Wednesday, 28 July 2021, 3:48 PM
Site: Flinders Learning Online
Topic: FLO Staff Support (FLO_Staff_Support)
Glossary: How-to glossary
T

Tool options - communicate with students

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

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

What do you want to do? Tool/s to use
Advise students a lecture or tutorial has been cancelled 

forum Announcements

The Announcements tool in FLO will send an email with the announcement posted to all enrolled students within the topic.  This usually is sent within 15-30 minutes of posting the announcement. A copy is recorded in the FLO site.
Advise students a lecture or tutorial is no longer being offered (either before commencement of topic or during topic) When a lecture or tutorial series is removed as an option from Student Management, students enrolled in that stream are automatically notified. Please contact Student Systems for more assistance.
Ask a question of all students in your topic

feedback icon Feedbackchoice iconChoice

Students have access to the FLO site one week prior to commencement. Depending on the complexity of what you want to know, you could also use a survey or other tool for this purpose. 
Convey important information to your students prior to commencement of topic To change the topic start date for students in Student Management, contact your college Education Resources Officer. This will open the FLO site to students earlier. 

Ask a question of all students in your topic, and have them reply to the entire group

For example, ask what areas should be covered in a revision lecture before the exam

forum  Forum

If students so choose, a copy of the discussion messages will be sent to their email. Notification of new posts will also appear in their My Home page.

Ask a question of some or all students in your topic, and have them reply individually

For example, ask students if they have any problems working in their project teams

Dialogue icon Dialogue tool

A copy of all messages will be kept within the topic.

Have a text-based, real-time synchronous discussion with your students

For example, when the group chatting is not able to meet face-to-face

chat iconChat

If you want to set a particular date/time for the chat session, go to Chat sessions and specify a date/time. This will appear in the topic calendar.
Email students
FLO does not have email capabilities. However, you can get student email addresses by downloading the list of users in the topic.

Tool options - quiz and survey

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

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

What do you want to do? Tool options

Self-assess/check knowledge/mini-test

active quiz icon Active quiz (in class)
Create a session to test students' knowledge/other purpose; view the results in class (real time) (can be anonymous or with names)

choice icon Choice (in class)
Ask a single question and offer a selection of possible responses; view in class (can be anonymous or with names). Purpose could be to quickly test understanding

quiz icon Quiz (out of class)

At the end of a week/module, at the beginning of a topic, can be non-graded

feedback iconFeedback (out of class)
One or two questions to check understanding (active teaching) – can be anonymous, non-graded

 Poll students

active quiz iconActive quiz (in class)
Create a session to test students' knowledge/other purpose; view the results in class (real time) (can be anonymous or with names)

 feedback iconFeedback (out of class)
One or two questions to check understanding (active teaching) – can be anonymous, non-graded

choice icon Choice (out of class)
Ask a single question and offer a selection of possible responses; view in class (can be anonymous or with names). Purpose could be to stimulate thinking, quickly test understanding, or facilitate decision making/voting

Get formative feedback about how students are going 

feedback icon Touchpoint survey (out of class)
Anonymous, can add more questions or change questions

Give students exam practice (using questions from past exams)

quiz icon Quiz (out of class)
At the end of a week/module, can be non-graded

Give a topic exam 

 quiz icon Use a FLO quiz as a final exam (in/out of class)
There are four suggested stages to this quiz purpose, which requires advanced planning.

Develop students' critical thinking skills  quiz icon Quiz (in/out of class)
Questions could be set up to solve a problem or choose the best outcome/s for a scenario – a range of questions can be used
Deliver immediate feedback about performance

active quiz icon  Active quiz (in class)
Run a real-time session and view results as a group (can be anonymous or with names)

Tool options - resources

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

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

What do you want to do? Tool options

Add a single file

file iconFile

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

Add multiple files

folder iconFolder

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

Add readings

readings iconReadings (Leganto)

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

Group information together into one item

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

Group information together into sections

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

Add a heading/text on a topic's homepage

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

Add a video without taking up space

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

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

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

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

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 the 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 will 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 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

  Troubleshooting

Support

Contact your eLearning support team

Not applicable

    Topic administration - course sites

    This entry relates to topic administration.

    Good practice guides and tip sheets

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

    Internal course accreditation

    You may want to set up a course site that connects students in a range of programs/topics together in one place. Feedback from students (new/continuing) and/or staff may prompt you to set up a course site (a perceived need). 

    The course site will appear under the user’s ‘Additional’ tab in FLO so is easily accessed. 

    View a Course ‘starter site’ (this site demonstrates basic features – you can change the format, structure, content etc).

    1. Plan the site
    2. Request a course site 
    3. Build the site
    4. Evaluate the site (post set up)


    1. Plan the site

    Think about the site’s purpose and audience before you request it – planning will determine the site’s structure/content and ultimate success. You may want to have a conversation with your local eLearning support team

    Some reasons why you might want to create a course site:

    • Streamlining (one-stop shop for resources, forms etc)
    • Orientation/induction (bigger picture)
    • Opportunity for students to ‘meet’ other students across years/disciplines
    • Networking in a profession/the University (eg mentoring, societies)
    • Work-Integrated Learning (WIL) (eg employment opportunities)
    • Procedural (eg step-by-step) or chronological (year-by-year)
    • Use of a particular activity (eg Scheduler)

    Your audience/users might be:

    • All students enrolled in a particular course(s)
    • All students enrolled in certain topics (eg all Archaeology students, using all ARCH topic codes)
    • Students enrolled in specific topics 

    View the Keys to success – course sites (Word doc) for tips.


    2. Request a course site 

    As the site administrator/s, team leader (eg course coordinator), use Service One to send a request to your local eLearning support team. They will set up the site and allow access for specified users. 

    Provide key information (‘need to know’) with your request:

    1. Proposed name of site 
    2. Description of purpose of site (see possibilities above)
    3. FANs of staff who will manage site content (and responsibilities), and students (maintaining the site/engaging other students) if relevant
    4. Rules for populating (course code, lists of topics, topic prefix)
    5. Consideration of requirement for restriction of access to one organisational area (open or self-enrol options) - discuss this with eLearning
    6. Approval or endorsement of college if appropriate.


    3. Build the site

    The eLearning FLO Staff support provides a range of resources to help you build/develop your site:


    4. Evaluate the site (post set up)

    If you are a site administrator, you will want to evaluate the site’s usage on a regular basis (eg 2x per year). Some suggested approaches: 

    • Seek feedback from your target audience – you could use the feedback activity for this purpose, and post an announcement (this post will go to everyone enrolled in the site) to encourage users to provide feedback
    • Review discussion forums (FAQs for future years?)
    • Access FLO reports about site use: 
      • How often is/recently was the site accessed by the target audience?
      • What are they doing in the site (eg accessing support materials, participating in a forum)?
    • Think about long-term sustainability – roll over the site? 

    Ask your local eLearning support team for help if you need to.

    Topic administration – dates and times in FLO

    Students will access FLO from different time zones. Settings inside FLO and on user's personal devices will affect how dates and times display in FLO.


    Where is the date and time displayed in FLO?

    Time is displayed in many locations in FLO:

    • Timeline block – a centralised place for students to see upcoming due dates
    • Calendar – a centralised place where all dates and events in a topic are collected/recorded
    • Activity index pages – accessed from the activities block and the topic management panel, the activity index pages contain a variety of information depending on the tool you are looking at, such as due dates, number of attempts/submissions, unread posts, etc.
    • Activity settings – for example, assignment due dates, quiz times, restrict access by date/time
    • Text-based content – for example, within lecture recording links, documents, pages and descriptions
    • The interface of the activity – for example, scheduler, attendance, forums
    • Blocks – eg. Clock block, upcoming events block, activities block

    How is the time displayed in FLO?

    FLO displays dates and times based on the time zone setting in each user's profile preferences. All user's initial FLO time zone is set to server time, which is the current time in Adelaide, South Australia. Server time automatically adjusts for Adelaide Daylight Saving Time. 

    Users can choose to set a different time zone in their profile preferences. FLO will then display most times and dates converted to their chosen time zone, with a few notable exceptions. These exceptions are listed below.

    Note: FLO's time zone settings do automatically update with your device's settings.

    Individual tools and activities in FLO will display times:

    • as the time in Adelaide
    • converted to the time zone in a user's preferences
    • converted to the time zone on the user's device.

    Individual tools and activities in FLO may obtain the current time from one of three sources.

    Time displayed
    Tool
    Adelaide time (server time)
    Clock block*, Assignment extension requests, Lecture recordings, Statement of Assessment Methods (SAMs), Turnitin feedback studio (similarity reports)
    Converted to the time zone in a user's profile preferences Active quiz, Assignment, Attendance iconAttendance, Calendar, Chat, Choice, Database, Dialogue iconDialogue, Feedback, Forum, Glossary, Group self-selection iconGroup self-selection, Lesson, OU blog, Quiz, Scheduler, Self and Peer Assessment, Turnitin draft tool, Wiki iconWiki

    Restrict access settings by date/time
    Dates entered into the topic calendar
    Converted to the time zone on the user's device Clock block*, Collaborate

    *A block you can add to your site that shows all users both Adelaide time and their local time.

    Third-party sites (e.g. KuraCloud, Mobius, textbook publishers) are dependent on the publisher and may vary.

    Tip: Be aware that FLO displays and operates within most FLO tools as a 24-hour clock for staff when setting dates and times, and displays as a 12-hour clock to students.

    Tip: You can also manually add key dates to the calendar , for example, you could add Collaborate session times as an important additional support for students in different time zones.

    Topic administration - FLO topic production cycle

    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 April 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 topics have rolled.

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




    Topic administration - main entry

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

    1. 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 until 365 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)

      Note:
      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

    Troubleshooting

    Training

    Contact your local eLearning support team

    Support

    eLearning support teams

    No known issues

      Topic administration - non-award (short) courses

      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.

      Supporting students to successfully engage with the topic | Culturally responsive digital learning

      This entry relates to topic administration.

      It is possible to create a non-award (short) course in FLO using existing infrastructure. FLO can provide the same functionality to deliver non-award (short) courses as is available for award topics. The key difference is because non-award (short) courses do not exist in 'upstream' systems, eg. Student Management System, then some process is less automated than what is possible for award topics. This page outlines what is available in FLO to support non-award (short) courses. 


      The Online Learning and Teaching team can assist with:

      • Learning design advice (course structure, content and strategies)
      • Creation of FLO site
      • Assigning 'category administrator' access (so that someone can add students to FLO sites)
      • Rolling over a site for a new cohort
      • Skills development support
      Please note that other elements such as advertising, enquiries, admission, enrolment, payment, identity management, student support and completion will need to be arranged with your College.


      1. New courses: Request learning design advice (contact your local Learning Designer)
      • Advice on course structure

        Discuss options for how the course is structured, how you want participants to engage with the digital learning environment and how completions will be administered.

      • Advice on content and strategies
        You can create the non-award (short) course using the standard FLO tools and activities, curate outside sites in the FLO site, or embed SCORM (Shareable Content Object Reference Model) packages into FLO. Advice is focused on the tools within the FLO ‘ecosystem’. It may be possible to transfer existing content into FLO if existing online courses are hosted on Moodle platforms. 

      2. Create FLO site (Service One request
      • FLO site creation
        The Online Learning and Teaching (OLT) team can create a FLO site for your non-award (short) course. This may consist of a single site, a series of discreet sites, or linked sites. We can advise you, dependent on your requirements.

      • Category Administrator role assigned
        One person can be enrolled as the site/s owner, with the Category Administrator role, enabling them to manage access to the FLO site. Once participants in a course have been assigned a FAN, and once they have activated the FAN, they can be granted access to the FLO site.
      Manual enrolment with FAN (College administration responsibility)
      FAN sponsors are staff members authorised to request the creation of FANs for non-award students. AccessNow allows the creation of FAN accounts by sponsors. See existing sponsors on the Find a sponsor in your area (login) page, or contact IDS (8201 2345 or Service One) and request to be added to as a sponsor. More information on how to create a FAN is available on the AccessNow website.
      • Repeat site for a new cohort
        If the course will be run in several iterations, content from the existing FLO site can be 'rolled' into a new site for each new iteration. This strategy enables you to manage cohorts discretely. The alternative is to manage existing and new enrolments within the one FLO site. 

      3. Skills development  
      • Skills development
        Online Learning and Teaching teams can provide workshops and 1:1 support for staff who will be developing and teaching using the FLO sites. Please note that the Online Learning and Teaching team are not resourced to build FLO sites for non-award (short) courses. 
       

      Topic administration - Preparing for teaching in FLO

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

      1. 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

      The Preparing for teaching in FLO site is useful for tracking FLO-related tasks associated with effective topic coordination (whether you are a new/existing topic coordinator or other staff members with topic responsibilities). Links to Uni-wide/college-level support resources/information are provided in the site.

      As well as including detailed month-by-month modules (leading into the teaching of the topic), there is an Interactive checklist of key tasks (quick view) (Module 0) in case you are not starting within the ideal timeframe (2-3 months prior to topic commencement).

      This entry mainly relates to 'Build' in Topic administration - main entry, although it includes some information around when the topic is running and once the topic is finished.

      Topic administration - preview as a student (switch role to)

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

      This entry relates to styles and layout, topic administration, and any situation where you set up activities and resources.

      FLO allows you to preview your content and activities as a student would. This is particularly useful when checking the setup and design of your topic (the building and testing phases).



      Steps

      1. In your topic, in the top toolbar, open the drop-down menu next to your name/login
        Profile drop-down menu

      2. Click Switch role to...
        Switch role to

      3. In the next screen, select Student from the list (note that this view may not be perfect – see Moodle: Switch roles for more information) 
        Student role 

      4. You will notice that Student appears under your profile name. You can now navigate around your site as a student would.
        Student role applied

      5. To return to your normal role, click the Return to my normal role link under the drop-down My FLO menu
        Return to normal role


      If an activity or a module has group restrictions, you won't be able to access it if you switch your role to a student, as those restrictions will apply to you too. Hence, if there are restrictions based on groups, you should add yourself to that particular group for a complete student experience. This should be done prior to switching your role to a student.

      Advice

      • Student Two groups are synchronised regularly, and you will be automatically unenrolled from those groups each time it runs. This doesn't apply to a 'User-created group'.
      • Student Two groups syncing starts at 20 to the hour, every hour and can take up to 15 minutes, so the best timeframe is the first 40 minutes of the hour. Attempting this in the last 20 minutes of the hour will work, but you may be unenrolled mid testing.


      Topic administration - Recycle bin

      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.

      Topic administration - roles in FLO

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

      This entry relates to topic administration

      Staff can be added to FLO through two different methods, depending on the purpose:

      • Roles available in FLO via the Student Management System
        E.g. Topic Coordinator, Teacher, Tutor
        These roles are assigned by Student Administration Services teams at a college level, and requests can be made via Service One (Education > FLO - Teaching Team Member Update)

      • Roles available in FLO via direct entry in FLO
        E.g. Guest Lecturer, Learning Support, Observer, Reviewer
        These roles are assigned by eLearning support teams in colleges, and requests can be made via Service One (Education > FLO - General Query)

      If you have any questions relating to roles in FLO, contact your local eLearning support team.


      Student Management roles

      Student Management role Appears in FLO as What can the role do? Who should be assigned this role? How to request this role
      Topic Coordinator TopicCoordinator Can do anything within a topic, including adding, editing and deleting activities and resources, and grading students.  Displays as the 'Topic Contact' in ‘My Topics’ list. The Topic Coordinator Contact the Student Administration Services team in your college via Service One (Education FLO - Teaching Team Member Update)
      Topic Contact
      Lecturer
      Lab Coordinator
      Instructor
      Practicum Coordinator
      FLO Support


      Teacher Can do anything within a topic, including adding, editing and deleting activities and resources, and grading students. Teaching staff with the roles listed Contact the Student Administration Services team in your college via Service One (Education FLO - Teaching Team Member Update)
      Tutor
      Lab Demonstrator
      Placement Supervisor
      Clinical Supervisor
      FLO Assistant
      Inplace Assistant
      Tutor A non-editing teacher role. Can communicate with students in topics and grade. Cannot add, edit or delete activities or resources. Teaching staff with the roles listed Contact the Student Administration Services team in your college via Service One (Education FLO - Teaching Team Member Update)
       Student Student Access resources, participate in activities, communicate and collaborate with other students and teachers, submit/complete assessments.
      Enrolled students Students must be enrolled


      Non-teaching roles available within FLO

      FLO Role What can the role do? Who should be assigned this role? How to request this role 
      Guest Lecturer Can view all content in a topic, but not edit or assess. Able to interact in discussion forums. An external person contributing to the topic, who does not have a role in assessment.
      Contact the eLearning team in your college via Service One (Education > FLO - General Query)
      Reviewer Can view all content in a topic, but not edit or assess. Can view the gradebook (through the navigation menu only). Can view but not interact in discussion forums. Deans (Education), Teaching Program Directors, Course Coordinators.
      Contact the eLearning team in your college via Service One (Education > FLO - General Query)
      Observer
      Can view all content in a topic, but not edit or assess. Cannot view the gradebook. Can view but not interact in discussion forums. Staff with a role to peer review topics. New teaching team member in topic to allow access to a previous version of a topic. Teaching staff who wish to access the topic after 365 days following the end of teaching. Contact the eLearning team in your college via Service One (Education > FLO - General Query)
      Student Equivalent As per 'Student' role - Demo student for testing purposes
      - Student completing a research project
      - Incomplete students (undergrad or postgrad)
      - Temporary access to the topic for a repeating student
      - Access for RPL requirements
      - Access to undergrad topic for postgrad students
      Contact the eLearning team in your college via Service One (Education > FLO - General Query)
      Learning Support As per 'Student' role, but can not interact in discussion forums. - Staff/external contractors providing support services to individual students (including disability and indigenous support services)
      - Mentoring students
      Contact the eLearning team in your college via Service One (Education > FLO - General Query)

      Topic administration - shared topics

      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.

      Supporting students to successfully engage with the topic | Structuring your FLO site

      This entry relates to topic administration.

      A shared topic combines several cohorts (topic availabilities) into a single FLO site.  

      A shared topic could be useful if you teach a topic in multiple locations or teach multiple topics with the same content (eg for different discipline areas). 

      Shared topics can also enable a more social learning experience if they bring together many small groups of students or individuals.

      Shared topics must be created before students have access. Contact your eLearning support team to create a shared topic. 



      Guidelines for shared topics 

      • Let your students know they are participating in a shared topic site 
      • Internal and distance – the FLO site must be designed for online delivery (see the Structuring your FLO site tip sheet) 
      • Undergraduate and postgraduate – activities and assessment must be appropriate to the AQF (Australian Qualifications Framework) level of the student enrolment and clearly communicated to students to avoid any confusion 
      • Gradebook – grading can be complex in shared topics due to different SAMs. Please make sure you contact your eLearning support team for assistance with setting up the gradebook as early as possible


      What do shared topics look like?

      Shared sites are mostly the same as a regular FLO site, but with a couple of minor differences.

      Naming
      Shared sites have different names to regular FLO sites, to make it clear that the site is shared. The name starts with the word Shared, with the rest of the name varying depending on what sites have been shared. See the images below for examples.

      Internal and online availability
      An internal and online availability has been shared.
      Two different locations
      Two different locations have been shared – Bedford Park and Riverland.
      Several smaller topics
      A thesis can comprise several smaller topics, all with identical content. Sharing these availabilities reduce the number of sites that need to be managed.
      Identical content
      These two topics have identical content but different assessments.
      Groups

      The Student Two groups will be named differently so you can easily identify which groups belong to each availability. A group will also be created for each availability shared into the FLO site.



      Statement of Assessment Methods (SAM)
      While students will only see the SAM for the availability they are enrolled in, you will be able to access all of the SAMs from the SAM tool.

      Topic administration - Student equivalent (was Auditing student) 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.

      Culturally responsive digital learning | Supporting students to successfully engage with the topic

      This entry relates to topic administration

      In FLO the role of auditing student has been renamed to ‘Student equivalent’, in order to try to avoid confusion. The term auditing student has a very specific meaning. According to policy, auditing students are not permitted access to FLO. Therefore, asking for someone to be given access to FLO as an auditing student is a conflicting request.

      The ‘student equivalent’ role has the same permissions in FLO as a student role. Requests for users to be added to FLO topics using the ‘student equivalent’ role can be sent to your college eLearning support team via Service One.

      ‘Student equivalent’ may be an appropriate role to assign in the following situations:

      • Demo student for testing / reviewing purposes
      • A student completing a research project who may benefit from access to teaching materials
      • Students listed as ‘Incomplete’ who may benefit from access to teaching materials
      • Temporary access to a past topic for students repeating that topic
      • Access for RPL requirements
      • Access to an undergraduate topic for a postgraduate student

      Additional references

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

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

      What is Suspended or Not current status?

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

      Reasons for Suspended status:

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

      Reasons for Not current status:

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

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

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

      2. A list of participants will show

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

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

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

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

      Topic administration - technical checklist for online teaching

      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. 

      Accessibility and inclusivity in FLO | Accessibility and Inclusivity in the Classroom | Culturally responsive digital learning | Teaching first year | Supporting students to successfully engage with the topic

      Slow internet could be a realistic scenario for students studying online, so the following checklist is designed to help you optimise your FLO site and enhance the student experience.


      What to check: Embedded video

      For every embedded video on the page, there is significant data downloaded every time the topic page loads. The only video that should be embedded on the homepage is the welcome video.

      How to check:
      • Scroll down your topic page and count the number of embedded videos you have.
      • If your topic is using grid layout, turn editing on before you start your count. Although a student only sees one module at a time, all of the content in the modules loads in the background every time the topic is loaded.
      How to fix:



      What to check: Images

      Images can have large file sizes if they haven’t been saved for viewing online. All images should be resized and optimised before inserting into FLO.

      The image dimensions and quality and file type all contribute to file size. JPG or PNG file formats are ideal:

      •  JPG will allow better quality with smaller file size, particularly for photographs or images with many colours.
      • PNG is a good file type for icons or illustrations with limited colour palettes.
      How to check:
      • Review the file size of all images used in your FLO site.
        • If you are using the Firefox browser: right-click the image and select ‘View Image Info’ from the pop-up menu. This will provide file size, pixel dimensions and the file type.
        • If you are using the Chrome browser: right click the image and select ‘Open image in new tab’ from the pop-up menu. The tab title will provide the filename (type) and pixel dimension (hover the mouse pointer over the tab to see full image details). Right-click the image and select ‘Save as’ to determine the file size.
      How to fix: 
      • Right-click the image and save it to your computer. 
      • Open the image using graphic editing software – all Flinders staff can download SnagIt from the IDS Support Portal | Install Software.
      • Resize the image using SnagIt.
      • Edit the FLO site and replace the image with your new version.



      What to check: Images used for headings or titles

      Images use up more data than text. Additionally, any text in an image can not be read by screen readers, which may be used by some students with vision impairments.

      How to check:
      • Can you highlight letters and words with your cursor? If yes, then it is text. 
      • Can you click on the heading and start to drag it? If yes, then it is an image.
      • If you right-click the item does the pop-up menu have image related options? If yes, then it is an image.
      How to fix:



      What to check: File sizes

      Be mindful of the file size of files such as PDF, Microsoft PowerPoint, Microsoft Word, etc. The larger the file the slower it will download. Ensure the file size is displayed to students. Aim for 5-10 MB, the smaller the better, whilst retaining the file readability.
        

      How to check: 
      • All uploaded files display the file type and size after the link name. 
      How to fix:



      What to check: Progress bars

      There are indications that progress bars can have an impact on load times. If your students are reporting problems loading your site, you may need to consider removing progress bars.

      How to fix: 
      • Discuss with your eLearning team if your students complain of slow page load times



      What to check: Video content

      If your students are reporting extremely slow internet and problems accessing video on your site, you may need to consider offering a text-based or audio-only alternative for video resources.

      How to fix:
      • For videos in Kaltura - create a transcript (turn on auto-captioning and download transcript). Add the transcript to your FLO site as a page or a file.
      • For other videos – source an article or another resource that addresses the same content