Wednesday, 25 May 2022, 10:50 AM
Site: Flinders Learning Online
Topic: FLO Staff Support (FLO_Staff_Support)
Glossary: How-to glossary

Attendance - troubleshooting

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


I've marked attendance incorrectly for the wrong session

Once attendance has been marked, unfortunately it is not possible to undo it. You could either:

Subtopic - Library World

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

subtopic iconThis entry relates to the Subtopic activity.

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

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

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

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

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

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

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

Where can I get help? 

Attendance - student self-recording

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

Attendance icon This entry relates to the Attendance activity.

Once you have created an Attendance activity, you can create a session(s) where students record their attendance (self-record). You can check their attendance after the session and adjust it if you need to.

Set up grade acronym, description, points and options specific to student self-recording attendance

By default, the status descriptions are Present, Excused, Late, Absent and the allocated points are 2, 1, 1, 0 respectively. 

  1. Click the Status set tab 
    Status set tab
  2. To update an existing text/value, select the text box and enter a new text/value

  3. To set up a new status, fill in the line starting with an * and click the Add button

  4. Two options are specific to student self-recording of attendance:
    • Available for students (minutes) – Enter the number of minutes after the session starts that this status is available. If empty, this status will always be available, If set to 0 it will always be hidden to students. Refer to the screenshot below for an example of how to restrict the first 10 minutes of the session for students to mark their attendance as Present 
      Setting available for students (minutes)

    • Automatically set when not marked – In a session's setting, if automatic marking has been set to 'Set unmarked at end of session', the selected status takes effect if a student has not marked their own attendance. Refer to screenshot below for an example where students are marked as Absent if they have not marked their own attendance.
      Setting for automatically set when not marked

  5. Click Update 

Add session(s)

  1. Click the Add session tab 
    Add session tab

  2. There are two types of sessions: All students and Group of students. Ability to add different types depends on activity group mode (refer to step 6 under Create an attendance activity)
    • In group mode "No groups" you can add only All students sessions.
    • In group mode "Visible groups" you can add All students and Group of students sessions.
    • In group mode "Separate groups" you can add only Group of students sessions. 
    • * If you want to link the sessions to the Student Management groups (for example, Tutorial or Practical), add your sessions using Group of students. This will also keep the list of students within the groups updated via the integration.

      Click and hold the Ctrl key to select multiple groups.

    • Fill in details about the session you wish to record attendance for
    Add session details

    Create repeating sessions

    If you wish to create a repeating series of sessions (eg weekly tutorials), open the Multiple sessions tab, and tick 'Repeat the session above as follows'. Select the day the specific session repeats on (if a tutorial session this will most likely be one day per week), frequency (Repeat every) and session end date (Repeat until)
    Multiple sessions

    Student self-recording options

    1. To allow students to record their attendance, go to the Student recording section

    2. Tick Allow students to record own attendance

    3. Under Automatic marking, choose one of the following options
      • Disabled – Students will need to access the Attendance activity and mark themselves as Present
      • Yes – Students will be automatically marked depending on their first access to the topic
      • Set unmarked at end of session – Any students who have not marked their attendance will be set to the unmarked status selected. (Note: For this option, the unmarked status needs to be set first before you can add the session(s))  

    4. Under Student password, you can enter a custom password or tick Random password for the system to automatically create a random password. There is also the option Include QR code which displays a QR code containing a URL that students can scan with a mobile device to take them directly to the page where they record their attendance (see instructions below – this happens just before or during class time)

    5. Click Show more... to see more options

    6. Under Require network address, you can restrict attendance recording to particular subnets by specifying a comma-separated list of partial or full IP addresses. Untick this option if it is not relevant

    7. Under Prevent students sharing IP address, select Yes to prevent students from using the same device to take attendance for other students

    8. Click Add

    9. Add session(s) for other groups of students if required   

    Managing attendance

    Sessions with QR code enabled and password protected 

    For sessions where Automatic marking has been set to either Disabled or Set unmarked at end of session, the Include QR code option is ticked, and a password has been entered manually or randomly generated, you can display a QR code containing a URL that students can scan with a mobile device. 

    To display the QR code:

    1. Select the Sessions tab
      Sessions tab

    2. The list displays sessions in the current week by default. To see all sessions, click the All button
      See all sessions

    3. Click the key icon next to the session
      View password icon

    4. Click Show QR code
      Show QR code

    QR code

    Note: The QR code is unique and specific for each session. When students scan the QR code with their mobile device, it takes them directly to the page where they record their attendance, and fills in the password for them too. They only need to select the status 'Present' and record their attendance. 

    To view attendance:

    1. Click the green icon next to the session
      View attendance list

    2. In this case, the remarks contain the text 'Self-recorded'. You can change a student's attendance status at this point if required
      Remarks showing self recorded attendance

    QR code scanner for mobile devices 

    • iOS - iPhone and iPad devices running iOS 11 or newer has QR code recognition built into the camera app. More information at Scan a QR code with your iPhone, iPad, or iPod touch. For older versions of iOS, search the app store using keywords such as 'QR code' to find free QR code scanners.
    • Android - The Google Lens app supports scanning of QR codes. Download it from the Google Play store.

    Sessions with automatic marking
    For sessions where Automatic marking has been set to Yes, students will be automatically marked depending on their first access to the topic. To view attendance:

    1. Select the Sessions tab
      Sessions tab

    2. The list displays sessions in the current week by default. To see all sessions, click the All button
      See all sessions

    3. Click the green icon next to the session to view the attendance
      View attendance

    4. In this case, the remarks contain the text 'system auto recorded'. You can change a student's attendance status at this point if required
      View attendance list for sessions set up for automatic marking

    Tool options - resources

    FLO ecosystem  |  Tool options (specific purposes)  ||   Support  

    These tools are available in FLO. For external tool options, contact your local eLearning support team.

    What do you want to do? Tool options

    Add a single file

    file iconFile

    Drag and drop files such as PDFs and Word docs into your topic homepage, if editing is turned on

    Add multiple files

    folder iconFolder

    Store related files in a folder (eg Assessment resources) which can be downloaded in its entirety or by individual file

    Add readings

    readings iconReadings (Leganto)

    Assemble materials of all types - physical books, ebooks, online or digitised book chapters, scholarly articles, videos, newspaper articles, websites, and more - in a structured, comprehensive resource list

    Group information together into one item

    page iconPage
    Keep content in one place without taking up space in the topic site. A page is good for chunks of text and could also contain links/embedded videos etc

    Group information together into sections

    book iconBook
    Store related content, using chapters/sub chapters, to save space in the topic site. The Book module makes it easy to create multi-page resources with a book-like format

    Add a heading/text on a topic's homepage

    label iconLabel
    You can move or delete labels, so they allow for flexibility and working with chunks of text

    Add a video without taking up space

    page icon Page
    Embed or link to videos in a page so they are all in one place 

    Link to an external resource/website readings iconReadings (Leganto)

    Assemble materials of all types - physical books, ebooks, online or digitised book chapters, scholarly articles, videos, newspaper articles, websites, and more - in a structured, comprehensive resource list

    URL iconURL
    Link out of your topic, opening the link in a new window, so users can return to the topic easily

    eAssessment - recommendations from ACODE

    At the ACODE (Australasian Council for Open and Distance Education) business meeting on Friday 13 March 2020, discussion focused on e-exams and alternate assessments. Members have distilled and articulated some key points from the discussions. The following are a first draft of some recommendations for institutions for consideration for any teaching that is moving online.

    • Run alternate assessment meeting the same learning outcomes, of smaller multiple stakes assessments, to meet the same ends. For example, where they might be a 60% exam these could become 3 assessments of 20% each run over successive weeks.

    • Randomise and tightly time questions in the LMS quiz tool (in FLO), limiting the opportunity for students to refer to other students or to resources. One would need to be realistic in the timings and warn students beforehand.

    • The use of proctoring tools is problematic at scale for both the service itself and for the University. We recommend caution. As many universities will be moving to this option over the next few weeks, it would be unlikely that proctoring solutions will be able to meet demand globally.

    • Alternate assessments for work integrated learning (WIL) could consider freely available simulation labs that can be downloaded and run from their own sites or through the LMS (FLO). Asking students to reflect on the activities in these simulations could provide an adequate approach in the short term.

    • Another approach to this could be to ask students to reflect on the situation they (we) now find themselves in, that is, having to work remotely. For example, if a student was to do a work placement in an accountancy firm, they could reflect on how they might, as an accountant, have to work remotely and provide potential solutions to this scenario.

    • All students have mobile devices, where they may not all have laptops with cameras in them. A possible solution to this is to use the audio capability of their mobile devices, in relation to assessment. For example, students could be asked to respond to long-form answers via an audio or video recording that could then be submitted through the institution's LMS (FLO).

    • With many professional bodies relaxing their strict requirements for proctored exams, take-home or open-book exams could be considered. If this is the case, it would be suggested that instead of providing just one scenario, multiple scenarios could be deployed.

    • Where nothing can transfer, then we need to consider the possible deferment of assessment; however, this should only be necessary in a minority of cases. This will most likely be planned, invigilated paper-based exams where alternatives are unrealistic.

    • Practical assessments or practicums could be bundled into a supplementary unit which can be offered in the following semester.

    • Instead of in-person exams, or employing expensive proctoring software solutions you could use the quiz tool in the LMS (FLO) in conjunction with Collaborate, so tutors/teachers can at least watch the faces of students undertaking these quizzes. Realistically, this could be done with classes of up to 16, or if multiple staff were watching, up to 30 at one time. Please be aware that not all students will have webcams, so this will need to be considered.

    • ACODE will establish, over the next week, discipline-focused CoPs for more nuanced discussion that will provide more discipline-based examples of alternate assessment practice.

    • Ideally where changes to assessment like the above are proposed to be used, it would be suggested to gain some institutional agreement across the faculties or academic groups.

    Styles and layout - optimise files

    Having large files (Microsoft PowerPoint, PDFs) in FLO may increase the time it takes the homepage to load and also the time it takes to download the files, depending on the internet speed.

    Here are a few steps you can take to reduce a file’s size.

    You can also download Word and PowerPoint Flinders University templates for use by staff here.These are already optimised and are ready for use.

    Remove unused background layouts in PowerPoint files

    Check if your PowerPoint file has unused background layouts

    1. From the Home tab, click on Layout

    2. Scroll to see all background layouts available in files
      Home tab - Layout

    Open slide master to remove layouts

    1. Select View tab

    2. Select Slide Master
      View Slide Master
    3. In the left panel, select and delete all background layouts not needed in presentation (for multiple slides, press and hold the Ctrl key)

    4. Close Master
      Select and delete background layouts

    Check successful removal

    1. Check available Layouts
      Check available layouts

    Video - filming with a mobile phone

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

    Tips for recording on mobile

    • Put phone on silent and flight mode to save battery and avoid unnecessary interruptions
    • Make sure phone is fully charged
    • Check storage on the phone (clean up unnecessary or unwanted files, photos, videos)
    • Check the settings for video resolution (see below)
    • Clean the lens
    • If recording in a shared space, put up a sign ‘recording in progress’
    • If recording inside, open blinds to improve light
    • Avoid areas with high contrast, e.g. too dark or too light
    • Don’t cover the microphone with your finger
    • Record in landscape orientation
    • Use both hands for stability, or prop up, use a stand or tripod for a static shot
    • Don’t use digital zoom – use your feet
    • Use fluid movements to avoid ‘jiggling’
    • Move slowly if panning

    Video resolution

    Newer phones can record in ultra high definition or 4K. This will result in very large files. You can check and, if necessary, change the resolution settings for video recording via the camera settings on your device. The options available will depend on the make and model of your device. Look for a setting no more than HD which will be listed as 1080 or 1280. You must change the settings before you record, otherwise you may need to use additional software to compress your video to create a smaller file for uploading.

    Tip: The location of these settings vary depending the model of your phone. To find your phones video resolution settings try googling the model of your phone plus the phrase "change video resolution", e.g. "Galaxy 7 change video resolution"

    Quick tour (video)

    Recording outside and different presentation styles

    Simple tips for creating a quality video (video)

    Assignment - quickly grade assignments (online)

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

    assignment iconThis entry relates to the Assignment activity.

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


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

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

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

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

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

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

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

    Assignment - mark group assignments (offline/online)

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

    assignment iconThis entry relates to the Assignment activity.

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

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

    Mark group assignments offline

    Method 1  (recommended)

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

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

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

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

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

    7. Insert the grade in the box provided
      Insert grade

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

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

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

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

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

    Mark group assignments online

    1. Click on the Assignment activity

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

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

    4. Annotate the assignment submission

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

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

    FLO interface - WebPET (Web Presence in Every Topic)

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

    This entry relates to the FLO interface.

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

    What is 'WebPET'?

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

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

    And in addition:

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

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

    What does it look like?

    As a minimum, each FLO site has:

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

    Expectations of staff

    All staff are required to:

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

    What you can expect from the University

    The University will:

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

    Assignment - create an online text assignment

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

    assignment dropbox iconThis entry relates to the Assignment activity.

    Online text assignments allow students to type their assignment directly into a text box in FLO. Online text assignments are good for assignments with small word counts or for short-answer responses. It should be noted that the text entered by students is stored in FLO and cannot be downloaded.

    Create an online text assignment

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

    Submission types settings

    Untick File submissions (the default setting) and tick Online text:

    enable online text

    Note: If you want to provide students with a choice, or if the assignment requires both types of submissions, you can tick both File submissions and Online text. Students can then upload a file(s) and/or type directly into the online text box.

    With the Online text option, you can set a Word limit (tick to enable) – a warning will display to students if they exceed the set word limit at the time of submission:

    enable word limit

    Feedback types settings

    Set Comment inline to Yes to annotate the text the student has submitted. This will copy the submitted text into the Feedback comments box, where you can use different font, colours etc to show your mark up.

    comment inline setting

    FLO interface - Baseline

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

    This entry relates to the FLO interface.

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

    What is the FLO topic baseline?

    The FLO topic baseline is a recommended baseline of information and resources within a Flinders Learning Online (FLO) site.

    The FLO topic baseline aims to clarify the expectations of what students can find as a minimum in a FLO topic site at Flinders University. These guidelines will be regularly reviewed to adapt to changing needs and requirements. The recommendations complement Flinders University Learning and Teaching Principles with links to resources that provide information about how to implement each guideline.

    Topic administration - suspended / not current status on the Participants screen

    1. Build   |   2. Settings   |  3. Editing   | 4. User management   |  5. Reports   ||  Support  

    What is Suspended or Not current status?

    The Participants screen shows all students and teaching staff associated with the topic. If you see a user whose status is Suspended or Not current, this means the user is no longer able to access the topic.

    Reasons for Suspended status:

    • a student withdrew
    • a staff member was removed from the teaching team
    • their access has expired
    • they have a sanction on their account

    Reasons for Not current status:

    • their access hasn't started
    • their access has expired 

    How to get a list of active students
    1. Open the Participants screen via the Participants link in the Navigation menu (left of your screen)
      Participants link in navigation menu

      Or open the Topic management window and click Participants in User Links section
      Topic management window cog
      Participants link

    2. A list of participants will show

    3. In the filter at the top of the screen, select Status from the drop-down menu, choose Active then click the Apply filters button
      Participants status active

    4. All active participants will show (students and staff)

    5. To only see active students, add a second filter by clicking the Add condition link, choose Role then Student, set the Match filter to All and click the Apply filters button
      Multiple search filters

      By default, the gradebook only shows active students, so you can also view the list of active students in the Grader report screen. See Gradebook – view students’ grades for more information.
      Active students in grader report

    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). 


    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 - import questions

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

    quiz iconThis entry relates to the Quiz activity.

    You can import quiz questions into the question bank from a text editor (eg Microsoft Word). The instructions below relate to multiple-choice questions (MCQs) in text format only (ie no images etc).

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


    In a text editor

    1. Create your MCQs in a text editor such as Word, using this template (Aiken format). Choose the format for your questions (Option 1 or Option 2) and follow the instructions

    2. Save your MCQ file as a .txt file and save in a UTF-8 format

    In your FLO topic

        3. Create a category in the question bank for your questions (if you don't already have one) – this is where your imported questions will be located

        4. From anywhere in the topic, go to the Topic management panel > Topic settings > Import

            If you are inside the quiz, you can also use the cog icon in the top-right corner of the page and select import

    Quiz import menu

    5. In the 'Import questions from a file' screen, select Aiken format for the File format (suitable for these question types/file type) 

    Aiken format 

    6. Under General, select the
    Import category. Leave the settings Match grades and Stop on error as the default settings ('Error if grade not listed' and 'Yes') 
    Import category 

    7. Under
    Import questions from file, either Choose a file... or drag and drop in the box, and click Import 
    Import questions 

    8. The next screen will show you the questions you have imported. Click
    Continue imported questions 

    9. The next screen will show you the question bank category you have put your imported questions into. Check that your questions are there (you can also move them to another category if you want) 

    Question bank category

    Learn how to add questions (including random questions to a quiz (edit quiz).

    Styles and layout - HTML editor

    This entry relates to styles and layout.

    The HTML editor (also known as the 'html toolbar' or 'text editor') allows you to format text, create links, and insert multimedia. It can be used when setting up your topic site to add instructional or narrative guidelines for students/users. The HTML editor is available to students when they add content to forums, blogs, glossaries, databases and wikis. Despite its name, you do not need to know HTML to use it.

    The default HTML editor is Atto: Atto HTML editor

    The HTML editor is used almost everywhere you can enter text. Most activities incorporate the HTML editor, commonly found in the Description field for an activity or resource. The functions of the HTML editor are particularly useful when adding content to pages, books, labels, forum posts and wikis (or wherever scaffolding is needed).  

    Expand the HTML editor

    By default, the HTML editor is minimised and not all functions are visible. Click the  Show more buttons icon  to view all functions. 

    Atto HTML editor

    You will then see the following options (note that these are updated from time to time).

    HTML editor expanded

    To enlarge the page content box in the HTML editor, click and drag from the bottom right corner.

    make screen bigger

    Editing features

    Listed below are the features of the HTML editor you are most likely to use. There are other features, and the features available may change over time. Click on the link/s to find out how to use the particular feature.

    Icon Purpose
    HTML features Text features – Heading levels, paragraph and pre-formatted styles
    HTML bullet list Bullet / numbered list
    html hyperlinks Hyperlink functions
    html media Media options (emojiimageaudio and video) and table
      HTML editor - some tools  Extra style options (font colourshorizontal rule, columnstext styles)
      html text editing  Equation editor, symbols (eg language/punctuation), clear formatting

    Using emojis 

    The HTML editor includes an Emoji picker.
    Emoji icon

    Click the Emoji picker icon in the HTML editor to view available emojis. You can scroll down through all available emojis, or use the category bar at the top of the emoji picker box to choose from a particular group of emojis. You can also use the Search bar underneath the picker box to find emojis
    Emoji picker

    Styles and layout - insert (and edit) a table

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

    Tables are useful for data. Avoid using a table for layout purposes. This is an accessibility issue and will confuse screen readers (for users with a sight disability). If you want to layout content in columns, use the Bootstrap Grid iconBootstrap Grid icon.

    Steps – insert and edit

    1. Click the Table icontable icondisplayed in the HTML editor

    2. Enter the number of rows and columns  To make your table easier to view (particularly useful for complex tables) you can Apply styles and choose the table's Appearance (borders, width etc). 
      table options

    3. Click Create table
    4. Type information into your table
      table example

    5. To edit the table, and for additional table and cell properties, put your cursor in the table and select the Table icon in the HTML editor. Choose an option from the drop-down menu
      edit table