Saturday, 25 June 2022, 8:37 AM
Site: Flinders Learning Online
Topic: FLO Staff Support (FLO_Staff_Support)
Glossary: How-to glossary
ACTIVE QUIZ

Active quiz - main entry

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

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

active quiz iconActive quiz is designed to be used in a face-to-face lecture/tutorial (ie in class), with a classroom of computers/tablets/phones (devices). See Quiz – main entry for the out-of-class quiz activity.

The teacher creates the quiz in advance – adding questions from the topic's question bank. During the lecture/tutorial, the teacher starts the quiz. Students can now connect to this quiz. Once the teacher is satisfied that all students have connected to the active quiz, they can click on 'Start Quiz'.

The teacher can review student responses in real time and re-poll the same question, go to the next question, or jump to any question set up in the activity. 

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 quiz-related resources are provided below. 

Aligning quiz questions with Bloom's taxonomy | Using FLO quizzes with large student numbers


1. Plan

The better your planning/preparation, the less likely you are to run into a problem once students start doing the quiz. Therefore, it is advised that you have a process for creating your quiz. Why do you want to set up an active quiz (ie what is the quiz's purpose)? Active quiz could be used for:

  • Debate/discussion in a face-to-face (f2f) session 
  • A staged learning process: pre-session activities tested at the beginning of a f2f session, then workshopped in the session, then tested again at the end of the session (‘Session grading method’ choices are average, first session, last session, highest session grade) 
  • Revision sessions: pre-existing quiz questions can be used as a quick poll with students to identify learning gaps
  • Muddy points (knowledge/understanding) 
  • Interactivity/inclusivity amongst diverse cohorts (if live streaming used) – external, internal etc 
  • Classroom interactivity – competition/cooperation 
  • Engagement with topic materials and f2f


2. Build

Set up a category and question bank 

A question bank is used to categorise quiz questions. Sorting questions into categories is especially important when random questions are used or a topic contains many quizzes. If you add a category before you add questions to the question bank, all questions created can be added to this category and they will then belong to the topic, rather than the quiz. This approach will make management easier when you are creating new quizzes (eg in the following semester) using questions from previous quizzes.

  1. Add a category to the question bank
  2. Create a new question (question types) – the most suitable questions for Active quiz are multiple choice and true/false

Categories in the question bank can be exported from one topic into another, enabling the questions within to be multiple use. Please contact your eLearning support team to discuss importing question bank categories.


Create an active quiz activity

  1. Turn editing on using the green button – this button is available top left of screen on the topic homepage
    Turn editing on 
  2. Go to the module where you would like the active quiz to appear
  3. Click the Add an activity or resource link at the bottom of the module
    Add an activity or resource

  4. Select Active quiz from Activities tab
    add active quiz
  5. Give the Active quiz a Name and Description
    Name and Description
  6. Set up the Grade settings and Review options
      • If the 'Assessed' box is left at the default (ticked) the results of the quiz will appear in the Gradebook
      • If the 'Manual Comment' box is left ticked, you can add a comment when grading an attempt

        grade settings

        review options

  7. Click Save and display

  8. Click Edit quiz to start adding questions
    edit quiz
  9. Choose a question from your question bank. 
    For help creating questions, see Create a new question (question types).
    Create a new question, or select the category containing an existing question, then click + to add the question to the quiz
    select questions 

  10. Review the question settings, and click Add question
    question settings

  11. Repeat steps 8 and 9 to add more questions


3. Test

Ask your colleagues or the eLearning support team to check the setup of your active quiz. You could also run a test session (see below for instructions).


4. Administer 

Run an active quiz session

  1. In the topic, click on the Active Quiz activity you want to run

  2. Enter a Session name and tick the boxes if you wish to make responses anonymous.
    When you're ready to open the session, click Start Session
    start session

  3. Students will be able to join the session, but won't see any questions yet. Click Start quiz 

  4. Students in the active quiz session will see a short countdown before the first quiz question is shown

  5. You can control the question while it is shown to students by clicking on the links
    controls

  6. Students will be able to answer the question until you click End question, or until the timer runs out (if a time limit was set)

  7. Use the links to navigate between questions, re-poll questions, and hide / show results and answers
    controls - inactive

  8. To end the session, click Close session

5. Review

How did it go? What did students think? Did it help achieve your purpose in creating an active quiz? These types of questions can help you refine the quiz for next time. 


  Training and support

  Troubleshooting

Training

Quiz workshop (whilst this is not Active quiz, it will help you understand the features of the quiz activity)

Support

eLearning support teams

There are no identified issues with Active quiz.

Engaging content - polling

Students provide responses to questions or surveys. Polling can be synchronous or asynchronous. Synchronous or real-time polling in class allows you to display and analyse the results immediately. Asynchronous polling can be used prior to a teaching session where you collect and analyse results to inform delivery of your class.

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 polling-related resources are provided below. 

Design principles for creating engaging digital contentSourcing and creating digital content






Active Quiz icon

FLO Active Quiz

Active Quiz is designed for in-class quizzes. The quiz uses questions from the question bank, questions can be timed/not timed, grades are reported back to the Gradebook. You can view student responses in real time to offer in-class discussion about the results. Students can use any device. Group quizzing is supported.

Good for

  • Delivery of time-boxed questions (synchronous)
  • Multiple poll questions in one session where the availability of each question is controlled by the teacher
  • Use in-class to check understanding of materials during presentations to allow for clarification
  • Use in-class to explore class views on issues for discussion

Useful features

  • Active quiz is a synchronous (real-time) timed quiz
  • Multiple choice (MCQ) and True-False questions will generate a dynamic histogram of answers, making them good for polling
  • Functions in group mode
Cautions

  • In a live classroom setting, be careful what your screen is displaying – questions other than MCQ and T/F will display identified student answers
Tips

  • Create a QR code of the Active quiz URL. Insert into your lecture presentation to make it quick and easy for students to access
  • Advise students in advance to have a suitable device. Have students log into FLO at the beginning of the class
Help resources





Choice iconFLO Choice

The Choice activity allows you to ask a question and set up radio buttons which learners can click to make a selection from a number of possible responses. They can choose one or more options, and they can update their selection if you allow them. Choices can be useful as a quick poll to stimulate thinking about a topic, to allow the class to vote on a direction for the course, or to gauge progress.

Good for

  • Asynchronous use (eg asking a question pre-class to explore class views on issues for discussion)
  • Single in-class question where time-boxing of answer is less important
  • Use at beginning of class before presentation commences
  • Use at end of class to determine comprehension

Useful features

  • Designed as a single question asynchronous (not real time, students working on it individually at own pace/time) polling activity
  • Can be used in a live setting (synchronous/real time)
  • Can display a histogram of responses
  • Results can be exported
  • Can be run in group mode
Limitations

  • Teacher will need to refresh their screen to display the choice results
  • Limited layout and styling control
  • Only one question per choice activity
Tips

  • Generate a QR code form the choice URL. Add to lecture slide to take students directly to the poll
  • Advise students in advance to have a suitable device. Have students log into FLO at the beginning of the class
Help resources

 






Feedback iconFLO Feedback

The Feedback activity allows you to create and conduct surveys to collect feedback. Responses can be anonymous. There are a number of question types including MCQ, True/False and free text.
Good for

  • Asking multiple questions, including free text
  • Asking the class what material they would like further clarification on in tutorial or revision sessions

Useful features

  • Can deliver more than one question
  • Designed for surveying, responses can be anonymous
  • Can be used as a live activity in class
  • Results of some question types can be displayed as a histogram
Limitations

  • Teacher needs to refresh the results page to see incoming responses
  • Limited layout and styling control
Tips

  • Create a QR code from the feedback activity's URL. Place the QR code into a lecture slide to make it efficient for students to get to the activity on a mobile device
  • Advise students in advance to have a suitable device. Have students log into FLO at the beginning of the class
Help resources

ADMINISTRATION

FLO interface - Key features

1. Layout  |  2. Customisation  |  3. Topics  |  4. Logout  ||  Support 

There are two main page views you will encounter in FLO: My FLO, and individual Topic pages.

My FLO

My FLO has several main navigation areas: (see image below)

  1. Quicklinks - From here you can access the Library homepage, Student Portal, FLO Support resources or you can click on Topic Search to search for your topic.
  2. Navigation menu - Here you can access your My Media, Calendar, and all your topics.
  3. My Topics Overview - A list of all of your topics.
  4. Timeline block – Provides an overview of deadlines. Deadlines may be sorted by due dates (1) or by dates or topics (2).


Topics

Navigating within any topic can be done in a number of ways:

  1. Breadcrumb trail - This breadcrumb trail appears on every page. Click on the links to navigate backwards toward the topic home page or your Dashboard.
  2. Navigation menu- From here you can navigate to your other topics as well as to the topic Calendar. It also displays links to the Participants list, Grades, Media Vault etc.
  3. Specific topic activities and resources - Click on any specific activity or resource to open it.
  4. Quick Back to Top button – Click to quickly navigate back to the top of the page, instead of scrolling up.
  5. Topic blocks - links to standardised topic information, activities, contact details, due dates, grades, etc.


FLO interface - main entry

Flinders Learning Online (FLO), Flinders University's web-based learning and teaching platform, facilitates the creation of online educational environments by non-technical users. FLO can be used to create entire online topics and courses or to provide interactive tools that supplement or complement existing topics and courses. All topics at Flinders have a FLO site. FLO is a 'suite' of technologies. The core of FLO is Moodle, but it also includes related educational technologies.

1. Layout  |  2. Customisation  |  3. Topics  |  4. Browser compatibility  |  5. Log out   ||  Support 

Anyone with a Flinders FAN can log into FLO. Each topic has a FLO site automatically created. Staff may request other sites (eg for courses, collaborative projects, committees) by contacting the eLearning support team in their college.

A link to the FLO login page is provided in the Quick links menu in the top banner of the University website or via Okta. Otherwise, type https://flo.flinders.edu.au/ into your browser address bar; this link will redirect you to Okta to sign in. Once signed in you will be redirected to FLO. 


Table of contents

1. Layout
2. Customisation
3. Topics
4. Browser compatibility
5. Log out



1. Layout

My FLO homepage

When you first log in to FLO, you will see the My FLO homepage. The My FLO page lists every topic you have a role in. Your topics are arranged in a Card layout under My Topics.

The top of the 'My topics' block


You can also see the items and topics that you have most recently accessed.

The 'recently accessed topics' and 'recently accessed items' blocks.


Blocks

The standard layout of the FLO homepage (My FLO) consists of blocks on the right of the screen, with the content on the left. A block is a widget that can provide a link to a feature, or can aggregate content from different areas of the site. Blocks available from My FLO can link you to upcoming assessments and latest announcements.

flo layout


In your topics, the blocks can be accessed from the Topic Blocks button in the banner (top-right corner).

The topic blocks button is in the top-right corner of the screen


The blocks panel is divided into three columns. Column 1 has the Topic Links, Clock and Activities blocks. Column 2 has the Teaching team block and Column 3 has Lecture recordings and other blocks you would like to include.

The block layout inside a topic.

 


2. Customisation

My FLO page customisations

To control which topics appear on your dashboard, you can star or remove them:

  1. Under the topic click on the three dots
  2. Choose Remove from view to hide the topic
  3. Choose Star this topic to add it to your Starred list. You can access the starred list from the filter in the top-left corner of the My Topics block (FLO remembers the last filter you chose each time you come to this page).

The three dots are marked with a red border in this picture.

Profile customisations (includes photo)

Every user in FLO has a profile page that is displayed to other users. To edit your profile click the picture next to your name and select Profile from the drop-down list, then the Edit profile link in the user details box.

edit profile

You can edit your location, time zone and add a description about yourself. Your name and email address will be automatically added.

You can also add a picture of yourself or something you want to be identified by. You can by scrolling down to the User picture section do this by clicking the add button add buttonor drag and dropping a picture into the box with the dotted lines. You can also provide a description for the picture. Adding a picture gives you a 'social presence' in FLO and will show in some FLO activities (eg forum posts) and the Teaching Team block.

add picture

Click the Update profile button  to save your changes.

Preferences settings

Preferences, available through the profile menu, allow you to control settings that primarily control how you receive information from FLO. The following settings are available:

Setting
What it does
Edit profile
Preferred language
  • The default language is set to English.
Forum preferences
  • How often you are notified about new posts
  • How you subscribe to forums.
  • Have new posts marked
  • Forum tracking
Editor preferences
  • Choose which text editor to use. Note that access to the video platform is only available through the Default/Atto editors.
Topic preferences
  • Turns on a comprehensive activity chooser. If disabled separate choosers for activities and resources are provided instead.
Calendar preferences
  • Choose between a 12 & 24-hour calendar
  • Choose the first day of the week
  • The number of upcoming events that are displayed
Message preferences
  • Control how you are notified about new messages
  • Prevent non-contacts from messaging you.
Notification preferences
  • Control where and how you receive notifications for every activity in FLO
You can return to the My FLO page by clicking the link in the topic breadcrumbs at the top of the screen. 

breadcrumbs




3. Topics

FLO topics consist of resources (eg lecture notes, files, URLs, and video files) and activities (eg assignment dropboxes, quizzes, discussion forums).

Orientation to FLO and quick editing tips:


Find your way around (FLO features)

Tools for managing learning (such as the Gradebook) can be used to record and monitor student progress In the Flinders My Topics area – this is a listing of all the topics you have access to and you can decide how you would like to view your topics – in progress, past, future or starred topics.

my topics

The standard layout for each topic consists of content (modules/weeks) in the centre, navigation menu on the left, and topic blocks in the banner image.

The top module can be used for resources that are needed throughout the semester and do not sit specifically into a weekly module, or one of the modules included in the starter site.  Note: If you are using a Collapsed topic format, the user cannot collapse the top module, and so consideration should be given to the number of resources in the top module to avoid a long scrolling experience. 

topic layout


Edit content in a topic
The editing aspects of the topic are located at the top of the screen. The Topic Management, Navigation menu and Quicklinks appear at the top of your screen in every topic, along with the Turn editing on button. To edit or add content to your topic, select the  Turn editing on button.  


Edit week/modules and activities/resources

With editing on, next to each activity you will see an Edit drop-down menu. This menu will allow you to move, hide, duplicate or delete the activity. 

The options in an edit menu - edit settings, move right/move left, hide/show, duplicate, delete.  

A week/module or activity/resource can be quickly renamed using the pencil icon and moved easily using the move icon.
move and pencil icon

Note: If you using a weekly format and change the default module titles by renaming them, remember to check that date-specific resources like lecture recordings appear in the correct location before teaching begins.


Add a block

There are various blocks you can add to a topic. See the list in Add a block located at the top of the page in Topic Blocks:
add a block    

When you have finished editing, ensure that you Turn editing off.


Add/delete a module

  1. If deleting a module, delete all of the contents of the module. Otherwise, skip to the next step.
  2. Scroll to the end of the FLO topic homepage, and select either the add or delete option. blue plus and minus icons
  3. If adding a mdoule, change the module name using the pen icon, and move to the position you want it (eg below Module 0) using the icon at the left of the module name
    move module
 
Customise the My Topics block (My FLO)

The My Topics block has filters to help you find your FLO sites. The following filters are available:

All All your FLO sites, (except for any you have hidden)

In progress All sites currently running (e.g. the topics you are currently teaching in)

Future Topics you will be teaching in the future. Topics will move to In progress at the start of the semester

Past Topics where teaching has finished

Starred – Topics you have marked for easy access (see below)

Removed from view Topics you have removed from the All filter.

Whenever you log in to FLO, you are taken back to the filter you last chose. If you find that you are suddenly missing a topic, this can probably be fixed by checking which filter is selected.


Create starred topics for quick access (My FLO)

To access frequently used topics, you can 'star' a topic, which makes it easier to filter when you log in to FLO.

  1. First, click on My Topics list in the navigation menu:

    My FLO is the first item in the navigation menu

  2. Scroll down and find the topic you would like to star

  3. Click on the three dots

  4. Click on Star this topic

Your topic will now appear in Starred, when you filter the list under My Topics.

The filter is directly underneath the 'My Topics' heading.



4. Browser compatibility

FLO is compatible with any standards-compliant web browser. We regularly test FLO with the following most up-to-date browsers:

Desktop: Chrome | Firefox

Mobile: Safari | Chrome

For the best experience and optimum security, we recommend that you keep your browser up to date.



5. Log out

Once you have finished in FLO remember to log out.

  1. Click on your profile menu
  2. Click on Log out
    log out menu



 Training and support

  Troubleshooting

Training

Contact your eLearning support team for any training required

Support

For further assistance please contact your local eLearning support team

You may have one of the following issues:

FLO interface - troubleshooting

1. Layout  |  2. Customisation  |  3. Topics  |  4. Logout  ||  Support 

This troubleshooting guide relates to the FLO Interface.


Questions/problems




FLO sends me too many emails

You can control which email notifications you receive from FLO by locating your name (once logged in) in the toolbar/banner at the top of the screen. Use the drop-down arrow to go to Preferences, then Notification preferences. From here you can disable email notifications for particular activities.

notification preferences email



The file I want to upload is too big

FLO has a default upload size of 50MB per file. You can change this using the following steps:

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



  2. Click on the Cog icon

    The cog is in the top right corner

  3. Select Edit settings

  4. edit settings

  5. Scroll down to the Files and uploads section and select the topic size you require from the Maximum upload size drop-down list (if using Video we recommend using MyMedia instead of increasing the file limit)



  6. Click Save and display to apply changes



I can't delete the topic links block

This block provides key information to students about the topic and cannot be removed.



When I delete the announcements it keeps coming back.

The announcements activity is a key part of communicating with students on FLO and cannot be removed.



What is the FLO starter site?

The FLO starter site is a pre-configured starting place for a FLO topic and can be customised to work with the needs of a course or topic. Read more about the FLO starter site.

FLO interface - WebPET (Web Presence in Every Topic)

1. Layout  |  2. Customisation  |  3. Topics  |  4. Logout  ||  Support 

This entry relates to the FLO interface.

This information has now been replaced by the digital learning guidelines.

What is 'WebPET'?

WebPET (Web Presence in Every Topic) aims to provide:

  • a coherent and flexible student-University interface 
  • students with ready access to information which is timely, current and unambiguous 
  • a base for further use of technology to enhance the quality of teaching and learning 
  • minimum expectations of support - 'As a Flinders student I can expect…..'. 
  • efficiencies for academic and support staff 

And in addition:

  • a more widespread and consistent use of FLO 
  • increased provision of online lecture recordings 
  • increased use of online assignment submission 

Students are generally happy with using FLO for their studies but have expressed their desire for more consistency across their topics. 

What does it look like?

As a minimum, each FLO site has:

  • a topic links block (including links to topic information, library services, the SET system, a marks/grades tool, an email address lookup tool, and a link to staff and student help services) 
  • a general discussion forum 
  • an announcements forum and latest announcements block 
  • a calendar block 


Expectations of staff

All staff are required to:

  •  make all handouts available electronically through FLO (including the Statement of Assessment Methods
  •  post all important topic messages through the announcements forum 
  •  provide lecture recordings to students via FLO
  •  allow electronically-produced assignments to be submitted and returned electronically


What you can expect from the University

The University will:

  • automatically set up new FLO sites to contain the minimum tools and links
  • automatically generate the required information within sites
  • automatically insert recorded lectures into FLO sites 
  • provide support for the electronic assignment functionality 

Statement of Assessment Methods (SAM)

A piece of paper with a series of ticks on it.The Statement of Assessment Methods (SAM) lists the assessment requirements for each topic. SAMs for each topic are found in that topic's FLO site but are edited in Flex.

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 | Completing Statement of Assessment Methods for 2022 | Developing learning outcomesPolicy implications for assessment design | Students are engaged in authentic and experiential learning |  Using gradebook | Moderation | Providing students with comprehensive assessment information and support in FLO | Constructive alignment in FLO | Negotiated assessment


Where to find the SAM for your topic

The SAM is located in the Assessment module in each topic:

 

It shows any available SAM for your topic. If 'not available' appears in the 'Link to SAM' column, this means your SAM has either not been created or is currently in draft format and not yet published.

SAM

 


Updating your SAM

  1. Login to https://flex.flinders.edu.au using your FAN and password.

  2. Click My resources


  3. Click Drafts

  4. Click the title of the Statement Assessment Methods you would like to edit


  5. Click on Edit this version under Actions



  6. In Editing mode, navigate through the SAM with the buttons at the bottom of each page, or by clicking the section links in the menu on the right




  7. Note: It is not necessary to click Save and Continue each time you navigate between sections. Once you have made all the changes, click the Save button in the top right corner.



  8. A window will pop up displaying the options: Submit for moderation, Save draft and Cancel.



  9. Once your SAM has been moderated and approved it will then be published to your topic.

 


Modifying a rejected SAM

  1. Go to My resources > Moderation queue to find rejected SAM



  2. Click on Show comment to view comments made from moderators      



  3. Click on the SAM title to visit the summary page



  4. On the SAM summary page, click on Moderation history to view the SAM’s editing, moderating process, and any comments.



  5. To edit a rejected SAM, click on Redraft this version.

  6. To submit a rejected SAM for moderation, click the Save and exit button in the top right corner, then click on Submit for moderation. Alternatively, you can click on Save draft to save your work for later. 


Who to contact for help

  • For help updating your SAM (FLEX-related queries), please refer to the SAM contact in your College
  • For academic or policy-related questions, please refer to your College Dean (Education) or College Assessment Policy Working Group rep

College For assistance with FLEX For academic or policy-related questions
Business, Government and Law

Email: BGLEnquiries@flinders.edu.au

Chris Kee,
Dean (Education) and Assessment Policy Working Group rep
cbgl.deaneducation@flinders.edu.au

Education, Psychology and Social Work

Student Progress and Assessment Advisors
Email cepsw.spaa@flinders.edu.au

Debra Bateman
Dean (Education)
cepsw.deaneducation@flinders.edu.au

Julie Clark
Assessment Policy Working Group rep
julie.clark@flinders.edu.au

Humanities, Arts and Social Sciences

Jo Smiley on 15516 | Blake Lenthall on 15840
Email: HASSenquiries@flinders.edu.au

Eric Bouvet
Dean (Education) and Assessment Policy Working Group rep
chass.deaneducation@flinders.edu.au

Medicine and Public Health

Email: cmph.enquiries@flinders.edu.au

Alison Jones
Dean (Education)
cmph.deaneducation@flinders.edu.au

Lambert Schuwirth
Assessment Policy Working Group rep
lambert.schuwirth@flinders.edu.au

Nursing and Health Sciences

Jane Lucadei and Brett Carter
Email: NHSenquiries@flinders.edu.au

Chris Barr
Dean (Education) and Assessment Policy Working Group rep
cnhs.deaneducation@flinders.edu.au

Science and Engineering

Email: cse.enquiries@flinders.edu.au

John Roddick,
Dean (Education)
cse.deaneducation@flinders.edu.au

Ingo Koeper
Assessment Policy Working Group
Ingo.koeper@flinders.edu.au



Additional help materials for SAMs

Statement of Assessment Methods (SAM) - information for administrators and moderators

A piece of paper with a series of ticks on it.This resource is people who either moderate or admistrate SAMS. If you are not a moderator or administrator, check out our general resource.

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 | Completing Statement of Assessment Methods for 2022 | Developing learning outcomesPolicy implications for assessment design | Students are engaged in authentic and experiential learning |  Using gradebook | Moderation 

 

Moderating a SAM

  1. To find the SAMs needing moderation, either:
    •  Find the email you will have been sent titled FLEX : You have new notifications, and click on the link in the email.
    • go to https://flex.flinders.edu.au and click the flag at the top right
  2. Click on the View SAM link – as a web page or as a PDF

  3. Review the SAM. The steps here will differ depending on if you doing an Admin or Academic review.

    Admin review (this is a quick check that should take about 2 mins per SAM)

    Specific areas:

    • There are no missing sections – look for RED text
    • There is no obviously incorrect content and formatting
    • At least one Topic availability is selected
    • Where > 1 Topic availability is selected, they have similar start and finish dates
    • Dates are for the current year
    • Marks add up to 100%
    • Each Topic learning outcome is aligned to at least one assessment item

    Academic review

    Primary focus is:

    1. Makes sense to students and is reasonable
    2. Is consistent with University policy


    Specific areas to review

    1. Expected student workload
    2. Assessment details
    3. Criteria for Successful Completion
    4. Alignments of assessment to Outcomes


  4. For Academic review, if an update to the content is needed, click the Reject button.
    • You will need to enter a comment. Please explain what changes are needed.
    • Note: The message can be seen by Topics Coordinators and moderators – it is stored for future reference.


    Next, choose who needs to make the update:

    • Admin moderator – for simple edits
    • Original Contributor – if the Topic Coordinator needs to update it



Redrafting a live or rejected SAM (administrators only)

  1. In the Actions section, click on Redraft this version


  2. Editing mode will launch. Navigate through the SAM using either the buttons at the bottom of each page, or by clicking the section links in the menu on the right-hand side.


  3. Once you have made all of your changes, click the Save and Exit button in the top-right corner. You do not need to click Save and Continue as you navigate between sections.


  4. When you click Save and Exit, a window will pop up allowing you to submit the SAM for moderation, save a draft for later or cancel your changes.



Deleting a draft SAM (administrators only)

  1. In the Actions section, click on click on Delete this version.
    Part of a SAM. A link titled "delete this version" is on the right side of the image.

  2. Click Ok to delete the SAM.

Styles and layout - apply text styles

Show more buttons iconThis entry relates to styles and layout, in particular the HTML editor.

For reasons of accessibility, usability, universal design and sustainability, you are advised to apply styles that are built into the HTML editor when working with text. Categories of style usage include headings, quotes and other text elements. 



Font colours

The font colour range is limited making it easier to be consistent. These colours ensure the text is readable on the screen. To view this feature you will need to expand the HTML editor menu.

font colour options

Paragraph styles

Using paragraph styles will ensure that your site looks 'clean' (ie no unnecessary formatting) and consistent. These tools save you time as you don't have to worry about formatting text yourself, and are accessible to users with a sight disability, as their screen reader will be able to make sense of the text. Just as you wouldn't want to read a book that had no chapter headings or subheadings, so web users like 'chunked' text that makes reading easier.

  1. In your FLO activity/resource/module, place your cursor where you want the style (eg heading) to appear, and from the toolbar menu, select the Paragraph styles icon Paragraph styles icon
  2. Make a choice from the Paragraph styles menu 
    paragraph styles menu

  3. Click Save changes once you have finished editing the text 


Styles

These styles can be used to highlight something important that you want students to see (eg guest lecturers, assessment items due, preparation for a workshop). Using an option in the Styles menu will make this information stand out in your FLO site.

Example:

Please prepare for our next workshop by reflecting on your experiences at placement.

  1. In your FLO activity/resource/module, in the HTML editor toolbar click on the Show more buttons iconShow more buttons icon

  2. Place your cursor where you want the style to appear, and from the toolbar menu select the Styles iconapply text styles

  3. Make a choice from the drop-down Styles menu
    Styles drop-down menu

  4. Click Save changes once you have finished editing the text

Subtopic - Library World

1. Options  |  2. Set up  |  3. Administer  |  4. Reports  ||  Support 

subtopic iconThis entry relates to the Subtopic activity.

Library World is an introduction to using information at university. The Library interviewed over 40 Flinders academics and students to share their experience and expertise in finding information. From these interviews, we made 11 videos to give students a good foundation in what is quality and credible information at university, how to follow the scholarly conversation, what tools to use in research, and where to go for help. 

You will need to ask your eLearning support team to add the subtopic on your behalf.


Can I use it as an assessment item in my topic? 

Yes. The assessment in Library World takes the form of reflective questions. Before viewing any of the videos, students are asked three quick questions about their current information seeking practices. After working through Library World, students are asked the same questions so they can reflect on what they have learned and what they will now do differently to find information at university. 

You can add Library World to your topic as a subtopic and use as either an assessment item or a resource. 


Can I use it as a resource that is not assessed?

Yes. Let your eLearning support team know that you want Library World added as a resource only. To get grades for Library World you need to click the fetch button button (once you have clicked on the Library World subtopic link). The weighting in the Gradebook is defaulted to 0.


Where can I get help? 

Subtopic - main entry

1. Options  |  2. Set up   | 3. Administer  |  4. Reports   ||  Support 

subtopic iconThis entry relates to the Subtopic activity.

The subtopic activity has to be added by your eLearning support team. Please contact them if you want this activity added to your topic.
The subtopic activity connects students from your topic to another FLO site, and periodically pulls grades from that site into your topic.



1. Options

The following Subtopics can be added to your topic:

  • Horizon Award
  • Library World (separate entry)
  • Academic integrity for students (i.e. the academic integrity quiz)
  • PRE-PLACE


2. Set up

You will need to ask your eLearning support team to add the subtopic on your behalf.

Once the activity has been added, you will have a limited number of settings that you can edit:

  • add a description for the activity
  • redirect students to the subtopic by ticking the box in the Referenced topic section
  • add a Group mode or Grouping in the Common module settings section
  • restrict access (by activity completion, date, grade, group, grouping etc) in the Restrict access section
  • add completion tracking (this will first have to be enabled at topic settings level) in the Activity completion section
Timeline block: The Subtopic activity will not show to students in the Timeline block.


Grades

Because grades will feed into your topic through the activity, you will need to make some minor decisions about how the grades are used.

  • Set the weighting for the activity (by default it will have a weighting of 0).

    0 weighting in the Gradebook


  • Set a Lock Date when your topic should stop accepting grades from the activity (this is a roundabout way of setting a due date).

    We recommend setting the lock date an hour after the due date specified in the SAM, to ensure that the grades have synced one last time.



3. Administer

When students click on the subtopic activity, they will go directly to the subtopic site (students have automatic access to all subtopic sites as a student at the University). They will then be able to complete the activity. The grades will then periodically sync back with your topic.



4. Reports

You can view the logs report in FLO to see if a student has clicked on the link to the subtopic. 

view logs report

If you are grading a subtopic, you can also manually 'fetch' the grades. You might do this at the end of the topic, or after a specified timeframe (which you can set in the subtopic settings in the Restrict access tab). Click on the link for the subtopic to  view the screen below, then click the Fetch now button.

Fetch grades


  Training and support

  Troubleshooting

Support

eLearning support teams

No known issues with this tool

Topic administration - course sites

This entry relates to topic administration.

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 topic administration-related resources are provided below. 

Internal course accreditation | Online topic orientation

Course sites are like any other FLO sites, allowing you to share information and create interaction, except they are not controlled by the University timetable. This allows you to determine who has access and for how long. They can be used to facilitate the sharing of information and collaboration between groups residing outside of a single topic. The following steps are necessary when thinking about using course sites:

  1. Plan the site
  2. Request a course site 
  3. Build the site
  4. Evaluate the site (post set up)


1. Plan the site

When designing a course site, it is crucial to think about the site’s purpose and audience before you request it. Planning will determine the site’s structure/content and ultimate success. You may want to have a conversation with your local eLearning support team

Some of the advantages of using course sites are:

  • Streamlining shared resources (one-stop-shop for teaching resources, forms, etc.)
  • Orientation/induction (course perspective)
  • Opportunity for students to ‘meet’ other students across years/disciplines and work collaboratively on projects outside the scope of their topic
  • Networking in a profession/the University (e.g. mentoring, student societies)
  • Work-Integrated Learning (WIL) (e.g. employment opportunities)
  • Get feedback from students on a whole course
  • Providing access to key information for the life of the students’ course

Your audience/users might be:

  • All students enrolled in a particular course(s)
  • All students enrolled in certain topics (e.g. all Archaeology students, using all ARCH topic codes)
  • Students enrolled in specific topics 
  • Students with a specific link to self-enrol in the site

2. Request a course site 

As the site administrator/s or course coordinator, use Service One to send a request to your local eLearning support team. They will set up the site and allow access for specified users. 

You will need to provide key information with your request:

  1. Proposed name of the site 
  2. Description of the purpose of the site (see possibilities above)
  3. Rollover method: do you want the course site to be rolled each year or it is an ongoing site? Ongoing sites stay the same year after year
  4. FANs of staff who will be responsible for maintaining the site and teaching team who needs to have access and their preferred roles (Topic administration – roles in FLO)  
  5. Rules for populating (course codes, lists of topics, topic prefix, self-enrol)
  6. Suitable course site format (collapsed modules or grid)
  7. Consideration of requirement for restriction of access to one organisational area (open or self-enrol options) - discuss this with eLearning
  8. Approval or endorsement of college if appropriate.


3. Build the site

FLO Staff Support contains the following resources to may help you develop your site:

You may also consider adding a course site welcome video which help your students connect with their course coordinators and provide a more personalised approach to the site.  Below you can find an example of a short welcome video for the Bachelor of Criminology course site.



4. Evaluate the site (post set up)

If you are a site administrator, you will want to evaluate the site’s usage on a regular basis (e.g. twice per year). Some suggested approaches are: 

  • Seek feedback from your target audience – you could use the feedback activity for this purpose, and post an announcement (this post will go to everyone enrolled in the site) to encourage users to provide feedback
  • Review forums for common questions or points of discussion (how can FAQs be useful for future years?)
  • Access FLO reports about site use: 
    • How often is the site accessed by the target audience?
    • How recently was the site accessed by the target audience?
    • What is your audience doing in the site (e.g. accessing support materials, participating in a forum)?

Once that you have collected and analysed your data, you can re-evaluate your site:

  • Is the site working: visual design, online engagement, and purpose?
  • What activities and resources are used/not used?
  • What does user feedback tell you?
  • Has the site’s purpose changed over time?
  • Are there new developments?
  • Is it sustainable? How can we improve overall site maintenance over the years?

Topic administration – dates and times in FLO

Students will access FLO from different time zones. Settings inside FLO and on user's personal devices will affect how dates and times display in FLO.


Where is the date and time displayed in FLO?

Time is displayed in many locations in FLO:

  • Timeline block – a centralised place for students to see upcoming due dates
  • Calendar – a centralised place where all dates and events in a topic are collected/recorded
  • Activity index pages – accessed from the activities block and the topic management panel, the activity index pages contain a variety of information depending on the tool you are looking at, such as due dates, number of attempts/submissions, unread posts, etc.
  • Activity settings – for example, assignment due dates, quiz times, restrict access by date/time
  • Text-based content – for example, within lecture recording links, documents, pages and descriptions
  • The interface of the activity – for example, scheduler, attendance, forums
  • Blocks – eg. Clock block, upcoming events block, activities block

How is the time displayed in FLO?

FLO displays dates and times based on the time zone setting in each user's profile preferences. All user's initial FLO time zone is set to server time, which is the current time in Adelaide, South Australia. Server time automatically adjusts for Adelaide Daylight Saving Time. 

Users can choose to set a different time zone in their profile preferences. FLO will then display most times and dates converted to their chosen time zone, with a few notable exceptions. These exceptions are listed below.

Note: FLO's time zone settings do automatically update with your device's settings.

Individual tools and activities in FLO will display times:

  • as the time in Adelaide
  • converted to the time zone in a user's preferences
  • converted to the time zone on the user's device.

Individual tools and activities in FLO may obtain the current time from one of three sources.

Time displayed
Tool
Adelaide time (server time)
Clock block*, Assignment extension requests, Lecture recordings, Statement of Assessment Methods (SAMs), Turnitin feedback studio (similarity reports)
Converted to the time zone in a user's profile preferences Active quiz, Assignment, Attendance iconAttendance, Calendar, Chat, Choice, Database, Dialogue iconDialogue, Feedback, Forum, Glossary, Group self-selection iconGroup self-selection, Lesson, OU blog, Quiz, Scheduler, Self and Peer Assessment, Turnitin draft tool, Wiki iconWiki

Restrict access settings by date/time
Dates entered into the topic calendar
Converted to the time zone on the user's device Clock block*, Collaborate

*A block you can add to your site that shows all users both Adelaide time and their local time.

Third-party sites (e.g. KuraCloud, Mobius, textbook publishers) are dependent on the publisher and may vary.

Tip: Be aware that FLO displays and operates within most FLO tools as a 24-hour clock for staff when setting dates and times, and displays as a 12-hour clock to students.

Tip: You can also manually add key dates to the calendar , for example, you could add Collaborate session times as an important additional support for students in different time zones.

Topic administration - FLO topic production cycle

This entry relates to topic administration.

Topic rollover is the process of creating a new topic space in FLO, applying a template, and applying content to it in line with the topic coordinators’ requirements, all in preparation for the next teaching period.

FLO topic rollover checklist (updated February 2022) 

Use this checklist after your FLO site has been rolled over. It lists the essential tasks to do in your FLO site before students have access. This checklist is updated each semester and will also be emailed to you as part of FLO rollover communications.

Once topics have been rolled over, there are additional support resources that may be helpful:


Key rollover dates
77 days from teaching start date Between 77 and 10 days from teaching start date 7 days from teaching start date Teaching start date

Teaching team gets access to FLO topic site(s)

Topic coordinators are sent an email confirming their topic(s) have rolled

TC and teaching team prepare FLO topic site(s) for teaching Enrolled students get access to FLO topic site(s) Teaching commences in FLO topic site(s)




Topic administration - main entry

The topic administration section describes how you administer your topic in FLO.

1. How sites are created  |  2. Topic settings  |  3. Editing your topic  |  4. User management  |  5. Reports  ||  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.

Structuring your FLO site | Culturally responsive digital learning |  Teaching first year | Supporting students to successfully engage with the topic

Once you have built, adjusted the settings, and edited your topic in preparation for student access, you can preview it as a student to see what it looks like from a user perspective (rather than as an administrator).



1. How sites are created

Topics are automatically created in FLO using data from Student Two. If your topic does not appear, contact your local eLearning support team for assistance. Staff have access to topics 77 days prior to the teaching start date, with students getting access 7 days before the start of teaching. See:

Both staff and students have access for 450 days after teaching finishes, except when a student withdraws or a staff member is removed from the teaching team in Student Management.

Shared topics

A shared topic combines several cohorts (topic availabilities) into one FLO site.  View more information and guidelines

Course sites

Depending on its purpose, a course site may be set up to support students across topics/programs and/or staff. View more information and how to set up

Short courses

It is possible to create a non-award (short) course in FLO using existing infrastructure, though some processes are less automated than what is possible for award topics. View more information



2. Topic settings

You can do many things under the Topic management menu.

Topic coordinator/teacher role options

The Topic management panel can be opened by clicking the button (cog icon) on the main menu. As a teacher, you will see more options than a student. It gives you access to activities, the question bank, badges and user links. If you are on your topic's home page, you will also be able to access topic administration features (through the Actions menu actions menu).

Cog icon main menu

Topic management window 

Change your topic format

You can use different formats to change the organisation and structure of your topic.

  1. On the homepage of your topic, open the Topic management window and click the Actions menu cog
    Topic management window
    Topic management window and Actions menu cog

  2. Select Edit settings in the drop-down list
    Edit settings

  3. Under Topic format, change Format to either Grid format or Collapsed modules. See examples of topic formats (Example FLO sites)
    Topic format menu 
    Collapsed modules – shows your topic in a format where modules can be toggled/collapsed (recommended).
    Grid format – shows your topic in a visual grid format (alternative format, requires images and may have additional rollover tasks each semester).

  4. Select the number of modules you require
    Number of modules setting

  5. In the Hidden modules section, select your preference ( Hidden modules are completely invisible is recommended)
    Hidden modules settings

Upload a banner to your topic

A banner is designed to give a face to your site and make it recognisable to your students. The banner is visible on top of the site, as well as on the topic 'card' on the MyFLO page.

Change the maximum upload file size available in your topic

This is managed in the Files and uploads section. By default, topics are set at 40MB but can be changed to accept files up to 2GB. If you need to upload video/audio, please follow the Kaltura (My Media) process.

Maximum upload size setting

Turn on completion tracking in your topic

This setting controls completion tracking topic wide. By default, completion tracking is not enabled.

Completion tracking settings

Manage groups in your topic

A group or grouping can be used on two levels — topic level and activity level. When the group mode is switched on at the topic level this is the default for all activities in the topic (including filtering in the gradebook and in participants/enrolled users pages). To enable group mode in a topic, follow the steps below.

  1. In the Groups section, select either Visible groups or Separate groups

    Separate groups – Each group can only see their own group, others are invisible.
    Visible groups – Each group works in their own group, but can also see other groups. (The other groups' work is read-only.)
    Groups settings

  2. If Force group mode is set to Yes, the Group mode setting is applied to every activity in the topic. Group mode settings in each activity are then ignored.

  3. Assign a default grouping (if required)

    Note:
    Students can see the membership of any group, so don't name groups based on extensions, grades, language proficiency or medical conditions.



3. Editing your topic

In this section, we go through the editing within the topic using an activity, resource or block.

  1. To begin editing your topic, click the Turn Edit On button
    turn editing on 

  2. To add a new activity or resource, click the Add an activity or resource link that will now be available at the bottom right corner of each module 
    Add an activity or resource button 

  3. The activity chooser window will open – it has tabs for different views:

    Starred – any activity or resource you (the teacher) 'star' as a favourite or frequently used activity
    All – all  Activities and Resources together
    Activities – only Activities
    Resources – only Resources
    Activity chooser

  4. To edit existing activities and resources, select an option from the Edit menu that appears as a drop-down list alongside each item and click Edit settings
    edit a resource or activity

  5. To change the name of an activity or resource, you can also click the Edit title button. Press Enter on your keyboard to save the new title
    Edit title icon

  6. To move activities and resources up and down the page, hover over the Move resource icon and then click and drag the item to its preferred location. Activities and resources can be moved both within and between modules
    Move icon

    Blocks can be moved in a similar fashion. Click the Topic Blocks button to view existing blocks. Blocks can be positioned in Column A, Column B or Column C by clicking and dragging using the Move block icon. A block can also be moved up and down within the same column.


    Blocks layout



4. User management

In the User management section, you can do a variety of tasks relating to users in your topic.

View a list of participants

You can view a list of all users in your topic on the Participants screen.

  1. Open the Participants screen via the Participants link in the Navigation menu (left of your screen)
    Participants from navigation menu

    Or open the Topic management window and select Participants in the User Links section
    topic management cog
    finding the participants link

  2. A list of participants will show

  3. You can use the search filter to find participants in the FLO site based on:
    • Name
    • Student ID or FAN
    • Role (e.g. student, tutor)
    • Group name
    • Who currently has access (active)
    • How long they have been inactive

    Participants filter

Contact a student (messaging tool)

You can contact a student via FLO by sending a message.

  1. Open the Participants screen via the Participants link in the Navigation menu (left of your screen)
    Participants in navigation menu

    Or open the Topic management window and select Participants in the User Links section
    Topic management cog
    Navigate to Participants

  2. A list of participants will show

  3. Use the search filter to search for people with a particular role, inactivity, or membership to a group. At a minimum, it is recommended to at least add a status filter to select active students (otherwise you'll message students who have withdrawn from the topic).
    Participants filter

  4. Select individual students by clicking in the box by their name 
    Student list 

    or tick the Select all box at the top of the list

  5. At the bottom of the page, click the With selected users menu and select Send a message. A message box will appear – type your message in the box and click send
    Send a message

Download a list of student list FANs (for emailing)

You may wish to export a list of students to aid the import groups process or extract a list of FANs.

  1. Open the Participants screen via the Participants link in the Navigation menu (left of your screen)
    Participants in navigation menu

    Open the Topic management window and select Participants in the User Links section
    Topic management cog
    Navigate to Participants

  2. A list of participants will show

  3. Use the search filter to find participants with a particular role, inactivity, or membership to a group
      Participants filter

  4. Select individual students by clicking in the box alongside their name 
    Select students 

    or tick the Select all box at the top of the list

  5. Select the required format from the With selected users... drop-down list
    Export participant list 
    The .csv or .xlsx file can be opened in Excel.



5. Reports

You can view a wide variety of reports in your topic. Available reports:

  • Competency breakdown – allows teachers to view the competencies of each student in their topic, along with their ratings
  • Dates – allows you to filter by activity and change the dates for multiple activities all on the one screen
  • Engagement analytics – provides information about student progress against a range of indicators
  • Logs – provides logs for the topic activity for users, these can be generated by selecting any combination of group, student, date, activity, actions and level
  • Live logs – provides live logs for the topic including time, user name, topic, component, event name, description, origin and IP address
  • Activity logs – shows the number of views for each activity and resource
  • Topic participation – a report for a particular activity can generate a list of who has participated in a given activity, and how many times. This can be filtered by role, group, and action (view or post).
  • Resource activity – this report details a list of activities showing the number of views, students, not accessed and last accessed
  • Statistics – generates graphs and tables of user activity

View Reports - main entry for more information. You can also contact your local eLearning support team.



Training and support

Troubleshooting

Training

Contact your local eLearning support team

Support

eLearning support teams

No known issues

    Topic administration - non-award (short) courses

    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.

    Supporting students to successfully engage with the topic | Culturally responsive digital learning

    This entry relates to topic administration.

    It is possible to create a non-award (short) course in FLO using existing infrastructure. FLO can provide the same functionality to deliver non-award (short) courses as is available for award topics. The key difference is because non-award (short) courses do not exist in 'upstream' systems, eg. Student Management System, then some process is less automated than what is possible for award topics. This page outlines what is available in FLO to support non-award (short) courses. 


    The Online Learning and Teaching team can assist with:

    • Learning design advice (course structure, content and strategies)
    • Creation of FLO site
    • Assigning 'category administrator' access (so that someone can add students to FLO sites)
    • Rolling over a site for a new cohort
    • Skills development support
    Please note that other elements such as advertising, enquiries, admission, enrolment, payment, identity management, student support and completion will need to be arranged with your College.


    1. New courses: Request learning design advice (contact your local Learning Designer)
    • Advice on course structure

      Discuss options for how the course is structured, how you want participants to engage with the digital learning environment and how completions will be administered.

    • Advice on content and strategies
      You can create the non-award (short) course using the standard FLO tools and activities, curate outside sites in the FLO site, or embed SCORM (Shareable Content Object Reference Model) packages into FLO. Advice is focused on the tools within the FLO ‘ecosystem’. It may be possible to transfer existing content into FLO if existing online courses are hosted on Moodle platforms. 

    2. Create FLO site (Service One request
    • FLO site creation
      The Online Learning and Teaching (OLT) team can create a FLO site for your non-award (short) course. This may consist of a single site, a series of discreet sites, or linked sites. We can advise you, dependent on your requirements.

    • Category Administrator role assigned
      One person can be enrolled as the site/s owner, with the Category Administrator role, enabling them to manage access to the FLO site. Once participants in a course have been assigned a FAN, and once they have activated the FAN, they can be granted access to the FLO site.
    Manual enrolment with FAN (College administration responsibility)
    FAN sponsors are staff members authorised to request the creation of FANs for non-award students. AccessNow allows the creation of FAN accounts by sponsors. See existing sponsors on the Find a sponsor in your area (login) page, or contact IDS (8201 2345 or Service One) and request to be added to as a sponsor. More information on how to create a FAN is available on the AccessNow website.
    • Repeat site for a new cohort
      If the course will be run in several iterations, content from the existing FLO site can be 'rolled' into a new site for each new iteration. This strategy enables you to manage cohorts discretely. The alternative is to manage existing and new enrolments within the one FLO site. 

    3. Skills development  
    • Skills development
      Online Learning and Teaching teams can provide workshops and 1:1 support for staff who will be developing and teaching using the FLO sites. Please note that the Online Learning and Teaching team are not resourced to build FLO sites for non-award (short) courses. 
     

    Topic administration - Preparing for teaching in FLO

    The topic administration section describes how you administer your topic in FLO.

    1. How sites are created  |   2. Topic settings   |  3. Editing your topic   | 4. User management   |  5. Reports   ||  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.

    Structuring your FLO site | Culturally responsive digital learning |  Teaching first year | Supporting students to successfully engage with the topic | Teaching offshore students online

    The Preparing for teaching in FLO site is useful for tracking FLO-related tasks associated with effective topic coordination (whether you are a new/existing topic coordinator or other staff members with topic responsibilities). Links to Uni-wide/college-level support resources/information are provided in the site.

    As well as including detailed month-by-month modules (leading into the teaching of the topic), there is an Interactive checklist of key tasks (quick view) (Module 0) in case you are not starting within the ideal timeframe (2-3 months prior to topic commencement).

    This entry mainly relates to 'Build' in Topic administration - main entry, although it includes some information around when the topic is running and once the topic is finished.

    Topic administration - preview as a student (switch role to)

    This entry relates to styles and layout, topic administration, and any situation where you set up activities and resources.

    FLO allows you to preview your content and activities as a student would. This is particularly useful when checking the setup and design of your topic (the building and testing phases).



    Steps

    1. In your topic, in the top toolbar, open the drop-down menu next to your name/login
      Profile drop-down menu

    2. Click Switch role to...
      Switch role to

    3. In the next screen, select Student from the list (note that this view may not be perfect – see Moodle: Switch roles for more information) 
      Student role 

    4. You will notice that Student appears under your profile name. You can now navigate around your site as a student would.
      Student role applied

    5. To return to your normal role, click the Return to my normal role link under the drop-down My FLO menu
      Return to normal role


    If an activity or a module has group restrictions, you won't be able to access it if you switch your role to a student, as those restrictions will apply to you too. Hence, if there are restrictions based on groups, you should add yourself to that particular group for a complete student experience. This should be done prior to switching your role to a student.

    Advice

    • Student Two groups are synchronised regularly, and you will be automatically unenrolled from those groups each time it runs. This doesn't apply to a 'User-created group'.
    • Student Two groups syncing starts at 20 to the hour, every hour and can take up to 15 minutes, so the best timeframe is the first 40 minutes of the hour. Attempting this in the last 20 minutes of the hour will work, but you may be unenrolled mid testing.


    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.

    Topic administration - roles in FLO

    This entry relates to topic administration

    Staff can be added to FLO through two different methods, depending on the purpose:

    • Roles available in FLO via the Student Management System
      E.g. Topic Coordinator, Teacher, Tutor
      These roles are assigned by Student Administration Services teams at a college level, and requests can be made via Service One (Education > FLO - Teaching Team Member Update)

    • Roles available in FLO via direct entry in FLO
      E.g. Guest Lecturer, Learning Support, Observer, Reviewer
      These roles are assigned by eLearning support teams in colleges, and requests can be made via Service One (Education > FLO - General Query)

    If you have any questions relating to roles in FLO, contact your local eLearning support team.


    Student Management roles

    Student Management role Appears in FLO as What can the role do? Who should be assigned this role? How to request this role
    Topic Coordinator Topic Coordinator Can do anything within a topic, including adding, editing and deleting activities and resources, and grading students.  Displays as the 'Topic Contact' in ‘My Topics’ list. The Topic Coordinator Contact the Student Administration Services team in your college via Service One (Education FLO - Teaching Team Member Update)
    Topic Contact
    Lecturer
    Lab Coordinator
    Instructor
    Practicum Coordinator
    FLO Support


    Teacher Can do anything within a topic, including adding, editing and deleting activities and resources, and grading students. Teaching staff with the roles listed Contact the Student Administration Services team in your college via Service One (Education FLO - Teaching Team Member Update)
    Tutor
    Lab Demonstrator
    Placement Supervisor
    Clinical Supervisor
    FLO Assistant
    Inplace Assistant
    Tutor



    FLO Assistant
    A non-editing teacher role. Can communicate with students in topics and grade. Cannot add, edit or delete activities or resources.


    Cannot view hidden modules in a topic
    Teaching staff with the roles listed Contact the Student Administration Services team in your college via Service One (Education FLO - Teaching Team Member Update)
     Student Student Access resources, participate in activities, communicate and collaborate with other students and teachers, submit/complete assessments.
    Enrolled students Students must be enrolled


    Non-teaching roles available within FLO

    FLO Role What can the role do? Who should be assigned this role? How to request this role 
    Guest Lecturer Can view all content in a topic, but not edit or assess. Able to interact in discussion forums. Cannot view hidden modules.
    An external person contributing to the topic, who does not have a role in assessment.
    Contact the eLearning team in your college via Service One (Education > FLO - General Query)
    Reviewer Can view all content in a topic, but not edit or assess. Can view the gradebook. Can view but not interact in discussion forums. Cannot view hidden modules.
    Deans (Education), Teaching Program Directors, Course Coordinators.
    Contact the eLearning team in your college via Service One (Education > FLO - General Query)
    Observer
    Can view all content in a topic, but not edit or assess. Cannot view the gradebook. Can view but not interact in discussion forums. Cannot view hidden modules.
    Staff with a role to peer review topics. New teaching team member in topic to allow access to a previous version of a topic. Teaching staff who wish to access the topic after 450 days following the end of teaching. Contact the eLearning team in your college via Service One (Education > FLO - General Query)
    Student Equivalent As per 'Student' role - Demo student for testing purposes
    - Student completing a research project
    - Incomplete students (undergrad or postgrad)
    - Temporary access to the topic for a repeating student
    - Access for RPL requirements
    - Access to undergrad topic for postgrad students
    Contact the eLearning team in your college via Service One (Education > FLO - General Query)
    Learning Support As per 'Student' role, but cannot interact in discussion forums. - Staff/external contractors providing support services to individual students (including disability and Indigenous support services)
    - Mentoring students
    Contact the eLearning team in your college via Service One (Education > FLO - General Query)

    Topic administration - shared topics

    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.

    Supporting students to successfully engage with the topic | Structuring your FLO site

    This entry relates to topic administration.

    A shared topic combines multiple topic availabilities into a single FLO site.  

    A shared topic could be useful if you teach a topic in multiple locations or teach multiple topics with the same content (eg for different discipline areas). 

    Shared topics can also enable a more social learning experience if they bring together many small groups of students or individuals.

    Shared topics must be created before students have access. Contact your eLearning support team to create a shared topic. 



    Guidelines for shared topics 

    • Let your students know they are participating in a shared topic site 
    • Internal and distance – the FLO site must be designed for online delivery (see the Structuring your FLO site tip sheet) 
    • Undergraduate and postgraduate – activities and assessment must be appropriate to the AQF (Australian Qualifications Framework) level of the student enrolment and clearly communicated to students to avoid any confusion 
    • Gradebook – grading can be complex in shared topics due to different SAMs. Please make sure you contact your eLearning support team for assistance with setting up the gradebook as early as possible


    What do shared topics look like?

    Shared sites are mostly the same as a regular FLO site, but with a couple of minor differences.

    Naming

    The names of shared topics are a combination of the availabilities in the shared site. The names are kept as concise as possible while still providing the same level of information. For example:

    1. PALL8441 ONC-U-S1 + ONL-FLN-S1 2022 Understanding Cancer Is a combination of the ONC-U-S1 (Bedford Park) and ONL-FLN-S1 (online) availabilities.

    2. NURS1004 ONC-U-NS1 + ONC-RV-NS1 2022 Physical Dimensions of Being Human is a combination of the ONC-U-NS1 (Bedford Park) and ONC-RV-NS1 (Riverland) availabilities.

    3. COMP9700(A-D) ONC-TON-S1 Masters Thesis (4.5/18 units) is a combination of COMP9700A, COMP9700B, COMP9700C and COMP9700D. All are taught at the Tonsley campus (ONC-TON-S1).

    4. AMST3013 ONC-ADL-NS1 + GOVT9004 ONC-U-S1 2022 The Alliance and the Re-Emergence of China is a combination of AMST3013 ONC-ADL-NS1 (Undergraduate, taught at Victoria Square) and GOVT9004 ONC-U-S1 2022 (Postgraduate, taught at Bedford Park)
    Groups

    The Student Two groups will be named differently so you can easily identify which groups belong to each availability. A group will also be created for each availability shared into the FLO site.

    The student two groups for a shared FLO site are listed. The group names start with the topic code.

    Statement of Assessment Methods (SAM)
    While students will only see the SAM for the availability they are enrolled in, you will be able to access all of the SAMs from the SAM tool.

    Topic administration - Student equivalent (was Auditing student) in FLO

    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.

    Culturally responsive digital learning | Supporting students to successfully engage with the topic

    This entry relates to topic administration

    In FLO the role of auditing student has been renamed to ‘Student equivalent’, in order to try to avoid confusion. The term auditing student has a very specific meaning. According to policy, auditing students are not permitted access to FLO. Therefore, asking for someone to be given access to FLO as an auditing student is a conflicting request.

    The ‘student equivalent’ role has the same permissions in FLO as a student role. Requests for users to be added to FLO topics using the ‘student equivalent’ role can be sent to your college eLearning support team via Service One.

    ‘Student equivalent’ may be an appropriate role to assign in the following situations:

    • Demo student for testing / reviewing purposes
    • A student completing a research project who may benefit from access to teaching materials
    • Students listed as ‘Incomplete’ who may benefit from access to teaching materials
    • Temporary access to a past topic for students repeating that topic
    • Access for RPL requirements
    • Access to an undergraduate topic for a postgraduate student

    Additional references

    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
       

    Topic administration - technical checklist for online teaching

    The topic administration section describes how you administer your topic in FLO.

    1. How sites are created  |   2. Topic settings   |  3. Editing your topic   | 4. User management   |  5. Reports   ||  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. 

    Accessibility and inclusivity in FLO | Accessibility and Inclusivity in the Classroom |  Culturally responsive digital learning | Teaching first year | Supporting students to successfully engage with the topic |  Teaching offshore students online | Using technology in your teaching

    Slow internet could be a realistic scenario for students studying online, so the following checklist is designed to help you optimise your FLO site and enhance the student experience.


    What to check: Embedded video

    For every embedded video on the page, there is significant data downloaded every time the topic page loads. The only video that should be embedded on the homepage is the welcome video.

    How to check:
    • Scroll down your topic page and count the number of embedded videos you have.
    • If your topic is using grid layout, turn editing on before you start your count. Although a student only sees one module at a time, all of the content in the modules loads in the background every time the topic is loaded.
    How to fix:



    What to check: Images

    Images can have large file sizes if they haven’t been saved for viewing online. All images should be resized and optimised before inserting into FLO.

    The image dimensions and quality and file type all contribute to file size. JPG or PNG file formats are ideal:

    •  JPG will allow better quality with smaller file size, particularly for photographs or images with many colours.
    • PNG is a good file type for icons or illustrations with limited colour palettes.
    How to check:
    • Review the file size of all images used in your FLO site.
      • If you are using the Firefox browser: right-click the image and select ‘View Image Info’ from the pop-up menu. This will provide file size, pixel dimensions and the file type.
      • If you are using the Chrome browser: right click the image and select ‘Open image in new tab’ from the pop-up menu. The tab title will provide the filename (type) and pixel dimension (hover the mouse pointer over the tab to see full image details). Right-click the image and select ‘Save as’ to determine the file size.
    How to fix: 
    • Right-click the image and save it to your computer. 
    • Open the image using graphic editing software – all Flinders staff can download SnagIt from the IDS Support Portal | Install Software.
    • Resize the image using SnagIt.
    • Edit the FLO site and replace the image with your new version.



    What to check: Images used for headings or titles

    Images use up more data than text. Additionally, any text in an image can not be read by screen readers, which may be used by some students with vision impairments.

    How to check:
    • Can you highlight letters and words with your cursor? If yes, then it is text. 
    • Can you click on the heading and start to drag it? If yes, then it is an image.
    • If you right-click the item does the pop-up menu have image related options? If yes, then it is an image.
    How to fix:



    What to check: File sizes

    Be mindful of the file size of files such as PDF, Microsoft PowerPoint, Microsoft Word, etc. The larger the file the slower it will download. Ensure the file size is displayed to students. Aim for 5-10 MB, the smaller the better, whilst retaining the file readability.
      

    How to check: 
    • All uploaded files display the file type and size after the link name. 
    How to fix:



    What to check: Progress bars

    There are indications that progress bars can have an impact on load times. If your students are reporting problems loading your site, you may need to consider removing progress bars.

    How to fix: 
    • Discuss with your eLearning team if your students complain of slow page load times



    What to check: Video content

    If your students are reporting extremely slow internet and problems accessing video on your site, you may need to consider offering a text-based or audio-only alternative for video resources.

    How to fix:
    • For videos in Kaltura - create a transcript (turn on auto-captioning and download transcript). Add the transcript to your FLO site as a page or a file.
    • For other videos – source an article or another resource that addresses the same content
    ANALYTICS

    Quiz - manually mark/grade essay (or other) questions

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

    quiz iconThis entry relates to the Quiz activity.

    Your quiz may have a range of question types, including essay and/or short answer. The Essay question is the only one designed for manual grading.


    Manually grade an essay question

    The Manual grading report enables markers to manually grade written submissions within a quiz. This grading method is automatic for the Essay question type (irrespective of what the quiz is set to).

    1. In the topic, click on the Quiz activity
    2. Click on the Actions menu cog in the top-right corner, then select Manual grading
      Action menu icon
    3. In the Questions that need grading screen, click on the grade link in the To grade column 
      Questions that need grading - to grade column 

    4. Use the Options section to choose which questions to mark and the order in which they appear
      Options section 

    5. Underneath the options, you will see a list of student responses to be marked.
      The student's response appears in the blue box. Include your comments and a mark in the green box  
      Student response to be marked  

    6. Click Save and go to next page when you have finished marking all those displayed. When you have marked all of the questions, you will be prompted to return to the Questions that need grading screen, with the responses that you marked now appearing in the Already graded column. 
      All selected attempts have been graded  


    Manually grade automatically graded questions

    If you want to manually grade questions other than the essay question (eg the Short answer question type), you will have to override the automatic mark for that question. 

    1. In the topic, click on the Quiz activity

    2. Click on the Actions menu cog in the top right corner, then select Manual grading
      Actions menu

    3. Click on Also show questions that have been graded automatically (above the table of questions and grades)

    4. In the next screen, find the Already graded column and click on the Update grades link
      Update grades

    5. Use the Options section to choose which questions to mark and the order in which they appear
      Options section      

    6. Underneath the Options, you will see a list of student responses to be marked. The student's response appears in the blue box. Include your comments and a mark in the green box. Save the changes. 
    ASSIGNMENT

    Assignment - add a group or user alternative due date (override)

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

    assignment dropbox iconThis entry relates to the Assignment activity.

    Overrides are used to create multiple due dates for different students (eg different due dates for different tutorial groups, or individual due dates for each student), or to facilitate a resubmission. Overrides are not an alternative to granting an extension using the Assignment extension request tool or the Assignment grading screen.

    If you want to create a group override, you may need to also set up groups in your topic

     


    Group alternative due date (override)

    1. Open the assignment

    2. Click on the cog in the top right corner of the screen and select Group overrides

    3. Click on the Add group override button

    4. In the next screen, choose a group from the Override group box (required)

    5. Edit the relevant dates for the group you have selected. Allow submissions from, the Due date and/or Cut-off date. You can remove a date by unticking the relevant Enable box.

      select override group

      Timeline block: Group override dates don't currently show to students


    6. Click Save (if you need to enter more overrides, click Save and enter another override)
      The two save buttons and the cancel button



    User alternative due date (override)

    1. Open the assignment

    2. Click on the cog in the top right corner of the screen and select User overrides

    3. Click on the Add user override button

    4. In the next screen, select a student from the Override user box

      override user


    5. Edit the relevant dates for the user you have selected: Allow submissions from, the Due date and/or the Cut-off date. You can remove a date by unticking the relevant Enable box.
      Note: if granting a resubmission, make sure the cut off date is after the new due date.

      allow submissions from

      Timeline block: User override dates show to students in the Timeline block, marked as 'override'

    6. Click Save (if you need to enter more overrides, click Save and enter another override)
      The two save buttons and the cancel button

    Assignment - allow students to resubmit an assignment

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

    assignment icon This entry relates to the Assignment activity.

    When you set up an assignment activity, you can choose to either automatically give students the chance to resubmit until they receive a pass mark (as specified by you) or manually control when resubmissions are given. If you are using this feature to allow resubmissions as per the Assessment Variation Procedure then it is recommended that the manual setting is used.

    The resubmission feature allows both staff and students to review the full submission history (a resubmission will not overwrite a previous submission), including all submissions and feedback.



    The resubmission process

    Students, having met the criteria stated in section 6 of the Assessment Variation Procedures, can request to resubmit an assessment. Students do this by emailing you a Notification of Intent, as outlined on the resubmission page. Depending on the nature of the assessment, you may need to facilitate this resubmission through FLO.

    The instructions below cover how to enable resubmissions through the assignment activity. For advice on other activities, contact your local Learning Designer.


    Note: When granting a resubmission for an assignment, FLO will consider the new extension date and time as the submission due date and time for that assignment submission and not the original due date and time.

    Assignment submission examples

    In the example above, the assignment was submitted at 12.38 PM on 25 May, 2021. In the image on the left, the original assignment due date was 12.45 PM on 25 May 2021. The assignment is calculated to be about 5 minutes early.

    In the image on the right,
    the new assignment extension due date was 12.50 PM on 25 May 2021. The same assignment is then calculated to be about 10 minutes early.


    The settings that enable resubmissions to occur


    Important: If enabling resubmissions as per the Assessment Variation Procedure, these settings should only be changed AFTER the assignment has been marked and feedback returned to students.

    1. Edit your existing assignment

    2. Expand the Submission settings section

    3. Select either Manually or Automatically until pass from the Attempts reopened list
      The attempts reopened menu has three options. Never, manually, and Automatically until pass. Manually is highlighted.

      If you are using this feature to allow resubmission as per the Assessment Variation Procedure then you should choose Manually, and use the settings in the individual marking form (see instructions below: Granting a resubmission to an individual student).

      Note: If Automatically until pass is selected, you will need to open the Grade section of this page and configure the Grade to pass setting so that FLO knows when to re-open the submission for the student. 
    1. Select the maximum number of times a student can resubmit by choosing a number (or Unlimited) for the Maximum attempts setting

      Note: this field is most important if using the 'Automatically until pass' option for the 'Attempts reopened' setting, as this can limit the number of times a student is able to resubmit. Configuring this field when 'Manually' is selected for the Attempts reopened setting will limit the number of times a student can resubmit.


    Granting a resubmission to an individual student

    There are two ways to grant a resubmission for an individual student.

    Option one - inside the marking form
    1. Grade the student using the individual marking form (View all submissions > Grade).

    2. At the bottom of the right panel is the Attempt settings section. In this section, change Allow another attempt to Yes.
      attempt settings

    3. If the new due date extends past the due date or cut off date, you will need to add a user override to set a new due date and cut off date.

    Option two – from the list of submissions
    1. Locate the student.

    2. Click on the Edit link to the left of the student's profile picture (number 1 in the below picture).
      Manually allow another attempt

    3. Select Allow another attempt (number 2 in the above picture).

    4. If the new due date extends past the due date or cut-off date, you will need to add a user override to set a new due date and cut-off date.
    Note: When granting a resubmission be mindful of the maximum number of files allowed for your assignment, as students will have to include a resubmission proforma. If students are likely to go over the limit, you will need to either increase the limit in the assignment’s settings or advise students to copy and paste the proforma into their resubmission file.


    How to view an earlier attempt

    1. Open the individual marking form for the student (View all submissions > Grade). 

    2. Scroll down to the very bottom of the panel on the right side of the screen. Click on the button titled View a different attempt.

    3. Select the attempt you wish to review and click on the View button.

    Assignment - annotate (mark) student assignments in FLO (online)

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

    assignment dropbox iconThis entry relates to the Assignment activity.

    The online annotation feedback method allows you to open PDF assignments in your browser (eg Chrome, Firefox, Safari), provide comments and annotations, and save without needing to download and upload submissions into FLO.

    Students can submit in either Word, Open Office (.odt) or PDF file format. If they submit in Word, FLO will generate a PDF file, as you will use PDF annotation tools to mark it up online.

    If the assignment has been set up with an online marking guide, see also Mark assignments in FLO using a rubric, marking guide or checklist.

    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. 

    Inspirational and engaged teaching | Marking in FLO using the assignment tool



    Annotate online – steps

    When marking online, you can annotate student assignments, provide a grade and feedback all in the one screen. In the 'individual marking form' for each student, you will see the student's 'Submission status' (eg Submitted for grading – once you have graded the assignment this will change to Graded). Depending on how the assignment activity is set up, you will also see a Grade box, a Feedback comments box (if enabled), and a Feedback files box (if enabled).

    1. Click on the Assignment link in your topic

    2. In the next screen you will see a Grading summary – how many students have submitted, how many need grading etc. Use the Visible/Separate groups box (depending on how the assignment has been set up) to select a group you need to mark (if applicable)
      Filter for a group of students

    3. Click the View all submissions button to see the list of students, and then click on an individual student's submission (Grade button). Alternatively, you can go straight to the first student assignment listed in the Grading summary screen by clicking on the Grade button (next to the View all submissions button).
      View all submissions and grade buttons

    4. To move between students, use the arrows in the Change user box (top of screen) to move to the next student's submission. You can also select a specific student from the drop-down list
      Change user to mark 

    5. Look at the bottom right side of the screen for the individual student – there are options for how the screen is displayed. Your choice will depend on what you want to do at that time – mark the submitted file, complete the feedback file (rubric, marking guide, checklist), or provide feedback and a grade. You can switch between each of these screens as you mark. How you have set up the assignment (eg with a marking guide/rubric/checklist) will determine your viewing options
      Screen display options 

    6. The first page of the PDF submission is displayed. The annotations toolbar appears at the top of the page. You may need to click the down arrow to see all tools.
      Annotations toolbar with drop-down arrow
      Annotations toolbar

      The following table outlines the tools and keyboard shortcuts available for online annotation. Note: Keyboard shortcuts are activated by pressing Alt + Shift + Keyboard shortcut.
      Icon Keyboard shortcut Description

      h
      h = Search comments 
      g = Expand/collapse all comments
      q
      h

      Rotate – You can use the rotate icons to change the orientation of an uploaded document, for example, if the student submitted it in landscape mode 

      q = Rotate 90 degrees to the left  
      w = Rotate 90 degrees to the right 
      comments icon z

      Comments – Adds a comment box to the PDF. Once a comment has been typed into a comment box, it can be added into your comment 'quicklist' (see instructions below). Any comments in your quicklist can be inserted again by clicking the small box (top right of the comment box) and selecting from the drop-down list. To delete a comment, click in the small box and choose 'Delete comment' from the menu.

      Note: The colour of the comment box can be chosen using the Comment colour picker, or by using the shortcut key 'x' to select the colour picker.
      select arrow c Select – Used to move or deleted previously added annotations. (Deleting comments can be done using the comments tool – see above.)
      freehand icon y

      Pen – Adds a freehand colour line to the submission.  

      Note: The colour of the freehand line can be chosen by the colour picker, or by using the shortcut key 'r' to select the colour picker.
      line icon u

      Line – Adds a coloured straight line to the submission. 

      Note: The colour of the line can be chosen by the colour picker, or by using the shortcut key 'r' to select the colour picker.
      rectangle icon i

      Rectangle – Adds a coloured rectangle to the submission. 

      Note: The colour of the rectangle can be chosen by the colour picker, or by using the shortcut key 'r' to select the colour picker.
      oval icon o

      Oval - Adds a coloured oval to the submission. 

      Note: The colour of the oval can be chosen by the colour picker, or by using the shortcut key 'r' to select the colour picker.
      highlighter p

      Highlight – Adds a highlight line to text/images. 

      Note: The colour of the highlight can be chosen by the colour picker, or by using the shortcut key 'r' to select the colour picker.
        stamp icon  n

      Stamp – Adds a stamp to the page. The stamp appearance is chosen from the stamp drop-down list. A stamp can either be simply applied by clicking the screen, or by clicking and dragging the stamp to the size you require.

      Stamps 


    7. To navigate between pages, either use the Previous page / Next page buttons, or select a specific page number from the drop-down list activated by selecting the current page number:
      page arrows

    8. Once you have finished annotating the submission, you can insert a grade, leave feedback comments or attach feedback files on the same screen:

      Grade

      Grade 


      Feedback comments

      In the Feedback comments section, you can provide feedback using the HTML editor Types of feedback  include: 

      • Text – type directly into the box provided 

      • Audio – click the Record audio icon to create a short audio file ( up to 2 minutes  long)   
        Record audio icon  

      • Video  click the Add media icon to embed a pre-recorded video from the topic Media Vault. See  Manage topic video content with the Media Vault (Kaltura)  
        Add media icon  

      Feedback comments


      Feedback files

      upload a feedback file

    9. Save changes on the individual marking form – this will return the annotated document to the student. Note: If the assignment is hidden in the gradebook, the student will not be able to see the feedback file. Grades and feedback are only made available once the assignment is visible in the gradebook
     

    Add a comment to a quicklist (save time)

    Using the comment quicklist can save time when providing comments to submissions using online annotation. To save a regularly used comment to your comments quicklist, complete the following steps.

    1. Select the icon in the comment box of the comment you wish to save

    2. Select 'Add to quicklist' from the menu
      quicklist

    3. To add this comment elsewhere on the document, add a blank comment box and select the icon in the top right corner. All previously saved comments will appear in a list. Select the comment from the quicklist
      add comment from quicklist

    Assignment - create a group assignment

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

    assignment dropbox iconThis entry relates to the Assignment activity.

    Group assignments are used when students work on an assignment in teams and upload one submission per team. Note: Before creating your group assignment, 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 assignment

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


    Group submission settings
    Setting Description
    Students submit in groups

    Set to Yes to create a group assignment (this will activate the next three settings)

    Students submit in groups setting 
    Require group to make submission

    If enabled (Yes), students who are not members of a group will be unable to make submissions

    Require group to make submission setting 
    Require all group members submit

    This setting is enabled if Require students to click the Submit button is Yes in the Submission settings.

    This setting controls whether every member of the group must click the Submit button, or whether one member can 'submit' on behalf of the group: 

    • No — When one member of a group submits an assignment it will count as submitted for the whole group
    • Yes — The assignment will not be submitted until every member of the team has clicked the Submit button (students in the group will be notified about who still needs to click the Submit button)
    Require all group members submit setting
    As with individual assignments, if students forget to press the Submit button you will still be able to view and mark their assignment in draft mode. We recommend that you lock the submission to prevent changes while you are marking.
    Grouping for student groups

    Choose the grouping you wish to use for the group assignment. Select the grouping that you created when you organised your students into groups.

    Grouping for student groups setting

    Important: It is vital to have your students in the right group/grouping. If you do not include a grouping for this setting, FLO will take your entire topic as a group, so the first student to submit will be submitting for everyone and their assignment submission will be visible to everyone. If this isn't set up correctly it cannot be changed once someone submits – you need to recreate the entire assignment.

    Assignment - create an assignment

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

    assignment dropbox iconThis entry relates to the Assignment activity.

    The Assignment activity has the following default settings that allow individual students to submit files for marking, and offer various options for providing feedback (these and other assignment settings are explained in more detail below):

    • Submission types: File submissions enabled; Maximum number of uploaded files = 20; Maximum submission size = 40MB; Restrict file types for text matching 
    • Feedback types: Feedback comments; Annotate PDF; Feedback files; Offline grading worksheet
    • Submission settings: Require students click submit button; Require that students click the submission statement; Attempts reopened manually (unlimited)
    You can change these settings according to the purpose of the assignment. See Assignment – purpose and settings for other options (eg group, video, iterative, take-home exam, offline, online text, anonymous submissions, Mahara ePortfolio).


    Create an assignment
    (for file submissions)



    Add an assignment activity

    1. Turn editing on using the green button available top left of screen on the topic page
        Turn editing on button

    2. Go to the module where you would like the assignment to appear

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

    4. Select Assignment from the Activities tab
      Assignment activity icon

    5. You will be taken to the Adding a new Assignment screen where you can set the parameters (settings) for your assignment (see information below)


    General settings

    General settings
    Setting Description
    Assignment name Enter the title of the assignment. This is what the students will see on the topic homepage and will also appear in the gradebook. You should name the assignment according to the wording used in the Statement of Assessment Methods (SAM).
    Description Using the HTML editor, enter the assignment description. You can provide links to literature or websites and add images or videos. You can also provide instructions on how you expect students to present their work (eg accepted file types, word limit, font size/type requirements, line spacing).
    Display description on topic page If ticked, the above description will be displayed under the assignment link on the topic page. This is not recommended for lengthy descriptions.
    Additional files You can provide additional files, such as rubrics. Download links for the files will be displayed on the assignment page under the description.


    Availability settings

    Availability settings
    Setting Description
    Allow submissions from

    This prevents students from submitting their assignment before the shown date. By default, this is enabled and set at the day and time you create the assignment. You can disable this date by unchecking the Enable box.

    Note: If you have this date enabled, students will not see the assignment description unless you tick the Always show description box. 
    Due date

    This is when the assignment is due. Submissions will still be allowed after this date, but any assignments submitted after this date will be marked as late. Set an assignment cut-off date to prevent submissions after a certain date.

    Tips:

    • Avoid setting the due time to midday (12:00 PM) as students may mistake this as being midnight (12:00 AM)

    • It is recommended the due date is set for a time when:

      • the FLO Student Helpdesk will be available to assist students having difficulties submitting assignments
      • you are available to respond to questions from students and the Helpdesk
      • students are available to submit assignments (eg if your external students are working full-time, they may appreciate being able to submit their assignments later in the day).
    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
    Cut-off date

    Used to allow late submissions up to a specified date. After the cut-off date, no more submissions can be made unless an individual assignment extension has been granted.

    Tip: It is recommended that you set the cut-off date at least 1 week after the due date, to allow for any late submissions.
    Remind me to grade by You can assign an expected date that the marking of submissions should be finished by. This date will appear in the Timeline block on your My FLO page.


    Submission types settings

    Submission types settings
    Setting Description
    Submission types

    Enables the different assignment submission types. Select from the following:

    • File submissions (default)Allows students to upload files. Can be used in conjunction with the 'Restrict file types' setting
    • Online text: Provides students with the HTML editor to type text directly into FLO for their submission. This is not recommended for large amounts of text. You can specify the maximum number of words you will accept for online text (see 'Word limit' below). Note: Online text is required to be enabled for video assignments
    • Word count declaration: If enabled, students must manually enter a word count for their submission in the field provided (see Add a word count field to an assignment submission below).
      Warning: Even if the 'File submissions' and/or 'Online text' submission types are enabled, students can finalise their submission without uploading a file or entering text if they complete the declaration.
    • Mahara portfolio: If enabled, students must select their Mahara page/s for assessment in order to complete their submission. Only allow this setting if students are using Mahara for the assignment (contact your  eLearning support team for further information)
    Maximum number of uploaded files

    This is the maximum number of files a student may upload (the default is 20).
    Maximum submission size

    This is the upload limit for a single file (the default is 40MB). Note: Turnitin will only accept files up to 40MB; anything larger will not go through Turnitin.
    Restrict file types

    You can specify the types of files that you want students to submit. The default setting is 'File types for text matching' (*.doc, *.docx, *.rtf, *.html, *.ps, *.txt, *.pdf, *.ppt, *.pptx, *.ppts, *.hwp, *.wpd)' — these file types are accepted by Turnitin to generate Originality reports.

    You can select from the predefined categories (Word documents, PDF, Image, Video, Audio) or specify additional file types using the 'Other' option. With the Other option enabled, additional file type extensions can be entered in the input box – prefixed by an asterisk (*). Multiple file types should be separated by a comma.

    If you are planning to mark online, restrict the submission to Word documents and/or PDF. This will ensure that you are able to annotate all file submissions (FLO will convert Word documents to PDF format for online marking).
    Word limit If Online text submissions is enabled (see 'Submission types' above), you can set the maximum number of words a student is able to submit directly into FLO. Tick the Enable box to set a word limit.

    Add a word count field
    to an assignment submission

    Under the Submission types section, enable Word count declaration by ticking the check box:

    Word count declaration setting

    Students must manually enter the word count to finalise their submission. Warning: Students can finalise their submission by entering a word count, without uploading a file (File submissions enabled) or entering text (Online text enabled). If this occurs, revert the submission to draft to allow the student to upload their file / enter text.  

    Student view

    A compulsory word count field will form part of the submission process for the assignment:

    Student view of word count 



    Feedback types settings

    Feedback types settings
    Setting Description
    Feedback types All Feedback types are enabled by default: Feedback comments (see below), Annotate PDF, Feedback files (rubric, marking guide) and Offline grading worksheet. You can leave all options ticked (you don’t have to use all of them).
    Comment inline
    If enabled, this setting allows the submission text (see Submission types > Online text above) to be copied into the Feedback comments field during grading, making it easier to comment inline (using a different colour).
    Feedback template
    You can upload a Feedback template to be used as the basis for feedback files generated for each student.

    Feedback comments

    The Feedback comments box enables 'rich' constructive feedback (links, video etc) using the HTML editor, and is great for overall feedback on an assessment item. 

    Feedback comments



    Submission settings

    Submission settings
    Setting Description
    Require students to click the submit button

    If Yes (default setting), students must click the Submit button to finalise their assignment. An assignment will remain in draft (allowing the student to make changes to text or upload new files) until they click the Submit button. Once submitted, they will be unable to modify their assignment without topic coordinator intervention (eg revert an assignment to draft; allow students to resubmit).

    If No, students can make changes to their submission at any time.
    Require that students accept the submission statement
    The default setting is Yes. The submission statement is a declaration that the work the student is submitting is their own unless otherwise acknowledged.
    Attempts reopened

    This setting determines how student submission attempts are reopened:

    • Never
    • Manually (default setting – submissions can be reopened by a teacher)
    • Automatically until pass
    See Allow students to resubmit an assignment for further information.
    Maximum attempts You can set the maximum number of submission attempts for the assignment if Manually or Automatically until pass has been selected for Attempts reopened.


    Notifications settings

    Notifications settings
    Setting Description
    Notify graders about submissions

    If set to Yes, all members of the teaching team will receive an email notification when an assignment is submitted or updated. The next setting will not be available if this is set to Yes.

    If the class is small, or you plan to return assignments as quickly as possible, it may be a good idea to choose Yes. However, for large classes this can result in a high volume of notification emails.

    Notify graders about late submissions

    This option is available if Notify graders about submissions is set to No. If set to Yes, an email notification will only be provided for assignments submitted after the due date.

    You may choose to enable this setting to avoid having to constantly check FLO for late submissions.

    Default setting for "Notify students"

    This field controls when to notify students of changes to their grade or feedback and sets the default value for the Notify students checkbox on the online grading form. The default is No.

    The Notify students checkbox is available when grading individual submissions. Choose Yes to notify the student immediately or No to grade without notifying the student. Students will not receive grade notifications if you have hidden the grades.

    Note: How staff and students receive notifications depends on their personal preferences .


    Turnitin plagiarism plugin settings

    Turnitin is integrated with the Assignment activity. It produces Originality reports that provide a summary of matching or similar text found between submitted work and other materials, such as online sources (eg webpages, journal articles and other electronic information).

    Most of the Turnitin plagiarism plugin settings cannot be changed, however, you have the option of excluding the following elements of a paper from an Originality report:

    Turnitin settings
    Setting Description
    Exclude Bibliography The default setting is No. If Yes, text appearing in the bibliography, works cited, and references sections are excluded.
    Exclude Quoted Material The default setting is No. If Yes, text appearing in the quotes of student papers can be excluded.
    Exclude Small Matches The default setting is No. If Yes, matches that are not of sufficient length can be excluded (the options available are Words or Percent – either the number of words or percentage of text to be excluded can be entered into the box that will appear underneath this field).

    Note: For Turnitin to generate an Originality report, the student’s submitted file must:

    • be less than 40MB
    • include a minimum of 20 words
    • be less than 400 pages.
    If the use of text-matching for the assignment is nonsensical or will throw an error, it can be turned off (contact your local eLearning support team).


    Grade settings

    Grade settings
    Setting Description
    Grade

    Select the type of grading you want to use. The options are:

    • None – The assignment will be ungraded and worth no points, however, feedback can be given if enabled in the Feedback types settings.
    • Scale – The assignment is graded using a non-numeric value. Choose a scale from the dropdown list (eg Non-graded Pass). If a new scale is required, contact your local eLearning support team.
    • Point – The assignment will be graded out of a maximum number of points. This is the default setting (maximum grade = 100).
    Grading method

    If Scale or Point for the Grade setting is chosen, the following options are available:

    • Simple direct grading (default setting) — This is the most used method, where a final grade and feedback is provided.
    • Checklist | Marking guide | Rubric — These are advanced grading methods for online marking. All methods will require a template to be set up.
    Grade category Controls the category in which the assignment’s grades are placed in the gradebook.
    Grade to pass This setting determines the minimum grade required to pass. The value is used in activity and topic completion, and in the gradebook, where pass grades are highlighted in green and fail grades in red.
    Anonymous submissions Hides the identity of students from markers. Anonymous submissions settings will be locked once a submission or grade has been made in the assignment. Note: students will need to be instructed to exclude personal information (eg name, ID number) in their submission. Further information: Create an assignment with anonymous submissions
    Hide grader identity from students

    Hides the identity of markers from students. If enabled, the identity of markers is not shown to students when they view their feedback through the assignment link.

    Note: This setting does not affect the Comments link (Submission comments column) on the grading page. If you add a comment, your identity is not hidden.
    Use marking workflow If you choose Yes, the Use marking allocation setting will appear where you can choose to allocate markers to each student. Note: Allocating markers is done on the grading screen. Marking cannot commence until markers have been allocated.


    Hide assignment grades until ready for release

    After creating an assignment, we strongly recommend you hide the grades. This will prevent students from seeing their grades until you are ready to release them (both in the assignment activity and in gradebook). As soon as you have created an assignment (and clicked Save and display), you will see the Grading summary screen.

    Grading summary page

    You can hide the assignment grades at this point, by clicking on the eye in the Grade visibility row. Once hidden, the Grade visibility row will change.

    Grades are hidden from students

    Students can still see the assignment and details of their submission, but they won't be able to see their grades until you unhide them (see Hide and release marks/feedback to students).

    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

    Assignment - create a video assignment

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

    assignment iconThis entry relates to the Assignment activity.

    Setting up a video assignment is very similar to setting up an assignment for file submissions. These instructions outline the settings that make video assignments as student-friendly as possible. Depending on students' familiarity with submitting video assignments, a practice upload of a video to a forum etc can be useful for checking their upload and embed process. Direct students to FLO Student Support for help submitting video assignments.

    The best experience for students doing video assignments is for you to design the assignment submission so that students submit their video using My Media, which is part of Kaltura (the online video platform in FLO). Unlike the standard file upload option in FLO, My Media doesn't have a file size upload limit, so students won't need to compress their video files before submitting. Having to compress their video can affect the graphics and sound quality, which may make it difficult for you when watching and marking their video. Using My Media means that students will be able to provide a higher quality video file, and won't need to go through the additional stress of using a compression software prior to submission. 

    Uploading to My Media can still take a little while if students have produced full-HD or very high resolution videos (which they tend to do when filming on mobile devices and/or using modern video editing software), so please encourage students to allow plenty of time for uploading and submitting. For example, testing on a high-speed home internet network and on the University network showed that uploading a 2GB video took around 20–30 minutes. Upload times depend on the speed of the internet connection students are using. 



    Create a video assignment

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


    General settings

    In the Description section, outline your assignment requirements for the video/s you want students to create including relevant privacy considerations. Include a link to the help documentation for students located in the FLO Student Support site: Assignment Submission > Video assignments.

    General settings


    Submission types settings

    Essential step: Tick to enable the Online text submission type. Students will submit their video by embedding it from their My Media using the text editor. If students are only required to submit a video, you should also untick File submissions

    Submission types setting for online text 

    Optional step: If students also need to submit a text document or other additional files along with their video, you will need to select File submissions and restrict the accepted file types. It's recommended that you untick any video file types, as this will ensure students can't upload their video via this method (rather than via embedding from My Media).

    Submission types settings for file types



  •   Training and support

      Troubleshooting

    Support

    Contact your eLearning support team

    Note: Students do not have access to/use of the Media Vault

    Assignment - download assignment submissions/feedback files and grading worksheet (offline marking)

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

    Providing constructive feedback in FLO |  Rubrics and marking guides in FLO | Scaffolding assessment in FLO | Marking in FLO using the assignment tool

    assignment iconThis entry relates to the Assignment activity.

    If you are marking offline (having set this up when you created the Assignment activity), there is a 3-step process: download (internet access required), mark (no internet access required – this is the 'offline' part), upload (internet access required). 

    Your options in the drop-down menu for 'Grading action' will depend on how you have set up the assignment.


    Download assignment submissions for marking offline

    1. Open the assignment

    2. Scroll down and click the View all submissions button
      View all submissions button

    3. Select Download all submissions from the Grading action menu (at the top of the screen)
      Download all submissions

      If a filter is selected, only the students in that group will be visible and be downloaded. There are two types of filters:

      Group filters are at the top of the screen
      Group filter

      Status filters are at the bottom of the screen under Options
      Status filter

      To download specific submissions, select them by ticking the checkbox beside the relevant student's name – filters may still be used, but each required item must be checked. Then, use the With selected... drop-down menu at the bottom of the screen and select Download selected submissions
      download single assignments
      To download a single submission, first open the required document by clicking on it. Choose Save as to save a copy to your preferred location. This file will not be zipped, so extraction will not be necessary.

    4. A zip file will download. To display the contents of the zip file:
    • Google Chrome – will display the download file in the bottom bar in the left corner. Click the arrow and select Open
    • Mozilla Firefox – a window will display. Select Open with… and click OK
    • Safari – the zip file is saved under Downloads

    On Windows computers

    You will need to extract the files out of the zip by clicking Extract all files in the toolbar (instructions may vary depending on what version of Windows you are using).

           extract all files

    Once this is done you will be asked to select a path to extract to. This is the folder that the files will be saved to. Save the files somewhere that is easy for you to remember and access, as this is where you will be doing your marking. Click Browse… to select a folder.

           extract files - path

    By leaving Show extracted files when complete ticked a window will open containing the files you extracted, ready for use.

    On Mac computers

    Go to Downloads and double-click on the zip file. The file will automatically be decompressed by Archive Utility into the same folder the zip file is in.

    Tip – once you have extracted (saved) the contents of the zip, ensure you mark student work in the selected folder. This will make it easier for you to zip up the files once you have finished marking.

     


    Download feedback files 

    If you include a feedback file (eg marking guide, rubric) when you create the assignment, FLO will generate a file for every student (by including their FAN at the front of the file name). The download process is the same as for submissions (above) except that you choose Download feedback files in a zip from the Grading action menu:

    Download feedback files in a zip

     


    Download the grading worksheet

    1. Open the assignment

    2. Scroll down and click the View all submissions button
      View all submissions button  

    3. Select Download grading worksheet from the Grading action menu (at the top of the screen)
      Download grading worksheet

    4. To open the grading worksheet:

    • Google Chrome – will display the download file in the bottom bar in the left corner. Click the arrow and select Open
    • Mozilla Firefox – a window will display. Select Open with… and click OK
    • Safari – go to Downloads and double click on the csv file

    1. The grading worksheet is not a zip file and therefore you will not need to extract anything. Save the grading worksheet in a location you will be able to remember

    Note: If you are saving files anywhere outside of the University network (eg USB drive, Dropbox, Google Drive), please make sure you take regular backups of your work.



    Next step

    Once you have finished marking, you will need to upload the marked files and grading worksheet.


    Assignment - exclude sources in a Turnitin similarity/originality report

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

    assignment icon This entry relates to the Assignment activity.

    Removing a source from a similarity report will 'recalculate' the similarity index without consideration to the removed source in question. This feature is useful when a paper has been submitted to Turnitin multiple times, and the originality report is reporting a high match (eg 100%) to the previous submission. Removing a source from a similarity report provides a clearer similarity index (percentage). 


    Steps

    1. Open the assignment and click on the View all submissions button

    2. Click on the percentage to load the Turnitin Feedback Studio document viewer
      Turnitin percentage
      By default the Filter and Settings will load

    3. Click the graph icon to load All sources
      Turnitin Feedback Studio menu

    4. Scroll down to the bottom of the page and click the Exclude sources button
      The Exclude Sources is white with a blue border and blue text

    5. Select the sources you wish to exclude

    6. Click on the Exclude button to save your changes.
      The Exclude button is red with white text. It will include the number of sources that you are excluding.

    Your report will then recalculate (excluding the sources you selected).

    Assignment - grant extensions for assignments (Assignment grading screen)

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

    assignment iconThis entry relates to the Assignment activity.

    Topic coordinators and teachers can grant students an extension beyond an assignment’s due date and cut-off date. This is usually done through the Assignment extension tool (which partially automates the process) but in certain situations can be done in the Assignment grading screen, for example, when a student has requested an extension without using the extension tool.

    When setting the due date for a resubmission, or changing the initial due date for a selection of students, use a group or user override. To change the date for all students, edit the assignment’s settings instead.



    Grant an extension

    1. Open the assignment and click on the View all submissions button

    2. Click on the Edit link to the left of the student’s name and profile picture
      The edit link is highlighted in this picture with a red rectangle

    3. From this menu, select Grant extension
      The grant extension link is highlighted in the picture below with a red rectangle

    4. Enter a new due date and click on the Save changes button

    5. The status will now indicate that an extension has been granted

     


    Where do students see their extension date?

    In their assignment:

    student view - extension



    Assignment - grant extensions for assignments (Extension request tool)

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

    This entry relates to the Assignment activity.

    The Extension request tool formalises the extension process for assignments, ensuring a decision trail for each student's request. Students give the reasoning for their request, upload evidence (eg a medical certificate) and propose a new due date. The topic coordinator (or nominated person) receives notifications of pending requests, which they can approve, approve with amendments, or decline. Students are then emailed the outcome, and their assignment is automatically updated with a new due date if the extension request has been approved.

    Note: When setting the due date for a resubmission, or changing the initial due date for an individual student or a subsection of students, do not use the extension tool, instead apply a user/group override.
     

    Accessing the extension tool

    The tool is available in every FLO topic and is generally found either with the assessment information or in the top module.

    When you open the tool, you will be asked to log in again with your FAN and password. This is normal behaviour for the tool.

    If the tool has been deleted, you can add it back:

    1. Turn editing on by clicking the green button available on the topic homepage (top left of screen)
      Turn editing on

    2. Go to the module where you want to add the tool and click the Add an activity or resource link at the bottom of the module

    3. Select External tool from the Activities tab

    4. Select Assignment Extension from the Preconfigured tool list

    5. Type ‘Assignment extension requests’ in the Activity name field and save your changes

     


    Adding assessments other than assignments

    The Assignment extension tool is automatically populated with the assignment activities in the topic, but you can add other activities to allow students to submit extension requests in a consistent manner. When you add other activities to the tool, you will need to manually manage the extension inside the activity (eg for a quiz, you would create an override for the student).

    To add other activities to the tool:

    1. Open the tool and log in

    2. Go to the Topic settings menu and select Manage assignments

    3. Click on the Add new assignment button

    4. Add the name and due date of the activity

    5. Click the Create assignment button

    Note: Manually added assignments do not roll over, they will need to be recreated the next time the topic runs.

     


    Processing requests

    1. Assignment selection list 

    View pending requests per assignment by selecting one assignment from the drop-down list, or you can view all assignments.



    2. Extension request length tabs

    Under each assignment, you can view all requests, or those 1 - 3 days, or 3+ days. If an assignment has no due date, it will be under the 3+ days tab.  Note: ‘days’ are university business days.



    3. Bulk moderating requests 1 - 3 days 

    On the 1 - 3 days tab you can choose all, or one or more requests and then click on ‘Approve/decline selected requests’ to moderate multiple requests. Individual moderation is also available by clicking on the ‘pending’ link located in the ‘Status’ column. 




    Scrolling towards the bottom of the page allows you to:

    • change the status of the request from pending to approved or declined
    • review the proposed due date and amend it where it is not suitable
    • give a reason or comment on your decision (this is mandatory for declined requests)
    Important: If you are granting an extension after the assignment due date/time, you should let students know that it won’t be recorded as 'late submissions' hence no penalties would be applied.

    When you click Save and send, the extension date (new due date) will be set in FLO, and the student(s) will be emailed with your decision. Alternatively, you can press Email Preview to review what is sent to the student or Save without email to approve the request without emailing the student. Note: There is no ‘preview email’ function available if using the bulk moderating feature. 


    Notification settings

    By default, topic coordinators will receive a daily email with a list of requests that need attention. However, you can change the notification frequency or allow other teaching staff to review requests for a topic.

    Change your email frequency
    1. Go to the Topic settings menu and select My email configurations
      My email configurations

    2. Click on the Edit link at the end of the table

    3. Change the frequency to Never, Daily, Weekly, or Immediately

    4. Save your changes

    Note: FLO will stop sending notification emails two weeks after the topic’s end date, to prevent emails from unprocessed requests from being sent indefinitely.


    Nominate a new approver

    If you are not going to be actively teaching in the topic, or if you have large student numbers, you can nominate other members of the teaching team to be notified of/process requests:

    1. Go to the Topic settings menu and select Nominate approver

    2. Click on the Add new nominee button

    3. Select members of the teaching team (teachers/tutors) from the list of enrolled users and click the Add tutor / Add teacher button

    Note: These settings do not roll over. You will need to add approvers each time the topic runs.

    Send emails to a shared account

    You can also send emails for pending requests to a shared email account (note that this only changes who is notified about requests, not who can access them).

    1. Go to the Topic settings menu and select Set shared email

    2. Click on the Add shared email button

    3. Add the email address and choose how often the account should receive emails

    4. Save your changes

    Note: These settings do not roll over. You will need to set the shared email account each time the topic runs.



    Limitations of the tool

    The Assignment extension tool supports managing requests for extensions for the majority of topics, but this lightweight tool does not cater for all assignments:

    • Timed release and complex restrictions: Assignments that are restricted to certain students (eg only available to one group) will be seen by all students inside the tool. Seeing assignments they don’t have access to may cause confusion for students.

    • Feedback only assignments: Assignments set up to provide feedback only (ie no submission required) will be listed, along with any recorded due date.

    • Overrides, granted extensions: When a student submits a request, the tool is unaware of any existing extensions or group/user overrides, and will only report the assignment’s original due date. If you use group/user overrides you should review the student’s overridden date when considering the length of the extension.

    • Group assignments: If a student requests and is approved for an extension for a group assignment, only that student will receive an extension (not the entire group). In these cases, it might be easier to grant an extension manually within the Assignment grading screen instead, as this action can be done in bulk.

    • Resubmissions/reattempts: If the assignment resubmission feature is used, the tool is unable to determine a student's current attempt number and it may be difficult to track extension requests.

    • Hidden assignments: The tool will not list hidden assignments to students; however, teaching staff can see hidden assignments via Topic settings > Manage assignments.

    • Other activities: The tool cannot apply extensions for other activities in FLO (eg quizzes). However, a quiz or other activity can be added manually to the list of assignments, but any extensions will need to be manually applied inside that activity (eg for a quiz, apply a user override).

    If you have any queries about the suitability of the Assignment extension tool in your topic, please contact your local eLearning support team.



    College settings

    College support staff see a third menu option with additional settings, which are currently not functional. Click the link below for further information about these settings.

    View resources

    The third menu option is called 'school settings'. It has two settings - Set policy messages, and download requests

    Set policy messages allows College staff to change the messages sent to students. This change will then be applied to all topics in the college.

    Students who create a new request will see messages that explain when and why they need to upload evidence when they submit their request. These messages are in the system is to discourage students from asking for an extension without a good reason, and to make sure they understand that requesting an extension doesn't automatically result in it being approved. The default texts are consistent with University policy, but if the college wants to provide more details or other changes, they can do so as long as these instructions are still compliant with University policy.

    When students create a new request for an extension, they can choose different reasons for requesting the extension (Illness, Injury, DAP, Family tragedy and Other).

    • When they choose the reason Illness or Injury, the system requires the student to upload evidence (mandatory).
    • For the other reasons, it is not mandatory to upload evidence but students will see a message explaining that without evidence their request may not be approved.
    • The message for the Disability Action Plan (DAP) is slightly different. It doesn't ask for evidence but it explains to the student that a DAP must have been discussed with the topic coordinator before a student can use it as a reason for requesting an extension.
    • There is also the option to add a standard text to the (approve/decline) emails that are sent to emails after processing a request. It could, for example, give the students a link to a webpage with the college policy around extensions.

    The table below shows where and when which message is shown. If the college has different policies about requiring evidence, it is possible to convey these policies through these messages. The Message content column shows the default text. These default texts can be deleted and replaced with other text. Clicking the Save button changes the text for all topics in that college. 


    The Download request option allows college staff to download a selection of requests in the college; for example, to report about numbers of requested and approved extensions for one semester. For privacy reasons the download will not include any uploaded evidence, but be aware that the spreadsheet may still contain confidential data. 


    If you need any help, please contact your local eLearning support team.

    Assignment - hide and release marks/feedback to students

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

    assignment iconThis entry relates to the Assignment activity.

    When you mark the assignments, you will likely want to hide the grades before you start marking, so that some students do not see their feedback before others.

    When you have finished marking you will likely want to show the grades so that marks and feedback can be released to students.


      Hiding and showing marks from inside the assignment

      1. Open the assignment

      2. In the Grading summary row click on the eye in the Grading visibility section to hide the grades
        A hidden assignment is shaded yellow, and the eye icon has a line running through it

      3. Click on the eye again to make the grades visible
        A hidden assignment is shaded greem, and the eye icon does NOT have a line running through it

      Hiding and showing marks from inside the gradebook

      1. Open Topic management panel

      2. Under topic administration click on Gradebook

      3. Click on Setup tab

      4. In the Actions column alongside the assignment, select the Edit link.

        If the grades are visible, you will see an option to Hide them.
         

        editing settingsIf the grades are hidden, you will see an option to Show them.

         

      Assignments that are hidden will appear greyed out. Compare the two assignments below - assignment 1 is hidden from students, while assignment 2 is visible.
      grades showing

      Assignment - interpreting the Turnitin similarity/originality report

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

      assignment icon This entry relates to the Assignment activity.


      The Turnitin similarity/originality report checks each student's work against Turnitin's database of web pages, publications, and previously submitted assignments, producing a report showing:

      • where the student's writing matches Turnitin's database
      • the percentage of the student's writing that matches Turnitin's database.

      It is natural for student submissions to match Turnitin's database as students will include quotes, references and common words or phrases in their assessments. As such the score in the report does not tell you if a student has breached academic integrity, and the report needs to be interpreted to determine if the matches are acceptable or not. 

      The Academic integrity for staff FLO site contains information on how to interpret similarity/originality reports.

      Assignment - main entry

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

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

      assignment dropbox icon

      The Assignment activity in FLO allows teachers to collect work from students, review it and provide feedback, including grades. The work students submit is visible only to the teacher, not to other students, unless a group assignment is set up (see link below). For students, the assignment activity is generally referred to as the assignment dropbox, as this is where they upload their file/s for marking.

      All student assignments generated in electronic form should be submitted by the student and returned to the student electronically (see assessment policy).

      When students submit their assignment through FLO, there is no need for them to attach a cover sheet. FLO records their name, FAN, email address, exact date and time of submission, and by default provides them with an academic integrity statement that they must agree to before submitting their assignment (depending on the purpose of the assignment, you may want to disable this in the settings).



      1. Plan

      For considerations and questions, you might ask when planning/designing for assignments submitted in FLO using the Assignment activity (dropbox):

       


      2. Build

      The assignment purpose will determine the settings you use for the assignment activity.


      Feedback methods

      How do you set up your assignment to reflect the feedback method/s you want to use? When reviewing assignments, teachers can leave feedback comments (including short audio / video files using Kaltura) and upload files such as marked-up student submissions, documents with comments or spoken audio feedback (if marking in Word / PDF format offline). 

       


      3. Test

      Once you have set up the assignment, ask your local eLearning support team to check it for you (especially if this is the first time you have set up this activity, or if you are trying a new approach to assignments). It is best to amend mistakes before students submit their assignments.

       


      4. Administer

      Receive and manage assignments 

      Mark assignments 

      A topic coordinator/teacher may provide a marking guide (this could also be called a rubric or feedback form) in the assignment activity by:

      • adding it to the assignment activity as a file (Word/editable PDF) (for offline marking) OR
      • creating an online marking guide, rubric or checklist (for online marking)
      Check with the topic coordinator about the way the marking guide has been added if you are not sure, as this will determine your marking method.

      Mark offline (no internet connection required)

      Note: You will need to view Turnitin reports online (see Text-matching software below) as they cannot be downloaded in bulk for offline review.
      Bulk download and upload for offline marking: combinations (PDF file)

      Text-matching software (Turnitin)

      Text-matching software is enabled for all text-based file submissions. Staff are reminded that it is their responsibility to ensure that they are familiar with the use of text-matching software and the interpretation of text-matching originality reports. A self-paced online tutorial is available for staff to familiarise themselves with general principles and practices around academic integrity as well as the interpretation of originality reports produced by text-matching software.


      Return assignments



      5. Review

      How did your assignment activity go? Would you set up the activity differently next time around? Do you want to mark differently (eg using an online marking guide)? Talk to colleagues and/or your local eLearning support team to get ideas for improvement.

       

      Training and support

      Troubleshooting

      Training

      Support

      eLearning support teams

      You may have one of the following issues:

      Assignment - manage individual student assignments

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

      assignment dropbox iconThis entry relates to the Assignment activity.

      Once students have submitted their assignments, you can manage individual or multiple submissions at the same time. You may need to do one or more of the following actions.

      See also Upload a feedback file for a single student (eg late submission).



      Revert a student assignment submission to draft

      Sometimes you may wish to allow a student to change their submission after clicking the Submit button (eg they have submitted the wrong file). If you wish to allow the student to resubmit to an assignment, please see the information on how to allow students to resubmit an assignment. If an assignment has the status of Submitted for grading you can Revert the submission to draft within FLO, allowing the student to make changes.


      Individual submissions
      1. Click the  Edit icon  menu for the relevant student

      2. Select Revert the submission to draft to revert a submitted assignment to draft, allowing the student to make changes.
        revert to draft

      Note: The menu is contextual and only a submitted assignment can be reverted.


      Multiple submissions

      1. Select the students you wish to revert to draft by clicking in the check box beside their name to highlight their entry select box 
        Note: Clicking in the check box in the title bar will select all students  select all students check box

      2. To revert all submissions to draft, from the 'With selected....' box below the grading table select Revert the submission to draft status
        Revert the submission to draft status

      3. Click on the Go button to execute the action



      Lock a student assignment submission

      If you have not required use of the Submit button, or some of your students have not clicked Submit — and the assignments are marked as Draft (not submitted) — you may want to ensure that no changes are made to the assignment during the marking process. To do this you can Lock submissions within FLO, preventing students from making changes.


      Individual submissions
      1. Click the  Edit icon menu for the relevant student

      2. Select Lock submission to prevent the student from changing a draft assignment.

        lock submissions
        Note: The menu is contextual and only a draft submission can be locked using the Edit menu. However, you can still lock an individual's submission (if not in draft) by following the instructions for 'Multiple submissions' below.


      Multiple submissions
      1. Select the students you wish to lock by clicking in the check boxes in the select menu to highlight their entry
        select box

        Note: Clicking in the check box in the title bar will select all students select all box

      2. To lock all submissions, from the With selected... box below the grading table select Lock submissions
        Lock submissions

      3. When you have selected the function you want, click on the Go button to execute the action.



      Deduct marks for lateness

      Occasionally you may need to adjust assignment grades to make penalty deductions for late submission.

      1. Click the Assignment

      2. Click View all submissions
        view submission button
      3. Late assignment submissions are identified by red highlighted text beneath their submission status  
        identify late submissions

      4. In the Edit column, click the Edit link for the relevant student and select Update grade to edit the grade
        update grade

      5. Adjust the grade as necessary by clicking into the Grade field to type a new grade

      6. Type a comment into the Feedback comments field to record and explain the deduction
        grade feedback

      7. Click Save changes (tick 'Notify students' if you want them to receive an email notification)
        save changes

      Assignment - manage student assignments (for marking)

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

      assignment iconThis entry relates to the Assignment activity.



      Manage the list of student assignments

      If you have a large number of students, you can manage the list of student assignment submissions so that it becomes more usable, by applying filters or customising options.


      Apply filters

      You can filter the student list by group or by status.

      1. By group

      If you have a large number of students and multiple markers, you can set up your assignment so that you can easily filter students using the drop-down box in the top left of the screen.

      grouping box

      Markers can use this to ensure they are only viewing the students whose work they need to mark.

      2. By status

      This filter allows the user to display a subset of students. You will find this filter at the bottom of the screen under Options. Choose between ‘No filter’ for all students, or choose 'Not submitted', ‘Submitted’, ‘Requires grading’, ‘Granted extension’, ‘Draft’ or 'Late' to display only students who meet that criteria.

      filter options

      This filter is useful for managing student submissions and allows markers to see which students require grading, submitted late or have an extension.


      Customise options 

      If you scroll to the bottom of the page you will find Options.

      grading options box

      The settings under Options are as follows:

      • Assignments per page determines how many submissions are shown on each page. If you have a large class, you may like to set this number higher than the default. If you have a video assignment, you may like to set this number lower so that the page loads faster.
      • Filter see above
      • Quick Grading allows you to grade directly into this table.
      • Show only active enrolments removes students from the list who have been suspended from the topic for any reason.


      Manage large numbers of student assignments

      If you have a large topic, it is likely that assignments will be marked by multiple markers (eg each tutor marks student papers from their tutorial group). In cases like this, it may be useful to organise your assignments by marking groups.

      All students will submit their assignment into the same assignment dropbox. Markers will be able to choose the group they need to mark from a drop-down list, and will then only see students whose assignments they need to mark:

      group drop-down box




      Use the assignment marking workflow

      The assignment marking workflow can be used by topic coordinators to monitor the progress of the marking process and to control the release of grades to students. The marking workflow is best suited to larger topics with multiple tutors; additional work is required from both the TC and the markers in order to release grades to students, and the benefits of this additional work are only realised when you have several markers or a large topic. It is not recommended for use in small and medium-sized topics, or in topics with only a couple of markers.

      Read more about using marking workflow.


      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


      Assignment - mark group assignments (offline/online)

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

      assignment iconThis entry relates to the Assignment activity.

      Note: The information on this page is relevant for assignments that have been set up for group work (see Create a group assignment).

      The following processes outline the different methods you can use to upload marks and feedback into FLO for group assignments.


      Mark group assignments offline

      Method 1  (recommended)

      If the bulk download feature for marking is used, you will end up with one assignment per student (NOT one assignment per group) in the zip file. Therefore, it is recommended that all group assignments be individually downloaded from the File submissions column in the Assignment submissions table. Once marked, the feedback and grade can be provided to an individual student and applied to the entire group.
      1. Click on the assignment link

      2. In the next screen, click the View all submissions button

      3. From the drop-down Visible/Separate groups box (depending on how the assignment has been set up), select the group you want to mark
        assignment group

      4. Choose one student file to download for the entire group from the File submissions column (click on the file to download)
        file submission column

      5. Open the file and mark it. 
      6. To upload the marked file for all students in the group, click on the Grade button for an individual student. In the individual marking screen, upload the marked file in the Feedback files box.
        Feedback files box 

      7. Insert the grade in the box provided
        Insert grade

      8. Apply grades and feedback to entire group is set to Yes by default, so to apply the feedback file and grade to all group members at once, scroll to the end of the screen and click Save changes.
        Group submission settings

      Method 2
      1. Follow steps 1-5 for Method 1 above.
      2. To upload the marked file/s for all students in a group, ensure you have selected the correct group from the Visible/Separate groups box.
      3. Select all students in the group by ticking the checkbox for the Select column.
      4. Scroll down the page and choose Send same feedback file to multiple students from the With selected… drop-down list, then click the Go button
        Send feedback file to multiple students

      5. Click the OK button when the following message appears:
        Upload files

      6. Upload the feedback file/s and click the Send same feedback file to multiple students button.
      7. Download the grading worksheet, enter in the marks for each group member, then upload to FLO.

      Method 3
      1. Follow steps 1-3 for Method 1 above.
      2. Download all submissions  (for the selected group) and extract the files for marking.
      3. Mark one of the files.
      4. Copy the marked file’s content and paste it in each file for the other group members (ie replace the existing content).
      5. Upload the marked files as you normally would for offline marking.
      6. Download the grading worksheet, enter in the marks for each group member, then upload to FLO.


      Mark group assignments online

      1. Click on the Assignment activity

      2. In the next screen, click the View all submissions button

      3. From the list of students, select one member of the group and click the Grade button (in the Grade column) to access the individual marking form
        grade button

      4. Annotate the assignment submission

      5. Enter the grade, feedback comments and upload feedback files (as required) on the individual marking form.
        You can also provide audio or video feedback – record an audio or video using the Desktop recorder and embed it in the Feedback comments area by selecting the Add media iconadd media iconfrom the HTML editor

      6. Scroll to the bottom of the screen. If the assignment has been set up to use groups, you will see a Group submission settings tab. Set 'Apply grades and feedback to entire group' to Yes. This will ensure that all group members receive the same feedback and mark. Of course, if you are marking students individually set this to No:
        apply grades and feedback to entire group

      Assignment – marking workflow and marking allocation

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

      assignment iconThis entry relates to the Assignment activity.

      The marking workflow can be used by:

      • Markers to keep track and specify the stage they are at in the grading of their assignments
      • Topic Coordinators to monitor the progress of the markers and coordinate the release of grades to students.
      • Topic coordinators to use marking allocation to allocate markers to specific assignments (optional)

      For marking workflow to work successfully, additional work is required from both the markers and the topic coordinator through the marking process. As such, the benefits of marking workflow are only realised in larger topics where there are multiple markers.

      In small and medium-sized topics, or in topics with fewer markers, it is more efficient to use email or 1 on 1 communication between the teaching team, and to use a different method to release grades and feedback.



      One advantage of using marking workflow is that the grades can be hidden from students until they are set to 'Released'. The actual list of steps are:
      • Not marked (the marker has not yet started)
      • In marking (the marker has started but not yet finished)
      • Marking completed (the marker has finished but might need to go back for checking/corrections)
      • In review (the marking is now with the teaching staff in charge for quality checking)
      • Ready for release (the teaching staff in charge is satisfied with the marking but wait before giving students access to the marking)
      • Released (the student can access the grades/feedback)

      Enabling marking workflow and marking allocation

      1. When editing the assignment settings, under Grade, set Use marking workflow to Yes

      2. Once you have done this, Use marking allocation will be available underneath the setting for marking workflow. Marking allocation is an optional setting that allows you to formally allocate specific markers to specific students.

        If you are planning to use marking allocation, change it to yes.


      3. Click Save and display

      4. From the Grading summary page, select the View all submissions button.

      5. Scroll down to the bottom of the page. In the Options section, make sure the Quick grading box is ticked.



      6. Your page will refresh and you will now be able to see drop-down lists in the Status and Marker column.



      Using marking allocation

      Allocate a marker to individual students
      1. View the list of assignment submissions.

      2. In the Marker column, select the desired marker from the drop-down list.

      3. Repeat as desired with other students (if you want to do this with more than a few students, you may find it more efficient to use the instructions in the next section).

      4. To save your changes, click on the Save all quick grading changes button (located underneath the scroll bar)


      Allocate a marker to a group of students
      1. View the list of assignment submissions and select your students

        Tips to selecting students quickly
        • Use the Visible groups menu (if enabled) to reduce the number of students shown


        • If selecting all or most of the students on the screen, tick the first box in the select column


        • Tick (or untick) students as needed


      2. Scroll down to the With selected... drop-down menu

      3. Select Set allocated marker and click Go

      4. Scroll down to the bottom of the page and select a marker from the Allocated Marker drop-down list.

      5. Click Save changes.

      6. The marker's name will be displayed in the Marker column.


      Using marking workflow when grading assignments

      The following steps are available when using marking workflow, to record progress in marking:

      • Not marked (the marker has not yet started)
      • In marking (the marker has started but not yet finished)
      • Marking completed (the marker has finished but might need to go back for checking/corrections)
      • In review (the marking is now with the teaching staff in charge for quality checking)
      • Ready for release (the teaching staff in charge is satisfied with the marking but wait before giving students access to the marking)
      • Released (the student can access the grades/feedback)

      Progress a single submission through the workflow
      1. In the submissions screen, scroll down to the Options section and make sure Quick grading is on


      2. Scroll up to the student and select the workflow step from the dropdown menu for the student


      3. Click Save all quick grading changes

      Progress multiple submissions through the workflow
      1. In the submissions screen, click the checkbox next to each submission you want to progress

        Tips to selecting students quickly
        1. Use the Visible groups menu (if enabled) to reduce the number of students shown


        2. If selecting all or most of the students on the screen, tick the first box in the select column


        3. Tick (or untick) students as needed


      2.  At the bottom of the table, use the With selected menu to choose Set marking workflow state, then click Go

      3. Scroll down to the bottom of the page, choose the new workflow state from the menu and click Save changes

      Assignment - planning questions

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

      assignment dropbox icon

      Getting into the electronic mindset is about looking at the different phases of the assignment process. In setting up the assignment activity, the main questions and considerations are around:

      Answers to these questions/considerations will determine what settings you apply in FLO and the processes you use.

      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 | Rubrics and marking guides in FLO

       


      How will students submit their work?

      • What do you want your students to submit?
      • If submitting files, consider how many, maximum file size, and what file types you can accept.
      • Is this a group assessment with the group submitting a single piece of work or do you want the group to collaborate before submitting an individual piece of work?
        • Creating a group collaboration space is different from creating a group assessment (where a single piece of work is submitted for all group members).
        • If you set up a group assessment, it cannot be changed once a submission has been made.
        • If no group has been applied, the whole cohort will be deemed a group and the first submission will be visible to all students.
        • Do you want one group member to be able to submit for everyone or would you like one member to upload the file and all other members to confirm they accept that file as the submission?
        • Check you have the correct settings for your situation.

      • Will students be allowed to continue editing their submission?
        • If students need to submit a draft of their work, you may want them to continue working on their submission. In this instance, you can create an iterative assignment.
        • If you want to prevent students from making any further changes to their submission you can require them to click the submit button to finalise their assessment.
        • If students need to upload multiple files, they can leave their submission in draft mode until all required files are uploaded. They can then click the submit button to finalise their submission.



      How do you intend to mark the work?


      How will you return feedback and marks?

      • Will you be using an online rubric, an online marking guide, or feedback files?
      • Do you want to display letter grades rather than numerical marks?
        • There may be a course-wide decision regarding grades. It would be worth checking with your course or topic coordinator before releasing anything to students.
        • If you want to display letter grades to students, you still need to enter points for the assessment and change the display type within Gradebook.

      • If displaying letter grades to students:
        • you could mark in increments of 5 rather than increments of 1
        • avoid giving half marks. If the total is 0.5 below the next grade bracket the incorrect grade is displayed, for example, 64.5 is displayed as P rather than CR as the value is not rounded up.

      • Do you intend to moderate marks within your team before returning them to students?
      • How will you release marks/feedback to students?
        • In most instances, good practice is to release marks/feedback to all students at the same time. Make sure marks/feedback are hidden until you are ready to release them.
        • If students are completing the assessment at different times (eg placement) you may want to release marks/feedback as they become available. In this instance do not hide the grades from students and the marks/feedback will be accessible as soon as the marker enters them into FLO.



      How will you provide support?

      • Do your students know how to use the FLO tool you have chosen for your assessment?
        • Link to FLO Student Support resources from assessment instructions, especially for video assessments.
        • Clearly explain how the tool will function for each assessment (eg what type of file is expected, how many files are expected, what is the required word count, etc).
        • Try to provide students with an opportunity to practice using the tool before their assessment. This could be in an earlier topic.

      • Will you discuss the assessment task and rubric/marking guide with your team before the assessment begins?
        • It is a good idea to ensure all members of your teaching team understand both the task and how it will be marked before the assessment is released to students.
        • This will ensure everyone provides the same information to students to eliminate any confusion.
        • It is good practice to produce a short video explaining the assessment task and rubric for both students and staff, especially if you have a large teaching team. Everyone hears the same instructions.

      • Does your teaching team know how to use the FLO tool you have chosen for your assessment?
        • If you have new staff members, are using different features within a tool (eg marking workflow), or are using a less common tool (eg Self and peer assessment) make sure your team knows how to use the tool, both for marking and to answer students' questions.
        • If any of your team need assistance, you can refer them to relevant pages within these FLO Staff Support (FLOSS) pages or ask them to contact their local eLearning support team.


      Assignment - purpose and settings

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

      Designing assessment | Rubrics and marking guides in FLO | Scaffolding assessment in FLO

      assignment dropbox iconThe following assignment setting guides focus on ways you might want to use the Assignment activity.


      Assignment - quickly grade assignments (online)

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

      assignment iconThis entry relates to the Assignment activity.

      Quick grading allows you to enter a grade and a feedback comment directly on the grading screen that displays all submissions. If you are providing a mark/grade and brief text-based feedback AND you have relatively low numbers of students, then quick grading is a good option. If you wish to provide a more detailed or formatted feedback comment consider using the individual marking form.


      Steps

      1. From your topic page click on the assignment link and then click View all submissions

      2. To enable quick grading, scroll to the bottom of the grading table and tick Quick grading under Options
        Quick grade checkbox

      3. This will make the columns 'Grade' and 'Feedback comments' editable, meaning you can enter marks and feedback directly into the grading table
        manual grade (quick grading)

      4. To view a student’s assignment, click on the file link in the File submissions column. This will open the file in the relevant application (eg Word). Alternatively, you can download all assignments in a zip file by using the Download all submissions option in the Grading action menu (at the top of the screen)
        download all submissions

      5. To enter a mark/grade use the boxes in the Grade column

      6. To enter a comment use the text entry boxes in the Feedback comments column

      7. Scroll all the way to the bottom of the grading table to click Save all quick grading changes
        save quick grading

      Assignment – supporting academic integrity through text-matching software

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

      assignment icon This entry relates to the Assignment activity.

       

      This video (2.57 mins) reviews what academic integrity is
      and why it is important at Flinders University

      Flinders University is committed to the principles of academic integrity:

      • Honesty
      • Trust
      • Fairness
      • Respect
      • Responsibility
      • Courage

      Breaches of academic integrity include:

      • Plagiarism
      • Collusion
      • Cheating (including exam and contract cheating)
      • Fraud (including fabrication of data)


      To promote academic integrity

      • Encourage students to visit the academic integrity website
      • Designing assessment to support academic integrity (Tip sheet)
      • Make sure students know the meaning of academic integrity
        Visit the Academic integrity for students to discover resources available for students
      • Develop student’s academic writing and research skills
        Refer students to the Student Learning Support Service or Library help desk
      • Construct course and assessment design that promotes learning and discourages misconduct
        Academic integrity for staff is a FLO site that contains resources to support course and assessment design, a self-paced online tutorial, and a practice text-matching software dropbox
      • Use text-matching software

        Flinders University has a licence for using text-matching software via Flinders Learning Online (FLO). Staff are reminded that it is their responsibility to ensure that they are familiar with the use of text matching software and the interpretation of text-matching similarity reports, as, all text-based student assignments are subject to text-matching. In special circumstances exemptions may be granted. A self-paced online tutorial is available for staff to familiarise themselves with general principles and practices around academic integrity as well as the interpretation of similarity reports produced by text-matching software. This tutorial is equivalent to the face-to-face academic integrity workshop that is offered by the University.

      For support in using text-matching software

      Understand the rules

      Assignment - troubleshooting

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

      assignment dropbox iconThis entry relates to the Assignment activity.

      Questions/problems

       


      A student claimed they submitted their assignment, but their submission is not in the list 

      You can see whether a student attempted to submit an assignment by looking at the FLO logs.

      Steps
      1. In your topic, click on the assignment link
        assignment icon

      2. Click on the Topic Management link 
        topic management link


      3. Click on Logs
        logs image

      4. Choose the student's name from the All participants

      5. Make sure the date is set to All days
        reports

      6. Click on Get these logs
      The logs will have a series of entries relating to the assignment. The most important entries are:
      • The status of the submission has been viewed
        The student has viewed the assignment. This often appears multiple times in the logs and is not relevant to the submission process.
      • A file has been uploaded
        The student has uploaded a file but not yet completed the submission process. At this point, the status of the assignment changes from ‘No submission’ to ‘Draft’.
      • The user has accepted the statement of the submission
        The student has agreed to the academic integrity statement, at which point status of the assignment changes from ‘Draft’ to ‘Submitted for grading’. Sometimes students forget this stage, particularly if they are tired or stressed.

         


        A student submitted the wrong file for their assignment - what can I do?

        You can use the revert the submission to draft functionality to allow the student to delete the file, upload a new file and submit.

         


        My students can't submit their assignments

        There are a few reasons why your students might not be able to submit their assignments:

        • Students can't see the assignment if it is hidden. To solve this problem, unhide the assignment.
        • Students won't have a submit button past the cut-off date. To solve this problem, check if the cut-off date is set correctly, or if the student is late either change the cut-off date to allow for submission or give the student an extension.
        • Students won't be able to submit certain file types if you have restricted the file type options. To solve this problem, ask students to submit the correct file type, or add their file type in your restricted file type list, or remove the restriction on file types.
        • Students won't be able to submit files that exceed the file size limit. To solve this problem, ask students to submit a smaller file or change the file size limit.
        • Students can experience problems submitting files if their internet connection is not reliable. To solve this problem, ask students to submit from a different location or internet connection. 

         


        Why are my students' assignments showing as a draft?

        Student assignments may show as a draft because:

        • You have changed the assignment setting for 'Require students click submit button' from the default 'Yes' to 'No' (if all student assignments are submitted as draft)

        To solve this problem, you can either change the assignment settings and ask students to resubmit, or you can lock the submissions, which prevents students from changing their files.

        • A student has not clicked the 'Submit' button when they submit their assignment to FLO (if one or only a few student assignments are showing as draft). This may be because the student simply did not see the button or did not realise they needed to click it.

          To solve this problem, once you are ready to start marking you may want to prevent these students from making further submission updates by locking the submission so that you can ensure you are marking the correct version. 

        Note: if the student did not submit they also did not agree to an academic integrity statement. If this is relevant for your assignment, you will have to ask the student agree to the statement and press the submit button.

        If you have concerns whether or not the student submits a different file (which would be the same as a late submission), you can download the draft file and compare this with the submitted file. 


         


        I have a group assignment but when I download all submissions I am getting one assignment for every student. Why?

        The download all submissions option for group assignments downloads one assignment per student, rather than one per group. Unwanted assignments can be deleted from the downloaded zip, or alternatively you can use the online marking interface.

         


        My marking guide isn't calculating grades properly

        Your marking guide may not be calculating grades properly because it scales the lowest grade to 0. So if you scale your marks from 1-10, it will recalculate '1' to 0. To solve this problem you must use a scale that starts at 0.

         


        I have granted an assignment extension for one of my students, but they tell me that there is no submission button. Why?

        The most likely cause is that the extension date is after the assignment cut-off date. There are several dates in an assignment’s settings. Some or all of these dates can be enabled. These are:

        • Allow submissions from: Use this if you want to stop students submitting before a given date.
        • Due dateThis date shows to students on their topic home page and on the assignment summary page.
          This is when the assignment is due. Submissions will still be allowed after this date but any assignments submitted are marked as late unless students have been granted an extension. To prevent submissions after a certain date, set the assignment cut-off date.
        • Cut-off dateThis date is not shown to students.
          If set, the assignment will not accept submissions after this date. An extension can be given beyond the cut-off date; however, late submissions will not be accepted.

        Tip: When granting extensions, check what your cut-off date is, and if necessary advise the student that they will not be able to submit late. Alternatively, change the cut-off date for the assignment, or apply a ‘User override’ for the student (Assignment > Assignment administration).

        Note about Turnitin and cut-off dates: As each assignment is submitted by the student, their work will be compared with other stored papers in the Turnitin repository. Once the cut-off date arrives, the submissions are rechecked against the rest of the current class.

         


        I’ve marked the assignment for my tutorial group and put the marks into the grading worksheet, but it won't upload

        There are two common causes:

        1. You have typed the marks into the wrong column. The grading worksheet is a CSV file that opens in Excel. The columns are a standard width and some of the contents seem to spill over into the next column. Drag the divider between column headings to make the columns wider so you can see where the grades should be. In this situation FLO wants you to ’Confirm changes in grading worksheet’ but nothing is listed, just a Cancel button.
        2. You have already uploaded the annotated marked assignments and/or feedback files. In this situation, you will get a list of errors. ’Error: Grade for student name has been modified more recently in FLO so this grade from the offline worksheet will not update the latest grade in FLO’. If so, after choosing your upload file, you will need to tick the box Allow updating records that have been modified more recently in FLO than in the spreadsheet. See Upload marked files and grading worksheet for more information.

         


        How do I exclude sources in a Turnitin originality report?

        Removing a source from an Originality Report will 'recalculate' the similarity index without consideration to the removed source in question. This feature is often used when a paper has been submitted twice or more to Turnitin, and the Originality Report is reporting a high match (eg 100%) to a previous submission. Removing a source from an Originality Report may provide a more clear similarity index (percentage). See the entry Exclude sources in a Turnitin originality report.

         


        How do I refresh a Turnitin report?

        If a Turnitin report doesn't generate, Contact your local eLearning support team.

         


        A student's assignment shows that it has been 'Submitted for grading', however, I can't see their file, only their word count declaration

        If the assignment has the Word count declaration submission type enabled, students can finalise their submission without uploading a file (likewise if the assignment is set up to accept online text). 

        If this occurs, revert the student's submission to draft to allow them to upload their file.

         


        I can't modify a grade in my assignment

        If you have entered grades directly into gradebook, they override the grade in the assignment and can no longer be modified in the activity. 

        There are two ways in Gradebook to remove overrides from grade items:

        Assignment - upload marked files and grading worksheet

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

        assignment iconThis entry relates to the Assignment activity.

        To upload feedback files, you will need to compress them into a zip file first AND ensure they have the correct naming convention (all files starting with FAN_ for example demo1234_feedback.docx). The zip file should only contain feedback files that you want returned to students. All feedback files within a zip file will be returned to the student regardless of whether they have been changed since downloading. Therefore, delete any unwanted feedback files from the zip file being returned to FLO.

        Any feedback files with the same name will overwrite any existing files. Do not include the grading worksheet in the zip file. Uploading the grading worksheet is a separate process (instructions below).

        If uploading a feedback file or marked assignment for a single student, it is not necessary to zip the file first. 



        Upload marked assignments/feedback files

        To create the zip file:

        1. Select the files you wish to upload

        2. On Windows computer:
          Right-click on one of the files and choose Send to, then Compressed (zipped) folder. The zipped folder will by default use the name of one of the students' files (you can rename this if you wish)
          zip files together

          On Mac computer:
          Right-click on one of the files and choose Compress Items. The zipped folder will be named Archive.zip by default
          zip files together

        3. In FLO, click on the assignment link and then click the View all submissions button

        4. Select Upload marked assignments and feedback files from the Grading action menu (top of the screen)
          upload files

        5. In this screen, you can use either the Choose a file... button to navigate to your zip file or simply drag and drop it into the box. The zip file will appear in the box once it has been added
          zip file

        6. Click the Import feedback file(s) button

        7. You will be provided with a detailed list of the file changes being made. Here you can see the summary of files added. Click the Confirm button
          confirm file upload

        8. You will see a summary of how many users have had feedback updated, how many existing feedback files have been updated and how many files were added
          summary

        9. Click the Continue button to go back to the grading screen where you will see that the feedback files have been added. Note: Any feedback files with the same name will overwrite any existing files
          feedback uploaded
          Important: Even though the marked assignment and feedback files have been uploaded, they will not be released to students until the students have been formally graded.


        Upload the grading worksheet

        The grading worksheet should not be zipped prior to uploading. It is a separate process.

        1. Click on the assignment link and then click the View all submissions button

        2. Select Upload grading worksheet from the Grading action menu (top of the screen)
          upload grading worksheet

        3. This will take you to the Upload grading worksheet page. The grading worksheet should not be zipped. It should be uploaded in the same format you downloaded it (csv).

          Check that the Separator option is set to Comma.

          You can either use the Choose a file... button or drag and drop your grading worksheet into FLO. The file will then appear in the box:
          uploading grades

          Important: If grades were entered into FLO after the grading worksheet was downloaded and you wish to change them, make sure you click the checkbox Allow updating records that have been modified more recently in FLO than in the spreadsheet. If you do not, then the more recent marks will not be changed. Otherwise, leave as default (unticked).

        4. To commit the changes, click the button 'Upload grading worksheet' button.

        5. FLO will then provide you with a detailed list of the changes to be made:
          confirm changes

        6. Click the Confirm button and FLO will provide a summary of changes
          grading worksheet summary

        7. Click the Continue button to go back to the grading screen where you will see the uploaded marks and feedback

          grading changes


        Upload a feedback file for a single student (eg late submission)

        Sometimes, primarily in the case of late submissions, it may be necessary to grade a small number of individual assignments. Feedback files and marked assignments are typically uploaded in bulk as a zipped file in the View all submissions display. However, a single feedback file or marked assignment need not be zipped and can instead be uploaded via the individual marking form.

        1. Click the assignment link and then the View all submissions button

        2. Locate the student for whom you would like to upload a feedback file

        3. Click the Grade button beside the student's name

        4. Scroll down to the Feedback files upload area
          feedback files box

        5. Upload your feedback file by dragging and dropping it into the box, or browse for the file by clicking the Add file buttonadd file

        6. Click the Save changes button

        Assignment – use a grading worksheet to mark assignments offline

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

        assignment iconThis entry relates to the Assignment activity.

        Using a grading worksheet is part of the offline marking process

        First, you need to download the grading worksheet (Offline grading worksheet will need to be enabled in the Feedback types settings of the assignment).



        Steps

        1. Once you have done the steps to download the grading worksheet (see link above), open the file (the file is a CSV file type, the program is Excel). You will see a table containing student data as well as columns for Grade and Feedback comments
          grading worksheet interface

        2. Expand the columns for easier viewing – Click in the top left corner of the sheet, which selects the whole sheet, then put your cursor on the line between any two columns (A|B, C|D etc) and double click – this should automatically expand all columns so data is viewable
          Excel columns

        3. As you mark the student submissions, a mark can be entered in the Grade column and if desired brief feedback can be entered into the Feedback comments column (optional). The Feedback comments column may be left empty if you plan to upload feedback as files. These are the only two columns that should be modified and it is important that other table sections are not modified in any way.

          These two columns provide an alternative to Quick grading directly into FLO
          comparison - worksheet and quick marking 

        4. If you have set up your assignment to use a predefined scale rather than simple grading, enter the name of the level awarded (eg Distinction) into the Grading worksheet. Note that scales must be entered exactly as they appear in FLO and are case sensitive
          scale grade

        For assistance with scales, please contact your eLearning support team.

        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 - mark in FLO using a rubric, marking guide or checklist (assignments and forums)

        gradebook icon

        This entry relates to the Gradebook.

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

        See also Annotate (mark) student assignments in FLO (online) for how to mark student submissions using online annotation tools.

        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

         

        Gradebook - set up a feedback template for offline or online marking (assignments and forums)

        gradebook icon

        This entry relates to the Gradebook.

        Marking guides (or rubrics, checklists, feedback forms) address the assessment criteria and standards of performance. The topic coordinator may provide a marking guide in an assignment or forum.

        When marking an assignment, you can use either an offline or online marking guide. When marking a forum, you can use one of the online marking guides.

        Offline marking options

        Online marking options

        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. 

        Inspirational and engaged teaching | Rubrics | Rubrics and marking guides in FLO

         


        Set up an assignment for offline marking using a feedback template

        Uploading a feedback template (usually a Word document) will allow you (later, during the marking process) to download a zip folder containing a copy of the marking guide for each student with the correct naming convention to be uploaded back into the assignment. FLO refers to these as feedback files. You will then be able to complete the feedback file (marking guide/rubric etc) for each student, zip up all feedback files and return to FLO in a one-step process.

        1. Create an assignment (Turn editing on > Add an activity or resource > Assignment)

        2. On the settings page, look for the Feedback template option (under Feedback types)

        3. Click Add to upload a file, and select the file on your computer. Alternatively, you can drag the file from your computer onto the file upload box

          assignment - feedback template dropbox

        4. Click Save and display

         


        Set up an assignment/forum for online marking using advanced grading

        First, you need to decide which advanced grading method best suits your needs – a marking guide, rubric or checklist (see examples below). You can experiment with all of them, but once you have set up one type you will lose the settings you created if you switch to another type (ie you will have to build the new one from scratch).

        Please note: The Checklist advanced grading method for marking forums is currently disabled.

        Set up – all options (marking guide / rubric / checklist)

        In an assignment

        1. Create an assignment (Turn editing on > Add an activity or resource > Assignment)

        2. Open the Grade settings section,

        3. Choose ChecklistMarking guide or Rubric from the Grading method menu 

        4. Click Save and display

        5. Click the cog in the top-right corner of the screen, and select Advanced grading

        6. On the Advanced grading page, select Define a new grading form from scratch
          define new grading form

        In a forum

        1. Create a forum (Turn editing on > Add an activity or resource > Assignment)

        2. Open the Whole forum grading section

        3. Choose point or scale from the Grade menu

        4. Choose Checklist, Marking guide or Rubric from the Grading method menu

        5. Click Save and display

        6. Click the cog in the top-right corner of the screen, and select Advanced grading

        7. Select Define a new grading form from scratch
          define new grading form




        Marking guide example

        A marking guide allows for a comment and score against each criterion. The score is determined based on marker discretion, out of a maximum score for each criterion. You can also set up frequently used comments. Build a marking guide

        demonstration

         


        Rubric example

        A rubric allows for a number of performance standards, a score and a comment for each criterion. The score is prescribed based on the performance standard reached. Build a rubric

        rubric example

         


        Checklist example

        A checklist allows for a series of items (ie criterion) and point values for each. The maximum value of the checklist is equal to the sum of all items. Students are awarded either all or no points for each item. Build a checklist

        Checklist example

        Gradebook - view grades or submissions of students who no longer have access

        Grades iconThis entry relates to the Gradebook.

        By default, students who lose access to a topic do not appear in the gradebook, assignment or quiz, to focus attention on current students. However, on some occasions it is necessary to review their work.



        Gradebook

        1. Go to the Gradebook Setup tab, and select Preferences: Grader report.


        2. Scroll down to the General section. Change Show only active enrolments to No




        Assignment

        1. View the submissions for an assignment.

        2. Scroll down to the options section underneath the submissions. Untick the box titled Show only active enrolments




        Quiz

        1. View the list of attempts in the quiz

        2. In the section What to include in the report (at the top of the page), change Attempts from to all users who have attempted the quiz


        3. Click on the Show report button

        ATTENDANCE

        Attendance - main entry

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

        1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  ||  Support 
        Attendance icon Monitoring attendance in class is a measure of student engagement. It also allows students to take responsibility for their own learning. This is an active teaching strategy and can also contribute to learning analytics for the students in the topic.


        1. Plan

        The attendance activity in FLO allows a member of the teaching staff to take attendance during class, or for students to record their own attendance. The topic coordinator can create multiple sessions and can mark the attendance status as 'Present', 'Absent', 'Late' or 'Excused', or modify statuses to suit their needs. Reports are available for the entire class or individual students.

        2. Build

        You have planned your attendance activity. Now you are ready to set up your attendance activity. 


        Step 1: Create an attendance activity

          1. Click Turn Edit On button
            Turn editing on

          2. Click Add an activity or resource to open the activity chooser

            Add an activity or resource link

          3. Click the Attendance icon

            Attendance radio option

          4. Name the attendance sheet (eg Tutorial Attendance)

            Attendance Name

          5. Assign a grade type other than None to create an entry for this activity in the Gradebook. You are advised to select Point, not Scale, for the grade type. If you wish to use Scale, select Point as the grading method until all attendances are marked (ie all data is in the Gradebook), then change the grading type to Scale. Keep the grades hidden until you change to Scale (close the eye for this activity in the Gradebook), then release the grades. Students will still be able to view their attendance during the topic 
            Attendance Grade setting
          6. To mark attendance for a group of tutorials, under Group mode select Visible groups. Under Grouping, select the appropriate option. If your topic has scheduled tutorials in the timetable, you should see an option starting with the topic code and ending with 'Tutorial' (for example, NURS1003_2018_NS1_Tutorial)
            Attendance common module settings

          7. Click Save and display 


          Step 2: Add session(s)
          1. Click the Add session tab
            Add session tab
          2. There are two types of sessions: All students and Group of students. Ability to add different types depends on activity group mode (refer to step 6 under 'Create an attendance activity')
            • In group mode "No groups" you can add only All students sessions.
            • In group mode "Visible groups" you can add All students and Group of students sessions.
            • In group mode "Separate groups" you can add only Group of students sessions. 

            Note: If you want to link the sessions to the Student Management groups (for example, Tutorial or Practical), add your sessions using Group of students. This will also keep the list of students within the groups updated via the integration.

            Click and hold the Ctrl key to select multiple groups.

          3. Fill in details about the session you wish to record attendance for
            Add session section

          4. To create a repeating series of sessions (eg weekly tutorials), open the Multiple sessions section, and tick 'Repeat the session above as follows'. Select the day the specific session repeats on (if a tutorial session this will most likely be one day per week), frequency (Repeat every) (again, if a tutorial session this will most likely be one day per week), and session end date (Repeat until):
                  
            Multiple sessions

          5. Click Add

          6. Repeat steps 1 to 5 to add sessions if required 


          Step 3: Set up grade acronym, description and points

          By default, the status descriptions are Present, Excused, Late, Absent and the allocated points are 2, 1, 1, 0 respectively.

          1. Click the Status set tab
            Status set tab
          2. To update an existing text/value, select the text box and enter a new text/value

          3. To set up a new status, fill in the line starting with an * and click the Add button

          4. Click Update


          3. Test

          Once you have set up the Attendance activity, ask your local eLearning support team to check it for you (especially if this is the first time you have set up this activity).


          4. Administer

          To administer your attendance activity, you can use a variety of functions (listed below). 


          Mark attendance for my topic
          1. Enter the Attendance activity

          2. Make sure the Sessions tab is selected
            Sessions tab

          3. To mark attendance by group (for example Tutorial group), select the dropdown list under Sessions

            Filter by group

          4. Click the Take attendance icon next to mark the session

            Mark attendance icon

          5. Give each student a mark:

            P (present) - worth 2 points
            E (excused) - worth 1 point
            L (late) - worth 1 point
            A (absent) - worth 0 point.


            You can also enter remarks for each.  These grades will be available in the gradebook.


            If the activity is set to 'visible', students will be able to view their status and any remarks

            Marking attendance

          6. Click Save attendance
          Note: If you want Scale to be the Grade type setting, make sure that Point is selected as the grading method until all attendances are marked (ie all data is in the Gradebook), then change the grading type to Scale. Keep the grades hidden (close the eye for this activity in the Gradebook) until you change to Scale, then release the grades. Students will still be able to view their attendance record as the topic progresses.

          Change a student's attendance record
          In the attendance activity, click the Sessions tab
          Sessions tab

          1. Locate the session you wish to alter, and click the green Change attendance icon.
            Change attendance icon

          2. Update the attendance record and click Save attendance


          Edit sessions
          In the attendance activity, click the Sessions tab
          Sessions tab

          1. To edit a session, click the Edit session icon
            Edit session icon

          2. To delete a session, click the Delete session icon
            Delete session icon

            5. Review

            How did your attendance activity go? Would you set up the activity differently next time? Talk to your colleagues and/or your local eLearning support team to get ideas for improvement.


              Training and support

              Troubleshooting

            Training/Support

            Contact your college eLearning support team

            You may have one of the following issues:


            Attendance - student self-recording

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

            Attendance icon This entry relates to the Attendance activity.

            Once you have created an Attendance activity, you can create a session(s) where students record their attendance (self-record). You can check their attendance after the session and adjust it if you need to.



            Set up grade acronym, description, points and options specific to student self-recording attendance

            By default, the status descriptions are Present, Excused, Late, Absent and the allocated points are 2, 1, 1, 0 respectively. 

            1. Click the Status set tab 
              Status set tab
                
            2. To update an existing text/value, select the text box and enter a new text/value

            3. To set up a new status, fill in the line starting with an * and click the Add button

            4. Two options are specific to student self-recording of attendance:
              • Available for students (minutes) – Enter the number of minutes after the session starts that this status is available. If empty, this status will always be available, If set to 0 it will always be hidden to students. Refer to the screenshot below for an example of how to restrict the first 10 minutes of the session for students to mark their attendance as Present 
                Setting available for students (minutes)

              • Automatically set when not marked – In a session's setting, if automatic marking has been set to 'Set unmarked at end of session', the selected status takes effect if a student has not marked their own attendance. Refer to screenshot below for an example where students are marked as Absent if they have not marked their own attendance.
                Setting for automatically set when not marked

            5. Click Update 



            Add session(s)

            1. Click the Add session tab 
              Add session tab

            2. There are two types of sessions: All students and Group of students. Ability to add different types depends on activity group mode (refer to step 6 under Create an attendance activity)
              • In group mode "No groups" you can add only All students sessions.
              • In group mode "Visible groups" you can add All students and Group of students sessions.
              • In group mode "Separate groups" you can add only Group of students sessions. 
              • * If you want to link the sessions to the Student Management groups (for example, Tutorial or Practical), add your sessions using Group of students. This will also keep the list of students within the groups updated via the integration.

                Click and hold the Ctrl key to select multiple groups.

              • Fill in details about the session you wish to record attendance for
              Add session details


              Create repeating sessions

              If you wish to create a repeating series of sessions (eg weekly tutorials), open the Multiple sessions tab, and tick 'Repeat the session above as follows'. Select the day the specific session repeats on (if a tutorial session this will most likely be one day per week), frequency (Repeat every) and session end date (Repeat until)
                     
              Multiple sessions


              Student self-recording options

              1. To allow students to record their attendance, go to the Student recording section

              2. Tick Allow students to record own attendance

              3. Under Automatic marking, choose one of the following options
                • Disabled – Students will need to access the Attendance activity and mark themselves as Present
                • Yes – Students will be automatically marked depending on their first access to the topic
                • Set unmarked at end of session – Any students who have not marked their attendance will be set to the unmarked status selected. (Note: For this option, the unmarked status needs to be set first before you can add the session(s))  

              4. Under Student password, you can enter a custom password or tick Random password for the system to automatically create a random password. There is also the option Include QR code which displays a QR code containing a URL that students can scan with a mobile device to take them directly to the page where they record their attendance (see instructions below – this happens just before or during class time)

              5. Click Show more... to see more options

              6. Under Require network address, you can restrict attendance recording to particular subnets by specifying a comma-separated list of partial or full IP addresses. Untick this option if it is not relevant

              7. Under Prevent students sharing IP address, select Yes to prevent students from using the same device to take attendance for other students

              8. Click Add

              9. Add session(s) for other groups of students if required   



              Managing attendance


              Sessions with QR code enabled and password protected 

              For sessions where Automatic marking has been set to either Disabled or Set unmarked at end of session, the Include QR code option is ticked, and a password has been entered manually or randomly generated, you can display a QR code containing a URL that students can scan with a mobile device. 

              To display the QR code:

              1. Select the Sessions tab
                Sessions tab

              2. The list displays sessions in the current week by default. To see all sessions, click the All button
                See all sessions

              3. Click the key icon next to the session
                View password icon

              4. Click Show QR code
                Show QR code

              QR code

              Note: The QR code is unique and specific for each session. When students scan the QR code with their mobile device, it takes them directly to the page where they record their attendance, and fills in the password for them too. They only need to select the status 'Present' and record their attendance. 

              To view attendance:

              1. Click the green icon next to the session
                View attendance list

              2. In this case, the remarks contain the text 'Self-recorded'. You can change a student's attendance status at this point if required
                Remarks showing self recorded attendance


              QR code scanner for mobile devices 

              • iOS - iPhone and iPad devices running iOS 11 or newer has QR code recognition built into the camera app. More information at Scan a QR code with your iPhone, iPad, or iPod touch. For older versions of iOS, search the app store using keywords such as 'QR code' to find free QR code scanners.
              • Android - The Google Lens app supports scanning of QR codes. Download it from the Google Play store.


              Sessions with automatic marking
              For sessions where Automatic marking has been set to Yes, students will be automatically marked depending on their first access to the topic. To view attendance:

              1. Select the Sessions tab
                Sessions tab

              2. The list displays sessions in the current week by default. To see all sessions, click the All button
                See all sessions

              3. Click the green icon next to the session to view the attendance
                View attendance

              4. In this case, the remarks contain the text 'system auto recorded'. You can change a student's attendance status at this point if required
                View attendance list for sessions set up for automatic marking

              Attendance - troubleshooting

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

              Questions/problems


              I've marked attendance incorrectly for the wrong session

              Once attendance has been marked, unfortunately it is not possible to undo it. You could either:



              BLOCKS

              Blocks – add a Clock block

              1. Plan  |  2. Build  ||  Support 

              The Clock block displays the time in both Adelaide and the student's location elsewhere in the world. It helps students determine how times referred to in FLO relate to their local time.


              The Clock block is a handy resource for enrolled students from different time zones (overseas or interstate). This feature is particularly relevant if the topic is fully online, if students will be interstate or overseas, and can be helpful for time-dependent activities such as Collaborate, quizzes and assignments.

              How it works: when a student accesses your FLO site from a computer or device in another time zone, in the Clock block they will see the time according to the FLO server in Adelaide and their local time, according to the device/computer used to access FLO. 
              The clock block.

              Whilst the Clock block provides a useful visual help for students to understand time zone differences in their topics, it is important to provide clear guidance to students on why you have added the Clock block to your topic site and how you expect students to use it.

              Important Clock block tips

              • The Clock block is a visual guide and like many online tools, accuracy may depend on the functionality of the user's browser and security settings.
              • The Clock block will show the current time for the student, based on their local computer time settings.
              • If a student changes their computer time zone, or the computer time is incorrect on the computer they use to access FLO, this could make the Clock block inaccurate.
              • If a student changes their time zone settings in their FLO profile settings, the Clock block time will not reflect this change.

              The Clock block displays the time as 12-hour by default. We do not recommend changing this setting to 24-hour because students see the time displayed in 12-hour format in FLO. If you are using the Clock block for international students, you may want to edit the Clock block setting Show day name to Yes.

              To add the Clock block in your FLO site:

              1. In your topic Turn editing on

              2. Open the Block menu in the top-right of the topic's home page.

              3. Locate the Add a block menu (usually on the right-hand side) and select Clock

                Select 'Clock' from the drop-down menu

              4. The newly created Clock block will display two clocks; Server time and your time

                Clock block

              5. To reposition the block, hover over the move icon The move icon is a cross with four arrowheads.then click and drag. We recommend positioning it under the 'Topic links' block (the top block), so it is readily visible each time students go to your topic.

              Blocks - main entry

              Blocks are a navigational tool in your topic and can provide quick links/access points for students.

              1. Plan  |  2. Build  ||  Support 

              Blocks appear in the Topic Blocks menu in the top right corner of each FLO site. 'Topic Links' is a standard block, with links to topic information, grades, SETs etc. Different kinds of blocks can be added (eg Activities, Teaching team, Upcoming events), or you can add an HTML block and use it to feature the textbook/s or for some other topic-related purpose.  


              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

              Some blocks are standard in topics, as part of the college template or starter site. Others you will need to add yourself. You can also move blocks up/down to emphasise important ones.

              The Activities block is particularly useful if you have lots of activities and resources in your topic, as it is a navigational tool for students.

              Types of blocks
              Block name Description
              Activities Lists all activities used in the topic, with links to show all activities of each type
              Attendance Provides a link to the attendance register. Requires the Attendance activity
              Comments Allows students to post comments on the page. Comments will be visible to all users in the topic
              Completion progress The Completion Progress is a time-management tool for students. It visually shows what activities/resources a student is supposed to interact within a course. It is colour-coded so students can quickly see what they have and have not completed/viewed.
              Engagement analytics Moodle Engagement Analytics allows you to easily track student engagement on Moodle against three different indicators of progress. The analytics examines how much students are engaging in: Forum activity. Login frequency.
              Feedback Provides a link to provide feedback. Requires the Feedback activity
              HTML Allows you to enter custom text, links and images
              Inactive user alert
              The Inactive users alert block allows instructors to create alerts per course to determine if students have not accessed the course or important activities by specific dates
              Lecture recordings Provides a link to the lecture management interface (QStream)
              Logged in user Shows the current logged in user (you)
              Messages Links to the Messages tool
              Module links Provides a table of contents of modules in the topic
              People Links to the Participants tool
              Quiz results Shows results from quizzes in the topic
              Random glossary entry Shows a random glossary entry. Requires the Glossary tool
              Recent activity Shows the most recent activity in the topic
              Remote RSS feed Allows you to import RSS feeds from external websites
              Search forums Provides a tool to search all forums in the topic
              Self completion Displays progress on self completion in the topic
              Timeline  Shows students upcoming due dates
              Upcoming events Shows calendar events for the next 7 days


              2. Build

              Add blocks to your topic
              1. In your topic, click Turn editing on
                turn editing on button
              2. Locate the Add a block menu (usually on the right-hand side)
                add a block menu
              3. Select the type of block you wish to add


              Add a teaching team block

              The teaching team block lists the names, photos and optionally contact details of the teaching team. Your block is included in the FLO sites so you will not have to create it yourself unless it has been deleted. 

              Note: To add/alter your profile picture displayed in the Welcome block, see how do I upload a profile photo.

              1. In your topic, click the Turn editing on button

              2. Open the Topic blocks menu

              3. Locate the Add a block dropdown menu (usually on the right-hand side) and select Topic welcome
                select topic welcome from the add a block menu
              4. When the new block appears, click the cog icon to configure the block (see more information below)


              5. In block title, add the text 'Teaching team'

              6. In Roles to display, tick 'topic coordinator', 'teacher' and 'tutor'.

              7. To show more contact methods change the Contact methods to display options.

              8. In Course welcome text

                If your topic uses the starter site, enter a space into the text box. If you want to introduce yourself to students, use a welcome video instead

                If your topic is not yet using the starter site, you can add some introductory text for students here. Try to keep the text short – if you have a lot of content, consider using a welcome video or page resource instead.

              9. When you have finished configuring the block, click Save changes

              Change your user image (via the Topic welcome block)
              1. If you have previously uploaded a profile image, it will automatically display in the welcome block. To add or change your user image, click the edit your profile here link in the block
                follow the 'edit your profile here' link 
              2. Upload your user image clicking the Add button or by dragging and dropping the file into the area indicated
                upload your image
                display of a newly added image

              3. Click Update profile

              4. Your chosen image will now appear in the Welcome block, in addition to many other locations in FLO (eg forum posts)
                a welcome block complete with user image

                Training and support

                Troubleshooting

              Training/Support

              Contact your local eLearning support teams

              No known issues with this tool

              Blocks - timeline block

              1. Plan  |   2. Build   ||  Support

              The Timeline block on the My FLO homepage shows students the upcoming due dates of the most common FLO activities for the topics they are enrolled in. Students can also use the timeline to jump into activities in FLO sites.

              Staff will see activities that have specific dates for them, for example, when a 'remind me to grade by' date is set for an assignment.

              The timeline can be sorted in either date or topic order and can show dates between 7 days and 6 months ahead.


              For the most common activities in your topics (e.g. assignments, quizzes, feedback, forums, etc) the block will show students the due date you have set in the activity's settings. Some activities (e.g. self and peer assessment, chat) also have additional options and settings for displaying dates in the timeline.

              When using topic completion, any Expect completed on dates will also show in a student's timeline:

              • This can be used to add due dates to the timeline (in addition to its intended purpose) when the activity does not have one
              • If an activity does have a due date, students will get two sets of dates.

              Calendar - main entry

              The Calendar is a centralised place where all dates and events are recorded and collected. You can add events to the Calendar as part of an active teaching approach. Students can also add events (eg group meetings) in the Calendar and personalise their student view.

              1. Plan  |  2. Build ||  Support 

              The Calendar helps students keep track of events within the topic (including assignment due dates) and take responsibility for their learning. They can also export the Calendar into their personal calendar (eg Microsoft Outlook, Google Calendar) for better access.

              The calendar is enabled in all topics by default, but you are encouraged to add the upcoming events block, which shows students a streamlined view of upcoming dates.


              1. Plan

              Think about how your students might use the calendar tool to help them successfully engage with your topic, and promote it to them in your introduction/orientation to the FLO site.


              2. Build

              Add key dates to the calendar (new event)

              Most assessment dates will automatically go in the Calendar (cut off dates being the exception) but you can also manually add key dates (students can also add dates.)

              1. Open the Calendar from the navigation menu (within a topic, the calendar link is below the topic’s links so you will need to scroll down the list).

                The calendar as it appears in the navigation menu. In this picture, it is marked with a red border.

              2. Click on either the date of the booking or the New event button.

              3. Specify the Event title

              4. Choose the Date and time of the event

              5. Specify the type of event.
                1. If Topic, the entry will be shown to the entire class.
                2. If User, it will be private to you only
                3. If Group, it will be visible to only the group you choose

              6. To add an end date, description or set it as a repeating event, click on the Show more link

              7. Click the Save button
              Export the calendar to Outlook (or another calendar)

              You can import events in your FLO site into your Outlook calendar (or another calendar). This may help you manage the topic/events. There are two steps in this process: in FLO and in your calendar in Outlook.

              Note: External calendar programs such as Outlook may only sync to calendars periodically, so the calendar may not update instantly. Outlook will sync every three hours.

              In FLO

              1. Open the calendar from the Navigation menu.

                The calendar in the navigation menu. In this image it is marked with a red border

              2. Click on the Export calendar button underneath the calendar.

              3. Choose which events and the time frame you wish to export. For the most information, select ‘all events’ and ‘custom range’.

                The export calendar screen. The options suggested above are marked with red borders

              4. Click on the Get calendar URL button. Copy the Calendar URL that will appear underneath the button.

              5. You can now import the calendar. The steps from this point vary depending on what website/app you use.

              In Microsoft Outlook

              1. Open Outlook on your computer and select Add Calendar > From Internet from the Calendar tab


              2. Paste the Calendar URL you copied in the indicated space and click on the OK button

              3. Click Yes when asked to receive updates from the Calendar

                A picture of the box that appears asking you to receive updates from the calendar

              Other Calendars

              View the help pages for the website or app you are using to find out how to add the calendar URL.


                Training and support

                Troubleshooting

              Support

              Contact you local eLearning support team

              No known issues with this tool


              BLOG

              Blog - main entry

              Blogs are a specific type of social networking tool which is presented as a website with regular entries including commentary, descriptions and links to digital resources such as videos and images.  Using the blog activity in a topic ideally consists of 5 stages.

              1. Plan  |  2. Build  |   3. Administer  |  4. Review  ||  Support 
              blog icon

              The blog tool in FLO (OU blog) is intuitive for users (there is a 'New blog post' prompt and the user can use the HTML editor to add/edit their post entry). Blogs are usually organised as a chronological series of postings created by the author/s of the blog (the student/s). 

              You may want to prompt students what to blog about (this might be assessment information), either in the introduction or somewhere else in the FLO site depending on the blog's purpose. A blog can be used for formative assessment (eg reflections) or summative assessment (eg a final account of their learning).

              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 blog-related resources are provided below. 

              Inspirational and engaged teachingProviding constructive feedback in FLO | Communication, interaction and collaboration tools in FLO | Providing students with comprehensive assessment information and support in FLO

               


              1. Plan

              What is the purpose of the blog – what do you want students to do using this tool? 

              • Do you want the blog to be private (separate individual blog) or public (visible individual blog, or blog together)? 
              • Is the blog a task that students will do iteratively during the semester, or will it fall within a set timeframe
              These are some of the questions to ask before you set up the tool. As a teacher, you can view participation in the blog and grade it.



              2. Build

              Once you have determined your blog's purpose, you can set it up. 

              1. Click Turn editing on button



              2. Click Add an activity or resource to open the Activity Chooser


              3. Click the OU blog icon

              4. You will be taken to the Adding a new OU blog screen where you can set the parameters of your blog.

              5. Give the blog a Name and Introduction.

              6. If desired, use the Individual blogs drop-down menu to select individual blogs. If individual blogs are not required, leave this menu at the default no (blog together or in groups)
                Individual blog options

              7. Click the Save and display button
                Timeline block: The Blog tool does not show to students in the Timeline block.



              3. Administer

              To administer the blog you can view how users are participating, as well as set up a grade for the blog.


              View the participation of a user
              1. Click into the module from the topic homepage

              2. Click Participation by user
                Click participation by user
              3. To limit participation by date, click enable and select dates.  Click Update.
                click to enable dates

              4. Results will display below.  
                Click Details beside user name to view that user's posts and comments.
                Click for details
              5. Use tabs to toggle view between posts and comments
                view posts
                view comments


                Grade a blog activity

                1. Open the blog and click on the Click Participation by user button
                  participation by user button

                2. Select a grade from the drop-down menu in one of the following two locations

                  In the display, all users view, select a grade for each student from the drop-down menu. Click Save changes
                  select grade from drop-down menu

                  OR

                  Click on the details link beside the user name.  Select the User grade tab, select grade then click Save changes
                  select the user grade tab

                4. Review

                Having used the blog activity in your topic, you can now ask these questions:

                • Was it an effective activity (did it achieve what you wanted it to?)
                • Did students benefit from using the blog?
                • Did students give you feedback about blog use (eg using the feedback activity)? Did they have problems with it?
                The answers to these and other questions may help you refine the activity in the next iteration of your topic, or you may decide to use another tool.

                  Training and support

                  Troubleshooting

                Training/Support

                Contact your local eLearning support team

                No known issues with this tool

                CALENDAR

                Blocks - timeline block

                1. Plan  |   2. Build   ||  Support

                The Timeline block on the My FLO homepage shows students the upcoming due dates of the most common FLO activities for the topics they are enrolled in. Students can also use the timeline to jump into activities in FLO sites.

                Staff will see activities that have specific dates for them, for example, when a 'remind me to grade by' date is set for an assignment.

                The timeline can be sorted in either date or topic order and can show dates between 7 days and 6 months ahead.


                For the most common activities in your topics (e.g. assignments, quizzes, feedback, forums, etc) the block will show students the due date you have set in the activity's settings. Some activities (e.g. self and peer assessment, chat) also have additional options and settings for displaying dates in the timeline.

                When using topic completion, any Expect completed on dates will also show in a student's timeline:

                • This can be used to add due dates to the timeline (in addition to its intended purpose) when the activity does not have one
                • If an activity does have a due date, students will get two sets of dates.

                Calendar - main entry

                The Calendar is a centralised place where all dates and events are recorded and collected. You can add events to the Calendar as part of an active teaching approach. Students can also add events (eg group meetings) in the Calendar and personalise their student view.

                1. Plan  |  2. Build ||  Support 

                The Calendar helps students keep track of events within the topic (including assignment due dates) and take responsibility for their learning. They can also export the Calendar into their personal calendar (eg Microsoft Outlook, Google Calendar) for better access.

                The calendar is enabled in all topics by default, but you are encouraged to add the upcoming events block, which shows students a streamlined view of upcoming dates.


                1. Plan

                Think about how your students might use the calendar tool to help them successfully engage with your topic, and promote it to them in your introduction/orientation to the FLO site.


                2. Build

                Add key dates to the calendar (new event)

                Most assessment dates will automatically go in the Calendar (cut off dates being the exception) but you can also manually add key dates (students can also add dates.)

                1. Open the Calendar from the navigation menu (within a topic, the calendar link is below the topic’s links so you will need to scroll down the list).

                  The calendar as it appears in the navigation menu. In this picture, it is marked with a red border.

                2. Click on either the date of the booking or the New event button.

                3. Specify the Event title

                4. Choose the Date and time of the event

                5. Specify the type of event.
                  1. If Topic, the entry will be shown to the entire class.
                  2. If User, it will be private to you only
                  3. If Group, it will be visible to only the group you choose

                6. To add an end date, description or set it as a repeating event, click on the Show more link

                7. Click the Save button
                Export the calendar to Outlook (or another calendar)

                You can import events in your FLO site into your Outlook calendar (or another calendar). This may help you manage the topic/events. There are two steps in this process: in FLO and in your calendar in Outlook.

                Note: External calendar programs such as Outlook may only sync to calendars periodically, so the calendar may not update instantly. Outlook will sync every three hours.

                In FLO

                1. Open the calendar from the Navigation menu.

                  The calendar in the navigation menu. In this image it is marked with a red border

                2. Click on the Export calendar button underneath the calendar.

                3. Choose which events and the time frame you wish to export. For the most information, select ‘all events’ and ‘custom range’.

                  The export calendar screen. The options suggested above are marked with red borders

                4. Click on the Get calendar URL button. Copy the Calendar URL that will appear underneath the button.

                5. You can now import the calendar. The steps from this point vary depending on what website/app you use.

                In Microsoft Outlook

                1. Open Outlook on your computer and select Add Calendar > From Internet from the Calendar tab


                2. Paste the Calendar URL you copied in the indicated space and click on the OK button

                3. Click Yes when asked to receive updates from the Calendar

                  A picture of the box that appears asking you to receive updates from the calendar

                Other Calendars

                View the help pages for the website or app you are using to find out how to add the calendar URL.


                  Training and support

                  Troubleshooting

                Support

                Contact you local eLearning support team

                No known issues with this tool


                CHAT

                Chat - main entry

                1. Plan  |  2. Build   | 3. Test  |  4. Administer   | 5. Review  ||   Support
                chat iconChat is a communication tool that enables participants to have text-based, real-time synchronous discussions. Chat enhances social presence in a topic, particularly for students who are external. If between student and teacher, chat enables active teaching and feedback.

                Chats are especially useful when the group chatting is not able to meet face-to-face, such as:

                • regular meetings of students participating in online topics so they can share experiences with others in the same topic but in a different location
                • a student temporarily unable to attend in person chatting with their teacher to catch up with work
                • students on work experience discussing their experiences with each other and their teacher
                • a question and answer session with an invited speaker in a different location
                • sessions to help students prepare for tests or exams where the teacher, or other students, pose sample questions.

                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 chat-related resources are provided below. 

                Inspirational and engaged teaching | Engaging students in a synchronous session | Communication, interaction and collaboration tools in FLO | Facilitating Student-Teacher interaction in FLO 


                1. Plan

                For considerations and questions, you might ask when planning/designing


                2. Build

                Create a chat room

                The chat activity provides a real-time text chat interface for users in the topic.

                1. In your topic, click the Turn editing on button

                    turn editing on icon

                2. In the week/module where you would like the chat to appear, click Add an activity or resource

                   Add an activity or resource
                3. Select Chat chat icon , then press Add 

                4. Add a Name and Description for your chat
                  adding a new chat - name and description

                5. If you want to set a particular date/time for the chat session, open the Chat sessions section and set the Repeat/publish session times.
                  Timeline block: 'Repeat/publish session times' will show to students in the Timeline block.

                6. Click Save and display
                  save and display button


                3. Test

                Once you have set up the Chat activity, ask your local eLearning support team to check it for you (especially if this is the first time you have set up this activity). It is best to amend mistakes before students have access to the chat.

                • dates (has been rolled over from a previous year?)
                • availability (is it available to students?)
                • groups/grouping
                • restrict access (does it need to be restricted to a certain cohort of students?)


                4. Administer

                Users have the option of accessing the chat tool via an accessible interface. Users with visual impairments should use the accessible version.

                use more accessible interface link


                5. Review

                How did your chat activity go? Would you set up the activity differently next time around? Talk to colleagues and/or your local eLearning support team to get ideas for improvement.


                  Training and support

                  Troubleshooting

                Support

                eLearning support teams

                You may have one of the following issues:

                • See the Administer section for issues with vision-impaired students

                CHOICE

                Choice (poll/survey) - build a choice activity

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

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

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

                In this guide, find out how to:


                Create a choice activity

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

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

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

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

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


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

                9. Click
                  save and display

                View the results of a choice activity

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


                Make a selection on behalf of a student

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

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

                Choice (poll/survey) - main entry

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

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

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

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

                Good practice guides and tip sheets

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

                Facilitating Student-Teacher interaction in FLO


                1. Plan

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

                A choice activity may be used:

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

                2. Build

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

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

                  3. Test

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


                  4. Administer

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

                  5. Review

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

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

                    Training and support

                    Troubleshooting

                  Training

                  None available

                  Support

                  eLearning support teams

                  You may have one of the following issues:

                  Choice (poll/survey) - troubleshooting

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

                  Questions/problems


                  My students cannot see the results of my choice activity

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

                  Select edit settings in the choice administraion block

                  select publish results


                  Engaging content - polling

                  Students provide responses to questions or surveys. Polling can be synchronous or asynchronous. Synchronous or real-time polling in class allows you to display and analyse the results immediately. Asynchronous polling can be used prior to a teaching session where you collect and analyse results to inform delivery of your class.

                  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 polling-related resources are provided below. 

                  Design principles for creating engaging digital contentSourcing and creating digital content






                  Active Quiz icon

                  FLO Active Quiz

                  Active Quiz is designed for in-class quizzes. The quiz uses questions from the question bank, questions can be timed/not timed, grades are reported back to the Gradebook. You can view student responses in real time to offer in-class discussion about the results. Students can use any device. Group quizzing is supported.

                  Good for

                  • Delivery of time-boxed questions (synchronous)
                  • Multiple poll questions in one session where the availability of each question is controlled by the teacher
                  • Use in-class to check understanding of materials during presentations to allow for clarification
                  • Use in-class to explore class views on issues for discussion

                  Useful features

                  • Active quiz is a synchronous (real-time) timed quiz
                  • Multiple choice (MCQ) and True-False questions will generate a dynamic histogram of answers, making them good for polling
                  • Functions in group mode
                  Cautions

                  • In a live classroom setting, be careful what your screen is displaying – questions other than MCQ and T/F will display identified student answers
                  Tips

                  • Create a QR code of the Active quiz URL. Insert into your lecture presentation to make it quick and easy for students to access
                  • Advise students in advance to have a suitable device. Have students log into FLO at the beginning of the class
                  Help resources





                  Choice iconFLO Choice

                  The Choice activity allows you to ask a question and set up radio buttons which learners can click to make a selection from a number of possible responses. They can choose one or more options, and they can update their selection if you allow them. Choices can be useful as a quick poll to stimulate thinking about a topic, to allow the class to vote on a direction for the course, or to gauge progress.

                  Good for

                  • Asynchronous use (eg asking a question pre-class to explore class views on issues for discussion)
                  • Single in-class question where time-boxing of answer is less important
                  • Use at beginning of class before presentation commences
                  • Use at end of class to determine comprehension

                  Useful features

                  • Designed as a single question asynchronous (not real time, students working on it individually at own pace/time) polling activity
                  • Can be used in a live setting (synchronous/real time)
                  • Can display a histogram of responses
                  • Results can be exported
                  • Can be run in group mode
                  Limitations

                  • Teacher will need to refresh their screen to display the choice results
                  • Limited layout and styling control
                  • Only one question per choice activity
                  Tips

                  • Generate a QR code form the choice URL. Add to lecture slide to take students directly to the poll
                  • Advise students in advance to have a suitable device. Have students log into FLO at the beginning of the class
                  Help resources

                   






                  Feedback iconFLO Feedback

                  The Feedback activity allows you to create and conduct surveys to collect feedback. Responses can be anonymous. There are a number of question types including MCQ, True/False and free text.
                  Good for

                  • Asking multiple questions, including free text
                  • Asking the class what material they would like further clarification on in tutorial or revision sessions

                  Useful features

                  • Can deliver more than one question
                  • Designed for surveying, responses can be anonymous
                  • Can be used as a live activity in class
                  • Results of some question types can be displayed as a histogram
                  Limitations

                  • Teacher needs to refresh the results page to see incoming responses
                  • Limited layout and styling control
                  Tips

                  • Create a QR code from the feedback activity's URL. Place the QR code into a lecture slide to make it efficient for students to get to the activity on a mobile device
                  • Advise students in advance to have a suitable device. Have students log into FLO at the beginning of the class
                  Help resources

                  COLLABORATE

                  Collaborate - administration guide

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

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

                  Collaborate icon

                  When running your Collaborate sessions there are a range of functions available for you to use.

                  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



                  Use an introductory PowerPoint slide

                  An introductory PowerPoint slide for Collaborate can be placed as a starting slide to help students get started and troubleshoot common technical issues.



                  Record the session

                  Any Collaborate session can be recorded for playback at a later date. If enabled, participants and moderators are also able to download the recording (subject to the settings being changed) for offline viewing (or reuse in a subsequent year). Session recordings record all collaboration, sharing, chat messages, voice and video.

                  If showing a video/other material during the recording, you may want to stop it temporarily to avoid breaching copyright. If in doubt, check with the Library (Service One > Education > Copyright for my teaching material).

                  recordings

                  For instructions on how to record a session, access the Record Sessions support material.

                  Recordings are accessed through the Collaborate link within your FLO topic and are processed shortly after the recording session has finished. The processing time varies depending on the length of the recording, but it is typically under 30 minutes.

                  For more information on accessing or downloading a recording, access the recording support materials



                  Present content during a session

                  Methods of sharing content with your participants:

                  • Share files - recommended for best overall experience for users on low bandwidth. Can share PowerPoint (each slide is optimised during upload), PDF files, images (gif, jpeg, png)
                  • Share application - share your desktop or a software application
                  • Share camera - share more than one camera at a time, e.g. a document camera or a camera pointed at an experiment.
                  • Share audio and video - use Chrome browser to share audio and video streams and files.

                  Notes:

                  1. Before sharing audio and video, it is important to consider both copyright implication and internet connection bandwidth. Copyright information can be found on Copyright for teachers page. If in doubt, check with the Library (Service One > Education > Copyright for my teaching material).

                  2. Users with limited bandwidth can experience difficulty in sharing or viewing the content. If planning to show a video, consider sharing the video through FLO instead, for students to watch before / after the class. For more information on how bandwidth affects content sharing, access the Network Connect support material.
                  1. PowerPoint presentations can be shared in a collaborate session by either sharing a file or sharing an application. When sharing a file, your presentation is converted to a series of images and hence slides are 'flattened' – animations are removed. Files are also pre-loaded, which generally provides a better experience for people with slower internet connections. Sharing a PowerPoint application will keep animations but will use more bandwidth. Animations in your PowerPoint can be simulated by a series of slides with increasing content for use with the share files method.


                  Engagement insights

                  The Session Engagement Insights Panel is a companion for moderators that shows with data how the audience is engaging while the session is occurring; opening the space to think on actions that may help keep or improve the energy of a session.



                  Manage recordings

                  • Re-using Collaborate recordings in my topics

                  If you wish to reuse a recording from one topic availability to another, you'll need to download the recording and upload to your My Media and publish to your topic's Media Vault.
                  If the recording is not capturing any collaboration or participation, it may be worth considering desktop video recording tools such as the Kaltura desktop recorder or Camtasia.

                  • How do I rename my recordings?

                  Open the Recording options and select Recording settings. The recording name always begins with the session name. Edits to the name change the text after the backslash (/) only.

                  Rename recordings

                  • How do I download my recordings?

                  You must allow session recording downloads for each session. Open a session's Session Settings and check Allow download recording. Any recordings made in this session can be downloaded.  

                  If your once-off session has finished and you have forgotten to allow downloads, you can edit the session settings, change the end date to a few minutes into the future and tick the box that allows downloading. When the session expires, you will be able to download the recording. Please be aware however that students can access the session before the new end time.

                  If you have forgotten to allow downloads for your recurring session, there is no way to retroactively allow downloads (to prevent confidential discussions from being disseminated). You can make future sessions downloadable by deleting any upcoming sessions and creating a new set of recurring sessions with the download settings enabled.



                  Live captioning

                  The below actions need to be done for each individual Collaborate session.

                  Captions entered during the live session are included when the session is recorded. If your session had more than one caption track, only the first available one is captured.

                  Moderator actions
                  1. Open the right panel and select Attendees.
                  2. Click the 3 dots next to the Participant name who you are promoting to Captioner
                  3. Select Make captioner
                    Modorator attendance window
                  4. The Captioner will need to accept the function to start. Once accepted a CC will be place in front of their name.
                  5. No other action is required after this.
                  Closed captioner actions
                  1. Login to FLO and navigate to the Topic Collaborate session
                  2. Enter session
                  3. Make yourself known to the Moderator and what your role is either via voice or chat window. 
                  4. Request to be promoted to captioner.
                  5. Accept captioner function
                    Captioner accept window
                  6. The caption window will open at the bottom of the screen.
                  7. You can change your name in the caption window if you want. Click your name and type new name eg. Closed captions
                    Captioner option window
                  8. If you want to see the presenter talk and not the presentation, click the picture-in-picture button (bottom right) to swap your view.
                  9. Begin to type captions. Text will auto wrap, or you can press Enter for new lines.
                    This will become a scrolling window as more text is added.
                  Participant requiring captions
                  1. When you enter the room an option to accept/decline captioning will be available. Click Yes.
                    Participant colse caption accept screen
                  2. Captions will automatically appear at the bottom of the screen. Any captions typed before activating captions will not be viewed but could be viewed later if the session is recorded.



                  Add captions or subtitles

                  Captions and subtitles make the session more accessible and allow for student diversity.

                  You can upload Video Text Tracks (VTT) caption and SubRip Subtitle (SRT) files to add or replace captions in recordings. From Recordings, find the recording you want, open the Recording options menu, and select Add caption source.

                  Adding captions or subtitles



                  Invite someone from outside your topic

                  Use the guest link to invite people from outside of the FLO topic into the Collaborate session.

                  guest link




                  Join a session via phone

                  Please note: You must allow users to join their session using a telephone before attendees can dial-in. This is setting is on by default, but can be disabled.

                  If you are having audio difficulties you can use your phone for audio.

                  If you are in the Collaborate room, open the session menu and select Use your phone for audio. You will be given a phone number plus a personal PIN. You can still stay in the session to see the presentations and use the chat, but your phone provides the audio. Note: the PIN is unique to you for that session only.

                  You can also call into a Collaborate session without joining the session. From your list of sessions, select the name of the session you want to call into. Select the Anonymous dial-in information from the menu. You will see a phone number to call and a PIN to enter to join the session.

                  For further instructions, visit Collaborate's official user guide

                  The box under 'anonymous dial in' lists the phone number to be called (first line) and the PIN that needs to be entered (second line)

                  When you use Anonymous dial-in, your phone is not paired with your account or session avatar. You appear in the session as an anonymous caller to other attendees.

                  Anonymous caller

                  Tips:

                  Time sessions

                  You can set a timer for everyone in the session or make it just visible to other moderators. Open the Collaborate panel, select Share Content and start the Timer.
                  Timing sessions



                  Accessibility and screen readers

                  Accessibility in Blackboard Collaborate covers a range of items to make the experience enjoyable for all.
                  Collaborate has full screen reader support of all key workflows and Blackboard recommends:
                  • Firefox® and JAWS on a Windows®system
                  • Safari®and VoiceOver on a Mac®

                  For the best Collaborate experience with your screen reader it is advisable to use one of the following browsers:

                  • Windows 10 - Firefox with JAWS v17: Provisional
                  • Windows 7 - Firefox with JAWS v17: Compatible
                  • macOS:
                    • Safari with VoiceOver: Certified
                    • Firefox with ViceOver: Provisional

                  Support for a range of other functions is also included:

                  You will also find screen reader support for whiteboard activities and uploaded files, but as a presenter you should avoid 'share application' and use 'file share' instead. The use of file share is also helps to optimise performance for users on low bandwidth.

                  Collaborate also supports live closed captioning, if there is someone available to live caption and this is an option for you.

                  Collaborate - allow students to record video

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

                  Collaborate iconThis entry relates to both video creation and Collaborate.

                  While students can record and upload videos in Kaltura using the Desktop Recorder, there may be circumstances where Collaborate may be more suitable (e.g. group recordings, recordings for an entire class).

                  Warning! Recordings will be available to all students in the topic.

                  • If recordings need to be private, students will need to use another method.
                  • If you want to have a confidential discussion you can use a sandpit.

                  To set up a collaborate session where students can record themselves:

                  1. Create a session called ‘Record a video in Collaborate’

                    create session button

                  2. In event details, select No end (open session)

                    The no end box appears under the end date

                  3. Click on the Session settings tab.Change the default attendee role to Moderator, and tick the Allow recording downloads box.

                    The default attendee role and download options are the first two options in the Session settings tab

                  4. Click on the Create button to create your session or click on Save changes to an existing session.


                  Information to give to students

                  Send them the following information so they know what to do:

                  1. At a mutually convenient time for the whole group, enter the Collaborate session called 'Record a video in Collaborate'
                  2. Check your microphone and camera as prompted
                  3. To record your session, open the Session menu in the top left corner (the black button with the three lines). You don't have to start recording immediately - you can take a few moments to get organised.
                    The start recording link is the first item in the session menu

                  4. If you are sharing a file or your screen, use the purple icon in the bottom right corner to the screen. Click on the Share button (highlighted in red below), then choose share file or share application.

                     - Share file is best for PowerPoint.
                     - Share application is best when you need to show a website or some other software application (e.g. excel)

                    The share button is highlighted with a red border.

                    For more information, view the guide to sharing in Collaborate.
                     
                  5. To finish recording, open the Session menu again and select Stop Recording
                  6. Let the topic coordinator know that your recording is done and when you did it, so they can rename it for you

                  Collaborate - building guide

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

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

                  Collaborate icon

                  Collaborate is the official web conferencing tool for learning and teaching at Flinders University.

                  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

                   


                  Add Collaborate to your FLO topic

                  Blackboard Collaborate uses modern browser technologies and, for the best experience, please use Google Chrome. Before using Collaborate, please ensure your Google Chrome is up-to-date. Scheduling sessions and Moderator (teacher) access is facilitated through an integration in FLO. Generally, students will also access Collaborate through a FLO topic, but public URLs can also be generated if required (e.g. the Collaborate session will involve users external to Flinders University).

                  By default, a Collaborate link will be placed in your FLO site and hidden from students (until you unhide the link). However, a link can be added manually. To utilise Collaborate in your topic, complete the following steps:

                  1. Turn editing on in your topic

                  2. Select 'Add an activity or resource'

                  3. Select the Collaborate activity
                      Add a collaborate activity

                  4. Add a title to the Activity name field

                  5. Click on Show more...

                  6. In the Activity description paste in this following sentence 

                    Collaborate is an online live collaboration space, including chat, audio, video, images, files, and screen-sharing. By entering Collaborate sessions you consent to being recorded. Please check your settings prior to your session.

                  7. Tick the box Display description on topic page

                  8. Select Save and display

                  The Collaborate landing page for your topic will be displayed.

                  Note: Please contact your eLearning Support team if you require assistance adding Collaborate to your topic.

                  By default, the only room available is the 'Course room' - the course room is a room that is perpetually open and does not have a set start or end time. This is useful for ad-hoc appointments or testing your device for use with Collaborate (e.g. browser version, webcam and microphone).

                  We recommend leaving the Course room enabled, but this can be disabled if desired by selecting the menu icon for the Course room and choosing 'Lock course room':

                  Lock course room

                  See the Collaborate support materials for more information.

                  This is a quick guide to Collaborate with a brief but comprehensive listing of how to set up/manage a Collaborate session. It is recommended these be used when running sessions, feel free to make the participant guide URL available to your students via a link in your FLO topic https://staff.flinders.edu.au/content/dam/staff/documents/collaborate/collaborate-participant-visual-guide.pdf

                   


                  Create sessions for teaching

                  By default, Collaborate provides a 'Course room' which is always open for impromptu sessions. If you'd like to schedule one (or more repeating sessions) with a start and an end date, you'll need to create sessions within the Collaborate interface.

                  create session

                  To add sessions in Collaborate, access the Collaborate activity created in the step above and refer to the detailed information on creating and editing sessions. When creating repeat sessions, you can select show occurrences to view all occurrences of the session.

                  Note: Collaborate is currently testing an experimental feature called Amazon Chime. Amazon Chime is not supported for teaching at this time, and we do not recommend that you use it for teaching.

                  List of created sessions

                  The default settings for a Collaborate session are as follows:

                  • Early access available 15 minutes before session
                  • Recorded sessions are not permitted to be downloaded
                  • The default role for students is 'Participant'
                  • Participants can share:
                    • Audio
                    • Video / webcam
                    • Post chat messages
                    • Draw on the whiteboard
                    • Attendees can join the session using a telephone and pin number

                  For more on session settings, please review the support materials.

                  Collaborate - conduct a secure session with someone

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

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

                  Collaborate icon  You're able to run secure sessions outside of the Collaborate instance within your teaching topic.

                  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

                  At times you may have a need to run a Collaborate session and be confident no-one else can just “wander in”. Examples could be:

                  • Confidential discussions concerning assessments or access plans with a student
                  • Assessing a student’s viva voce
                  • Confidential meetings between staff members

                  Creating a Collaborate session within a teaching topic means anyone enrolled in the topic can see the link and access the session, so be aware the session is not private. If you need to create a private session we recommend using an instance of Collaborate within your own sandpit. If you do not have a sandpit you can request one by submitting a Service One request to Education Services > FLO - general query.



                  Step 1 - Open your sandpit

                  • Open your FLO sandpit and add Collaborate if it’s not already there. If you do not have a sandpit, you can request one from your eLearning support team.
                  • If you are conducting private meetings we recommend keeping Collaborate hidden within your sandpit, especially if you have given other people access to your site. This will ensure they cannot see the meeting sessions and enter the room.
                  • It is not usually possible to keep Collaborate hidden within your topic site, hence why we recommend using a sandpit for this functionality.

                  Step 2 - Create your session

                  • Create a session for your meeting.
                  • Ensure you have ticked Guest access under the 'Event details' heading
                    guest access

                  • Click on the Create button to save the session.

                   

                  Step 3 - Copy the guest link

                  • Once the session has been set up, click on the three dots to the right of the session listing (see below) and chose copy guest link from the sub-menu.

                    session already created

                  Step 4 - Invite the participant

                  • You can email the guest link to the participant so they’re able to join the session taking place within your sandpit.
                    OR
                  • Within your topic, you can add a URL and restrict access to the intended student. Ensure you give the session a meaningful name and paste in the correct guest link. Don't put this URL into your sandpit as your students won't have access, it must be placed in your topic FLO site.

                    Invite the participant


                  Step 5 - Restrict the session

                  • Restrict the session to the students’ ID number (student ID) so they’re the only person who can follow the link and gain access to the session.
                  • NOTE: if the meeting is confidential you must also close the eye to the left of the student ID details, so the link isn’t visible in your FLO site.
                  • It would also be good practice to consider the name of the session to ensure confidential information is kept private.

                  restrict access

                  Collaborate - hybrid classes

                  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 'breakout' spaces. It is also compatible with a growing number of classrooms.

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

                  Collaborate icon

                  This entry relates to the Collaborate tool.


                  Good practice guides and tip sheets

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

                  Running hybrid classes | Teaching offshore students online | Engaging students in a synchronous session | Using online teaching tools to optimise face-to-face time

                  Disabled features

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

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

                   


                  1. Plan

                  Finding a compatible classroom

                  Not all classrooms are set up for hybrid teaching. Check your topic’s timetable against the list of compatible classrooms. If your room is not compatible, lodge a Service One request to change your classroom. If you cannot get a compatible room, contact your local eLearning team to borrow a group chat kit.  The kits are ideal for small group sessions, have a 30m wireless range and are best placed in the middle of the room.



                  2. Build

                  Create a session so that online students can attend. Notify students how to access the online session.

                  Keep the design of your lesson in mind: What are you trying to achieve with students during their class? Your college’s Academic Developer and Learning Designer may be able to provide some guidance.

                  Content preparation

                  You may need to put resources and activities online that you would normally deliver in class, so both your online and face-to-face students can access them.



                  3. Test

                  Provide a time before the first class where students can test their technology setup.

                  Some students may need to purchase a headset or webcam to be able to fully engage in a hybrid class raising equity issues; to assist Adelaide-based students the library is equipped with spaces where students can access Collaborate using a computer with the necessary equipment.    



                  4. Administer

                  The Collaborate - administration guide provides a view of the key features you may use while using Collaborate.

                  The following resources may help you achieve the most from using Collaborate:

                  When a class starts, encourage some students in the classroom to log into Collaborate with their cameras on and microphones off, to help the sense of inclusion for remote students. The camera can be directed at a wider room, and does not have to be recording a particular student.

                  Tips for after a session:   



                  5. Review


                    Training and support

                    Troubleshooting

                  Training

                  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 - main entry

                  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 'breakout' spaces. It is also compatible with a growing number of classrooms. Using the Collaborate activity in a topic ideally consists of the following 5 stages.

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

                  Collaborate icon

                  This entry relates to the Collaborate tool.


                  Good practice guides and tip sheets

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

                  Using online teaching tools to optimise face-to-face timeCommunication, interaction and collaboration tools in FLO | Considerations associated with planning the creation of videos for teaching | Engaging students in a synchronous session | Facilitating Student-Teacher interaction in FLO | Running hybrid classes | Authentic and Active Learning | Online topic orientation

                  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 is the official web conferencing tool for learning and teaching at Flinders University.

                     


                    1. Plan

                    The following provides information on best practice and use cases for Collaborate, along with guidance on adding and creating Collaborate sessions within your FLO topic.

                    In the Collaborate planning guide, explore the key topics associated with planning to use Collaborate, such as:

                    You may also want to check out our guide to using Collaborate in hybrid classes.



                    2. Build

                    You have planned your use of the Collaborate virtual classroom. Now add the Collaborate shortcut to FLO (if it's not already there) and create your sessions.

                    1. Add Collaborate to your FLO topic
                    2. Create sessions for teaching
                    3. Conduct a secure session with someone
                    4. Allow students to record video inside Collaborate



                    3. Test

                    When using a tool like Collaborate for the first time, it is a good idea to give yourself and your students the opportunity to test they can enter the room. This will help reduce unnecessary technical issues before scheduling important sessions.



                    4. Administer

                    There are several key aspects associated with the management of sessions.

                    An introductory PowerPoint slide for Collaborate (available here) can be placed as a starting slide to help students get started and troubleshoot common technical issues.


                      5. Review

                      It is important that you evaluate your use of Collaborate at the conclusion of each session. This will help you to improve your use of the tool and therefore enhance learning and teaching.

                      If you wish to collaborate as a teaching team (ie with other staff) you could use Teams – an online video and audio-enabled meeting place that allows you to meet with anyone, anywhere, in real-time using a web browser on your computer or mobile device, including iPad, iPhone or Android.



                        Training and support

                        Troubleshooting

                      Training

                      Flinders offers both Face-to-Face training, online training and has a recording of our training for Collaborate:

                      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 - planning guide

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

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

                      Collaborate icon

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

                      Good practice guides and tip sheets

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

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

                      Disabled features

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

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

                       


                      What do you want to achieve with Collaborate?

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

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

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

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

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

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

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

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

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

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

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

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


                      What does Collaborate look like?

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

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



                      Things to consider when planning your session


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

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


                      Time Zones

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


                      Consider the student cohort

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

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

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


                      Collaborate recordings for future use

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

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


                      Allowing students to moderate their own sessions

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

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

                      Moderator for student

                       

                      Using Collaborate for assessment

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


                      Accessibility

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



                      Collaborative and sharing tools

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

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

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

                      The following video provides an overview of these sharing tools:

                       



                      Software, equipment, teaching spaces and telephone dialling

                      Software

                      Collaborate supports the two most recent releases of Chrome, Firefox, Edge and Safari. Flinders recommends using Google Chrome to utilise the application sharing features. You do not need to install any additional software or plugins to use Collaborate.

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

                      More information on system requirements.


                      Equipment

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

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

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

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

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

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


                      Teaching spaces and meeting rooms

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

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


                      Telephone dialling / Teleconference number

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

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



                      Support for mobile browsers

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


                      What mobile browsers does Collaborate work on?

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

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


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

                      Screen sharing

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

                      File sharing

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

                      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.


                      Collaborate - testing guide

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

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

                      To ensure you don't disrupt your Collaborate teaching sessions with troubleshooting issues, it's advisable to run test sessions with students at key times. To do this you can either create a session and informally invite your students to visit during a scheduled time, or you can encourage your students to visit you using the 'Course Room'.



                      Orientation / troubleshooting session for your students

                      • Orientation session
                        This should be arranged for the beginning of the semester and is a great way for everyone to come together and test their equipment in an informal session. This is then stress free as there's time to fix any technical issues students may be experiencing.

                      • Using Collaborate to bring online students or guest speakers into a physical classroom
                        This can be arranged with the group of students who are coming in remotely. The eLearning team can also help you test the classroom to ensure everything works as expected.

                      • Using Collaborate at home
                        This may not necessarily have students involved in the test, but you can arrange a call either with a colleague or a member of the eLearning team to test if your equipment works before your session.

                      • Regular Collaborate sessions
                        If you're running regular sessions within your topic, we advise joining the room a little early and encouraging your students to do the same so there is time to sort out any issues that may arise before the session is scheduled to begin.

                      • FLO student support
                        The FLO Student Helpdesk is available to support students when they require assistance with Collaborate.



                      Course room (unlocked room)

                      By default, Collaborate provides a 'Course Room' which is always open for impromptu sessions. It is also a good place to test access to a room for future scheduled sessions.

                      The Course Room is open at all times and gives students the opportunity to meet with you or with each other at any time without the need to schedule sessions. It also enables users (you and your students) to check that they can enter the room and use some features, like video, audio and chat.

                      course room unlocked

                      If you'd like to schedule one (or more repeating sessions) with a start and an end date, you'll need to create sessions within the Collaborate interface.

                      DATABASE

                      Database - build a database activity (step 2)

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

                      database iconThis entry relates to the Database activity.

                      Once you have created the database activity 'shell', you need to build it (using fields) and create templates. To build the database you can:


                      Choose a predefined set of fields (preset)

                        Once you have created the database, you need to define the field types for the information you wish to collect. You can use a database preset (or predefined set up fields). Optionally, you can then edit the database templates to alter the way in which the database displays entries.

                        1. Click the Presets tab
                          Presets tab 

                        2. On the Presets page, scroll down to the Use a preset section
                          Use a present

                        3. Select the preset (eg Image gallery) and click Choose. Note that a field for tags will be automatically added, but will not be visible on this page

                        4. On the Field mappings page, select the Overwrite current settings check box and click Continue  you will be invited to Add entries
                          Field mappings

                        5. If you want to edit the preset fields, go to the Fields tab. Click on the cog wheel next to the field under the Action menu. You can also Create a new field in this screen (see instructions below)
                          Edit preset fields


                        Create your own fields

                        You will have thought about the following questions in the database activity planning phase:

                        • What fields/questions do I want my students to answer?
                        • What format will my students answer in? Text? Uploading images or documents? Links?
                        • What fields are required/optional?
                        Steps

                        1. Click the Fields tab to create a new field section
                          Fields tab 

                        2. Choose the field type you want to create (Text area, Radio button, URL etc) from the drop-down list. For a description of what the different field types mean (eg Text area vs Text input), see Moodle Docs: Building Database
                          Create a new field

                        3. Enter the Field name and Field description (note: the Field description is not the instructions to the user, it is for administrator viewing only). If you need to ensure one or several particular fields are always completed, then tick the Required field box. Click Add.
                          Field name and description 

                        4. Once you have finished adding your fields they will appear listed in the Fields tab
                           
                        5. Next, you may want to edit the database templates to make the database entries display the way you want them. See Create templates for your database (step 3)


                        Customise the database search

                        Once you and your students have populated the database beyond a certain size, you'll want it to be (more) searchable. The database is searchable by default, but you can customise the search to suit the database.

                        1. On the View list or Search page, deselect the Advanced search check box and click Save settings
                          Search

                        2. Do one of the following:

                          1. Use the fields that now display below the list to conduct a simple search. To search, enter a Search term and either click Save settings or press Enter
                            OR
                          2. Select the Templates tab, then on the Templates page select the Advanced search template tab, and define the template to suit your and your students' needs

                        Database - create a database activity (step 1)

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

                        database iconThis entry relates to the Database activity.

                        First you have to create the activity (steps below). This provides the 'shell' for the activity. Then you will need to build the database (fields and searchability) (step 2) and create templates to aid usability (step 3).

                        When setting up the conditions for adding entries, you can decide whether entries need to be approved, and whether/who to give ratings to entries (if ratings are used for marking). 


                        Steps

                        1. Turn editing on using the green button – this button is available top left of screen on the topic homepage
                           Turn editing on
                        2. Go to the module where you would like the database to appear
                        3. Click the Add an activity or resource link at the bottom of the module
                          Add an activity or resource

                        4. Select Database from Activities tab
                          database icon
                           
                        5. In the General section enter a Name for the database and some text in the Description field explaining how the database will be used
                          general section

                        6. Under Entries, select: 
                          o whether the topic coordinator/teacher's approval is required before the entry will display to other students in the database
                          o whether it is allowed to edit the approved entries (this is disabled if no approval is required)
                          o whether you will allow comments on entries
                          o the number of entries required for completion per student for the activity to be considered complete
                          o the number of entries required before viewing other students’ entries
                          o the maximum number of entries any student can contribute to the database
                          database entries screen

                        7. If necessary, under Availability, enable the date fields and define the periods for which the database will be available for contributions, and in read-only form (Read only from) if applicable
                          Timeline block: The 'Available to' date will show to students in the Timeline block.

                          database availability

                        8. Set up the Ratings system if you want students to rate entries. You must save the activity before the Roles with permission to rate will display – ask your eLearning support team to add students (permissions). You can:
                          o tell FLO how to decide on a final rating (Aggregate type)
                          o indicate whether to apply a Scale to the ratings
                          o Restrict ratings to items with dates in the given date range

                          database ratings

                        9. You can set up activity completion for your database based on the below conditions 

                           
                        10. Complete the remainder of the page and click Save and display

                        Database - customise the templates (step 3)

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

                        database iconThis entry relates to the Database activity.

                        Templates for the database activity allow you to control the visual layout of information when listing, viewing or editing database entries. A basic level of HTML knowledge may be necessary to edit database templates. If you need help, contact your local eLearning support team

                        Before you create a template, you first need to Create a database activity (step 1) and Build a database activity (step 2).

                        There are six template types, but the most important ones (for a good user experience) are the Add templateSingle template and List template. You will need to make changes to all three templates. The instructions below are for basic customisations only. For more sophisticated customisations, contact your local eLearning support team

                        1. View template options 

                        Then create your templates in the following (logical) order:

                        1. Add template (how the Add entry looks)
                        2. Single template (how a single entry looks)
                        3. List template (how a list of entries looks)


                        View template options

                        These instructions tell you how to bold the field names, and make the table that field names and field types sit in more viewable and usable.

                        To view the complete list of templates, and access the View list, View single and Add entry types:

                        1. Click on the database activity you have set up

                        2. In the next screen, click on the Templates tab. You will see the template options. Select the tab you want to create a template (Add template, Single template, List template)
                          Templates tab

                         


                        1. Create an Add template

                        The Add template determines what users see when they click on the Add entry prompt (ie how the fields are displayed). In this template, you can provide more information/instruction to users about what they need to enter into a field (eg instead of just having the field title, have a question and/or examples). Example field name: 'Duration' – the question could be 'How long did this task take? (Please enter in hours, rounded to the nearest full hour)'

                        These instructions tell you how to bold the field names, and make the table that the field names and field types sit in more viewable and usable.

                        1. As per the steps above (View template options), make sure you are in the Add template tab

                        2. To bold field names, highlight the field name and click on the B prompt in the HTML toolbar
                          Bold field names

                        3. To make the table more user friendly, by creating more space between field names (left column) and responses (right column)you will need to go into the HTML code. To do this, click on the HTML icon in the HTML editor 
                          HTML mode

                        4. You will now see the HTML code view for the template

                        5. Add style="width:100%;" cellpadding="5" align="left" [+ space after "left"/before code that follows] after <table ...> (ie <table style="width:100%;" cellpadding="5" align="left" ). This code means the table will use all space available in the screen (width:100%), the distance between table cell and text will be 5 pixels (cellpadding="5"), and text will be aligned left (you could also align "center" (note American spelling) or "right"
                          Add HTML code

                        6. To provide instructions to the user adding an entry, put your cursor at the beginning of a right-hand row, and click Enter. Fill in the space above with the instruction
                          Provide instructions

                        7. Scroll to the bottom of the screen and click Save template

                        8. To see what your changes look like, click on the Add entry tab
                           


                        2. Create a Single template

                        The Single template determines how one result looks to the user. This is the template where you can add a user tag so that you know who has contributed.

                        These instructions tell you how to bold the field names, and make the table that field names and field types sit in more viewable and usable.

                        1. As per the steps above (View template options), make sure you are in the Single template tab (under Templates)

                        2. Follow steps 2-6 above (under Create an Add template)

                        3. Scroll to the bottom of the screen and click Save template 

                        4. To see what your changes look like, click on the View single tab (you need to have added an entry to see what this looks like)

                        Add a user tag

                        If you add a user tag, you will be able to see who has added an entry, which will be useful for adding comments etc. You can update the template with this tag even after the database is open for adding entries (and entries have been added).

                        These instructions assume you have already set up this template (see above).

                        1. Under Templates, click on the Single template tab

                        2. With your mouse, select the row in the Single template text box that you want to add a user row/column after/before
                          Select row in table

                        3. Click on the Table icon in the HTML toolbar and select Insert row after or Insert row before (or column)
                          Insert row

                        4. To add the user tag, place your cursor where you want it to go in the template box, then select User (under Other) in the Available tags box. The ##user## tag should automatically appear in the selected location in your template table
                          Add user tag

                        5. Scroll down and click Save template

                        6. To check, click on the View single tab (add an entry to see how this looks if the database is not yet open to students)



                        3. Create a List template

                        The List template determines how a list of results (entries) looks to the user. You do not need to include every field (eg as for the Add template), particularly when there are lots of fields. The list can just be some key fields (eg Journal name).

                        1. As per the steps above (View template options), make sure you are in the List template tab

                        2. Follow steps 2-6 above (under Create an Add template)

                        3. To delete a field, select the table row, click on the Table icon in the HTML editor and select Delete row
                          Delete row

                        4. Scroll to the bottom of the screen and click Save template

                        5. To see what your changes look like, click on the View list tab (you need to have added at least one entry to see what this looks like)

                        Database - main entry

                        Using a database activity in your topic is one way to allow students to create content and share it with others. Using the Database activity in a topic ideally consists of 5 stages, in a looped process.

                        1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  ||  Support 
                          Database iconThe database activity allows teachers and students to build up a bank of structured information (a 'collection'). A database activity could be used:

                        • as a collaborative collection of web links, books, book reviews, journal references etc
                        • to display student-created photos, posters, websites or text for peer comment and review.
                        Using a database in your topic is a way to allow students to create content ('entries') and interact with others (collaborate). Students have the opportunity to teach and learn from their peers by making considered decisions about resources that require critical thinking, and supporting their choices through debate (comments). As well as being a resource in the current topic, the content created can become a legacy or resource/exemplar for another (future) topic (ie it can be rolled over).

                        The database entries need to be exported/imported separately if you want to use the database in another site (eg the topic's next version) – only the database shell will be copied over. Contact your eLearning support team.

                        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 database-related resources are provided below. 

                        Providing constructive feedback in FLO



                          1. Plan

                          The success of the database activity is in the planning. Once students begin adding content (entries), it can be tricky to change the fields, so thinking ahead is key. 

                          What is the intended purpose of the database activity? 

                          • What fields/questions do you want your students to answer? What format – uploading images or documents? Links? What fields are required/optional?
                          • How does it link to assessment – is it an assessment item itself, or is it a step towards an assessment item (eg resource supporting assessment, digital literacy skill development)?
                          • How interactive do you want the activity to be? Allow comments on entries (moderated/unmoderated)? Students/teachers rate entries? Ratings can be aggregated to form a final grade which is recorded in the Gradebook.

                          The structure of the entries is defined by the teacher as a number of fields. The visual layout of information when listing, viewing or editing database entries is  controlled by templates

                          When creating a database for the first time, it can be helpful to think about it like an Excel spreadsheet. The teacher creates the columns (fields), and students and/or teachers add rows of content.


                          2. Build

                          Once you have planned your database fields, you are ready to set up your database.

                            1. Create a database activity (settings)
                            2. Define database fields (preset, create your own, make your database searchable)
                            3. Customise the templates (View list, View single, Add entry)

                            3. Test

                            The database activity is a highly customisable and very versatile tool, so it's important to test what you've built thoroughly before releasing the activity to students. Ask your local eLearning support team to check your Database for you (especially if this is your first time). It is best to amend mistakes before students add entries.

                            • Practice creating an entry – as a form of scaffolding, you could support students by showing what an entry that's added looks like
                            • Preview the Single, List, and Add views – is the layout is clear and easy to understand?


                            4. Administer

                            When setting up your database activity, you can enable a number of optional settings. Some of these settings require administration by a teacher:

                            • Approve entries – If enabled, entries require approving by a teacher before they are viewable by everyone
                            • Give ratings to entries – if ratings are being used for marking (settings)

                            To encourage students to add entries, you could add an initial entry to model good practice, setting a standard and ensuring that instructions are not misunderstood. You could add the first entry in the Test phase). This is equivalent to making the first post in a forum. The fields you set up when you built the database will also prompt students as to what to add to create an entry. Students like examples and will engage more promptly with the tool.

                            You can see how many students have contributed on the topic homepage:
                            database contributions


                            5. Review

                            How did your database activity go? Would you set up the activity differently next time round? Talk to colleagues and/or your local eLearning support team to get ideas for improvement.

                            If you are happy with the activity and you want to use the content in a future topic version/other topics, you can ask your eLearning support team to roll over or import the database activity. The entries will need to be exported/imported separately. 


                              Training and support

                              Troubleshooting

                            Support

                            eLearning support teams

                            There are no known issues with this tool, but you may require help to build it.

                            DESIGN

                            Designing a banner for your FLO site

                            Whether you are starting from scratch or working with an existing site, using a banner transforms your site and makes it instantly recognisable.

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

                            A banner is designed to give a face to your site and make it recognisable to your students. The banner is visible on top of the site, as well as on the topic 'card' on the My FLO page.



                            Image specifications

                            The same image file is used for both the topic site banner and the topic card viewed on My FLO, with each displaying different elements of the picture. It should also be noted that these two regions can vary slightly depending on window size, device and whether the navigation menu is open.

                            Most landscape orientation photos will be roughly 4x3 aspect ratio (width x height). If a full image like this is uploaded, the central area is displayed as in the example below.

                            A yellow border shows the part that will be seen in My FLO. A blue border shows the part that will be seen in the topic.


                            To ensure a high quality banner, images should be optimised and cropped to 1920 x 850 pixels (px), the recommended dimensions. The example below shows the image which would be uploaded to FLO.

                            A breakwater is on the right of the image. The sun is setting behind the breakwater, and reflecting off the water.


                            On My FLO, this banner image would appear like this in topic cards:

                            Two topics in My FLO. The first topic has the default banner. The second topic has the picture of the sunset.


                            Within the topic, this banner image would appear like this:

                            The top of a FLO site, including the banner. It is cropped, matching the blue borders in the first image.


                            The FLO topic name and navigation breadcrumbs sit over the left side of the banner. Depending on the image content, it may be useful to flip the image horizontally. In this example, the image has been flipped and the darker less interesting region has the topic title overtop.

                            The banner has been flipped so the breakwater (and the shadow cast by the setting sun) is on the left side of the image.



                            What if the area of interest in the image is not central?

                            If the area of interest is not central in the image, it may still be a suitable image for a banner, as long as it can be cropped to 1920 x 850 px region centred around the area of interest.

                            Examples:

                            A picture of a coastline, taken from above. The bottom half of the image is greyed out, indicating that it will be removed.

                            The cropped version of the previous picture.

                            A picture of the Hub and the path heading south (to Anchor Court). The left and bottom side of the image is greyed out.

                            The cropped version of the previous image.


                            For staff who wish to prepare their own banner image, Snagit is a University-supplied program which can do everyday image editing. Snagit is available through the IDS Support Portal. Home-use licences are also available (request via Service One)

                            Banners for teaching sites will be uploaded by college eLearning teams. Send your image via a Service One request. You can either send them a cropped, optimised image or a candidate image that they can prepare for you.

                            If you wish to see how your banner looks, try uploading it to your sandpit.

                            Note: Images must be royalty/copyright free.

                            Suggested sources of free images

                            1. Pexels
                            2. Unsplash
                            3. Pixabay

                            FLO interface - WebPET (Web Presence in Every Topic)

                            1. Layout  |  2. Customisation  |  3. Topics  |  4. Logout  ||  Support 

                            This entry relates to the FLO interface.

                            This information has now been replaced by the digital learning guidelines.

                            What is 'WebPET'?

                            WebPET (Web Presence in Every Topic) aims to provide:

                            • a coherent and flexible student-University interface 
                            • students with ready access to information which is timely, current and unambiguous 
                            • a base for further use of technology to enhance the quality of teaching and learning 
                            • minimum expectations of support - 'As a Flinders student I can expect…..'. 
                            • efficiencies for academic and support staff 

                            And in addition:

                            • a more widespread and consistent use of FLO 
                            • increased provision of online lecture recordings 
                            • increased use of online assignment submission 

                            Students are generally happy with using FLO for their studies but have expressed their desire for more consistency across their topics. 

                            What does it look like?

                            As a minimum, each FLO site has:

                            • a topic links block (including links to topic information, library services, the SET system, a marks/grades tool, an email address lookup tool, and a link to staff and student help services) 
                            • a general discussion forum 
                            • an announcements forum and latest announcements block 
                            • a calendar block 


                            Expectations of staff

                            All staff are required to:

                            •  make all handouts available electronically through FLO (including the Statement of Assessment Methods
                            •  post all important topic messages through the announcements forum 
                            •  provide lecture recordings to students via FLO
                            •  allow electronically-produced assignments to be submitted and returned electronically


                            What you can expect from the University

                            The University will:

                            • automatically set up new FLO sites to contain the minimum tools and links
                            • automatically generate the required information within sites
                            • automatically insert recorded lectures into FLO sites 
                            • provide support for the electronic assignment functionality 

                            Upload banner to FLO site

                            Whether you are starting from scratch or working with an existing site, using a banner transforms your site and makes it instantly recognisable.

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

                            A banner is designed to give a face to your site and make it recognisable to your students. The banner is visible on top of the site, as well as on the topic 'card' on the My FLO page.



                            1. Plan

                            It is advised that you have a process for creating your banner. Decide what elements, colours, image(s) you need and discuss your requirements with your local eLearning team. Either you can design the banner image or we can assist you.

                            A FLO banner has certain guidelines:

                            • Needs to be 1920px (width) x 850px (height)
                            • Banner images are not cropped as much in site card view as in site banner view. Outlier elements can be included in the site card view.
                            • Banner images are cropped in site banner view. Keep important elements visible within the center 200px.
                            • Do not use text as it can be overlaid by other elements such the site name and code.
                            • Check to see if the banner conveys its meaning in both formats; i.e. site summary card view and site banner view.
                            • Use your own photos or one that you have permission to use – don’t copy from a website without permission. Free images can be sourced from Pexels, Unsplash, or Pixabay
                            Banner guidelines

                            For instructions on how to make a banner, view our guide on designing a banner for your FLO site (your local eLearning team can also make a banner for you).



                            2. Build

                            You will need a sandpit to upload and test the banner on. If you don't already have a sandpit, please contact your local eLearning team.


                            Upload the banner to your sandpit

                            1. Open your sandpit and, click Topic ManagementTopic Management in the top menu (note: you must be on the home page of your sandpit)

                            2. Click on the cog in the top right corner, then click Edit settings
                              The cog is in the top right corner. 'Edit settings' is the first item in the menu.

                            3. Drag and drop your image to upload
                              Topic banner upload
                            4. Click Save and display

                            5. Check to see if the banner displays properly, both as the site banner as well as the site card image on My FLO page. Tweak the image if certain parts aren't showing or you need something highlighted.



                            3. Test

                            Ask your colleagues or the eLearning support team to check the set up of your banner. Once you are satisfied with the banner in all formats, please contact your local eLearning team to upload the banner from your sandpit to your topic.



                            4. Review

                            How does it look? What did students think? These types of questions can help you refine the banner. Please contact your local eLearning team for assistance.


                              Training and support

                              Troubleshooting

                            Support

                            eLearning support teams


                            DIALOGUE

                            Dialogue - main entry

                            The dialogue 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 

                            Dialogue icoxThe dialogue tool allows you to start one-to-one conversations with your students or allows students to initiate conversations with you or others in the topic. A copy of all messages will be kept within the topic.


                            1. Plan your dialogue

                            The dialogue tool has some similarities to other communication methods (e.g. email, forums, messages). Dialogue allows for one to one conversations inside the topic, as opposed to forums which are mainly for group discussions and messaging, which is for one on one discussion, but is not recorded in the topic.

                            You could use the dialogue tool to:

                            • ask a question of some or all students in your topic, and have them reply individually
                            • ask students if they have any problems working in their project teams.
                            Conversations between a student and a staff member can be seen by all staff with access to the topic. This can be useful for larger topics, but may not be appropriate for topics where a lot of sensitive discussions are expected.


                            2. Build

                            The dialogue tool can be set up with a few quick steps:

                            1. In your topic click Turn editing on
                              turn editing on
                            2. In the week/module where you want the dialogue to appear, click Add an activity or resource
                              add an activity or resource button
                            3. Select Dialogue and click add button
                            4. Fill in the dialogue Name and Introduction
                              type a dialogue name and description
                            5. Click Save and display
                              save and display button


                              3. Test

                              The easiest way to see how the dialogue tool works is to try it out with a colleague (or multiple colleagues).


                              4. Administer

                              You can send a message to a particular person, or send identical copies of a message to everyone in a group.

                              1. In the dialogue activity, click Create
                                Select 'create'

                              2. If sending a message to a single person, start typing the users name in the People box. Select the name of the person from the dropdown list.
                                Begin typing the user's name and then select student from the drop-down menu

                                If sending a message to multiple people, click on Bulk open rule and select a group to send the message to. If you want to include any users who may join the group in the future, tick Include future members.

                                select a group from the drop-down menu

                              3. Enter a Subject and type a Message
                                type a subject and message

                              4. Click the Send button when you are ready. If you are sending a message to a group, each person in the group will get an individual copy of the message.
                                click save
                              If you are not receiving notifications about new messages, check your notification settings in the preferences menu:
                              Preferences menu Notifications link

                                Training and support

                                Troubleshooting

                              Support
                              eLearning support team
                              There are no known issues with this tool.
                              EXTERNAL TOOL

                              External tool - main entry

                              The external tool activity enables students to interact with learning resources and activities on other web sites using LTI (Learning Tools Interoperability).

                              1. Plan  |  2. Build  |  3. Test  ||  Support 
                              external tool iconExternal tool activities differ from URL resources in a few ways.

                              • External tools are context aware (ie they have access to information about the user who launched the tool, such as institution, topic and name).
                              • External tools support reading, updating, and deleting grades associated with the activity instance.
                              • External tool configurations create a trust relationship between your site and the tool provider, allowing secure communication between them.

                               


                              1. Plan

                              Decide what external tool you want to use from the University-wide pre-approved list:

                              To create an external tool not listed above, please contact your eLearning support team before you sign up for a product. External tool requests are not automatically added. Requests are reviewed and assessed on a case-by-case basis.

                               


                              2. Build

                              You have planned what external tool to use, now follow these steps to set it up in your topic.

                                1. Turn editing on using the green button which is available on the topic homepage (top left of screen) 
                                  Turn editing on button

                                2. Go to the module where you would like the external tool to appear

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

                                4. Select External tool from the Activities tab
                                  External tool

                                5. Give the tool a name in the Activity name section

                                6. Select the tool required  from the Preconfigured tool list
                                  Select preconfigured tool

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

                                7. If using Feedback Fruits, you will also need to select that activity using the Select Content button.

                                8. Click Save and display

                                 


                                3. Test

                                Check the recently added external tool to make sure it is working as expected.

                                 


                                Training and support

                                Troubleshooting

                                Support

                                Please contact your eLearning support team

                                You may have one of the following issues:

                                External tool - Readings

                                This entry relates to the list of External tools

                                Readings iconThe Readings tool allows you to assemble materials of all types – physical books, ebooks, online or digitised book chapters, scholarly articles, videos, newspaper articles, websites, and more – in a structured, comprehensive resource list. 

                                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 readings-related resources are provided below. 

                                Considerations associated with compiling a reading list | Considerations associated with selecting a textbook




                                1. How does Readings work?

                                You can put any number of resource types into your readings list including (but not limited to):

                                • books and book chapters
                                • streaming videos
                                • government reports
                                • blogs
                                • websites
                                • lecture slides
                                • an image from the Online Collections Catalogue (Flinders University Museum of Art)



                                2. Where can I find it?

                                Readings is added to every topic. If it has been removed from your topic, please contact your eLearning support team.
                                Readings logo



                                3. What can I do in Readings?

                                • Build your readings list from:
                                  • the Library collection
                                  • online browsing
                                  • databases
                                  • your own personal collection
                                • Manage and update all your readings lists in one place, throughout the teaching period
                                • Structure reading lists to your own teaching practices
                                • Monitor student engagement through system analytics – view reports to see what citations students are looking at, see full-text access views, and when students are accessing resources

                                The Library will:

                                • appropriately source licensed resources and manage copyright compliance
                                • automatically add resources from Flinders' licensed subscriptions
                                • maintain links and access


                                Support

                                • View the Readings Workshop FLO site for written instructions
                                • Contact the Learning Access Team via the Readings query in Service One (Education Services).

                                Statement of Assessment Methods (SAM)

                                A piece of paper with a series of ticks on it.The Statement of Assessment Methods (SAM) lists the assessment requirements for each topic. SAMs for each topic are found in that topic's FLO site but are edited in Flex.

                                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 | Completing Statement of Assessment Methods for 2022 | Developing learning outcomesPolicy implications for assessment design | Students are engaged in authentic and experiential learning |  Using gradebook | Moderation | Providing students with comprehensive assessment information and support in FLO | Constructive alignment in FLO | Negotiated assessment


                                Where to find the SAM for your topic

                                The SAM is located in the Assessment module in each topic:

                                 

                                It shows any available SAM for your topic. If 'not available' appears in the 'Link to SAM' column, this means your SAM has either not been created or is currently in draft format and not yet published.

                                SAM

                                 


                                Updating your SAM

                                1. Login to https://flex.flinders.edu.au using your FAN and password.

                                2. Click My resources


                                3. Click Drafts

                                4. Click the title of the Statement Assessment Methods you would like to edit


                                5. Click on Edit this version under Actions



                                6. In Editing mode, navigate through the SAM with the buttons at the bottom of each page, or by clicking the section links in the menu on the right




                                7. Note: It is not necessary to click Save and Continue each time you navigate between sections. Once you have made all the changes, click the Save button in the top right corner.



                                8. A window will pop up displaying the options: Submit for moderation, Save draft and Cancel.



                                9. Once your SAM has been moderated and approved it will then be published to your topic.

                                 


                                Modifying a rejected SAM

                                1. Go to My resources > Moderation queue to find rejected SAM



                                2. Click on Show comment to view comments made from moderators      



                                3. Click on the SAM title to visit the summary page



                                4. On the SAM summary page, click on Moderation history to view the SAM’s editing, moderating process, and any comments.



                                5. To edit a rejected SAM, click on Redraft this version.

                                6. To submit a rejected SAM for moderation, click the Save and exit button in the top right corner, then click on Submit for moderation. Alternatively, you can click on Save draft to save your work for later. 


                                Who to contact for help

                                • For help updating your SAM (FLEX-related queries), please refer to the SAM contact in your College
                                • For academic or policy-related questions, please refer to your College Dean (Education) or College Assessment Policy Working Group rep

                                College For assistance with FLEX For academic or policy-related questions
                                Business, Government and Law

                                Email: BGLEnquiries@flinders.edu.au

                                Chris Kee,
                                Dean (Education) and Assessment Policy Working Group rep
                                cbgl.deaneducation@flinders.edu.au

                                Education, Psychology and Social Work

                                Student Progress and Assessment Advisors
                                Email cepsw.spaa@flinders.edu.au

                                Debra Bateman
                                Dean (Education)
                                cepsw.deaneducation@flinders.edu.au

                                Julie Clark
                                Assessment Policy Working Group rep
                                julie.clark@flinders.edu.au

                                Humanities, Arts and Social Sciences

                                Jo Smiley on 15516 | Blake Lenthall on 15840
                                Email: HASSenquiries@flinders.edu.au

                                Eric Bouvet
                                Dean (Education) and Assessment Policy Working Group rep
                                chass.deaneducation@flinders.edu.au

                                Medicine and Public Health

                                Email: cmph.enquiries@flinders.edu.au

                                Alison Jones
                                Dean (Education)
                                cmph.deaneducation@flinders.edu.au

                                Lambert Schuwirth
                                Assessment Policy Working Group rep
                                lambert.schuwirth@flinders.edu.au

                                Nursing and Health Sciences

                                Jane Lucadei and Brett Carter
                                Email: NHSenquiries@flinders.edu.au

                                Chris Barr
                                Dean (Education) and Assessment Policy Working Group rep
                                cnhs.deaneducation@flinders.edu.au

                                Science and Engineering

                                Email: cse.enquiries@flinders.edu.au

                                John Roddick,
                                Dean (Education)
                                cse.deaneducation@flinders.edu.au

                                Ingo Koeper
                                Assessment Policy Working Group
                                Ingo.koeper@flinders.edu.au



                                Additional help materials for SAMs

                                FEEDBACK

                                Engaging content - polling

                                Students provide responses to questions or surveys. Polling can be synchronous or asynchronous. Synchronous or real-time polling in class allows you to display and analyse the results immediately. Asynchronous polling can be used prior to a teaching session where you collect and analyse results to inform delivery of your class.

                                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 polling-related resources are provided below. 

                                Design principles for creating engaging digital contentSourcing and creating digital content






                                Active Quiz icon

                                FLO Active Quiz

                                Active Quiz is designed for in-class quizzes. The quiz uses questions from the question bank, questions can be timed/not timed, grades are reported back to the Gradebook. You can view student responses in real time to offer in-class discussion about the results. Students can use any device. Group quizzing is supported.

                                Good for

                                • Delivery of time-boxed questions (synchronous)
                                • Multiple poll questions in one session where the availability of each question is controlled by the teacher
                                • Use in-class to check understanding of materials during presentations to allow for clarification
                                • Use in-class to explore class views on issues for discussion

                                Useful features

                                • Active quiz is a synchronous (real-time) timed quiz
                                • Multiple choice (MCQ) and True-False questions will generate a dynamic histogram of answers, making them good for polling
                                • Functions in group mode
                                Cautions

                                • In a live classroom setting, be careful what your screen is displaying – questions other than MCQ and T/F will display identified student answers
                                Tips

                                • Create a QR code of the Active quiz URL. Insert into your lecture presentation to make it quick and easy for students to access
                                • Advise students in advance to have a suitable device. Have students log into FLO at the beginning of the class
                                Help resources





                                Choice iconFLO Choice

                                The Choice activity allows you to ask a question and set up radio buttons which learners can click to make a selection from a number of possible responses. They can choose one or more options, and they can update their selection if you allow them. Choices can be useful as a quick poll to stimulate thinking about a topic, to allow the class to vote on a direction for the course, or to gauge progress.

                                Good for

                                • Asynchronous use (eg asking a question pre-class to explore class views on issues for discussion)
                                • Single in-class question where time-boxing of answer is less important
                                • Use at beginning of class before presentation commences
                                • Use at end of class to determine comprehension

                                Useful features

                                • Designed as a single question asynchronous (not real time, students working on it individually at own pace/time) polling activity
                                • Can be used in a live setting (synchronous/real time)
                                • Can display a histogram of responses
                                • Results can be exported
                                • Can be run in group mode
                                Limitations

                                • Teacher will need to refresh their screen to display the choice results
                                • Limited layout and styling control
                                • Only one question per choice activity
                                Tips

                                • Generate a QR code form the choice URL. Add to lecture slide to take students directly to the poll
                                • Advise students in advance to have a suitable device. Have students log into FLO at the beginning of the class
                                Help resources

                                 






                                Feedback iconFLO Feedback

                                The Feedback activity allows you to create and conduct surveys to collect feedback. Responses can be anonymous. There are a number of question types including MCQ, True/False and free text.
                                Good for

                                • Asking multiple questions, including free text
                                • Asking the class what material they would like further clarification on in tutorial or revision sessions

                                Useful features

                                • Can deliver more than one question
                                • Designed for surveying, responses can be anonymous
                                • Can be used as a live activity in class
                                • Results of some question types can be displayed as a histogram
                                Limitations

                                • Teacher needs to refresh the results page to see incoming responses
                                • Limited layout and styling control
                                Tips

                                <