Friday, 3 December 2021, 12:12 AM
Site: Flinders Learning Online
Topic: FLO Staff Support (FLO_Staff_Support)
Glossary: How-to glossary

Collaborate - testing guide

Collaborate is a live, collaborative space that provides the ability to chat, screen-share, share audio and video, poll students, collaborate using a virtual whiteboard or group participants into small 'break-out' spaces. Using the Collaborate activity in a topic ideally consists of the following 5 stages.

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

To help increase the stability of the system and increase performance, the following features are temporarily disabled by the vendor:

  • Timer (a countdown timer)
  • Chat typing indicator (a visual indicator that someone is typing. Chat is otherwise functional.)
  • The number of videos showing at any one time in some browsers has been reduced from 4 to 2

Collaborate icon

To ensure you don't disrupt your Collaborate teaching sessions with troubleshooting issues, it's advisable to run test sessions with students at key times. To do this you can either create a session and informally invite your students to visit during a scheduled time, or you can encourage your students to visit you using the 'Course Room'.



Orientation / troubleshooting session for your students

  • Orientation session
    This should be arranged for the beginning of the semester and is a great way for everyone to come together and test their equipment in an informal session. This is then stress free as there's time to fix any technical issues students may be experiencing.

  • Using Collaborate to bring online students or guest speakers into a physical classroom
    This can be arranged with the group of students who are coming in remotely. The eLearning team can also help you test the classroom to ensure everything works as expected.

  • Using Collaborate at home
    This may not necessarily have students involved in the test, but you can arrange a call either with a colleague or a member of the eLearning team to test if your equipment works before your session.

  • Regular Collaborate sessions
    If you're running regular sessions within your topic, we advise joining the room a little early and encouraging your students to do the same so there is time to sort out any issues that may arise before the session is scheduled to begin.

  • FLO student support
    The FLO Student Helpdesk is available to support students when they require assistance with Collaborate.



Course room (unlocked room)

By default, Collaborate provides a 'Course Room' which is always open for impromptu sessions. It is also a good place to test access to a room for future scheduled sessions.

The Course Room is open at all times and gives students the opportunity to meet with you or with each other at any time without the need to schedule sessions. It also enables users (you and your students) to check that they can enter the room and use some features, like video, audio and chat.

course room unlocked

If you'd like to schedule one (or more repeating sessions) with a start and an end date, you'll need to create sessions within the Collaborate interface.

Collaborate - session reports

Collaborate is a live, collaborative space that provides the ability to chat, screen-share, share audio and video, poll students, collaborate using a virtual whiteboard or group participants into small 'break-out' spaces. Using the Collaborate activity in a topic ideally consists of the following 5 stages.

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

To help increase the stability of the system and increase performance, the following features are temporarily disabled by the vendor:

  • Timer (a countdown timer)
  • Chat typing indicator (a visual indicator that someone is typing. Chat is otherwise functional.)
  • The number of videos showing at any one time in some browsers has been reduced from 4 to 2

Collaborate icon

After a Collaborate session, you can view and download an attendance report, and download the results of any polling undertaken. These reports will be available approximately 5 minutes after the last person has left the session.



How to view session reports

You can view reports of completed sessions on the Collaborate Sessions page. 

  1. Use the Filter by drop-down menu to help you locate the completed session
  2. When you've found the session you want to see a report on, select the Session Options menu
  3. Select View reports

sessions page




Session attendance report

The Session attendance report provides an overview of when attendees joined and left the session. It also gives you an idea of how long attendees were present in the session on average. 

See the steps above on how to view session reports and then click the View report link under Attendance.
view report


Now that you know when students joined and left the session, you can check in with them to see if they had any technical issues or need a quick review of what was presented and discussed.session report


Report particulars
Name The name of each unique attendee
Role Moderator = Teaching team member
Participant = Student
More on roles and permissions
Attendee Type

Integration indicates that an attendee entered the session via the Collaborate tool in FLO

Guest indicates that an attendee entered the session via a link provided to them (e.g. someone from outside your topic)
First join Date and time when the attendee first joined the session
Last leave Date and time when the attendee last left the session
Total time The total time the attendee was in the session
Joins

The number of times the attendee joined and/or reconnected to the session

If an attendee joined more than once, click the View join details iconView join details icon on the right for all join/leave details



Download poll results

If you've used the Polling feature in a Collaborate session, you can download the poll results. 

See the steps above on how to view session reports then click the download icon under Polls. 

Poll download

The report includes the poll question/s, how each attendee responded and the date/time of their response.


Collaborate - administration guide

Collaborate is a live, collaborative space that provides the ability to chat, screen-share, share audio and video, poll students, collaborate using a virtual whiteboard or group participants into small 'break-out' spaces. Using the Collaborate activity in a topic ideally consists of the following 5 stages.

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

Collaborate icon

When running your Collaborate sessions there are a range of functions available for you to use.

Disabled features

To help increase the stability of the system and increase performance, the following features are temporarily disabled by the vendor:

  • Timer (a countdown timer)
  • Chat typing indicator (a visual indicator that someone is typing. Chat is otherwise functional.)
  • The number of videos showing at any one time in some browsers has been reduced from 4 to 2



Use an introductory PowerPoint slide

An introductory PowerPoint slide for Collaborate can be placed as a starting slide to help students get started and troubleshoot common technical issues.



Record the session

Any Collaborate session can be recorded for playback at a later date. If enabled, participants and moderators are also able to download the recording (subject to the settings being changed) for offline viewing (or reuse in a subsequent year). Session recordings record all collaboration, sharing, chat messages, voice and video.

If showing a video/other material during the recording, you may want to stop it temporarily to avoid breaching copyright. If in doubt, check with the Library (Service One > Education > Copyright for my teaching material).

recordings

For instructions on how to record a session, access the Record Sessions support material.

Recordings are accessed through the Collaborate link within your FLO topic and are processed shortly after the recording session has finished. The processing time varies depending on the length of the recording, but it is typically under 30 minutes.

For more information on accessing or downloading a recording, access the recording support materials



Present content during a session

Methods of sharing content with your participants:

  • Share files - recommended for best overall experience for users on low bandwidth. Can share PowerPoint (each slide is optimised during upload), PDF files, images (gif, jpeg, png)
  • Share application - share your desktop or a software application
  • Share camera - share more than one camera at a time, e.g. a document camera or a camera pointed at an experiment.
  • Share audio and video - use Chrome browser to share audio and video streams and files.

Notes:

  1. Before sharing audio and video, it is important to consider both copyright implication and internet connection bandwidth. Copyright information can be found on Copyright for teachers page. If in doubt, check with the Library (Service One > Education > Copyright for my teaching material). Users with limited bandwidth can experience difficulty in sharing or viewing the content. For more information on how bandwidth affects content sharing , access the Network Connect support material.
  1. PowerPoint presentations can be shared in a collaborate session by either sharing a file or sharing an application. When sharing a file, your presentation is converted to a series of images and hence slides are "flattened" - animations are removed. Files are also pre-loaded, which generally provides a better experience for people with slower internet connections. Sharing a PowerPoint application will keep animations but will use more bandwidth. Animations in your PowerPoint can be simulated by a series of slides with increasing content for use with the share files method.



Manage recordings

  • Re-using Collaborate recordings in my topics

If you wish to reuse a recording from one topic availability to another, you'll need to download the recording and upload to your My Media and publish to your topic's Media Vault.
If the recording is not capturing any collaboration or participation, it may be worth considering desktop video recording tools such as the Kaltura desktop recorder or Camtasia.

  • How do I rename my recordings?

Open the Recording options and select Recording settings. The recording name always begins with the session name. Edits to the name change the text after the backslash (/) only.

Rename recordings

  • How do I download my recordings?

You must allow session recording downloads for each session. Open a session's Session Settings and check Allow download recording. Any recordings made in this session can be downloaded.  

If your once-off session has finished and you have forgotten to allow downloads, you can edit the session settings, change the end date to a few minutes into the future and tick the box that allows downloading. When the session expires, you will be able to download the recording. Please be aware however that students can access the session before the new end time.

If you have forgotten to allow downloads for your recurring session, there is no way to retroactively allow downloads (to prevent confidential discussions from being disseminated). You can make future sessions downloadable by deleting any upcoming sessions and creating a new set of recurring sessions with the download settings enabled.



Live captioning

The below actions need to be done for each individual Collaborate session.

Captions entered during the live session are included when the session is recorded. If your session had more than one caption track, only the first available one is captured.

Moderator actions
  1. Open the right panel and select Attendees.
  2. Click the 3 dots next to the Participant name who you are promoting to Captioner
  3. Select Make captioner
    Modorator attendance window
  4. The Captioner will need to accept the function to start. Once accepted a CC will be place in front of their name.
  5. No other action is required after this.
Closed captioner actions
  1. Login to FLO and navigate to the Topic Collaborate session
  2. Enter session
  3. Make yourself known to the Moderator and what your role is either via voice or chat window. 
  4. Request to be promoted to captioner.
  5. Accept captioner function
    Captioner accept window
  6. The caption window will open at the bottom of the screen.
  7. You can change your name in the caption window if you want. Click your name and type new name eg. Closed captions
    Captioner option window
  8. If you want to see the presenter talk and not the presentation, click the picture-in-picture button (bottom right) to swap your view.
  9. Begin to type captions. Text will auto wrap, or you can press Enter for new lines.
    This will become a scrolling window as more text is added.
Participant requiring captions
  1. When you enter the room an option to accept/decline captioning will be available. Click Yes.
    Participant colse caption accept screen
  2. Captions will automatically appear at the bottom of the screen. Any captions typed before activating captions will not be viewed but could be viewed later if the session is recorded.



Add captions or subtitles

Captions and subtitles make the session more accessible and allow for student diversity.

You can upload Video Text Tracks (VTT) caption and SubRip Subtitle (SRT) files to add or replace captions in recordings. From Recordings, find the recording you want, open the Recording options menu, and select Add caption source.

Adding captions or subtitles



Invite someone from outside your topic

Use the guest link to invite people from outside of the FLO topic into the Collaborate session.

guest link




Join a session via phone

Please note: You must allow users to join their session using a telephone before attendees can dial-in. This is setting is on by default, but can be disabled.

If you are having audio difficulties you can use your phone for audio.

If you are in the Collaborate room, open the session menu and select Use your phone for audio. You will be given a phone number plus a personal PIN. You can still stay in the session to see the presentations and use the chat, but your phone provides the audio. Note: the PIN is unique to you for that session only.

You can also call into a Collaborate session without joining the session. From your list of sessions, select the name of the session you want to call into. Select the Anonymous dial-in information from the menu. You will see a phone number to call and a PIN to enter to join the session.

For further instructions, visit Collaborate's official user guide

The box under 'anonymous dial in' lists the phone number to be called (first line) and the PIN that needs to be entered (second line)

When you use Anonymous dial-in, your phone is not paired with your account or session avatar. You appear in the session as an anonymous caller to other attendees.

Anonymous caller

Tips:

Time sessions

You can set a timer for everyone in the session or make it just visible to other moderators. Open the Collaborate panel, select Share Content and start the Timer.
Timing sessions



Accessibility and screen readers

Accessibility in Blackboard Collaborate covers a range of items to make the experience enjoyable for all.
Collaborate has full screen reader support of all key workflows and Blackboard recommends:
  • Firefox® and JAWS on a Windows®system
  • Safari®and VoiceOver on a Mac®

For the best Collaborate experience with your screen reader it is advisable to use one of the following browsers:

  • Windows 10 - Firefox with JAWS v17: Provisional
  • Windows 7 - Firefox with JAWS v17: Compatible
  • macOS:
    • Safari with VoiceOver: Certified
    • Firefox with ViceOver: Provisional

Support for a range of other functions is also included:

You will also find screen reader support for whiteboard activities and uploaded files, but as a presenter you should avoid 'share application' and use 'file share' instead. The use of file share is also helps to optimise performance for users on low bandwidth.

Collaborate also supports live closed captioning, if there is someone available to live caption and this is an option for you.

Collaborate - main entry

Collaborate is a live, collaborative space that provides the ability to chat, screen-share, share audio and video, poll students, collaborate using a virtual whiteboard or group participants into small 'breakout' spaces. It is also compatible with a growing number of classrooms. Using the Collaborate activity in a topic ideally consists of the following 5 stages.

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

Collaborate icon

This entry relates to the Collaborate tool.


Good practice guides and tip sheets

Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. Links to Collaborate-related resources are provided below. 

Using online teaching tools to optimise face-to-face timeCommunication, interaction and collaboration tools in FLO | Considerations associated with planning the creation of videos for teaching | Engaging students in a synchronous session | Communication, interaction and collaboration tools in FLO | Facilitating Student-Teacher interaction in FLO | Running hybrid classes

Disabled features

To help increase the stability of the system and increase performance, the following features are temporarily disabled by the vendor:

  • Timer (a countdown timer)
  • Chat typing indicator (a visual indicator that someone is typing. Chat is otherwise functional.)
  • The number of videos showing at any one time in some browsers has been reduced from 4 to 2

Collaborate is the official web conferencing tool for learning and teaching at Flinders University.

     


    1. Plan

    The following provides information on best practice and use cases for Collaborate, along with guidance on adding and creating Collaborate sessions within your FLO topic.

    In the Collaborate planning guide, explore the key topics associated with planning to use Collaborate, such as:

    You may also want to check out our guide to using Collaborate in hybrid classes.



    2. Build

    You have planned your use of the Collaborate virtual classroom. Now add the Collaborate shortcut to FLO (if it's not already there) and create your sessions.

    1. Add Collaborate to your FLO topic
    2. Create sessions for teaching
    3. Conduct a secure session with someone
    4. Allow students to record video inside Collaborate



    3. Test

    When using a tool like Collaborate for the first time, it is a good idea to give yourself and your students the opportunity to test they can enter the room. This will help reduce unnecessary technical issues before scheduling important sessions.



    4. Administer

    There are several key aspects associated with the management of sessions.

    An introductory PowerPoint slide for Collaborate (available here) can be placed as a starting slide to help students get started and troubleshoot common technical issues.


      5. Review

      It is important that you evaluate your use of Collaborate at the conclusion of each session. This will help you to improve your use of the tool and therefore enhance learning and teaching.

      If you wish to collaborate as a teaching team (ie with other staff) you could use Teams – an online video and audio-enabled meeting place that allows you to meet with anyone, anywhere, in real-time using a web browser on your computer or mobile device, including iPad, iPhone or Android.



        Training and support

        Troubleshooting

      Training

      Flinders offers both Face-to-Face training, online training and has a recording of our training for Collaborate:

      Support

      Disabled features

      To help increase the stability of the system and increase performance, the following features are temporarily disabled by the vendor:

      • Timer (a countdown timer)
      • Chat typing indicator (a visual indicator that someone is typing. Chat is otherwise functional.)
      • The number of videos showing at any one time in some browsers has been reduced from 4 to 2

      Styles and layout - main entry

      Styles and layout are an important part of the user experience, and support the usability and accessibility of multimedia products (eg websites). Look and feel enables user (eg student) engagement. FLO has various tools that facilitate structure and layout.

      Style tools  |  Layout tools  |  Resource types  || Support

      When you set up/layout your topic site, it is always a good idea to test how it looks using the Preview as a student function. 

      You may also find the Leganto for topic coordinators guide useful (especially 'Other useful functions') in terms of the student experience.

      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 styles and layout-related resources are provided below. 

      Accessible and inclusive learning | Accessibility and inclusivity in FLO


      Style tools

      The HTML editor is available in any activity and resource (Description field). The toolbar for the HTML editor has many functions (create heading styles, create text styles, add an image, embed a video etc).

      How to (using the HTML editor)
      Narrative

      The HTML editor helps you narrate in your topic


      Layout tools


      Resource types

      In FLO, you can Add an activity or resource to the topic site. Resources include the following, and contribute to the organisation/structure of the site. They can be a form of 'sensemaking' for a user (ie student) – providing 'containers' for content that make navigation easier.

      See Tool options - resources to determine what type is suitable for your needs.

      • Book (create a multi-page resource, with chapters and added navigation)
      • File (upload a PDF, Word file, image etc)
      • Folder (upload a collection of files, add a zip file)
      • H5P (create content such as interactive videos and presentations)
      • Label (display text on a topic's homepage)
      • Page (create a web page, or embed a video)
      • URL (link to an external website)


        Training and support

        Troubleshooting

      Training
      Support

      Currently, there are no known issues.

      Quiz - create a quiz essay question

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

      quiz iconThis entry relates to the Quiz activity.

      The essay question in quiz requires manual grading (marking).

      Want to see how this question type works?

      1. Self enrol in the Collections in FLO topic
      2. View question 7: Essay (Colour quiz)

      Steps

      1. Open the quiz and either:
        • Edit the quiz, click on an Add link on the right side of the page, and select + a new question.
        • Open the question bank and click on the Create a new question button

      2. Select Essay and click Add
            
      3. Give the question a name (this is seen by teachers only) and fill in the Question text. You will probably want to change the Default mark to a number higher than 1
        enter a category, question name, question text, and default mark

      4. Provide general question feedback
        general feedback

      5. If you want students to upload a file, select Allow attachments and choose a number from the drop-down menu (Note: if students are required to write a long essay as part of a quiz, we strongly recommend they write it in Word and either upload the file or copy and paste into the response box).

        You can also list specific file types (e.g. docx, pdf, etc.) if you want to restrict what types of files students can submit.
        select allow attachments and choose from the drop down menu

      6. Click Save changes

      Quiz - create a short answer question

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

      quiz iconThis entry relates to the Quiz activity.

      This question type can be tricky if there is more than a one-word answer (which may have spelling problems!), or variations on the answer. You can avoid this problem by:

      • using wildcards (*) – see information below Steps
      • putting in the question stem (Question text) a proviso such as 'Please separate words with a comma' (if a two-word answer) or other similar guidance
      • anticipating the variations and adding those to the answers with 100% as the correct grade for each variation

      It would be a good idea to test this question on several users before you try it with students in the real situation, especially if it is assessed.

      You can manually mark a short-answer question to avoid these problems.

      Want to see how this question type works?

      1. Self enrol in the Collections in FLO topic
      2. View question 4: Short answer (Colour quiz)

      Steps

      1. Open the quiz and either:
        • Edit the quiz, click on an Add link on the right side of the page, and select + a new question.
        • Open the question bank and click on the Create a new question button

      2. Select Short answer and click Add   

      3. Give the question a Category

      4. Give the question a Category Name (required field)

      5. Enter question text (required field)

      6. Decide on the default mark for the question (required field)
        adding a question - category, question name, question text, default mark

      7. Fill in General feedback (students will see this once they have answered the question)
        general feedback

      8. Select the correct answer and grade
        example answer and grade

      9. Provide feedback for the answer (whether right or wrong)
        feedback

      10. Click Save changes


      Using wildcards

      You can use the asterisk character (*) as a wildcard to match any series of characters. For example, use:

      ran*ing
       to match any word or phrase starting with ran and ending with ing

      If you really do want to match an asterisk then use a backslash like this: 

      \*
       If you want one question with the two answers fuel and oxygen, you ought to be able to limit the number of variants by writing:
      fuel*oxygen
      This would accept "fuel oxygen", "fuel, oxygen", "fuel; oxygen", "fuel and oxygen", "fuel & oxygen" "fuel oxygen", "fuel und oxygen" "fuel&&oxygen". It would even accept "fuel or oxygen", "fuel but not oxygen" "fuel|oxygen" .
      Example

      Here are some answers and scores for a question "What does a rocket burn?"

      1. oxygen*fuel
         with a score 100% 
      2. *fuel*
         with a score 50%
      3. *oxygen*
         with a score 50%
      4. *air*
         with a score 40% 
      5. * 
         with a score of 0%

      The order of the answers is important. The answers are evaluated from 1st to last. When a match is found the process stops. If no match is found, the question is scored wrong and the general response is used. It is a good practice to put a wildcard as the last answer so the evaluation process knows what to do when nothing above it matches.

      If any answer is the right answer (eg a non-graded open-ended quiz), you could have as the only answer * (worth 100%). This means all answers are acceptable. Make the question worth 0, and if you make the quiz non-graded (i.e. worth 0) it will not appear in the Gradebook. 

      Quiz - create an embedded answers (Cloze) question

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

      quiz iconThis entry relates to the Quiz activity.

      Want to see how this question type works?

      1. Self enrol in the Collections in FLO topic
      2. View question 8: Embedded answers (Cloze) (Colour quiz)

      Steps

      To set up this question type, you need to generate cloze text. This means that where an answer is required, you will need to generate bracketed instructions so the answer can be marked automatically, and feedback generated. For example:

      {1:SHORTANSWER:%0%tertiary#Sorry, that's incorrect~%100%primary#That's correct!~%0%secondary#Not quite, read the question carefully}

      This can be a complex process if you are not familiar with it, and it is easy to make a mistake. You could try the Moodle Cloze editor (external resource) which can generate cloze from your text. Once generated, you can copy and paste it into the Question text area in this question.

      1. Open the quiz and either:
        1. Edit the quiz, click on an Add link on the right side of the page, and select + a new question.
        2. Open the question bank and click on the Create a new question button

      2. Select Embedded answers (Cloze) and click Add   

      3. Give the question a Category and Question name (required field)
        enter category and question name

      4. Enter question text (this will include Cloze text – see note above) (required field)
        enter question text

      5. Fill in General feedback (students will see this once they have answered the question)
        general feedback

      6. Give a penalty and hint for each incorrect try
        Penalty and hints

      7. Click Save changes

      Assignment - manage student assignments (for marking)

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

      assignment iconThis entry relates to the Assignment activity.



      Manage the list of student assignments

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


      Apply filters

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

      1. By group

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

      grouping box

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

      2. By status

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

      filter options

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


      Customise options 

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

      grading options box

      The settings under Options are as follows:

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


      Manage large numbers of student assignments

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

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

      group drop-down box




      Use the assignment marking workflow

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

      Read more about using marking workflow.


      Assignment – marking workflow and marking allocation

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

      assignment iconThis entry relates to the Assignment activity.

      The marking workflow can be used by:

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

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

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



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

      Enabling marking workflow and marking allocation

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

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

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


      3. Click Save and display

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

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



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



      Using marking allocation

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

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

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

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


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

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


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


        • Tick (or untick) students as needed


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

      3. Select Set allocated marker and click Go

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

      5. Click Save changes.

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


      Using marking workflow when grading assignments

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

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

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


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


      3. Click Save all quick grading changes

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

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


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


        3. Tick (or untick) students as needed


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

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

      Quiz - purpose and settings

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

      quiz iconThis entry relates to the Quiz activity.

      These quiz setting guides focus on ways you might want to use the Quiz activity. Where relevant, they link to related quiz entries for further details.

      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

       


      Self/skills assessment quiz (non-graded)

      Where there is no right or wrong answer 

      The quiz is not assessed. You and your students could use it as a learning tool to assess their knowledge and/or skills, or identify gaps. Students could also 'self-assess' and/or determine their self-efficacy or self-confidence. Feedback on their question answers could personalise support through linking to resources University-wide or providing resources specific to the topic. View the quiz example set up for this purpose.

      Quiz settings 

      Actions menu > Edit settings

      • Grade to pass: 0.00
      • Attempts allowed: Unlimited/1 (depending on purpose)
      • How questions behave: Deferred feedback
      • Review options: The attempt 

      Edit quiz 

      Actions menu > Edit quiz

      Change the maximum grade in the quiz itself to 0 (default is 10). The quiz will function as normal, but the quiz will not appear as a grade item in gradebook.

      • Maximum grade: 0.00 (‘Editing quiz’ screen)

      Question settings

      • Each choice option (MCQ) worth 100%
      • Question is worth 0 (default mark)
      Gradebook

      Topic Management > Topic Settings > Gradebook setup

      Check the gradebook. To make a quiz item worth 0 in the gradebook, change the weighted mean of grades to 0 for that item (Gradebook setup > Setup > Weights), if required.

       


      Practice quiz (non-graded)

      Where there are right and wrong answers 

      The purpose of the quiz is other than to grade. You might use it as a learning tool to give students a way to test their knowledge as the weeks progress. Providing feedback that they can action or understand at a deeper level will be helpful. It is also a teaching tool to see how students are going, whether there is a gap in understanding for one/many, whether a deeper level of engagement is required (e.g. more resources, more class time).

      Quiz settings

      Actions menu > Edit settings

      • Grade to pass: X.00 (choose any number between 0 and 10) – if using activity completion and/or restrict access, otherwise leave blank
      • Attempts allowed: Unlimited/1... (depending on purpose)
      • How questions behave: Deferred feedback; interactive with multiple tries...
      • Review options: The attempt; Whether correct, Specific feedback, General feedback, Overall feedback (suggestions only) 

      Edit quiz

      Actions menu > Edit quiz

      Maximum grade: Change the maximum grade for the quiz to the total of all questions (e.g. for 4 questions worth 1, 2, 2 and 4 the maximum grade would be 9). FLO will calculate a final grade according to the weighting for the quiz in the gradebook. Both student and teacher will be able to see what they got for the quiz (x out of x).

      Question settings

      • Question is worth 1 (default mark) or whatever you think it is worth
      • MCQ: With 1 correct answer (one answer only option), this answer must be worth 100%; with multiple correct answers (multiple answers allowed option), they must add up to 100% (e.g. if there are 2 correct answers, each would be worth 50%). See Create a multiple choice question (MCQ) for more details.
      Gradebook

      Topic Management > Topic Settings > Gradebook setup

      Check the gradebook. To make a quiz item worth 0 in the gradebook, change the weighted mean of grades to 0 for that item (Gradebook setup > Setup > Weights).

       


      Formative quiz (graded or non-graded)

      Where students are given the opportunity to extend their knowledge/understanding through feedback and prompts

      The purpose of the quiz may be to grade/not grade. If you do not intend to grade the quiz, refer to the settings for non-graded quizzes above.

      Interactive with multiple tries

      You can use the 'Interactive with multiple tries' settings to give students a rich experience with learning pathways – they can choose to extend their learning or correct their learning in an informed way, through feedback that provides links to resources or embeds resources such as videos or images. Hints are provided with this setting to enable students to try again (if more than one try is enabled). Rich feedback deters students from guessing. If grading this quiz, you can set a penalty for requiring a hint, if set to multiple tries.

      Quiz settings

      • Attempts allowed: Unlimited (if you want to restrict the number of attempts, the number of hints is one less than the number of attempts) 
      • How questions behave: Interactive with multiple tries
      • Review options: During the attempt; Immediately after the attempt; Later, while the quiz is still open

      User experience

      If the quiz setting for Question behaviour > How questions behave is 'Interactive with multiple tries', the student can see a Check button once they have answered a question. They can reattempt the question by clicking 'Try again' and selecting another answer. You can provide both Specific feedback (answer choice) and General feedback (on the question as a whole) to help the student.

      When the student finishes the quiz, they get a prompt to 'Return to attempt' or 'Submit all and finish'.

      When the student finishes the quiz, they can also click on a 'Review' link (depending on the boxes ticked under Quiz settings > Review options) and see their answers to one/more attempts. They then get the option to 'Submit all and finish'.

      Once they 'Submit all and finish', they receive the Overall feedback (quiz settings) if any is provided.

      They can go back in later and review their quiz responses (Quiz settings > Review options). This is handy if they want to remember something about their responses but do not want to do the quiz again (they may not have this option anyway).

       


      Summative quiz (graded)

      Where students are tested on their knowledge/understanding for grading purposes

      A summative quiz is likely to test a body of work so could be set to occur near the end of the topic, or at the end of a module. It will be listed in the Statement of Assessment Methods as a grade item valued at a percentage of the final grade. Because it is testing the student, they have less options when they do the quiz. They may receive feedback for each question, but are unlikely to be able to do the question again. Overall feedback for the attempt is a key area to support the student's learning. 

      Deferred feedback

      With this setting, students must enter an answer to each question and then submit the entire quiz, before anything is graded or they get any feedback. While all review options are editable, you would not choose the Review option 'Later, while the quiz is still open' for a graded quiz.

      Quiz settings

      • Attempts allowed: 1 
      • How questions behave: Deferred feedback
      • Review options: After the quiz is closed (all options ticked by default). If there is a possibility that students may request extensions/overrides, you can leave all the review options turned off until you are confident all students have attempted the quiz. You may decide to only show the Marks once the quiz is closed.
        After the quiz is closed After the quiz is closed - marks


      In the quiz settings, you can decide on how much Overall feedback to give students at the end of the quiz. You could use grade boundaries to tailor feedback.

      User experience

      If the quiz setting for Question behaviour > How questions behave is Deferred feedback, this is what happens when the student attempts a question. When they attempt a question, they may get feedback for their response, depending on how you have set up the individual question, but will move through the quiz without reattempting a question.

      When the student finishes the quiz, they get the prompt to 'Submit all and finish'.

      Once students click 'Submit all and finish', they receive the Overall feedback (quiz settings).

      Students can go back in later and review their quiz responses (Quiz settings > Review options). This is handy if they want to learn from their responses, perhaps for a final assessment item.

       


      Short-text response quiz (graded)

      Where students are manually graded on their submitted text answers (< 300 words is a guide)

      To set up this type of quiz (it may only be one question that requires manual grading), you need to create an essay question.

      Topic administration - Recycle bin

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

      This entry relates to topic administration

      If you accidentally delete an activity or resource from the topic page you can restore it using the Recycle bin.

      When you delete an item, it’s stored in the Recycle bin for 28 days before it’s permanently deleted.

      Warning
      Don’t restore a quiz activity from the Recycle bin
      as this will duplicate the question bank (make a copy of each question). Instead, recreate the quiz or contact your local eLearning support team to discuss if it can be restored from a previous availability.



      The Recycle bin (from the Actions menu in the Topic Management window) will only be visible when there are items within to restore. After an item is deleted it can take a few minutes for it to appear in the Recycle bin.

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

      2. In the Topic management window, click the Actions menu cog Actions menu(top right corner)

      3. Select Recycle bin from the drop-down menu
        Recycle bin link in Actions menu

      4. Locate the item you wish to recover and click the Restore icon
        Restore icon

      5. A message will appear stating the selected item has been restored
        Item restored

      Once an activity / resource has been restored, it should be located at the bottom of the module in which it was originally in.

      Assignment - grant extensions for assignments (Extension request tool)

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

      This entry relates to the Assignment activity.

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

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

      Accessing the extension tool

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

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

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

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

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

      3. Select External tool from the Activities tab

      4. Select Assignment Extension from the Preconfigured tool list

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

       


      Adding assessments other than assignments

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

      To add other activities to the tool:

      1. Open the tool and log in

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

      3. Click on the Add new assignment button

      4. Add the name and due date of the activity

      5. Click the Create assignment button

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

       


      Processing requests

      1. Assignment selection list 

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



      2. Extension request length tabs

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



      3. Bulk moderating requests 1 - 3 days 

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




      Scrolling towards the bottom of the page allows you to:

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

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


      Notification settings

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

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

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

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

      4. Save your changes

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


      Nominate a new approver

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

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

      2. Click on the Add new nominee button

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

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

      Send emails to a shared account

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

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

      2. Click on the Add shared email button

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

      4. Save your changes

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



      Limitations of the tool

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

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

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

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

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

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

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

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

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



      College settings

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

      View resources

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

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

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

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

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

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


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


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

      Quiz - create a quiz

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

      quiz iconThis entry relates to the Quiz activity.

      You have added a category to the question bank and created questions

      Now you can create the quiz, then add questions to it.



      Add the Quiz activity

      1. In the topic, click the Turn Edit On button
        Turn editing on

      2. In the module where you want to add the quiz, click Add an activity or resource
         Add an activity or resource

      3. Select Quiz from the Activities tab


      Quiz settings


      General

      Give the quiz a Name and Description

      name and description


      Timing

      Under Timing, you can choose to give the quiz Open and Close dates. Tick the Enable box to the right of the date you wish to enter, then enter the date.

      timing

      Timeline block: The 'Close the quiz' date will show to students in the Timeline block.

      Depending on the purpose of your quiz, you may want to change the default settings (see below). You can also click the question markquestion mark promptprompt next to some options to find out more about a setting.

      You can make the quiz available at different times for different groups or users in the Group overrides or User overrides sections via the Actions menu.

      • Before the opening time, the quiz will be unavailable to students – they will be able to view the quiz introduction but not the questions. Quizzes with start times in the future display both the open and close date to students.

      • After the closing time, students will:
        • not be able to start new attempts and any open attempts will be automatically submitted.
        • still be able to see the quiz description and review their attempts. What they see will depend on the settings you choose for Review options (ticked boxes in the 'After the quiz has closed' column).
      Time limit

      quiz time clockIf enabled, the time limit is stated on the initial quiz page and a countdown timer is displayed in the quiz navigation block (see image to the right). Once the timer runs out, the quiz is submitted automatically. If the quiz close time is reached before the time runs out, the quiz will be automatically submitted (ie student does not get full time). You can make the quiz timing different for different groups or users in the  Group overrides or User overrides sections via the Actions menu.


      Grade

      Grade category

      If you have categories in your gradebook (eg for a quiz set), select the category you wish the quiz to be in here.

      Attempts allowed 

      Unlimited (default), 1-10

      Your choice here depends on what and how you are testing (ie the purpose of your quiz):

      • If a diagnostic test, then probably choose 1; if a formative test, then maybe more often as the student is in the learning process.
      • If the quiz is shuffled (see Layout) or has random questions (see quiz - add questions), then the student will get a new version for each attempt, useful for practice purposes.

      You can change the allowed number of attempts for different groups or users in the Group overrides or User overrides sections of the Administration > Quiz administration settings block.

      Grading method

      Highest grade (default), Average grade, First attempt, Last attempt

      This setting only applies if more than 1 attempt is allowed. If each question builds on the last, you might set it at Last attempt, as you want to see that students are gaining knowledge/understanding progressively.

      Grade


      Layout

      • Question order: Shuffled randomly – if selected, the order of questions in the quiz will be randomly shuffled each time a student starts a new attempt at the quiz. 
      • New page: You may want to group questions on a particular topic together, but not too many on one page as this will require students to scroll.  It is recommended that you do not use the setting 'never, all questions on one page', as student activity within the quiz will be less frequently logged and less information will be captured regarding the attempt.

      Note: You can change how many questions per page (Actions menu > Edit quiz). You can Repaginate (eg 2 per page instead of 1 per page), or select questions and move them to a particular page.

      • Navigation method: leave as Free (default) unless the quiz is building knowledge (last question relates to next question etc).


      Question behaviour

      • Shuffle within questions: if Yes (default), the option must also be enabled in question settings (when you create a new question).
      • How questions behave: Deferred feedback (default) – students answer each question and submit the entire quiz, before anything is graded or they get any feedback.

      Note: CBM stands for 'certainty-based marking' – if you choose this option, students will need to say how sure they are that the answer is right and will be penalised accordingly. More information about CBM (MoodleDocs)

      • Show more… > Each attempt builds on the last: if multiple attempts are allowed and you set this to Yes, then each new attempt contains the results of the previous attempt, so students can concentrate on just those questions they answered incorrectly last time. If you choose this option, each attempt by a particular student uses the same questions in the same order, independent of randomisation settings. To show a fresh quiz on every attempt, select 'No' for this setting.


      Review options

      Tick the options you would like to choose from the table. Default settings are After the quiz is closed (if a closing date for the quiz has been set).

      review options table


      The attempt Will show how the student responded to each question. Note: This must be selected before you can enable 'Whether correct, 'Specific feedback', 'General feedback' and 'Right answer'.
      Whether correct Displays whether the response to each question is correct or incorrect.
      Marks Reveals the marks awarded to the student and the grade for the quiz. This setting will affect the grade's visibility in gradebook.
      Specific feedback Will show the feedback for the response to the answer as set when adding the question to the quiz. Each response to a question can have feedback for both correct and incorrect answers.
      General feedback Displays the general feedback for the whole question as set when adding the question to the quiz. You can use the general feedback to give students some background to what knowledge the question was testing.
      Right answer Reveals the correct answer to each question, whether the student answered correctly or not. Note: This is a bit inconsistent between different question types. For example, the matching question type shows students which of their responses are correct, but does not tell them the right answer for the ones they got wrong. The short answer and multiple choices question types do tell the student what the correct answer is.
      Overall feedback Displays feedback for the entire quiz as set in the quiz settings.

      For each of the above settings, you can determine the timeframe when the students will see them:
      During the attempt Immediately after the attempt Later, while the quiz is still open After the quiz is closed
      These settings are only relevant for some behaviours, like 'interactive with multiple tries', which may display feedback during the attempt. These settings apply for the first two minutes after students have clicked 'Submit all and finish'. These settings apply after students have clicked 'Submit all and finish' and before the quiz close date. These settings apply after the quiz close date has passed. If the quiz does not have a close date, this state is never reached.


      Appearance

      • Decimal places in grades: Default is 2. This option determines how many digits will be shown after the decimal point when the grade is displayed. A setting of 0 for example will display grades as integers (whole numbers). 

      Note: If you use CBM (certainty-based marking) which deducts marks for not being certain, being wrong about being certain etc, then it makes sense to show the decimal places in grades. Likewise for 'Decimal places in question grades'.

      • Show blocks during quiz attempts: Default is No – this is about usability (better display, no distractions).


      Extra restrictions on attempts

      These settings may be useful if you are using a FLO quiz as a final exam.

      • Require password: If you specify a password then participants must enter the same password before they can attempt on the quiz. 
      • Require network address: You can restrict access for a quiz to particular subnets on the LAN or internet by specifying a comma-separated list of partial or full IP address numbers (eg 192.168. , 231.54.211.0/20, 231.3.56.211). This is especially useful for an invigilated quiz/exam, where you want to be sure that only people in a certain room are able to access the quiz. 

      Note: The Flinders network is not configured to allow restricting access to a given room.

      • Enforced delay between attempts: You can set a time (from seconds to weeks) between the first and second attempt on a quiz. You can also (or alternatively) set a time from seconds to weeks for subsequent attempts after the second attempt (eg you might allow a student to take the quiz twice immediately with no delay, but if they want to improve their score with a third attempt, they are forced to wait a week and use the time for extra revision).
      • Show more…Browser security: the options in this section offer various ways to try to restrict how students may try to 'cheat' while attempting a quiz.  


      Overall feedback

      Overall feedback is feedback shown to a student after they have completed an attempt at the quiz. You can set the grade boundary (eg 100%, 65%, 50%) and apply appropriate feedback according to the range the student falls within (eg if a student gets below 65% they are referred to more information). This is a useful feature in a formative quiz where students are informing themselves/the teacher what they know/understand.


      Common module settings

      These settings are only relevant if you have groups and groupings set up in your FLO site. 

      • Group mode: you can choose whether the quiz should be organised by group.
        Note: This only affects the results screen and allows you to filter results based on group enrolment.


      Restrict access

      None (default), Activity completion, Date, Grade, User profile, Restriction set

      For example, you might have a series of quizzes and they need to do one before another – this would be the activity completion option but you would first need to enable completion tracking in the topic settings and quiz activities.


      Activity completion

      Apply these settings if you have enabled completion tracking for the topic and this activity.

      Quiz - troubleshooting

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

      quiz iconThis entry relates to the Quiz activity.

      Questions/problems



      I can't see questions from other quizzes

      If you create a quiz, then add 'a new question' rather than add 'from question bank' (Actions menu > Edit quiz screen), you may stumble into this problem. If you leave the Category as 'Default for [topic name]' or choose another category that you have already created, there won't be a problem. But if you choose the category ‘Default for [quiz name]’ from the pull-down menu, the questions will belong to the quiz and you won't be able to see or use them for any another quiz in the topic (e.g. in a revision quiz, or an end-of-topic exam that draws from questions used in formative quizzes throughout the topic).


      Solution to prevent this problem

      Do one of the following:

      • Option 1: Go to the Question bank from your topic homepage (Topic Management > Question bank). Create a category and questions first, before you create the quiz, then add questions into your quiz 'from question bank'

      • Option 2: Create a category, then create the quiz and 'add a new question', making sure the new question is saved in the category you created

      Note: We strongly advise option 1 as the best approach to creating quizzes. See Add a category to the question bank for more information.


      Solution if you have this problem

      If you already have this problem and need to use your questions in other quizzes:

      1. From your topic home page, go to Topic Management > Question bank > Categories
      2. Create a new category (probably best to make the parent category 'top')
      3. Go to your existing quiz, then Actions menu > Question bank
      4. Select all questions which are in the quiz's default category, then using the 'With selected' menu at the bottom of the page, move to your new category

      Note: Questions can be moved to different categories even if they are already used in quizzes, though be careful if they are used as random questions in a quiz.



      I can't unhide the grade column in gradebook for a quiz

      Quiz results visibility settings are controlled within the settings of the quiz activity, not in the gradebook. 

      Check the Marks setting for Later, while the quiz is still open and/or After the quiz is closedPlease see the entry Create a quiz and scroll down to Review options for further information.



      I can't add/delete questions in my quiz

      Once a quiz has been attempted, no additional questions may be added to that quiz, and no questions can be deleted (removed).

      The following message will display on the Editing quiz screen (Actions menu > Edit quiz).

      Cannot add or remove questions message

      You can, however, delete questions if no attempts have been made. To delete multiple questions (Actions menu > Edit quiz):

      1. Click the Select multiple items button
      2. Click the Select all button or select individual questions
      3. Click the Delete selected button
        Delete questions
      4. You will be asked to confirm that you want to removed the selected questions, so check these are the questions you want deleted
      5. Click the Yes button



      I have assigned answers to a quiz question incorrectly

      If, before a quiz opens, you discover that a question requires editing or correction, it can be easily edited. Enter the Question bank and locate the relevant question. Select Edit question from the Edit drop-down menu for the question. After making the required changes, click Save changes.

      If you discover the error after student access has commenced, it is possible to regrade your quiz. To regrade a quiz attempt you will first need to edit the quiz question that needs changing. When a quiz question is changed, all instances of that question will be altered (e.g. if the question is used in another quiz, it will also be altered). Students will not be notified of the changes made. Refer to the Edit quiz questions (and regrade quiz) entry.



      I accidentally deleted a quiz and want to restore it

      What you should do

      If you accidentally delete a quiz and want to restore it, you can either:

      • recreate the quiz – deleting the quiz activity does not delete the questions from the question bank (the original questions are available to use)
      • contact your local eLearning support team to discuss if it's possible to restore the quiz from a previous availability.
      What you should not do

      You may be aware that you can restore deleted activities from the recycle bin, however, this is not recommended for quizzes. Restoring a quiz from the recycle bin will duplicate the question bank (make a copy of each question). If quizzes in your topic use random questions, students may receive the same question more than once. If you've restored a quiz from the recycle bin you will need to delete the duplicate questions before any quiz with random questions opens. Duplicate questions have '(copy)' appended to the question name.

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

      Video - upload a video to Kaltura (My Media) in FLO

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

      MyMedia iconYou've created a video. Now you can upload the video to Kaltura (My Media) in FLO and embed it in topic activities for students to view. All common audio and video formats are accepted (eg mp4, mp3, avi, wmv, mov and flv), and can be streamed on all devices, including mobile devices.

      Before you continue reading

      The instructions below are for uploading a video file that you have created outside of FLO.

      If you are creating a video using the Kaltura Desktop Recorder, your video is uploaded to your My Media when you save the recording. There are separate instructions on how to use the Desktop Recorder.

      The next steps:

      1. Upload the video to your My Media and publish into topics
      2. Edit the video after uploading (if required)
      3. Embed the video from the topic Media Vault in teaching activities in FLO topics (separate entry)



      Upload a video to your My Media and publish into topics
      Uploading a video saves it in your My Media, a personal media repository within FLO that's only visible to you. Once you've uploaded the video to My Media, you can then publish into your topic's Media Vault for use by the teaching team, and embed it into activities for students to view. 

      1. Log in to FLO, open the drop-down menu next to your profile picture and select My Media My Media icon

      2. In the top-right corner, click Add New > Media Upload
        Add new video upload

      3. Select and upload the media from your computer (you can drag and drop from a folder or your computer, or use the Choose a file to upload button to browse your computer). The typical upload time for a fast home network is 10 MB per minute. The recommended maximum file size is 150 MB.
        Upload media - drag and drop or browse

      4. While the upload processes, enter a name and a detailed description. These fields are mandatory for publishing the video for use in topics.
      5. If you're going to reuse the video in multiple topics, or for a number of years, keep the name and description free of anything too time-specific or too topic-specific. For example, in the image below, the original video file was saved on the computer as 'Week 2 - Literature Review'. Removing 'Week 2' from the title when uploaded means that if next year the activity changes to Week 4, there's no need to also update the video name and description. The description field also allows some basic text formatting and adding web links (useful if you want to link to related online resources). 
      6. Optional: You can also tag the video with relevant keywords so it's more 'searchable' within FLO. 
        Upload video name description tags

      1. Optional: If you want to add a collaborator to your video (i.e. give them permission to use or edit it in a particular way), scroll down to the section Co-Editors and Co-Publishers and click the Add Collaborator button (this button will be available once the video has finished uploading).
        Add collaborator

        Type the collaborator's name or FAN, select from the following permissions, then click the Add button to save your changes:
      • Co-Editor will allow them to edit your video
      • Co-Publisher will allow them to publish your video
      • Co-Viewer will allow them to view your video

      Collaborator settings

      1. Click the Save Changes button. Note: You can't publish the video into a topic/s Media Vault until you've saved
        Save changes

      2. You'll see confirmation banners that your video is saved in My Media, and that it's set to 'Private'. 
        Upload confirmation

      3. To make the video available for use in your topics (and so that everyone in the teaching team can use it in activities), you should now publish it into the Media Vault for your topic/s. Select Published, then wait for your list of topics to appear underneath. Tick the topic/s where you want to publish the video (you can select one or multiple), then click the Save Changes button
        Publish to topics

      4. The system will confirm the video has been published to the selected topic/s Media Vault. 
        Publish to vault confirmed

      5. Next, it's a good idea to Preview the upload. 
        click Preview Media

      6. If the video is ready to use in topic/s, skip to the instructions on embedding a video from the topic Media Vault. If you want to edit the video (i.e. do things like trim or cut out sections of the video, add captions, add chapter markers, etc) then see the section below Edit a video after uploading.
       

      Edit a video after uploading
      If you need to edit a video after it's been uploaded, you have access to a range of basic editing tools in My Media to trim, cut out sections and replace video. You can also add captions, chapter markers and more. You can edit your video immediately after uploading, or at any time. For detailed information and instructions for using the editing tools, see the entry: Video - edit in FLO (Kaltura).

      Next step

      Now you've published the video to your FLO site's Media Vault, you'll need to embed the video where students can see it.


        Training and support

        Troubleshooting

      Training

      Kaltura in FLO (self-paced workshop)

      Support 

      eLearning support team

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


      Video - edit in FLO (Kaltura)

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

      My Media iconThis entry relates to Kaltura, the video platform in FLO, and how to edit a video you've already uploaded into FLO. 



      Open the video for editing

      There are a number of different kinds of edits you can make to your video once it's uploaded. 

      1. Find the video you want to edit (either in your My Media entries page or the topic Media Vault) and click the video title to to open it. 
      2. Under the video, click the Actions drop-down menu. There are two different kinds of Edit tools available on this menu; see more below.

        Video Action drop-down with edit options



      The Edit tools explained

      With the Edit tool (pencil icon) option Edit iconyou can make basic updates such as:

      • video details, including the name, description and tags. Note: a name and description are required for publishing the video for use in topic teaching and learning activities. 
      • options; here you can enable anyone with access to the video to create their own clips
      • change the video thumbnail to a preferred image from within the video, or another image you upload
      • add chapters on the timeline so that students can easily skip to the sections in the video they want to view
      • replace a video 

      Note, as of a March 2019 update to the video platform, a new captioning feature is now available. We recommend using this tool as an easier alternative to manually uploading a caption text file through the Caption tab in this Edit screen. 


      The Launch Editor option Launch editor iconopens the Video Editor pop-up, which has some more advanced tools similar to those you may have seen in other video editing software.
      It allows you to do things like:

      • trim the start and end of the video
      • split the video into multiple clips, each of which you can then trim & edit 
      • add fade in & fade out to the start and end of clips



      Using the general edit tools

      You can edit content each tab as explained below.  Always remember to save changes after making updates. 

      Details tab

      • Use the tools to update your title and description (you would have added something in these fields when you uploaded the video). To increase the opportunity for reuse of your video, put specific dates or lecture information  where you embed it within activities in FLO, rather than in the video title or description. You can format the description text, and include links, for example to related content online. Both the name and description are mandatory fields you must fill in before publishing the video for use in topic teaching activities. 

      • Use tags to increase the searchability of your video in FLO. 

        Details tab


      Options tab

      Here you can tick the box to enable other users to create clips from your video. This is helpful particularly when you've shared your video to a topic Media Vault for other teaching staff to access and embed within other activities. If for example, a 2-minute clip in the middle of your 6-minute video was useful for another teaching team member to use in a specific activity, they could create the 2 minute clip and use that as needed, rather than having students watch the full 6 minutes.

      Options tab


      Thumbnails tab

      Use this tab to change the thumbnail image that's displayed when the media is embedded in a FLO activity. You can:

      • upload an image from your computer
      • capture a specific frame within the video, or
      • select from ten auto-generated thumbnails
      • download the current thumbnail in case you want to save/keep the image

      Click the option you want to use and follow the on-screen prompts.

      Thumbnails tab  


      Timeline tab - chapters

      Creating chapters is useful when you have a longer video and it might help students to be able to jump to particular sections, especially when they are reviewing or revising the content. 

      1. Watch the video preview above the timeline, and click Pause when it gets to the point where you want to add the chapter marker. In the timeline, you'll see the red line indicating the position. 
        Pause timeline

      2. Click the chapter icon at the start of the timeline to add a chapter at that point. 
        Add chapter

      3. A chapter marker will be added to the timeline and the chapter editing section will appear at the bottom of screen. Name the chapter. You also have the option to: give it a description (useful to give students a summary of what's in that section of the video); to manually re-position it more precisely on the timeline by clicking the up and down arrows next to the timestamp; and add a custom chapter thumbnail. After updating, click Save changes. You can also Delete a chapter from the timeline here if you need to. 
        Enter chapter marker information

      4. Repeat this process for as many chapters as you need, then play the video to see the results. 


      Timeline tab - adding slides

      The other tool available on the Timeline tab is the option to upload and manage slides on the timeline. Essentially, adding slides creates multiple 'streams' of visuals in your video - one for the video itself and another for the slide images. Using this option, students can have a highly interactive and customisable viewing experience as they watch. They can switch between the slide and the video view, or create a picture in picture, or side by side view. They're able to control what content they want to focus on. Here's how the end product will look to students, in split screen and 'picture-in-picture' mode (the red highlights show the controls to change the view, which appear when you hover on the video):

      Slides added to video examples


      To add the slides:

      1. Click the Slides icon at the start of the timeline, then click the upload icon, choose the slide resolution as prompted, then select the PowerPoint slide deck from where it's saved on your computer. 
        Add slides

      2. The slides will be uploaded and the tool will automatically spread them out equally across the timeline. To re-position a slide on the timeline, just click and drag it. 
        Drag slides

      3. Any time you select a slide, you'll see its information displayed below with additional editing options. You have the option to give it name and/or a description,  and to manually re-position it more precisely on the timeline by clicking the up and down arrows next to the timestamp. If you update anything, click Save changes. You can also Delete a slide from the timeline here if you need to. 
        Edit each slide


      Replace video tab

      Please refer to this detailed entry for replacing a video in My Media



      Launch the Video Editor to trim, splice and edit media

       The Video Editor interface allows you to do things like:

      • trim the start and end of the video: useful to edit out the bits where you started and ended the video recording.  Note, if you added titles and /or credits in the Desktop Recorder or another program before uploading, trimming the start and end of the video will cut them off.
      • split the video into multiple clips, each of which you can then trim & edit: useful for editing out bloopers in the middle
      • add fade in & fade out to the start and end of clips:  to create smooth transitions between different sections or where pieces of content have been chopped out

      1. To open the Editor, open the video by clicking its title
      2. Click the Actions drop-down menu, click Launch Editor
      3. You'll see this interface, where you can edit the video as needed. 
        • The top right section is the video player, where you can watch the video and preview any changes you make as you edit.
        • The bottom section is the video editing track. Here you can click and drag the timeline marker to the right spot in the video, and use things like the split tool (scissors icon), set in tool (brackets icons), delete tool (bin icon) and fade in/out tools to make your desired edits. 

          Video Editor interface
      This video provides an overview of how to use the tools in the Video Editor. 


      4. When you've finished editing, there's two options for saving - you need to think about where and how the video is used before you choose the save option that's best for your context:

      • If you want the changes to be applied to the original video, click Save, then OK on the final prompt. This is generally the best option if you haven't started using the video in activities yet. If your video is already published to the Media Vault in your topic/s and/or already embedded in teaching activities, it's important to note that any edits you apply to the original video will be applied there too. Only use this Save option if you're comfortable applying the edits to the video everywhere it's used in FLO (including previous year's topics). Once you save these changes, they cannot be undone. If for any reason you need to revert to the original video, you'd need to use the replace video tool to re-upload the original from your computer. 
        Save button highlighted

      • If your video is already in use in teaching activities, you may want to Save a copy instead. This will preserve the original video, and create a copy (called a 'clip') with the changes you've just made.
        Click save a copy

        Give the new version a name and click Create
      Name and create the new copy

      To continue making changes to the new version, and/or to publish it to topic Media Vault for use in activities, click Go to Media Page
      Go to media page

      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.

      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 - 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.