Saturday, 25 June 2022, 8:13 AM
Site: Flinders Learning Online
Topic: FLO Staff Support (FLO_Staff_Support)
Glossary: How-to glossary
Lefeng Lin

Assignment - mark a video assignment

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

The video submission is only available for online streaming so a reliable internet connection is required. Marking a video assignment is very similar to marking a standard assignment online, please refer to Mark online section in Assignment - main entry.


Tips for marking a video assignment

If students have submitted their video through Kaltura (My Media), you will notice their submission in the Online text column on the assignment grading screen (from your topic page click on the assignment link and then click View all submissions).
Assignment All Submissions Page
  • If you have a small screen or a low screen resolution, you might not see the (d) video submission (Online text column) when you first access the page. Instead of using the horizontal scroll bar at the bottom, you can use the (a) plus or minus icon to show or hide certain column(s) so that the Online text column appears in your screen view. Be aware though that this applies to all assignments you access, so you may want to make the columns visible again once you have completed marking.

  • Quick grading allows you to mark all video submissions without going into each student’s submission page. You can click the play button to watch the video and (b) enter a grade or a feedback comment as you go. If (c) File submissions is enabled along with (d) Online text, you can annotate (mark) student assignments in FLO (online).

  • Setting 10 assignments per page under Options (scroll down to the bottom of the screen) makes the page load faster. If you have a setting of 100 with a large number of submissions, the page might not load properly.

    Assignment All Submissions Option


  Training and support

  Troubleshooting

Support

Contact your eLearning support team


Glossary - main entry

Using the glossary activity in a topic ideally consists of 4 stages, in a looped process.

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

glossary iconGlossaries give students the opportunity to create their own content and are a powerful tool for critical thinking, collaboration and sharing. 

The glossary can also become a legacy or resource for future topics. It is a product that could potentially be converted into a publishable resource (eg create your own textbook). 

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 your glossary

The glossary tool enables participants (students) to create and maintain a list of definitions or to collect and organise resources/information. If the glossary auto-linking filter is enabled, entries will be automatically linked where the concept works and/or phrases appear within the topic.

A teacher can allow comments on entries (eg peer review, additional information). Entries can also be rated by teachers or students (peer evaluation). Ratings can be aggregated to form a final grade which is recorded in the Gradebook.

Glossaries have many uses, such as:

  • a collaborative bank of key terms
  • a 'getting to know you' space where new students add their name and key details
  • a 'handy tips' resource of best practice in a practical subject
  • a sharing area of useful videos, images or sound files
  • a revision resource of facts to remember


2. Build your glossary

You have planned your glossary. Now you are ready to set up your glossary. Students will be able to create an entry and add comments (if you choose Yes), but will not be able to rate an entry without further steps (see Glossary - optional settings).

Create a glossary activity
  1. In the topic, click Turn editing on 
     
  2. In the week/module where you want to add the glossary, click Add an activity or resource  


  3. Select Glossary and click Add

  4. Give the glossary a Name and Description

  5. Under Entries, amongst other options you can choose to allow comments (default is No)
    allow comments

  6. Under Appearance, select Display format. There are 7 display formats: 
    • Simple, dictionary style - No authors are displayed and attachments are shown as links
    • Continuous without author - Entries are displayed one after another without any separation apart from the editing icons
    • Full with author - A forum-like display format showing the author's data and with attachments shown as links
    • Full without author - A forum-like display format without authors and with attachments shown as links
    • Encyclopedia - As for "Full with author" but attached images are shown inline
    • Entry list - Concepts are listed as links
    • FAQ - The words QUESTION and ANSWER are appended to the concept and definition respectively  



      Timeline block: Using the 'Expect completed on' date in the Activity completion section will show a date to students in the Timeline block.

  7. Click the Save and display button

  8. Click on the Browse by category tab (1), then the Edit categories button (2). Adding categories to a glossary means you can apply them to entries (and have more than one) which makes for easier searching/navigation
    Clicking on the 'browse by category' tab brings the 'edit categories' button 

  9. Click Add Category, and name your category

    The settings described in this step and the step below.

  10. Use the Automatically link this category drop-down menu to select whether or not you would like to automatically link the category. For more information about auto-linking, see Set up auto-linking in a glossary entry

  11. Click on the Save changes button. Repeat steps 9 & 10 as required (you can also return to this at any time).

  12. The categories you create will allow users the option to browse by the glossary by category
Optional settings

See the following links for more options about using the Glossary activity:



3. Test your glossary

To make sure your glossary works as expected, create a test entry (this can be deleted once you are happy with the result).

Add a glossary entry

  1. Click the Add a new entry button

  2. Fill in the required fields

  3. Click Save changes 

  4. Once your entry has been added, try searching for the entry. In the search box type in the name of your entry

  5. Click search
    search glossary box

  6.  Your entry should now appear. To delete the entry press the trash icon. You can also preview the content by previewing it as a student.


4. Administer your glossary

In order to administer your glossary, you can use a variety of functions (listed below). You can moderate entries, set up ratings, import and export entries.

The export and import items are near the bottom of the list. In this picture they are marked with a red border.Export and import glossary entries

When a topic is rolled over, only the settings are copied over - glossary entries (like most student contributions) are not included. However, you can export the entries from one glossary and import them to another (eg. if you have a glossary of relevant terms/definitions). To do this:

  1. Open the glossary you wish to export entries from

  2. Click on the cog in the top right corner of the glossary tool, and select Export entries

  3. Click the Export entries to file button, and when prompted, save the file.

  4. Open the glossary you wish to import entries into.

  5. Click on the cog in the top right corner of the glossary tool, and select Import entries. Whoever does the importing will be listed as the author of all the imported entries.

  6. Upload the glossary, choose the destination of the imported entries (either the glossary you are in or a new glossary), and tick the import categories box (if needed).

You are advised to request support from your local eLearning support team to do this, as there are some considerations/limitations to this process. For example, the following features cannot be imported:

  • Student-created entries – their names will not come across (a good thing)
  • Comments on entries
  • Unused categories



  Training and support

  Troubleshooting

Support

Contact your local eLearning support team 

Glossary - optional settings

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

glossary iconThis entry relates to the Glossary activity.

Glossary has some optional settings which you can use, depending on the glossary's purpose and what you want students to do.


Moderate glossary entries before they are published

  1. Edit your glossary's settings


  2. Open the Entries section and, change Approved by default to No



  3. Click Save and display

  4. To moderate glossary entries, view the list of glossary entries, and click on the Waiting approval link in the top right corner of the page.



Set up ratings in a glossary

You may wish students to rate other students' work (peer assess). If making this part of the assessment, you could then view the ratings and determine an overall rating for a student. Glossary entries can be rated using a scale. By default, only teaching staff can rate glossary entries, though students can be given permission to do so if desired (see step 2 below). Any ratings given are recorded in the Gradebook.

If you set up glossaries for rating, the glossary item will automatically appear in the Gradebook. Otherwise, if you want to assess the glossary you will need to manually add it to the Gradebook.

  1. Edit the settings of the glossary you wish to set up ratings for
    click to edit glossary

  2. Under Ratings, check the Roles with permission to rate list. If you want students to rate posts, you will need to add Student to this list. To do this, contact your local eLearning support team 

  3. Set the Aggregate type
    • Average of ratings (default) – useful if there is more than one post/one marker
    • Count of ratings: The number of rated items becomes the final grade. Note that the total cannot exceed the maximum grade for the activity
    • Maximum rating: The highest rating becomes the final grade
    • Minimum rating: The lowest rating becomes the final grade
    • Sum of ratings: All ratings are added together. Note that the total cannot exceed the maximum grade for the activity

  4. Set the Scale Type:
    • If you change the type to Scale, change the scale to Non-graded pass so no Maximum points can be set
    • If you tick the box Restrict ratings to items with dates in this range: you will need to set the dates (From, To)
    • If leave the type as Point, you can set the Maximum points (default is 100)
      Note: You can leave the default at 100, as if you set the weighting of the final grade for this assessment in Gradebook, the grade will be automatically scaled down

  5.   If you tick the box Restrict ratings to items with dates in this range: you will need to set the dates (From, To)
     

  6. Click Save and display


Set up auto-linking in a glossary entry

If the glossary auto-linking filter is enabled, entries will be automatically linked where the concept works and/or phrases appear within the topic.  
These steps must be repeated for each entry for which auto-linking is desired.

  1. Open your glossary and click on the Add a new entry button

  2. Enter the entry's Concept and Definition, along with any relevant Categories, Keywords and Attachments 

  3. Under the Auto-linking heading, enable auto-linking by selecting the check box beside This entry should be automatically linked 
    The Auto-linking section contains one setting   

  4. Click Save changes 

Enable auto-linking in an existing glossary entry

To enable auto-linking in an existing glossary entry, identify the relevant entry in the glossary and select the cog icon to the right of the entry.  Enable auto-linking as in step 3 above.

    select the edit cog beside the relevant entry 

Glossary - troubleshooting

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

quiz iconThis entry relates to the Glossary activity.

Questions/problems


Students can't comment on glossary entries

Edit your glossary's settings. Under the Entries heading, make sure Allow comments on entries is set to Yes.

     'Allow comments on entries' is the second to last option in this section. The default option is 'no'.

Scheduler - main entry

Using the Scheduler tool in a topic ideally consists of 4 stages, in a looped process.

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

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 assignment-related resources are provided below.

Communication, interaction and collaboration tools in FLO | Facilitating Student-Teacher interaction in FLO 

scheduler iconThe Scheduler activity helps teachers to schedule one-on-one appointments with students in a topic. The teacher specifies the periods during which they are available to see the students and the length of each appointment. The students then book themselves into one of the available time slots. The tool also lets you record the attendance and optionally grade the appointment.



1. Plan your scheduler

Teachers can specify time slots for meetings, and students then choose one of them in FLO. Teachers can in turn record the outcome of the meeting – and optionally a grade – within the Scheduler tool. 

The Scheduler tool could be used to:

  • support first-year students to meet with teachers (given that they are used to readily accessing their teachers at school)    
  • schedule an appointment for a student/s if you think you need to see them (e.g. one-on-one oral exam/presentation, interview, support)


2. Build your scheduler

You will need to set up the activity and schedule appointment times for students to choose from.


Create the activity
  1. Turn editing on
    Turn edit on button

  2. Go to the module where you want to add the Scheduler, then click Add an activity or resource (bottom right of module)
    Add an activity or resource button

  3. Select Scheduler from the Activities tab
    Scheduler activity 

  4. Give the activity a Name (required) and provide an Introduction (optional)

  5. Select the Mode:
    • If you select Students can register [1] appointment(s) [at a time], students can make another appointment after they have attended their first session
    • If you select Students can register [1] appointment(s) [in this scheduler], students can only make one selection per activity

  6. Specify the Default slot duration in minutes
    Adding a new Scheduler settings

  7. Click the Save and display button
    Save and display button

 

Schedule appointment times
  1. In the Scheduler activity, click Add slots and choose repeated slots or single slot

  2. Select the date you want to start appointments (Date) and the date you want to end appointments (Repeat time slots until)

  3. Choose the day/s for appointment times *required* (Add appointments on)

  4. Specify the start and end times for each block of appointments
    Add slot dates and times 

  5. Set Divide into slots to Yes 

  6. Specify the slot duration in minutes. For example, if the start time is 9 am, the end time is 10 am and you divide into slots of 15 minutes, 4 slots will be created: 9:00, 9:15, 9:30 and 9:45

  7. Specify if you wish to have a break between slots

  8. You can allow multiple students per slot (if required)

  9. Specify a Location (if required)

  10. In the Teacher area, specify who in the teaching team the student will be meeting with
    Scheduler options

  11. You have the option to Display slot to students from
    Display slot to students from setting

  12. Select if you require the students to receive an email reminder
    Email reminder setting

  13. Click the Save changes button
    Save changes button


3. Test your scheduler

To ensure your scheduler activity works as expected, it's best to do a test entry (this can be deleted once you are happy with the result). Contact your local eLearning support team for assistance.


4. Administer your scheduler

To administer your scheduler, simply monitor the appointments students set up with you.

  1. To mark the appointment as completed, click the student's name  Mark as attended

  2. Check (tick) the Attended box, add any notes about the appointment (visible to student), then click the Save changes button

Note: If you have set the scheduler so that students can only book one appointment at a time, marking an appointment as attended is required to allow students to make subsequent bookings.


Training and support

Troubleshooting

Training/Support

Contact your local eLearning support team

There are no known issues with this tool.

Topic administration - suspended / not current status on the Participants screen

What is Suspended or Not current status?

The Participants screen shows all students and teaching staff associated with the topic. If you see a user whose status is Suspended or Not current, this means the user is no longer able to access the topic.

Reasons for Suspended status:

  • a student withdrew
  • a staff member was removed from the teaching team
  • their access has expired
  • they have a sanction on their account

Reasons for Not current status:

  • their access hasn't started
  • their access has expired 

How to get a list of active students
  1. Open the Participants screen via the Participants link in the Navigation menu (left of your screen)
    Participants link in navigation menu

    Or open the Topic management window and click Participants in User Links section
    Topic management window cog
    Participants link

  2. A list of participants will show

  3. In the filter at the top of the screen, select Status from the drop-down menu, choose Active then click the Apply filters button
    Participants status active

  4. All active participants will show (students and staff)

  5. To only see active students, add a second filter by clicking the Add condition link, choose Role then Student, set the Match filter to All and click the Apply filters button
    Multiple search filters
     

    By default, the gradebook only shows active students, so you can also view the list of active students in the Grader report screen. See Gradebook – view students’ grades for more information.
    Active students in grader report
     

Liz Tilly

Assignment - create an assignment as a take-home exam

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

assignment dropbox iconThis entry relates to the Assignment activity.

The assignment tool in FLO can be used to deliver take-home exams. In this format, students get access to the exam question/topic at a particular time, then need to submit (either by uploading a file or by typing text directly into FLO) by the due date.

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 resources that relate to take-home exams are provided below. 

Appropriate use of exams

 


Create an assignment as a take-home exam

Create an assignment (for file submissions) and make the following adjustments to the settings:


General settings

Enter the instructions for the exam in the Description box and include any additional files if required.

take-home exam general settings

Availability
settings

Set the Allow submissions from date/time – this is when the exam instructions will be released to students.

Note: The Always show description box should not be ticked – this will ensure that the instructions to students only display after the Allow submissions from date/time.

Remember to set the Due date and the Cut-off date as usual (see Cut-off date/time setting additional information below).

take-home exam availability settings

Timeline block:
  • The Due date will show to students in the Timeline block, marked as 'due'
  • Dates added using completion tracking show to students in the Timeline block, marked as 'should be completed'
  • User override dates show to students in the Timeline block, marked as 'override' 
  • Group override dates don't currently show to students

Important:
Cut-off date/time setting

If the Cut-off date is not enabled, late submission (after the Due date) is possible.

The images above depict a scenario where students are provided with the exam instructions 2 days before the Due date. The instructions in the assignment description state that ‘late submissions will not be accepted’, so the Cut-off date is the same as the Due date.

For an exam that has a strict time limit (for example, a 3-hour exam), ensure the Cut-off date is set to at least 15 minutes after the Due date to allow for last-minute technical issues. If students submit after the Due date but before the Cut-off date, their exam will be accepted but will be recorded in FLO as being late.


Student view

This is how the assignment displays to students before the Allow submissions from date/time:

take-home exam student view


Assignment - create an assignment with anonymous submissions

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

assignment dropbox iconThis entry relates to the Assignment activity.

Anonymous submissions hide the identity of students from markers. When marking, instead of student names, markers will see a randomly generated participant number.

It is important to be aware of the following when using anonymous submissions:

  • You will need to advise students not to include their name in the file name or within the file as FLO is unable to remove this identifying information
  • Providing assignment extensions, due to the hidden nature of student identification, can be tricky
  • Anonymous submissions cannot be enabled once submissions have been made

Consult your eLearning support team before using anonymous submissions.



Create an assignment with anonymous submissions

Create an assignment (for file submissions) and make the following adjustments to the settings.


Grade settings

Scroll down to Anonymous submissions and change to Yes.

The anonymous submissions setting

Note: Topic coordinators and teachers in FLO can reveal student identities, but once this is done the assignment cannot be made anonymous again.


Marking an anonymous submission

When the teaching team mark the assignment, students' names will be obscured. Each submission will be identified by a unique Participant number, for example:

Participant number

Once marking is complete, the topic coordinator (or teacher) must release the grades into the gradebook. Students will not be able to access marks and feedback until this has been done.

  1. Using the Grading action menu to Reveal student identities. Note: This action cannot be undone.
    blind marking reveal student identities


Assignment - create an iterative assignment

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

assignment dropbox iconThis entry relates to the Assignment activity.

In some cases, assignments are iterative – students are asked to provide work for formative feedback rather than summative feedback and a mark, or students are providing drafts. In these cases, it may be appropriate to disable the Submit button.



Create an iterative assignment

Create an assignment (for file submissions) and make the following adjustments to the settings.


Submission settings

Change Require students to click the submit button to No.

disable the submit button

Note: The benefit of setting Require students to click the submit button to Yes is that once students click submit, they will be prevented from making changes to their submission during marking. Setting Require students to click the submit button to No should be used with the knowledge that students will be able to continue editing their submission.

Once a student enters their assignment (file upload or online text) the submission status will be displayed as Submitted for grading, however, they will continue to be able to edit their submission. At no point will they need to finalise their submission.

If you want to prevent students making further submissions, you can lock individual or multiple submissions.


Availability settings

Depending on the nature of your assignment, you may want to disable the Due date and Cut-off date by removing the tick from the enable boxes. (You also have the option to Remind me to grade by.)

iterative assignment - availability settings


Timeline block:
  • The Due date will show to students in the Timeline block, marked as 'due'
  • Dates added using completion tracking show to students in the Timeline block, marked as 'should be completed'
  • User override dates show to students in the Timeline block, marked as 'override' 
  • Group override dates don't currently show for to students

Assignment - create an offline assignment

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

assignment dropbox iconThis entry relates to the Assignment activity.

An offline assignment can be used when students do not need to upload any work into FLO – for example, when doing presentations, posters or lab books. The assignment tool can be used to manage and return marks and feedback.

The benefits of creating an offline assignment:

  • Communicates assignment requirements to students
  • Adds the due date to the topic calendar
  • Allows for electronic management of feedback and marks



Create an offline assignment

Create an assignment (for file submissions) and make the following adjustments to the settings.


Submission settings

For Submission types, untick File submissions.

untick file submissions


Availability settings

It may not be necessary to set a due date for offline assignments, as no submission occurs through FLO. If this is the case, you might like to untick the box next to the Due date to disable the date for the assignment. However, if a due date is noted in the Statement of Assessment Methods (SAM), you should include it in the assignment settings. If a due date is included, it will appear in the topic calendar.

Assignment - create an online text assignment

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

assignment dropbox iconThis entry relates to the Assignment activity.

Online text assignments allow students to type their assignment directly into a text box in FLO. Online text assignments are good for assignments with small word counts or for short-answer responses. It should be noted that the text entered by students is stored in FLO and cannot be downloaded.



Create an online text assignment

Create an assignment (for file submissions) and make the following adjustments to the settings.


Submission types settings

Untick File submissions (the default setting) and tick Online text:

enable online text

Note: If you want to provide students with a choice, or if the assignment requires both types of submissions, you can tick both File submissions and Online text. Students can then upload a file(s) and/or type directly into the online text box.

With the Online text option, you can set a Word limit (tick to enable) – a warning will display to students if they exceed the set word limit at the time of submission:

enable word limit


Feedback types settings

Set Comment inline to Yes to annotate the text the student has submitted. This will copy the submitted text into the Feedback comments box, where you can use different font, colours etc to show your mark up.

comment inline setting

Collaborate - session reports

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 
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

Collaborate icon

After a Collaborate session, you can view and download an attendance report, and download the results of any polling undertaken. These reports will be available approximately 5 minutes after the last person has left the session.



How to view session reports

You can view reports of completed sessions on the Collaborate Sessions page. 

  1. Use the Filter by drop-down menu to help you locate the completed session
  2. When you've found the session you want to see a report on, select the Session Options menu
  3. Select View reports

sessions page




Session attendance report

The Session attendance report provides an overview of when attendees joined and left the session. It also gives you an idea of how long attendees were present in the session on average. 

See the steps above on how to view session reports and then click the View report link under Attendance.
view report


Now that you know when students joined and left the session, you can check in with them to see if they had any technical issues or need a quick review of what was presented and discussed.session report


Report particulars
Name The name of each unique attendee
Role Moderator = Teaching team member
Participant = Student
More on roles and permissions
Attendee Type

Integration indicates that an attendee entered the session via the Collaborate tool in FLO

Guest indicates that an attendee entered the session via a link provided to them (e.g. someone from outside your topic)
First join Date and time when the attendee first joined the session
Last leave Date and time when the attendee last left the session
Total time The total time the attendee was in the session
Joins

The number of times the attendee joined and/or reconnected to the session

If an attendee joined more than once, click the View join details iconView join details icon on the right for all join/leave details



Download poll results

If you've used the Polling feature in a Collaborate session, you can download the poll results. 

See the steps above on how to view session reports then click the download icon under Polls. 

Poll download

The report includes the poll question/s, how each attendee responded and the date/time of their response.


Forum / Announcements - create separate discussion forums for groups in a topic

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

forum iconThis entry relates to the Forum activity.

You can create separate discussion forums for groups of students in a single forum activity (you don't need to create a separate forum activity for each group).

Note: Before creating your group discussion forum, you will need to organise your students into groups and add these groups to a grouping

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 group-related resources are provided below. 

Group work 

 


Create a group discussion forum

  1. Turn editing on 

  2. In the module where you want to create the forum, click Add an activity or resource  

  3. From the Activities tab, select Forum 

  4. Give the forum a Name and Description

  5. Apply other settings as necessary (see Set up a forum)

  6. Under Common module settings, change Group mode to Separate groups to give each group their own private forum, or Visible groups to create a forum for each group and allow other groups to view (but not post to)
    Group mode setting

    For the Grouping setting, select the grouping containing the groups you want to use for the forum
    Grouping setting

  7. Click Save and display

Gradebook - build and edit a checklist for online marking (assignments and forums)

gradebook icon

This entry relates to the Gradebook.

You can design and use checklists to mark assignments and forums online.

See also Mark in FLO using a checklist (assignments)

Please note: Currently, the checklist can only be used in marking assignments (not forums).


Build a checklist

  1. Before you can build a checklist, you need to set up the assignment/forum for online marking using a checklist

  2. Give your checklist a name (required) and description (optional)
    name and description

  3. Add a name for your group in the Click to edit group area
    edit group name

  4. Add a description for your item in the Click to edit item area
    edit item

  5. To add more items, click the +Add item button
    add item button

  6. To add more groups, click the +Add group button
    add group button

  7. Select options for your checklist
    checklist options

  8. Click the Save checklist and make it ready button


Edit a checklist

To edit a checklist (prior to opening the assignment for submissions):

  1. Open the activity

  2. Select Advanced grading from the Actions menu cog
 Advanced grading

  1. On the Advanced grading page, click Edit the current form definition
    Text

Description automatically generated 

  2. To edit, click on the group name or checklist item (see step 3 onwards under Build a checklist above). To delete an item, click the cross icondelete icon

  3. Once you have finished making changes, click the Save button


Student view

Students can view the checklist (Grading criteria) before they submit their assignment on the Submission status screen:

checklist student view

Gradebook - build and edit a marking guide for online marking (assignments and forums)

gradebook icon

This entry relates to the Gradebook.

You can design and use marking guides to mark assignments and forums online.

See also Mark in FLO using a marking guide (assignments and forums)

 


Build a marking guide

  1. Before you can build a marking guide, you need to set up the assignment or forum for online marking using a marking guide

  2. Give your marking guide a name (required) and a description (optional)
    name and description

  3. Add a name for the criterion in the Click to edit criterion name area
    edit criterion name

  4.  Add a description for students – type in the Click to edit area. You can also add a description for the markers (if required)
    description for students

  5. Allocate a mark for the criterion, type a number into the Click to edit area for Maximum score
    maximum score

  6. Click the Add criterion button to add extra criterion
    add criterion

  7. Move your criterion up and down using the arrows, or delete (x)
    move or delete

  8. At Frequently used comments, type in the Click to edit area to enter a comment, then click the +Add frequently used comments button until you have finished entering the comments you want markers to use
    frequently used comments

  9. Select options for your marking guide
    marking guide options

  10. Click the Save marking guide and make it ready button

 


Edit a marking guide

Edit a marking guide (prior to opening the assignment for submissions)

  1. Open the activity
  2. Select Advanced grading from the Actions menu cog

3. On the Advanced grading page, click Edit the current form definition
4. Once you have finished making changes, click the Save button




Student view

Students can view the marking guide (Grading criteria) before they submit their assignment on the Submission status screen:

student view of marking guide

Gradebook - build and edit a rubric for online marking (assignments and forums)

gradebook icon

This entry relates to the Gradebook.

You can design and use rubrics to mark assignments and forums online. 

See also Mark in FLO using a rubric (assignments and forums)

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 assessment-related resources are provided below. 

Rubrics and marking guides in FLO | Constructive alignment in FLO | Designing holistic rubrics | Negotiated assessment



Build a rubric

  1. Before you can build a rubric, you need to set up the assignment/forum for online marking using a rubric

  2. Give your rubric a name (required) and a description (optional)
    name and description

  3. Add criterion in the Click to edit criterion area
    Add criterion

  4. Add performance standards in the Click to edit level areas
    add performance standard

  5. To add more performance standards, click the Add level button
    add more performance standards

  6. Add marks per performance standard – click the points areas
    add marks per performance standard

  7. To add extra criterion, click the Add criterion button
    Add criterion button

  8. Move your criterion up and down using the arrows, or delete (x). You can copy a criterion (with performance standard and marks) via the duplicate icon – the copy will appear at the end of the list
    move and duplicate criterion

  9. Select options for your rubric
    Rubric options

  10. Click the Save rubric and make it ready button



Edit a rubric

  1. Open the activity

  2. Select Advanced grading from the Actions menu cog
    advanced grading menu

  3. On the Advanced grading page, click Edit the current form definition
    edit the current form definition

  4. Once you have finished making changes, click the Save button



Student view

Students can view the rubric (Grading criteria) before they submit their assignment on the Submission status screen:

student view of rubric

Gradebook - mark in FLO using a checklist (assignments)

gradebook iconThis entry relates to the Gradebook.

If you set up a checklist (an advanced grading feedback form) when you created an assignment, you can mark online in FLO.

 


Steps

  1. Open the assignment. On the Grading summary page, either:
    • click the View all submissions button and then click the Grade button for a particular student; or
    • click the Grade button to grade the first student in the list of submissions

  2. The checklist will appear on the right side of the page in the Grade section
    Checklist in the grade section

    To enlarge the feedback form:

    Option 1

    Click the Zoom in/out of region icon (in the grade section)

    Zoom in out of region

    Option 2

    Click the Collapse review panel button (bottom right of page)

    Collapse review panel

    Click the Restore default layout (middle) button after you have finished marking

     
  3. The checklist will be made up of items in a group/s. Click on an item (it will appear in green) and enter any comments in the comments box

    checklist - click and enter comments

  4. Continue until all relevant items in the group/s are selected and comments entered
    checklist - complete

  5. At the end of each group of items, you can provide overall comments. Group points are shown underneath the comments box
    overall comments

  6. Save your changes

 

Gradebook - mark in FLO using a marking guide (assignments and forums)

gradebook iconThis entry relates to the Gradebook.

If you set up a marking guide (an advanced grading feedback form) when you created an assignment or forum, you can mark online in FLO.

 


Mark an assignment using an online marking guide

  1. Open the assignment. On the Grading summary page, either:
    • click the View all submissions button and then click the Grade button for a particular student; or
    • click the Grade button to grade the first student in the list of submissions

  2. The marking guide will appear on the right side of the page in the Grade section
    Marking guide in the grade section

    To enlarge the marking guide:

    Option 1

    Click the Zoom in/out of region icon (in the grade section)

    zoom in out of region

    Option 2

    Click the Collapse review panel button (bottom right of page)

    collapse review panel button

    Click the Restore default layout (middle) button after you have finished marking

     

  3. Click in the text box underneath the criterion to type any comments and/or click the Insert frequently used comment button if comments were set up when building the marking guide

    marking guide comment

  4. Click in the grade box to provide a mark for the criterion

    marking guide mark

  5. Continue including comments and a grade for all criterion
  1. Save your changes
Warning: Feedback comments will NOT be saved unless all the other fields have valid entries.

 



Mark a forum using an online marking guide

  1. Open the forum and click the Grade users button
    Grade users button

  2. To search for a particular student to mark, click the magnifying glass icon in the top right corner of the grading area, or use the arrow buttons to move through students sequentially
    Find students to mark

  3. The marking guide will appear in the grading area on the right 
    Marking guide grading - forum

  4. Enter a grade in the Score out of ... text box and any feedback in the Additional comments text box for all criterion
    Enter mark and comment

  5. Click the Save button (top right of screen)
    Save button
    Note:
    The Close button returns you to the forum activity

Gradebook - mark in FLO using a rubric (assignments and forums)

gradebook icon

This entry relates to the Gradebook.

If you set up a rubric (an advanced grading feedback form) when you created an assignment or forum, you can mark online in FLO.

 


Mark an assignment using an online rubric

  1. Open the assignment. On the Grading summary page, either:
    • click the View all submissions button and then click the Grade button for a particular student; or
    • click the Grade button to grade the first student in the list of submissions

  2. The rubric will appear on the right side of the page in the Grade section
    Rubric in the grade section

    To enlarge the rubric:

    Option 1

    Click the Zoom in/out of region icon (in the grade section)

    zoom in out of region

    Option 2

    Click the Collapse review panel button (bottom right of page)

    Collapse review panel button

    Click the Restore default layout (middle) button after you have finished marking

     

  3. Click on the relevant performance standard for each criterion, they will appear in green

    rubric description

  4. Click in the text box at the end of the criterion to type any comments

    rubric - insert comment

  5. Save your changes
Warning: Feedback comments will NOT be saved unless all the other fields have valid entries.

 



Mark a forum using an online rubric

  1. Open the forum and click the Grade users button
    Grade users button

  2. To search for a particular student to mark, click the magnifying glass icon in the top right corner of the grading area, or use the arrow buttons to move through students sequentially
    Find students to mark

  3. The rubric will appear in the grading area on the right 
    Forum feedback form

  4. Select the relevant performance standard option for each criterion (the default option is Not set) and include any comments in the Additional feedback text box
    Select standard and provide feedback

  5. Click the Save button (top right of screen) to save the grades
    Save and close buttons
    Note:
    The Close button returns you to the forum activity

Gradebook - remove overrides from grade items (Grader report)

Grades iconThis entry relates to the Gradebook.

If you have inadvertently modified grades directly in the gradebook (rather than through the activity) they override all other grade entries and can no longer be modified through the activity. An overridden grade is highlighted in yellow as per the image below in the Grader report.

Overridden grade in gradebook

However, you can easily remove overridden grades in the Grader report screen. Note: You can alternatively remove overrides via the Single view screen.



Steps

  1. Enter the Gradebook by clicking on the Grades link in the Navigation menu
    Grades link in navigation menu

  2. On the Grader report screen, click the Turn editing on button (located bottom-right in the banner)
    Turn editing on button

  3. Locate the grade that has been overridden (it will be highlighted) and click the Edit grade cog
    Edit grade cog

  4. On the Edit grade screen, untick the Overridden box and Save changes
    Overridden setting

  5. Click the Turn editing off button in the banner

  6. You can now modify the grade in the assignment activity

Gradebook - remove overrides from grade items (Single view)

Grades iconThis entry relates to the Gradebook.

If you have inadvertently modified grades directly in the gradebook (rather than though the activity) they override all other grade entries and can no longer be modified through the activity. An overridden grade is highlighted in yellow as per the image below in the Grader report.

Overridden grade in gradebook

However, you can easily remove overrides quickly through the Single view screen. Note: You can alternatively remove overrides via the Grader report.

 


Steps

  1. Enter the Gradebook by clicking on the Grades link in the Navigation menu
    Grades link in Navigation menu

  2. In the View tab, click on the Single view tab
    Single view button

  3. You can either: (1) select an assessment from the Select a grade item… drop-down list to show all the grades for the item, or (2) select a student from the Select a user… drop-down list to show the grades for all items for a single student
    Single view selections

  4. Grades that have been overridden will show a tick in the Override column
    Overridden grade in Single view

  5. To remove one override, uncheck the box; to remove several overrides at once, click the None link. Then click the Save button
    Remove overrides in Single view

  6. The override/s will be removed and you can now enter the grade/s through the activity
    Overrides removed

Gradebook - reports

gradebook icon

This entry relates to the Gradebook.

When you enter the gradebook for your topic, via the Grades link in the Navigation panel, you are taken to the View menu on the Grader report screen where you can access various reports.

Grader report view menu


Download a gradebook report

In addition to the reports listed above, you can download a report in Excel which is a copy of the gradebook, in whole or in part, from the Export tab on Grader report screen.

Export gradebook

Refer to Gradebook – export grades for step-by-step instructions.

 


Grader report

Grader report

The grades for each student in a topic can be found in the Gradebook, or 'Grader report'. The Grader report collects all graded activities created in a topic (e.g. assignments, quizzes, forums) and items you've added manually (e.g. offline assessments). 

The Gradebook – main entry provides links to information on grade visibility, grade display, reordering and categorising items. 

To sort and filter the Grader report, refer to Gradebook – view students' grades which illustrates how to view grades for single and multiple students.

Grader report preferences 

You can personalise the Grader report in your topic. Choose Preferences: Grader report from the Setup tab.

Grader report preferences

You may need to change a preference to: 

Grader report preferences

Tip: Click the question mark icon next to each setting for a description about the preference.

Question mark icon

 


Grade history

Grade history

The Grade history report shows all the grades entered in a topic. The report includes the names of students, graders, and the dates the grades were recorded. You can track how the grades for item/s changed over time in large topics where there are many graders. 

The report can be downloaded in various formats including CSV and PDF. 

Refer to Why is this grade wrong? Can I see what has happened to this grade in the past? (Gradebook – troubleshooting entry) for the steps involved in producing a Grade history report.

Notes
  • You can choose to select more than one student at a time. If you do this, the grade history data for the selected students will appear in date order, not in student order, so you need to be careful when analysing the report. 

  • If you've run a report for one student and you want to run a separate report for another student, you need to deselect the first student to only get the data for the second student.

 


Outcomes report

Outcomes report

Outcomes are descriptions of what a student has demonstrated / understood and can be included as part of an activity or at the topic level. If you've used outcomes in your topic, the Outcomes report lists the outcomes in the topic and their overall average (each outcome can be measured through activities). 

You can find information about using outcomes on the MoodleDocs website. Note: Where 'course' is used in the documentation, replace with 'topic' to align with Flinders terminology.

 


Overview report

Overview report

The Overview report allows you to view all topics a student is enrolled in together with the total grade (Topic total) for each topic. 

Overview report - select userChoose the student from the Select a user drop-down list. If a default grouping has been enabled at the topic level, you will be able to filter to a particular group in the Separate groups drop-down list before selecting a user (handy for topics with large student numbers).

 


Single view

Single view link


On the Single view screen, you can: 

  1. view a single grade item for all students from the Select grade item… drop-down menu 
  2. view all the grades for a single student by choosing a student from the Select user… drop-down menu

Single view selections


You can also access single views from the Grader report screen: 

  1. click on the pencil icon next to a student's name to view all grades for the student 
  2. click on the pencil icon next to the name of an activity to view all grades for the activity

Access single views from grader report screen

Notes

  • The Single view screen also allows you to modify grades, however, this is not recommended as the grades will be overridden (locked) and you will no longer be able to modify the grade in the activity. 

  • If you add feedback on the Single view screen, it appears in the Feedback column in the student's User report. Warning: Adding feedback will also permanently override the grade and prevent you from modifying it through the activity.

 


User report

User report link

The User report shows the grades for the topic for a particular student, or all students. You can see the report from your point of view (i.e. hidden items) or the same view as a student sees the gradebook. 

The following entries provide further information on the User report: 


Set up a supplementary assessment


This entry relates to Assessment. 

Supplementary assessment provides an additional opportunity for a student who has not achieved a passing grade for a topic to demonstrate that they have achieved the learning outcomes of the topic by completing an additional assessment activity.
— Flinders University 2021, Procedure 7 Supplementary assessment, Assessment Variation Procedures

Note: The information provided below relates to a supplementary assessment that is not a centrally administered examination / assessment.

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 assessment-related resources are provided below. 

Authentic assessment | Assessment principles  



Steps

  1. Create the supplementary assessment activity, for example, an assignment or quiz 

  2. Create a group that you will use to restrict the activity. Note: Keep the group name inexplicit as students can see group membership 

  3. Add users to the group (only add students who have been offered the supplementary assessment) 

  4. Restrict access to the activity using the group created at step 2 

  5. Use the Fail or Holding Grade column in gradebook to indicate which students have been offered a supplementary assessment

If you need support, contact your local eLearning support team.

Tool options - using third-party tools (things to consider)

FLO ecosystem  |  Tool options (specific purposes)  ||   Support  

Each time you teach a topic you’ll most likely review and update your materials. Often, you’ll be looking for ways to improve learning and student engagement. One thing you may be considering is the use of non-FLO tools. If so, here are some things you should consider before you begin.

To get started let’s look at our current FLO ecosystem to see how things are structured. As you can see in the following diagram, all tools have been grouped into three categories: core, recommended and self-supported.

FLO ecosystem

All core tools are fully integrated and supported within the FLO ecosystem and every topic across the University is expected to use them. Recommended tools are also integrated with FLO and training materials are provided, but topic builders can choose if they would like to incorporate these or not. Everything else falls into the self-supported category, these are the non-FLO tools, the third-party software, the publisher produced software. These are the tools we can’t fully control, that have not been fully tested and security checked within our ecosystem.


Core and recommended tools

When looking for a tool to meet your needs, we recommend starting with core tools and, if need be, the recommended tools. If you’re not familiar with the full functionality these tools offer, refer to the following information:

You may be pleasantly surprised by the possibilities available and the creativity and ingenuity many of your colleagues have shown using these core tools. It is also worth considering if your activity could be adapted slightly to utilise a supported tool and meet the same learning outcomes. These are great conversations to have with your colleagues and the eLearning support team. The Learning Designers are always happy to explore options with you to make things work for you and your students.


Self-supported (non-FLO) tools

You may be aware of instances across the University where software from publishers is in use, for example, Pearson tools such as Mastering A&P or Learning Catalytics. These non-FLO tools are supported by the relevant publishers at a cost to the University. Prior to their use they’ve been reviewed by Flinders to ensure they comply with all legal, security and risk checks, and pose no harm to existing systems or personnel. Licensing costs for these types of resources are usually high, therefore caps are generally applied to meet budget constraints and their usage is monitored to ensure they are, and remain, the most effective solution for students.

Other non-FLO tools, which fall into this self-supported category, are things like Poll Everywhere, Padlet or Survey Monkey. The eLearning support team are generally unable to access settings and student submissions for tools in the self-supported category. When we have no access to student data or the interface you use, we are unable to troubleshoot and problem solve arising issues. This can leave both you and your students in compromising situations you may not have previously considered.

So, if you’re contemplating using a non-FLO tool, there are some important questions you should answer before proceeding. The following is not exhaustive but should allow you to make an informed decision.


What will the tool be used for?
  • Is it for an assignment or to practice a skill that’s being taught within the topic?
  • What if the tool becomes unavailable? Will your students still be able to meet the topic learning outcomes?
  • Are you asking students to submit work created within the tool to FLO? Is this possible? Can their work be extracted from the tool?
  • If it is for an assignment, how will you manage a change in circumstances? What happens if the tool is updated and functionality changes?
  • If there are changes, how will you handle inequities across your student group? Some students may have completed the task, some may have invested a considerable amount of time but not be able to complete, and some may have not started.

Who owns the tool and what about the licensing agreement?
  • Do you and your students have to agree to a license before the tool can be used?
  • What is covered in this license? Have you read and understood exactly what you will be expecting your students to agree to?
  • Are these conditions appropriate for your students to sign up to?
  • What happens if one or more of your students don’t want to agree to these conditions? Will they be disadvantaged within your topic? How will you keep things equitable for all students?
  • What if the licensing conditions change while your students are using the tool? Do you have a contingency plan?

What data will be entered in the tool?
  • Is data stored in Australia or offshore?
  • What laws, especially around privacy, govern the country where the data is stored?
  • Do students need to enter any personal data? Do they have to create an account to access the tool or are they saving personal data within the tool?
  • Have you considered GDPR (General Data Protection Regulation)? Do you need to comply with this and does the tool comply with this?
  • Will other organisations have access to the students’ data? Are the students aware of this?
  • Will other organisations have ownership of any data entered? Are there any agreements in place as to how they can use this data, either now or in the future? What if these agreements change after the data has been entered? Can you adequately protect your students?
  • How secure is the storage of this data? What would the consequences be if this data was stolen?

Are there any costs to use the tool?
  • Do you and/or your students have to pay to use the tool?
  • Is there a free trial period? Is that then followed by an automated cost? If so, do you need to enter credit card details to gain initial access? Are your students aware of this?
  • What if any of your students don’t want to pay for the tool, can’t afford to pay or don’t have the required credit card? Will this disadvantage them within your topic? Can they still meet the learning outcomes?
  • Is it appropriate to expect your students to pay for a tool to complete the topic requirements, given they’ve already paid to study the topic? Does this need to be authorised? Have you sought and gained that authorisation?
  • Were students notified they would incur further costs before they enrolled into the topic? Did they have a choice to not enrol in this topic?

How will the tool be accessed?
  • Can you link to it within your topic or does it need to be installed on personal devices?
  • What happens if students don’t want to install the software on their personal device, or it’s not compatible with their device?
  • Can you guarantee the download will be virus/error free? Is it clear where to access the file to be downloaded? Is it possible students may download the wrong file by mistake?
  • If students must create an account in the tool, are they using the same name, email address, or any other identifying information as they’ve used in FLO? If you need to transfer marks between both places, you will need to ensure you can match up all student accounts.

What support will you put in place should your students encounter problems?
  • Are there any support materials available from the supplier of the tool? Are they easy to follow? Will your students be able to understand them?
  • Do you have the time and resources to provide support to your students who encounter problems and need face-to-face support?
  • Are you an expert with the tool? Do you know the pitfalls students may encounter? Are you able to provide guidance to either prevent them from experiencing these issues or get them out of situations without compromising their studies?

As you can see, the use of non-FLO tools isn’t as straightforward as it would first appear. Yes, they’re often freely available, can give a different dimension to your teaching material, and your colleagues may have used this tool with no issues. None of these things can be guaranteed though! Are you prepared if things go wrong and the effect that may have on you or one of your students?



  Training and support

  Troubleshooting

Support

Contact your eLearning support team

Not applicable

    Topic administration - Recycle bin

    This entry relates to topic administration

    If you accidentally delete an activity or resource from the topic page you can restore it using the Recycle bin.

    When you delete an item, it’s stored in the Recycle bin for 28 days before it’s permanently deleted.

    Warning
    Don’t restore a quiz activity from the Recycle bin
    as this will duplicate the question bank (make a copy of each question). Instead, recreate the quiz or contact your local eLearning support team to discuss if it can be restored from a previous availability.



    The Recycle bin (from the Actions menu in the Topic Management window) will only be visible when there are items within to restore. After an item is deleted it can take a few minutes for it to appear in the Recycle bin.

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

    2. In the Topic management window, click the Actions menu cog Actions menu(top right corner)

    3. Select Recycle bin from the drop-down menu
      Recycle bin link in Actions menu

    4. Locate the item you wish to recover and click the Restore icon
      Restore icon

    5. A message will appear stating the selected item has been restored
      Item restored

    Once an activity / resource has been restored, it should be located at the bottom of the module in which it was originally in.

    Video - collaborator permissions in My Media (Kaltura)

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

    My Media iconThis entry relates to My Media (Kaltura), the video platform in FLO.


    The table below outlines the permissions assigned to each type of collaborator. Refer to the instructions on how to add collaborators to a video.

    Owner Co-editor Co-publisher Co-viewer
    View/play in My Media
    Embed – media is private
    Embed – media already published
    Publish to a topic Media Vault

    Edit

    • Title name and description
    • Launch timeline editor
    • Thumbnails
    • Enable downloads from my Media or Media Vault
    • Chapter markers in timeline
    • Captions
    • Replace media
    Add collaborators
    Caption – order and edit captions
    View video analytics
             


    Video - embed a video from the topic Media Vault (Kaltura)

    1. Plan  |  2. Build  |  3. Test   |  4. Administer  |  5. Review  ||   Support
    Although you can embed videos to display natively within the modules on the topic homepage, doing this with several high-resolution videos is not recommended! Your FLO site will be slow to load, which is not a good experience for students. 

    Once you've uploaded your video to Kaltura (My Media) and made it available for use in the topic Media Vault, the next step is to embed it within the relevant activity in your topic. Students don't have access to the Media Vault in a topic, so they won't be able to view a video until you've embedded it within a particular activity or resource (eg within a Page, Module, Assignment, Book).

    You can embed video within most types of FLO activities and resources. Anywhere you see the HTML editor with this button, it means that a video you've uploaded can be embedded within the activity/resource.

    Add media button in HTML editor 

    Note: if you wish to embed a video from play.flinders.edu.au, please send the details of the video to your local eLearning support team, who will add the video to your topic's media vault.

    The best approach is to create a separate resource, like a page, and embed the video within that. Students will see a link from the topic module and can click to open the page containing the video. The benefit of embedding a video in a page is that you can present it in the context of a learning activity, together with other material, rather than as a standalone piece of content. As well as embedding the video in a page, you may also include other learning content, questions, documents or files, more videos, links to other websites or resources, etc.

    To embed the video within an activity or resource:

    1. Turn editing on

    2. In the relevant topic module, click Add an activity or resource and choose which activity type you'd like to embed the video in, for example, the Page resource (but you can also embed within assignments, books, wikis and most other resource/activity types). 

    3. Name the resource/activity with a meaningful title – this is the link students will see in the topic module. Then, in the Page content section where you add activity content:

      • Optional – add any introductory or explanatory text to sit above the video if needed, then press enter to add a line break before inserting the video 

      • Click the Add media button in the toolbar
        Add media button for page resource

    4. Select the Media Vault tab (you published your video to the topic Media Vault in the earlier steps). On your chosen video, click the Embed button to add the video to FLO
      Embed media from the media vault

      Alternatively, you can click on the cog icon next to the Embed button to turn off video downloads (marked in red below) or choose different display sizes (marked in blue). If you leave the Set as my default settings for media type button ticked your changes will apply to every video you embed in the future (unless you changes these settings again). Your default settings allow videos to be downloaded unless you choose otherwise.
      The 'choose player' setting is marked in red. The 'max embed size' setting is marked in blue. 'Save as my default setting' is at the bottom of the screenshot.

      Copyright

      Only teaching related videos properly produced and authorised by Flinders should be put on Kaltura for students to download.

      'Third party' (i.e. non Flinders) videos must not be put on Kaltura unless Flinders has prior copyright permission/consent from the third party owner to do so.
      Can I change these settings for already embedded videos?
      To change these settings for existing videos (e.g. to add a download button) you will need to edit the page/resource/activity in FLO, remove the existing video and then re-embed the video using the settings above. You will not need to re-upload the video into Kaltura.

    5. A Preview window opens (this displays the video size). Click the Embed button.
      Preview and embed the media

    6. You'll be returned to the resource/activity you were editing. In the Page content box, you'll see the video is now embedded as the blue line of code. If you're going to add more text or other content below the video, press Enter and write on a new line to prevent the video embed code from corrupting.
      Kaltura link

    7. Scroll to the bottom of the screen and select Save and display to preview the final product of the page with the embedded video (what students will see).
      Student view of embedded video 

    Training and support

    Troubleshooting

    Training

    Kaltura in FLO (self-paced workshop)

    Support 

    eLearning support team

    For uploading from iOS Apple devices, use Safari rather than Okta.