements. Moodle Plugins directory can be found at the following web address https://moodle.org/plugins/
I will demonstrate how you add a plugin or add-on into Moodle by adding a Theme.
Adding a Theme in Moodle
First you need to find the Theme, plugin or add-on you required by access the Moodle Plugin Directory, the plugins are divided into Categories, in this example we need Themes.
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Make sure to click the Version of Moodle you require. Search through the available Themes and once you have found a Theme or plugin you require, click on ‘Download’
Save this file onto your desktop or download files and make it available to transfer across. You do not need to UnZip the file, Moodle does this for you. Click on plugins and install add-ons
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Choose the plugin type from drop down list> either chose file from file picker or drag and drop file from appropriate file.
Click on Acknowledgement>install from zip file. Moodle will complete an ‘Add-on package validation’ if validation passes click on ‘install add-ons’
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The following page informs you if you need to check for available updates. Then click update Moodle database now, you will then get a success screen>continue and then go to appearances to try your theme.
Follow the on-screen instructions and after a Notification has been carried out the theme of plugin should be available for use. This screen shows the Easy Theme
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Some suggested add-ons and plugins:Blocks Format Course Content:Course contents block produces a table of contents for the course - that is a list of all visible sections (topics or weeks) in the course. Clicking at one of these links will display that particular section. Learning Plan:This plugin serves as a database and plan for all learning activities in the organisation for a structured learning program, including management reports. Attendance Register:This is an activity module for tracking time spent by Students (or other users) in a Course or in a related group of Courses. Engagement Analytics and Report:The Engagement Analytics block provides information about student progress against a range of indicators. As the name suggests the block provides feedback on the level of "engagement" of a student, in this plugin "engagement" refers to activities which have been identified by current research to have an impact on student success in an online course. Exabis E-Portfolio:The Engagement Analytics block provides information about student progress against a range of indicators. As the name suggests the block provides feedback on the level of "engagement" of a student, in this plugin "engagement" refers to activities which have been identified by current research to have an impact on student success in an online course. Course Formats Grid Format:49
A modular and visual course format. Hides all topics and creates a grid of icons (one for each topic) with short titles. Clicking on an icon brings up the content from the corresponding topic. Collapse Topics:An interchangeable topic or week based format that solves the issue of the 'Scroll of Death' when a course has many topics. Theme Format:Themes: Essential Essential is a clean, highly customisable responsive theme with a dynamic slideshow on it's frontpage.
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Lessons in Moodle “The significant difference between a Lesson and other activity tools available in Moodle comes from its adaptive ability.” http://docs.moodle.org/en/Lessons The lesson facility in Moodle falls under the umbrella of Add an Activity. I believe that the Lessons module is one of the most powerful tools in the armament of Moodle. The basic principle is that the lesson is a series of HTML WebPages within Moodle, that can facilitate the following learning/assessment scenarios:• • • •
Sequential learning i.e. one page links to the next page and visa versa Self-directed learning Self-directed assessment Simple Conditional
Lesson Settings
This value determines the maximum number of answers branches the teacher can use. The default value is 4 eg True, False, next page, end. Practice lesson, determines if the students progress will be recorded as a grade; set to practice if you don’t want results in the gradebook Custom scoring and Maximum grade, settings allow you to give numerical grade for each question and the maximum points for this particular lesson respectively.
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These allow students to a) go back and change answers, b) gives a review button after incorrect answer. This is the action after a correct answer, this usually means jump to next page, and you can however set it to go to an unseen page or unanswered page.
Lesson formatting; pages can be formatted to a particular size, background colour etc. Slide show enables you to display the lesson as a slide show, ie one page after another with a fixed width, height, and custom background colour. These allow you to set condition by which the student can proceed, e.g. a minimum amount of time, 10% completed, or grade better than 50%. This encourages students to take the time required and assess their own progress. These options allow you to include a contents list ie side bar, from which students can jump to next topic, but if you make display only available after a certain progress this forces the students to follow a particular path. Minimum number of questions, gives the student an indication of how many question they need to do in this lesson.
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With this option you can link to an activity external to the lesson, for example a quiz, assignment, link to a resource or Webpage.
Common module setting, are self-explanatory. To allow grades from the lesson to be included in the gradebook you would need to categorise it under a category e.g. Volcanic Flow of a Lesson Basically a lesson consists of a series of webpages, there are six basic components • • • • • •
A page (sometime referred to as a jump) can be link to a next page. A question Is a page with a question type at the end from which a response controls next jump. A Branch Table Is a series of pages on a specific topic Cluster Usually series of questions sandwiched between Start cluster and End Cluster End of Cluster Denotes the end of a series of pages/questions on a specific topic End of Branch Denotes the end of a Branch series (controls direction student can proceed)
By combining these particular pages you can design the flow of your lesson and I would suggest that you plan and set out your lesson before creating the lessons within Moodle. 53
This diagram shows the flow of a lesson, on the left using Pages, page jumps, questions, whilst on the right this lesson flow uses Branch Tables linking to pages, which could be sequential or jump from one part of the branch to another part of the branch.
With editor turned on, this is the page editor ie the jumps description is what name is given to the “button� that links the student to that page, in this case Volcano Types.
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This is the branch table where you create descriptions, that when clicked act to take the student to a new “Page� i.e. a jump. Instructions, fully editable HTML page content, you can format; add images, links and even videos.
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What the student sees. This what a student sees in terms of the initial instruction page. This first page is a Branch Table with three options where the student can “jump” to.
So let’s look at the next stage; what the student would see for the next page which in this case includes a question.
The student needs to answer the multi-choice question, and depending on the response, after clicking the “please check one answer button” the student will “jump” to a “response page” and depending on whether the answer is correct or incorrect is given “feedback” and could be directed to a remedial page to go back over learning before being able to attempt the question again. If you had just wanted the student to go to the next page, then you would create a question page but leave questions out. Moodle in this case creates a default “continue” button which links to the next page in your lesson flow.
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Creating a question page. This is the set up for a Question Page.
Give your page a title and decide on the question type. Add instructions or question, images, links videos.
Below the instructions, you input Answers to questions and response (feedback given to student after answering the question.)
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End Lesson The End Lesson in this case is an essay and once the student as typed in their answer they click on enter answer box to submit the essay.
This is the page the student sees after submission and to end the lesson they then click on “continue” This the final page of the lesson, indicating to the student, that the“ end of lesson reached “and an option to review grades or return to main course area.
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Examples of Lesson Flow Sequential
Sequential Branch Table
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Conditional
Conditional on grade, time taken or amount completed
Summary At first lesson creation seems a rather daunting task, but my advice is that a) remember you are just working with WebPages with links created within the Lesson flow control; b) it is worthwhile “sketching� out your lesson before hand then seeing which parts link, where and when you would like to insert an assessment or quiz (basically the way you would plan a face to face lesson). c) What type of lesson you are hoping to create for example, self-directed learning lesson, self-directed assessment etc....but remember to have a Pedagogic outcome?
If you look at Blooms Taxonomy and Moodle look how useful the lesson module can be.
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Blooms (Revised) Taxonomy and Moodle
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Using Moodle to Complete a Knowledge Survey. What is a knowledge survey? “A standard Knowledge Surveys consists of many questions that cover the entire content of a course. Questions cover all levels of Bloom's scale of thinking. (From low-level to high-level cognition, the scale goes from knowledge, comprehension, application, analysis, to synthesis.)” http://serc.carleton.edu/NAGTWorkshops/assess/knowledgesurvey.html Knowledge surveys maybe formative or summative. Why use knowledge Surveys? They help students learn, help faculty improve their classrooms, and aid departments and programs as they explore new curricula or pedagogies. (Wirth and Perkins). In the power point presentation given by Perkins and Wirth they state the following reasons for supporting use of knowledge surveys • • • • • •
Knowledge surveys are indispensable tools for instructors and for students. They aid instructors as they design courses. Allow for mid course corrections The surveys provide students with full disclosure of the course objectives and serve as study guides. Help students develop self-assessment skills Evaluate the effectiveness of alternative pedagogies.
How do you use a Knowledge Survey? Students at the start of the course or topic are given a series of question up to 200 in some cases; the students do not answer the question, but give a score of how confident they would be at answering the question. This provides a baseline information about their base knowledge preparation needs. How do you create one. Generally a tutor would refer to a bank of exam papers going back over several years. To ensure all parts of the topic/subject are covered a range of questions are sorted in to topics. To ensure all levels of thinking are assessed, the tutor scores the question from one to six based on Blooms Taxonomy. A useful resource/website divides Blooms Taxonomy in to tabular form with exemplars of terminology and use. http://www.teachers.ash.org.au/researchskills/Dalton.htm
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Blooms Taxonomy
Higher Order Thinking
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Creating - designing, constructing, planning, producing, inventing, devising, making
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Evaluating - Checking, hypothesising, critiquing, Experimenting, judging, testing, Detecting, Monitoring
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Analysing - Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating
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Applying - Implementing, carrying out, using, executing
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Understanding - Interpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying
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Remembering - Recognising, listing, describing, identifying, retrieving, naming, locating, finding Lower Order Thinking
Sample Knowledge Survey Questions. Blooms Taxonomy Level
Question What is the definition of a flood plain?
Blooms Taxonomy Level 1
Blooms Taxonomy Level 2
Blooms Taxonomy Level 3
Blooms Taxonomy Level 4
Outline the basic characteristics of a meandering channel. Explain why the outer bend of a meander has faster stream flow.
Compare the river regime of a temperate climate with that of an Alpine regime.
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Blooms Taxonomy Level 5
Blooms Taxonomy Level 6
Judge the success of a river management scheme using an example from the British Isles. Design and flood management scheme for your local river system assuming a 1 in 100 year flood event.
Using Moodle Feedback with a Knowledge Survey The Feedback module can be downloaded from http://moodle.org/mod/data/view.php?rid=95 Settings required to use feedback as a knowledge survey tool
a. Give your Feedback a title. b. This text will be displayed to users before they enter the feedback. In this case the instructions associated with the survey. c. Set open and close feedback, this allows you to set a time period during which the Feedback will be available to responses. d. In the case of a Knowledge Survey you will need to know who is giving the answers so set record users name to “Users' Names Will Be Logged and Shown With Answers”. Important in terms of knowledge survey is to “Show analysis to students” is set to yes. The summary results can be shown to respondents, or shown only to teachers. 65
e. The other options available depend on what you wish your students to do after completing the survey.
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Creating the questions
a. There are a number of options available but for the purpose of the “Knowledge Survey� we will use Multiple-Choice (Rated). This is similar to the multiple choice option, except that each option has a numerical value associated with it. From this it is possible to get an average grade if the multiple-choice (rated) option is used. Numerical values are associated with each option, allowing an average for other measurements of responses.
b. Save the question and then continue to add the next question as before. c. Pick the type of question, type in the question and (tip) copy and paste answer criteria form previous question.
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d. Once you have a bank of questions return to update and save changes.
e. To check your question you will need to change role to student f. This is the screen the students will be presented with.
g. Once the student has completed the survey they will be shown this screen, however you could set up one to direct the students to an alternative page.
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Analysis of Results and Responses a. As a “teacher� you have additional option to analyse or review a student response, thus allowing you to gauge knowledge and in turn review your curriculum design.
b. Within the Analysis tab you will be able to view a list of all responses submitted for each of the questions within a Feedback activity. These results can be exported to EXCEL. Analysis gives you the ability to look at student response and gives an overview for all of your students, link this with responses and you can look at individual students. c. Analysis of Results
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Showing Responses
a. By clicking on show responses you can see an individual’s response alone by clicking on that student their response is revealed beneath.
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MOODLE MARVELOUS PLUGIN’S What are plugins? Moodle plugins are used to add functionality or customize Moodle. Moodle = core code + plugins Plugins may be either standard plugins (included in the Moodle download package) or addons. The M in Moodle stands for modular, and the easiest, most maintainable way to add new functionality to Moodle There are many types of plugin you can write: Statistics
Accessing Plugins
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Moodle Plugin Categories
Recommended Plugins for Schools and Education Establishments. Blocks: Lesson Planning This is a block for Moodle 1.9 and Moodle 2.0. It displays current lesson objectives in the side bar (to both teacher and students) and allows a teacher to check them off as they are completed. You can enter a timetable, linked to different groups, so that objectives can be entered as far in advance as you want and will be displayed at the appropriate time. Other features include: •
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Ability to display a large version of the objectives, when teaching from the front of a class room (click on the 'expand' icon) Students can view all the objectives, a week at a time, to help keep track of what they have been doing (and will be doing)
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Course formats: Collapsed Topics Moodle 2.6 An interchangeable topic or week (day for 2.3.1+) based format that solves the issue of the 'Scroll of Death' when a course has many topics / weeks. All sections except zero have a toggle that displays that section.
Activities: HotPot HotPot module for Moodle 2.x The Hotpot activity module allows teachers to administer Hot Potatoes and TexToys quizzes via Moodle. These quizzes are created on the teacher's computer and then uploaded to the Moodle course. After students have attempted the quizzes, a number of reports are available which show how individual questions were answered and some statistical trends in the scores. Activities: BigBlueButtonBN BigBlueButton is an open source web conferencing system for distance education. The goal of the project is to enable universities, colleges, and K12 to delivery a high-quality learning experience to remote students. BigBlueButton supports real-time sharing of slides (including whiteboard), audio, video, chat, and desktops. It also record lectures for later playback, specifically the slides + audio + chat. This module enables you to: • • • • • •
Create multiple activity links to on-line sessions within a course Restrict students from joining a session until a teacher (moderator) joins the session Launch BigBlueButton in a separate window Create a custom welcome message that appears at the top of the chat window when joining the session Specify join open/close dates for the session that appears in the Moodle's calendar Record a session (requires BigBlueButton 0.8 or later) 74
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Access and manage recordings
Activities: Certificate This module allows for the dynamic generation of certificates based on predefined conditions set by the teacher. Moodle 2.6
Activities: Attendance Moodle 2.5 and 2.6 A plugin that allows an attendance log to be kept. - includes an optional Block for easy access to relevant functions. The attendance module and block are designed to allow instructors of a course keep an attendance log of the students in their courses. The instructor will setup the frequency of his classes (# of days per week & length of course) and the attendance is ready for use. To take attendance, the instructor clicks on the "Update Attendance" button and is presented with a list of all the students in that course, along with 4 options: Present, Absent, Late & Excused, with a Remarks textbox. Instructors can download the attendance for their course in Excel format or text format. Only the instructor can update the attendance data. However, a student gets to see his attendance record.
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Block: Level Up Moodle 2.7, 2.8 This block listens to events triggered in Moodle and captures some according to pre-defined rules. It then attributes experience points based on the information contained in the event. • • • • • • • • • • •
Automatically captures and attributes experience points to students' actions Block that displays current level and progress towards next level Report for teachers to get an overview of their students' levels Notifications to congratulate students as they level up A ladder to display the ranking of the students Ability to set the number of levels and the experience required to get to them Images can be uploaded to customise for the appearance of the levels The amount of experience points earned per event is customizable Page to display the list of levels and a description Experience points are earned per course An event is fired when a student levels up (for developers)
Availability conditions: Level availability Using the experience points and levels generated from the usage of the block Level up!, you can limit the access to some activities or resources according to the user's level. Question types: Drag and drop onto image This plugin is part of set Open University. There are working examples in eAssessment with Moodle on our OpenLearn site. The documentation is in How to create questions in Moodle on that site.
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Blocks: Configurable Reports This block is a Moodle custom reports builder. You can create custom reports without SQL knowledge. It's a tool suitable for admins or teachers. What type of reports can I create? - Courses reports, with information regarding courses. - Categories reports, with information regarding categories. A courses report can be embedded in this type of report. - Users reports, with information regarding users and their activity in a course. - Timeline reports, this is a special type of report that displays a timeline. A course or user report can be embedded in this timeline showing data depending on the start and end time of the current row. - Custom SQL Reports, custom SQL queries. This block can use the same SQL queries that Tim Hunt's Custom SQL queries plugin. Note for developers: You can create your own type of reports. Who can view the reports? When you create a report you can select which users can view it. Links to reports are displayed in a block in the course or site frontpage. Blocks: Pedagogic Achievements This plugin automatically awards pedagogic achievements to each user as they reach milestones along their way. Example : "10th login" medal. This plugin was developed by Andil as a part of their e-learning R&D program. Moodle 2.3
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Activities: Realtime Quiz Moodle 2.x A multiple-choice quiz designed for use in a face-toface lesson. Each student receives each question at the same time with a time limit to answer it (default 30 seconds). In between each question the correct answer is displayed, along with the number of students giving each answer (and some statistics about the percentage class / individual correct answers). This allows each question to be discussed before moving on. Teachers can review the answers, once the quiz is finished, to identify any areas that need to be covered again. Recent improvements (2010) include: • • • •
Ability to add a picture to each question More attractive question display Easier question editing Reduced network traffic & improved stability (particularly on wireless networks)
Blocks: Learning Plan Moodle 2.x This plugin can be used as a database for entering and saving details about the organization's learning inititaives, and it can also be used as a platform for making, organizing and implementing structured learning throughout the organization. Each Learning Plan includes reports highlighting the trainings needed to complete the plan, the start and end date of the training, the learners and the status of the training. All in all, it is a great plugin to manage organizational learning.
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Blocks: Learning Plan Moodle 2.x This plugin can be used as a database for entering and saving details about the organization's learning initiatives, and it can also be used as a platform for making, organizing and implementing structured learning throughout the organization. Each Learning Plan includes reports highlighting the trainings needed to complete the plan, the start and end date of the training, the learners and the status of the training. All in all, it is a great plugin to manage organizational learning.
References
Chavan, A., & Pavri, S. (2004). Open-Source Learning Management with Moodle. Retrieved March 7, 2013, from http://www.linuxjournal.com/article/7478 Dougiamas, M. (2012). Moodle Pedagogy. Retrieved March 9, 2013, from http://docs.moodle.org/24/en/Pedagogy Mayes, T., & de Freitas, S. (2007). The Role of Theory. In H. Beetham, & R. Sharpe (Eds.), Rethinking Pedagogy for a Digital Age (p. 17). Abingdon: Routledge. Moodle Trust Ltd. (2013, December 12). Moodle Organisaton: Open source community. Retrieved from Moodle: https://moodle.org/
E-TeachUK Website:- http://e-teachuk.net/ E-TeachUK Moodle:- http://e-teachuk.co.uk/ E-TeachUK email:- e-teachuk@hotmail.co.uk
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