Saturday, 25 June 2022, 8:26 AM
Site: Flinders Learning Online
Topic: FLO Staff Support (FLO_Staff_Support)
Glossary: How-to glossary
INTERACTIVE CONTENT

H5P – get a link to your Kaltura (My Media) video

gradebook icon

This entry relates to H5P.


When using the Interactive video content type in H5P, it is important to link it to the relevant video hosted in Kaltura (My Media), instead of uploading a new video.

adding a new interactive video to H5P

To find the video link in Kaltura (My Media) and paste it in the video source URL field, please follow the steps below:

  1. Go to your My Media or topic Media Vault and find the video

  2. Downloading needs to be enabled for the video (If downloading is already enabled, please skip to step 3)
    a) Use the pencil icon to go to the video editing page

  3. Go to video editing page

    b) Select the downloads tab
    Select downloads tab

    c) Select the Source checkbox and hit save.

    Select source checkbox and click save

  4. Click Preview media or the video title to preview it, and select the Download tab

     

  5. Click the download icon to download the video.
    Click download icon
  6. Go to your downloads window

    Ctrl + J [Windows] or + J [Mac] if using Firefox

    Ctrl + J [Windows] or ⌘ + Shift + j [Mac] if using Chrome

  7. The video URL will be available here. Right click and copy the link for the video that was just downloaded. It should have an .mp4 at the end.

    Downloads window

  8. That’s it - this is the link that needs to be pasted in the green box below. After you are done, delete the downloaded video from your local drive since they can be quite large.
    Add interactive video link

Please contact your local eLearning team if you need further assistance.



Video - creating interactive video

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

All interactive video functions are created in My Media or the Media Vault, using an uploaded recording.

Once the video has been uploaded to the My Media/Media Vault areas, all the below functions can be accessed.

Note: Please be aware that you can add either Hotspots or Quiz questions to a video, but you cannot do both in the same video.


Hotspots

Hotspots display a configurable block on top of a video during playback. When a viewer clicks the hotspot, they are taken to either another location within the video or a web address.

Hotspots can't be added to the lower part of a video (the red bar in the image below) as this is reserved for Captions.

Hotspots can be used to link to:

  • Another video
  • A form
  • A wiki article
  • A pdf
  • A citation
  • A different time point in the video

Creating hotspots

  1. Select a video from My Media or Media Vault

  2. Turn on the Video editor by selecting Actions, then Launch Editor

  3. In the left panel, click on the Hotspots button
    Hotspot editing window

  4. Select the location on the timeline when you want the hotspot to appear, then click on the video screen where you want the hotspot to appear.

  5. Type the text to be displayed, then select if it is linking to a website or to another location within the video.
    • URL- Paste the link into the box
    • Time in this video - enter minutes & seconds (best to record times before adding hotspots)

  6. Click Advanced settings if you want to adjust block colour, text size or how long the hotspot is on the screen.

  7. Click Done once finished.

  8. You can edit/duplicate/delete a hotspot by clicking the on 3 dots next to the block text in the middle column.

 


Video quiz

Interactive Video Quiz allows you to embed questions at any point in a video. These questions are attached to the video and ‘travel’ with it wherever it is embedded or presented. As viewers watch the video, the question will appear at the chosen point, with the video continuing after the question is answered. Results can be integrated directly with the FLO gradebook.

You can choose whether viewers can skip questions, revise answers, receive hints, and discover the correct answers, allowing Interactive Video Quiz to be used to increase engagement, test knowledge and retention, collect data, and more.

How a student takes a quiz - instructions

There are 4 question formats. Refer to below for individual steps:

  1. Multiple choice - allows up to 4 answers
  2. Yes/No
  3. Reflection Point
  4. Open-Ended Question

Creating video quiz

  1. In either My Media or Media Vault, select the Add new button

  2. Choose Video Quiz

  3. Select the video you want to add quizzes to

  4. The quiz edit window will appear
    Interactive quiz setup window

  5. Select the location on video timeline when you want the quiz to appear

  6. Click Add a Question

  7. Choose a quiz format. Refer to below for individual steps:
    • Multiple choice - allows up to 4 answers
    • True/False
    • Reflection Point
    • Open-Ended Question

  8. Enter question and then click Save

  9. Move to another location in the timeline and add next question

  10. Once all questions are done you can click Preview to test your quiz or click Done if you have finished.
    Note: You can edit the quiz questions and settings at any time but don’t edit after students have accessed it.

  11. Publish the quiz to your topics’ Media Vault.

Question settings

Some questions will have a Hint/Why option that allows you to add extra text.

  • Hint (Add Question Hint)
  • Why (Add Correct Answer Rational)

Multiple choice
Quiz - Multiple choise options

True/False
Quiz - True/False options

Reflection Point
Quiz - Reflection Point options

Open-Ended Question
Quiz - Open-ended options

Options

Options can be done before or after setting up the quiz questions. For more detail: https://knowledge.kaltura.com/help/kaltura-video-editing-tools-quiz-tab

  1. Details
    • Quiz name - change to a more descriptive name
    • Show Welcome page - This page warns the student that there is a quiz component.
    • Allow download of questions list - This allows students to see the questions before doing the quiz. This will allow them to prepare for the types of questions being asked. If being done as a test you may want to disable this.
    • Instructions - standard text is "All questions must be answered. The quiz will be submitted at the end." This is added to the Welcome page and can be changed if you allow skipping questions or want to supply more instructions.

  2. Scores
    • Allow multiple attempts
    • Show or hide scores from students
    • Show answers to students

  3. Experience
    • Allow students to change answers - Allow students to change their answers before submitting the quiz.
    • Allow or stop skipping quiz - This allows student to skip a question and come back to it or if turned off then they must answer before they can continue watching the video.
    • No seeking forward - stops participants from fast forwarding or jumping sections in the video and then going back and answering questions afterwards.

 


Adding a Video quiz to FLO

Non-graded

  1. Open your topic and turn editing on

  2. Select Add an activity or resource

  3. Select either:
    • Video resource - for embedding one video Video resource icon
      Add Name - Make it descriptive so the students know what it is about (Description field is optional but doesn't display on front page)
      Select Add media, then Media Vault and select the required video by clicking </> Embed.
      Click the Save and return to topic button.

    • Rich text editor buttonsPage, Assignment, Book etc (anywhere the Rich Text editor is available) - for embedding within a content area or multiple videos on one page). Don't place it in the description field.
      In the Rich Text editor, select Add media button, then Media Vault and select the required video by clicking </> Embed. (repeat if multiple videos are required)
      Click the Save and return to topic button.

Graded (appears in the Gradebook)

  1. Select Add an activity or resource
  2. Select Video quiz Video quiz icon

  3. Click the Select Content button.

  4. Select Media Vault and then click </> Embed for the required quiz (only videos with quiz features will be displayed)

  5. Change Activity name to an understandable name. You can also add an Activity description (Show more link) and display on topic page.

  6. Add your Grade points and any other settings required. (note: scales are not supported)

  7. Click the Save and return to topic button.

You may need to check the Gradebook to adjust the weighting for the video quiz.

LESSON

Engaging content - branching

Students take different pathways through learning content based on choices they make or their performance. Branching may consist of interactive scenarios or differentiated content.

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 engaging content-related resources are provided below. 

Design principles for creating engaging digital contentSourcing and creating digital content



Camtasia icon

Camtasia

Camtasia is video recording and editing software that features simple drag and drop editing and libraries of effects and interactions. With Camtasia, you can record, then edit your computer screen activity, audio, and webcam input. If you capture video footage on mobile devices or digital recorders, you can import and edit it. Camtasia is available to all staff and can be downloaded via the IDS Support Portal. Home use licences are available (request via Service One). Camtasia is available for both Mac and Windows.

  • Training is available for making educational videos in Camtasia. Refer to iEnrol for scheduled and upcoming sessions

  • The first time you start Camtasia, the program will open a tutorial video. You can find this video again later under Help > Open Getting Started Project within Camtasia. This built-in video will give basic instructions on how to use Camtasia
Good for

  • Creating interactive or differentiated video content; for example, branching video scenarios or giving the learner control of the order in which they view sections of the video content

Useful features

  • Interactive hotspots and timeline markers allow creation of a non-linear path through the video 
  • Click and drag effects from library onto video timeline
  • Properties panel to define required actions to enter
  • Easy but comprehensive editing and timeline manipulations

        Limitations

        • Considerable planning required
        • Can become time consuming
        • Cannot be hosted in Kaltura and maintain interactivity, therefore no ability to use the accessibility features or analytics in the Kaltura Media Vault 
        • No viewing analytics within the exported video
        • No captions/transcripts 
        Cautions

        • Must be exported as Web Page (for Smart Player) or SCORM (for gradebook integration)
        • SCORM activities are generally a poor experience on mobile devices and can be incompatible
        • Different process to publish in FLO compared to standard video

        Tips

        • Plan out the choices and branched pathways on a story board
        • Make sure your viewers won't feel lost
        • Camtasia project files can be large. While working on your project save your files to the hard-drive of the computer. Once complete store them on OneDrive or S: drive. Your U: drive generally wont have enough space for these large files. Having your project files on network storage will slow editing down and can also cause crashes.
            Help resources





                PowerPoint iconPowerPoint

                Good for

                • Easily creating branched content through use of triggers and linking on slide objects
                • Creating scenario based branched learning (eg text-based 'choose your own adventure' style narratives or scenarios where learners make a series of choices and experience the consequences as they move through the scenario)
                • Creating a package of content that students can navigate through in a sequence they choose
                Useful features

                • Use action or link (from Insert menu) to link to presentation slides in required order
                • PowerPoint will update links if slide order is altered
                  Limitations

                  • Printed or PDF cannot indicate the branching

                  Cautions

                  • Interaction for branching will only be available when viewing in Microsoft PowerPoint slideshow
                  • Must be provided as .pptx or .ppsx files
                  • Learners must download and open the file;  they cannot view it within FLO, and therefore they need PowerPoint on their computer
                  • Mobile devices require Microsoft PowerPoint app
                    Tips

                    • Careful planning is required. Use a story board to map out possible paths through the content/scenario
                    • Create links which allow users to navigate back to previous pages
                    • Test all possible pathways
                    • Design so that your users won’t feel lost
                    • When using Link to set up navigation between slides you can add a screen tip which displays when the mouse is over the link
                            Help resources





                            Lesson iconFLO Lesson

                            The FLO lesson is purpose built for branching scenarios. A lesson presents a series of pages to a student who is asked to make some sort of choice underneath the content area. The choice will send them to a specific page in the Lesson. The pages in the lesson can be either content pages with choices presented as buttons or question pages where the next page will depend on selected answer.
                            Good for

                            • Mixing static content, choices and questions to determine the route the student takes through the material (eg decision or problem solving scenarios)
                            Useful features 
                            • Purpose built for branching scenarios
                            • Branching can be based on a choice or based on answers to questions
                            • Can have time limit
                            • Can be set up as a scored activity; integrates with Gradebook
                            • Some analytics available about student interactions with lesson
                            • Possible to provide a progress bar and/or menu within lesson
                            Limitations 
                            • Requires considerable planning
                            • Not as straightforward as some FLO tools
                            • Limited page layout and styling options
                            Tips 
                            • Build all the content and question pages first, then define all the jumps and linking
                            • Map out all possible journeys through the content
                            • Test thoroughly and ask a colleague to review 
                            • Design your lesson pages to help your students know where they are in the lesson
                            • Embed media (images, video, audio) in your lesson pages for rich experience
                            Help resources 




                            Quiz iconFLO Quiz


                            Good for

                            • Providing differentiated feedback to students based on their answers and overall  performance in the quiz
                            • Provide struggling students with some additional resources on the basics and give high-achieving students some extension materials 
                            Useful features

                            • Some branching achievable through the quizzes overall feedback using grade boundaries – link from feedback to different information for different grade ranges
                            • Use access restrictions to further content based on quiz result (Activity completion restriction)

                            Cautions

                            • Quizzes with Essay type questions would need to be manually marked to activate branching based on quiz score

                            Tips

                            • Use in conjunction with FLO pages/books and 'stealthed' resources/activities (resources which are available but not displayed on the homepage of your FLO site)

                            Help resources





                            Glossary iconFLO Glossary 


                            Good for

                            • compacting content into one place (eg glossary of terms)
                            • organising information (eg using categories) for efficient learning
                            • students can interact by adding content/controlling the space

                            Useful features  
                            • Entries can be automatically linked where the concept words and/or phrases appear anywhere within the topic. Filter needs to be enabled and auto linking set per entry where required
                            Cautions 

                            • There are three settings required for auto-linking. All three must be reviewed:
                              • Topic level – glossary auto-linking filter must be enabled 
                              • Glossary level – setting to automatically link entries must be on  
                              • Glossary entry level – each entry that will be linked must have the setting checked 
                            Help resources 





                            FLO tools:  Book Page

                            Good for
                            • Organising content (chunking of related content)
                            • Page: embedded video takes up less space than in the FLO homepage
                            Useful features 
                            • Links between FLO pages or between chapters within a book can be used to create branched learning and scenarios, but not with an assessable component  
                            • Use of the availability status 'Make available but not shown on topic page' (stealthed activity/resource) can control entry point  
                            Limitations  
                            • Not assessable  
                            • Book has inbuilt navigation which would still allow linear or totally free navigation through content  
                            Cautions 
                            • When transferring between FLO sites, all interlinked pages must be included or linkages will break. During the transfer process, It is not easy to identify interlinked pages
                            Tips 
                            • Design to avoid students feeling lost   
                            • Map out carefully  
                            Help resources  

                             





                            Digital Content Producer iconDigital Content Producer 

                            The Digital Content Producer is a highly talented member of the Online Learning Team in the Centre for Innovation in Learning and Teaching, who has an extensive skillset with multimedia and digital content, and can work with you on the development of complex digital learning resources.

                            If your needs are not met by the existing tools or the resource you are looking to create is complex in some way, please speak with the Learning Designer in your college about your needs as there is some capacity for digital content production for learning and teaching.

                            Engaging content - embedded quizzing

                            Embedded quizzing consists of questions / knowledge-check activities embedded within learning content, rather than as a standalone 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 engaging content-related resources are provided below. 

                            Design principles for creating engaging digital contentSourcing and creating digital content



                            Camtasia icon

                            Camtasia

                            Camtasia is video recording and editing software that features simple drag and drop editing and libraries of effects and interactions. With Camtasia, you can record, then edit your computer screen activity, audio, and webcam input. If you capture video footage on mobile devices or digital recorders, you can import and edit it. Camtasia is available to all staff and can be downloaded via the IDS Support Portal. Home use licences are available (request via Service One). Camtasia is available for both Mac and Windows.

                            • Training is available for making educational videos in Camtasia. Refer to the iEnrol for scheduled and upcoming sessions
                            • The first time you start Camtasia, the program will open a tutorial video. You can find this video again later under Help > Open Getting Started Project within Camtasia. This built-in video will give basic instructions on how to use Camtasia
                            Good for

                            • Adding quiz questions or knowledge checks into video content to create more engaging and interactive experiences when learning through video, and as opportunities for informal and self assessment. 
                            Useful features

                            • Built-in functionality, wizards to create and add questions
                            • Different question types, including multiple choice, fill in the blank, short answer and true/false 
                            • Feedback on correct and incorrect responses
                            • Can score quiz, can allow viewer to see score. Overall score can integrate into FLO Gradebook if published and added to FLO as a SCORM package
                            Limitations
                            • Cannot be hosted in Kaltura and maintain quiz functionality, therefore cannot use accessibility features (captions) and viewing analytics
                            Cautions 
                            • Must be exported as Web Page (for Smart Player) or SCORM (for Gradebook integration)
                            • SCORM activities are generally a poor experience on mobile devices and can be incompatible 
                            • Different process to publish in FLO compared to standard video
                            Tips
                            • Camtasia project files can be large. While working on your project save your files to the hard drive of the computer. Working with your project files on network storage will slow editing down and can also cause crashes. Once complete, store them on OneDrive or S: drive (your U: drive generally wont have enough space for these large files)
                            Help resources

                             



                            PowerPoint icon

                            PowerPoint

                            Good for

                            • Embedding quiz questions or knowledge checks into content-heavy slideshows and presentations for a more engaging and interactive experience, and as opportunities for informal and self assessment
                            • When your students are going to download and use the PowerPoint to work through the content at their own pace – not effective in a lecture context
                            Useful features

                            • Create a quiz question on a slide by using individual objects ( eg text boxes) for each element of your question (question, answer options, feedback)
                            • Create interactivity by using animation effects with triggers
                            • Extensive drawing tools, shapes, lines, icons, Smart Art libraries
                            • Grids, guides, grouping, alignment and item layering
                            • Colour themes to help create consistent look and feel
                            Limitations

                            • Could be time consuming to build lots of questions
                            • No scoring of question(s)
                            Cautions

                            • Interaction for quizzes will only be available when viewing slideshow in Microsoft PowerPoint slideshow
                            • Must be provided as .pptx or .ppsx files. Users must download and open
                            • Mobile devices require Microsoft PowerPoint app
                            • If slides are printed, all items/layers (questions and answers) will print respecting layer order
                            • Question answers are readily available when viewing the file in PowerPoint editing mode
                            Help resources
                            • Trigger an animation effect
                            • Microsoft Office website has a large amount of training and help resources and there are many third party help resources, how-to guides, videos, tutorials that can be found by searching the web
                              (Note the linked Microsoft page is for windows users. The Mac PowerPoint software is so similar that these windows resources are still useful to Mac users. Mac help resources are also available)

                             





                            Lesson icon

                            FLO Lesson

                            The FLO Lesson is purpose built for branching scenarios. A lesson presents a series of pages to a student who is asked to make some sort of choice underneath the content area. The choice will send them to a specific page in the Lesson. The pages in the lesson can be either content pages with choices presented as buttons, or question pages where the next page will depend on the selected answer. Content and question pages can contain text and media.
                            Good for

                            • Mixing static content, choices and questions to determine the route the student takes through the material (eg decision or problem-solving scenarios)
                            Useful features

                            • Inbuilt functionality to add questions (or groups/clusters of questions) and branch based on answers
                            • Multiple question types
                            • Questions can be imported
                            • Questions (except essays) are auto marked
                            • Variety of setup options in multiple tries
                            • Integrates with Gradebook
                            • Reports and analytics available
                            Limitations

                            • Requires considerable planning
                            • Not as straightforward as some FLO tools
                            • Limited page layout and styling options
                            Tips

                            • Build all the content and question pages first, then define all the jumps and linking
                            • Map out all possible journeys through the content
                            • Test thoroughly
                            • Design your lesson pages to help your students know where they are in the lesson
                            Help resources





                            Quiz icon

                            FLO Quiz

                            Good for

                            • Formal assessment that counts towards topic grade
                            • Knowledge checks for informal ongoing assessment and self assessment
                            • Relatively short chunks of content delivery with accompanying questions, as this tool is designed more for standalone quizzing and assessment than as a content delivery mechanism
                            Useful features

                            • Embed content delivery within a quiz using description question types to create a linear lesson
                            • Variety of quiz delivery options such as fixed navigation, multiple tries with hints and penalties
                            • Extensive feedback options on questions and quiz overall provide opportunity to reinforce learning
                            Limitations

                            • FLO quiz is a standalone activity and cannot be embedded into other FLO activities
                            Cautions

                            • Be careful with organisation if using random random questions
                            Tips

                            • Provide differentiated overall feedback for quiz based on quiz score ranges
                            Help resources





                            FLO tools: Book Page

                            FLO Book and Page cannot create embedded question or knowledge checks but could be used to deliver/publish content developed in other tools.

                            Good for

                            • Organising content (chunking of related content)
                            • Page: embedded video takes up less space in the FLO homepage
                              Useful features

                              • Interactive content could be embedded where there is an HTML editor
                              Limitations

                              • Cannot be integrated with Gradebook
                              Cautions

                              Help resources





                              Digital Content Producer icon

                              Digital Content Producer

                              The Digital Content Producer is a highly talented member of the Online Learning Team in the Centre for Innovation in Learning and Teaching, who has an extensive skillset with multimedia and digital content, and can work with you on the development of complex digital learning resources.
                              If your needs are not met by the existing tools or the resource you are looking to create is complex in some way, please speak with the Learning Designer in your college about your needs as there is some capacity for digital content production for learning and teaching.

                              Lesson - main entry

                              When using a lesson tool to provide a linear or non-linear way through content and activities using an interactive approach, the five stage looped process described below will assist with making the most out of this tool.

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

                              Lesson iconThe lesson tool enables a teacher to deliver content and/or practice activities in interesting and flexible ways. A teacher can use the lesson to create a linear or nonlinear lessons. Created using a combination of content pages and/or question page, the lesson tool offers a variety of paths or options for the learner. Depending on how the lesson is set up, teachers can choose to increase engagement and ensure understanding by including a variety of questions, such as multiple choice, matching and short-answer. Depending on the student's choice of answer and how the teacher develops the lesson, students may progress to the next page, be taken back to a previous page, or redirected down a different path entirely.

                              The lesson tool may be used for a range of purposes, such as:

                              • for self-directed learning of a new topic or module
                              • for scenarios or simulations/decision-making exercises
                              • to provide students with guided steps (instructions) for learning activity(ies)
                              • for self-assessment/knowledge checks
                              • to test understanding of content (eg a post-lecture tutorial)
                              • for differentiated revision, with different sets of revision questions depending upon answers given to initial questions.

                              Example in FLO

                              To get started, it is worth reviewing an example interactive activity built in the lesson tool. The digital safety awareness training lesson activity was built for students in EDUC3618 to introduce them to common dangers of technologies. What features of this lesson do you like and would consider using? What ideas have you drawn from reviewing another lesson? How can you use this knowledge to plan your own lesson? 

                              The lesson tool is adaptable for presenting content and questions to students in an interactive way, similar to elearning authoring tools such as Adobe Captivate and Articulate Storyline, without the steep learning curve or SCORM FLO integration problems.


                              1. Plan

                              A lesson activity is used to direct students through content and sometimes questions in an interactive way. While the lesson tool layout looks like a slide-by-slide approach, the design is set to ensure easy navigation through the 'slides' of content and into relevant questions. It is a worthwhile exercise to first plan/map the 'slides' you will need and what content will be placed upon them. 

                              Try drawing the pages on a piece of paper to help you visualise the slides and how they will link to each other – will it be in a straight line (linear) or, based on the student response, direct them to another section or question (non-linear)? Make sure the pathways are logical and avoid the student going around in circles or getting lost. It must make sense to them if they are to learn from the experience, otherwise it is a frustrating and distracting exercise.

                              Planning tips 

                               Whether you are starting from scratch or revising a current lesson (which could incorporate student feedback), these prompts may help: 

                              • What principle/knowledge are you delivering – does the lesson item enable this? 
                              • Line up lesson components against the learning objectives/outcomes (you could include this information in the introductory page) 
                              • Connect the activities within the lesson with Bloom's level/s of taxonomy – again, what is being taught/learnt? 
                              • Be creative – you could use a scenarios structure, embed videos or other resources, provide learning pathways (eg hints, tips, more information, think again) for students' choices 
                              • Provide opportunities for students to check their understanding without summative assessment
                               


                              2. Build

                              You have planned your lesson and are now ready to set up your first lesson activity. 

                                1. The settings
                                2. Build a lesson


                                3. Test

                                The purpose of testing your lesson is to determine if the steps you have provided behalf as expected and to ensure the content displays as expected.

                                • Switch roles (Profile>Switch role to...>Student) to preview the lesson as your students will


                                4. Administer

                                The requirement to manage your lesson will depend if you have any questions included in the lesson and whether these are graded or not.



                                5. Review

                                It is recommended that your review your lesson activity prior to each use (availability) if the lesson has graded content.


                                  Training and support

                                  Troubleshooting

                                Training

                                Not currently available. Request one-on-one training from your eLearning support teams.

                                Support

                                eLearning support teams

                                There are no reported issues.

                                Lesson - review and mark attempts (including reports)

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

                                lesson iconLesson tool reports allow you to review attempts made by students and, if enabled when building the activity, grades the students have received.

                                Lessons created using the essay question type will also need to be manually marked. 



                                Review reports

                                The lesson activity has inbuilt reports showing the performance of students taking the lesson. 

                                1. Open the lesson and click on the Reports tab 
                                  Reports tab

                                2. Click on the Overview tab to view the attempts by each student, the date and time of each attempt, and any grades received
                                  Report - lesson overview tab

                                3. Click on the Detailed statistics tab to get a breakdown of how students responded in each question 
                                  Detailed statistics



                                Mark essay questions

                                To mark essay questions: 

                                1. Open the lesson and click on the Grade essays tab 
                                  Grade essays tab

                                2. Click on the date to review a student’s attempt. If multiple attempts have been made, multiple dates will show 
                                  Grade essay interface

                                3. Leave feedback (Your comments) and a mark (Essay score), then click the Save changes button 

                                4. The status of the attempt will change to Graded
                                  Graded status

                                5. To send feedback to the student, click on the Email graded essays link in the 'Email' column. Clicking on Email ALL graded essays will send feedback to all students with graded essays.

                                Lesson - settings and building

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

                                Lesson iconThis entry relates to the Lesson activity.

                                When building inside a lesson tool, consider the planning stage as a chance to step out the pages of content and questions you will be incorporating. The choice of settings and success during the building phase will be reflected by your planning efforts:



                                Steps

                                Add a lesson activity to FLO: The settings 

                                It is good practice to plan your content pages and any questions (if required) before starting to build a lesson. The purpose of your lesson will be determine the settings you choose when you create the lesson, especially around reporting the results of any questions used during the lesson (are they being graded and need to be in Gradebook, or are they for revision only). The better your planning/preparation, the less likely you are to run into a problems later on.

                                Once you have planned your lesson on paper, use this structure to help you start the build process 

                                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 Lesson activity 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 Lesson from Activities tab
                                  lesson add

                                5. Now edit the following settings:
                                  1. General: give the lesson a name and a description (if required) 

                                  2. Appearance: Open the Appearance section and select Show more... Decide which features you would like to display to the students. Common functions include a Display menu if navigation is to be open or the Progress bar if you would like the students to see their progress through the lesson. The Link to next activity is also a useful function, for at the end of a lesson, students can be linked to another activity or resource in FLO. 

                                  3. Availability: set the availability, due date (deadline) or set a time limit for completion. Password protection can also be enabled if desired.
                                    Timeline block: The 'Deadline' will show to students in the Timeline block.

                                  4. Flow control: settings associated with the progress through the lesson, such as retaking questions if answered incorrectly or how many attempts you wish to allow. 

                                  5. Grade: set the grading type, maximum grade and pass mark.

                                  6. Common module settings: section enables settings for groups and grouping  (optional)

                                  7. Restrict Access: place restrictions according to prior activity completion, date, grade, the user profile or complex restriction sets (optional)

                                  8. Activity completion: determine completion tracking for the activity based on view, grade, end reached, time spent or date completed (optional)


                                Build a lesson activity
                                1. Building a lesson is an important phase of the process in using this activity tool in FLO. How it functions and looks will enable your students to get the most out of the experience. Once you have added the tool (as described above), you will be ready to add content and questions (optional) and provide your students with 'next step' buttons. Any empty lesson tool is as below.
                                  empty lesson

                                2. To build the lesson, you will need to add a content page or question page. Cluster pages can be used in more advanced lessons (for providing your user with choice with the lesson). All editing must be accessed through the Edit tab.

                                3. content page requires a page title, page contents and at least one button to connect to the page/question required. The Page Contents is what will be displayed to your viewer/user. Use the text editor and media buttons to add content. Keep it simple and clear.

                                4. question page requires a question type selection. This tool has six types of questions available: Essay, Matching, Multiple choice, Numerical, Short answer and True/false. Make your selection before following the prompts to edit the question page. Here you will need to provide a page title, page contents (the question), and at least one answer. It is encouraged to provide a response for each answer, ensure the 'jump' option is directing where the student is directed (for a correct and incorrect answer, and how many points (score) is connected to the question. 

                                For more information on building in the Lesson module, review more detailed documentation from Moodle.

                                MAHARA

                                Mahara ePortfolio

                                Mahara is the ePortfolio system supported by Flinders University for coursework, WIL, and personal/professional activities.

                                1. Plan  |  2. Build  |  3. Teachers: use it first  |  4. Teaching tasks  |  5. Teachers: review and maintain  ||  Support 

                                NOTE: You can search this page using Ctrl+F.


                                Click here if you cannot view the above video
                                Mahara is a personal online platform that stays with you for the duration of your time at Flinders. It is an online space where you can join up the dots between different things and show progress over time, and a place to organise and showcase your work. It belongs to the account holder - you control all your settings and control who sees what. You can use your Mahara space for anything you like - personal notes, professional activity, scholarly activity and research, continuing professional development, career building and job-seeking, etc. Mahara works well to capture your experiential and informal learning, and can also be used for formal coursework at Flinders, because Mahara can integrate with FLO for assessment submissions. It can be a lot of things, but essentially, Mahara is a place to tell a story about you. 

                                For a further introduction, see Mahara's own introduction page.

                                Support material in this page links to the official Mahara support material, but we include 'Shortcuts' and 'Gotchas' to help you avoid common problems. This is kept up to date. These shortcuts are not how-to instructions, they are steps. If you are copying shortcuts for use in your FLO sites, please make sure they are up to date, as you would for any instructions in your FLO site. Check your shortcuts in your site against the shortcuts here and replace if needed.

                                To access the full suite of Mahara user resources, see the official Mahara user manual

                                 

                                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 Mahara-related resources are provided below. 

                                Authentic assessmentStudents are engaged in authentic and experiential learning | Using ePortfolios and Mahara in FLO | Authentic and Active Learning

                                1. Plan

                                1.1 Play with Mahara

                                The best way to understand what Mahara makes possible is to use it yourself. Have something concrete and genuinely useful in mind, even if it is just creating one Page where you can write up your Philosophy of Teaching, or a place to collect feedback.

                                Where is my Mahara?

                                You can always find Mahara in your FLO user profile drop-down menu (top right of your window in FLO), or through Okta. When you are in Mahara, you can return to FLO at any time through a link inside your Dashboard page. This makes it easy for you to move between FLO and Mahara - no extra sign-ins required. When you first log in to Mahara, and any time there is a change made to Mahara you will be prompted to agree to a Privacy Statement.  


                                1.2 Consider possible applications: 
                                • A personal-professional profile online: Create a professional-looking online presence, showcase your resume and collect all your social media accounts in one place.
                                • A place to collect things: Upload, tag and store files you have created, or hyperlink to larger media files. You can also export forum posts, glossary entries and other FLO-created items from your topic into your Mahara space.
                                • A place to capture your thoughts on the go: Journal your experiences, reflect, plan, make personal notes
                                • A place to collaborate with others: A controlled space for sharing and co-creating in groups 
                                • A way to present to others: Creatively combine text and media into pages and collections, and share these for assessment, promotion, or job-seeking.
                                • A conversational space: Connect your big ideas to the world and invite public comment  

                                You can think of the ePortfolio as a practice as well as a technology. It is a way of engaging with your work and with others. Nicola Parkin, a learning designer at Flinders, draws from her own experience as a seasoned user of Mahara to explain the idea: 


                                Click here if you can not view the above video


                                1.3 Explore example ePortfolios:
                                • Chris's FFOUT portfolio A previous staff member's portfolio created for Flinders Foundation of University Teaching (FFOUT) professional development
                                • Rob's portfolio Rob was an Architectural Technology student at Southampton Solent University; his portfolio shows his journey to becoming a professional
                                • Serhat's portfolio Serhat's record of learning from his Master of Distance Education at Athabasca University. An exemplar showcase of coursework
                                • A reflective journal From a student at the University of the Arts, London 
                                • Michael's academic professional portfolio: a great example of an extensive and rich portfolio, lovingly maintained - also see Michael's blog post here
                                • Kathryn's digital thesis - 'An A/r/tist in Wonderland: Exploring identity, Creativity and Digital Portfolios as A/r/tographer'
                                • An MD student's portfolio The student kept a journal with each entry tagged with one of MD course learning outcomes (CLO). The student then set up a collection of pages that automatically collated the journal entries for each CLO.  The student shared the entries with their learning coach, who can see a curated story about their development in each CLO.
                                ...also see a great video on keeping a teaching portfolio here.

                                1.4 Learn about ePortfolios: 



                                2. Build

                                The following items are the most common things that people do with Mahara. To access the full suite of Mahara user resources, see the official Mahara user manual

                                2.1 Add and create items of content

                                Add your own content:

                                You can save and organise individual files into your Mahara space. These become individual items of 'content' which can then be used in your pages and collections for presentation. You can easily drag items from your desktop into Mahara. More information

                                Use built-in tools:

                                Storage capacity:

                                Your Mahara account is limited to 200MB storage capacity. It is recommended that you compress large files before adding them, and store large media files in other spaces and link to them. Used this way, Mahara becomes a way to curate media items published in multiple places. Video files stored on YouTube will embed in Mahara. - See how to embed media in section 2.3 'Create a Page' below.

                                Storage Increase Requests: Please complete this form and select 'FLO' from the Area menu for help increasing your storage in Mahara.


                                2.2 Use the Journal

                                Mahara comes with a journal already set up and ready to go. You can also create others - as many as you like. Journal entries can be tagged for easy finding. When you add a Journal to a Page for sharing or submission, you can:

                                • Embed the whole Journal
                                • Select specific Journal entries
                                • Add all entries tagged with a certain way

                                More information

                                Shortcuts

                                • Drop-down navigation (top right corner) > Content > Journals
                                • Create journal OR
                                • Rename your given journal using the pencil icon
                                • Click New Entry > write, tag, save
                                • Put your Journal on the Dashboard (makes it easier to add entries)
                                • Edit Dashboard > select your journal from the Blocks on the left
                                • To add a new entry: Edit Dashboard > New entry

                                Gotcha: A journal must be in a page in order to submit it to FLO

                                Gotcha: If you are going to embed ‘tagged journal entries’ in a page for assignment submission, tagging your entries is REALLY IMPORTANT


                                2.3 Create a page

                                A page is a place to collect a number of items together to tell a 'bigger story'. For instance, you can group presentation slides with a picture of you presenting, some promotional material, feedback received, and a reflection on the event. You can add items to pages from your 'content' or you can add straight from your computer. Pages can be formatted to group items in different ways - play with the options for maximum effect. You can also link internally from one Page to another.  See Mahara page info

                                More information

                                Shortcuts

                                Make a new page: Dashboard > Create > Add > Page

                                • Title your page
                                • Description – a header across the top of your page (but invisible when editing your page)
                                  • A picture looks great here. Choose a long thin one to act as a banner
                                • Tags – tag your page appropriately
                                • Create via tags - populate your page with previously tagged individual items of content created elsewhere
                                • Save. You can always come back to this settings area and make changes
                                • The page is ready is to edit. Explore content options in the blocks on the left

                                Add content: Drag and drop to place on the page or see dropdown for options within each type. Common content choices:

                                • Text: Drag onto page > title > add text, links, pictures, styling
                                • Journal: Dropdown to choose: whole journal, journal entry or tagged journal entries
                                • Embedded media: External > External media > drop in the URL
                                • Choose whether the block is retractable or if it stays open (choose the best layout for the page)
                                • Drag the content on your page to arrange
                                • Click on the Display page icon (on the right of the page) to check how it looks / Back to return to edit screen

                                Gotcha: A page is the smallest thing you can share. If you are sharing or submitting content, it needs to be in a Page. For instance, submitting a Journal means adding to a Page and submitting the Page (with the Journal in it).


                                2.4 Create a collection

                                Collections are a collection of pages joined together. You will need to create all the pages first before grouping them together in a collection. More information 

                                Shortcut

                                • Dashboard > Create > Add > Collection – name, tag and save
                                • Click Next: Edit collection pages
                                • Select Pages to add to Collection > click Add pages 
                                • Reorder pages with the arrows

                                2.5 Submit to FLO

                                You may be instructed to use Mahara as part of your formal coursework at Flinders. Mahara creates a formal and secure channel between you and the teaching staff. They will only be able to see what you submit, when you submit it. You are responsible for submission - just like any other assignment.

                                When it is time to submit your Mahara work to FLO, you will do so via an Assignment tool which will be specially set up to receive Mahara assignments. When you go through the 'submit' process, you will be prompted to choose your page/s and/or collection/s from a list displayed in the tool. Click which one/s you want to be submitted and complete the submission process.

                                The Assignment tool may be set to:

                                • Unlocked (which means you can keep working in Mahara on whatever you have submitted, and teaching staff will see all your changes)
                                • Locked (which means you will not be able to make changes to whatever you have submitted until unlocked by the teaching staff - but you can make a copy of it at any time)

                                Remember that your Mahara work is time-stamped. If you are asked to complete coursework in Mahara (for instance, keep a journal with regular entries) you will need to keep up to date as expected. If you create your entries all at once they will all have the same date.

                                Shortcut
                                • In FLO, Click into the Assignment tool
                                • The tool has been configured to accept only Mahara Pages or Collections
                                • You will be prompted to select the relevant Page or Collection from a full lst
                                • Go through the steps as normal and submit
                                • Depending on the setting, your page/s will be
                                  • ‘live’ – you can keep working in them, and all your changes will show up to the teaching staff
                                  • OR locked for editing until after grading (but you can copy the page and keep working on it)

                                Gotcha: If you are submitting a collection to an Assignment dropbox in FLO, you must submit ALL the pages at once. This might mean creating 'blank' pages ready for you to fill later. If you add pages to a collection after you have submitted it, the teacher will not be able to see the new pages.


                                2.6 Share your work

                                You can make Pages or Collections available to others for view, with or without the ability for them to comment on your work.

                                Shortcuts

                                Option 1: Secret URL

                                • Dashboard > Share > choose your Collection or Page from the lists
                                • Click on Secret URLS (globe icon) to the rightt of your work
                                • New secret URL > copy
                                • Send this to whomever you want to see your page or collection
                                • UNSHARE: When you delete the URL, their access will disappear

                                OR create a Secret URL directly from your Page – click Share button

                                Option 2: Share with others

                                • Dashboard > Share > choose your Collection or Page from the lists
                                • Click on Edit access (padlock icon)
                                • Advanced options – choose to allow comments and/or copying
                                • Share with: choose from the options
                                • UNSHARE: When you delete the share, their access will disappear 

                                OR control share options directly from your page - click the Share button. More information

                                Gotcha: If you are presenting this media as part of a collection (portfolio), you will need to manage the privacy settings of these outside-Mahara items. For instance, if you make a Mahara collection and share a secret URL to that collection with someone, all the items you have linked to your collection (such as files in OneDrive) should also be viewable by that person. 


                                2.7 Collect comments on your work 

                                Mahara Pages and some types of content come with a 'comments' field already turned on. You can control whether you want this on or off, and whether you would like to moderate comments, from within your Page. More information

                                Shortcut

                                • Share > Advanced options
                                • Allow comments: yes/no
                                • Moderate comments: yes/no


                                2.8 Make a copy 

                                Within your collection, you can make a copy of any Page, or any Collection that a Page is a part of. Copied Pages can then be adapted. More information

                                Shortcut

                                • Share > Advanced options 
                                • Allow copying yes/no. Note that the default setting is no.

                                You can also copy any Page or Collection shared with you if copying has already been enabled by the person sharing.


                                2.9 Work in a group

                                It is possible to use Mahara for groups, although some caution is advised if using as part of formal coursework. Anyone with a Mahara account can create public or invitation-only groups and can request to join other groups. More information

                                Gotcha: All members of a group need to already have picked up their Mahara accounts.

                                Gotcha: If you create work in a group and then leave that group or leave Mahara, your work will remain in the group.


                                2.10 Export your work to another platform

                                You will have access to your Mahara account for as long as your FAN is active. For students, this is one year from the date of graduation; for staff, it is when your employment with the University ends. If you want to keep the contents, pages and collections in your Mahara account, you will need to export it all into another account of your choosing. To export, you will first need to create an account to send it to, then export from your Flinders Mahara content using Leap2A format, if possible (allows your work to be reworked after export) or as an HTML webpage. More information


                                Didn't find what you were looking for? Search the official Mahara user manual



                                3. Teachers: use it first 

                                If you are planning to use Mahara in your topic or course, go through the activity yourself first. 

                                This will:

                                • generate ideas on how the tool might be used to support learning and assessment
                                • provide insight into the user experience 
                                • test the steps so that you can provide accurate instructions (write them down as you go)
                                • create an example for sharing with students so they can 'see what you mean'

                                You can share your work with colleagues via a secret URL or 'share' (see 2.6 above).



                                4. Teaching tasks 

                                If you are a teacher using Mahara for coursework or WIL, there are some extra FLO-related things for you to consider.


                                4.1 Guide and support students

                                General support principles for using Mahara in educational contexts:

                                • Own the space: Mahara is a personal space, and users are responsible for maintaining the contents of their accounts
                                • Grow your skills: Managing your Mahara space is a digital competency - start simple and develop confidence and expertise
                                • A partnered approach: Staff and students are all users - share your expertise and help each other 

                                Support strategies:

                                1. Write instructional guidance in FLO which clearly explains the task. See the Demo site: Mahara in FLO
                                2. Provide concrete examples: You can use your own work, or those of students who agree to share a copy of their work. Examples will help students 'see what you mean' - in terms of organisation and content
                                3. Share a copy-able 'template': If it is important to have the work formatted in a particular way, you can create the structure yourself and share with students as a copy-able Page or Collection. Students can copy, rename their version and 'fill in' the containers you have created. See 2.8 Make a copy section above
                                4. Provide hyperlinks to help material and services: You find these in the Mahara user manual or copy from the appropriate section on this support page
                                5. Copy and paste 'Shortcuts' from this page: Feel free to copy these from the appropriate section on this support page.

                                Gotcha: Hyperlinks and shortcuts copied from this page and used in FLO for student guidance and support will need to be checked every time the topic is offered, as the version may have changed in the interim - and therefore, the links and instructions may be out of date.


                                4.2 Receive Mahara assignments 

                                To receive Mahara assignments securely and authenticated by FAN, create an Assignment tool. It is not recommended to receive Mahara coursework by secret URL or 'share' as these options do not go through the FAN authentication system. 

                                Relevant settings:

                                • Submission type: Mahara portfolio - you can ignore options for file number, type, etc. 
                                • Lock submitted pages: There are 3 options. Once submissions have been received, you will not be able to change your option. Options:
                                  • "No": This is the default option. Submitted pages and collections will be editable by the students. This provides you with a 'live window' to their work. 
                                    • Note that it is possible to archive submitted work if you want a snapshot in time - see item 4.4 'Save submitted work' below. 
                                  • If "Yes, keep locked" is selected, submitted Mahara pages and collections will be locked from editing in Mahara and will remain locked after grading. This option is not recommended unless required by an accrediting body.
                                  • If "Yes, but unlock after grading", the page or collection will be unlocked after submission grading, or, if marking workflow has been used, they will be unlocked when marks are released to the student.

                                You can think of these as 'live' or 'locked' windows to the students work. Note that with any of these options, a student may at any time make a copy of their submitted work and keep editing it. Hence it is helpful to think of submitted work as a 'version' or a snapshot in time. If you need to see another version at a later time, create another Assignment dropbox.

                                Gotcha: Not all work in Mahara is time-stamped. Pages are time-stamped but not all items within the Page. This means if the student is building a Page over time, you will not be able to tell when individual items were added. If it is important that you see the time stamp, choose Journal.


                                4.3 Provide feedback

                                When assessing work in Mahara, consider how you will provide feedback to students. If work has been submitted through the Assignment tool, you have two 'locations' where your interaction happens: in Mahara (through Comments) and in FLO (through the normal channels of assignment feedback). You will probably need to use a mix of both, as appropriate to your context. 

                                1. Comment in Mahara

                                When you click into a student's submitted Mahara assignment you are able to interact on that Page through the 'comments' functions, provided the student has not turned comments off. Each Page has a comments field, and some items of content also have comments enabled (Journal entries, Notes and files). As a visitor to the student's ePortfolio, you can leave comments here, but note that these comments then 'belong to' and are managed by the student - they can choose to delete them if they wish. 

                                Comments in Mahara 'give' the student something they can use in their portfolio as part of their portfolio, for example:

                                • praise for work well done
                                • useful extra information, or 
                                • evidence of your having been there

                                2. Provide in-FLO feedback

                                Feedback that relates to your judgement on the quality of the work submitted and justifies a grade given is formal and should occur in FLO. This acts as a record of your thinking should there be a grade challenge.


                                4.4 Save submitted work 

                                It is possible - though arguably not necessary - to save a submitted Page as a PDF. Obviously this is an extra step and is not required for assessment records. However, you may choose to do this if:

                                • a record: a formal record of the work is required for accrediting bodies or the like 
                                • annotation: you want to annotate a Page with comments (as you would for a normal PDF assignment)
                                • research: the Page is a research artefact
                                • example: the Page is an example of work, intended to be shared or presented with others 

                                Remember to seek and gain the necessary consent if you are saving a Page for purposes other than assessment. 

                                To save: 

                                1. In the Mahara Page itself, locate the 3 dots on the top right of the Page - this is a drop-down 
                                2. Choose Print > destination 'Save as PDF'


                                Note that formatting may change. The Page will save in black+white, with comments displayed at the bottom of the PDF. 



                                5. Teachers: review and maintain

                                Tips for maintaining up-to-date Mahara support in your FLO site 

                                • Review shortcut instructions, and replace, if needed - the latest version will always be in this support page 
                                • Review URLs to Mahara support pages, and replace if needed - the latest link will always be in this support page 
                                • Click into any displayed example portfolios and make sure they are still live and as you would expect to see them. Portfolios are living things that will change over time and may no longer be appropriate, or they can disappear without notice


                                  Training and support

                                  Troubleshooting

                                Support for students

                                When Mahara is used as part of formal coursework you will be supported by teaching staff to understand the task and the steps you need to take.

                                Help is available if you get stuck submitting to FLO or saving FLO work to Mahara.

                                Please note that FLO help staff cannot see or help you beyond your log-in because this is your private space.

                                Increasing Mahara Space: Please complete this online form and select 'FLO' from the Area menu for help increasing your storage in Mahara.

                                Contact: FLO Help for Students


                                Support for staff

                                Contact your local eLearning support team for training, design advice and technical support.

                                Refer to the red 'Gotchas' under each section. 

                                If you discover a Gotcha that isn't listed, please contact your local eLearning support team

                                PROGRESS

                                Custom certificate

                                1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  ||  Support  
                                Note: this FLO feature can only be used in non-award topics and short courses.

                                If you currently use a manual process for providing certificates to participants as part of your teaching activity, or can identify a need for this capability as part of your teaching, you may be interested to know about a FLO feature called Custom Certificate.

                                This feature enables participants of non-award/short courses to receive an automatic certificate once the course has been completed in FLO and reduces manual administration for you and professional staff.

                                If you have any questions around why you might use custom certificates in your non-award or short course please contact the Learning Designer for your College or lodge a Service One request (Service One > Education > FLO-Course & Topic design support).

                                For support with how to use the custom certificate activity visit the FLOSS page then contact your local eLearning team via Service One (Service One > Education > FLO-General Query).


                                  Training and support

                                  Troubleshooting

                                Training
                                • No formal workshop training is provided or needed.
                                Support

                                Currently, there are no known issues.

                                Progress - activity completion tracking (set up and monitor)

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

                                tick box To set up completion tracking for your FLO site, consider the following phases:

                                Steps


                                Enable completion tracking

                                1. Completion tracking is a topic-wide setting that allows you select a 'completion' option for the items in your site. When completion tracking is turned on, you have the option to activate it for the activity or tool. Even with completion tracking turned on, items are set to off, so you have to manually enable it for each item where it makes sense to do so.

                                2. To enable completion tracking in your FLO site, Topic Management > Edit settings > Completion tracking and change to Yes to enable completion tracking. Save settings to apply.

                                enable completion tracking image



                                Set up and integrate activity completion

                                1. Once 'Completion tracking' is enabled, each individual resource or activity can have 'Activity completion' turned on.
                                2. Enable 'Activity completion' during the set-up procedures for each activity/resource you wish to track and the action associated with the tracking (manual or conditional completion)
                                3. Add the activity or resource by clicking on the link in the module: Add an activity or resource linkor edit an existing activity
                                4. Scroll down to Activity completion
                                5. Select manual or conditional from the drop-down menu 

                                The settings you are provided with are available as either manual or conditional, which are related to the tracking function.

                                1. Completion tracking (behaviour)

                                  • Manual: students can manually mark the activity as complete (students see a box to tick when they have finished with that item)
                                  • Conditional: show activity as complete when conditions are met (select conditions and dates that apply)

                                activity completion settings

                                1. Require view: Student must view this activity to complete it. By ticking this box, you are declaring the action (behaviour) of the student is to view the item and make no other changes/additions. This option only works for Show activity as complete when conditions are met is selected.

                                2. When an activity is added that has additional requirements possible, you are able to determine if a 'completion' is related to the grade (assessment submission, quiz etc) or entries (forum, glossary, etc). This is useful when describing to students what constitutes 'completion' of an activity. Example: Students are required to post into a forum, and to comment on someone else's post, within a certain timeframe (conditional).

                                completions tracking conditions

                                1. Expect completed on: Provide a date and enable it if you wish to use 'expected dates' in your site. This is useful for assessments or in preparation tasks for workshops or lectures.
                                Timeline block: The 'Expect completed on' date will show to students in the Timeline block, marked as 'should be completed'. If an activity has a due date (or closing date, deadline, etc.) two dates will show - the due date and 'expect completed on' date.

                                1. Save


                                Monitor activity completion

                                1. In the topic, click the Topic Management button
                                  Topic management button

                                2. Click on Activity completion in the User Links menu
                                  Activity completion

                                3. View the students and activities/resources on screen. Three types of 'completion' exist – manual, automated and overridden:

                                  a tick in a grey solid-line boxManual: a tick in a solid-line box appears when a student has manually ticked the item off
                                  a tick in a grey dotted-line boxAutomated: a tick in a dotted-line box appears when the condition of the activity/resource set within the activity/resource settings
                                  a tick in a red solid-line boxOverridden: a tick in a red box appears if an academic manually records that a student has completed a task.

                                4. To download a spreadsheet format (UTF-8.csv) or Excel-compatible format (.csv) report, click on the Download in... button. 


                                Manually override activity completion

                                If activity completion does not reflect a student's achievement (e.g. amended assessments, technical errors) you can mark it as complete on their behalf.

                                1. In the Administration tab, click on Reports then Activity completion

                                2. Click on an empty box to mark it complete. The cell will now have a blue tick and a red border.

                                  Click on a box to mark that a student has completed that task


                                Bulk select activities/resources for completion tracking

                                You are unlikely to want all items in your FLO site to have completion tracking set up, as this may include labels that are headings, or resources that are optional. You can bulk edit activity completion, which fast tracks the selection process.

                                1. Set up activity completion for the topic (instructions above)

                                2. In your topic homepage, under the Administration tab, select Topic completion

                                3. In the next screen, click on the tab Bulk edit activity completion

                                  bulk edit activity completion

                                4. Select the activities/resources you want to edit, and click on the Edit button. In the next screen, choose options, and if relevant, a completion date

                                  Timeline block: The 'Expect completed on' date will show to students in the Timeline block, marked as 'should be completed'. If an activity has a due date (or closing date, deadline, etc.) two dates will show - the due date and 'expect completed on' date.

                                  bulk selection image

                                5. Click Save and return to topic or Save and display

                                Progress - completion progress block

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

                                The 'completion progress' block is a time management tool for students and a potential preparedness tracker for staff. The block is a flexible, visual block option to show students what activities and resources are required to enable them to chart their progress through assessments, a module or a topic. The colour-coded block shows students what they have and haven't done to complete/view required tasks, with or without expected due dates. Teaching staff can see an overview of students' progress using the same colour code system by accessing the student overview (see below) or using the completion tracking Activity Completion report.



                                      Add the progress block

                                      1. Click the Turn editing on button. 

                                      Turn editing on

                                      2. Click on the Topic Blocks button in the top right corner of your topic’s home page.

                                      3. Go to Add a block... and select Completion Progress

                                      Add completion progress block

                                      4. FLO will reload and the Completion Progress block will appear in your list ready for configuration


                                      Configure the progress block

                                      1. Set up (configure) the criteria for the Completion Progress block by opening the Configure Completion Progress block from the cog symbol on the block (editing must be enabled). 

                                      configure completion tracking block

                                      2. Review and adjust the block settings, including the order of blocks, the presentation and any symbols you wish to use. 

                                      completion block settings

                                      3. Open Show more... section for adding an alternative title and selecting the components you wish to display. By default, all activities with completion set will be added to the block. Change this to Selected activities and then select the activities from the list below. Hold the Ctrl key down to select multiple activities. 

                                      show more completing tracking

                                      4. Open the Where this block appears section. So that students have a consistent navigation, change the default region to column A, and the default weight to 4. Then open the On this page section and repeat these steps.

                                      completion block appearance

                                      5. Save your changes when you are finished.


                                      View students' progress

                                      1. To view the statistics of student's progress for activities/resources listed in the 'Completion Progress' block, click Overview of students on the block. 

                                      completion progress block overview

                                      2. Filter the list to all students or other roles using the Role drop-down filter. If groups are set up, the option to filter by a group is available.

                                      overview of students 

                                      3. Hover mouse over the 'Progress bar' colours to view details. 


                                      4. Alternatively, use the 'Progress' percentage column (if turned on) to view the overall progress of the activities/resources.

                                       

                                      CP overview


                                Progress - digital badges

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

                                The 'digital badges' feature in FLO is a game element that can be used in education to celebrate achievements and show progress in a topic.

                                In FLO, badges can be created by teachers and awarded to students. Badges integrate with completion tracking/activity completion settings, to customise trigger points that determine the automatic release of badges. Badges may also be awarded manually based on the combination of FLO activities within a topic and physical activities in the classroom, such as practical skills. All badges may be awarded by a combination of summative or formative tasks. Badges are privately visible in a user's FLO profile or imported into Badgr.com, which enables sharing through social media sites like Facebook and Google Plus. The following guide provides information on: 


                                Steps

                                How to use digital badges

                                Current research literature agrees that the digital badge is: a visual symbol of an accomplishment, skill or recognisable trait that deserves acknowledgement; contains metadata to explain the context of the award; can be shared digitally across social communities, and should be broadly identified as a digital badge. 

                                Examples of how digital badges can be used in higher education include: 

                                • an alternative to grades (micro-credentialing) (Clayton et al., 2014; Elliott et al., 2014); 
                                • to support the process of progressing through research degrees (Mewburn et al., 2014); 
                                • assessing individual students in collaboration assignments (Moccozet, 2013); 
                                • as an introduction to navigating a physical campus through a scavenger hunt exploration (Koutropoulos, 2012);
                                • to motivate students in an online course (Foli et al., 2016); 
                                • measuring clinical performance and GPA recognition (Hannas, 2016); and 
                                • as a record of achievement for future employers (Thomas, 2014). 

                                Sources: 

                                Clayton, J., Elliott, R., Iwata, J., 2014. Exploring the use of micro-credentialing and digital badges in learning environments to encourage motivation to learn and achieve. ASCILITE. 

                                Elliott, R., Clayton, J., Iwata, J., 2014. Exploring the use of micro-credentialing and digital badges in learning environments to encourage motivation to learn and achieve, in: Hegarty, B., McDonald, J., Loke, S.-K. (Eds.), Ascilite 2014. Ascilite, Dunedin, NZ., pp. 703-707. 

                                Foli, K.J., Karagory, P., Kirby, K., 2016. An exploratory study of undergraduate nursing students' perceptions of digital badges. Journal of Nursing Education 55, 640-644. Hannas, J., 2016. Demystifying digital badges. California State University Channel Islands, California.

                                Koutropoulos, A., 2012. Mobile Gamification for increasing motivation and engagement around the campus. International Journal of Instructional Technology and Distance Learning 9, 3-20. 

                                Mewburn, I., Freund, K., Rutherford, E., 2014. Badge trouble: piloting open badges at the Australian National University. Ascilite 

                                Moccozet, L., Tardy, C., Opprecht, W. & Leonard, M., 2013. Gamification-based assessment of group work, International Conference on Interactive Collaborative Learning, pp. 171-179. 

                                Thomas, A., 2014. Nursing faculty and students implement Passport badges to measure learning, achievement. Purdue University Information Technology Purdue University Information Technology



                                Getting started with digital badges

                                When designing topics for the inclusion of FLO digital badges, consider the following key points:

                                • How may digital badges be used in your topic? - What 'stages' do you want to create in a student's journey through your topic? Are there layers? Are the badges skill-based or knowledge-based?
                                • How will the visual appeal of the badge encourage users? - What visual element will you use for your creating badges? How will you create them? Visual appeal is an important component in using digital badges as a motivator.
                                • Which activities/resources are required to measure a student's completion of a module or topic or success at demonstrating a skill? Can these be automated or do they require manual measuring?
                                • Can digital badges be integrated with other motivation methods, such as progress bars? Research shows that a combination of methods will motivate a greater range of individuals.
                                • Organise with your eLearning support team to activate badges in your topic. Currently, digital badges do not roll from semester to semester. 
                                • How will you communicate with your students about the use of digital badges? It is important to communicate with your students about the role of the digital badges, as they are immediately visible as they must be earned.
                                • View the following video (7 mins)  on what are digital badges, how to set them up, and how to share them outside of FLO. 


                                Add digital badges into your FLO site

                                Creating badges

                                Once badges have been activated in your site and you have sourced/created your badge images (100x100), you are ready to create your badges in FLO. 

                                1. Click the hamburger button  on the top menu bar ->  select Badges ->  Add a new badge button.

                                Add%20a%20badges.jpg

                                badges_nav

                                add_a_new_badge

                                2. Enter the badge details, including name, description and the image you have created for the badge. Update the image author's details (your details) and if required, add a badge expiry date. Save your badge details by selecting Create badge.

                                Create%20badge.jpg           

                                3. Select your badge criteria: Manual issue by role, Topic completion, Activity completion or competencies.

                                Criteria%202.jpg           

                                           

                                4. Modify the existing message, avoiding altering the auto-filled text (in red below)

                                message.jpg           

                                5. Once the criteria has been set, Enable access to the badge. All badges can be created at any time but are not released to the students until this button has been clicked.

                                Once the badge has been enabled, no further editing can be undertaken.

                                activity%20completion%202.jpg



                                Manage badges: Badge availability

                                Once badges have been activated in your site and created (added) to FLO: 

                                1. Click the hamburger button on the top menu bar ->  select Badges. -> Manage badges .

                                manage badge

                                badges nav

                                digital badges sandpit

                                2. Here you'll see the complete list of digital badges added to the topic. Note that some badges may be available to users (they have been enabled) and some badges may not be available to users (they are yet to be enabled).  

                                manage availability           

                                3. Select the badge you wish to 'manage' by clicking on the badge name. This will load the badge details. On an available badge, the criteria will be locked. This may be disabled, however, the badges that have been earned prior to the disable will not be deleted. The badge will simply not be able to be earned by new students.

                                badge detail           

                                *Note, that once a badge has been issued to at least one user, it automatically becomes LOCKED. Locked badges can still be earned by users, but their criteria can no longer be changed. If you need to modify details or criteria of a locked badge, you can duplicate this badge and make all the required changes. 

                                4. To re-enable, that is, to make it visible and active for students to earn based on the pre-set criteria, select the   enable access button. Note that if this badge was previously enabled, the following warning will appear. 

                                enable warning           

                                Click Continue to re-active the badge. This will issue the badge to any student who has completed the criteria during the badges inactive stage. 



                                Manage badges: Deleting badges

                                Once badges have been awarded, the badge can be deleted using the FLO X icon or course badges in your site and created (added) to FLO: 

                                1. Click the hamburger button on the top menu bar -> select Badges. -> Manage badges.

                                manage badge

                                badges nav

                                manage badges

                                2. Here you'll see the complete list of digital badges added to the topic. Note that some badges may be available to users (they have been enabled) and some badges may not be available to users (they are yet to be enabled)

                                3. Regardless of availability, you are able to delete a created digital badge. 

                                Select the badge you wish to 'manage' by identity which row in the table (see below). Navigate to the Actions column and select the bin

                                delete option             

                                The two options for the deletion will be presented: 1. To delete and keep existing issued badge or 2. to delete and remove existing issued badges.

                                delete options             

                                Follow the prompts once you have made your selection.

                                Note that once you have deleted the badge from FLO, the badge may still exist if it was exported to an external backpack, but the awarded criteria will not be tracked



                                Progress - main entry

                                The act of monitoring progress can be supported by several tools in FLO: the digital badge, completion progress block, activity completion and restrict access functionality. 

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

                                The adoption of progress tools, either one or more of these available tools, should be used to help you and your students stay motivated and on track, and yet provide opportunities for targeted support. Consider the five-stage process below for each progress tool. 


                                1. Plan

                                Planning to use digital badges, completion progress block, activity completion tracking and restrict access should be considered to provide students with an interactive and visual method of motivating participation in your class, using the online (FLO) platform as a mechanism for charting progress.

                                Digital badges considerations
                                • How may digital badges will be used in your topic? What 'stages' do you want to create in a student's journey through your topic? Are there layers? Are the badges skill based or knowledge based?
                                • How will the visual appeal of the badge encourage users? What visual element will you use for your creating badges? How will you create them? Visual appeal is an important component in using digital badges as a motivator.
                                • Which activities/resources are required to measure a student's completion of a module or topic or success at demonstrating a skill? Can these be automated, or do they require manual measuring?
                                • Can digital badges be integrated with other motivation methods, such as progress bars? Research shows that a combination of methods will motivate a greater range of individuals.
                                • Organise with your eLearning support team to activate badges in your topic. Currently, digital badges do not roll from semester to semester. 
                                • How will you communicate with your students about the use of digital badges? It is important to communicate with your students about the role of the digital badges, as they are immediately visible and they must be earned.

                                Completion progress block uses
                                • Self-directed learning of a new topic or module or series of tasks.
                                • Enabling self-paced tracking in a topic and/or module.
                                • Providing students with guided requirements for learning activity(ies) and resources.
                                • Targeting preparation for assessment or class attendance.
                                Activity completion considerations

                                The activity completion can be used to track students' access and completion status of all activities or resources which have this feature enabled. 

                                • What activities/resources should you provide students the ability to track using this feature?
                                • Will students manually mark activities/resources as completed or will this be automated - or both?
                                • How often will you monitor the students' progress?
                                • What expected interventions will you use?
                                Restrict access considerations
                                • What do you need to restrict and why?
                                • Are you using groups, previous activities, or dates to restrict access?
                                • How will you communicate this to your students?


                                2. Build

                                Describe readiness to continue. [You have planned your topic. Now you are ready to set up.]

                                Digital badges

                                All entries available at 'Progress - Digital badges'

                                Completion progress block

                                All entries available at 'Progress - Completion progress block

                                Activity completion tracking

                                All entries available at 'Progress - Activity completion tracking (Set up and monitor)'

                                Restrict access



                                3. Test

                                • Using progress settings in your FLO site should be attempted at a level that does not impact student success. 
                                • Communicate with your students what progress tools are available and how they may be used to enhance their learning.


                                4. Administer

                                It is recommended that you use the progress tools (defined as digital badges, progress block and activity completion settings) for a student-focused purpose, whilst making use of the reporting feature for informing best learning and teaching practices.


                                5. Review

                                It is advisable that students or other teaching staff are consulted following the use of the feature(s) to ensure a review of their use is conducted at least once a year. 

                                Training and support

                                Troubleshooting

                                Training
                                No 'Progress' workshops currently available

                                Support
                                eLearning support teams

                                No reported problems with 'Progress' tools

                                Progress - restrict access

                                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 topic administration-related resources are provided below. 

                                 Online topic orientation


                                The restrict access feature allows you to restrict the availability of activities, resources or whole modules according to certain conditions.


                                Steps

                                1. With editing turned on, either:
                                  • Click on Add an activity or resource to add an item to your topic
                                  • Edit the settings of an existing item
                                  • Edit the settings of an existing module

                                2. Click on Restrict access to open the settings

                                3. Click on the Add restriction... button to open the restriction list
                                  restrict access

                                4. Select the type of restriction from the restriction list
                                  restriction

                                5. You can add multiple restrictions to the same activity or resource, by selecting the Add restriction button again


                                6. If you have multiple restrictions you can choose whether students have to meet either one or all of the restrictions you've listed.
                                  The all or any option is at the top of the 'restrict access' section
                                  If students need to meet some but not all of the restrictions (e.g. different cohorts need access from different dates), use the restriction set (see step 4) to join those restrictions together.

                                7. Students can see the existence of restricted items by default (they won't be able to access them by default, but will know that they exist). To only show a restricted item to those who have access to it, click on the eye icon so that there is a line running through it. Depending on how your restrictions are set up, the eye may appear in different (and multiple) places.

                                  If your restriction is based on private information (e.g. personal data or grades) you should always make it hidden.


                                8. Click either Save and return to topic or Save changes when finished.

                                  Restrictions you place on an activity or resource will display underneath the item.
                                  alert

                                  Restrictions you place on a module will display underneath the heading for the module.

                                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 - embedded quizzing

                                Embedded quizzing consists of questions / knowledge-check activities embedded within learning content, rather than as a standalone 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 engaging content-related resources are provided below. 

                                Design principles for creating engaging digital contentSourcing and creating digital content



                                Camtasia icon

                                Camtasia

                                Camtasia is video recording and editing software that features simple drag and drop editing and libraries of effects and interactions. With Camtasia, you can record, then edit your computer screen activity, audio, and webcam input. If you capture video footage on mobile devices or digital recorders, you can import and edit it. Camtasia is available to all staff and can be downloaded via the IDS Support Portal. Home use licences are available (request via Service One). Camtasia is available for both Mac and Windows.

                                • Training is available for making educational videos in Camtasia. Refer to the iEnrol for scheduled and upcoming sessions
                                • The first time you start Camtasia, the program will open a tutorial video. You can find this video again later under Help > Open Getting Started Project within Camtasia. This built-in video will give basic instructions on how to use Camtasia
                                Good for

                                • Adding quiz questions or knowledge checks into video content to create more engaging and interactive experiences when learning through video, and as opportunities for informal and self assessment. 
                                Useful features

                                • Built-in functionality, wizards to create and add questions
                                • Different question types, including multiple choice, fill in the blank, short answer and true/false 
                                • Feedback on correct and incorrect responses
                                • Can score quiz, can allow viewer to see score. Overall score can integrate into FLO Gradebook if published and added to FLO as a SCORM package
                                Limitations
                                • Cannot be hosted in Kaltura and maintain quiz functionality, therefore cannot use accessibility features (captions) and viewing analytics
                                Cautions 
                                • Must be exported as Web Page (for Smart Player) or SCORM (for Gradebook integration)
                                • SCORM activities are generally a poor experience on mobile devices and can be incompatible 
                                • Different process to publish in FLO compared to standard video
                                Tips
                                • Camtasia project files can be large. While working on your project save your files to the hard drive of the computer. Working with your project files on network storage will slow editing down and can also cause crashes. Once complete, store them on OneDrive or S: drive (your U: drive generally wont have enough space for these large files)
                                Help resources

                                 



                                PowerPoint icon

                                PowerPoint

                                Good for

                                • Embedding quiz questions or knowledge checks into content-heavy slideshows and presentations for a more engaging and interactive experience, and as opportunities for informal and self assessment
                                • When your students are going to download and use the PowerPoint to work through the content at their own pace – not effective in a lecture context
                                Useful features

                                • Create a quiz question on a slide by using individual objects ( eg text boxes) for each element of your question (question, answer options, feedback)
                                • Create interactivity by using animation effects with triggers
                                • Extensive drawing tools, shapes, lines, icons, Smart Art libraries
                                • Grids, guides, grouping, alignment and item layering
                                • Colour themes to help create consistent look and feel
                                Limitations

                                • Could be time consuming to build lots of questions
                                • No scoring of question(s)
                                Cautions

                                • Interaction for quizzes will only be available when viewing slideshow in Microsoft PowerPoint slideshow
                                • Must be provided as .pptx or .ppsx files. Users must download and open
                                • Mobile devices require Microsoft PowerPoint app
                                • If slides are printed, all items/layers (questions and answers) will print respecting layer order
                                • Question answers are readily available when viewing the file in PowerPoint editing mode
                                Help resources
                                • Trigger an animation effect
                                • Microsoft Office website has a large amount of training and help resources and there are many third party help resources, how-to guides, videos, tutorials that can be found by searching the web
                                  (Note the linked Microsoft page is for windows users. The Mac PowerPoint software is so similar that these windows resources are still useful to Mac users. Mac help resources are also available)

                                 





                                Lesson icon

                                FLO Lesson

                                The FLO Lesson is purpose built for branching scenarios. A lesson presents a series of pages to a student who is asked to make some sort of choice underneath the content area. The choice will send them to a specific page in the Lesson. The pages in the lesson can be either content pages with choices presented as buttons, or question pages where the next page will depend on the selected answer. Content and question pages can contain text and media.
                                Good for

                                • Mixing static content, choices and questions to determine the route the student takes through the material (eg decision or problem-solving scenarios)
                                Useful features

                                • Inbuilt functionality to add questions (or groups/clusters of questions) and branch based on answers
                                • Multiple question types
                                • Questions can be imported
                                • Questions (except essays) are auto marked
                                • Variety of setup options in multiple tries
                                • Integrates with Gradebook
                                • Reports and analytics available
                                Limitations

                                • Requires considerable planning
                                • Not as straightforward as some FLO tools
                                • Limited page layout and styling options
                                Tips

                                • Build all the content and question pages first, then define all the jumps and linking
                                • Map out all possible journeys through the content
                                • Test thoroughly
                                • Design your lesson pages to help your students know where they are in the lesson
                                Help resources





                                Quiz icon

                                FLO Quiz

                                Good for

                                • Formal assessment that counts towards topic grade
                                • Knowledge checks for informal ongoing assessment and self assessment
                                • Relatively short chunks of content delivery with accompanying questions, as this tool is designed more for standalone quizzing and assessment than as a content delivery mechanism
                                Useful features

                                • Embed content delivery within a quiz using description question types to create a linear lesson
                                • Variety of quiz delivery options such as fixed navigation, multiple tries with hints and penalties
                                • Extensive feedback options on questions and quiz overall provide opportunity to reinforce learning
                                Limitations

                                • FLO quiz is a standalone activity and cannot be embedded into other FLO activities
                                Cautions

                                • Be careful with organisation if using random random questions
                                Tips

                                • Provide differentiated overall feedback for quiz based on quiz score ranges
                                Help resources





                                FLO tools: Book Page

                                FLO Book and Page cannot create embedded question or knowledge checks but could be used to deliver/publish content developed in other tools.

                                Good for

                                • Organising content (chunking of related content)
                                • Page: embedded video takes up less space in the FLO homepage
                                  Useful features

                                  • Interactive content could be embedded where there is an HTML editor
                                  Limitations

                                  • Cannot be integrated with Gradebook
                                  Cautions

                                  Help resources





                                  Digital Content Producer icon

                                  Digital Content Producer

                                  The Digital Content Producer is a highly talented member of the Online Learning Team in the Centre for Innovation in Learning and Teaching, who has an extensive skillset with multimedia and digital content, and can work with you on the development of complex digital learning resources.
                                  If your needs are not met by the existing tools or the resource you are looking to create is complex in some way, please speak with the Learning Designer in your college about your needs as there is some capacity for digital content production for learning and teaching.

                                  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

                                  Quiz - add a category to the question bank

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

                                  quiz iconThis entry relates to the Quiz activity.

                                  • All questions are stored within the question bank
                                  • Categories are created in the question bank and are used to organise questions
                                  • Sorting questions into categories is especially important when random questions are used or a topic contains many quizzes 
                                  • When a quiz delivers random questions, those questions must be stored in a dedicated category (or sub-category)

                                  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 using questions from previous quizzes. 

                                  Categories can be created within an existing category (ie a sub-category). 


                                  Steps

                                  1. Go to Topic Management > Question > Category
                                    In the question block, select categories
                                  2. Scroll down the screen (categories may already be listed, that you can edit) you will see the option Add category

                                  3. Choose a Parent category from the pull-down list (defaulted to your topic name) – you are most likely to leave it at your topic name, but you could also add a sub-category within an already created category
                                    Add Category
                                  4. Give the category a Name

                                  5. Add Category info (optional)
                                  6. In the question block, select categories
                                  7. Click ID number (optional) 
                                  8. Click Add category button

                                  9. The new category should be listed under the relevant Parent category
                                    Question categories

                                  10. Once created, you can also Edit categories (rename, add/change category info), delete, re-order and indent (make into a subcategory).

                                  Quiz - add questions (including random questions) to a quiz (edit quiz)

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

                                  quiz iconThis entry relates to the Quiz activity.

                                  If you want to add questions from a text file rather than creating them in the question bank (this can save time), see Import questions (multiple choice in a text file). Contact your eLearning support team if you need assistance with this process.


                                  Steps

                                  1. Add questions (and shuffle if you want) (Build step)
                                  2. Add random questions to a quiz (if required) (Build step)
                                  3. Add a module heading (if required) (Build step)

                                  1. Add questions
                                  1. Click on the quiz you have created

                                  2. If no questions have been added to the quiz yet, you will see image on the left, and clicking the Edit quiz button will take you to the edit quiz page. If your quiz already has questions, the screen will have a preview quiz button instead (the image on the right).

                                    A quiz without any questions added
                                    A quiz with questions added

                                  3. To access the edit quiz page for a quiz that already has questions, click on the cog in the top right corner and select Edit quiz          


                                  4. Click the Add link. You can also tick the Shuffle box so that the order of questions you add to the quiz is randomised at each attempt
                                    click Add
                                  5. Click the from question bank option. (You can also select a random question – see below)    
                                    click from Question bank
                                  6. Select a category when the questions are located, or search for tags that your questions have been tagged with.

                                    Choose a category or search for tags

                                  7. Click the box next to the questions, click Add selected questions to the quiz.  
                                    add question to quiz

                                  2. Add random questions to a quiz (if required)

                                  You may want to add random questions to the quiz so that students don't get all the same questions at the same time. To do this you need extra questions in your question bank (eg if you have 20 questions in the quiz, you will ideally need an extra 10).

                                  1. Follow steps 1-3 above. At step 4, choose + a random question

                                  2. Select a category when the questions are located, or search for tags that your questions have been tagged with.

                                    Choose a category or search for tags

                                  3. Select the number of questions you wish to add and click Add random question


                                  3. Add a module heading (if required)

                                  If you have several questions (eg > 10) and it would make sense to group them, you can add a module heading. With a quiz of 20 or more questions using free navigation, headings may be particularly helpful to the user.  Another use for modules could be to shuffle questions within sections rather than shuffling all questions throughout the quiz.

                                  1. To add a heading above the first question, click the pencil above the question, type the heading title, then press Enter
                                  2. add a module heading (first one)

                                  3. If you want to add a module heading to later questions, click on the Add pull-down menu and select 'a new module heading'. It will be created above the question you clicked next to
                                    Add a module heading (to other questions)

                                  4. To rename the module heading click on the pencil icon to create a heading.
                                    new heading for module

                                    Headings added using step 2 can be deleted by clicking on the trash icon.

                                  Quiz - change quiz settings for a group or user (override/extension)

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

                                  quiz iconThis entry relates to the Quiz activity.

                                  In a quiz, you can change the dates, timing and the number of allowed attempts for groups or users. If you want to create a Group override, groups will need to be set up in your topic. This is likely to be an administrative step, once the quiz is running. You can also create an extension for a student using the Assignment extension tool.


                                  Create a group or user override

                                  A group or user override allows you to change some quiz settings for a student or group of students. The settings that can be changed affect the timing and duration of when students can do a quiz, and are generally used when a student is given extra time to do the quiz.

                                  1. Click on the quiz

                                  2. Click on the cog in the top-right corner of the page

                                  3. Select Group overrides or User overrides
                                    quiz administration block

                                  4. Click Add group override or Add user override 

                                  5. In the next screen, choose an override group or user/s (you can search for a user or scroll through a list) (required field)
                                    override group

                                  6. Decide whether the group or user will require password, what dates the quiz will open and close on for this group or user/s, the time limit and attempts allowed. You only have to enter settings that are changing, not settings that are staying the same.
                                    input password, close and poen dates, time limit and attempts allowed
                                    Timeline block: User overrides show to students in the Timeline block, marked as 'override'. Group overrides will not show to students in the timeline block.

                                  7. Click Save (or Save and enter another override)
                                    save icon, save and enter another override icon, cancel icon

                                    The quiz summary page indicates when user/group overrides have been applied.
                                    Text showing there is one group override and one user override.
                                    Tutors do not have permission to add or edit overrides but can view the details of overrides given by others.


                                  Create an extension using the Assignment extension tool

                                  Although set up specifically for assignment extensions (hence you can choose the assignment from a drop-down menu), you can manually add other activities (such as a quiz) to the list of 'assignments', thus providing students and staff with a consistent extension application process for all assessable items in the site. 

                                  1. Click on the Assignment extension tool assignment extension tool

                                  2. Add a manual item (the quiz)

                                  3. Follow the instructions for Assignment - grant extensions for assignments (Assignment extension tool)

                                  After approving the request you will need to make the applicable changes to FLO – that is, the date change is not automatic. For a quiz, apply a user override.