Sunday, 24 September 2023, 2:29 PM
Site: Flinders Learning Online
Topic: FLO Staff Support (FLO_Staff_Support)
Glossary: How-to glossary

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

  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



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


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

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

  • 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

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

  • 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

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

  • 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


CBGL Topic Guide

This pages describes a bespoke solution used in the College of Business, Government and Law.



The purpose of this resource is to walk you through the process of filling out the new Topic Guide Template using the Book tool in FLO.

All CBGL topics must have a Topic Guide, so have introduced a new template to ensure consistency across the college and to make sure the essential items are covered. 

While it is easy to drag and drop a PDF or Word file straight into your topic page, For longer documents like the Topic Guide the Book tool is a great choice. Some features are:

  • Several connected pages with a table of contents – a bit like a mini website
  • Displays neatly on the course page, saving space
  • Ability to include text, images, links, sound and video
  • Easy to update if the information changes (no need to delete and re-upload a file!)
  • More user friendly than a Word doc or PDF for students using a phone.
  • Easy for students to print the contents of the book, or save as a PDF for offline use

The template is also pre-populated with generic content to save you time and ensure consistency across topics.

Find the Topic guide on your site

Each topic will have a pre-populated Topic Guide Book in the Topic information and resources module of your FLO topic site. They will be hidden from students until you fill them out and make them visible.

Open the Topic Guide

Just click to open and you will enter the pre-populated and pre-formatted book with its handy table of contents on the right.

What is on the first page?

Before you leave the first page you will notice that it has already been prepopulated for you, as have all the other pages. This is information that is common to all topics and you will need to augment it with information relevant to your own topic. Where you need to customise you will see red text, you can simply type in, or cut and paste your own text into these areas. To make changes you will need to go into edit mode.

Editing a page

In the Book tool the pages are called Chapters, and to edit a Chapter you can choose Edit settings from the cog drop down menu in the top right hand corner of the Chapter. Alternatively, you can turn editing on by clicking on the editing button in the top right of the page.

When you have turned on editing you will notice the TOC menu looks different. There are now a series of icons next to each entry.

Select the cog icon for the Chapter that you want to edit and you will go into the familiar FLO editing interface.

This will take you to the content editor view for the Chapter you have selected. You can then add or remove content, including text, tables images and video.


Navigate between Chapters by using the Next links, or by using the TOC entries.

For further help contact the CBGL Learning Designer.

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 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).


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 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.


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:

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. 


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



Contact your eLearning support team for any training required


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.


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.

    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.



    Where to go for SAM's support

    Please visit the dashboard in FLEX   This contains a complete guide for all of your SAM’s 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 assessment-related resources are provided below. 

    Authentic assessment | Assessment principles | Completing Statement of Assessment Methods for 2022 | Developing learning outcomes | Policy 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

    Statement of Assessment Methods (SAM) - information for administrators and moderators (archived 25/1/2023)

    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 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 


    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.


    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)

    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.


    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



    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
    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 December 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 730 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)

      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



    Contact your local eLearning support team


    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).


      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

      Group restrictions

      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.


      • 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.

      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.