The book resource will allow you to create a multi-page resource for students with multiple chapters and a table of contents.
You can embed multimedia into Book chapters.
Select Book from the activity and resource chooser window.
Give the Book a unique name and description.
You can select how you would like to format the chapter number in the book: None, numbers, bullets, or indented.
Use the contextual menu on the right of each chapter in the Table of Contents.
Use Folders and HTML documents to import multiple chapters and pages.
Select Import Chapter from Book Main Menu.
Choose how you would like your chapter imported.
You can import a Microsoft Word document directly to a Book. The subheadings in Word can be used to create sub-chapters in your Moodle Book.
You can export an entire book or a chapter into Microsoft Word.
FACDEV105--Moodle Books Demonstrations & Training
Directions for self-enrolling
Using the Moodle Lesson Activity, you can create custom interactive learning experiences for students by combining content pages and quiz questions into one seamless experience. You can create interactive branching scenarios or “choose-your-own-adventure” type exercises. Within Moodle Lessons, you can add audio, images, H5P elements, video, etc.
Branching Scenarios: What you Need to Know – this is a comprehensive deep dive into branching scenarios from elearningindustry.com (Snegirev, 2016).
What to Write First in a Branching Scenario – Learning Experience Designer Christy Tucker describes how to develop your first decision or confrontation in your branching scenario. Christy Tucker has several other meaningful guides on branching scenarios that are worth a read (Tucker, 2020).
Implementing Branching Scenarios to Boost Learning Effectiveness—This is a helpful overview of how to develop a branching scenario. It also includes ways to incorporate gamification into the activity (e-learning.company, n.d.).
Jump to Setting up a Moodle Lesson
Jump to Importing Questions into a Moodle Lesson
Jump to Adding a Cluster to a Lesson
There are two ways to view your Moodle Lesson when editing it.
In the Expanded view, your content pages, questions, and clusters are open and visible. You can navigate up and down and edit different parts of your lesson.
Click here to view an example of an Expanded view.
You can quickly view your page titles, page type, and jumps in the Collapsed view. Additionally, you can copy and add new elements to your lesson.
Click here to view an example of the Collapsed view.
Clicking on Import Questions at the beginning of the lesson page or at the end of a lesson component will let you choose a method for importing a list of questions using one of the formats compatible with Moodle.
Clusters are groups of pages within a lesson. A cluster typically contains question pages that are presented randomly to each student.
The feedback activity allows you to create and conduct surveys. You can build your questions from a list of question types, and you can assign it as a graded or non-graded activity.
This tool is excellent for course feedback. You can set it to record responses anonymously.
Select Feedback Tool from the Activities and Resources Pop-up window.
Give the Feedback activity a Name and Description.
Set the Availability of the Feedback Survey and the Question and Submission Settings.
Choose to either show or hide the analysis page from students. Additionally, you can add a completion message to your feedback tool.
Fill out the Common Module Settings, any Restrictions, Activity Completion, and then click Save and Display.
To add questions to the feedback form, click Edit Questions.
Select a question type from the drop-down menu.
Fill in the required information and click Save Changes at the bottom of the screen.
H5P is a tool that is built into Moodle that allows every instructor to create rich, engaging, and meaningful online content. H5P content can be created in the browser.
To learn more about H5P, please use this link to sign into our Demonstration and Training on H5P.
This course is self-enrollment.
This flexible assignment allows students and teachers to collaboratively build and manage a repository of terms, definitions, or techniques. Entries can include links, images, text, video, or audio and can auto-link to content in the course.
Jump to Adding a Glossary to Your Course
Jump to Adding a Glossary Entry
Jump to Glossary Instructor View
Throughout this course your group will be assigned a series of vocabulary words. As a group you are to define each word in your own words and share an example from your experiences in class.
Use a glossary's auto-linking feature to assess how well students use vocabulary in a forum.When you set up a forum and students use a word from the glossary, it will show up as a link. You can quickly skim student responses for links to terms in the glossary.
Create a Glossary in to which students can post images of themselves and a short biography. You can add the Random Glossary Entry block to the sidebar to highlight a random student and their bio to the class.
Over this semester, you will write at least five annotations of journal articles. You will add each annotation to the Class Annotation Glossary.
Each week, you will write a short biography of a chef whose technique or food interests you.
You will pair each ingredient we discuss in class with the best cooking technique. Describe the ingredient and its use in your description, then describe the cooking technique.
Select Glossary from the activity and resource chooser window.
Give the glossary a name and a description and determine if it is a Main Glossary or a Secondary Glossary.
Main Glossary: There can be only one main glossary in a course. Main Glossaries will allow you to import entries from secondary glossaries.
Secondary Glossary: You can have unlimited secondary glossaries in a course. If you are not going to import glossary entries into main glossary than all glossaries in your course can be secondary glossaries.
Adjust the Entries settings
Notes Enabling linking for the glossary does not automatically turn on linking for each entry - linking needs to be set for each entry individually. If you do not want particular text to be linked (in a forum posting, say) then you should add <nolink> and </nolink> tags around the text. Note that category names are also linked.
Adjust the Appearance settings
Adjust the Ratings settings
The instructor and students can add glossary entries.
Click Add entry.
Add the glossary entry or term in the concept textbox, and then definition it in the definition textbox.
Enter keywords for the definition on separate lines. Any keyword that you enter will be auto-linked to the glossary entry.
This is an interactive activity in which the students are taken through various phases to assess their work and peer work. The different stages are submission, assessment, and grading. The instructor can open and close each phase. You can design different types of assessments and include a rubric when building the workshop. Additionally, you can control how peer reviews are allocated.
You will work through 5 different phases in the Workshop. You will manually go to the next phase at the end of each phase.
You will draw from a cuisine we explored this semester to create an original recipe. The recipe must include:
After you have submitted your recipe, you will complete the evaluation of two of your peers' work. In your evaluation, you will provide suggestions on variations and flavor pairings and a critical review.
You will submit a draft of your research proposal, including your research questions and methodology.
You will then complete a review of 2 research proposals from your peers. Your review should be based on the feasibility, clarity, and originality the person's work.
You will find a food safety case study and then write an abstract (do not copy it). Your abstract should be at most 300 words.
Next, you will review 1 of your peer's submission. When you review the work, you will read the article and then critique the abstract.
(This is an advanced Moodle Activity but can lead to meaningful collaborative learning. If you want to learn more about this activity, the CETL can help you develop your assignment.)
Jump to the Student View of Assessment page
Jump to Grading the Evaluation
From the Add an Activity or Resource Pop-up, select Workshop.
Give the workshop a unique name and description.
Set the Grading Settings.
You will set a grade for the submission and the assessment.
Set the maximum grade a student can obtain for a given submission.
Note. This is the grade that is only for the submission.
Set the maximum grade a student can receive for assessing other peers’ work.
Set the submission settings.
Set the Assessment settings.
Set preferences that will allow a feedback text box to appear at the bottom of each assessment form for reviewers to complete.
You can add examples of submissions for students to review, and you can require, or not, that they submit the examples.
Set the availability of the workshop. You can set an open and close date for the submission and assessment.
Click Save and Display.
Next click on edit the assessment form.
Here you will write specific questions which you would like students to answer about the work they are reviewing. You can add multiple Aspects to the review as you see fit. There will also be a section for overall feedback for the author.
The student will click on the Add submission button to upload their work.
During the submission phase and throughout the workshop you will be able to view student progress. You can determine how many have been works have been submitted and allocated. When you are ready to go to the Assessment phase you can easily switch by using the “Switch to the next phase”
Once the submission deadline has passed the workshop will automatically move to the assessment phase or you can manually move to the Assessment Phase.
After students have completed the initial submission, you can use the submission allocation or allocate submissions link to assign students to review peer work.
Note. You can set the allocation to be set automatically after the submission deadline.
You can control how submissions are allocated for review by using the drop-down menu.
The student will select the "Assess" button listed under each assigned paper.
The student will answer each question in the assessment form.
The grades for a Workshop activity are obtained gradually at several stages and then they are finalized. Below the Table, you can set the Comparison of Assessments setting.
(Grades for students are listed directly below Re-calculate grades button)
After your students have completed the Workshop you will need to close it in order for their grades to be visible in the Gradebook.
The table below explains the meaning of the grades that are displayed.
|
Value |
Meaning |
|---|---|
| - (-) < Alice | There is an assessment allocated to be done by Alice, but it has been neither assessed nor evaluated yet |
| 68 (-) < Alice | Alice assessed the submission, giving the grade for submission 68. The grade for assessment (grading grade) has not been evaluated yet. |
| 23 (-) > Bob | Bob's submission was assessed by a peer, receiving the grade for submission 23. The grade for this assessment has not been evaluated yet. |
| 76 (12) < Cindy | Cindy assessed the submission, giving the grade 76. The grade for this assessment has been evaluated 12. |
| 67 (8) @ 4 < David | David assessed the submission, giving the grade for submission 67, receiving the grade for this assessment 8. His assessment has weight 4 |
| 80 ( |
Eve's submission was assessed by a peer. Eve's submission received 80 and the grade for this assessment was calculated to 20. Teacher has overridden the grading grade to 17, probably with an explanation for the reviewer.
|
A journal entry is one in which students type directly into a text field in Moodle. Journals do not allow students to submit any digital content (files), including word-processed documents, spreadsheets, images, audio, and video clips.
Jump to Grading Student Journal Enries
You will reflect on the week’s lesson at the end of each week. In your reflection, highlight connections to prior theories or techniques discussed. Can you think of some examples of the topic that we did not discuss in class?
(The reflection will be the same in each week of the course.)
At the beginning of this course, you will write out at least three achievable goals. When writing your goals, use the course description to describe how this course will connect to your goal. Throughout the course, you will describe your progress towards each goal.
(This type of assignment not only helps to reinforce content and motivate, but it also positively impacts the development of organizational skills.)
At the end of each reading assignment, you write a brief synopsis and record your thoughts or points of view.
At the end of each lesson and throughout the course, I will ask you to describe at least three confusing parts in either a lecture or reading.
Scroll to the bottom and click "Save."
You can now collect your ADA forms in the Assignment Dropbox, and their grades will not be affected.
All new assignments created have a default 100 mb upload limit for students. However, older assignments need to be edited to raise that past limit of 10 mb (if you prefer).
If you want to increase the upload size on older or current assignments, these are the instructions:
Navigate to the assignment.
In edit mode, open the Assignment Settings.
Scroll down to Submission types.
Under Maximum submission size, edit the number.
Scroll down to the bottom and save.
The Culinary Institute of America | Conrad N. Hilton Library | 1946 Campus Drive | Hyde Park, NY 12538-1430
Telephone: 845-451-1747 | Email: library@culinary.edu
