Thursday, 23 September 2021, 3:11 AM
Site: Flinders Learning Online
Topic: FLO Staff Support (FLO_Staff_Support)
Glossary: How-to glossary
Tariq Mohammad Abdul

Download and install Kaltura Desktop Recorder (video)

Kaltura - How people are using it (video)

Quick tour (video)

Recording outside and different presentation styles

Reports - main entry

FLO reports can inform you about student activities during your topic, which can inform future practice. They are one aspect of learning analytics.

1. Plan  |  2. Access ||  Support 

The data captured by FLO can be used to inform practice – telling you whether students are engaging with your topic, what is working/not working, and any problems they may be having (eg failed login attempts).  

Types of reports:

  • Low FLO access levels
    Useful for: Identifying students who have not logged into FLO
  • Dates report
    Useful for: Editing all dates in one place
  • Logs
  • Live logs
  • Activity report
    Useful for: Monitoring the utilisation of each resource and identifying underutilised resources
  • Topic participation report
    Useful for: identifying students who have not engaged with key resources. You can send a message to all students who have not completed a certain task or accessed a resource
  • Statistics report
  • Individual student reports
    • Participants – all logs
      Useful for: A deep dive into an individual students’ engagement levels over time
    • Participants – outline report
      Useful for: Quantitatively assessing a student's progress, in terms of what they have touched or looked at in the FLO site. For instance, have they looked at key resources provided?
    • Participants – complete report
      Useful for: Qualitatively assessing a student's progress, especially if marking a student's work formatively.
  • Kaltura analytics
    Useful for: assessing which videos are being viewed, whether the majority of students are viewing individual videos, if students are watching videos more than once, how long students are watching videos.
  • Collaborate reports
    Useful for: assessing engagement with synchronous online classes. Polls in Collaborate can be useful for understanding students’ current levels of knowledge.
  • Reports on readings
    Useful for: identifying under or well-utilised readings.


    1. Plan

    Learning analytics can be used for short-term, rapid changes in teaching just-in-time approach, or in a long-term redesign approach to improving the topic’s overall pedagogical aims. Purposefully sourcing and using data can be successfully used to:

    • improve student learning outcomes
    • identify at-risk students
    • target teaching concepts which are difficult to comprehend using a just-in-time approach
    • design curriculum and inform teaching practices to enhance learning
    • inform students of their progress through the topic visually



    2. Access reports

    During the topic, you can access various reports that can tell you what students are doing in your topic. Reports can be accessed from different locations, but most can be also accessed from the reports screen. To access reports: 

    1. On your topic's home page, click on the Topic management panel
    Topic management panel

    2. Click on the cog in the top-right corner, and then clicking on More…

    3. Click on the Reports tab

    Various reports tell you different things for different purposes:

     

    Low FLO access levels

    Students with low FLO access levels can be identified in FLO by accessing the participants list in your FLO site.

    Participants list

    Using the filters at the top of the screen, select:

    • Match = All
    • Select = inactive for more than (and determine the appropriate timeframe, eg. 1 week, 2 weeks)
    • Add conditions
      • Status = active
      • Roles = student

    Filtered participant list

    Clicking apply filters will give you a list of all students who are active (enrolled) and who have not accessed FLO since the time selected. You can then select all students using the tick box function (at the top of the table).

    selecting filtered students

    Using the “with selected users menu” (bottom of the table) then allows you to either:

    • Contact students directly using the FLO message system (With selected users = Send a message)
    • Download the list (With selected users = Download table data as Excel) and bulk email the students. Another option is to use mail merge to generate a personal email using the student's first name.
    Actions for selected students


    Dates report

    The Dates report shows you a list of dates in the topic. You can edit all dates (eg quiz, assignment) in one place using this report, so it saves you time. 

    1. On your topic's home page, click on the Topic management panel
    Topic management panel

    2. Click on the cog in the top-right corner, and then clicking on More…

    3. Click on the Reports tab

    4. In the Reports tab, click on Dates
    dates report access

    5. You will see an Activity filter screen
    dates activity filter

    6. To see all activities, click Expand all (right-hand side of screen)
    dates expand all

    7. Change the dates you need to, and click Save changes at the bottom of the screen

     

    Logs

    Logs in FLO are activity reports. A teacher can use the logs report to create different reports that show activity in the topic. The log can be used to see:

    • how often a resource or activity has been accessed (see also Activity report)
    • if an individual student has viewed a resource or activity (see also Activity report)
    • when a student has participated in an activity (e.g. posted to a forum, attempted a quiz, submitted an assignment) 

    Note: Logs cannot reliably show how long a user has been doing an activity or has actually viewed a resource. The logs only show whether the resource was opened.

    1. Click on the Topic management panel
    Topic management panel

    2. In the User links column, click on Logs
    user_links_logs

    3. Choose what you want to see and how (display on page, or download in a range of formats)
    choose logs
     4. Depending on your choices, you will see a display of activity in your topic for a specified day
    logs display

    5. Depending on what type of activity you have set up and your parameters for participation, you may want to see the action/s View ,Add, Update, Delete , All changes 
    all actions

    6. Depending on your needs individual usersselected days and/or selected activities can be filtered (or you can show all for a complete listing)
    choose logs 2

    7. Click
    Get these logs button

    8. A breakdown of the topic logs will appear
    logs breakdown

     

    Live logs

    The Live logs report allows a user to view live logs from the past hour. This page automatically updates every minute. First ask yourself: Why do you need to view student activity within the past hour? Will this information suit your purpose? 

    1. Click on the Topic management panel
    Topic management panel

    2. In the User links column, click on View live logs
    user_links_view_live_logs

    3. A pop-up window will show you 'Live logs from the past hour' which you can print if you need to (Ctrl P on most browsers)
    live logs view

    Activity report

    The Activity report gives statistics on the number of times each activity or resource has been viewed within a topic and the last accessed date. 
    Useful for: Monitoring the utilisation of each resource and identifying underutilised resources. 

    1. Click on the Topic management panel
    Topic management panel

    2. In the User links column, click on View Activity report
    user_links_view_activity_report

    3. The page then lists each activity and resource in the topic, as well as the number of times it has been viewed.
    activity report view

    3. Select the filter drop down (top of page) to filter by date
    Activity report filter select


    Topic participation

    The Topic participation report is useful to identify which students have accessed a particular resource or activity. For forums, glossaries and databases where studies can post, you are able to identify how many posts each student has made. 
    Useful for: identifying which students have not engaged with key resources.

    A useful feature of the topic participation report is the option to send a message to all students who have not completed a certain task or accessed a resource. Before using this feature, you must have set up the resource or activity you wish to collect information on. Naming the resource/activity clearly is important for easily finding the relevant 'activity module'.

    1. Click on the Topic management panel
    Topic management panel

    2. In the User links column, click on View topic participation report
    user_links_view_topic_participation_report

    3. Set the activity/resource module you want to view, the amount of time to look back, the role you want to examine (usually student) and the type of action required (all, view, post)
    topic participation options

    4. Click Go to obtain report.
    Note that the activity reports will not include activity in tools such as Collaborate, Kaltura or readings.

    Topic participation report filtering

    5. You can send a message to all students who have not completed a certain task or accessed a resource by selecting students and then using the “With selected users…” menu at the bottom of the report.


    send message to students based on Topic participation report


    Statistics

    The Statistics report uses graphs and tables to show how many 'hits' for a specific section of the topic site. The statistics reports do not show the distinct users. Statistics must be enabled by a site administrator (your eLearning support team).

    1. On your topic's home page, click on the Topic management panel
    Topic management panel

    2. Click on the cog in the top-right corner, and then clicking on More…

    3. Click on the Reports tab

    4. In the Reports tab, click on Statistics
    statistics access

    5. Select the Topic, the report type for a type of activity and the roles of who (students). Select the time period (starting from 1 week), then click View  button
    statistics graph   

    6. Select the daily Topic Logs for more detail.

     

    Individual student reports

    There are a series of reports in FLO available to see the activity of individual students in a specific FLO site:

    1. Participants – all logs

      Displays a graph of a students' activity since the topic start date and shows all 'touches' for each day. Below the graph you can see more detail in terms of the actual items visited and action undertaken.
      Useful for: A deep dive into an individual students’ engagement levels over time

      1. Click on the Topic management panel
      Topic management panel

      2. In the User links column, click on Participants
      user_links_participation

      3. Select the individual student by clicking on their name. A profile view will appear for the selected student.

      4. In the  Reports section select ‘All logs’ to display a graph of a students' activity since the topic start date and shows all 'touches' for each day.

      All logs graph of student activity

    2. Participants – outline report

      The participant outline reports enables teaching staff to see an overview of a individual student activity in a specific FLO site as per the sequence of the FLO site. When reading this report, consider which activities/resources are essential to a student's completion of a topic. This may help you decide which activities will indicate engagement with a topic.
      Useful for: Quantitatively assessing a student's progress, in terms of what they have touched or looked at in the FLO site. For instance, have they looked at key resources provided?

      Note: The outline report will only be able to report if the student has click on an item. Therefore, the outline report will not record that a student has ‘read’ a label because the students doesn’t have to ‘click’ the label in order to read it. This may also apply to videos and other activities, depending how they have been added to your FLO site.

    3. 1. Click on the Topic management panel

      Topic management panel

      2. In the User links column, click on Participants
      user_links_participation

      3. Select the individual student by clicking on their name. A profile view will appear for the selected student.

      4. In the  Reports section select 'Outline report ' to obtain an overview of the activity views and last access for the selected student.

      outline report

    4. Participants – complete report

      The complete report provides a detailed overview of a student's action sequences as per the FLO site. This report lets you see the contents of a student's contribution for all items in the FLO site (eg their forum posts for a week). The report is organised as per the outline report but with the actual items included. 
      Useful for: Qualitatively assessing a student's progress, especially if marking a student's work formatively.

      1. Click on the Topic management panel
      Topic management panel

      2. In the User links column, click on Participants
      user_links_participation

      3. Select the individual student by clicking on their name. A profile view will appear for the selected student.

      4. In the Reports section select ‘Complete report ' to obtain an overview of the action sequences as per the FLO site for the selected student.

      Topic participation Complete report



      Training and support

      Troubleshooting

    Training/Support

    Contact you local eLearning support team

      Simple tips for creating a quality video (video)

      Sturt South S418 Recording Studio - How people are using it (video)

      Sturt South S418 Recording Studio - Quick guide (video)

      Video - filming with a mobile phone

      1. Plan  |   2. Build   |  3. Test   |  4. Administer  |  5. Review  ||   Support  


      Tips for recording on mobile

      • Put phone on silent and flight mode to save battery and avoid unnecessary interruptions
      • Make sure phone is fully charged
      • Check storage on the phone (clean up unnecessary or unwanted files, photos, videos)
      • Check the settings for video resolution (see below)
      • Clean the lens
      • If recording in a shared space, put up a sign ‘recording in progress’
      • If recording inside, open blinds to improve light
      • Avoid areas with high contrast, e.g. too dark or too light
      • Don’t cover the microphone with your finger
      • Record in landscape orientation
      • Use both hands for stability, or prop up, use a stand or tripod for a static shot
      • Don’t use digital zoom – use your feet
      • Use fluid movements to avoid ‘jiggling’
      • Move slowly if panning




      Video resolution

      Newer phones can record in ultra high definition or 4K. This will result in very large files. You can check and, if necessary, change the resolution settings for video recording via the camera settings on your device. The options available will depend on the make and model of your device. Look for a setting no more than HD which will be listed as 1080 or 1280. You must change the settings before you record, otherwise you may need to use additional software to compress your video to create a smaller file for uploading.


      Tip: The location of these settings vary depending the model of your phone. To find your phones video resolution settings try googling the model of your phone plus the phrase "change video resolution", e.g. "Galaxy 7 change video resolution"
      Timna Garnett

      Choice (poll/survey) - build a choice activity

      1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  ||  Support  

      choice iconThe choice (poll/survey) activity is a way of engaging with students in your topic, and applying a just-in-time or responsive approach to your teaching. It is an example of active teaching and feedback. Using the choice activity or a similar tool in a lecture adds interactivity.

      The choice tool enables a teacher to ask a single question and offer a selection of possible responses. 

      In this guide, find out how to:


      Create a choice activity

      1. In your topic, clickturn editing on to turn editing on
      2. In the week/module where you want to create the activity, click
        activity add
      3. Select Choice
        choice option 
      4. Give the choice a Name and Description
        name and description

      5. Under Options, enter the different options students can select.
        options
      6. If you need more spaces, click
        add three fields

      7. Under Availability, select when you want to allow the responses from and until

        Timeline block: 'Allow responses until' will show to students in the Timeline block.

      8. Under Results, select if/when results are displayed to students. Note that students only see aggregated results, they do not see who selected which option.


        Students will be told when they submit give an answer if/how their answers will be seen by others.

      9. Click
        save and display

      View the results of a choice activity

      1. In the choice activity, click on View X responses
        view 3 responses
      2. This will show votes for each option.


      Make a selection on behalf of a student

      As a teacher you can now make a selection on behalf of a student.

      1. In the choice activity, click on View X responses
      2. Select the student
      3. In the Choose an action drop down list select a preference

      Choice (poll/survey) - main entry

      Whether you are starting from scratch or working with a choice poll already created, using the choice activity in a topic ideally consists of 5 stages, in a looped process.

      1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  ||  Support 

      choice iconThe choice (poll/survey) activity is a way of engaging with students in your topic, and applying a just-in-time or responsive approach to your teaching. It is an example of active teaching and feedback. Using the choice activity or a similar tool in a lecture adds interactivity. the Active Quiz has a greater level of interactivity.

      The choice tool enables a teacher to ask a single question and offer a selection of possible responses. Choice results may be published after students have answered, after a certain date, or not at all. Results may be published with student names or anonymously. The choice can not be graded (for a gradeable alternative, check out the Active quiz). 

      Good practice guides and tip sheets

      Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. Links to teaching-related resources are provided below. 

      Facilitating Student-Teacher interaction in FLO


      1. Plan

      Creating a choice activity requires you to know what you are going to ask your students. Do you have more than one question? How many options/responses are you going to offer? Is the activity going to be anonymous?

      A choice activity may be used:

      • as a quick poll to stimulate thinking about a module
      • to quickly test students' understanding (e.g. in a lecture/workshop)
      • to facilitate student decision-making (e.g. allowing students to vote on a direction for the topic)

      2. Build

      Creating a choice poll can be completed once you have the question and answers/options created.

        1. Create a choice activity
        2. View the results of a choice activity

        3. Test

        • The first time you use the Choice activity, it recommended to do so with a small group of students.
        • Preview the choice activity in FLO (Profile >Switch role to> Student)


        4. Administer

        • Be sure to check your responses and acknowledge the results  
        • Share the results with your students - either automatically through the Choice tool or afterwards using a visualisation tool, like a word cloud or pie chart

        5. Review

        Before using the same choice activity, consider reviewing your activities prior to use.

        • View the choice as a student - switch your role and vote
        • Evaluate the purpose of the choice activity - what does it add for your students? When is it best utilised?

          Training and support

          Troubleshooting

        Training

        None available

        Support

        eLearning support teams

        You may have one of the following issues:

        Choice (poll/survey) - troubleshooting

        1. Plan   2. Build  |  3. Test  |  4. Administer  |  5. Review  ||  Support  

        Questions/problems


        My students cannot see the results of my choice activity

        In the settings for the choice activity, under the Results heading, make sure the option is selected for students to view results either all the time after they have made a selection or after the activity is closed.

        Select edit settings in the choice administraion block

        select publish results


        Collaborate - planning guide

        Collaborate is a live, collaborative space that provides the ability to chat, screen-share, share audio and video, poll students, collaborate using a virtual whiteboard or group participants into small 'break-out' spaces. Using the Collaborate activity in a topic ideally consists of the following 5 stages.

        1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  ||  Support 

        Collaborate icon

        Collaborate is the official web conferencing tool for learning and teaching at Flinders University. Below is a summary of considerations when planning to use Collaborate in your teaching:

        Good practice guides and tip sheets

        Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. Links to Collaborate-related resources are provided below. 

        Accessibility and inclusivity in FLO | Accessibility and Inclusivity in the Classroom | Using online teaching tools to optimise face-to-face time

        Disabled features

        To help increase the stability of the system and increase performance, the following features are temporarily disabled by the vendor:

        • Timer (a countdown timer)
        • Chat typing indicator (a visual indicator that someone is typing. Chat is otherwise functional.)
        • The number of videos showing at any one time in some browsers has been reduced from 4 to 2

         


        What do you want to achieve with Collaborate?

        Collaborate can be used for a range of different purposes: One-to-one, one-to-many and, many-to-many.

        • One to one
          • Discussion/consultation between one academic and one student
            This format usually replaces a face-to-face consultation/meeting due to distance as a barrier for staff or student. May be useful for discussing topics virtually face-to-face for remote students, including supervised research students, where a document needs to be shared on the screen (in comparison to a phone only discussion which does not require a visual sharing). Not traditionally recorded, but individual video camera advisable.

          • Presentation by an individual student for assessment purpose to one other (teacher)
            This format will replace the face-to-face aural/visual presentation due to distance as a barrier. Individual student presents to an assessor (teacher). Not traditionally recorded, but individual video camera advisable.

        • One to many
          • Group discussion between students and teacher
            This format is useful for discussing assessment requirements prior to submission, where distance or time is a barrier. Students are provided with the opportunity to ask questions of their teacher and/or peers to help clarify any confusing information associated with the assessment task. Aural discussions are more useful at clarifying points than written email or forum posts, as ideas can be expressed differently. The session can be recorded to provide the information for non-attendees. Individual (presenter) video camera advisable.

          • Tutorials and lecture-style sessions
            This format sees one presenter/teacher presenting to multiple participants, where discussion or quizzing interaction is encouraged. The session can be recorded to provide the information for non-attendees or as revision for attendees. If no interaction is encouraged for this session, then the presentation may be best recorded using video creation tools like Camtasia or the Kaltura desktop recorder, both freely available at Flinders University. Individual (presenter) video camera advisable.

          • Presentation by a student for assessment or activity to a group of students

            This format is used in classrooms, where off-site students present to an on-campus class. View the room booking list and search for 'web conferencing' to find compatible rooms.

          • Student/other is absent from a physical classroom but can participate remotely
            You can conduct Collaborate sessions in enabled rooms on campus. This means that you can bring off-campus participants (students, guest lecturers) into the physical classroom, and have off-campus participants attend your classes synchronously. 

        • Many to many
          • Group discussion between students
            This format opens communication equally between all participants in a session. Common Uses for this approach is for student peer discussion over a shared task or assessment where location is a barrier. Other uses for this approach is to discuss topics from tutorial tasks. Breaking up large groups of students into small groups for facilitating the discussion is appropriate in this format. Individual video camera and recording of the session not advisable.

          • Presentation by a group of students for assessment or other task to another group of students
            This format will replace the face-to-face aural/visual presentation due to distance as a barrier. Students present to a small group of students and an assessor (teacher). The session can be recorded to provide information for non-attendees. Individual video camera not advisable (especially as break-out rooms are not recorded).

            Collaborate can also be used in some classrooms, meaning that off-site students could present to an on-campus class or vice versa. To find compatible classrooms, view the room booking list and search for 'web conferencing'.

          • Collaborative task between students
            This format includes students sharing documents and screens to support their collaboration, such as preparing for a presentation or other activity. Individual video camera and recording of the session not advisable.


        What does Collaborate look like?

        Collaborate provides Moderators (teachers in a session) and Participants (students in a session) with a simple, clean and user-friendly interface. The following video provides a quick introduction to the Collaborate interface:

        For more information on the Collaborate interface, please see the Collaborate support material for Session Interface Update



        Things to consider when planning your session


        Moderating large numbers or rich student collaboration can quickly become difficult in an online classroom. When planning your sessions, consider the interaction that you are wanting your students to partake in. The more complex the interactions, the more likely you'll need to support your students to complete the task.

        In some circumstances (eg large sessions, break-out rooms etc.) it may be best to have multiple Moderators present to facilitate the online session. Multiple Moderators allow a presenter to concentrate on presenting while other moderators monitor the chat, provide basic technical support to students etc.


        Time Zones

        The times in Collaborate are converted and displayed according to the timezones set on the student's device. For example, if you are in Adelaide and create a session that starts at 3 pm, a student in Sydney or Melbourne will see that it starts at 3:30 pm.


        Consider the student cohort

        Before holding a formal or required session, it is worth offering one or two informal Collaborate sessions to ensure your students are familiar with the technology and are able to test their microphone and webcam (if this is required).

        It is also important to consider students with limited bandwidth (eg students located in remote locations, students using mobile devices) as some features such as screen sharing or multiple webcams require a large amount of bandwidth to stream.

        Collaborate provides many features to assist in managing differing bandwidths. You can easily determine a student's relative ability to exchange audio, video, or application sharing during a session with the new session user connectivity indicators. It will also dynamically adjust what is being displayed within the session for each participant based on their current connection. For more information on how this works, access the Network Connect support material.


        Collaborate recordings for future use

        Collaborate recordings will be retained for the life of the FLO topic or 1 year. If you wish to reuse a recording from one topic availability to another, you'll need to download the recording and upload it to your Media Vault.

        If the recording is not capturing any collaboration or participation, it may be worth considering desktop video recording tools such as Camtasia or the Kaltura desktop recorder.


        Allowing students to moderate their own sessions

        The course room can be used by students and this does not require a staff member to be present - students can access the Course Room at any time from any device. By default, a Participants role allows them to share their audio and video. To find out more about roles in Collaborate, access the 'What can the different roles do' support materials.

        If you'd like your students to have all of the permissions that a Moderator has, your Course Room can be altered to give any person that enters Moderator (or Presenter) permissions. This will provide students with the collaborative tools outlined in the 'Collaborative sharing tools' section.

        Moderator for student

         

        Using Collaborate for assessment

        Please contact your College eLearning team to talk through considerations around using Collaborate for assessment purposes.


        Accessibility

        Collaborate has been built with enhanced accessibility features including support for JAWS, VoiceOver, Live Closed Captioning, Keyboard Navigation and Screen readers. For more information on these features, see the following information:



        Collaborative and sharing tools

        Collaborate provides several tools to share content and engage with session participants. These tools are as follows:

        • Breakout groups: Split participants within the session into small groups for collaboration
        • Chat: Text chat with all participants (chat also allows a restricted chat between Moderators)
        • Polling: Poll Participants with simple polls such as True / False or using 1 - 4 options that you define
        • Document or screen sharing: Either share your screen or upload a document to present to all participants

          Supported file types for uploaded documents include: .ppt, .pptx, .pdf and supported image files include: .gif, .jpeg, .png. It is recommended that you upload PowerPoint / PDF files rather than share your screen as this requires less bandwidth for all participants and increases the accessibility of the content

        The following video provides an overview of these sharing tools:

         



        Software, equipment, teaching spaces and telephone dialling

        Software

        For modern browsers, Collaborate does not require the installation of additional software or plugins. Flinders recommends using Google Chrome (latest available version) and Google Chrome version 79+ is required to utilise the application sharing and break-out room features.

        For staff computers managed by Flinders University, we recommend checking the Software Centre to ensure you have the most recent version of Google Chrome installed. Instructions on using the Software Centre.

        More information on system requirements.


        Equipment

        When enabling your microphone or webcam in Collaborate, you'll need to provide Google Chrome permission to activate and transmit your webcam. Please refer to the Collaborate support materials when using Google Chrome.

        Video/webcam: When using Google Chrome, Collaborate is able to transmit up to five videos and audio (webcam and microphone) streams. Although more microphones and webcams can be enabled, Collaborate prioritises the top five based on who is currently speaking. There may be a slight delay while Collaborate re-enables a microphone/webcam for a participant that Collaborate has previously muted.

        Audio: It is recommended that any user who is speaking uses a headset with a microphone or uses the teleconference number to reduce the occurrence of background noise and feedback. Although Collaborate has echo cancellation built-in, using a headset will give the best experience. If a student does not have a headset, we advise requesting the student to use the teleconference number.

        Video chat kits are available for loan to academic staff for use in desktop video conferencing, virtual classroom sessions (eg Collaborate) or recording short videos for FLO. Each eLearning support team has:

        • 2 webchat kits (consisting of a webcam and USB headset)
        • 1 web group chat kit (consisting of a webcam and a Bluetooth microphone/speaker).
        An introductory PowerPoint slide for Collaborate (available here) can be placed as a starting slide to help students get started and troubleshoot common technical issues.

        Please contact your local eLearning support team for further details and booking.


        Teaching spaces and meeting rooms

        Flinders University has a number of teaching spaces and meeting rooms suitable for Collaborate. Please refer to the room booking list to see rooms that support web conferencing (including classrooms).

        IDS have produced a user guide for using Collaborate in a classroom.


        Telephone dialling / Teleconference number

        Collaborate allows users (moderators and participants) to listen/talk into a session by dialling into a telephone number and enter the session PIN (please note: each pin is unique to a session and an individual user in that session) - commonly referred to as teleconferencing. This is useful if a participant does not have the correct equipment, or is struggling to enable their microphone. Each participant receives a unique PIN for each session they enter (PIN is available within the Session Menu) and can dial into a local or international number to participate within the session. For help using this functionality click here.

        The local number for Adelaide is +61 8 7100 1859.



        Support for mobile browsers

        Collaborate works on mobile phones for participants and presenters, but some of the presentation features are limited.


        What mobile browsers does Collaborate work on?

        Collaborate supports the browsers on recent versions of iOS and Android. The Collaborate website has further details on what these are.

        Older mobile phones may work, but there is no guarantee that all features will work correctly.


        Features available on mobile browsers
        • Audio, video and chat are available
        • Breakout rooms and polling are available
        • Staus and feedback (e.g. raising hands) is available

        Screen sharing

        • You cannot initiate screen sharing on a mobile browser
        • Students on mobile browsers can view screen sharing started by other people

        File sharing

        • Files stored on your phone can be shared
        • Files previously uploaded to the room can be shared
        • On an iPhone, files stored in other third-party apps (e.g. OneDrive) are not accessible
        • On Android, files stored in other third-party apps (e.g. OneDrive) can be accessed

        Lesson - main entry

        When using a lesson tool to provide a linear or non-linear way through content and activities using an interactive approach, the five stage looped process described below will assist with making the most out of this tool.

        1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  ||  Support 

        Lesson iconThe lesson tool enables a teacher to deliver content and/or practice activities in interesting and flexible ways. A teacher can use the lesson to create a linear or nonlinear lessons. Created using a combination of content pages and/or question page, the lesson tool offers a variety of paths or options for the learner. Depending on how the lesson is set up, teachers can choose to increase engagement and ensure understanding by including a variety of questions, such as multiple choice, matching and short-answer. Depending on the student's choice of answer and how the teacher develops the lesson, students may progress to the next page, be taken back to a previous page, or redirected down a different path entirely.

        The lesson tool may be used for a range of purposes, such as:

        • for self-directed learning of a new topic or module
        • for scenarios or simulations/decision-making exercises
        • to provide students with guided steps (instructions) for learning activity(ies)
        • for self-assessment/knowledge checks
        • to test understanding of content (eg a post-lecture tutorial)
        • for differentiated revision, with different sets of revision questions depending upon answers given to initial questions.

        Example in FLO

        To get started, it is worth reviewing an example interactive activity built in the lesson tool. The digital safety awareness training lesson activity was built for students in EDUC3618 to introduce them to common dangers of technologies. What features of this lesson do you like and would consider using? What ideas have you drawn from reviewing another lesson? How can you use this knowledge to plan your own lesson? 

        The lesson tool is adaptable for presenting content and questions to students in an interactive way, similar to elearning authoring tools such as Adobe Captivate and Articulate Storyline, without the steep learning curve or SCORM FLO integration problems.


        1. Plan

        A lesson activity is used to direct students through content and sometimes questions in an interactive way. While the lesson tool layout looks like a slide-by-slide approach, the design is set to ensure easy navigation through the 'slides' of content and into relevant questions. It is a worthwhile exercise to first plan/map the 'slides' you will need and what content will be placed upon them. 

        Try drawing the pages on a piece of paper to help you visualise the slides and how they will link to each other – will it be in a straight line (linear) or, based on the student response, direct them to another section or question (non-linear)? Make sure the pathways are logical and avoid the student going around in circles or getting lost. It must make sense to them if they are to learn from the experience, otherwise it is a frustrating and distracting exercise.

        Planning tips 

         Whether you are starting from scratch or revising a current lesson (which could incorporate student feedback), these prompts may help: 

        • What principle/knowledge are you delivering – does the lesson item enable this? 
        • Line up lesson components against the learning objectives/outcomes (you could include this information in the introductory page) 
        • Connect the activities within the lesson with Bloom's level/s of taxonomy – again, what is being taught/learnt? 
        • Be creative – you could use a scenarios structure, embed videos or other resources, provide learning pathways (eg hints, tips, more information, think again) for students' choices 
        • Provide opportunities for students to check their understanding without summative assessment
         


        2. Build

        You have planned your lesson and are now ready to set up your first lesson activity. 

          1. The settings
          2. Build a lesson


          3. Test

          The purpose of testing your lesson is to determine if the steps you have provided behalf as expected and to ensure the content displays as expected.

          • Switch roles (Profile>Switch role to...>Student) to preview the lesson as your students will


          4. Administer

          The requirement to manage your lesson will depend if you have any questions included in the lesson and whether these are graded or not.



          5. Review

          It is recommended that your review your lesson activity prior to each use (availability) if the lesson has graded content.


            Training and support

            Troubleshooting

          Training

          Not currently available. Request one-on-one training from your eLearning support teams.

          Support

          eLearning support teams

          There are no reported issues.

          Lesson - manage/assess

          1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  ||  Support  

          lesson iconLesson tool reports can be accessed within the activity if questions have been included in the build phase. 



          Steps for assessing a lesson

          You can review two components of the lesson tool: attempt by user (including date and time) and grades (if enabled during initial set up). 

          example report

          Reports can be accessed in the lesson tool, next to the edit tab. 

          Grades can be set up in the tool settings to report into Gradebook. Grades can only be generated for lessons with at least one question. Grades are only calculated when a student has completed the lesson.


          Lesson - settings and building

          1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  ||  Support  

          Lesson iconThis entry relates to the Lesson activity.

          When building inside a lesson tool, consider the planning stage as a chance to step out the pages of content and questions you will be incorporating. The choice of settings and success during the building phase will be reflected by your planning efforts:



          Steps

          Add a lesson activity to FLO: The settings 

          It is good practice to plan your content pages and any questions (if required) before starting to build a lesson. The purpose of your lesson will be determine the settings you choose when you create the lesson, especially around reporting the results of any questions used during the lesson (are they being graded and need to be in Gradebook, or are they for revision only). The better your planning/preparation, the less likely you are to run into a problems later on.

          Once you have planned your lesson on paper, use this structure to help you start the build process 

          1. Turn editing on using the green button – this button is available top left of screen on the topic homepage 
            Turn editing on

          2. Go to the module where you would like the Lesson activity to appear

          3. Click the Add an activity or resource link at the bottom of the module
            Add an activity or resource link

          4. Select Lesson from Activities tab
            lesson add

          5. Now edit the following settings:
            1. General: give the lesson a name and a description (if required) 

            2. Appearance: Open the Appearance section and select Show more... Decide which features you would like to display to the students. Common functions include a Display menu if navigation is to be open or the Progress bar if you would like the students to see their progress through the lesson. The Link to next activity is also a useful function, for at the end of a lesson, students can be linked to another activity or resource in FLO. 

            3. Availability: set the availability, due date (deadline) or set a time limit for completion. Password protection can also be enabled if desired.
              Timeline block: The 'Deadline' will show to students in the Timeline block.

            4. Flow control: settings associated with the progress through the lesson, such as retaking questions if answered incorrectly or how many attempts you wish to allow. 

            5. Grade: set the grading type, maximum grade and pass mark.

            6. Common module settings: section enables settings for groups and grouping  (optional)

            7. Restrict Access: place restrictions according to prior activity completion, date, grade, the user profile or complex restriction sets (optional)

            8. Activity completion: determine completion tracking for the activity based on view, grade, end reached, time spent or date completed (optional)


          Build a lesson activity
          1. Building a lesson is an important phase of the process in using this activity tool in FLO. How it functions and looks will enable your students to get the most out of the experience. Once you have added the tool (as described above), you will be ready to add content and questions (optional) and provide your students with 'next step' buttons. Any empty lesson tool is as below.
            empty lesson

          2. To build the lesson, you will need to add a content page or question page. Cluster pages can be used in more advanced lessons (for providing your user with choice with the lesson). All editing must be accessed through the Edit tab.

          3. content page requires a page title, page contents and at least one button to connect to the page/question required. The Page Contents is what will be displayed to your viewer/user. Use the text editor and media buttons to add content. Keep it simple and clear.

          4. question page requires a question type selection. This tool has six types of questions available: Essay, Matching, Multiple choice, Numerical, Short answer and True/false. Make your selection before following the prompts to edit the question page. Here you will need to provide a page title, page contents (the question), and at least one answer. It is encouraged to provide a response for each answer, ensure the 'jump' option is directing where the student is directed (for a correct and incorrect answer, and how many points (score) is connected to the question. 

          For more information on building in the Lesson module, review more detailed documentation from Moodle.

          Progress - activity completion tracking (set up and monitor)

          1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  ||  Support  

          tick box To set up completion tracking for your FLO site, consider the following phases:

          Steps


          Enable completion tracking

          1. Completion tracking is a topic-wide setting that allows you select a 'completion' option for the items in your site. When completion tracking is turned on, you have the option to activate it for the activity or tool. Even with completion tracking turned on, items are set to off, so you have to manually enable it for each item where it makes sense to do so.

          2. To enable completion tracking in your FLO site, Topic Management > Edit settings > Completion tracking and change to Yes to enable completion tracking. Save settings to apply.

          enable completion tracking image



          Set up and integrate activity completion

          1. Once 'Completion tracking' is enabled, each individual resource or activity can have 'Activity completion' turned on.
          2. Enable 'Activity completion' during the set-up procedures for each activity/resource you wish to track and the action associated with the tracking (manual or conditional completion)
          3. Add the activity or resource by clicking on the link in the module: Add an activity or resource linkor edit an existing activity
          4. Scroll down to Activity completion
          5. Select manual or conditional from the drop-down menu 

          The settings you are provided with are available as either manual or conditional, which are related to the tracking function.

          1. Completion tracking (behaviour)

            • Manual: students can manually mark the activity as complete (students see a box to tick when they have finished with that item)
            • Conditional: show activity as complete when conditions are met (select conditions and dates that apply)

          activity completion settings

          1. Require view: Student must view this activity to complete it. By ticking this box, you are declaring the action (behaviour) of the student is to view the item and make no other changes/additions. This option only works for Show activity as complete when conditions are met is selected.

          2. When an activity is added that has additional requirements possible, you are able to determine if a 'completion' is related to the grade (assessment submission, quiz etc) or entries (forum, glossary, etc). This is useful when describing to students what constitutes 'completion' of an activity. Example: Students are required to post into a forum, and to comment on someone else's post, within a certain timeframe (conditional).

          completions tracking conditions

          1. Expect completed on: Provide a date and enable it if you wish to use 'expected dates' in your site. This is useful for assessments or in preparation tasks for workshops or lectures.
          Timeline block: The 'Expect completed on' date will show to students in the Timeline block, marked as 'should be completed'. If an activity has a due date (or closing date, deadline, etc.) two dates will show - the due date and 'expect completed on' date.

          1. Save


          Monitor activity completion

          1. In the topic, click the Topic Management button
            Topic management button

          2. Click on Activity completion in the User Links menu
            Activity completion

          3. View the students and activities/resources on screen. Three types of 'completion' exist – manual, automated and overridden:

            a tick in a grey solid-line boxManual: a tick in a solid-line box appears when a student has manually ticked the item off
            a tick in a grey dotted-line boxAutomated: a tick in a dotted-line box appears when the condition of the activity/resource set within the activity/resource settings
            a tick in a red solid-line boxOverridden: a tick in a red box appears if an academic manually records that a student has completed a task.

          4. To download a spreadsheet format (UTF-8.csv) or Excel-compatible format (.csv) report, click on the Download in... button. 


          Manually override activity completion

          If activity completion does not reflect a student's achievement (e.g. amended assessments, technical errors) you can mark it as complete on their behalf.

          1. In the Administration tab, click on Reports then Activity completion

          2. Click on an empty box to mark it complete. The cell will now have a blue tick and a red border.

            Click on a box to mark that a student has completed that task


          Bulk select activities/resources for completion tracking

          You are unlikely to want all items in your FLO site to have completion tracking set up, as this may include labels that are headings, or resources that are optional. You can bulk edit activity completion, which fast tracks the selection process.

          1. Set up activity completion for the topic (instructions above)

          2. In your topic homepage, under the Administration tab, select Topic completion

          3. In the next screen, click on the tab Bulk edit activity completion

            bulk edit activity completion

          4. Select the activities/resources you want to edit, and click on the Edit button. In the next screen, choose options, and if relevant, a completion date

            Timeline block: The 'Expect completed on' date will show to students in the Timeline block, marked as 'should be completed'. If an activity has a due date (or closing date, deadline, etc.) two dates will show - the due date and 'expect completed on' date.

            bulk selection image

          5. Click Save and return to topic or Save and display

          Progress - completion progress block

          1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  ||  Support  

          The 'completion progress' block is a time management tool for students and a potential preparedness tracker for staff. The block is a flexible, visual block option to show students what activities and resources are required to enable them to chart their progress through assessments, a module or a topic. The colour-coded block shows students what they have and haven't done to complete/view required tasks, with or without expected due dates. Teaching staff can see an overview of students' progress using the same colour code system by accessing the student overview (see below) or using the completion tracking Activity Completion report.



                Add the progress block

                1. Click the Turn editing on button. 

                Turn editing on

                2. Click on the Topic Blocks button in the top right corner of your topic’s home page.

                3. Go to Add a block... and select Completion Progress

                Add completion progress block

                4. FLO will reload and the Completion Progress block will appear in your list ready for configuration


                Configure the progress block

                1. Set up (configure) the criteria for the Completion Progress block by opening the Configure Completion Progress block from the cog symbol on the block (editing must be enabled). 

                configure completion tracking block

                2. Review and adjust the block settings, including the order of blocks, the presentation and any symbols you wish to use. 

                completion block settings

                3. Open Show more... section for adding an alternative title and selecting the components you wish to display. By default, all activities with completion set will be added to the block. Change this to Selected activities and then select the activities from the list below. Hold the Ctrl key down to select multiple activities. 

                show more completing tracking

                4. Open the Where this block appears section. So that students have a consistent navigation, change the default region to column A, and the default weight to 4. Then open the On this page section and repeat these steps.

                completion block appearance

                5. Save your changes when you are finished.


                View students' progress

                1. To view the statistics of student's progress for activities/resources listed in the 'Completion Progress' block, click Overview of students on the block. 

                completion progress block overview

                2. Filter the list to all students or other roles using the Role drop-down filter. If groups are set up, the option to filter by a group is available.

                overview of students 

                3. Hover mouse over the 'Progress bar' colours to view details. 

                4. Alternatively, use the 'Progress' percentage column (if turned on) to view the overall progress of the activities/resources. 

                CP overview


          Progress - digital badges

          1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  ||  Support  

          The 'digital badges' feature in FLO is a game element that can be used in education to celebrate achievements and show progress in a topic.

          In FLO, badges can be created by teachers and awarded to students. Badges integrates with completion tracking/activity completion settings, to customise trigger points that determine the automatic release of badges. Badges may also be awarded manually based on the combination of FLO activities within a topic and physical activities in the classroom, such as practical skills. All badges may be awarded by a combination of summative or formative tasks. Badges are privately visible in a user's FLO profile or imported into Badgr.com, which enables sharing through social media sites like Facebook and Google Plus. The following guide provides information on: 


          Steps

          How to use digital badges

          Current research literature agrees that the digital badge is: a visual symbol of an accomplishment, skill or recognisable trait that deserves acknowledgement; contains metadata to explain the context of the award; can be shared digitally across social communities, and should be broadly identified as a digital badge. 

          Examples of how digital badges can be used in higher education include: 

          • an alternatives to grades (micro-credentialing) (Clayton et al., 2014; Elliott et al., 2014); 
          • to support the process of progressing through research degrees (Mewburn et al., 2014); 
          • assessing individual students in collaboration assignments (Moccozet, 2013); 
          • as an introduction to navigating a physical campus through a scavenger hunt exploration (Koutropoulos, 2012);
          • to motivate students in an online course (Foli et al., 2016); 
          • measuring clinical performance and GPA recognition (Hannas, 2016); and 
          • as a record of achievement for future employers (Thomas, 2014). 

          Sources: 

          Clayton, J., Elliott, R., Iwata, J., 2014. Exploring the use of micro-credentialing and digital badges in learning environments to encourage motivation to learn and achieve. ASCILITE. 

          Elliott, R., Clayton, J., Iwata, J., 2014. Exploring the use of micro-credentialing and digital badges in learning environments to encourage motivation to learn and achieve, in: Hegarty, B., McDonald, J., Loke, S.-K. (Eds.), Ascilite 2014. Ascilite, Dunedin, NZ., pp. 703-707. 

          Foli, K.J., Karagory, P., Kirby, K., 2016. An exploratory study of undergraduate nursing students' perceptions of digital badges. Journal of Nursing Education 55, 640-644. Hannas, J., 2016. Demystifying digital badges. California State University Channel Islands, California.

          Koutropoulos, A., 2012. Mobile Gamification for increasing motivation and engagement around the campus. International Journal of Instructional Technology and Distance Learning 9, 3-20. 

          Mewburn, I., Freund, K., Rutherford, E., 2014. Badge trouble: piloting open badges at the Australian National University. Ascilite 

          Moccozet, L., Tardy, C., Opprecht, W. & Leonard, M., 2013. Gamification-based assessment of group work, International Conference on Interactive Collaborative Learning, pp. 171-179. 

          Thomas, A., 2014. Nursing faculty and students implement Passport badges to measure learning, achievement. Purdue University Informaion Technology Purdue University Information Technology



          Getting started with digital badges

          When designing topics for the inclusion of FLO digital badges, consider the following key points:

          • How may digital badges be used in your topic? - What 'stages' do you want to create in a student's journey through your topic? Are there layers? Are the badges skill-based or knowledge-based?
          • How will the visual appeal of the badge encourage users? - What visual element will you use for your creating badges? How will you create them? Visual appeal is an important component in using digital badges as a motivator.
          • Which activities/resources are required to measure a student's completion of a module or topic or success at demonstrating a skill? Can these be automated or do they require manual measuring?
          • Can digital badges be integrated with other motivation methods, such as progress bars? Research shows that a combination of methods will motivate a greater range of individuals.
          • Organise with your eLearning support team to activate badges in your topic. Currently, digital badges do not roll from semester to semester. 
          • How will you communicate with your students about the use of digital badges? It is important to communicate with your students about the role of the digital badges, as they are immediately visible as they must be earned.
          • View a short video (7 mins)  on what are digital badges, how to set them up and how to share them outside of FLO. See the video to the right (for logged in FLO users only).
           
          If the video does not appear above click here or sign in to view: Introduction to digital badges.


          Add digital badges into your FLO site

          Creating badges

          Once badges have been activated in your site and you have sourced/created your badge images (100x100), you are ready to create your badges in FLO. 

          1. Click the hamburger button on the top menu bar -> select Badges -> Add a new badge button.

          Add%20a%20badges.jpg

          badges_nav

          add_a_new_badge

          2. Enter the badge details, including name, description and the image you have created for the badge. Update the image author's details (your details) and if required, add a badge expiry date. Save your badge details by selecting Create badge.

          Create%20badge.jpg           

          3. Select your badge criteria: Manual issue by role, Topic completion, Activity completion or competencies.

          Criteria%202.jpg           

                     

          4. Modify the existing message, avoiding altering the auto-filled text (in red below)

          message.jpg           

          5. Once the criteria has been set, Enable access to the badge. All badges can be created at any time but are not released to the students until this button has been clicked.

          Once the badge has been enabled, no further editing can be undertaken.

          activity%20completion%202.jpg



          Manage badges: Badge availability

          Once badges have been activated in your site and created (added) to FLO: 

          1. Click the hamburger button on the top menu bar -> select Badges. -> Manage badges.

          manage badge

          badges nav

          digital badges sandpit

          2. Here you'll see the complete list of digital badges added to the topic. Note that some badges may be available to users (they have been enabled) and some badges may not be available to users (they are yet to be enabled).  

          manage availability           

          3. Select the badge you wish to 'manage' by clicking on the badge name. This will load the badge details. On an available badge, the criteria will be locked. This may be disabled, however, the badges that have been earned prior to the disable will not be deleted. The badge will simply not be able to be earned by new students.

          badge detail           

          *Note, that once a badge has been issued to at least one user, it automatically becomes LOCKED. Locked badges can still be earned by users, but their criteria can no longer be changed. If you need to modify details or criteria of a locked badge, you can duplicate this badge and make all the required changes. 

          4. To re-enable, that is, to make it visible and active for students to earn based on the pre-set criteria, select the  enable access button. Note that if this badge was previously enabled, the following warning will appear. 

          enable warning           

          Click Continue to re-active the badge. This will issue the badge to any student who has completed the criteria during the badges inactive stage. 



          Manage badges: Deleting badges

          Once badges have been awarded, the badge can be deleted using the FLO X icon or course badges in your site and created (added) to FLO: 

          1. Click the hamburger button on the top menu bar -> select Badges. -> Manage badges.

          manage badge

          badges nav

          manage badges

          2. Here you'll see the complete list of digital badges added to the topic. Note that some badges may be available to users (they have been enabled) and some badges may not be available to users (they are yet to be enabled)

          3. Regardless of availability, you are able to delete a created digital badge. 

          Select the badge you wish to 'manage' by identity which row in the table (see below). Navigate to the Actions column and select thebin

          delete option             

          The two options for the deletion will be presented: 1. To delete and keep existing issued badge or 2. to delete and remove existing issued badges.

          delete options             

          Follow the prompts once you have made your selection.

          Note that once you have deleted the badge from FLO, the badge may still exist if it was exported to an external backpack, but the awarded criteria will not be tracked



          Progress - main entry

          The act of monitoring progress can be supported by several tools in FLO: the digital badge, completion progress block, activity completion and restrict access functionality. 

          1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  ||  Support 

          The adoption of progress tools, either one or more of these available tools, should be used to help you and your students stay motivated and on track, and yet provide opportunities for targeted support. Consider the five-stage process below for each progress tool. 


          1. Plan

          Planning to use digital badges, completion progress block, activity completion tracking and restrict access should be considered to provide students with an interactive and visual method of motivating participation in your class, using the online (FLO) platform as a mechanism for charting progress.

          Digital badges considerations
          • How may digital badges will be used in your topic? What 'stages' do you want to create in a student's journey through your topic? Are there layers? Are the badges skill based or knowledge based?
          • How will the visual appeal of the badge encourage users? What visual element will you use for your creating badges? How will you create them? Visual appeal is an important component in using digital badges as a motivator.
          • Which activities/resources are required to measure a student's completion of a module or topic or success at demonstrating a skill? Can these be automated, or do they require manual measuring?
          • Can digital badges be integrated with other motivation methods, such as progress bars? Research shows that a combination of methods will motivate a greater range of individuals.
          • Organise with your eLearning support team to activate badges in your topic. Currently, digital badges do not roll from semester to semester. 
          • How will you communicate with your students about the use of digital badges? It is important to communicate with your students about the role of the digital badges, as they are immediately visible and they must be earned.

          Completion progress block uses
          • Self-directed learning of a new topic or module or series of tasks.
          • Enabling self-paced tracking in a topic and/or module.
          • Providing students with guided requirements for learning activity(ies) and resources.
          • Targeting preparation for assessment or class attendance.
          Activity completion considerations

          The activity completion can be used to track students' access and completion status of all activities or resources which have this feature enabled. 

          • What activities/resources should you provide students the ability to track using this feature?
          • Will students manually mark activities/resources as completed or will this be automated - or both?
          • How often will you monitor the students' progress?
          • What expected interventions will you use?
          Restrict access considerations
          • What do you need to restrict and why?
          • Are you using groups, previous activities, or dates to restrict access?
          • How will you communicate this to your students?


          2. Build

          Describe readiness to continue. [You have planned your topic. Now you are ready to set up.]

          Digital badges

          All entries available at 'Progress - Digital badges'

          Completion progress block

          All entries available at 'Progress - Completion progress block

          Activity completion tracking

          All entries available at 'Progress - Activity completion tracking (Set up and monitor)'

          Restrict access



          3. Test

          • Using progress settings in your FLO site should be attempted at a level that does not impact student success. 
          • Communicate with your students what progress tools are available and how they may be used to enhance their learning.


          4. Administer

          It is recommended that you use the progress tools (defined as digital badges, progress block and activity completion settings) for a student-focused purpose, whilst making use of the reporting feature for informing best learning and teaching practices.


          5. Review

          It is advisable that students or other teaching staff are consulted following the use of the feature(s) to ensure a review of their use is conducted at least once a year. 

          Training and support

          Troubleshooting

          Training
          No 'Progress' workshops currently available

          Support
          eLearning support teams

          No reported problems with 'Progress' tools