Monday, 17 January 2022, 8:09 PM
Site: Flinders Learning Online
Topic: FLO Staff Support (FLO_Staff_Support)
Glossary: How-to glossary

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

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

assignment dropbox iconThis entry relates to the Assignment activity.

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

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


Group alternative due date (override)

  1. Open the assignment

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

  3. Click on the Add group override button

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

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

    select override group

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

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

User alternative due date (override)

  1. Open the assignment

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

  3. Click on the Add user override button

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

    override user

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

    allow submissions from

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

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

Gradebook - export grades

Grades iconThis entry relates to the Gradebook.

You may need to export grades from the gradebook to an Excel file to finalise grades for exam board, or you might want a local copy for your records.


  1. Locate the Navigation menu, and select Grades

  2. Click the Export tab, then select Excel spreadsheet
    export tab

  3. If Group mode has been enabled in the topic settings, you can filter the gradebook by group/grouping to allow you to export data for students from a particular group instead of all students in the topic
    Filter for groups

  4. All gradebook items are listed and ticked by default to be exported. If you only need to download certain items, untick the items that you don't need. If there are several items and you only want to export a few, scroll to the end of the list, click Select all/none which will deselect all, then select the items you need
    only tick the assesment grades that you need to export

  5. To include feedback, open the Export format options section and tick the Include feedback in export box

  6. Set the other Export format options if applicable: 
      • include groups 
      • exclude suspended users (default) 
      • export grades as Real (default), Percentage and/or Letter 
      • export decimal places (default = 2)
  1. Click the Download button

FLO interface - main entry

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

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

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

A link to the FLO login page is provided in the Quicklinks menu in the top banner of the University website or via OKTA. Otherwise, type into your browser address bar; this link will redirect you to OKTA to sign in. Once signed in you will be redirected to FLO. 

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

The top of the 'My topics' block

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

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

1. Layout

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

flo layout

In your topics, the blocks have moved to the banner in the top-right corner of the page.

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

The blocks panel is divided into three columns. Column 1 has the Topic links, Clock and Activities blocks. Column 2 has the Teaching team block and Column 3 has Lecture recordings and Recent activity blocks.

The block layout inside a topic.


2. Customisation

My FLO page customisations

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

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

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

Profile customisations (includes photo)

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

edit profile

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

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

add picture

Click the Update profile button  to save your changes.


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

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


3. Topics

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

Orientation to FLO and quick editing tips:

Find your way around (FLO features)

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

my topics

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

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

topic layout

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

Edit week/modules and activities/resources

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

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

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

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

Add a block

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

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

Add/delete a module

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

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

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

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

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

Past Topics where teaching has finished

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

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

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

Create starred topics for quick access (My FLO)

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

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

    My FLO is the first item in the navigation menu

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

  3. Click on the three dots

  4. Click on Star this topic

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

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

4. Logout

Once you have finished in FLO remember to log out.

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

FLO's browser compatibility

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


  • Chrome
  • Firefox


  • Safari
  • Chrome

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

 Training and support



Contact your eLearning support team for any training required


For further assistance please contact your local eLearning support team

You may have one of the following issues:

Statement of Assessment Methods (SAM)

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

Good practice guides and tip sheets

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

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


Where to find the SAM for your topic

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


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



Updating your SAM

  1. Login to using your FAN and password.

  2. Click My resources

  3. Click Drafts

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

  5. Click on Edit this version under Actions

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

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

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

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


Modifying a rejected SAM

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

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

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

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

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

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

Who to contact for help

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

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


Chris Kee,
Dean (Education) and Assessment Policy Working Group rep

Education, Psychology and Social Work

Student Progress and Assessment Advisors

Debra Bateman
Dean (Education)

Julie Clark
Assessment Policy Working Group rep

Humanities, Arts and Social Sciences

Jo Smiley on 15516 | Blake Lenthall on 15840

Eric Bouvet
Dean (Education) and Assessment Policy Working Group rep

Medicine and Public Health


Alison Jones
Dean (Education)

Lambert Schuwirth
Assessment Policy Working Group rep

Nursing and Health Sciences

Jane Lucadei and Brett Carter

Chris Barr
Dean (Education) and Assessment Policy Working Group rep

Science and Engineering


John Roddick,
Dean (Education)

Ingo Koeper
Assessment Policy Working Group

Additional help materials for SAMs

Gradebook - view students' grades

grades iconThis entry relates to the Gradebook.

The Gradebook collects the grades for all assessments in one central place.

View the grades for multiple students (Grader report)

  1. Enter the Gradebook by clicking on the Grades link in the Navigation menu 
    administration block

    By default, the Gradebook will open to the Grader report view, which displays a table of all students and all graded activities (in large topics, the report might display over several pages).
    grader report tab

  2. The Grader report can be both sorted and filtered to assist its management

    To sort, either click on the heading of a column containing personal information (marked in red, below), or click the arrows in any column heading (marked in blue). The Grader report can be sorted by first name, surname, email address, topic total or by an activity's grade.
    sort by headings

    To filter, select a group from the drop-down menu or filter by student's initials. Note: To filter by group, your topic must first have groups enabled at the topic level
    filter by groups drop-down menu, or by name

Note: You can also view the grades for all students via the User report. Refer to the information below on how to view the grades for a single student and instead of selecting a student, choose All users from the Select all or one user drop-down menu.
Select all users

View the grades for a single student (User report)

  1. If you want to view a single student's grades in more detail than the steps above, click on the icon to the right of their name on the Grader report screen. This will take you through to the User report for that student
    Icon to User report

    You can also access the User report through the tab at the top of the screen. Select the student you wish to view from the Select all or one user drop-down menu. Note: Select All users to view the grades for all students at once.
    Select a student

  2. The User report shows a student's grades, the maximum score ('range'), weightings and any feedback 
    User report

User report view options

The User report's View report as drop-down menu has two options: 

  • Myself – this is your view (you can see hidden items) 
  • User – this is the student's view of gradebook which is useful for checking whether grade items are visible

View report as options

Topic administration - main entry

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

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

Good practice guides and tip sheets

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

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

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

1. Build

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

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

Shared topics

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

Course sites

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

Short courses

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

2. Topic settings

You can do many things under the Topic management menu.

Topic coordinator/teacher role options

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

Cog icon main menu

Topic management window 

Change your topic format

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

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

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

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

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

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

Change the appearance of the topic

In the Appearance section, you can manage settings such as language, number of announcements, gradebook visibility and activity reports visibility.
Appearance settings

Upload a banner to your topic

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

Change the maximum upload file size available in your topic

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

Turn on completion tracking in your topic

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

Completion tracking settings

Manage groups in your topic

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

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

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

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

  3. Assign a default grouping (if required)

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

3. Editing your topic

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

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

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

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

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

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

  5. To move activities and resources up and down the page, hover over the Move resource icon and then click and drag the item to its preferred location. Activities and resources can be moved both within and between modules
    Move icon 
    Blocks can be moved in a similar fashion. Click the Topic Blocks button to view existing blocks. Blocks can be positioned in Column A, Column B or Column C by clicking and dragging using the Move block icon. A block can also be moved up and down within the same column.
    Blocks layout

  6. Click the Edit title icon if you wish to rename an activity/resource. Press Enter on your keyboard to save the new title
    Edit title icon

4. User management

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

View a list of participants

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

  1. Open the Participants screen via the Participants link in the Navigation menu (left of your screen)
    Participants from navigation menu
    Or open the Topic management window and select Participants in the User Links section
    topic management cog
    finding the participants link

  2. A list of participants will show

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

Contact a student (messaging)

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

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

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

  2. A list of participants will show

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

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

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

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

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

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

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

  2. A list of participants will show

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

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

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

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

5. Reports

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

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

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

Training and support



Contact your local eLearning support team


eLearning support teams

No known issues

    Assignment - create an assignment with anonymous submissions

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

    assignment dropbox iconThis entry relates to the Assignment activity.

    Anonymous submissions hide the identity of students from markers. When marking, instead of student names, markers will see a randomly generated participant number.

    It is important to be aware of the following when using anonymous submissions:

    • You will need to advise students not to include their name in the file name or within the file as FLO is unable to remove this identifying information
    • Providing assignment extensions, due to the hidden nature of student identification, can be tricky
    • Anonymous submissions cannot be enabled once submissions have been made

    Consult your eLearning support team before using anonymous submissions.

    Create an assignment with anonymous submissions

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

    Grade settings

    Scroll down to Anonymous submissions and change to Yes.

    The anonymous submissions setting

    Note: Topic coordinators and teachers in FLO can reveal student identities, but once this is done the assignment cannot be made anonymous again.

    Marking an anonymous submission

    When the teaching team mark the assignment, students' names will be obscured. Each submission will be identified by a unique Participant number, for example:

    Participant number

    Once marking is complete, the topic coordinator (or teacher) must release the grades into the gradebook. Students will not be able to access marks and feedback until this has been done.

    1. Using the Grading action menu to Reveal student identities. Note: This action cannot be undone.
      blind marking reveal student identities

    Assignment - create an assignment

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

    assignment dropbox iconThis entry relates to the Assignment activity.

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

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

    Create an assignment
    (for file submissions)

    Add an assignment activity

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

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

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

    4. Select Assignment from the Activities tab
      Assignment activity icon

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

    General settings

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

    Availability settings

    Availability settings
    Setting Description
    Allow submissions from

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

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

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


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

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

      • the FLO Student Helpdesk will be available to assist students having difficulties submitting assignments
      • you are available to respond to questions from students and the Helpdesk
      • students are available to submit assignments (eg if your external students are working full-time, they may appreciate being able to submit their assignments later in the day).
    Timeline block:
    • The Due date will show to students in the Timeline block, marked as 'due'
    • Dates added using completion tracking show to students in the Timeline block, marked as 'should be completed'
    • User override dates show to students in the Timeline block, marked as 'override' 
    • Group override dates don't currently show to students
    Cut-off date

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

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

    Submission types settings

    Submission types settings
    Setting Description
    Submission types

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

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

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

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

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

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

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

    Add a word count field
    to an assignment submission

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

    Word count declaration setting

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

    Student view

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

    Student view of word count 

    Feedback types settings

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

    Feedback comments

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

    Feedback comments

    Submission settings

    Submission settings
    Setting Description
    Require students to click the submit button

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

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

    This setting determines how student submission attempts are reopened:

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

    Notifications settings

    Notifications settings
    Setting Description
    Notify graders about submissions

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

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

    Notify graders about late submissions

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

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

    Default setting for "Notify students"

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

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

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

    Turnitin plagiarism plugin settings

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

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

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

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

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

    Grade settings

    Grade settings
    Setting Description

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

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

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

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

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

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

    Hide assignment grades until ready for release

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

    Grading summary page

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

    Grades are hidden from students

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

    Assignment - main entry

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

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

    assignment dropbox icon

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

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

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

    Good practice guides and tip sheets

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

    Designing assessment | Providing constructive feedback in FLOIncorporating Socratic questions into your FLO site | Inspirational and engaged teaching | Assessment principles | Authentic assessment | Policy implications for assessment design | Creative online assessment | Designing analytical rubrics | Designing holistic rubrics | Rubrics and marking guides in FLO | Scaffolding assessment in FLO | Marking in FLO using the assignment tool


    1. Plan

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


    2. Build

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

    Feedback methods

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


    3. Test

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


    4. Administer

    Receive and manage assignments 

    Mark assignments 

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

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

    Mark offline (no internet connection required)

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

    Text-matching software (Turnitin)

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

    Return assignments

    5. Review

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


    Training and support




    eLearning support teams

    You may have one of the following issues:

    Assignment - planning questions

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

    assignment dropbox icon

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

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

    How will students submit their work?

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

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

    How do you intend to mark the work?

    How will you return feedback and marks?

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

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

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

    How will you provide support?

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

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

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

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

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

    quiz iconThis entry relates to the Quiz activity.

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

    Manually grade an essay question

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

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

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

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

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

    Manually grade automatically graded questions

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

    1. In the topic, click on the Quiz activity

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

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

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

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

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

    Tool options - using third-party tools (things to consider)

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

    Each time you teach a topic you’ll most likely review and update your materials. Often, you’ll be looking for ways to improve learning and student engagement. One thing you may be considering is the use of non-FLO tools. If so, here are some things you should consider before you begin.

    To get started let’s look at our current FLO ecosystem to see how things are structured. As you can see in the following diagram, all tools have been grouped into three categories: core, recommended and self-supported.

    FLO ecosystem

    All core tools are fully integrated and supported within the FLO ecosystem and every topic across the University is expected to use them. Recommended tools are also integrated with FLO and training materials are provided, but topic builders can choose if they would like to incorporate these or not. Everything else falls into the self-supported category, these are the non-FLO tools, the third-party software, the publisher produced software. These are the tools we can’t fully control, that have not been fully tested and security checked within our ecosystem.

    Core and recommended tools

    When looking for a tool to meet your needs, we recommend starting with core tools and, if need be, the recommended tools. If you’re not familiar with the full functionality these tools offer, refer to the following information:

    You may be pleasantly surprised by the possibilities available and the creativity and ingenuity many of your colleagues have shown using these core tools. It is also worth considering if your activity could be adapted slightly to utilise a supported tool and meet the same learning outcomes. These are great conversations to have with your colleagues and the eLearning support team. The Learning Designers are always happy to explore options with you to make things work for you and your students.

    Self-supported (non-FLO) tools

    You may be aware of instances across the University where software from publishers is in use, for example, Pearson tools such as Mastering A&P or Learning Catalytics. These non-FLO tools are supported by the relevant publishers at a cost to the University. Prior to their use they’ve been reviewed by Flinders to ensure they comply with all legal, security and risk checks, and pose no harm to existing systems or personnel. Licensing costs for these types of resources are usually high, therefore caps are generally applied to meet budget constraints and their usage is monitored to ensure they are, and remain, the most effective solution for students.

    Other non-FLO tools, which fall into this self-supported category, are things like Poll Everywhere, Padlet or Survey Monkey. The eLearning support team are generally unable to access settings and student submissions for tools in the self-supported category. When we have no access to student data or the interface you use, we are unable to troubleshoot and problem solve arising issues. This can leave both you and your students in compromising situations you may not have previously considered.

    So, if you’re contemplating using a non-FLO tool, there are some important questions you should answer before proceeding. The following is not exhaustive but should allow you to make an informed decision.

    What will the tool be used for?
    • Is it for an assignment or to practice a skill that’s being taught within the topic?
    • What if the tool becomes unavailable? Will your students still be able to meet the topic learning outcomes?
    • Are you asking students to submit work created within the tool to FLO? Is this possible? Can their work be extracted from the tool?
    • If it is for an assignment, how will you manage a change in circumstances? What happens if the tool is updated and functionality changes?
    • If there are changes, how will you handle inequities across your student group? Some students may have completed the task, some may have invested a considerable amount of time but not be able to complete, and some may have not started.

    Who owns the tool and what about the licensing agreement?
    • Do you and your students have to agree to a license before the tool can be used?
    • What is covered in this license? Have you read and understood exactly what you will be expecting your students to agree to?
    • Are these conditions appropriate for your students to sign up to?
    • What happens if one or more of your students don’t want to agree to these conditions? Will they be disadvantaged within your topic? How will you keep things equitable for all students?
    • What if the licensing conditions change while your students are using the tool? Do you have a contingency plan?

    What data will be entered in the tool?
    • Is data stored in Australia or offshore?
    • What laws, especially around privacy, govern the country where the data is stored?
    • Do students need to enter any personal data? Do they have to create an account to access the tool or are they saving personal data within the tool?
    • Have you considered GDPR (General Data Protection Regulation)? Do you need to comply with this and does the tool comply with this?
    • Will other organisations have access to the students’ data? Are the students aware of this?
    • Will other organisations have ownership of any data entered? Are there any agreements in place as to how they can use this data, either now or in the future? What if these agreements change after the data has been entered? Can you adequately protect your students?
    • How secure is the storage of this data? What would the consequences be if this data was stolen?

    Are there any costs to use the tool?
    • Do you and/or your students have to pay to use the tool?
    • Is there a free trial period? Is that then followed by an automated cost? If so, do you need to enter credit card details to gain initial access? Are your students aware of this?
    • What if any of your students don’t want to pay for the tool, can’t afford to pay or don’t have the required credit card? Will this disadvantage them within your topic? Can they still meet the learning outcomes?
    • Is it appropriate to expect your students to pay for a tool to complete the topic requirements, given they’ve already paid to study the topic? Does this need to be authorised? Have you sought and gained that authorisation?
    • Were students notified they would incur further costs before they enrolled into the topic? Did they have a choice to not enrol in this topic?

    How will the tool be accessed?
    • Can you link to it within your topic or does it need to be installed on personal devices?
    • What happens if students don’t want to install the software on their personal device, or it’s not compatible with their device?
    • Can you guarantee the download will be virus/error free? Is it clear where to access the file to be downloaded? Is it possible students may download the wrong file by mistake?
    • If students must create an account in the tool, are they using the same name, email address, or any other identifying information as they’ve used in FLO? If you need to transfer marks between both places, you will need to ensure you can match up all student accounts.

    What support will you put in place should your students encounter problems?
    • Are there any support materials available from the supplier of the tool? Are they easy to follow? Will your students be able to understand them?
    • Do you have the time and resources to provide support to your students who encounter problems and need face-to-face support?
    • Are you an expert with the tool? Do you know the pitfalls students may encounter? Are you able to provide guidance to either prevent them from experiencing these issues or get them out of situations without compromising their studies?

    As you can see, the use of non-FLO tools isn’t as straightforward as it would first appear. Yes, they’re often freely available, can give a different dimension to your teaching material, and your colleagues may have used this tool with no issues. None of these things can be guaranteed though! Are you prepared if things go wrong and the effect that may have on you or one of your students?

      Training and support



    Contact your eLearning support team

    Not applicable

      Quiz - view results and reports

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

      quiz iconThis entry relates to the Quiz activity.

      The following quiz reports are available in FLO. Generating and interpreting these reports can help you refine your quiz and question bank for the next cohort/overtime.

      • Grades report: Shows all the students' quiz attempts, the overall grade, and the grade for each question. There are links to review all the details of a student's attempt, just as the student would see it (student view)

        Useful for
         tracking student progress, identifying students at risk, identifying problem questions (either difficult or badly designed) or easy/difficult questions (by time taken)
      • Responses report: Similar to the Grades report, except that it shows the responses the students gave, rather than the marks they earned. It is also possible to show the question text or the right answer, to compare with the student's response. This is helpful when the question is randomised

        Useful for identifying student misunderstandings (individual and common), gaps in their knowledge
      • Statistics report: Gives a statistical (psychometric) analysis of the quiz, and the questions within it. The front page gives a summary of the whole quiz. Links drill down to a detailed analysis of specific questions

        Useful for analysing individual questions and question behaviours (e.g. random guess score) but you will need to understand statistical terminology
      • Manual grading reportAllows the marker to manually grade questions in the quiz 

        Useful for online marking of essay questions (more a marking facility than a report) – these can't be automated like other formats for questions (eg multiple choice). You can also mark short answer questions if required

      Access the Quiz reports

      1. In the topic, click on the Quiz activity

      2. Click the Actions menu (cog icon) in the top-right corner of the page
      3. Under Results choose from the four report options: Grades | Responses  |Statistics | Manual grading
        Access quiz reports

      Grades report

      The Grades report tells you about student quiz attempts, displaying the overall grade, and a summary of each correct/incorrect answer. It also reports on the State (student progress through a quiz), the time the quiz was started/completed and the total time the student took to complete it. You can regrade quiz attempts by selecting Regrade selected attempts. A bar graph summarises the grade range and frequency.

      What to include in the report settings

      What to include in the report



      Attempts from

      Select from:

      • enrolled users who have attempted the quiz (default)
      • enrolled users who have not attempted the quiz
      • enrolled users who have, or have not, attempted the quiz
      • all users who have attempted the quiz

      Attempts that are

      Tick the checkboxes as required to include in the report attempts that are:

      • In progress
      • Overdue
      • Finished
      • Never submitted

      If the quiz has been set up to allow multiple attempts, you can choose to show at most one finished attempt per user (tick the checkbox).

      Show only attempts

      Tick the checkbox to show only attempts that have been regraded / are marked as needing regrading.

      Display options settings



      Page size

      Specify the number to user attempts to display per page

      Marks for each question

      Yes – show marks for each question in the report

      No – hide marks for each question in the report

      marks for each question

      Show average marks

      Enables the display of question average marks in the last row of the report

      show average marks

      Graph marks distribution

      Enables the display of the marks distribution graph at the end of the report

      graph marks distribution

      After selecting the required options, click Show report

      1. You can download the results in a variety of formats (Comma-separated values text file, Excel spreadsheet etc)
        download tabel data

      2. Checkboxes allow you to individually regrade or delete the selected attempts. Before regrading attempts, you would edit the quiz question(s) first.
        regrade or delete

      3. Each question's marks is hyperlinked to allow you to view the student's response
        view student response

      4. To review responses made by a particular student, click Review attempt under that student's name in the table.


      Responses report

      The Responses report is visually similar to the Grades report, but it shows the responses students gave to quiz questions, not the marks they earned. You can view the question text/correct answer to compare students' responses.

      1. Click the Quiz link > Actions menu (cog icon) > Results > Responses

      2. Use the setting form (What to include in the report) at the top of the page to control what is displayed (enrolled users who have attempted the quiz; enrolled users who have not attempted the quiz etc)

      3. Click Show report  

      4. You can download the results in a variety of formats (Comma-separated values text file, Excel spreadsheet etc)

      5. Checkboxes allow you to delete the selected attempts

      responses report data

      Statistics report

      The Statistics report provides a statistical ('psychometric') analysis of the quiz and the questions. The report has three sections:

      • a summary of the whole quiz
      • an analysis showing all questions in table format
      • a bar graph of the percentage of correct answers (the 'Facility index') and the 'Discriminative efficiency'.

      To get the report:

      1. Click the Quiz link> Actions menu (cog icon) > Results > Statistics

      2. In the Preferences just for this page, choose whether you want to calculate statistics from the highest graded attempt, all attempts, first attempt or last attempt.
        Calculation settings
      3. Click Show report

      4. You can download the full report in a variety of formats (Comma-separated values (.csv) file, Microsoft Excel (.xlsx) spreadsheet etc)

      5. The Quiz information gives some basic information about the quiz as a whole. For more information, please refer to
        statistics options

      6. The Quiz structure analysis section lists all the questions in the quiz with various statistics in a table format. For more information, please refer to

        structure analysis

        Click on a question in the Question name column. In the Preferences just for this page, choose whether you want to calculate statistics from the first attempt or all attempts, and click Show report to go to a detailed report for that question, as shown below.

        statistics question analysis
        question statistics
        bar graph statistics

      7. The last section of this report is a bar graph of the percentage of correct answers (Facility index) and the Discriminative efficiency.

        the bar graph       

        Facility index (F): The mean score of students on the question (see table below for interpretation)

        Discrimination efficiency: This statistic attempts to estimate how good the discrimination index is relative to the difficulty of the question.





        5 or less

        Extremely difficult or something wrong with the question.


        Very difficult.




        Moderately difficult.


        About right for the average student.


        Fairly easy.




        Very easy.


        Extremely easy.

      Topic administration - FLO topic production cycle

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

      This entry relates to topic administration.

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

      FLO topic rollover checklist (updated November 2021) 

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

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

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

      Teaching team gets access to FLO topic site(s)

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

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

      Gradebook - build and edit a checklist for online marking (advanced grading - assignments & forums)

      gradebook icon

      This entry relates to the Gradebook.

      You can design and use checklists to mark assignments and forums online.

      See also Mark using a checklist

      Please note: Currently, the checklist can only be used in marking assignments (not forums).

      Build a checklist

      1. Before you can build a checklist, you need to set up the assignment/forum for online marking using a checklist

      2. Give your checklist a name (required) and description (optional)
        name and description

      3. Add a name for your group in the Click to edit group area
        edit group name

      4. Add a description for your item in the Click to edit item area
        edit item

      5. To add more items, click the +Add item button
        add item button

      6. To add more groups, click the +Add group button
        add group button

      7. Select options for your checklist
        checklist options

      8. Click the Save checklist and make it ready button

      Edit a checklist

      To edit a checklist (prior to opening the assignment for submissions):

      1. Open the activity

      2. Select Advanced grading from the Actions menu cog
       Advanced grading

      1. On the Advanced grading page, click Edit the current form definition

Description automatically generated 

      2. To edit, click on the group name or checklist item (see step 3 onwards under Build a checklist above). To delete an item, click the cross icondelete icon

      3. Once you have finished making changes, click the Save button

      Student view

      Students can view the checklist (Grading criteria) before they submit their assignment on the Submission status screen:

      checklist student view

      Reports - Live logs

      FLO reports can inform you about student activities during your topic, which can inform future practice. They are one aspect of learning analytics.

      1. Plan  |  2. Access ||  Support 

      The data captured by FLO can be used to inform practice – telling you whether students are engaging with your topic, what is working/not working, and any problems they may be having (eg failed login attempts).  

      Reports: Live logs

      The Live logs report allows a user to view live logs from the past hour. This page automatically updates every minute. First ask yourself: Why do you need to view student activity within the past hour? Will this information suit your purpose? 

      1. Click on the Topic management panel

      2. In the User links column, click on View live logs

      3. A pop-up window will show you 'Live logs from the past hour' which you can print if you need to (Ctrl+P (on Windows) Cmd+P (on Mac) on most browsers)

      Reports - Logs

      FLO reports can inform you about student activities during your topic, which can inform future practice. They are one aspect of learning analytics.

      1. Plan  |  2. Access ||  Support 

      The data captured by FLO can be used to inform practice – telling you whether students are engaging with your topic, what is working/not working, and any problems they may be having (eg failed login attempts).  

      Logs in FLO are activity reports. A teacher can use the logs report to create different reports that show activity in the topic. The log can be used to see:

      • how often a resource or activity has been accessed (see also Activity report)
      • if an individual student has viewed a resource or activity (see also Activity report)
      • when a student has participated in an activity (e.g. posted to a forum, attempted a quiz, submitted an assignment) 

      Note: Logs cannot reliably show how long a user has been doing an activity or has actually viewed a resource. The logs only show whether the resource was opened.

      1. Click on the Topic management panel

      2. In the User links column, click on Logs

      3. By default, you see logs of all activities in a topic but you can use filters to choose what you want to see:

        ·         Participants: See the actions for all people in the topic, or for a particular person

        ·         Days: View actions for all time, or for a particular day

        ·         Activities: Choose between seeing the logs for all activities, or a particular activity

        ·         Actions: Show all types of actions, or

        o   View will show the topic, activity, and resource views.

        o   Create will show when resources and activities have been added by the teacher, and discussion posts or assignment submissions have been           added by anyone.

        o   Update will show any settings changes to resources or activities made by teachers, as well as any edits made to forum posts by anyone.

        o   Delete shows when any activities and resources were deleted by the teacher, as well as deleted quiz submissions and forum posts.

      4. Click the Get these logs button

      5. A breakdown of the topic logs will appear

      Reports - Statistics

      FLO reports can inform you about student activities during your topic, which can inform future practice. They are one aspect of learning analytics.

      1. Plan  |  2. Access ||  Support 

      The data captured by FLO can be used to inform practice – telling you whether students are engaging with your topic, what is working/not working, and any problems they may be having (eg failed login attempts).  

      The Statistics report uses graphs and tables to show how many 'hits' for a specific section of the topic site. 

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

      2. Click on the cog in the top-right corner, and then click on More…

      3. Click on the Reports tab

      4. In the Reports tab, click on Statistics

      5. Select the Topic, the report type for a type of activity and the roles of who (example: students). Select the time period (starting from 1 week), then click the View button

        The statistics graphs and tables show how many hits there have been on various sections of your topic during various time frames. They do not show how many distinct users there have been. They are processed daily at a time you specify.

      6. Select the Topic Logs under the Logs column from the table below the graph for a more detailed report.

      Reports - Topic participation

      FLO reports can inform you about student activities during your topic, which can inform future practice. They are one aspect of learning analytics.

      1. Plan  |  2. Access ||  Support 

      The data captured by FLO can be used to inform practice – telling you whether students are engaging with your topic, what is working/not working, and any problems they may be having (eg failed login attempts). 

      The Topic participation report is useful to identify which students have accessed a particular resource or activity. For forums, glossaries and databases where studies can post, you are able to identify how many posts each student has made. 

      A useful feature of the topic participation report is the option to send a message to all students who have not completed a certain task or accessed a resource. Before using this feature, you must have set up the resource or activity you wish to collect information on. Naming the resource/activity clearly is important for easily finding the relevant 'activity module'.

      1. Click on the Topic management panel

      2. In the User links column, click on View topic participation report

      3. Set the activity/resource module you want to view, the amount of time to look back, the role you want to examine (usually student) and the type of action required (all, view, post)

      4. Click Go to obtain a report.
        Note that the activity reports will not include activity in tools such as Collaborate, Kaltura or readings.

        The definition of View and Post for the selected activity type will be given on-screen.

        For example:

        • Forum View: View Discussion, Search, View Forum, View Subscribers
        • Forum Post: Add Discussion, Add Post, Delete Discussion, Delete Post, Move Discussion, Prune Post, Update Post, Subscribe, Unsubscribe

      5. You can send a message to all students who have not completed a certain task or accessed a resource by selecting students and then using the “With selected users…” menu at the bottom of the report.

      Gradebook - remove overrides from grade items (Single view)

      Grades iconThis entry relates to the Gradebook.

      If you have inadvertently modified grades directly in the gradebook (rather than though the activity) they override all other grade entries and can no longer be modified through the activity. An overridden grade is highlighted in yellow as per the image below in the Grader report.

      Overridden grade in gradebook

      However, you can easily remove overrides quickly through the Single view screen. Note: You can alternatively remove overrides via the Grader report.



      1. Enter the Gradebook by clicking on the Grades link in the Navigation menu
        Grades link in Navigation menu

      2. In the View tab, click on the Single view tab
        Single view button

      3. You can either: (1) select an assessment from the Select a grade item… drop-down list to show all the grades for the item, or (2) select a student from the Select a user… drop-down list to show the grades for all items for a single student
        Single view selections

      4. Grades that have been overridden will show a tick in the Override column
        Overridden grade in Single view

      5. To remove one override, uncheck the box; to remove several overrides at once, click the None link. Then click the Save button
        Remove overrides in Single view

      6. The override/s will be removed and you can now enter the grade/s through the activity
        Overrides removed