Assignment - mark a video assignmentThe 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 assignmentIf 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).![]()
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Glossary - main entryUsing the glossary activity in a topic ideally consists of 4 stages, in a looped process. 1. Plan | 2. Build | 3. Test | 4. Administer | | Support
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. 1. Plan your glossaryThe 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:
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
Optional settingsSee the following links for more options about using the Glossary activity:
3. Test your glossaryTo 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
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.
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Support Contact your local eLearning support team |
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Glossary - optional settings1. Plan |
2. Build
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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
Set up ratings in a glossaryYou 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.
Set up auto-linking in a glossary entryIf 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.
Enable auto-linking in an existing glossary entryTo 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.
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Glossary - troubleshooting1. Plan |
2. Build |
3. Test
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Questions/problemsStudents can't comment on glossary entriesEdit your glossary's settings. Under the Entries heading, make sure Allow comments on entries is set to Yes.
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Scheduler - main entryUsing the Scheduler tool in a topic ideally consists of 4 stages, in a looped process. 1. Plan | 2. Build | 3. Test | 4. Administer || SupportGood 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
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:
2. Build your scheduler
You will need to set up the activity and schedule appointment times for students to choose from.
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Training/Support Contact your local eLearning support team
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There are no known issues with this tool. |
Topic administration - suspended / not current status on the Participants screen1. Build
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2. Settings
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5. Reports
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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:
Reasons for Not current status:
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Assignment - create an assignment as a take-home exam
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.
Create an assignment as a take-home exam
Create an assignment (for file submissions) and make the following adjustments to the settings:
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Assignment - create an assignment with anonymous submissions
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:
Consult your eLearning support team before using anonymous submissions.
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Assignment - create an iterative assignment
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.
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Assignment - create an offline assignment
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:
Create an offline assignment
Create an assignment (for file submissions) and make the following adjustments to the settings.
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Assignment - create an online text assignment
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.
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Collaborate - session reportsCollaborate 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 || SupportDisabled featuresTo help increase the stability of the system and increase performance, the following features are temporarily disabled by the vendor:
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 reportsYou can view reports of completed sessions on the Collaborate Sessions page.
Session attendance reportThe 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.
Download poll resultsIf 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. 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
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.
Create a group discussion forum
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Gradebook - build and edit a checklist for online marking (assignments and forums)Setting up the Gradebook | Setting up the topic total | Checking your calculations | Grading students work
| Finalising grades for the semester || Support
![]() This entry relates to the Gradebook.
You can design and use checklists to mark assignments and forums online.
See also Mark using a checklist Please note: Currently, the checklist can only be used in marking assignments (not forums).
Build a checklist
Edit a checklistTo edit a checklist (prior to opening the assignment for submissions):
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Student viewStudents can view the checklist (Grading criteria) before they submit their assignment on the Submission status screen:
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Gradebook - build and edit a marking guide for online marking (assignments and forums)Setting up the Gradebook | Setting up the topic total | Checking your calculations | Grading students work | Finalising grades for the semester || Support ![]() This entry relates to the Gradebook.
You can design and use marking guides to mark assignments and forums online.
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Gradebook - build and edit a rubric for online marking (assignments and forums)Setting up the Gradebook | Setting up the topic total | Checking your calculations | Grading students work
| Finalising grades for the semester || Support
![]() This entry relates to the Gradebook.
You can design and use rubrics to mark assignments and forums online.
Good practice guides and tip sheetsGood 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
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Gradebook - remove overrides from grade items (Grader report)Setting up the Gradebook | Setting up the topic total | Checking your calculations | Grading students work | Finalising grades for the semester || Support
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. However, you can easily remove overridden grades in the Grader report screen. Note: You can alternatively remove overrides via the Single view screen. Steps
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Gradebook - remove overrides from grade items (Single view)Setting up the Gradebook | Setting up the topic total | Checking your calculations | Grading students work | Finalising grades for the semester || Support
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. However, you can easily remove overrides quickly through the Single view screen. Note: You can alternatively remove overrides via the Grader report.
Steps
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Gradebook - reportsSetting up the Gradebook | Setting up the topic total | Checking your calculations | Grading students work
| Finalising grades for the semester || Support
![]() 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.
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Set up a supplementary 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.
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. Steps
If you need support, contact your local eLearning support team. |