Saturday, 25 June 2022, 7:17 AM
Site: Flinders Learning Online
Topic: FLO Staff Support (FLO_Staff_Support)
Glossary: How-to glossary
Liz Tilly

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.



  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.

  • 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


  • 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  


  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



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.

    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


    • 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, 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.


      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



    Kaltura in FLO (self-paced workshop)


    eLearning support team

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