Wednesday, 26 June 2019, 12:47 PM
Site: Flinders Learning Online
Topic: eLearning Gateway (staff support) (eLearning Gateway)
Glossary: How do I...? OLD GLOSSARY
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Access activity report

The activity report gives statistics on the number of times each activity or resource has been viewed within a topic and the last accessed date. This report is useful to monitor activity/resource usage. It can be used as a snapshot of the access to all resources and activities. 

Before you start

  • Before using this feature, you must have set up the resource(s) or activity(ies) you wish to collect information on. Naming the resource/activity clearly is important for easy identification.

Steps

1. In the topic, locate the Administration block

2. Click on Reports then Activity report

reports block

3. The page then lists each activity and resource in the topic, as well as the number of times it has been viewed. View statistics online.

activity report

Access grade history reports

The gradebook keeps a 'Grade history' of all changes made to grades. The Grade history report allows grading staff to view a history of what has happened to grades in their topic. This report is especially helpful if topics have multiple graders and a teacher needs to see if a grade/s from one grader (original grade) was altered by another (revised grade).

This is a useful record/overview for the moderator of topic grades.

Before you start

Find out more about Grades and grading.

Steps

  1. In the topic, locate the Administration tab .  Under Topic administration, select Grades
    topic administration block - select
  2. Click on the Grade history tab
    administration block - grade history
  3. The Grade history tab allows you to Select user (student), the Grade item (assessment activity) and Grader (student). You can select more than one user, all grade items or just one, and all graders or just one.

    grade history users
  4. Click Submit 
    submit and export buttons
  5. If you Submit, scroll below the Submit button to see the grade history for the students you have selected
    students' grade history

Access live logs reports

The Live logs report allows a user to view live logs from the past hour. This page automatically updates every minute. 

Before you start

Why do you need to view student activity within the past hour? Will this information suit your purpose? 

Steps

1. In the topic, locate the Administration tab


2. Click on Reports then Live logs

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 most browsers)

live logs popup

Access logs reports

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) (see also Engagement analytics). 

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

Before you start

What do you want your students to do? What are you looking for when you monitor student actions in FLO? How will you action what you see (strategies)? 

Topic design steps (Design for online) may help you with these bigger picture questions – constructive alignment, assessments for online. 

Steps

  1. In the topic, locate the Administration tab

    administration block

  2. Under Topic administration, click on Reports then Logs 

    log reports

  3. Choose what you want to see and how (display on page, or download in a range of formats)

    choose which log

  4. Depending on your choices, you will see a display of activity in your topic for a specified day

    log activity

  5. Depending on what type of activity you have set up and your parameters for participation, you may want to see the action/s View, Add, Update, Delete, All changes

    range of log actions

  6. Depending on your needs individual usersselected days and/or selected activities can be filtered (or you can show all for a complete listing)

    logs filter

  7. Click Get these logs button

  8. A breakdown of the topic logs will appear

    Logs description

Access statistic reports

The statistics section uses graphs and tables to show how many 'hits' for a specific section of the topic site. The statistics reports do not show the distinct users.   

Before you start

Steps

  1. In the topic, locate the Administration tab

    administration tab

  2. In Topic administration, click on Reports then Statistics
    Stats reports
  3. Select the Topic, the report type for a type of activity and the roles of who (students). Select the time period (starting from 1 week), then click View button.
    Statistics%20report%20sample.png
  4. Select the daily Topic Logs for more detail.

Access students' assignment submissions

Steps

  1. Go to your topic and click on the assignment name
    assignment name
  2. This will display the grading summary
    grading summary
  3. The grading summary provides an overview of the assignment including:
    • Participants - How many students are participating in the assignment.
    • Drafts - How many of the student submissions are still in the draft phase.
    • Submitted - How many students have submitted an assignment.
    • Needs grading - The number of submissions that still require grading.
    • Grade visibility - Shows you if the grade is visible or hidden to students.
    • Text Matching - Shows you if Text Matching is enabled (this is defaulted to on for all assignments, unless an exemption is granted)
    • Due date - The due date specified. 
    • Time remaining - The time remaining before the due date is reached, or notification that the due date is past.
    • Late submissions - If the assignment accepts late submissions the date until will show.
  4. Click on the link view submissions button which will take you to the grading screen:
    grading screen shot
  5. Important areas of the grading screen include:
    • Status - information about the submission status of the student. In the above image we can clearly see the students that have submitted their assignments, those that have not confirmed their submission and those who have submitted late.
    • Grade - the ability to use Quick Grading (when it has been enabled) or the Individual Marking Form.
    • Last modified (submission) - the date that the students submission was last modified.
    • File submission - the latest file submitted by the student. Assignments can be downloaded as individual files or in a zip file.

  6. Information in this table can be ordered by any of the columns by clicking on the headings.
    You may also wish to collapse columns you do not need, eg. the user picture column. This can be done by clicking on the colapse icon icon located under each column title. Another option for increasing the table's visible width is docking the left margin blocks 'Navigation' and ' Administration' to the menu bar. This can be done by clicking on the dock block icon for each block. When docked to the left menu bar the menu can be opened by mousing over the title and all menu bar items can be returned to their original position by clicking on the undock block icon icon at the bottom of the menu.

Access topic participation

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 you start

  • 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'.

Steps

  1. In the topic, locate the Administration tab

    administration block

  2. Click on Reports then Topic participation

    topic participation
  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).

    Topic%20participation%20sample.png

  4. Click Go to obtain report. View online using the search feature to narrow the individual.

Active quiz

Active quiz is designed to be used in a face-to-face lecture/tutorial, with a classroom full of computers/tablets/phones (devices).

The teacher creates the quiz in advance – adding questions from their question bank. During the lecture/tutorial, the teacher starts the quiz. Students can now connect to this quiz. Once the teacher is satisfied that all students have connected to the active quiz, they can click on 'Start Quiz'.

The teacher can review student responses in real time and re-poll the same question, go to the next question, or jump to any question set up in the activity. 

Active quiz could be used for:

  • Debate/discussion in a face-to-face (f2f) session
  • A staged learning process: pre-session activities tested at the beginning of a f2f session, then workshopped in the session, then tested again at the end of the session (‘Session grading method’ choices are average, first session, last session, highest session grade)
  • Revision sessions: pre-existing quiz questions can be used as a quick poll with students to identify learning gaps
  • Muddy points (knowledge/understanding)
  • Interactivity/inclusivity amongst diverse cohorts (if live streaming used) – external, internal etc
  • Classroom interactivity – competition/cooperation
  • Engagement with topic materials and f2f


Getting started with the Active quiz tool

A question bank is used to categorise quiz questions. Sorting questions into categories is especially important when random questions are used or a topic contains many quizzes. If you add a category before you add questions to the question bank, all questions created can be added to this category and they will then belong to the topic, rather than the quiz. This approach will make management easier when you are creating new quizzes (eg in the following semester) using questions from previous quizzes.

Categories in the question bank can be exported from one topic into another, enabling the questions within to be multiple use. Please contact your eLearning support team to discuss importing question bank categories.

It is good practice to set up a question bank and category/ies before you create the quiz. The better your planning/preparation, the less likely you are to run into a problem once students start doing the quiz. Therefore, it is advised that you have a process for creating your quiz. This process might consist of four stages: design, build, test, monitor, store.


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Add a category to the question bank

If you add a category before you add questions to the question bank, all questions created can be added to this category and they will then belong to the topic, rather than the quiz. This approach will make management easier when you are creating new quizzes using questions from previous quizzes. 

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

Steps

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

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

  5. Add Category info (optional)


  6. Click 

  7. Go to Administration > Question bank – your category should be listed under the relevant Parent category
  8. Once created, you can also Edit categories (delete, move etc)

Next steps

Add questions to the question bank (and assign questions a category)

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Tool guide: Quizzes

Add a clock block

A clock block is a handy resource for enrolled students from different timezones (eg overseas or interstate). This feature is particularly relevant if the topic is fully online, and important for activities such as live chat, FLO Live and assignment submission (due date/time).

How it works: when a student accesses your FLO site from another location and timezone, they can immediately see from the clock block what time it is according to the server and according to them. You could highlight this feature when you orient students to the topic. You could also provide a link to the FLO help for students site (> Personalisation) which provides video instructions on how to change their FLO profile (including their timezone, if not South Australian time). That way the clock block will be effectively personalised: 

Steps

  1. In your topic, click Turn editing on

  2. Locate the Add a block menu (usually on the right-hand side) and select Clock
    Select 'Clock'

The newly created Clock block will display two clocks; Server Time and You time 

Clock block

To re-position the block, hover over the move icon move icon then click and drag

Add a group or user override to a quiz

In a quiz, you can change the dates, timing and the number of allowed attempts for groups or users. If you want to create a Group override, groups will need to be set up in your topic.

Steps

You must override at least one of the settings.

  1. Click on the quiz

  2. Click on the Quiz administration block

  3. Select Group overrides or User overrides
    quiz administration block
  4. Click add group override button or
  5. In the next screen, choose an override group or user/s (you can search for a user or scroll through a list) (required field)
  6. Decide whether the group or user will require password, what dates the quiz will open and close on for this group or user/s, the time limit and attempts allowed
    input password, close and poen dates, time limit and attempts allowed
  7. Click Save
    save icon, save and enter another override icon, cancel icon

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Add a group override to an assignment

In an assignment, you can change the dates for a particular group or user using the override functionality . If you want to create a Group override, groups will need to be set up in your topic.

Steps

You must override at least one of the below settings.

  1. Click on the Assignment

  2. Click the  Administration tab

  3. In the Assignment administration block select Group overrides

    assignment administration block

  4. Click add group override button

  5. In the next screen, choose an override group (required field).  

    Select one or all of the choices -  allow submissions from, the due date and/or cut-off date (if not applicable, untick box, make at least one selection)

    Override group in assignment

  6. Click Save (if you require more overrides, click 'Save and enter another overrride')

    save icon, save and enter another override icon, cancel icon

Add a SCORM package to FLO

Before you start

  1. Create an interactive package in your tool of choice (if unsure refer to the tool picker for creating elearning scenarios)
  2. Save the package as SCORM that is compatible with Moodle 1.2 (not SCORM 2004)

Important

SCORM modules enable you to package elearning modules or lessons built with software, place them into FLO (Moodle) and maintain their functionality. If you are new to creating and publishing SCORM modules, you are advised to create a short sample using the features you wish to use and test FLO's capability to manage the package. Testing through this process is particularly important when developing interactive modules that use new features such as RSS feeds and embedded videos from YouTube.

Be sure to zip the package during the publishing phase.

Steps

Once you have created and published a SCORM package as a zip file, use the following steps to embed in FLO. 

  1. In your topic, click Turn editing on
    turn editing on
  2. Open the module Add an activity or resource SCORM package and follow prompts
    Add an activity or resource    
    scorm icon
  3. Complete the settings as required for display, including grade and attempts management to set the grade content (if applicable)
  4. Click Save and display changes

Add a Twitter feed to a FLO block in a topic

Before you start

  1. Create a Twitter account at https://www.twitter.com For an overview of what Twitter can do, watch 
  2. Set up your profile on Twitter
  3. Create a shortcut to your Twitter profile in your browser
  4. Install Twitter app on your mobile device

Important

Twitter is a social networking tool which enables you to communicate to individuals, groups or organisations to share and network interesting web links and thoughts, including backchannelling from events in real-time. As we encounter inspiring people, interesting organisations and multiple, valuable web resources daily, sharing them with other like-minded people is what Twitter does well. This is particularly important when managing a professional learning network or encouraging students to manage the people and resources we make available. Online etiquette is also a consideration when using social networking platforms for educational purposes. 

Steps

Once you have created an account, follow the steps to embed a list feed of links in FLO. 

  1. In your topic, click Turn editing on
  2. Locate the Add a block menu (usually on the right-hand side)
    addablock%20%281%29.png
  3. Select the HTML block.
  4. Now return to your Twitter account and access Settings.
  5. Select Widgets. This is the space were you will manage and create new timeline sources needed for displaying feeds.
  6. Select Create New.
  7. Choose whether you want to create a widget code for your timeline, a favourite timeline (someone else's), a list of timelines (a subscribed list generated in TweetDeck), a search word (create for hashtags), or a collection which has been generated in TweetDeck. Note, the Search option enables the use of multiple hashtags or key words. Use AND in between the terms/hashtag to enable exact matching. Alternatively use OR to increase searchability to either/or hashtags of tag words. 
  8. Adjust the size, theme and search options as required.
  9. Create the collection by selecting Create widget.
  10. Copy the code located under the preview window and return to FLO. 
  11. Navigate to the newly created HTML block and turn editing on but clicking the 'configure' button (config.jpg)
  12. Name the block 
  13. In the content section, click the HTML button to open the editor (HTML%20button.jpg)
  14. Paste the code from Twitter into the HTML editor and click Update
  15. Click Save changes
  16. The block can then be positioned in the right hand side as desired

Example: 

Twitter%20example%20in%20FLO.jpg

Additional information

For additional information, refer to the Twitter support page for using TweetDeck at https://support.twitter.com/articles/20170322-tweetdeck-pro-tips which will assist you to create lists and collections for display in FLO. An alternative is to create lists in Twitter (Profile & Settings>Lists).

Add a user override to an assignment

In an assignment, you can change the dates for a particular group or user using the override functionality . If you want to create a Group override, groups will need to be set up in your topic.

Steps

You must override at least one of the below settings.

  1. Click on the Assignment

  2. Click on the Assignment administration block

  3. Select User overrides
    assignment administration block
  4. Click add group override button
  5. In the next screen, choose an Override user (required field).  

    Override user in assignment
  6. Select one or all of the choices -  allow submissions from, the due date and/or cut-off date (if not applicable, untick box, make at least one selection)
    allow submissions from
  7. Click Save (if you require more overrides, click 'Save and enter another overrride')
    save icon, save and enter another override icon, cancel icon

Add a welcome block

The welcome block allows you to post an introductory message to students, as well as the names, photos and optionally contact details of the teaching team. Your school may already include a Topic welcome/Welcome block/Contact block in the school’s FLO template which means you will not have to create it yourself. 

Note: To add / alter your profile picture displayed in the Welcome block, see how do I upload a profile photo.

Steps

  1. In your topic, click the Turn editing on button
    turn editing on button
  2. Locate the Add a block dropdown menu (usually on the right-hand side) and select Topic welcome
    select topic welcome from the add a block menu
  3. When the new block appears, click the cog icon to configure the block (see more information below)
    click the configure topic welcome block icon

    Welcome text - enter some introductory text for students here. Try not to make the text too long - if you have a lot of content, consider using a page resource instead.

    By default, the welcome text is only shown to students until the end of week 1. After this time it will be collapsed under a Click to expand link. If you want to change how long the full text is displayed, change the Hide course welcome text date.

    By default, topic coordinators are listed, along with their email addresses. To show more teaching team roles, change the Roles to display settings, and to show more contact methods change the Contact methods to display options.

  4. When you have finished configuring the block, click Save changes

Change your user image

  1. If you have previously uploaded a profile image, it will automatically display in the welcome block.  To add or change your user image, click the edit your profile here link in the block
    follow the 'edit your profile here' link 
  2. Upload your user image clicking the Add button or by dragging and dropping the file into the area indicated
    upload your image
    display of a newly added image
  3. Click Update profile
    update profile button
  4. Your chosen image will now appear in the Welcome block, in addition to many other locations in FLO
    a welcome block complete with user image

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Add a word count field to an assignment submission

An optional word count field can be enabled that requires students enter the word count of an assignment before submitting.  

Steps

  1. In your topic, click Turn editing on
    turn editing on button
  2. Edit the assignment by clicking on the cog next to the activity in question
    edit the assignment via its edit cog
  3. Under the Submission types heading, enable Word count declaration by clicking the check box
    enable word count
  4. Click Save and return to topic

click 'save and return to topic'

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

student view of word count field



Add blocks to my topic

Blocks usually appear in the right-hand side of the topic main page. However, be aware that if the FLO site is being viewed on a mobile device the blocks may move to the bottom of the screen. Students can also move blocks around (left/right), hide (dock) or delete them.

Steps

  1. In your topic, click Turn editing on
    turn editing on button
  2. Locate the Add a block menu (usually on the right-hand side)
    add a block menu
  3. Select the type of block you wish to add

Types of blocks

Block name Description
Activities Lists all activities used in the topic, with links to show all activities of each type
Attendance Provides a link to the attendance register. Requires the Attendance activity
Comments Allows students to post comments on the page. Comments will be visible to all users in the topic
Feedback Provides link to provide feedback. Requires the Feedback activity
HTML Allows you to enter custom text, links and images
Lecture recordings Provides a link to the lecture management interface (QStream)
Logged in user Shows the current logged in user (you)
Messages Links to the Messages tool
Module links Provides a table of contents of modules in the topic
People Links to the Participants tool
Quiz results Shows results from quizzes in the topic
Random glossary entry Shows a random glossary entry. Requires the Glossary tool
Recent activity Shows the most recent activity in the topic
Remote RSS feed Allows you to import RSS feeds from external websites
Search forums Provides a tool to search all forums in the topic
Self completion Displays progress on self completion in the topic
Topic completion status Displays progress on topic completion
Upcoming events Shows calendar events for the next 7 days

Add categories to a glossary

Adding categories to a glossary means you can apply them to entries (and have more than one). This makes entries more searchable (via the 'Browse by category' tab), especially important when there are a lot of entries. This glossary is a good example of a glossary that needs, and uses, categories.

Before you start

Create a glossary activity

Steps

  1. Enter the glossary activity you would like to add categories to
    glossary icon
  2. Select the Browse by category tab

  3. Click Edit categories
    browse by category tab

  4. Select Add category
    Click add category

  5. Provide your category with a category Name

  6. Use the Automatically link this category drop-down menu to select whether or not you would like to automatically link the category. 
    For more information about auto-linking, see Set up auto-linking in a glossary entry

  7. Select Save changes
    name, auto-link option, save changes

  8. The newly created category will be displayed

  9. Click Add category to add another category
    add category

    The categories you create will allow users the option to browse by the glossary by category
    student view - browsing by category

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Add chapters to a book

Steps

  1. In a book, locate the Table of Contents block (usually on the left-hand side)

  2. Click on the add icon
    add a new book chapter

  3. Give the new chapter a Title and Content using the HMTL editor

  4. Click Save changes

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Add IMS content packages

IMS content packages can be used to present content developed by a third party, such as a textbook publisher. If you would like to use IMS content packages, please contact your local eLearning support team.

Add key dates to the topic calendar

Steps

  1. In the topic, locate the Calendar block (usually on the right-hand side)

  2. Click the month name to enter full view
    calendar, click on month
  3. Click New event
    click new event
  4. Specify Type of event. If Topic, the entry will be shown to the entire class. If User, it will be private to you only

  5. Specify an Event title and Description

  6. Choose the Date and time of the event

  7. Click Save changes

 

 

 

Add manual grade items

Manual grade items can be used to record grades for activities that are not undertaken through FLO (e.g. contribution to tutorial discussion, oral presentation). Most FLO activities you set up will appear in the Gradebook automatically (note that if you set up a forum and want to grade it, you will have to set it to be rated).

Steps

  1. Click the Administration block

  2. Click Grades


  3. Click the Setup tab, click Gradebook setup
    setup tab
  4. Click the Add grade item button
    add grade item
  5. Give the item a Name

  6. Set a Maximum grade
    item name and maximum grade
  7. Click save changes

Add multimedia (lecture recordings and other topic media)

Links to your lecture recordings will automatically be published to FLO. However, you can manually add links to lecture recordings or other topic media.

Steps

  1. In the topic, click Turn editing on
    turn editing on
  2. Click Add an activity or resource, and choose how you would like to display your video (we recommend page format).
    page icon
  3. Give the page a name, eg Lecture Monday week 1
    give the page a name
  4. In the page content area, click the Moodle Media button in the toolbar
    click the Moodle Media button
  5. Select Find or upload a sound, video or applet
    upload a video
  6. Choose Topic Media from the options on the left
    choose topic media
  7. This will bring up a list of all lecture recordings for the topic, as well as media files you have already uploaded to the topic using the Topic Media function.

  8. Select a file by clicking on it, then choose Select this file, then insert.

  9. Save the page.

The page will then provide a link to the recording. You may also like to include other information on the page, such as lecture handouts.

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Add questions to a feedback activity

Steps

  1. In the feedback activity, click Edit questions
    edit question tab
  2. Using the Select menu, choose the type of question to add
    'Content' heading and 'select; drop-down menu
  3. Complete the required information and click Save question button

The types of questions are as follows:

  • Longer text answer
  • Multiple choice
  • Multiple choice (rated)
  • Numeric answer
  • Short text answer

You can also add information and structural elements such as

  • Page break
  • Label
  • Information

 

Add questions to a quiz (edit quiz)

If you want to add questions from a text file rather than creating them in the question bank, contact your eLearning support team.

Steps

  1. Add questions
  2. Add a module heading
  3. Preview the quiz

Add questions
  1. Click on the quiz you have created

  2. Click the Edit quiz link      
    edit quiz button
  3. Click the Add link
    click Add
  4. Click the from question bank option
    click from Question bank
  5. Click the box next to the questions, click Add selected questions to the quiz.  
    add question to quiz

Add a module heading

If you have a number of questions and it would make sense to group them, you can add a module heading. With a quiz of 20 or more questions using free navigation, headings may be particularly helpful to the user.

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

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

  4. Click on the 'New heading' pencil to create a heading (other option is to delete)new heading for module

Preview the quiz
When you have finished adding questions, remember to preview the quiz. In the Administration block, click Preview
preview the quiz
You will not be able to add any further questions to the quiz once it has been attempted

Add random questions to a quiz

If you have random questions in your quiz, students taking a quiz simultaneously are unlikely to get the same questions at the same time. The more questions you provide the more likely it is that students will get different questions on each attempt. You need to provide enough questions in the category from which the random questions are chosen for this to work (eg in a quiz of 20 questions you might want to aim for 10 random questions, so a question bank of 30 questions for this quiz). 

Random questions are useful in a test or exam situation (ie an assessable quiz).

Steps

  1. In your quiz, click Edit quiz
    edit quiz
  2. Click on Add dropdown list and select Add a random question
    show question bank contents
  3. Change the category to be the one containing the questions
    change category
  4. Select the number of questions you wish to add and click Add random question
    add 2 random questions to quiz

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Add Skype name to My Profile settings

You will need to create a Skype account (if you haven't already) for you to add your Skype name in your profile. You must add your Skype name in your profile so you can access the Skype tool in your FLO collaboration space. 

Steps

  1. In your topic/collaboration space, click the turn editing on button
    turn editing on button
  2. Go to the Your name (top right hand corner)

  3. Click Profile



  4. In the User details area Click

  5. Click Optional

  6. Add Your Skype name next to Skype ID
    type your skype ID into the text box
  7. Click Update profile
    update profile button

Allow multiple attempts on a quiz

Steps

  1. In the quiz, locate the Administration tab

  2. Under the Quiz administration section click Edit settings

    edit quiz settings

  3. Under Grade, change the Attempts allowed setting. Unlimited means students can attempt the quiz as many times as they like until the close date.

  4. Change Grading method to be the grade you want to use as the student's final grade for the quiz.



  5. Click

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Allow students to resubmit an assignment

You are able to set an assignment up to either automatically give students the chance to resubmit until they receive a pass mark (as specified by you) or manually control when resubmissions are given.

The resubmission feature allows both staff and students to review the full submission history (a resubmission will not overwrite a previous submission). This gives the student the oppurtunity to review all submissions and feedback and see any improvements in their submission.


Steps to enable resubmissions

  1. Create a new assignment or edit your existing assignment

  2. Expand the Submission settings section

  3. Select either Manually or Automatically until pass from the Attempts reopened list
    Attempts reopened

    Note: If Automatically until pass is selected, the Grade to pass setting in the gradebook will need to be configured so that FLO knows when to re-open the submission dropbox for the student. If you want students within a range of grades to be able to resubmit (eg 47-49) you should choose Manually, and use the settings in the individual marking form (see instructions below).

  4. Select the Maximum attempt allowed by students

    Note: this field is most important if using the 'Automatically until pass' option, as this can limit the number of times a student is able to resubmit. Configuring this field when 'Manually' is selected for the Attempts reopened field will limit the number of times staff can request a student resubmits.

 

Steps to manually reopen a submission

  1. Grade the student using the individual marking form

  2. Select Yes from the Allow another attempt list in the Attempt settings section

    Attempt settings

Any previous submission attempts will be listed at the bottom of the Individual marking form

Annotate (mark) assignments offline

Offline Annotation allows you to download all student assignments in a zip file. You can save files to a shared drive or USB and annotate (provide comments) on assignments (using software such as Word or PDF or marking on a tablet such as an iPad) without being connected to the Internet. At a later stage (once you are connected to the Internet) you can upload all assignments at once, a fantastic time saver. This is a great option if you have large student numbers, are providing feedback in the way of annotations on student assignments and may not be connected to the internet whilst marking.

You can also combine this option with the use of the grading worksheet to enter marks and upload into FLO.

If the class is large and there will be multiple markers consider creating your assignment using groups for marking. This will allow markers to easily download the assignments for their own group and will prevent cross marking.

Offline annotation is split into three different phases:

  1. Downloading files 
    Downloading the files necessary for marking including the student submissions and the grading worksheet.
  2. Marking assignments 
    Annotating assignments using software such as Word or PDF (or on a tablet if you have access to one) and adding comments, highlights, corrections etc. Marks and comments (if required) can be entered into the grading worksheet.
  3. Uploading marks and feedback 
    Once marking is complete annotated assignments and marks are uploaded to FLO in a batch process.

Annotate (mark) student assignments in Acrobat PDF

When using Acrobat for electronic marking, students must either submit their work in PDF format (restrict the Submission File type to PDF when you create the assignment) or you can create the PDF from their original file. You can then use Acrobat to comment and mark up the PDF document. This guide assumes a basic knowledge of the Acrobat interface and workflow for creating PDF documents. If you are new to Acrobat, download the Introduction to Adobe Acrobat handout from the Using your computer page.

An example of an assignment marked in PDF is provided below.

This page provides step by step guides on how to:

Creating PDF files

You create a PDF by converting other documents and resources to Portable Document Format (PDF). Alternatively you may like to require students to submit in PDF format (restrict the Submission File type to PDF when you create the assignment).


Creating  PDFs with Acrobat

  1. In Acrobat, do one of the following:
    Choose File > Create PDF > From File.
    On the toolbar, click the Create button and choose From File.
  2. In the Open dialog box, select the file you want to convert to PDF. You can browse all file types or select a specific type in the Files Of Type menu.
  3. Click Open to convert the file to a PDF.
    Depending on the type of file being converted, the authoring application opens automatically or a progress dialog box appears. If the file is in an unsupported format, a message appears, telling you that the file cannot be converted to PDF.
  4. When the new PDF opens, Save the file ; then select a name and location for the PDF.

Important

Filenames should start with the student's FAN and an underscore, eg abcd0001_assignment1.pdf

Creating PDFs with PDFMaker

In Office 2007/2010, Acrobat installs an Acrobat Tab.  

create pdf icon


Converting files to PDF

In windows explorer you can convert a file without opening any applications.

  1. Click on My Computer icon on your desktop and then navigate to where the file is saved
  2. Right-click on the file and select Convert to Adobe PDF
  3. In the Save Adobe PDF File As dialog box, enter a filename and location for the PDF, and click Save.


Using the commenting and markup tools

The commenting and markup functions in Acrobat are the core tools for electronic marking. These tools allow you to insert detailed comments, highlight, replace, insert, and delete text and use graphics to mark up documents. You can use these tools in various ways:

  • The commenting tools are useful for assessing high-level conceptual and procedural knowledge.
  • The text tools are useful for detailed spelling, grammar, and general writing evaluation.
  • The graphic markup tools are useful for evaluating student work that includes images or other non-text content.
  • Comments will appear in a balloon in the document margin and are anchored to a place in the document text.


Use a comment bank

To increase marking efficiency you could prepare common comments for re-use (e.g. a paragraph containing instructions about referencing) in a separate Word file. See some comment bank examples.

Comment & Markup toolbar

The Comment & Markup toolbar provides easy access to many of the tools you will need for marking documents.

To display the Comment & Markup toolbar,

Acrobat 10: click the Comment button

 10 icons

Change User Name/Identity

Before you begin adding comments to PDF files it is important to ensure that your comments are marked with your name. You will only need to do this once on each computer that you use.

  1. Got to Edit > Preferences > Commenting
     preferences
  2. In the Marking Comment section at the bottom, un-tick the Always use Log-in Name for Author name

  3. Go to the Identity section

  4. Enter in your Name, email address and any other details
    enter your details
  5. Click OK.

  6. Now create a Sticky Note (refer below)

  7. In the Sticky Note select Options > Properties

  8. Select the general Tab

  9. Enter your name and select the Make Properties Default then OK.

  10. This will now make the name you entered the default for all future comments and editing.
    sticky note optionssticky note properties

Sticky note tool

Insert comments at specific locations by using the sticky note tool. Sticky notes are ideal for long or short comments that are general or overarching in their nature. For example, you might use a sticky note to critique a student’s overall theory in a research paper or to provide detailed comments on a collection of images from a semester-long photography portfolio. This is wherethe use of comment banks can save you time during the marking process.

Add a sticky note comment
  1. Do one of the following:
    In Acrobat, choose Comments > Add Sticky Note.
    Select the Sticky Note tool sticky note tool in the Comment & Markup toolbar, and either click where you want to place the note or drag to create a custom- sized note.
  2. Type text in the pop-up note (or copy and paste text from your comment bank). You can also use the Select tool select tool to copy and paste text from another document into the note.
    Note: If you close the pop-up note, your text remains.
  3. You can reposition the sticky note icon by dragging it to a new location.

sticky window

Edit a sticky note comment
  1. Click or double-click the note icon.
  2. Make changes, as needed:
    To resize the pop-up note, drag the lower-left or lower-right corner.
    To change the text formatting, choose View > Toolbars > Properties Bar, select the text, and then select the property you want in the toolbar. You can also change the colour of the sticky note in this toolbar.
  3. When you finish, click the minimize button in the upper- right corner of the pop-up note, or click outside the pop-up note.
  4. If you want to change the font size, default pop-up behaviour and other settings for creating and viewing comments, use the Commenting panel in the Preferences dialog box (Figure 5). To display the Commenting preferences, choose Edit > Preferences and then select the Commenting category.
Delete a sticky note comment
  1. Select the sticky note icon, and press Delete on your keyboard.
  2. Alternatively, double-click the note icon and choose Delete from the Options menu of the pop-up note.


Text editing tools

Provide specific markup on sections of text by using the text-editing tools. The tools allow you to highlight, insert, underline, or cross out text digitally, much as you would edit on paper. Standard editing symbols correspond to the use of each tool so students can quickly determine the edits you have provided for their work. These tools are valuable for marking up problems with grammar, vocabulary, spelling, or sentence structure and for providing very specific comments on small portions of text.

Pop-up notes associated with the tools show the date and time of the edit and provide room for your comments. They can be minimized to avoid unnecessary clutter. Students can see your edits and notes by hovering over the editing symbol within the marked-up text or by double-clicking the editing symbol to reveal the pop-up note.

Highlight text
  1. Click the Highlight Text button in the Comment & Markup toolbar.

  2. Select the text you wish to highlight. The selected text is highlighted in yellow.
    edit your design ideas
  3. Double-click the highlighted text to reveal the pop-up note associated with the text. Type your comment into the pop-up note. You can also use the Select tool to copy and paste text from a PDF into the note.
    Note: If you close the pop-up note, your text remains.

  4. If you need to edit or delete the Highlight Text pop-up note, you can easily adapt the instructions for editing or deleting a sticky note in the Sticky Note tool section.

Replace Selected Text  Show places where text should be replaced and provide alternate text in a pop-up note.

Highlight Selected Text  Cause text to be highlighted yellow. Note: The Highlight Text tool is also available on the main Comment & Markup toolbar.

Add Note To Selected Text  Include a specific comment that is linked to highlighted text by a pop-up note.

Insert Text At Cursor Mark a spot where text needs to be inserted and provide that inserted text with the Insert text At Cursor tool.

Underline Selected Text  Underline to denote emphasis on a specific piece of text.

Cross Out Text for Deletion  Visually cross out the selected text.


Edit text (including replacing, add note, insert, underline & cross out)
  1. Click the Text Edits button in the Comment & Markup toolbar. Choose the Text Edits tool from the menu.
    Text Edits button
    Note: The first time you work with the text-editing tools, you will see a dialog box explaining each of the tools. You can select the Don’t Show Again dialog box if you wish to avoid this message in the future.

  2. Select the text you wish to replace in the document.

  3. Click the Text Edits button in the Comment & Markup toolbar. Choose the desired edit text tool. A pop-up note is created that is linked to the crossed-out text.

  4. Type the desired text into the pop-up note. You can also use the Select tool to copy and paste text from a PDF into the note.
    Edit your text
    Note: If you close the pop-up note, your text remains.

  5. If you need to edit or delete the text edit pop-up note, you can easily adapt the instructions for editing or deleting a sticky note.
    Note: The steps for using the Replacing Selected Text, Add Note To Selected Text, Insert Text At Cursor, Underline Selected Text, and Cross Out Text For Deletion tools are all the same.


Stamp tools

Stamp tools can make life a lot easier with common text or grade identifyers. There are some pre created stamps but for eMarking it is best to create your own.

To create a Comment stamp in Adobe Acrobat you first need to create an image of what you want the stamp to look like. Click here to download some samples. These are created in Word using the drawing tools. Each stamp must be on a separate page.

Once you have created your stamps you need to convert the Word document to PDF. In Word 2007 or 2010 go to File > Save As > in the Save As type box change this to PDF

Import them to Acrobat
  1. Open Adobe Acrobat
  2. Select the Comment bar
  3. Click on the stamp icon
  4. Select Custom Stamps then Create Custom Stamp
  5. Browse to where you saved the PDF stamp document you created
  6. This will now show a sample of the stamps. You will need to scroll down to see each stamp
  7. Select the stamp you want to add by displaying it in the window
  8. Under Category type Marking or some other description of the group you want to place your stamps into. If you have already created a group click the dropdown arrow and select the group
  9. Under Name type a name for the stamp
  10. Click OK
  11. Repeat step 3 and 4 but this time select Manage Stamps
  12. Click on Create and repeat steps 7 to 10 to create each new stamp
Share stamps with others
  1. Close Acrobat
  2. Open My Computer and navigate to:
    University computers - U:\Prefs\AppData\Adobe\Acrobat\[version number]\Stamps
    Windows 7 home computers - C:\Users\[username]\AppData\Roaming\Adobe\Acrobat\[version number]\Stamps
  3. In this folder will be a file (if you have more than one stamp group there will be multiple files) with a long weird name. Rename it to something logical and copy it to a location for sharing.
  4. Now have the people you want to share with, copy this file to the same location on their computer as per step 2.


Markup tools

Acrobat provides a number of graphical markup tools that may be helpful if you are evaluating digital design portfolios or documents that contain multimedia content. With the cloud tool, line and shape tools, and pencil tool, you can include a text comment in a pop-up note associated with each use of the tool. Select the desired tool and drag to draw on the document and create the graphical markup.

Callout tool Create an arrow pointing to a specific location and a linking box into which you can type text.

Text Box tool Places a box on top of the document into which you can insert text.

Cloud tool  Click around an object or text to draw a cloud around it.

Line and shape tools  Draw an arrow, line, rectangle, or oval to highlight specific elements in a document.

Pencil tool  Draw freeform on a document.


Using audio commenting

Acrobat includes an audio commenting feature with which you can record audio comments from within Acrobat. Audio commenting adds a personal touch to electronic marking. You can provide encouragement or motivation through an audio comment that is often hard to convey in text. Also, audio comments may be easier and more effective when your comment is lengthy or you are explaining a difficult concept. The built-in microphones on most computers should be sufficient for recording audio comments.

Note: Audio commenting can quickly increase the size of your document file. Be aware of your student’s capabilities for sending and receiving large files and consider any restrictions when you plan your electronic marking strategy.

Add an audio comment
  1. Do one of the following:
     Sound Recorder
    In Acrobat, choose Comments > Comment & Markup Tools > Record Audio Comment.
    In Reader, choose Tools > Comment & Markup > Record Audio Comment.

  2. Your cursor changes to a speaker icon. Click to place the audio comment in a specific location in the document. The Sound Recorder appears.

  3. If you have already recorded audio in a separate application, you can click Browse to select the audio file. Otherwise, click the red record button to begin recording. Using your computer’s built-in microphone, record the audio comment you wish to make. Click the stop button when you finish. You can review your  audio comment by clicking the play button. Move the slider left and right to review portions of your audio comment. You can click the record button again to record additional comments. When you are satisfied with your audio comment, click OK.

  4. You may wish to make adjustments to the appearance of the audio comment. In the Sound Attachment Properties dialog box, you can change the icon style, colour, and opacity of the comment marker. Click OK.

  5. The audio comment icon  appears on the page at the desired location. To listen to the audio comment, double-click on the comment or right-click (Windows) / Ctrl-click (Mac OS) on the comment and select Play File from the audio comment menu.

  6. To delete the audio comment, right-click (Windows) / Ctrl-click (Mac OS) on the comment and select Delete from the audio comment menu.

Note: You cannot edit audio comments in Acrobat.


Inserting pages

You can insert PDF pages containing formal evaluation rubrics to make assessment methods and standards clear to students. Or, you may want to include additional resources for a student to use in revising the assessed work. Inserting additional pages is a convenient way of containing all the information associated with an assessment in one easy-to-distribute package.

Insert a page
  1. Do one of the following:
    Insert a page options
    Choose Document > Insert Pages.
    From the Pages Navigation Pane, click the Options button  and select Insert Pages. 

  2. Choose to Insert Pages From File. In the Select File To Insert dialog box, browse for the PDF file to insert in the document. Click Select.

  3. In the Insert Pages dialog box, choose the location and page number to insert the PDF into the document. Acrobat inserts the page at the desired location.
    Insert pages


Creating summary documents

When you have completed your commenting and markup of a document, you can create a summary document as a convenient container for all your comments. This feature may be useful for documents that have many comments or markups that are difficult to view simultaneously within the original document.

Create a comment summary document
  1. In Acrobat, choose Comments > Summarize Comments
    .Comments > Summarize Comments
    Note: The Summarize Comments feature is only available in Acrobat Pro.

  2. In the Summarize Options dialog box, choose from the following layouts and settings for your summary document:
           Document and comments with connector lines on separate pages
           Document and comments with connector lines on single pages
           Comments only
           Document and comments with sequence numbers on separate pages
    Click the Create PDF Comment Summary button.

  3. Acrobat automatically creates the summary document and opens it in a new window. Save the new summary document with the desired filename and location


Example assignment marked in PDF

Annotate (mark) student assignments in FLO (online)

The Online Annotation feedback method allows you to open PDF assignments in your browser (e.g. Chrome, Firefox, Safari, IE), provide comments and annotations and save without needing to download and upload submission into FLO.

To provide online annotations to a student's submission, the students must submit a PDF document. Therefore, restricting your assignment to accept only a .pdf submission is suggested if you want to provide online annotations to all students Note: set maximum number of submissions to 1 (if you require more submissions try using the offline annotation method).

Steps

  1. Click on the assignment you wish to provide online annotations for

  2. Click on Grade
    grade button

  3. The first page of the PDF submission is displayed.  The following table outlines the tools and shortcuts available for online annotation:

    annotate toolbar
Icon Keyboard shortcut Description
commenticon.png z Add comments - this adds a comment box to the PDF. Once a comment has been added to a comment box, it can be added into your comment 'quicklist'. Any comments in your 'quicklist' can be quickly inserted again by right clicking anywhere on submission and choosing the comment from the drop-down menu. The small box allows you to add a comment from your quicklist. To delete a comment, right click in the small box near to the comment box and choose 'Delete comment' from the menu.  
Note: The colour of the comment box can be chosen by the comment box colour picker, or using the shortcut key 'x' to select the colour picker.
eraseicon.png c

Used to move or deleted previously added annotations. (Deleting comments can be done using the comments tool – see above.)

eraseicon.png y

Add freehand line - this adds a freehand colour line to the submission. 
Note: The colour of the freehand line can be chosen by the colour picker, or using the shortcut key 'r' to select the colour picker.

lineicon.png u

Add line - this adds a coloured to the submission.
Note: The colour of the line can be chosen by the colour picker, or using the shortcut key 'r' to select the colour picker.

Rectangle tool i

Add rectangle - this adds a coloured rectangle to the submission.
Note: The colour of the rectangle can be chosen by the colour picker, or using the shortcut key 'r' to select the colour picker.

Oval tool o

Add oval - this adds a coloured oval to the submission.
Note: The colour of the oval can be chosen by the colour picker, or using the shortcut key 'r' to select the colour picker.

Highlight tool p

Add a highlight line to text / images.
Note: The colour of the highlight can be chosen by the colour picker, or using the shortcut key 'r' to select the colour picker.

Stamp tool n

Add a stamp to the page. The stamp appearance is chosen from the stamp dropdown list. A stamp can either be simply applied by selecting the screen, or clicking and dragging the stamp to the size you require

stamps.jpg

 

Note: shortcuts are activated by pressing Alt + Shift + the shortcut key.

To navigate between pages, either use the Previous / Next buttons to navigate forwards or backwards one page, or select a specific page number from the drop-down list activated by selecting the current page number:

Page navigation

Once you have finished online annotation of this submission, you can grade the submission, leave feedback comments or attach feedback files on the same screen.

Grade
annotate grade

Feedback comments

annotate feedback comments

Feedback Files

Annotate feedback files

Once completed saving the changes of the Individual Marking Form will return the annotated document to the student. Please note, if the assignment is hidden in the gradebook, the student will not be able to see the feedback file. Grades and feedback are only made available once the assignment is visible in the gradebook.

 

Saving time annotating online

Using the comment Quicklist can save time when providing comments to submissions using online annotation. To save a regularly used comment to your comments Quicklist, complete the following steps:

  • Select the icon in the comment box of the comment you wish to save
  • Select 'Add to comment quicklist' from the menu
    Add to Quicklist
  • To add this comment elsewhere on the document, add a blank comment box and select the icon in the top right hand corner. All previously saved comments will appear in a list. Select the comment from the Quicklist.
    Add comment from Quicklist

Annotate (mark) student assignments in Word

Depending on how you will be providing feedback to students, Microsoft Word is a convenient program to use either to:

  • annotate student assignments
    OR
  • complete feedback forms (such as marking guides, rubrics, checklists etc)

You are able to restrict the format of student submission to only Word documents (.doc, .docx and .rtf) using the 'Restrict file types' option in an assignments settings.

An example of an assignment marked in Word is provided below.

This page provides step by step guides on how to:

  • insert text comments
  • use a comment bank
  • use the clipboard
  • use colour highlighting
  • use Autocorrect

Inserting text comments

Text comments are useful for assessing high-level conceptual and procedural knowledge. Comments will appear in a balloon in the document margin and are anchored to a place in the document text.

Use a comment bank

To increase marking efficiency you could prepare common comments for re-use (e.g. a paragraph containing instructions about referencing) in a separate Word file. See some comment bank examples.

  1. Open the assignment and comment documents side by side.
  2. Place your cursor in the assignment where you want to place a comment. In Word 2007/2010 go to Review > New Comment
  3. Select the pre-written comment, hold Ctrl and drag the comment to the Comment bubble, or alternatively type your comments into the Comment bubble.

You will see that your comments are referenced by letter(s) and a number. To change the letters to your initials or name: comment

  1. Go to:
    Word 2007 – Office logo > Options > General > Personalise your copy of MS Office
    Word 2010 – File > Options > General > Personalise your copy of MS Office
  2. Type your name or initials in the Username and/or Initials box. The information you type here is for the current computer and used by all Microsoft Office programs, so any changes you make here will affect all Microsoft programs

Use the Clipboard

clipboard

You can copy up to 24 items to the Clipboard collection using the standard copy commands (copy/paste or Ctrl C/Ctrl V). 

You can then use the Clipboard like a library of comments and paste comments into documents.

To display the Clipboard

In Word 2007 and 2010 – Home tab – click on the arrow next to Clipboard, underneath the Paste icon.The Clipboard will appear at the side of your Word document.

To paste an entry from the Clipboard

  1. Place your cursor where you want the comment to appear (e.g. in a Comment box)
  2. Click on the dropdown arrow for the entry
  3. Select Paste

To clear a single entry from the Clipboard select the dropdown and select Delete.
Entries will remain in the Clipboard until you exit all Office programs or you delete items or click 'Clear All'.

Delete comments

  1. Right click on the comment you wish to delete.
  2. Select 'Delete Comment'.

Use colour highlighting

  1. The highlight tool is located in the Home tab. Highlight toolbar
  2. Select the text you want to highlight, click on the highlighting tool and select the colour you wish to use or click the highlighter tool and the drag over area to be marked. To deactivate highlighter click the Esc key.
  3. To remove highlighting, selected the highlighted text, click on the highlighting tool and select 'None'.

Add a legend to the assignment document explaining the meaning of each highlight colour. For example:
Spelling – Red
Grammar – Green
Sentence construction - Yellow
Tip: Create an AutoCorrect shortcut for your legend to save even more time.

Add text in another colour

You may want to use another colour for text if you are writing usable feedback at the end of the assignment, to distinguish it from the student's work.

  1. Font (text) colour is controlled by an icon on Home tab. Change text colour toolbar 
  2. Select the text colour you wish to use and start typing. Make sure it is a reader- and print-friendly colour.

Use AutoCorrect (keyboard shortcuts)

To save time, you can use AutoCorrect to set up keyboard shortcuts for your comments.
In Word 2007/2010:

  1. Highlight the text you want to AutoCorrect (eg a comment from your comment bank)
  2. Go to Word options in the Home button (2007) or File tab (2010)
  3. Choose Proofing
  4. Then select AutoCorrect
  5. Your highlighted text will automatically be added to the replace text box. Type in the shortcut you want to use eg marklegend
  6. Click the ADD button
  7. Repeat step 1 to 6 to add more options or type the comments directly into the text box as plain text.
  8. To test the function open a new document and type your shortcut then press Enter or the space bar. The full comment will appear.

An example assignment marked in Word

Assignment in Word

Announcements

Announcements are a way of generating social presence in your FLO topic.

You can provide information to all students in your topic using the Latest Announcements block on the topic homepage. This is handy for all important information (e.g. changes to lecture/tutorial times, assessment reminders). Remind your students to check their emails regularly. A copy of the announcement (and a link to any attachments) will be sent to their Flinders email account. It will also appear in the Latest Announcements block. 

Announcements are a timely, active element in the topic – use them to post reminders, pose challenging questions, generate curiosity, answer a FAQ, or respond to muddy points.  Announcements are posted to all enrolled in the topic within 30 minutes of posting (the announcements will override the students set personal preferences in FLO and will be automatically emailed out).

 

Getting started with the announcements tool

 

  How do I...?

  Troubleshooting

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Popular issues:

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Workshops

Apply text styles

When working with text, remember to use the Clear formattingClear formatting icon icon to 'clean' the text so that the look and feel is consistent and readable.

For reasons of accessibility, usability, universal design and sustainability, it is strongly advisable to apply styles that are built into the HTML editor when working with text. Categories of style usage include headings, quotes and other text elements. 

  • Use the Paragraph stylesParagraph styles iconicon pull-down menu in to create structure for your FLO site. Creating headings and other text styles will help you to meet accessibility guidelines
  • Use the Styles Styles iconicon pull-down menu to draw attention to particular information. This feature will help you to meet usability guidelines


Steps

Paragraph styles icon

  1. In your FLO resource/module, in the HTML editor toolbar click on the Show more buttons icon 
  2. Place your cursor where you want the style (eg heading) to appear, and from the toolbar menu, and from the toolbar menu select the Paragraph styles Paragraph styles iconicon  
  3. Make a choice from the Paragraph styles menu 
  4. Paragraph styles menu
  5. Click Save changes once you have finished editing the text 
Example of an applied paragraph style (Pre-formatted)
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Styles icon

  1. In your FLO resource/module, in the HTML editor toolbar click on the Show more buttonsShow more buttons icon icon
  2. Place your cursor where you want the style to appear, and from the toolbar menu select the Styles Styles iconicon 
  3. Make a choice from the Styles menu
  4. Styles menu
  5. Click Save changes once you have finished editing the text 
Example of an applied style (</> Key)
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Assignment

All student assignments generated in electronic form should be submitted by the student and returned to the student electronically (Flinders University principle).

The Assignment tool 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 a group assignment is selected.

When reviewing assignments, teachers can leave feedback comments and upload files, such as marked-up student submissions, documents with comments or spoken audio feedback. Assignments can be graded using a numerical or custom scale or an advanced grading method such as a rubric. Final grades are recorded in the gradebook.

Before you start

For considerations and questions you might ask when planning/designing for eAssignments:

Getting started with the Assignment tool

What feedback method do you want to use?

View printable (PDF) version of the eMarking decision tree

 

 

 

  How do I...?

  Troubleshooting

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A student claimed they submitted their assignment, but their submission is not in the list

You can see whether a student attempted to submit an assignment by looking at the FLO logs.

Steps

  1. In your topic, click on the assignment
    assignment icon
  2. Locate the Administration block

  3. Click on Logs
    reports logs
  4. Choose the student's name from the All participants

  5. Make sure the timeframe is set to All days
    reports
  6. Click get these logs

This will show all activity that student has had in the assignment, including attempted submissions.

A student submitted the wrong file for their assignment - what can I do?

You can use the revert to draft functionality to allow the student to delete the file, upload a new file and submit.

Attendance

Monitoring attendance in class is a measure of student engagement. It also allows students to take responsibility for their own learning. This is an active teaching strategy and can also contribute to learning analytics for the students in the topic.

The attendance tool in FLO allows a teacher to take attendance during class and for students to view their own attendance record. The teacher can create multiple sessions and can mark the attendance status as 'Present', 'Absent', 'Late', or 'Excused', or modify statuses to suit their needs. Reports are available for the entire class or individual students.

 

Getting started with the attendance tool

 

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Automatically create groups

Automatically creating groups allocates students randomly across either a specified number of groups, or into groups of a certain size. This can also be used to create sub groups based off of the membership of an existing group or grouping.

Steps

  1. In the topic, locate the Administration tab

  2. Click Users, then Groups
    groups administration tab

  3. Click auto create groups button

  4. Define the naming scheme. Enter a name that all groups will share, and add either @ to include a letter (eg Group A, Group B) or # to include a number (eg Group 1, Group 2)

  5. Enter the group/member count (number of groups or number of students per group)

  6. Choose whether you want to Specify number of groups, or number of students per group
    auto groups general section
  7. If any groups / groupings exist within this topic, choose whether you want to specify a group (Select members from group) or groupings (Select members from grouping) membership to be used when auto-creating groups

    Note: This can be used to split an existing group (such as a Tutorial class) into sub groups

  8. Choose how you wish to allocate members
    group members section


  9. Change Create in grouping to be New grouping

  10. Enter a name for the new grouping
    grouping section

  11. Select preview button to see how the students will be distributed across the groups (this appears at the bottom of the screen)


  12. Click submit button to confirm
B

Blocks

Blocks are a navigational tool in your topic and can provide quick links/access points for students. (However, be aware that if a student is using a mobile device to view the topic, the blocks will drop to the bottom of the screen.) Students can also interact with blocks in your topic by docking them.

Blocks appear in the left or right of the topic screen in FLO. "Topic links" is a standard block and a WebPET feature, with links to topic information, library resources, grades, SETs, etc. Different kinds of blocks can be added (e.g. Activity, Topic welcome, Remote RSS feeds), or you can add an HTML block and use it to feature the textbook/s or for some other topic-related purpose.  

 

Getting started with blocks in FLO

 

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Blog (OU blog)

Blogs are a specific type of social networking tool which is presented as a website with regular entries including commentary, descriptions and links to digital resources such as videos and images. A blog can be used as a web authoring tool and for hosting a range of digital resources such as an eportfolio. Strictly speaking blog tools provide users with the space to write, publish, and share. Because of this capability, blogs can be used for a range of education purposes, including assessment and peer learning.

The blog tool in FLO (OU blog) is intuitive for users (there is a 'New blog post' button at the top of the blog screen. Once clicked, the user can use the HTML editor to add/edit their post entry). However, you may want to prompt users (ie students) what to blog about, either in the Introduction (see Create an OU blog, step 5) or somewhere else in the FLO site.

Getting started with the blog tool

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Book

A FLO book is an organisational tool that allows you to structure your topic in a meaningful way that may reduce scrolling on the topic homepage. Students are able to see the relational elements in your topic (e.g. key information, module content) in one convenient place, and can print if they need to.

The book tool enables a teacher to create a multi-page resource in a book-like format, with chapters and sub-chapters. Books can contain media files as well as text, and are useful for displaying lengthy passages of information which can be broken down (chunked) into sections.

A book may be used:

  • to display reading material for individual modules of study
  • as a showcase portfolio of student work.

 

Getting started with the book tool

 

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Brand your videos

 

Using a brand on digital media enables viewers to identify the video owner, protects intellectual property of the video and provides marketing opportunity for the owner of the video.

At Flinders University, the brand is an integral component to the success of the university and any encounter with the wider community is an opportunity to build upon Flinders positive reputation. Marketing and Communications Office at Flinders University states that ‘our brand identity unites the diverse parts of our organisation, providing a common understanding of who we are and our collective aspirations, both within the University and beyond.' Their website should be considered when using the Flinders brand.

 

Uses in learning and teaching

To help make the process easier for video production purposes in your learning and teaching, the following branded video slides have been made available to you, in a standard size (1440x1080 pixels) and widescreen size (1920x1080 pixels) with styles for a ‘Blank’, ‘Introduction’ and ‘End’ slides in the seven Flinders university colours:

Blank blank slides
Introduction Intro slides
End End slides

 

 What software to use and where to get it:

You have the option to use a free movie editor on a Windows operating computer and new Mac (older Mac will need to purchase the software). They are Movie Maker (Windows) and iMovie (Mac).

Download Microsoft Movie Maker: http://windows.microsoft.com/en-au/windows7/products/features/movie-maker

Download iMovie from the Mac App store

 

Image picker

You can use these images in multiple ways, including being inserted into PowerPoint slides which will be converted into a video and within video editing software, like Microsoft Movie Maker and iMovie. 

  Download standard images (1440x1080 pixels)

  Download widescreen images (1920x1080 pixels)

 

 

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Build a database

Defining a database field
First you must create a database. Next you need to define the kind of fields about information you wish to collect. You can use a database preset (see below). It is then optional to edit the database templates to alter the way in which the database displays entries.

Choose a predefined set of fields

1. Click the Presets Tab
presets tab

2. In the Presets page, scroll down to the Use a preset section
preset field

3. Select the preset eg Image gallery and click Choose
database choose button

4. On the Field mappings page select the Overwrite current settings check box and click Continue – you will be invited to Add entries.

field mappings page


Create your own fields

1. Click the Fields tab to create a new field section
database fields tab

2. Choose from the drop-down list the field type you want to create.
create a new field section

3. Enter the Field name, Field description and any other required information, and click Add.

datbase fields addition 

4. A field added box will appear. Once you have finished adding your fields they will appear listed in the fields tab.



You may want to edit the database templates to make the database entries display the way you want them. Do this on the Templates pages.  The Moodle Docs page "Database templates" provides useful instructions, tips and further information about creating database templates.


Make your database searchable

Once you and your students have built the database beyond a certain size, you'll want it to be searchable.
You can make your database searchable in two ways. 

1. On the View list or Search page, deselect the Advanced search check box and click Save settings.
advanced search button


2. Then do one of the following two things:

  1.     Use the fields that now display below the list to conduct a simple search. To search, enter a Search term and either click Save settings or press Enter.
    OR
  2.     Select the Templates tab, then on the Templates page select the Advanced search template tab, and define the template to suit your and your students' needs.

C

Calculate a topic total by percentage

This will tell you how to calculate a basic topic total, for when the Statement of Assessment Methods (SAM) is in the following format:

Assessment item 1 20%
Assessment item 2 30%
Assessment item 3 50%

Assessment items are worth a certain percentage of the topic total. 

Steps

  1. In the topic, locate the Administration block

  2. Click Grades
    click grades link in administration block
  3. Click the Setup tab , click Gradebook setup tab
    setup tab

  4. In the Actions column, Edit dropdown list click the Edit settings for the top level grade item (the topic name) select edit settings

  5. Change the Aggregation dropdown list to 'Natural', 'Simple weighted mean of grades' or 'Weighted mean of grades' and click Save changes  select weighted mean of grades

  6. In the Weight textbox next to each item, specify a percentage weight for each component. For example if Assignment 1 is worth 30%, put 30 in the Weight box
    enter weights for each item
  7. Change Topic total to be 100
    set topic total to be 100

    Note: This is not possible if Natural has been chosen as the aggregation method

  8. Click save changes
Note: If you are using categories, you may need to change the aggregation method of each category to allow a weighting to be applied ot all grade items

Calculate a topic total excluding formative / non-graded items

This method of calculating the topic total is used when the FLO site contains formative, practice or non-assessable activities, as well as summative assessment tasks that count towards the topic total. 

Steps

  1. In the Administration block, click Grades
    In the administration block, select topic administration and then 'grades
  2. In the gradebook, click the Categories and items tab, clcik gradebook setup
    select 'categories and items'
  3. Click the Add category button

    add a category

  4. GIve the new category a name, and click Save changes

    category name


  5. Click the check box next to each formative / non-graded item, and use the Move selected items to menu to move items into the newly created category

    move selected items to

  6. Set the topic Aggregation method to Weighted mean of grades

    set aggregation to weighted mean of grades

  7. Set the weight for the formative / non-graded category to zero
    set weight to zero

  8. Click save changes

Calculate a topic total (including the best X from Y grades)

Calculating a topic total including the best X out of Y items is used when the Statement of Assessment Methods (SAM) follows this format:

Weekly quizzes (best 10 out of 12 quizzes counted) 10%
Assignment 1 20%
Assignment 2 30%
Exam 40%

Steps

  1. In the Administration block, click on Grades
    grades

  2. In the gradebook, click on Setup Tab, click on Gradebook setup

    Gradebook setup

  3. Put the weekly quizzes/assignment tasks into a category. To do this, click the Add category button at the bottom of the page
    add category
  4. Give the category a name, for example 'Weekly quizzes'

  5. If the assessment items are all marked out of different amounts (e.g. one quiz marked out of 10, another marked out of 15), set the Aggregation to Simple weighted mean of grades. This will ensure each assessment item is given equal weight
    set category name and aggregation method
  6. Click save changes

  7. Click the check boxes next to each weekly assessment task, then use the Move selected items to menu to move to the category you just created
    move selected items to category
  8. Your gradebook should now look like the following, with the weekly assessment items together in one folder (Weekly quizzes) and the standalone items separate
    items in category

  9. In the tab menu, switch to Full view
    full view tab
  10. In the Keep the highest column, set the value for the 'Weekly quizzes' category to the number of items you wish to keep. For example, if you want to include the highest 10 scores, change this to 10.
    set the keep the highest value
  11. From the topmost Aggregation menu, select Weighted mean of grades
    set aggregation to weight mean of grades
  12. In the Weight box next to each grade item or category, enter a number that represents how much this item is worth. For example, if an item is worth 5% of the topic total, enter 5. Remember to include a weight for the category (e.g. if you want the 'Weekly quizzes' items together to be worth 10%, enter 10 for the category).
    set weights
  13. At the bottom of the table, change the Topic total Max grade to 100
    set topic total to 100
  14. Click save changes

Calendar

The Calendar block is a WebPET feature. You can add events to the Calendar block as part of an active teaching approach. Students can also add events (eg group meetings) in the Calendar and personalise their student view. You can export the Calendar to Outlook.

The Calendar helps students keep track of events within the topic (including assignment due dates) and take responsibility for their learning. They can also export the Calendar into their personal calendar (eg Microsoft Outlook, Google Calendar) for better access.

 

Getting started with the calendar tool

  • See an example calendar 
  • You do not need to add the calendar tool to the topic; it is part of WebPET and enabled by default

 

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Categorise grade items

You may choose to categorise grade items for organisation for simplification, or to enable the use of sub-totals when calculating the topic total.

Steps

  1. Locate the Administration block (usually on the left-hand side)

  2. Click Grades
    In the administration block, select topic and then 'grades'
  3. Click Setup, Gradebook setup

    setup tab

  4. Click Add category

    add category button

  5. Give the category a Name

  6. Choose an appropriate Aggregation method. This is the method used to combine all grades within that category to create a sub-total. The two most common options are Sum of grades (adding all grades together to create a sub-total), or Simple weighted mean of grades (averaging the grades, giving equal weight to each grade item).

    grade category name and aggregation method

  7. Click Save changes

  8. To move grade items into the newly created category, select the checkbox next to each grade item, and use the Move selected items to menu to move the items into the category you just created.

    select categories and move selected items to new category

  9. Click save changes

Change a student's attendance record

Steps

  1. In the attendance activity, click the Sessions tab
    sessions tab
  2. Click the All button

  3. Locate the session you wish to alter, and click the green Change attendance icon
    click the change attendance button
  4. Update the attendance record and click Save attendance

Change FLO's banner colour

FLO allows you to customise the colour of the banner along the top of every page. The default colour is gold, but you can change this to orange, blue or green.

Steps

  1. Navigate to the My FLO page

  2. Click Customise this page

    Click the Customise this page button
  3. Click the colour you wish to use
    Click the colour you wish to use: gold, blue, green or orange
  4. Click Stop customising this page

Change my topic to display one module per page

Instead of displaying all modules/weeks down the page, the topic can be changed to show one module per page. This can be useful for reducing the length of the topic homepage.

Steps

  1. In the topic, locate the Administration tab

    administration tab

  2. Click Edit settings

  3. Under Topic format, change Topic layout to Show one module per page

  4.  Click Save changes

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Change the name of a module or week

Steps

  1. In the topic, click Turn editing on

  2. Under the module name, click the pencil icon
    click the edit summary icon
  3. Type the new name of the module (text is highlighted - newly typed text will replace it)
  4. type new name of module
  5. Click Enter to save the changes or Esc to cancel

Change the order of topics in the My Topics list

You can change the order of topics in your My Topics list. This can be useful to move frequently-used topics to the top of the current tab. Changing the order of the list on the My FLO page will also change the order of the topics in the My Topics menu item.

Steps

  1. Navigate to the My FLO page

  2. Click Customise this page
    click the customise this page button
  3. Click and drag the move icon move icon next to the topic you wish to move

  4. Drag it above or below other topics and release
    click and drag the move icon to rearrange topics
  5. Repeat for other topics you wish to rearrange

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Change the spell check in Google Chrome to AU English

Open Google Chrome. Then follow the steps below (use the blue arrows as a guide). Other browsers will have the same option. We recommend using Google Chrome (or Firefox) for FLO.


Step 1

Under the menu options (top RH corner of screen – Customize and control Google Chrome), choose Settings

step 1


 
Step 2

Under Settings, open the Advanced arrow to see more options

step 2


 
Step 3

Scroll down to the Languages section in the Advanced menu, and apply the settings below (click on Add languages, and select English (Australia) from the options). You will then be able to make the spell check English (Australia)

step 3


Step 4

Check it works! If you go to the menu top RH corner now, you will see it says 'Customise and control Google Chrome' (using 's' instead of 'z' for 'Customise').

Change topic formats

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

Steps

  1. In the topic, locate the Administration tab 



  2. Under Topic administration select Edit settings
    Administration tab
  3. Under Topic format, change Format to either Weekly, Modular, Collapsed or Grid
    Select from the 'format' drop-down menu
  4. Click Save changes
    Save changes button

See examples of the different formats

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Chat

The chat tool enables participants to have text-based, real-time synchronous discussions. Chat enhances social presence in a topic, particularly for students who are external. If between student and teacher, chat enables active teaching and feedback.

Chats are especially useful when the group chatting is not able to meet face-to-face, such as:

  • regular meetings of students participating in online topics so they can share experiences with others in the same topic but in a different location
  • a student temporarily unable to attend in person chatting with their teacher to catch up with work
  • students on work experience discussing their experiences with each other and their teacher
  • a question and answer session with an invited speaker in a different location
  • sessions to help students prepare for tests or exams where the teacher, or other students, pose sample questions.

 

Getting started with the chat tool

 

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Chat doesn't work for students with a visual impairment

Users have the option of accessing the chat tool via an accessible interface. Users with visual impairments should use the accessible version.

use more accessible interface link

Choice

The choice (poll/survey) activity is a way of engaging with students in your topic, and applying a just-in-time or responsive approach to your teaching. It is an example of active teaching and feedback. Using the choice activity or a similar tool in a lecture adds interactivity.

The choice tool enables a teacher to ask a single question and offer a selection of possible responses. Choice results may be published after students have answered, after a certain date, or not at all. Results may be published with student names or anonymously.

A choice activity may be used:

  • as a quick poll to stimulate thinking about a module
  • to quickly test students' understanding (e.g. in a lecture/workshop)
  • to facilitate student decision-making (e.g. allowing students to vote on a direction for the topic).

 

Getting started with the choice tool

 

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Collaborate

Collaborate is a live, collaborative space that is underpinned by Blackboard Collaborate Ultra and provides the ability to chat, screen-share, share audio and video, poll students, collaborate using a virtual whiteboard or group participants into small 'break-out' spaces.

Collaborate is a new tool for the University in 2017 and was chosen due to its modern and intuitive interface, the ability to be used by anyone within the University (with up to 250 participants per session) and Collaborate's focus on accessibility and technologies to optimise the session to the participants available bandwidth.

The 15 minute video below provides an overview of Collaborate, how this tool differs to FLO Live and how to add this into your topic:

Login or click here to view the video if it doesn't appear below : Transitioning to Collaborate

 

The following information will provide information on best practice and use cases for Collaborate as well as guide you to adding and creating Collaborate sessions within your FLO topic.

One to one

Discussion/consultation between one academic and one student
This format usually replaces a face-to-face consultation/meeting due to distance as a barrier for staff or student. May be useful for discussing topics virtually face-to-face for remote students, including supervised research students, where a document needs to be shared on the screen (in comparison to a phone only discussion which does not require a visual sharing). Not traditionally recorded, but individual video camera advisable.

Presentation by an individual student for assessment purpose to one other (teacher)
This format will replace the face-to-face aural/visual presentation due to distance as a barrier. Individual student presents to an assessor (teacher). Not traditionally recorded, but individual video camera advisable.

 

One to many

Group discussion between students and teacher
This format is useful for discussing assessment requirements prior to submission, where distance or time is a barrier. Students are provided the opportunity to ask questions of their teacher and/or peers to help clarify any confusing information associated with the assessment task. Aural discussions are more useful at clarifying points than written email or forum posts, as ideas can be expressed differently. The session can be recorded to provide the information for non-attendees. Individual (presenter) video camera advisable.

Tutorials and lecture-style sessions
This format sees one presenter/teacher presenting to multiple participants, where discussion or quizzing interaction is encouraged. The session can be recorded to provide the information for non-attendees or as revision for attendees. If no interaction is encouraged for this session, then the presentation may be best recorded using video creation tools like Camtasia and Kaltura Desktop Recorder, both freely available at Flinders University. Individual (presenter) video camera advisable.

Presentation by a student for assessment or other task to a group of students
This format will replace the face-to-face aural/visual presentation due to distance as a barrier. Individual student presents to a small group of students and an assessor (teacher). The session can be recorded to provide the information for non-attendees. Individual (presenter) video camera advisable.

 

Many to many

Group discussion between students
This format opens communication equally between all participants in a session. Common uses for this approach is for student peer discussion over a shared task or assessment where location is a barrier. Other uses for this approach is to discuss topics from tutorial tasks. Breaking up large group of students into small groups for facilitating discussion is appropriate in this format. Individual video camera and recording of session not advisable.

Presentation by a group of students for assessment or other task to another group of students
This format will replace the face-to-face aural/visual presentation due to distance as a barrier. Students present to a small group of students and an assessor (teacher). The session can be recorded to provide the information for non-attendees. Individual video camera not advisable (especially as break-out rooms are not recorded).

Collaborative task between students
This format includes students sharing documents and screens to support their collaboration, such as preparing for a presentation or other activity. Individual video camera and recording of session not advisable.

Collaborate provides Moderators (teachers in a session) and Participants (students in a session) with a simple, clean and user friendly interface. This new interface for the Collaborate product has been branded 'Ultra' by Blackboard. The following videos provides a quick introduction to the Collaborate interface:

For more information on the Collaborate interface, please see the Collaborate support material for Session Interface Update

Managing a Collaborate session

Moderating large numbers or rich student collaboration can quickly become difficult in an online classroom. When planning your sessions, consider the interaction that you are wanting your students to partake in. The more complex the interactions, the more likely you'll need to support your students to complete the task.

In some circumstances (e.g. large sessions, break-out rooms etc.) it may be best to have multiple Moderators present to facilitate the online session. Multiple Moderators allow a presenter to concentrate on presentating while other moderators monitor the chat, provide basic technical support to students etc.

 

Consider the student cohort

Before holding a formal or required session, it is worth offering one or two informal Collaborate sessions to ensure your students are familar with the technology and are able to test their microphone and webcam (if this is required).

It is also important to consider student's with limited bandwidth (e.g. students located in remote locations, students using mobile devices) as some features such as screen sharing or multiple webcams require a large amount of bandwidth to stream.

Collaborate provides many features to assist in managing differing bandwidths and will also dynamically adjust what is being displayed within the session for each participant based on their current connection. For more information on how this works, access the Network Connect support material.

 

Collaborate recordings for future use

Collaborate recordings will be retained for the life of the FLO topic or 1 year. If you wish to reuse a recording from one topic availability to another, you'll need to download the recording and upload to your Media Gallery.

If the recording is not capturing any collaboration or participation, it may be worth considering desktop video recording tools such as Camtasia or the Kaltura desktop recorder.

 

Allowing students to moderate their own sessions

The course room can be used by students and this does not require a staff member to be present - students can accesss the Course Room at any time from any device. By default, a Participants role allows them to share their audio and video. To find out more about roles in Collaborate, access the 'What can the different roles do' support materials.

If you'd like your students to have all of the permissions that a Moderator has, your Course Room can be altered to give any person that enters Moderator (or Presenter) permissions. This will provide students with the collaborative tools outlined in the 'Collaborative sharing tools' section.

 

Using Collaborate for assessment

Please contact your faculty based eLearning team or the eLearning Design Service to talk through considerations around using Collabroate for assessment purposes.

 

Accessibility

Collaborate has been built with enhanced accessibility features including support for JAWS, VoiceOver, Live Closed Captioning, Keyboard Navigation and Screen readers. For more information on these features, see the following information:

Collaborate provides several tools to share content and engage with session participants. These tools are as follows:

  • Breakout groups: Split participants within the session into small groups for collaboration
  • Chat: Text chat with all participants (chat also allows a restricted chat between Moderators)
  • Polling: Poll Participants with simple polls such as True / False or using 1 - 4 options that you define
  • Document or screen sharing: Either share your screen or upload a document to present to all participants

    Supported file types for uploaded documents include: .ppt, .pptx, .pdf and supported image files include: .gif, .jpeg, .png. It is recommended that you upload PowerPoint / PDF files rather than share your screen as this requires less bandwidth for all participants and increases the accessibility of the content

The following video provides an overview of these sharing tools:

Software and browser requirements

For modern browsers, Collaborate does not require the installation of additional software or plugins. Flinders recommends using Google Chrome (latest available version) and Google Chrome version 54+ is required to utilise the application sharing and break-out room features.

For staff computers managed by Flinders University, we recommend checking the Software Centre to ensure you have the most recent version of Google Chrome installed. Click here for instructions on using the Software Centre.

More information on system requirements can be found here.

 

Equipment

When enabling your microphone or webcam in Collaborate, you'll need to provide Google Chrome permission to activate and transmit your webcam. Please refer to the Collaborate support materials when using Google Chrome.

Video / webcam: When using Google Chrome, Collaborate is able to transmit up to five video and audio (webcam and microphone) streams. Although more microphones and webcams can be enabled, Collaborate prioritises the top five based on who is currently speaking. There may be a slight delay while Collaborate re-enables a microphone / webcam for a participant that Collaborate has previously muted.

Audio: It is recommended that any user who is speaking uses a headset with microphone or uses the teleconference number to reduce the occurrence of background noise and feedback. Although Collaborate has echo cancellation built-in, using a headset will give the best experience. If a student does not have a headset, we advise requesting the student use the teleconference number.

 

Teaching spaces and meeting rooms

Flinders University has a number of teaching spaces and meeting rooms suitable for Collaborate. Please refer to the list of Web Conferencing enabled spaces.

 

Telephone dialing / Teleconference number

Collaborate allows users (moderators and participants) to listen / talk into a session by dialing into a telephone number and enter the session PIN (please note: each pin is unique to a session and an individual user in that session) - commonly referred to as teleconferencing. This is useful if a participant does not have the correct equipment, or is struggling to enable their microphone. Each participant receives a unique PIN for each session they enter (PIN is available within the Session Menu) and can dial into a local or international number to participate within the session. For help using this functionality click here 

The local number for Adelaide is +61 8 7100 1859.

Blackboard Collaborate uses modern browser technologies and, for the best experience, please use Google Chrome. Before using Collaborate, please ensure your Google Chrome is up-to-date (instructions for staff at Flinders can be found in section 3).

Scheduling sessions and Moderator (teacher) access is facilitated through an integration in FLO. Generally students will also access Collaborate through a FLO topic, but public URLs can also be generated if required (e.g. the Collaborate session will involve users external to Flinders University).

To utilise Collaborate in your topic, complete the following steps:

  1. Turn editing on in your topic
  2. Select 'Add an activity or resource
  3. Select the Collaborate activity  Add a collaborate activity
  4. Add a title to the Activity name field
  5. Select Save and display

The Collaborate landing page for your topic will be displayed.
Note: Please contact your eLearning Support team if you require assistance adding Collaborate to your topic.

By default, the only room available is the 'Course room' - the course room is a room that is perpetually open and does not have a set start or end time. This is useful for ad-hoc appointments or testing your device for use with Collaborate (e.g. browser version, webcam and microphone).

We recommend leaving the Course room enabled, but this can be disabled if desired by selecting the menu icon for the Course room and choosing 'Lock course room':

Lock course room

See the Collaborate support materials for more information.

There is a visual guide for participants and a visual guide for moderators available.   This is a quick guide to Collaborate with a brief but comprehensive listing of how to set up/manage a Collaborate session.  It is recommended these be used when running sessions, feel free to make the participant guide URL available to your students via a link in your FLO topic http://www.flinders.edu.au/isd-files/collaborate/collaborate_participant_visual_guide.pdf

By default, Collaborate provides a 'Course room' which is always open for impromtu sessions. If you'd like to schedule one (or more repeating sessions) with a start and an end date, you'll need to create sessions within the Collaborate interface.

To add sessions in Collaborate, access the Collaborate activity created in the step above and refer to the information on creating and editing sessions.

The default settings for a Collaborate session are as follows:

  • Early access available 15 minutes before session
  • Recorded sessions are not permitted to be downloaded
  • The default role for students is 'Participant'
  • Participants can share:
    • Audio
    • Video / webcam
    • Post chat messages
    • Draw on the whiteboard
    • Attendees can join the session using a telephone and pin number

For more on session settings, please review the support materials here.

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

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

Recordings are accessed through the Collaborate link within your FLO topic. For more information on accessing or downloading a recording, access the recording support materials.  Note:  Recordings are usually available shortly after (allow up to 30 minutes) once the recording session has finished (recording will start once all participants/moderators have left the room).

Re-using Collaborate recordings in my topics

If you wish to reuse a recording from one topic availability to another, you'll need to download the recording and upload to your Media Gallery.

If the recording is not capturing any collaboration or participation, it may be worth considering desktop video recording tools such as Camtasia or the Kaltura desktop recorder.

How do I find my recordings?

By default recordings are shown for 7 days in the recent recordings tab.   For detailed steps in finding your recordings please see the finding my recordings material.

How do I download my recordings?

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

Please note:  Recording downloads must be done whilst setting up a session, this is unable to done once the session has finished. please see the How do I download my Collaborate recordings material.

Flinders will run both the existing FLO Live (Adobe Connect) system and Collaborate in unison for 2017 and the existing FLO Live system will be decommissioned on the 20th November 2017. Existing users will be contacted during 2017 to advise of the steps required to migrate from FLO Live to Collaborate. The steps below outline the steps required for migration and the differences between the two tools.

Migration steps:

  • Add Collaborate activity to your FLO topic;
  • Review FLO Live session recordings - any recording you wish to keep will need to be downloaded and re-uploaded to your topics Media Vault
  • Contact your eLearning team and / or review the training offered if you have any questions or concerns

The following list highlights the main differences between FLO Live and Collaborate:

No licensing restrictions: Flinders has purchased a site-wide license of Collaborate and there are no restrictions on the number of sessions that can be run at one time. Each session can have up to 250 participants (FLO Live was only able to hold up to 45 participants at one time)

No software required: Collaborate does not require software or plugins to use

Download recordings: Collaborate allows for session recordings to be easily downloaded

Recording chat transcript: Collaborate recordings provide a transcript of the chat generated during a session

Attendance reports: Collaborate allows you to view attendance reports on each session, including time spent in session for each participant

Accessibility: Collaborate includes many accessibility enhancements including screen reader support, support for live captions, keyboard navigation and more

Active webcams: Collaborate allows a maximum of 5 active webcams (FLO Live allowed roughly 20)

Polling: The polling options within Collaborate are simple and do not allow customisation

File downloads: Collaborate does not allow for files to be downloaded from within the session (as a workaround, files can be uploaded and accessed through FLO)

 Recordings:  Collaborate does not allow you to rename recordings

 

Roles

FLO Live and Collaborate both use a three tiered role structure. These roles map as follows:

FLO Live

Collaborate

Host Moderator
Presenter Presenter
Participant (Registered / Guest) Participant

To find out more about roles in Collaborate, access the 'What can the different roles do' support materials.



  Training, support and what's new

  Known issues

Training

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

Support

What's new

Please refer to the What's New Collaborate support materials

Flinders is also aware of the following issues:

  • unable to rename recordings
  • unable to use a breakout room more than once in a session

Collaboration space (for staff)

Flinders Online Collaboration User Space (FOCUS) is an online shared work environment using FLO (Flinders Learning Online). The spaces can be customised by Flinders staff members and include a range of collaborative tools as well as the usual FLO tools. The aim of the space is to provide a familiar, easy-to-use environment designed to promote collaboration among staff. The spaces are a place to store, share and work on content with collaborators, anywhere, anytime, on any device.

Getting started with a collaboration space

The steps for creating a collaboration space are as follows.

A template is a starting point for your space. It contains tools and headings designed to suit different types of collaboration spaces. There are three templates to choose from which are designed to relate to the purpose of your collaborative group. They include:

You can add and delete any of the tools available in the models. The models are a guide to what a collaboration space can look like, however they are very flexible and easy to change.

Email flo.help@flinders.edu.au to request a collaboration space.

Please include the model you would like to use as a starting point (or start from scratch) and a name for your collaboration space.

The request will usually take up to 24 hours to be completed, after which the FLO Help team will email you with details of your space.

If you have selected a template, it will have tools added by default. You can add and remove tools as needed.

Research model

Tools already in site:

Other tools you can add:

Committee model

Tools already in site:

Other tools you can add:

Community of practice model

Tools already in site:

Other tools you can add:

There may be documents you want to share with the whole group, eg. project proposal, grant applications etc. You can upload these by uploading a file.

The FLO Help team can provide you with instructions for adding collaborators to your space. If external team members require access, they will need to have a FAN. Please see the information on creating visitor FANs.

 

  How do I...?

  Troubleshooting

Examples

Popular guides:

Popular questions:

Collaboration examples in FLO is a collection of mocked-up collaboration FLO spaces that demonstrate a variety of purposes:

See all items See all items

 

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Communicate with students

Important

Topic-based communication tools are only effective once students gain access to the topic in FLO. To communicate with students before then, you will need to change the access date.

There are different options for communicating with students. Typical uses and communication methods are outlined below.

What do you want to do? Tool to use
Advise students a lecture or tutorial has been cancelled (Due to sickness/illness) 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 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 Two, students enrolled in that stream are automatically notified.  Please contact Student Systems for more assistance.
Ask a question of all students in your topic, before teaching has commenced Change the topic start date for students in Student Two, this will open the FLO site students early. Contact your local eLearning (FLO) support team for instructions on how to do this.
Convey important information to your students prior to commencement of topic. Change the topic start date for students in Student Two, this will open the FLO site students early. Contact your local eLearning (FLO) support team for instructions on how to do this.

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 tool

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 tool

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

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

for example, ask a student how they are going with their assignment

Messaging

A private message can be sent to a student or students by using the send message option in FLO.  This is located within FLO and does not require Outlook.

Communicate with one or more people (not necessarily topic-related)

for example, notify one or two students about a work experience opportunity

Email

In the Participants link, select one or more people and send an email. This will open Outlook, and allow you to compose a normal email message. (Note: this is done outside of FLO.)

Send a brief, informal message to one or more people

for example, tell a student they left their textbook behind in the lecture theatre 

Messaging

A private message can be sent to a student or students by using the send message option in FLO.  This is located within FLO and does not require Outlook.

Communicate with students before the topic starts

Topic-based messaging options in FLO can only be used once the topic is available to students. To communicate with students beforehand, you will need to request that students gain early access to the FLO topic site. To do this, please contact your eLearning Support Team.

Competencies

Competencies describe the level of understanding or proficiency of a learner in certain subject-related skills. Competency-based education (CBE), also known as Competency-based learning or Skills-based learning, refers to systems of assessment and grading where students demonstrate these competencies. In FLO it is possible to create and apply Competency frameworks for evaluating students against competencies in FLO.   Click here for further information.

Completion progress block

The 'Completion progress' block is a time management tool for students. The block is fully customisable to show students what activities/resources are required within a topic. This may be summative or formative tasks, or a combination of tasks. The colour coded block shows students what they have and haven't done to complete/view required tasks with an expected due date. Teaching staff can see an overview of students' progress using the same colour code system by accessing the student overview (see below) or using the completion tracking Activity Completion report.


The completion progress block may be used for a range of purposes, such as:

  • for self-directed learning of a new topic or module or series of tasks;
  • for enabling self-paced tracking in a topic and/or module;
  • to provide students with guided requirements for learning activity(ies) and resources;
  • for targeting preparation for assessment or class attendance;
completion progress colour

The completion progress block is adaptable for summarising required activities and content to students in an interactive and visual way. It also provides staff with a quick means of visualising how students are tracking through the topic.

  • Consider which activities/resources are essential to a student's completion of a topic. This may include summative and formative tasks. 
  • Determine how many blocks you will use and how these will be defined. What elements in FLO will be measured by the block?
  • Turn on completion tracking within your topic.

1. Click the Turn editing on button 

turn editing on button

2. Navigate to the ADD A BLOCK located at the end of your block list 

Click on Add... and select Completion Progress 

completion progress block image

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

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

configure completion tracking block

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

completion block settings

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

show more completing tracking

4. Set where you wish the block to appear. By default it will be on Any type of topic main page on the right-hand side. Save changes.

completion block appearance

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

completion progress block overview

2. Filter the list to all students or other roles using the Role drop down filter. 

overview of students 

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

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

CP overview



  Training, support and showcase example(s)

  Troubleshooting

Training
No training available. The information above is provided to assist you in making use of the completion progress block

Support
Seek support from your eLearning team

Showcase examples
An example topic using the completion progress block is provided in NURS1004 (Topic showcase).

No problems reported

Connect with social media

Social media tools are a popular web-based technologies where users "can be entertained, communicate and participate in a social environment" Bercovici (2010, para. 4). 
Commonly used for storing, communicating, and sharing different types of digital resources like media, the use of these tools can vary greatly between personal, professional and educational purposes. Ultimately, social media tools can be used to support formal learning opportunities in the classroom and informal learning opportunities beyond the traditional classroom walls. 

 

Getting started with social media

When designing topics for the inclusion of social media tools, consider how the vast arrange of tools may be used to:

  • establish and maintain social presence online
  • provide a platform for sharing annotated digital resources (web pages)
  • encourage cooperation and collaboration in the online classroom
  • provide professional development opportunities to learn from others by sharing digital resources
  • encourages sustainable, long term digital resource and information sharing, which is accessible anywhere, anytime 
  • connect social learning resources and spaces for new literacy practices

 

Consider using the ‘Commonsense for Practice Wheel’ to support the testing and integration of the selected tool(s).

  How do I...?

  Troubleshooting

Popular guides:

Popular questions:

See all items See all items

Bercovici, J. (2010). Who coined "social media"? Web pioneers compete for credit. Retrieved from http://www.forbes.com/sites/jeffbercovici/2010/12/09/who-coined-social-media-web-pioneers-compete-for-credit/ 

Construct alignment

Constructive alignment means that the topic's learning outcomes, learning activities, and assessment items support and express each other - they are 'aligned'. 

Getting started with constructing alignment

See Constructing alignment in the Design for online module 

Workshops 

Convert (redesign) my topic to fully online

In the online environment, students can engage around the subject matter in different ways and this means re-thinking the topic approach. Therefore it is easier perhaps to conceive 'conversion' to online as an opportunity for a redesign of the topic.


Getting started with converting (redesigning) your topic

See Redesign for online (conversion)


Workshops 

Create a blind-marked assignment

A blind-marked assignment is one where markers do not know the author of each submission they mark.

Important

It is important to be aware of the following when using blind marking:

  • If you are using blind marking you will need to advise students not to include their name in file names or within the assignment as FLO is unable to remove this identifying information
  • Be aware that providing extensions due to the hidden nature of student identification can be tricky
  • Known issue: Blind marked assignments do not migrate from one year to another and must be recreated each year to ensure student details remain blind

Consider consulting your eLearning Support Team  before using blind marking.

Steps

  1. Turn Editing on using the button in the top right corner turn editing on
  2. Go to the week or module where you would like the assignment to appear
  3. Choose add an activity or resource
  4. Select assignment button
  5. Click on the add button button at the bottom of the box.
  6. You will be taken to the Adding a new Assignment screen where you can set the parameters of your assignment.

  7. Fill in the name, description, due date and cut-off date. (See How do I create a standard assignment? for more information)

    adding new assignment screen

  8. Under the Grade settings, change Blind marking to Yes (note: you may need to click on Grade to expand the settings group)

    grade section of new assignment
  9. Click save and display

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

submissions are given a unique identifier rather than using the student's name

When you have finished marking and are ready to release grades into the gradebook, use the Grading action menu to Reveal student identities.

reveal student identities

 

Create a book

Books are a way to present structured text or html content in multiple pages in a book-like format. This guide is an example of a book resource.

Books can have main chapters and sub chapters. Books are not interactive, however can link to choices and forums to add interactivity. Multimedia elements such as Flash movies can be embedded in books.

Steps

  1. Click the Turn editing on button  
    turn editing on
  2. Click Add an activity or resource  

  3. Select Book, then click Add  
  4. Give your book a Name and Description

  5. Click Save and display 
  6. Give your first chapter a Title and enter content using the HTML editor
  7. Click Save changes  
  8. To add more chapters, click the "+" sign in the Table of Contents (left-hand side)

Create a chat room

The chat activity provides a real-time text chat interface for users in the topic.

Steps

  1. In your topic, click the Turn editing on button
     turn editing on icon
  2. In the week/module where you would like the chat to appear, click Add an activity or resource
     Add an activity or resource
  3. Select Chat chat icon , then press Add 
  4. Add a Name and Description for your chat

adding a new chat - name and description

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.

Click Save and display

Create a checklist in FLO for marking an assignment

A checklist allows for a series of items (i.e. criterion) and point values for each. The maximum value of the checklist is equal to the sum of all items. Students are awarded either all or no points for each item.

example checklist

Steps

  1. Create an assignment

  2. In the Grade section choose from the Grading method drop-down box

  3. Select Checklist

    grading method - select checklist
  4. Click Save and display

    Click save and display
  5. Select Define new grading form from scratch

    Define new grading form from scratch
  6. Give your checklist a name and description (optional)

    Name and description
  7.  Add a name for your group, type in the click to edit group area

    click to edit group
  8. Add a description for your item, type in the click to edit item area

    click to edit item
  9. To add more items click the +Add item button

    Add item
  10. To add more groups click the +Add group button

    Add group
  11. Select options for your Checklist

    checklist options
  12. Click Save checklist and make it ready

    save and make ready
  13. If you wish to edit your checklist click Advanced Grading in the Administration tab (only visible if you are in the assignment)

    Advanced Grading

Create a choice activity

The choice activity can be used to create a quick poll for students.

Steps

  1. In your topic, click

  2. In the week/module where you want to create the activity, click

  3. Select   
  4. Click  

  5. Give the choice a Name and Description


  6. Under Options, enter the different options students can select.
    \
  7. If you need more spaces, click
  8. Under Results, select if/when results are displayed to students. Note that students only see aggregated results, they do not see who selected which option
  9. Click

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Create a database

Steps
1. Click  

2, Click

3, Select database tool icon

4. Click  Add

5. On the Adding a new Database page, click Expand all
expand all

6. In the General section enter a Name for the database and some text in the Description field explaining how the database will be used.
general description

 7. Under Entries, select:
o whether the supervisor's Approval is required before the entry will display to other students in the database, and
o whether it is allowed to edit the approved entries (this is disabled if no approval is required)
o whether you will Allow comments on entries
o the number of Entries required for completion per student if the activity is to be considered complete, and
o the number of Entries required before viewing other students’ entries.
o the Maximum number of entries any student can contribute to the database.
database entries screen

8. If necessary, under Availability, Enable the date fields and define the periods for which the database will be Available (i.e. open to contributions) and available in Read-only form.

availability screen

9. Under RSS, select how many Entries in the RSS feed you want to display

rss

10. Set up the Ratings system, if you want students to be able to rate entries. (You must save the activity before the Roles with permission to rate will display.) You can:
o tell FLO how to decide on a final rating (Aggregate type)
o indicate whether to apply a Scale to the ratings
o Restrict ratings to items with dates in the given date range.

ratings

11. Complete the remainder of the page and click Save and display.

You will now need to define fields for your database, see the instructions in Build a database

Create a dialogue activity

The dialogue tool allows you to start one-to-one conversations with your students, or allow students to initiate conversations with you or others in the topic.

Steps

  1. In your topic click Turn editing on
    turn editing on
  2. In the week/module where you want the dialogue to appear, click Add an activity or resource
    add an activity or resource button
  3. Select  and click add button
  4. Fill in the dialogue Name and Introduction
    type a dialogue name and description
  5. Click Save and display
    save and display button

Create a discussion forum

Steps

  1. In the topic, click Turn editing on

  2. In the week/module where you want to add the forum, click Add an activity or resource
  3. Select Forum forum icon and click Add
  4. Give the forum a Name and Description

  5. Select Forum type 

    There are 5 forum types:

    • A single simple discussion - A single discussion topic which everyone can reply to (cannot be used with separate groups)
    • Each person posts one discussion - Each student can post exactly one new discussion topic, which everyone can then reply to
    • Q and A forum - Students must first post their perspectives before viewing other students' posts. For students to be able to post to a Q and A forum, a teacher must first post a question for students to respond to.
    • Standard forum displayed in a blog-like format - An open forum where anyone can start a new discussion at any time, and in which discussion topics are displayed on one page with "Discuss this topic" links
    • Standard forum for general use - An open forum where anyone can start a new discussion at any time

    select forum type from the drop-down menu
  6. Enable Availability (if required).  If enabled, students will retain their ability to view the forum outside of the dates supplied, but will be prevented from further posting

  7. In the Attachments and word count option, select Yes to enable (if required), and set a maximum number of attachments and the size
    display word count option
  8. In the Subscription and tracking set the subscription mode and the read tracking (optional or off).

  9. If required, students can be blocked from posting more than a given number of posts in a given time period; this can prevent individuals from dominating discussions
    select a post threshold - time period and post threshold and warning
  10. Select an Aggregate type for the forum to appear in the gradebook.  If 'No ratings' is selected, then the activity will not appear in the gradebook.  

    Ratings can be restricted to items within a selected date range, select your aggregate type and tick the 'Restrict ratings to items with dates in this range:' and select the date range.

  11. Group mode can be selected in Common module settings

  12. Click Save and display

Create a drag and drop into text question

Before you start

We recommend that you add a category to the question bank.

Want to see how this question type works?

  1. Self enrol in the Collections in FLO topic
  2. View question 10: Drag and drop into text question (Colour quiz)

Steps

  1. In the question bank (Administration > Question bank), click Create a new question…
    Question bank
    Click create a new question
  2. Select Drag and drop into text and click Add
    Select drag and drop into text
  3. Supply your question with a name and question text:  
    In your question text, leaves 'gaps' indicated by two sets of square brackets with a number inside.  This number will indicate the correct choice for that gap
    Type question text
  4. Provide the question a default mark and enter any general feedback (shown to the student after they have completed the question)  
    enter a default mark and type general feedback
  5. Enter Choices:
    Decide whether to shuffle the choices (tick the box or leave unticked).  Shuffling is recommended to prevent student's from surmising the correct answer based on choice order

    The choice with the same number as the numbered text gap is the correct answer for that gap 
    type choices
  6. To add additional 'incorrect' drag and drop answers, add additional choices that do not correspond to a numbered text gap. (in this example there is no text gap labelled [[4]], thus 'green' will be an additional option that is not the correct answer to any question)
    additional choice
  7. If using multiple choices for each question, it may be useful to Group the choices.  
    Each group will be represented by a different colour, which will apply to both the relevant gap(s) in the text and to the choices for that group. 
    select groups
    preview of quiz with groups
    Avoid using groups in simple questions with only as many choices as correct answers.  
    In this scenario the use of groups will only give away the answers.
    unwise use of groups
  8. You can preview the question to check that it works correctly before clicking the Save changes button: Preview
  9. Click Save changes (you can now preview the question by choosing it in the question bank list and clicking the preview icon preview icon

Create a drag and drop onto image question

Before you start

We recommend that you add a category to the question bank.

For this question type, you will need to have an image to drag and drop text/images onto. If you source an image from the internet, but be careful about copyright/usage (eg use Creative Commons and check the licensing).

Want to see how this question type works?

  1. Self enrol in the Collections in FLO topic
  2. View question 2: Drag and drop onto image (Colour quiz) 

Steps

  1. In the question bank, click Create a new question


  2. Select Drag and drop onto image and click Add

  3. Give the question a Category

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

  5. Enter question text (required field)

  6. Decide on the default mark for the question (required field)

  7. Fill in General feedback (students will see this once they have answered the question). You could include the correctly labelled image in this box. Students can then see if/where they made an error. This box is seen by all students regardless of whether their response was correct or incorrect
  8. Select a Background image file and drag and drop it into the box provided, or Choose a file... by searching on your computer (the image should not be larger than 600 pixels width so you may have to resize it). If you are searching the web (eg Google images), for an image be careful about copyright and usage
  9. Under Draggable items (scroll down), for the Type choose either Draggable image or Draggable text (most likely you will use text). Upload an image or type text into the textbox what you want dragged to an area of the background image you have uploaded. Choose a Group to give each image or text item (eg 1, 2, 3...) . Do this for as many items as are relevant. You can also tick the box 'Shuffle drag items each time question is attempted'. If you tick the Infinite box, this means choices may be used in multiple locations 
    Note: within draggable text items, limited formatting of text is possible using <sub> (subscript), <sup> (superscript), <b> or <strong> (bold), <i> or <em> (italics) and <br/> (line break)

     - if 'draggable image' is selected

     - if 'draggable text' is selected
  10. In the Drop zones section (scroll up), for Drop zone 1, choose the Draggable item from the pull-down menu (this will be whatever you have entered in the Draggable items section). These items should now appear below the background image you placed in the question in step 8.
    drop zones and drop zones displayed under background image
  11. Drag the images/text onto the background image – this will populate the drop zone boxes in the Drop zones section with coordinates
    draggable items dragged to drop zone

  12. Click Save changes (if you miss one of the steps, you will stay in the Editing screen and a red highlight will tell you what you have missed)  
    save changes

  13. In the Question bank screen, the new question should be highlighted. Click on the magnifying glass icon preview iconto the right of the question name to preview the question. Click on the cog icon edit icon to edit the question

    preview the question

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Create a feedback activity

Steps

  1. In your topic, click Turn editing on
    turn editing on
  2. Go to the week/module where you want to add the feedback activity, then click Add an activity or resource
    add an activity or resource button
  3. Select Feedback and click Add
    Add feedback activity

  4. Give the feedback a Name and Description
    name and description fields
  5. Under Question and submission settings, set the Record user names option to either Anonymous or User's name will be logged and shown with answers
    use the drop-down menu to select a 'record user names' setting
  6. Under After submission, set the Show analysis page to Yes if you want students to see a summary of responses, otherwise leave as No
    use the drop-down menu to select a 'show analysis page' setting
  7. Click Save and display
    save and display button

 

Create a fill-in-the-blanks (missing words) question

Before you start

We recommend that you add a category to the question bank.

Want to see how this question type works?

  1. Self enrol in the Collections in FLO topic 
  2. View question 1: Select missing words (Colour quiz)

Steps

  1. In the quiz or question bank, click Create a new question
    create a new question button
  2. Choose Select missing words and click Add
    select missing words
  3. Give the question a category

  4. Give the question a name (this is only seen by teachers) (required field)

  5. Enter some question text. Where you would like the student to choose the missing word, enter a number on double square brackets, for example [[1]]. Number each gap sequentially starting at [[1]] – that is, [[1]], [[2]], [[3]] etc (required field)
    category, question name, question text
  6. Give the question a default mark (required field)
    default mark
  7. Fill in the choices. Choice 1 is the correct answer for the gap indicated by [[1]], choice 2 is the correct answer for the gap indicated by [[2]], and so on. 
    how to enter the 'correct' asnwers

    Choices with the same value for Group appear in the same drop-down lists (Shuffle)
    Choices - Shuffle boxes
  8. Fill in general feedback for the quiz question

  9. Click Save changes

Create a folder resource

You can create a folder to organise files, and subfolders within the folder (eg Assessment 1, Assessment 2 etc). You can also upload a zip file, unzip it within the folder, and choose what folder/s to move files to.

Steps

Create a folder
  1. Click the Turn editing on button 
  2. Go to the week or module you would like the folder to appear
  3. Click Add an activity or resource
    add an activity or resource button
  4. Select Folder then click Add
    Click 'folder' then click 'add'
  5. Add a Name
  6. Add a Description
    type name and description
  7. Drag and drop the files you wish to appear in the folder in the Files section or click add and go through the steps
    Add files
  8. Click Save and display
    save and display button

Create a subfolder

Once you have created a folder, in the display screen:

  1. Click on the Create folder icon and give the folder a meaningful name
    folder icon

Add a zip file, then unzip (and move to a subfolder)

  1. Click on the Add... icon
    Add... icon
  2. Choose your zip file (this might consist of a series of documents such as PDFs that you have zipped up) and upload (Open)
  3. One the file is uploaded, you can unzip it by clicking on the zip file icon
    files.zip icon

  4. Select the option 'Unzip'
    Unzip option

  5. Your files should now appear in the folder where you placed the zip file. You can choose a subfolder to add them to by clicking on each individual file
    moving a file to a folder

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Create a glossary activity

Glossaries give students the opportunity to create their own content and are a powerful tool for critical thinking, collaboration and sharing. The glossary can also become a legacy or resource for future topics. It is a product that could potentially be converted into a publishable resource (eg create your own textbook). A glossary activity encourages students to engage with the materials and is likely to lead to deeper learning (through scaffolding, reinforcement and interaction).

Steps

  1. In the topic, click Turn editing on
     Turn editing on
  2. In the week/module where you want to add the glossary, click Add an activity or resource  
    Add an activity or resource
  3. Select Glossary and click Add 
    Glossary icon
  4. Give the glossary a Name and Description

  5. Under Appearance, select Display format. There are 7 display formats:

    • Simple, dictionary style - No authors are displayed and attachments are shown as links
    • Continuous without author - Entries are displayed one after another without any separation apart from the editing icons
    • Full with author - A forum-like display format showing the author's data and with attachments shown as links
    • Full without author - A forum-like display format without authors and with attachments shown as links
    • Encyclopedia - As for "Full with author" but attached images are shown inline
    • Entry list - Concepts are listed as links
    • FAQ - The words QUESTION and ANSWER are appended to the concept and definition respectively  

      glossary settings
  6. Click Save and display

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Create a grading scale

Instead of using numbers to mark an assignment or other assessable work, you can develop your own scale. A basic scale that is enabled by default is Fail / Re-attempt (not yet a pass) / Non-graded pass. You can create custom scales within your topic.

Steps

  1. Locate the Administration block 

  2. Click on Grades
    grades

  3. Click on the Scales tab
    scales tab
  4. Click Add a new scale
    add a new scale button
  5. Give the scale a Name, for example Grading Scale for Assignment 1

  6. Enter the Scale values. The values range from negative / lowest to positive / highest, and separated by commas. For example: Poor, Average, Good, Excellent
    add scale values
  7. Click save changes

Create a group assignment

Group assignments are used when students work on an assignment in teams and create one submission per team.

Steps to create a group assignment

1. Create your assignment as per usual

2. Set Students submit in groups to Yes. This will activate the next two settings

group submission settings drop down menu

3. Select an option for Require group to make submission. If enabled (Yes), users who are not members of a group will be unable to make submissions.

  Require group to make submission

4. Select an option for Require all group members submit
This setting controls whether every member of the group must click the submit button, or whether one member can 'submit' on behalf of the group. If set to 'No', when one member of a group submits an assignment it will count as submitted for the whole group. If set to 'Yes' the assignment will not be submitted until every member of the team has clicked the submit button (students in the group will be notified about which students still need to click the submit button).

As with individual assignments, if students forget to press the submit button you will still be able to view and mark their assignment in draft mode. We do recommend that you lock the submission to prevent changes while you are marking (see below).

5. Select the Grouping for student groups
Choose the grouping you wish to use for the group assignments. Select the grouping that you created when you organised your students into groups.

grouping for student groups drop-down menu

6. Select the Group mode (under the Common module settings tab).

Common module settings    


group filter

Create a group selection activity

Steps

  1. In the topic, click turn editing on
  2. In the week/module where you want to add the group select, click
    add activity or resource
  3. Select group selection icon
  4. Click add button
  5. Give the activity a Name and Description

  6. Set the allow selection from setting to be the grouping that contains the empty groups

  7. Specify the default max members per group. 0 means there is no limit to the number of students per group.

  8. Click
    save and display button

Create a horizontal rule

You may want to separate chunks of text with a horizontal rule, like this:


This style can make it easier to differentiate between sections in a week/module (or book chapter, page etc). 

Steps

To insert a horizontal rule below or above a heading or text, or to create a label that is a horizontal rule:

  1. In the default HTML editor (Atto), click on the Show more icons show more/fewer icons iconicon

  2. Place your cursor where you want the horizontal rule to be placed (either at the beginning or end of text) and click on thehorizontal rule iconicon

  3. You can also create a Label that is a horizontal rule. This enables you to move horizontal rules around as they are not attached to text

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Create a label

Steps

  1. Click the Turn editing on button 
    turn editing on button
  2. Go to the week or module where you would like the label to appear
  3. Click Add an activity or resource
    add an activity or resource button
  4. Select Label 
    label icon 
  5.  Click Add
     add button
  6. In the Label text area enter your label text
    type label text into the text box
  7. Click Save and return to topic
    save and return to topic button

Create a marking guide in FLO for marking an assignment

A marking guide allows for a comment and score against each criterion. The score is determined based on marker discretion, out of a maximum score for each criterion. You can also set up frequently used comments.

demonstration

Steps

  1. Create an assignment
  2. In the Grade section choose from the Grading method drop down box
  3. Select Marking guide

  4. Click Save and display

  5. Select Define a new grading form from scratch

  6. Give your marking guide a name and description (optional)

  7. Add a name for the criterion type in the Click to edit criterion name
    click to edit criterion name
  8. Add a description for the students, type in the Click to edit area

  9. Add a description for the markers, type in the Click to edit area
    click to edit descriptions for students and markers
  10. Allocate a mark for this criterion, type the mark into the click to edit area

  11. Click Add criterion to add extra criterion
    add criterion button
  12. Move your criterion up and down by using the arrows

  13. Add frequently used comments - type in the Click to edit area
  14. Click +Add frequently used comments to add more comments

  15. Select options for your marking guide

  16. Click Save marking guide and make it ready

  17. If you wish to edit your Marking Guide click Advanced Grading in the Administration tab (only visible if you are in the assignment)
    Advanced grading marking guide

Create a matching question

Before you start

We recommend that you add a category to the question bank.

Want to see how this question type works?

  1. Self enrol in the Collections in FLO topic
  2. View question 6: Matching (Colour quiz)

Steps

For this question type, you must provide at least two questions and three answers. You can provide extra wrong answers by giving an answer with a blank question. Entries where both the question and the answer are blank will be ignored.

  1. In the question bank, click Create a new question
    question bank side menu    create a new question button
  2. Select Matching and click Add

    matching    add
  3. Give the question a Category

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

  5. Enter question text (required field)

  6. Decide on the default mark for the question (required field)
    select category, question name, question text, and default mark


  7. Fill in General feedback (students will see this once they have answered the question)
    enter general feedback
  8. Add the text for Question 1 and the answer 
    question 1 - question and answer
  9. Add the text for Question 2 and the answer 
    question 1 - question and answer
  10. Continue adding text for questions and the answer. You can provide extra wrong answers by giving an answer with a blank question

  11. Click Save changes

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Create a multiple choice question (MCQ)

Before you start

We recommend that you add a category to the question bank.

Want to see how this question type works?

Create a multiple choice question

  1. Self enrol in the Collections in FLO topic
  2. View question 3: Multiple choice (Colour quiz)

Steps

  1. In the quiz or question bank, click Create a new question
    question bank menu    create a new question

  2. Select Multiple choice and click Add
    multiple choice    add
  3. Give the question a category

  4. Give the question a name (this will only be shown to teachers) (required field)

  5. Fill in question text (required field)

  6. Give the question a default mark (required field)
    multiple choice - enter category, question name, question text, default mark
  7. Enter some general question feedback
    general feedback
  8. Choose whether the question has one answer only or multiple correct answers. 'One answer only' means users will only be able to select one box; 'Multiple answers allowed' means users will be able to select more than one box (if there is a specific number of correct answers, you may want to say this in the stem/lead-in sentence: 'Please select two of the following.')
    One or multiple answers
  9. Select whether you want to shuffle the question answers
    Shuffle the choices
  10. Under Answers, fill in the choices
    answers
  11. For the correct answer, change Grade to be 100%. If there are multiple correct answers (see step 8 where you would need to have selected 'Multiple answers allowed'), allocate the 100% across all correct options; for example, if there are 2 correct responses allocate them 50% each. (Note: they do not need to have equal weightings)

     incorrect answer    Assign to an incorrect answer               
     single correct answer    Assign to a correct answer in a question with one correct answer  
     correct answer in a quiz with multiple correct answers    Assign to a correct answer in a question with multiple correct answers

  12. Click Save settings

Try mapping the question and correct answer against the learning objective, Bloom's level/s of taxonomy, what the item is testing (descriptor), and distracter plausibility:

Question number x Correct answer (key)
Learning objective  
Bloom's level of taxonomy  
Descriptor What the item is testing
Distracter plausibility A....
B....
C....
Question tips
  • Use a consistent style
  • Use clear and concise wording (can be complex but not complicated)
  • Make the question 'stem' either a direct question or an incomplete statement 
  • Avoid double negatives

You may want to use a 'stimulus' prior to the question – this could include introductory text/context, an image etc.

Answer tips
  • Make the key (right answer) and distracters (wrong answers) approximately the same length, and use similar wording to avoid obvious standouts
  • Keep answers consistent in grammar and logical to the stem (question)
  • 3, 4 or 5 options per answer? There is no set preference, but the more options the harder it is to think up a plausible 'distracter'
  • Avoid using 'none of the above' or 'all of the above' (especially if answers are shuffled!)
  • Use a logical pattern but don't always put the correct answer in the same position
  • Provide good feedback for all options (where relevant)
  • Where possible, ensure that wrong answers represent a common misconception
Open response items
  • Provide information to markers on full credit, partial credit and no credit
  • If not marking for grades, provide good feedback on likely responses 
References and resources

The Centre for University Teaching ran two workshops in 2013 with invited speakers from the Australian Council for Educational Research (ACER):
MacKinnon, Philip, MCQ assessment workshop 24 June 2013
Khoo, Siek Toon, Introduction to measurement concepts and assessment in education
"Bloom" search results (eLearning literature and resources collection) 

   

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Create an Active quiz

Before you start

We recommend that you set up a question bank and questions

  1. In the topic, click Turn editing on


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


  3. Select Active Quiz and click Add


  4. Give the Active Quiz and name and description


  5. Set up the Grade settings and Review options
      • If the 'Assessed' box is left at the default (ticked) the results of the quiz will appear in the Gradebook
      • If the 'Manual Comment' box is left ticked, you can add a comment when grading an attempt



  6. Click Save and display

  7. Click Edit quiz to start adding questions

  8. Choose a question from your question bank.
    For help creating questions, see Create a new question.
    Create a new question, or select the category containing an existing question, then click + to add the question to the quiz.


  9. Review the question settings, and click Add question



  10. Repeat steps 8 and 9 to add more questions.



Create an assignment as a take-home exam

The assignment tool in FLO can be used to deliver take-home exams. In this format, students get access to the exam question/topic at a particular time, then need to submit (either by uploading a file or by typing text directly into FLO) by the due date.

Steps

  1. Create a standard assignment 

  2. Enter the instructions for the exam in the Description box

  3. Set the Allow submissions from date/time to be when the instructions will be released to students

  4. Un-check the Always show description box. This will only display the instructions to students after the Allow submissions from date/time
    complete description, allow submissions from, un-check always show descrpition
  5. Remember to set due date and cutoff date as usual
  6. Click   save and display

Before the Allow submissions from date/time, the assignment will display to students as the following:

the assignment details will be hidden from students until the release date

Create an attendance activity

Steps

  1. Click the Turn editing on button
    turn editing on

  2. Click Add an activity or resource

    add activty or resource button

  3. Select Attendance then click Add

    attendance activity

  4. Name the attendance sheet (eg Tutorial Attendance)

    attendance name

  5. Assign a grade type other than None to create an entry for this activity in the Gradebook. You are advised to select Point, not Scale, for the grade type. If you wish to use Scale: select Point as the grading method until all attendances are marked (ie all data is in the Gradebook), then change the grading type to Scale. Keep the grades hidden until you change to Scale (close the eye for this activity in the Gradebook), then release the grades. Students will still be able to view their attendance during the topic 
    enter a grade
  6. Click Save and display

  7. Click the Add session tab
    open add tab
  8. There are two types of sessions: common and groups. Ability to add different types depends on activity group mode (edit settings>common module settings>group mode)
    • In group mode "No groups" you can add only common sessions.
    • In group mode "Visible groups" you can add common and group sessions.
    • In group mode "Separate groups" you can add only group sessions.

      Click and hold the Ctrl key to select multiple groups.

  9. Fill in details about the session you wish to record attendance for. 
    attendance details
  10. To create a repeating series of sessions (eg weekly tutorials), select Create multiple sessions.
    Once selected, the Session end date, Session days and Frequency options will be made available
    select 'create multiple sessions

12.   Click Add session

Create an embedded answers (Cloze) question

Before you start

We recommend that you add a category to the question bank.

Want to see how this question type works?

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

Steps

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

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

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

  1. In the question bank, click Create a new question

  2. Select Embedded and click Add
    select the icon for embedded answers (cloze)    add
  3. Give the question a Category

  4. Give the question a Name (required field)
    enter category and question name
  5. Enter question text (this will include Cloze text – see note above) (required field)
    enter question text
  6. Fill in General feedback (students will see this once they have answered the question)
    general feedback
  7. Give a penalty and hint for each incorrect try
    Penalty and hints
  8. Click Save changes
    save changes

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Create an essay question

Before you start

We recommend that you add a category to the question bank.

Want to see how this question type works?

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

Steps

  1. In the quiz or question bank, click Create a new question
    create a new question
  2. Select Essay and click Add
    essay icon    add button
  3. Give the question a name (this is seen by teachers only)
  4. Fill in the question text
    enter a category, question name, question text, and default mark
  5. Provide general question feedback
    general feedback
  6. If you want students to upload a file, select Allow attachments and choose a number from the drop down menu (Note: if students are required to write a long essay as part of a quiz, we strongly recommend they write it in Word and either upload the file or copy and paste into the response box)
    select allow attachments and choose from the drop down menu
  7. Click Save changes
    save changes

Create a new question (question types)

Before you start

We recommend that you add a category to the question bank.

You can create a new question in the question bank or quiz. Make sure you add questions to a category in the question bank.

Steps

  1. In your topic, locate the Administration block (usually on the left-hand side)
  2. Click on Question bank
  3. By default the Question view is displayed. Click on Create a new question... to add questions directly into the Question bank

Create an iterative assignment

In some cases assignments are iterative – students are asked to provide work for formative feedback rather than summative feedback and a mark, or students are providing drafts. In these cases it may be appropriate to disable the submit button.

Steps

  1. Create a new assignment

  2. Under submission settings, change Require students click submit button to No

click submit button - 'no'

  3.  Depending on the nature of your assignment, you may also want to disable the Due and Cut-off Dates by removing the tick from the enable boxes

 Due and cut-off dates - disabled

Note: The benefit of setting Require students click submit button to Yes is that once students click submit they will be prevented from making changes to their submission during marking. Setting Require students click submit button to No should be used with the knowledge that students will be able to continue editing their submission.

Once a student enters their assignment (file upload or online text) the submission status will be displayed as Submitted. However they will continue to be able to edit their submission. At no point will they need to finalise their submission.

Submit to no

 

Create an offline assignment

An offline assignment can be used when students do not need to upload any work into FLO – for example, when doing presentations, posters or lab books. The assignment tool can be used to manage and return marks and feedback.

The benefits of creating an offline assignment are:

  • Communicates assignment requirements to students
  • Adds due date to topic calendar
  • Allows for electronic management of feedback and marks

Steps

  1. Click 
  2. Go to the week or module where you would like the assignment to appear
  3. Choose 
  4. Select 
  5. Click 
  6. You will be taken to the Adding a new Assignment screen where you can set the parameters of your assignment.

  7. Fill in the Name and Description and, if relevant, the due date (see note below)
  8. Under Submission types, un-check Online text and File submissions
    un-check online text and file submission options
  9. Under Submission settings, change Require students click submit button to No
    change require students click submit button to no
  10. Click Save and display

Note

It is usually not necessary to set a due date for offline assignments, as no submission occurs through FLO. If this is the case, you might like to un-check the box next to the due date, to disable the date for the assignment.

Create an online text assignment

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

Steps

  1. Create a new assignment
  2. Under submission types, tick Online text
    submission types
  3. Click 

Note

It is also possible to set Online text and File submissions to Yes. This may be used if you want to provide students with a choice, or if the assignment requires both types of submissions. Students can then either type directly into a text box and/or upload a file(s).

Create an OU blog

The OU blog is intuitive for users (there is a 'New blog post' button New blog post button at the top of the blog screen. Once clicked, the user can use the HTML editor to add/edit their post entry). However, you may want to prompt users (ie students) what to blog about, either in the Introduction (step 5 below) or somewhere else in the FLO site.

Steps

  1. In the topic, click Turn editing on

  2. In the week/module where you want to add the forum, click Add an activity or resource
  3. Select OU blog OU blog icon and click Add
  4. You will be taken to the Adding a new OU blog screen where you can set the parameters of your blog

  5. Give the blog a Name and Introduction

  6. If desired, use the Individual blogs drop-down menu to select individual blogs. If individual blogs are not required, leave this menu at the default no (blog together or in groups)

  7. Click Save and display

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Create a numerical question

Before you start

We recommend that you add a category to the question bank.

If you are interested in this question type, you may also be interested in Calculated, Calculated multichoice and Calculated simple. To create one of these types, at step 2 (below) select one of these options instead of Numerical. 

Want to see how this question type works?

  1. Self enrol in the Collections in FLO topic
  2. View question 9: Numerical (Colour quiz)

Steps

  1. In the question bank, click Create a new question
    create a new question
  2. Select Numerical and click Add
    numerical    add button
  3. Give the question a Category

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

  5. Enter question text (required field)

  6. Decide on the default mark for the question (required field)
    adding a numerical question - input category, question name, question text, default mark
  7. Fill in General feedback (students will see this once they have answered the question)
    general feedback text box
  8. Select answer 1, the error for getting it wrong, and the grade. Do this for all other correct/incorrect answers
    answer field, error, and grade
  9. Provide feedback for the answer (whether right or wrong)
    answer feedback
  10. Under Unit handling and Units, decide on the configuration (this will only apply if the answer is not a whole number)

  11. Click Save changes

  12. Preview the question to make sure it works correctly

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Create a page resource

Steps

  1. Click Turn editing on 
  2. Go to the week or module you would like your page to appear

  3. Click Add an activity or resource
     
  4. Select Page
     
  5. Add a name

  6. Add a description

  7. Insert the content for your page using the HTML editor
     type name and description and add content
  8. Click Save and display

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Create a quiz

Before you start

We recommend that you set up a question bank and questions.

Steps

  1. In the topic, click Turn editing on 
    Turn editing on
  2. In the week/module where you want to add the quiz, click Add an activity or resource
     Add an activity or resource
  3. Select Quiz and click Add Quiz icon
  4. Give the quiz a Name and Description 
    name and description

  5. Under Timing, give the quiz Open and Close dates 
    quiz - open and close settings

  6. Click Save and display

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

Timing

You can make the quiz available at different times for different groups or users in the Group overrides or User overrides sections of the Administration > Quiz administration settings block.

  • Before the opening time, the quiz will be unavailable to students – they will be able to view the quiz introduction but not the questions. Quizzes with start times in the future display both the open and close date to students.
  • After the closing time, students will:
    • not be able to start new attempts. Answers that the student submits after the quiz closing date will be saved but not marked.
    • still be able to see the quiz description and review their attempts. What they see will depend on the settings you choose for Review options (ticked boxes in the 'After the quiz has closed' column).
Time limit

quiz time clockIf enabled, the time limit is stated on the initial quiz page and a countdown timer is displayed in the quiz navigation block (see image to the right). Once the timer runs out, the quiz is submitted automatically. You can make the quiz last a different period of time for different groups or users in the Group overrides or User overrides sections of the Administration > Quiz administration settings block.


Grade
Grade category

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

Attempts allowed 

Unlimited (default), 1-10

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

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

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

Grading method

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

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


Layout
  • Question order: Shuffled randomly – if selected, the order of questions in the quiz will be randomly shuffled each time a student starts a new attempt at the quiz. 
  • New page: you may want to group questions on a particular topic together, but not too many on one page as this will require students to scroll.  It is recommended that you do not use the setting 'never, all questions on one page', as student activity within the quiz will be less frequently logged and less information will be captured regarding the attempt.
    Note: You can change how many questions per page in Quiz administration > Edit quiz. You can Repaginate (eg 2 per page instead of 1 per page), or select questions and move them to a particular page.
  • Navigation method: leave as Free (default) unless the quiz is building knowledge (last question relates to next question etc).

Question behaviour
  • Shuffle within questions: if Yes (default), the option must also be enabled in the question settings.
  • How questions behave: Deferred feedback (default) – students answer each question and submit the entire quiz, before anything is graded or they get any feedback.
    Note: 
    CBM stands for 'certainty-based marking' – if you choose this option, students will need to say how sure they are that the answer is right and will be penalised accordingly. More information about CBM (MoodleDocs)
    How questions behave
  • Show more… > Each attempt builds on the last: if multiple attempts are allowed and you set this to Yes, then each new attempt contains the results of the previous attempt, so students can concentrate on just those questions they answered incorrectly last time. If you choose this option, each attempt by a particular student uses the same questions in the same order, independent of randomisation settings. To show a fresh quiz on every attempt, select 'No' for this setting.

Review options

Tick the options you would like to choose from the table. Default settings are After the quiz is closed.

review options table

These settings can affect the visibility of the grade column for a quiz.  See the I can't unhide the grade column for a quiz gateway entry for more informatio


Appearance
  • Decimal places in grades: Default is 2. This option determines how many digits will be shown after the decimal point when the grade is displayed. A setting of 0 for example will display grades as integers (whole numbers). 
    Note: If you use CBM (certainty-based marking) which deducts marks for not being certain, being wrong about being certain etc, then it makes sense to show the decimal places in grades. Likewise for 'Decimal places in question grades'.
  • Show blocks during quiz attempts: Default is No – this is about usability (better display, no distractions).

Extra restrictions on attempts

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

  • Require password: if you specify a password then participants must enter the same password before they can attempt on the quiz. 
  • Require network address: you can restrict access for a quiz to particular subnets on the LAN or internet by specifying a comma-separated list of partial or full IP address numbers (eg 192.168. , 231.54.211.0/20, 231.3.56.211). This is especially useful for an invigilated quiz/exam, where you want to be sure that only people in a certain room are able to access the quiz. 
  • Enforced delay between attempts: You can set a time (from seconds to weeks) between the first and second attempt on a quiz. You can also (or alternatively) set a time from seconds to weeks for subsequent attempts after the second attempt (eg you might allow a student to take the quiz twice immediately with no delay, but if they want to improve their score with a third attempt, they are forced to wait a week and use the time for extra revision).
  • Show more… > Browser security: the options in this section offer various ways to try to restrict how students may try to 'cheat' while attempting a quiz.  
Overall feedback

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


Common module settings

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

  • Group mode: you can choose whether the quiz should be organised by group.
    Note: This only has an effect on the review screens of the teacher/s where it determines which groups of students they see.

Restrict access

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

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


Activity completion

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

 

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Tool guide: Quiz

View quiz statistics reports (grades, responses, statistics, manual grading)

Create a rubric in FLO for marking an assignment

A rubric allows for a number of performance standards, a score and a comment for each criterion.  The score is prescribed based on the performance standard reached.

Rubric

Steps

  1. Create an assignment
  2. In the Grade section choose from the Grading method drop down box
  3. Select Rubric
    rubric grading
  4. Click save and display
    save and display
  5. Select Define a new grading from from scratch

    define grading form
  6. Give your rubric a name and description (optional)
    name description
  7. Add criterion type in the click to edit criterion name area
    click to edit criterion
  8. Add performance standards type in the click to edit level area
    click to edit level
  9. Add more performance standards click Add level
    add level
  10. Add marks per performance standard click the points link and allocate points
    Points
  11. Click Add criterion to add extra criterion
    add criterion
  12. Move your criterion up and down by using the arrows
    add criterion
  13. Select your Rubric options
    rubric options
  14. Click Save rubric and make it ready
    save rubric
  15. If you wish to edit your checklist click Advanced Grading in the Administration tab (only visible if you are in the assignment)
    Advanced Grading

 16.  Students can view the marking rubric in the 'submission status' screen for the assignment.

grading criteria

Create a scheduler activity

Steps to create a scheduler activity

  1. In your topic, click
    turn editing on button
  2. Go the week/module where you want to create the scheduler, then click add activity or resource button
  3. Select scheduler 
  4. Click add button
  5. Give the activity a Name and Description
  6. Select the Mode: if you select Students can only register for one appointment at a time, students can make another appointment after they have attended their first session. If you select Students can only register one appointment, students can only make one selection per activity
  7. Specify the Default slot duration in minutes
    sxcheduler description
  8. Click save and display button

 

Steps to schedule appointment times

  1. In the scheduler activity, click Add slots
  2. Fill in the date you want to start and the date you want to repeat until
  3. Choose the days for appointment times *required*
  4. Specify the start and end times for each block of appointments
    add slots date and time
  5. Set Divide into slots to Yes 
  6. Specify the slot duration in minutes. For example if you have a start time of 9am and an end time of 10am and divide into slots of 15 minutes, then 4 times will be created: 9:00, 9:15, 9:30 and 9:45.
  7. Specify if you wish to have Break between slots
  8. You can allow multiple students per slot (if required)
  9. Specify a Location (if required)
  10. In the Teacher area specify who in the teaching team the person will be meeting with
    various scheduler options
  11. You have the option to Display appointment to students from 
    display appointments from
  12. Select if you require the students to receive Email reminder
    email reminder
  13. Click save changes button

 

Create a self and peer assessment activity

The self and peer assessment tool is one of the most advanced features in FLO. For assistance using the tool, please contact your local eLearning Support Teams.

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Create a short answer question

Before you start

We recommend that you add a category to the question bank.

This question type can be tricky if there is more than a one-word answer, or variations on the answer. You can avoid this problem by:

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

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

Want to see how this question type works?

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

Steps

  1. In the question bank, click Create a new question
    create a new question
  2. Select Short answer and click Add
    short answer    add
  3. Give the question a Category

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

  5. Enter question text (required field)

  6. Decide on the default mark for the question (required field)
    adding a question - category, question name, question text, default mark
  7. Fill in General feedback (students will see this once they have answered the question)
    general feedback text box
  8. Select the correct answer and grade
    example answer and grade
  9. Provide feedback for the answer (whether right or wrong)
    feedback
  10. Click Save changes
    save changes

Using wildcards

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

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

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

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

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

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

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

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


Create a Skype activity

Creating a Skype activity allows collaborators to take part in a Skype session. It is advised that the moderator of the space organise the session. Collaborators will be able to click on the Skype link to view  the date and time of the Skype session. 

Steps

  1. Turn editing on
    turn editing on button
  2. Choose add an activity or resource
    click 'add an activity or resource'
  3. Click Skype and Add
    click 'skype'    add button
  4. Add a name for your Skype session
    type skype name
  5. You can add the date and time of the next session by selecting Custom example fieldset 
    custom example fieldset
  6. Click Save 
    save and display button

Create a standard assignment

In the standard assignment each student can upload up to 3 files into FLO. Submitted files can either be opened one by one, or downloaded in a zip file.

With the standard assignment 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 the student clicks the submit button. Once submit has been clicked they will be unable to modify their assignment without topic coordinator intervention.

 

Steps

  1. Turn Editing on using the button in the top right corner   turn editing on
  2. Go to the week or module where you would like the assignment to appear
  3. Choose Add an activity or resource  add activity or resource
  4. Select Assignment  
  5. Click on the Add button at the bottom of the box.  add button
  6. You will be taken to the Adding a new Assignment screen where you can set the parameters of your assignment

  7. Fill in the name, description, due date and cut-off date. See table below for more information
  8. Click Save and display   save and display

  

Important: After you have created the assignment, we strongly recommend you hide the grade column in the gradebook. This will prevent students from seeing their grades until you are ready to release them. How do I hide a column in the gradebook?

 

Configure the assignment

To create a standard assignment, the only settings you need to pay attention to are:

SettingDescriptionExample
Name The title of the assignment. This is what the students will see on the topic homepage and the name that will be used in the gradebook. Assignment 1: Political discourse in Australia
Description Using the HTML toolbar to enter the description you can provide links to literature or website, add images or videos. You can also provide detailed instructions of how you expect students to submit (eg. file types accepted, word limits, font size or type requirements, line spacing etc).

Note: To use the rich editing features, select the 'Show editing tools' button

Write 1500 words about the state of political discourse in Australia between 2001 and 2014. This is worth 25% of your final grade
Due date The last day that students can submit without their submission being marked as late. Students can still submit assignments after the due date as long as the Cut-off date is enabled. Assignments submitted after the Due but before the Cut-off date will be marked in the grading screen as late.


Tip: It is recommended that the Due date is set for a time when the FLO Helpdesk will be available to assist students having difficulties submitting assignments. For example 10am, 11am or 12 midday are good times

 2:00pm, Monday 26th May 2014
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 extension has been granted.

Tip: It is recommended that you set a cut-off date at least 1 week after the due date, to allow for any late submissions.

2:00pm, Monday 3rd June 2014

 

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Create a table

Tables are useful for data. Avoid using a table for layout purposes. This is an accessibility issue and will confuse screen readers. If you want to layout content, use the bootstrap grid icon icon.

Steps

  1. Click the Table icon table icon displayed in the default HTML editor (Atto).

  2. Enter the number of rows and columns. You can choose Apply styles to make your table easier to view (particularly useful for complex tables) and the table's Appearance (borders, width etc).
    Click Create table.  
    table options
  3. Type information into your table
  4. table content
  5. To edit the table, and for additional table and cell properties, put your cursor in the table and select the table icon from the HTML toolbar menu
  6. edit table

 


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Create a true/false question

Before you start

We recommend that you add a category to the question bank.

Want to see how this question type works?

  1. Self enrol in the Collections in FLO topic
  2. View question 5: True/False (Colour quiz)

Steps

  1. In the quiz or question bank, click Create a new question
    create a new question
  2. Select True/False and click Add
    select true/false    Add button
  3. Give the question a category

  4. Give the question a Name (required field)

  5. Enter question text (required field)

  6. Give the question a default mark (required field)
    add category, question name, question text, and default mark
  7. Fill in general question feedback
    general feedback
  8. Select the correct answer (true or false)
    Correct Answer - use drop down menu to select true or false
  9. Enter feedback for response 'true'
    enter feedback for the response ' false'
  10. Enter feedback for response 'false'
    feedback for the response ' false'
  11. Click Save changes
    save changes button

Create a URL resource

A URL (hyperlink) resource could be an open educational resource on the web, or a link within your FLO site (eg a quick link to assessment information).

Steps

  1. Click the Turn editing on button
    turn editing on button
  2. Go to the week or module you would like the URL to appear

  3. Click Add an activity or resource
    add an activity or resource button
  4. Select URL then click Add
    Select URL resource and click add
  5. Add a name

  6. Add a description. Tick the 'Display description on topic' box if you want the student to see this on the topic main page. If, for visual consistency, you want to make this description sit right under the URL, use the Increase indent icon Increase indent icon in the text editor toolbar. Click on the Edit HTML source icon Edit HTML source icon and adjust <p style="padding-left: 30px;"> to <p style="padding-left: 20px;">. This makes the indented description sit exactly under the URL link
    type name and description
    view of html
  7. Type the URL in the External URL section
    type url
  8. Under Appearance, if an external resource (ie outside FLO, including Flinders University website) leave the Display default as New window. If an internal resource (eg within the topic site), choose one of the other options (automatic, embed, open, in pop-up). Note: choosing 'embed' is not recommended for copyright reasons (this makes it look as though the link resource belongs in your FLO site) 
    choose a display from the drop-down menu
  9. Click Save and display or Save and return to topic
    save and return to topic button and save and display button

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Create a wiki

A class wiki is a collaborative space where everyone in the class can contribute to a shared document.

Steps

  1. Click the Turn editing on button

     turn editing on
  2. Click Add an activity or resource to open the Activity Chooser

  3. Select Wiki and click Add (or double-click on Wiki)

     
  4. Click Wiki settings to expand 

  5. Change Sub-wikis to be Single wiki for topic

    single wiki for topic
  6. Click Save and display 


Create columns in a resource/module

For content layout, you may want to divide a resource/module into two or more columns, or narrow and wide columns. It is good web practice to use the <div> tag to do this, rather than formatting using tables (an accessibility issue). The bootstrap grid icon provides a range of layouts and enables easy applicability.

The HTML editor is used almost everywhere you can enter text. Most activities incorporate an HTML editor, commonly found in the field where you enter the 'introduction', 'description', 'content' or 'text' of an activity or resource. The functions of the HTML editor are particularly useful when adding content to pages books, forum posts, wikis and labels.  

Steps

  1. In your FLO resource/module, in the HTML editor toolbar click on the Show more buttonsShow more buttons iconicon
  2. From the toolbar menu, select the Bootstrap grid bootstrap grid iconicon
  3. From the pull-down Bootstrap grid icon menu, choose the layout you want (2 column, 3 column etc)
  4. grid options
  5. Populate the columns with text (example below)
  6. 2-column grid example
  7. Click Save changes


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Create empty groups

Steps

  1. In the topic, locate the Administration tab

  2. Click on Users, then Groups

    Administration block
  3. Click Create group
    create group button
  4. Give the group a Name

  5. Click Save changes
    save changes button
  6. Repeat steps 3-5 for each group you want to create

Create group wikis

A group wiki is a space for each group in the topic to collaboratively edit a document.

Steps

  1. Click the Turn editing on button  

  2. Click Add an activity or resource 

  3. Select Wiki and click Add (or double-click on Wiki)

  4. Click Wiki settings to expand the settings


  5. Change Sub-wikis to One wiki per group
    one wiki per group
  6. Under Common module settings, change Group mode to Separate groups if you want each group to have their own private space, or Visible groups if you want each group to have their own space but be able to see (not edit) other groups' wikis

  7. Set the Grouping to be the grouping containing the student groups

  8. Click Save and display

    save and display

Create individual wikis

Steps

  1. Click the Turn editing on button
  2. Click Add an activity or resource to open the Activity Chooser
  3. Select Wiki and click Add (or double-click on Wiki)
  4. Under Wiki settings, set Sub-wikis to Separate wiki for every user

    separate wiki for every user


  5. Click Save and display

Create separate discussion forums for groups in my topic

Steps

  1. In the topic, click Turn editing on  
  2. In the week/module where you want to create the forum, click Add an activity or resource  
  3. Select Forum and click Add  
  4. Give the forum a Name and Description

  5. Complete the required fields

  6. Under Common module settings, change Group mode to Separate groups to give each group their own private forum, or Visible groups to create a forum for each group and allow other groups to view (but not post to)

                                                                   
  7. Change the Grouping setting to be the grouping containing the groups you want to use for the forum  
    use the drop-down menu to select a grouping
  8. Click Save and display 

Create slideshow-like presentations

 

The development of information and communication technology has significantly impacted on the learning and teaching methods. Technology has allow educators to design multimedia applications, and in doing so, "new insights into the learning process of the designer can be determined, as the learner is forced to represent information and knowledge in new, innovative and creative ways" (Or Kan, 2011).

Presentations by the teaching staff may be used to target auditory and visual learners by producing a multimedia slide show for disseminating relevant information or kinetic learners can develop understanding by creating presentations. Presentation tools such as slideshow creators, multimedia posters platforms and online PDF or web-based presentation ensure that the content can be shared by a unique URL and can also be embedded into learning management system or website pages to improve accessibility.

 

Uses in learning and teaching

"By communicating information and knowledge to the learners, ... innovative teaching techniques have evolved to change the ways teachers teach and the ways students learn."Or Kan 2011

Digital presentation tools provide users with an environment that can host: 

  • a creative environment to present information to students;
  • communicate information to the learners;
  • inspire innovative teaching techniques which have evolved to change the way students learn; 
  • create a ePortfolio or poster using website program;  
  • present research processes using interactive multimedia poster format (Glogster);
  • present your work publically on the web;
  • share resources for downloading or editing in real-time.

Consider using the Commonsense for Practice Wheel to support the testing and integration of the selected tool(s).

 

Tool picker

The tool picker contains information on slideshow-like presentation tools and how to choose an tool to suit your purpose.

Please note all pricing and hyperlinks were last updated March 2015. Always consult the original tool provider for the most up-to-date information. 

Turning your existing PowerPoint presentations into an online video is a simple form of video production that can be achieved using your computer. It is a quick, easy and cost effective way to present without being physically present, and has found its uses especially in the online, blended or flipped learning environment.

There are a number of ways to create PowerPoint inspired videos yourself for teaching purposes using a range of resources from the freely available online tools to the low-cost software. The following resources will guide in selecting a suitable tool to assist you with creating multimedia presentations which can be used to enhance your teaching.

Online tool options are either free or available at a low cost, whereas software programs provide you with a built-in approach to building a PowerPoint presentation. Depending on your requirements, the following tools may be of interest should you wish to convert your PowerPoint presentations into a digital and online presentation using an online tool. By using a online tool or software program to convert your existing PowerPoint presentations, you are provided with the opportunity to quickly upload the final presentation online which will enable you to share it in FLO or on the World Wide Web.


Tool Name

AuthorSTREAM Google Presentations Prezi EDU Voice Thread Adobe Presenter 9 iSpring Pro 7
Description Create multimedia PowerPoint presentations and convert to a video. Access via PPt A online tool for uploading pre-made PPt presentations or creating a basic presentation. Access online or via desktop folder. An alternative display platform to PPt, which uses zooming presentations. Access online. Use multiple forms of media to present in a alternative ways view to slides. Add a video or audio narration to each slide and encourage viewers to do the same. Access online A simple program which adds onto PPT. Add interactive elements available (eg. quiz) to your video. For a full list of features, go hereAccess via computer. Create elearning content – record video and audio, add quizzes/survey from within PPt. Access via PPt or desktop.
Benefits Store your PPt presentations online in video format from within PPt. Track views. There is an add-on called authorSTREAM Desktop which  enables users to publish PPt to AuthorSTREAM online from within PPt Upload PPt presentations or create in Google Presentations. Convert PPt to Google Presentation.  Use basic animation sin Google Presentation. Measure views. Embed YouTube videos. Slide notes can be added to the presentation. Collaborate in real time, with chat feature. No. But you can upload a PPt presentation into Google Drive and then convert to Google Presentation. Upload PPt presentations quickly into a Prezi theme or create from scratch. Add audio to your presentation for each path. Insert YouTube, videos, PDF, image, diagrams, background music.  Upload PPt presentations into Voice Thread or create from scratch. Control whether you want your viewers to comment or just view. Moderate comments.  Integrated in to PPt as an addon. Publish from with PPt. Ability to add interactive elements, like quizzes and connect to SCORM. Integrated in to PPt as an addon. Publish from with PPt. Ability to add interactive elements, like quizzes and connect to SCORM.
Limitations Limited privacy settings with Free account No audio narration possible.   Requires app on iOS devices to view presentations

To comment, viewers must be signed in.

Exportable copies is a feature for an additional fee.

Isn't free.  Isn't free.
Cost

Basic: Free

Pro: US$ 2.50/month (billed annually)

Free. Storage up to 15 GB for free.

Free EDU accounts. 500MB storage.

Upgrade to US$5/mth for 2GB storage.

Free

$108.90 for Flinders staff

$247

Educational price
Support Author Stream Help Google Drive Support Prezi Support VoiceThread Support Adobe Presenter Help iSpring Support Centre
How to get it Create a Author Stream account Create a Google Drive account Create a Prezi account Create a VoiceThread account

Buy a licence from ITS

 

Trial available

Download from iSpring solutions

Trial available

Sustainability of object/content

Update/Edit

Yes, you can upload new a version of your presentation Your presentation can be updated in real time. Any change you make, will be immediately updated without breaking links.  Your presentation can be updated in real time. Any change you make, will be immediately updated without breaking links.   Yes. Yes. Store original recording as project file Yes

Download/Export

Owner can download presentation from within account as PPT, Flash or video. Users can download if given permission by owner Yes. Viewers and owner can download as PPt or PDF

Only for owner. Not for viewer.

Setting to control export capability. Yes. Publish from software to computer or online Yes
Storage 15GB free Requires storage on computer or cloud Requires storage on computer or cloud
Share Embed or link. On free account, presentations must be set to public Embed or link. Embed must be published (either private or public). Can be unpublished Embed or link. Embed or link presentation.  Embed or Link (depends on place of publish) Embed or Link (depends on place of publish)
Privacy Privacy is available on free and Pro accounts at different levels. Pro level is a cheap option with added privacy settings Share your presentations as private or publish as a public file or share with specific people EDU account enables private presentations.(public accounts do not). Hidden option available. Also a 'reusable' option.  Share with URL or invite select individuals to view by email invitation. Depends on place of publish Depends on place of publish

Building multimedia presentations as a simple online interactive presentation can be achieved using your own computer. It is a quick, easy and cost effective way to present information without being physically present, and has found its uses especially in the online, blended or flipped learning environment.

There are a number of ways to create online multimedia resources for teaching purposes using a range of resources in freely available online tools. The following resources will guide you to select a suitable tool to assist you with creating effective multimedia presentations which can be used to enhance your teaching.

Online tool options are either free or available at a low cost. Depending on your requirements, the following tools may be of interest should you wish to present digitally and online. By using a online tool you are provided with the opportunity to share it in FLO or on the World Wide Web.


Tool Name

Glogster EDU Powtoon Padlet
Description A visual poster presentation tool for displaying  multimedia on a single page. A creative platform which can be used to creatively present information using different media formats. A video presentation software tool that enables users to create animated video presentations. A wall type presentation tool which can present a collection of media formats at once.
Benefits A collaborative tool. Manage students access to accounts, enabling privacy of posters. easy to use. Sign in with Google account or create an account.

Explore to YouTube. 

A range of special effects, animations, royalty free music, easy to use editor bar.

Duplicate presentations.

Education plans available at cost. 

Customise wall image or use themes.

Add video, urls, audio, images. 

Customise url. Share by social media.

Select layout as free-form or stream.

Be notified when people post. Moderate posts.

When used collaboratively, no limit to the number of people that can post at the same time.

Limitations

While targeted at school level teachers, is highly useful for the higher educational sector.

No longer free, this tool can be tried for 7 days.

Currently in Beta. 

Audio files (voice-over) can be added, but only  over the entire presentation, not per slide.  

Time limit on different levels (5mins for free). 

Cant upload PPt but you can copy presentations into Powtoon manually

Build a wall without an account (lasts for 24 hours only), or create an account or manage your wall beyond 24 hours.
Cost

US$39-390 depending on number of students who require accounts under the teacher account.

Free, (up to 5 minute presentations)

Teacher $24/year - 15 mins

Student $16/year- 15 mins

Classroom $36/year - 15 mins (1 teacher, 60 students)

Free level available. 

Paid versions also available for teachers at US$45 annually. Teachers can also create unlimited student accounts for free.

Support Glogster Support Powtoon Support Padlet Support
How to get it Create a free account online or login in with Google account. Create a free account online. Create a free account online or build without an account.

Sustainability of object/content

Update/Edit

Update at any time and republish. Yes, edit your presentation even after it has been published. Update at any time. No need to republish, is automated.

Download/Export

No Export to your computer on a paid account only.

Export as an image or PDF.

Storage
Share Embed or Link. Embed or link freely created presentations when published to YouTube. Embed or link.
Privacy Public or Private. Manage students posters in a private account, or publish to the web. Free account is public only Public, Private, password protected or hidden. Only for account created walls.

 

Literature and resources

  Slides/Teaching online

Create videos for teaching

Creating videos for teaching purposes in the comfort of your office, home or while 'on location', can be a useful technique to share information or thoughts, visually and orally. One of the most common educational reasons to create video content is to share something with students which cannot be captured or communicated in any other way. This is especially true for fully online courses. The following notes are to support staff in creating quality teaching videos (Do-It-Yourself or DIY), which are not captured as part of the University lecture recording system. 

The recommend tool for this task is Camtasia, with the support of Snagit, an image capturing and editing tool. As of December 2015, Flinders University offers Camtasia for video and audio production, and SnagIt for creating and editing images. This software, created by TechSmith, will be made available to all staff at no cost. 


When planning to create your own educational videos, consider:

  • why are you making a video?
  • what are you displaying visually and aurally?
  • how long is the video going to be?
  • how and where are you going to record the video?
  • how are you going to share the video?
  • what equipment do you need to use to make your video good quality?

There are a number of ways to create videos yourself for teaching purposes using a range of resources from the freely available tools with a DIY approach to the low-cost software. Examples include: 

  • capturing a lecture in a face-to-face environment with an accompanying presentation for review by students online 
  • creating content for a flipped classroom approach, where the content is delivered via a video medium and face-to-face class time is spent in an interactive or practical activity 
  • using video in peer assessment and feedback practices 
  • producing mini-lectures which target important or commonly misunderstood concepts 
  • producing content for revision or assessment preparation 
  • encouraging students to present knowledge and understanding through a visual media tool 
  • capturing unique experiences or perspectives through interviews with industry experts

These examples can be broken down into three common approaches to videos:
video styles
Capturing your computer or mobile screen (with or without you)       Capturing you or others (such as an interview)     Capture your screen as a digital whiteboard
When planning to use purposely built videos in your teaching, you have the option to record more than just your face. Some tools will give you the opportunity to record the computer or tablet screen either independently or together with your face. By recording your screen, you can show your students, for example, how to use a component of a piece of software, where to find something online, or to share a document (Word, PDF etc.) and talk through the document highlight or drawing over the key components of what you are explaining. This is known as screen capturing or screen casting. Examples of educational videos are available in the Getting started with creating educational videos tab below. 

To get started, it is worth reviewing an examples of educational videos. What features of these videos do you like and would consider using? What ideas have you drawn from reviewing another others videos? How can you use this knowledge to plan your own videos?

Source: FlindersMPAonline (Jan 7, 2015). POAD8077 Agency and public policy. Retrieved from http://youtu.be/4XFWQ2BBUc8?list=PLHdzC6Pe16JpOlb_dXIr45HJU9vdut9uy

Thanks to Gerry Redmond for sharing this video

Talking points for good practice:

  • Technology: Personal video camera/tripod and Movie Maker
  • Concept: Created for students to grasp specific content using a personal approach to delivering short content
  • Key features: Video of event and person in outdoor setting

Located in BIOL2702, S2 2014 'Prelab 2'

Thanks to Masha Smallhorn for sharing this video

Talking point for good practice:

  • Technology: Camtasia Studio
  • Concept: Created for students to prepare for biology practical labs
  • Key features: Screen capture of visual presentation (PowerPoint slides) and small video of speaker at all times

Source: VincentPost. (Mar 22, 2014). w04_I01. Retrieved from https://www.youtube.com/watch?v=BatUx1KzDTs&feature=youtu.be

Thanks to Vincent Post for sharing this video

Talking points for good practice:

  • Technology: Adobe Presenter and Livescribe pen in PowerPoint 
  • Concept: Created for students to learn targeted concepts 
  • Key features: Screen capture of visual presentations, small video of speaker intermittently and drawing on screen for key visual components

Located in BIOL2702, S2 2014 'Reptile data'

Thanks to Mike Gardner for sharing the video

Talking point for good practice:

  • Technology: Camtasia Studio
  • Concept: Created for students to demonstrate a specific software program
  • Key features: Screen capture of visual presentation (specialised software program) and small video of speaker at all times

 Outside of Flinders University, these examples will help inspire you to think beyond the basics.

First person POV video to enhance mobile learning: Expert in My Pocket

Source: Expert in my Pocket. (June 3, 2014). Bag mask ventilation. Retrieved from https://youtu.be/Wv78jVhSFTI

Talking points for good practice:

  • Technology: Captured on GoPro
  • Concept: Created for students to view the content from a first person point of view 
  • Key features: Video of event and person in an indoor, authentic setting

Storytelling approach: English for Uni (University of Adelaide) 

Source: University of Adelaide. (June 15, 2014). Stolen on the Outback Express. Retrieved from https://youtu.be/PYNFhaeFPfk 

Talking point for good practice:

  • Technology: Professional equipment
  • Concept: Created for students to support learning academic English skills
  • Key features: Movie style, with a story and concept being told on camera

Changing the lecture: An introduction to Globalisation by James Arvanitakis (University of Western Sydney)

Source: James Arvanitakis. (July 8, 2012). Introduction to globalisation by James Arvanitakis. Retrieved from https://youtu.be/24_7Ki87-c0

Talking points for good practice:

  • Technology: Mobile camera (potentially phone)
  • Concept: Created to introduce students to the key topic
  • Key features: Capture of person 'on location' and use of interview-style with others

The presenter style - TED Talks: Salman Kahn: Let’s use video to reinvent education

Source: TED. (Mar 9, 2011). Salman Kahn: Let’s use video to reinvent education. Retrieved from https://www.youtube.com/watch?v=nTFEUsudhfs

Talking point for good practice:

  • Technology: Professional equipment
  • Concept: Created for educators
  • Key features: Capture of visual presenter and screen captures for examples


Whether you are starting from scratch or editing an existing video you made, these tips may help

Planning your video with a storyboard  

storyboard exampleWhen making a video, one the most important elements is to plan your video using a storyboard technique. A 'storyboard' is a "graphic representation of how your video will unfold, shot by shot" (Video Maker Tips, 2014). The traditional structure of a storyboard is made up of squares with hand drawn illustrations depicting each shot with notes about what is going to happen in the scene, including any narrations. Each square is a shot or scene. Storyboards do not have to be detailed, but are designed to help you think through the process of creating a video.

By using a storyboard as the first step in your video production process, you are able to: share your vision visually; prepare for elements of your production phase (identifying scene, props etc); save you time during the post-production phase by ordering your collection of shots.

Open a simple storyboard template at https://flo.flinders.edu.au/mod/resource/view.php?id=852117

Open a Script/Narration template at https://flo.flinders.edu.au/mod/resource/view.php?id=852113 

Setting up your computer

Setting up your computer is an important first step to ensure you are technically able to create videos. A detailed list of planning steps is available in the 'Creating educational videos with Camtasia' FLO site, which is equally relevant in preparing to make videos in any video software or application. This includes exploring what equipment to borrow/buy, how to film outdoor and how to film indoors.

Recording and editing your video can be achieved simply and easily with a range of online tools and software, both on a computer and on a phone/tablet. However, some software programs allow you to capture (record) some types of video and edit, all in one. Camtasia Studio and iMovie (iOS) are just a few examples. Other programs allow you only to record or only to edit, so you must use a second program/tool to create a video. You are advised to keep this in mind when selecting a tool for recording your video content. 

Recording your content can be achieved in many ways: 

  • Your computer to capture the screen 
  • Your computer to capture you 
  • Your mobile device to capture you and others
  • A digital camera to you and others
Once you have recorded your video content, you can assemble and edit it into a video. At Flinders University, we recommend Camtasia for recording videos at your computer desk, which may or may not include recording your screen, or outdoors using a mobile application Fuse.
To learn more about recording video using Camtasia, view https://www.techsmith.com/tutorial-camtasia.html

As mentioned in the previous section, recording and editing your video can be achieved simply and easily with a range of online tools and software, both on a computer and on a phone/tablet. However, some software programs allow you to capture (record) some types of video and edit, all in one.

Editing your content can be achieved in many ways: 

  • On your computer 
  • On your mobile device
  • On your digital camera's integrated software
Once you have selected an editing tool,  you can begin the process to remove unwanted content and assembling the content into a smooth flowing video which may include a combination of video footage, images and narrations/music.  At Flinders University, we recommend Camtasia for editing videos at your computer desk, which may or may not include video components taken at your computer screen, or outdoors using a mobile application Fuse, or photographs taken with a digital camera.
To learn more about recording video using Camtasia, view https://www.techsmith.com/tutorial-camtasia.html

An example of an embedded video using Media Vault. Users not logged in can click here to view : Getting started with Diigo

In 2017, a new online video (and audio) platform was integrated with FLO to provide a repository for media. This system is recommended and is supported by the university's eLearning support teams. 

My Media is your private audio and video repository in FLO where you (staff and students) can upload, store and view your media. Your media can only be viewed by you until you publish or embed it in a FLO topic site (staff) or in an assignment submission (students).

For staff: Each FLO topic site has is own Media Vault, this is only visible to the teaching team. Once you have uploaded your media to My Media you can add it to a topic Media Vault, then anyone who can edit the FLO site can embed it on a page.

For the help guide for using the online video platform, visit https://flextra.flinders.edu.au/flex/public/ovp/help


Once you have created a video (and saved it as a mp4, mp3, wav, avi, mpeg, mov, flv. format), upload it to your My Media and publish it to Media Vault. Use the steps in the Teacher: Getting started section to embed the video in FLO wherever you see an HTML editor (displayed below).

Embed (Publish) 





  Training and support

  Troubleshooting

Training
  • Training is available for making educational videos in Camtasia Studio. Refer to the Flinders University Staff Dev page for scheduled and up-coming sessions.  
  • Online tutorial materials for Camtasia and Snagit have been assembled
  • Install the software for free on your work and home computers: Camtasia and Snagit 
  • The first time you start Camtasia, the program will open a tutorial video. You can find this video again later under Help> Open Getting Started Project within Camtasia. This built-in video will give basic instructions on how to use Camtasia

Technical support 

Support on installation: please contact the ITS Service Desk on 12345.

Support on using Camtasia and/or SnagIt: please contact your eLearning team

No problems reported

Curate with social media (social bookmarking)

Social bookmarking tools are a popular form of storing, communicating, and sharing different types of digital resources from websites. The use of these tools can vary greatly between personal, professional and educational purposes, and the research indicates that they provide a form of online interaction, relevant communication opportunities with like-minded people, and long term digital storage. Ultimately, social bookmarking tools supports formal learning opportunities in the classroom and informal learning opportunities beyond the traditional classroom walls. 

 

Uses in learning and teaching

"Social bookmarking opens the door to new ways of organizing information and categorizing resources."
Coutinhou & Bottentuit 2008

When designing topics for the inclusion of social bookmarking related tasks, consider how web tools such as online bookmarking tools may be used to:

  • establish and maintain social presence online
  • provide a platform for sharing annotated digital resources (web pages)
  • encourage cooperation and collaboration in the online classroom
  • provide professional development opportunities to learn from others by sharing digital resources
  • encourages sustainable, long term digital resource and information sharing, which is accessible anywhere, anytime 
  • connect social learning resources and spaces for new literacy practices

 

Considerations for using social bookmarking tools include:

  • define a standard list of tags or terms that are to be used in groups to promote users searching the repository 
  • encourage users to use comments, descriptors and highlighting during bookmarking
  • establish set criteria for each link that is included during a collaborative exercise
  • encourage users to install toolbar to promote ease of use
  • encourage students to follow other users and join groups of interest
  • introduce users to selected bookmarking site before using widely
  • develop a rubric to support the involvement of the process and content

Consider using the ‘Commonsense for Practice Wheel’ to support the testing and integration of the selected tool(s).

 

Tool picker

The tool picker contains information on social bookmarking tools and how to choose a tool to suit your purpose.

Please note all pricing and hyperlinks were last updated March 2015. Always consult the original tool provider for the most up-to-date information. 

Social bookmarking tools are beneficial for storing web links long term, access on any device, and network with others to increase your awareness of resources which are of interest (special interest groups like, topics, courses or events). Diigo and Delicious are traditional social bookmarking sites, whereas Evernote and Google + Communities are two other tools which can be used to collect, share and network with web resources. The decision to use one over another would depend upon whether you are integrating the list into FLO, encouraging students or using for professional means.

Web-based social bookmarking tools
Tool Name

Diigo
Delicious Evernote Google Plus Communities
Description A bookmarking tool to store web links by tags and folders (lists); collaborate and share within personal groups (shareable folders); highlight and add annotations to page; store 'read later' pages; network.  A simple type of bookmarking tool which organises by tag, saves links and helps you to discover web links; store pages access at a later time; network with others to collaborate on links. Evernote has the capability to save webpages or element of a page in addition to being a notetaking app which can be used online or on a mobile device.  Google + is a social networking tool that can be used to store webpages as links. 
Benefits Free; Offers educational package; unlimited bookmarks on free account; install bookmarklet/extension to save pages quickly; available since 2006 (stable); easily searchable; save snapshot of page; iPad and Android apps available; syncs to web so objects captured on a mobile device are accessible on mobile device. Free; bookmarklet/extension available and Chrome and Firefox; easily searchable. Clips a webpage or part of a page including text, images and links; syncs to web so objects captured on a mobile device are accessible on mobile device; folder system available; access online (login), on a mobile device (in app) or on a computer (installed); Mac, Windows, Android and iOS compatible. Visual storage of links compared to Diigo, Delicious and Evernote; uses 'post' descriptions to tag each web resource with a description; each link can be 'commented' upon by followers; integrate Google Hangout events with community and photos.
Limitations Limited access to cached pages (webpages which are saved at a specific time and stored as a backup); limited to create 3 groups on free level (but join as many as you like). Ads on pages when in Delicious; no filing system (uses tags only). Quota limits are 60MB of data each month, within unlimited storage. Pay for more and upgrade anytime; notes, attachments and quantity of notes have limits according to account type (free or paid). See help pages for guidance.

No export currently available. It acts more as a display mechanism which viewers will have to save links elsewhere.

Cost Free, Social US$5/year, Standard US$40/year and Professional US$59/yr. Educational version exists. Apply https://www.diigo.com/education

Free.

Free account available, or Premium US$5/month or $47/year

Free 

Support Get help at http://help.diigo.com Get help at https://delicious.com/help Get help at https://evernote.com/contact/support/kb/#!/product/evernote  Get help at https://support.google.com/plus/?hl=en#topic=3049661
How to get it Create an account at https://www.diigo.com Create an account (or use Twitter, Facebook or Google+ to login) https://delicious.com Create an account at https://www.evernote.com Create a Google account and get Google Plus https://plus.google.com

Sustainability of object/content

Update/Edit

Update and edit your bookmarks at anytime Update links if needed from account or extension Update your notes/links at anytime, on any device that you have synced to the account. Update posts at anytime.

Download/Export

Export your bookmarks for IE , Netscape, RSS, CSV or Delicious formats (https://www.diigo.com/tools/export) Export bookmarks as HTML format with tags and notes if required. Import bookmarks from other bookmarking sites using third party tools only.

Export your notes and links as an Evernote archive format and store where ever you like or share the note/link as a HTML page, via another tool (Twitter, email etc) and save external to Evernote. 

Not possible at present.
Storage While not a storage tool, Diigo can store images and cached pages, however there are limits. Not a storage tool for objects which have no URL. Evernote is more of a storage tool than Diigo or Delicious, but can be used to bookmark websites or 'clip' them for reading later offline. Not a storage tool for objects which have no URL.
Share Share your links to groups (communities) URL. Create a group and share the group address to your users (students). Share a page directly through Twitter, Facebook and Google+ or email from within extension tool. Share through Twitter or Facebook. Share a page directly through Twitter, Facebook and LinkedIn, URL or email. Share the community link with contacts in Google circles or via email.
Privacy Create public or private groups; all links are public unless you tick the 'private' box. Save links as public or private. Links are only private unless you 'share' them or the folder you store them in. Make the community (folder) public or private.

Literature and resources

  Bookmarking/Online communities

D

Database

Using a database in your topic is a way to allow students to create content and interact with others. Students have the opportunity to teach and learn from their peers by making considered decisions about resources that require critical thinking, and supporting their choices through debate (comments). The content created can become a legacy or resource/exemplar for another (future) topic.

The database entries need to be exported/imported separately if you want to use the database in another site (eg the topic's next version) – only the database shell will be copied over. Consult your eLearning support team 

The database tool enables participants to create, maintain and search a collection of entries (ie records). The structure of the entries is defined by the teacher as a number of fields. The visual layout of information when listing, viewing or editing database entries may be controlled by database templates. A teacher can allow comments on entries. Entries can also be rated by teachers or students (peer evaluation). Ratings can be aggregated to form a final grades which is recorded in the gradebook.


Activities using the database tool could include…

  • a collaborative collection of web links, books, book reviews, journal references, YouTube videos etc. Value add by having the students critique, summarise, categorise (eg sub-speciality, intended audience – lay or professional)
  • student-created photos, posters, websites or poems for peer comment and review.  A visual display (eg photo gallery from a field trip) creates contributes to Universal Design (multiple means of representation)
  • 'data' contributed by students, to be used/discussed in a flipped classroom, for example:
    • interview responses
    • observations
    • media reports
    • stumbling points/muddy waters for clarification in face to face session
  • presentation materials (eg PPT file or poster) – you could approve the entry and release to the class after the presentation (these could also serve as student examples with a new cohort doing the same activity in a future semester)
  • project outlines/literature search proposals for review and/or approval before students embark on the project
  • problem-based learning (PBL) issues: students work through PBL case studies independently, identify a learning issue that could be researched, and share this information with other students in the database. Students then nominate which learning issue they will investigate from the database entry list 

 

Good practice in administering the database tool

To encourage students to add entries, it is a good idea for you/other teachers to add an entry first. Consider this equivalent to the first post in a forum. Your entry can model good practice for other entries that students add, setting a standard and ensuring that instructions are not misunderstood. Students like examples and will engage more promptly with the tool.


Getting started with the database tool

To get started with the database tool, see creating a database.

 

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Deduct marks for lateness

Before you start

Grade the assignment

Occasionally you may need to adjust assignment grades to make penalty deductions for late submission.

Steps

  1. Click the Assignment

  2. Click View all submissions
    view/grade all submissions
  3. Late assignment submissions are identified by red highlighted text beneath their submission status  
    Late assignment submissions are identified by red highlighted text beneath their submission status
  4. In the Edit column, click the Edit link and select Update grade to edit the grade for the relevant submission
    Edit link with 'update grade' selected from the drop-down menu
  5. Adjust the grade as necessary by clicking into the Grade field to type a new grade


  6. Type a comment into the Feedback comments field to record and explain the deduction

    adjust grade and type feedback comment
  7. Click Save changes



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Delete a book chapter

Steps

  1. Click In the book

  2. In the Administration tab

  3. Click Turn editing on



  4. In the table of contents (usually on the left-hand side), find the chapter you want to delete

  5. Click the X icon to delete

    click the x icon to delete

  6. Click continue to confirm

Design my topic

When designing your topic, you need to think about your topic concept, the structure of the FLO topic site and the learning, teaching and assessment activities. 

Getting started with designing your topic

See Topic design steps

 

 

Workshops 

Dialogue

The dialogue tool enables interactivity and engagement in your topic. It is an active teaching and feedback strategy that can be used to determine the direction of your topic or its structure, and how students' learning is progressing.  

The dialogue tool allows you to start one-to-one conversations with your students, or allow students to initiate conversations with you or others in the topic. You will need to add the dialogue tool to your topic if you wish to use it. A copy of all messages will be kept within the topic.

You could use the dialogue tool to:

  • ask a question of some or all students in your topic, and have them reply individually
  • ask students if they have any problems working in their project teams.

 

Getting started with the dialogue tool

 

  How do I...?

  Troubleshooting

Popular guides:

Popular questions:

See all items See all items

 

You might also be interested in...

 

Workshops

DIY Presentation web-based tools (includes infographics and poster tools)

Canva (https://www.canva.com

Source: Canva. (Nov 10, 2013). A simple video guide to Canva. Retrieved from https://youtu.be/XqYti78riU8

Features:

  • Use built-in library or upload own images in a web-based tool to build presentations
  • Templates available (Designs including presentations, posters and infographics, plus more)
  • iPad app available

Piktochart (http://piktochart.com)

Source: Piktochart Video. (Jun 30, 2014). How to create a piktochart infographic easily. Retrieved from https://youtu.be/SzI9RzvnwZA

Features:

  • Use built in library or upload your own images in a web-based tool
  • Templates available
  • Pricing: Education pricing available

Visme (http://www.visme.co)

Source: Visme. (April 14, 2015). Visme-The best online presentation a& infographic tool. Retrieved from https://youtu.be/UbtT2jcmQ1s

Features:

  • Use built in library or upload own images in a web-based tool
  • Multiple styles (templates) available
  • Currently in beta (July 2015)
  • Pricing: Education pricing available

Infogr.am (https://infogr.am)

Source: Inforgram. (June 4, 2015). What is infogr.am. Retrieved from https://youtu.be/hel-Wb4x0eE

Features:

  • Built in images and icons within a web-based tool
  • Templates available including customised
  • Pricing: Education pricing available
  • Google Analytics integration

Download an assignment grading worksheet to mark offline

Steps

  1.  Click on the assignment
  2. Click on .

  3. Select Download grading worksheet from the Grading action menu (at the top of the screen).

Download grading worksheet

3. The grading worksheet will download. To open:

  • Google Chrome – will display the download file in the bottom bar in the left corner. Click the arrow and go to Open
  • Internet Explorer – click ‘Open’
  • Mozilla Firefox – select ‘Open with…’ and click OK

4. The grading worksheet is not a zip file and therefore you will not need to extract anything. Save the grading worksheet in a location that you will be able to recall.

Note: If you are saving files anywhere outside of the university network (eg USB Drive, Dropbox, GoogleDrive) then please make sure you take regular backups of your work.

Download assignment submissions for marking offline

Steps

To download student submissions:

  1. Click on the assignment

  2. Click 

  3. Select Download all submissions from the Grading action menu (at the top of the screen)

download all submissions

Note: If a filter  is selected only the students in that group will be visible and be downloaded. There are two types of filters:

  • Group filters are at the top of the screen
    Group filter
  • Status filters are at the bottom of the screen under Options
    Filter

Note: To download specific submissions, select the submissions you wish to download by ticking the checkbox beside the relevant student's name – filters may still be used, but each required item must be checked. Then, use the With selected... drop down menu to select Download selected submissions

download a single or specific submission

Note: to download a single submission, first open the required document by clicking on it. Choose Save as to save a copy to your preferred location. This file will not be zipped, so extraction will not be necessary.

3. The zip file will download. Depending on the browser being used...

  • Internet Explorer – click ‘Open’
  • Mozilla Firefox – select ‘Open with…’ and click OK
  • Google Chrome - will display the download file in the bottom bar in the left corner. Click the arrow and go to Open.

...will display the contents of the zip file.

4. You will need to extract the files out of the zip by clicking 'Extract all files' in the top left.

      Extract all files

For Windows XP users you will see xp_extract on the left-hand menu bar to extract the archive.

Once this is done you will be asked to select a path to extract to. This is the folder that the files will be saved to. It is important to save the files somewhere that is easy for you to remember and access as this is where you will be doing your marking. Click Browse… to select a folder.

      extract 2

By leaving Show extracted files when complete ticked a window will open containing the files you extracted, ready for use.

Tip – once you have extracted (saved) the contents of the zip, ensure you mark student work in the selected folder. This will make it easier for you to zip up the files once you have finished marking.

Important

If you are saving files anywhere outside of the university network (eg USB Drive, Dropbox, GoogleDrive), please make sure you take regular backups of your work.

It is very important that file names are not changed in any way. If you need to add information to the file name it must come after the name provided by FLO. For example the file name "blog1234_submission_myassignment" should only have detail placed after "myassignment". FLO uses the information before the first underscore character '_' (the students FAN) to identify who to return the document to when uploading files in bulk. This applies to both feedback files and student submissions. 

Download feedback files in a zip for marking offline

If the assignment has been set up to include a marking guide (feedback files), then when you mark the assignment submission, you will probably use (and mark up) the marking guide which will be attached to each submission. You will need to download these feedback files separately to the assignment submissions.

Steps

1. From your topic click on the assignment and then click on View/Grade all submissions.

2. Select Download feedback files in a zip from the Grading action menu (at the top of the screen).

Download feedback files in a zip

3. The feedback files will download. To open:

  • Internet Explorer – click ‘Open’
  • Mozilla Firefox – select ‘Open with…’ and click OK
  • Google Chrome – will display the download zip file in the bottom bar in the left corner. Click the arrow and go to Open.

4. You will need to extract the feedback files. To do this, click Extract all files in the toolbar 

Extract all files

5. You will need to decide where you are going to put the files. This should be a folder on your computer that you can find easily later. Perhaps a subfolder within the area that you store topic information. Choose the destination folder by clicking Browse. 

Note: If you are saving files anywhere outside of the university network (eg USB Drive, Dropbox, GoogleDrive) then please make sure you take regular backups of your work.

6. When you download the assignment submissions, you could save them to this folder as well. That way you can match marking guides against student submissions, and mark them side by side.

Duplicate (copy) an activity or resource

Topic Coordinators and Teachers (see Roles in FLO) are able to easily copy activities, resources and labels. This function can be particularly useful when restricting access to content via groups and you wish to provide similar activities and resources to each group – the duplicate feature will keep all settings and descriptions from the original resource.

Steps

  1. Turn Editing on from the topic homepage

  2. Select the Actions dropdown menu on the activity or resource you wish to duplicate

  3. Select Duplicate from the Actions menu
    Duplicate activities and resources

The activity or resource will be duplicate and appear directly below the original resource.

Duplicate (copy) a quiz question

You may have created a question, and want to create more that are similar (eg multiple choice). Rather than create a new question every time, you can duplicate the first one you created, and change it to suit your purposes. The first question becomes a kind of template for the others.

Steps

    1. Open the question bank you want to duplicate a question in

    2. Find the question you want to duplicate

    3. Click on the Duplicate icon next to the question
      Duplicate a question (icon)

    4. The question will open in an editing screen, where you can make the changes you want (eg to the Question name) and continue editing

    5. Click Save changes when you have finished editing the question duplicate

    6. The duplicated question will now appear on your list of questions.

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E

Edit a book chapter

Steps

  1. In the book, locate the Administration block tab

  2. Click Turn editing on

  3. In the table of contents (usually on the left-hand side), locate the chapter you want to edit, and click the edit (cog) icon
    click the edit icon

  4. Edit the Chapter title and Content, and click Save changes

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Edit your topic in FLO

Steps

  1. To begin editing your topic, select the turn editing on button 
    turn editing on button
    Alternatively, select turn editing on from the administration block
    turn editing on option from the administration block
  2. To add a new activity or resource, click the add an activity or resource button that will now be available at the bottom right of each module.  Please see our selection of toolguides for more information about the range of resources and activities available, and how to add them
    add an activity or resource button
  3. To edit existing activities and resources, select an option from the actions menu that appears as a drop down list alongside each item.
    edit a resource or activity
       Edit settings    Move right     Hide  
      Assign roles    Delete  

    Once inside an activity or resource, the edit option is available in the administration tab
    edit settings

  4. To move activities and resources up and down the page, hover over the move resource icon and then click and drag the activity/resource to its preferred location.  Activities and resources can be moved both within and between modules
    move aresource
    Blocks can be moved in a similar fashion.  They can also be moved from one side of the page to the other

  5. When editing is complete, select the Turn editing off button

Email all of my students

To email all students in your topic, you can post an announcement. Unless students have specifically disabled emails from FLO, they will receive an email copy of the announcement within 30 minutes.

Email one or more students

The Participants link allows you to select one or more people and send an Email. This will open Outlook, and allow you to compose a normal email message. (Note: this is done outside of FLO).

Steps

Open the list of participants for the topic required from 'Navigation' block. 
Navigation block - click 'participants'

  • Use drop-down menus to limit by Role, Inactivity or Groups
    limit by group, role, or inactivity
  • Select individual students by clicking in the box by their name 

select participants

  • or use the Select all button 

select all button

  • Scroll down to the bottom of the page
  • Locate the with selected users drop down list
  • Select Send an email

use the drop-down menu to select 'send an email'

  • Outlook will automatically open with users placed in the Bcc field

Enable completion tracking

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

If you do choose completion tracking for an item, you will be prompted to choose whether:

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

Activity completion can also be used to trigger the reveal of new items when the conditions are met. Contact your eLearning support team if you are unsure how to administer this.

Example: Students are required to post into a forum, and to comment on someone else's post, within a certain timeframe (conditional)


Set up activity completion in the topic

Enable completion tracking options for the topic

  1. In the Administration block, select 'Edit settings'
    In the administration - select 'edit settings'
  2. Scroll down to 'Completion tracking' and select enable 'yes'
    enable completion tracking

Select completion tracking for the FLO item (activity or resource)

  1. Add the activity or resource by clicking on the link in the module:Add an activity or resource linkor edit an existing activity
  2. Scroll down to Activity completion
  3. Select manual or conditional from the drop-down menu 
    select from the drop-down menu
  4. If conditional, set conditions and dates (if applicable) 
    Set conditions
  5. Save 

Select activities/resources for completion tracking

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

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

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

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

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

  5. Click Save changes

Enter grades for manual grade items

If you have used a manual grade item (i.e. for tasks that are not assessed through FLO), you will need to enter grades directly into the gradebook. If you have used an assignment, quiz or other FLO activity, all grading should happen within the activity.

Before you start

Make sure you have created the manual grade items in the gradebook

Steps

  1. Locate the Administration tab

  2. Click Grades
    In the Administration block, select topic administration and then 'grades'
  3. Make sure you are in the View tab
    select 'view' in the grader report
  4. Click on the cell corresponding to the student and the grade item

  5. The cell will change to an editable area. Enter the grade (e.g 9)

  6. Press the Enter key

    click to edit grades

  7. Click Update to save your changes

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If you have a large class, it may be easier to enter grades using Excel. See the following guides:

Entries in my folder are in the wrong order

Files within a folder resource are sorted alphabetically. If you need files to be listed within a particular order, consider prefixing the filenames with 1, 2, etc, or using subfolders to organise your content.

ePortfolios

ePortfolios are collections of digital resources stored and displayed as evidence of skill competencies, attributes and learning achievements acquired from experience which relates to a specific professional industry. ePortfolios can be used to support competencies which can be transferred from places of education into the workplace. They can include personal reflections and samples of work (artefacts/products) to demonstrate professional aptitude or learning purposes, or they can be used as an assessment portfolio to demonstrate achievement is relation to performance standards or other assessment objectives.

ePortfolios can be referred to as personal learning environments when the user is empowered to maintain the resource for personal and professional purposes. 


Please consult your eLearning team for further information about options for ePortfolios at Flinders.

 

Uses in learning and teaching

'ePortfolios can capture the idea of lifelong learning, support individuals moving along episodes of school, study, training and employment.'
Dorninger & Schrack 2007

Before you select an ePortfolio tool, you will need to define your purpose in selecting a tool capable of being used as an ePortfolio. Considerations include whether the type of ePortfolio tool is categorised as:

  • content management systems (CMS) or commercial systems
  • in-house systems or open source software
  • web 2.0 tools, including website and blog tools

Consider using the ‘Commonsense for Practice Wheel’ to support the testing and integration of the selected tool(s).

 

Tool picker

The tool picker contains information on web-based (web 2.0) ePortfolios and how to choose an ePortfolio tool to suit your learners and purpose.

Please note all pricing and hyperlinks were last updated March 2015. Always consult the original tool provider for the most up-to-date information. 

Before you start using the tool selector, you will need to define the purpose for selecting a web-based tool. This guide will help you select the most appropriate tool to examine for your specific purpose.

The table below provides you with an immediate reference to which tool will suit your purpose according to select criteria. It is designed to provide you with additional information through an interactive experience which can be viewed in a number of ways.

Web-based tools
Tool Name

 Wikispaces Classroom Google Sites Weebly for Education Wordpress Blogger 
Description Wikispaces Classroom is a social writing platform for education and can be used in numerous scenarios, including website creation, collaborative writing and eportfolio presentation.  Google Sites is a simple website builder capable of publishing  collaborative websites. With many templates available to assist the creator, Google Sites also offers the unique advantage of customising and publishing templates which can be used by students as a sample or starting place. Weebly for Education is an easy-to-use ‘drag and drop’ media rich website builder which enables small classroom management. Weebly also integrates many media types into the page, choice of layout and theme options, and even provides a blog page.  WordPress(.com) is defined as a blog and website builder. The choices are numerous and a site may include both a blog and webpages. With more than 200 free, customisable themes, WordPress provides a high standard of presentation and generous storage capabilities. Blogger is a blog platform powered by Google. It provides users with a simple blog platform, a small range of templates and a basic level of management, making it a good choice for new users. Blogger has an editor similar to Google Drive, making it an easy-to-use blog platform.
Benefits Easy to create a site and build; a range of themes available;basic page editor including embedding objects from the web Easy to create a site and build; a range of themes available; create your own template and share with students; includes an announcement page and file cabinet; basic page editor including embedding objects from the web; similar functionality as Google Drive sharing capabilities including collaboration. Integrates a webpage and blog, or select either tool from within the one account; drag and drop capabilities; password protection available to protect sites if required; no advertising on site; a range of customisable themes; use Weebly domain or publish to your own domain; basic stats available; unlimited pages A range of free(basic) features suitable for educational purpose; connect to social media sites; multilingual dashboard (over 50 languages); basic stats;  Create template and share with your students; a small range of themes to select; post from a mobile device or online; basic post editor available; control comments; insert media or link/embed from web; upload multiple files at once from computer or web; add pages and manage content from dashboard. 
Limitations Wikispaces site size is limited to the account type. A free classroom account (and Educational version) is limited to 2GB site and 20MB file size 

Site size limited to 100MB/site; attachment size 20MB; no set page limit per site. Not embedding documents and media objects doesn't count towards site size.

On the free level, limitations include uploading content files, number of sites (10); cannot insert video or audio player on free account (but can embed and link to videos/audio files hosted elsewhere); upload of files limited to 10MB in size (increases on Pro account) Free level cannot upload audio, video or zip files (use cloud and link/embed if media is required); no limit on file size

100 blogs per account; unlimited number of posts per blog; 1GB storage -15GB, depending on use of Drive to host files in blog (it is best to create a blog using Google+ to take advantage of 15GB cloud storage); page size limits apply (1MB) which applies to very large blogs (hundreds of posts/per); See all limits listed here 

Cost Free

Free 

Free level available at Education or Public accounts. 

Pro level $40/year for 40 students and 1 teacher (+10 students for $10) to have increased functionality and enhanced student management features.

Free (upgrades and in-tool purchase space)

Free

Support Wikispaces Support  Google Sites Support Weebly Support Wordpress Support Blogger Support
How to get it Create a Wikispaces account Create a Goggle Site account or login with a Google account Create a Weebly account Create a WordPress account Create a Blogger account or login with a Google account

Sustainability of object/content

Update/Edit

Update as required and publish. Update as required and publish. Update/edit as often as you like in Weebly's post editor. Publish the updates when ready. Update/edit as often as you like in WordPress's post editor. Publish the updates when ready. Also write and publish from mobile devices. Update/edit as often as you like in Blogger's post editor. Publish the updates when ready or preview before posting.

Download/Export

Export a copy of your site as backup 

Not at present. Copy site is possible to another Google Site.

Export a copy of your blog/website Export (backup) blog posts and comments only (not media) Export (backup) blog posts and comments only
Storage Wikispaces Classroom account is limited to 2GB site and 20MB file size  Site size limited to 100MB/site; attachment size 20MB; no set page limit per site. Not embedding documents and media objects doesn't count towards site size. Unlimited storage space 3GB storage space for uploaded images and files 1GB storage -15GB, depending on use of Drive to host files in blog (it is best to create a blog using Google+ to take advantage of 15GB cloud storage)
Share Share link Share link Share link Share blog link automatically with social media site or as url; also enable viewers to share blog through social media tools Share through social media sites automatically or share link 
Privacy Public or private settings available. Collaboration opportunities available. Public or private settings available. Collaboration opportunities available. Password protection available to protect sites from the web if required Public or private settings available. Collaboration opportunities available. Change privacy settings from default (public) to unlisted (cannot be searched)

Cloud storage tools support the users in storing digital content for use in eportfolio tools. For example, with web-based tools which have limited storage space, storing digital content in external tools, such as YouTube, will keep this space free for other content.

Web-based tools
Tool Name

 DropBox Google Drive YouTube 
Description Install folder on desktop and sync. Manager access to videos online Install folder on desktop and sync. Manager access to resources online Hosts and streams videos only
Benefits Easy to update and store video with desktop feature  

Large free storage space. Easy to update and store video with desktop feature.

Integrates storage with support tools like Picasa.

Publish videos as ‘unlisted’ for maintaining privacy of video.

Connected to Google account

Limitations Limited free storage space. Can not edit documents

Resources must be shared to enable users to view resources.

Set settings to enable edit and/or comment

Published videos should be careful not to breech copyright

Cost  

Free 2GB.

Buy additional space.

Free 15GB

Buy additional space

Free

Support Drop Box Help Google Drive Help   YouTube Help
How to get it Create a Dropbox account  Create a Google account   Create a Google account

Sustainability of object/content

Update/Edit

Yes, but dependent on type of media Yes, but dependent on type of media Minor editing available in YouTube. Can not update once published

Download/Export

Yes, but dependent on type of media Yes – as an owner or with share settings enabled viewers can download  Only as an owner of the video. Limitations apply due to copyright restrictions
Storage Free 2GB Free 15GB 
Share Use link or embed code  Use link or embed code  Use link or embed code
Privacy Set share capabilities. Limit access as shared or private  Set share capabilities. Limit access from private to public Set share capabilities. Limit access from private, unlisted to public 

 

Literature and resources

  ePortfolio/Learning online

Export a list of students (including FAN)

You may wish to export a list of students to aid the import groups process, extract a list of FANs or review existing group memberships.

Steps

  1. Locate the Navigation tab, then click Participants

    In the Navigation block, select 'participants'
  2. A list of participants will show

  3. Select a number of students using the check boxes
    select particiant
    Notes: 
      • All users can be displayed on one page using the Show all link at the bottom of the page
        show all
      • By default all users (including teaching staff) are displayed. To display only students, select Students from the Current role drop-down list
        limit by current role
  4. Select Download as CSV from the With selected users... drop down list
    use the drop-down menu to select 'download as csv'
    The students from your topic will be downloaded to a .csv file that can be opened in Excel.

Export and import glossary entries

You can export and import glossary entries into a new glossary. For example, you have created a glossary of relevant terms/definitions in one topic and developed it over the semester. You want to include this glossary as a resource in the next semester the topic is taught, or include it in another topic altogether. When the glossary is imported it will not bring across the individual entries. To do this, in the glossary view, you will need to first export the entries (Administration block > Export entries) and then, in the topic glossary you wish to import them into, import the entries (Administration block > Import entries). Whoever does the importing is the author of all imported entries.

You are advised to request support from your local eLearning support team to do this, as there are some considerations/limitations to this process. For example, the following features cannot be imported:

  • Student-created entries – their names will not come across (a good thing)
  • Comments on entries
  • Categories for entries (the categories will be imported but no entries will be attached to these, so you will need to manually do this)

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Export calendar to Outlook

You can import events in your FLO site into your Outlook calendar (or another calendar). This may help you manage the topic/events.

Steps

  1. Open your calendar by clicking on the month link.
    click the 'month' link
  2. Click on Export calendar
    click export
  3. The screen below will open.  Select the options you want and then click on Get Calendar URL
    click 'get calendar url'

  4. The URL generated is your calendar’s URL. Copy this URL into your clipboard.
    calendar url display
  5. Now you can import the calendar into Microsoft Outlook. 

Microsoft Outlook

  1. Go to File > Account Settings.  Select Account settings from the drop-down menu
    Click file>account settings>account settings
  2. Click on the Internet Calendars tab
  3. Click on New and enter the FLO calendar URL
  4. Click Add
    enter the url
  5. Add details about the calendar and click OK
    give the calendar a name and description
  6. You will then see your FLO calendar as an other calendar in Outlook. Opening it will allow you see your FLO calendar side-by-side with your Outlook calendar.
    location of FLO calendar in 'other calendars' folder in outlook
    calendar in outlook

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Export topic grades to Excel

You may need to export grades from the gradebook to send to the Student System or make manual changes.

Steps

  1. Locate the Administration block

  2. Click Grades
    grades

  3. Click the Export tab
    export tab
  4. Select Excel spreadsheet
    excel spreadsheet tab
  5. Adjust options if needed:
    • If you only need current students (i.e. exclude suspended or withdrawn students), uncheck the option Exclude suspended users
    • If you only need to download certain gradebook columns, uncheck the columns you do not need

  6. Click Submit
  7. Click Download

F

Facilitate a chat session

The following websites provide tips on facilitating an effective chat session:

Feedback

A feedback/survey/poll activity is an asynchronous way to measure how students are engaging with your topic materials. It might be useful to do this early on in the topic to check progress and identify any issues, which may allow you to make changes/adaptations that better meet student needs. A feedback activity mid-topic could help you determine how to scaffold activities that lead to topic completion and achievement of the learning outcomes.

The feedback tool enables a teacher to create a custom survey for collecting feedback from participants using a variety of question types including multiple choice, yes/no or text input. Feedback responses may be anonymous if desired, and results may be shown to all participants or restricted to teachers only.

Feedback activities may be used to:

  • evaluate a topic, helping improve the content for later participants
  • enable participants to sign up for events, etc.

 

Getting started with the feedback tool

 

  How do I...?

  Troubleshooting

Popular guides:

Popular questions:

See all items See all items

 

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Workshops

File

Files are an organisational feature in your topic. You may want to store key files in the section 0 module so that students can navigate to/access them quickly.

The file tool enables a teacher to provide a file (e.g. PDF, image) as a topic resource. Where possible, the file will be displayed within the topic interface, otherwise students will be prompted to download it. The file may include supporting files, for example an HTML file may have embedded images or Flash objects.

Note that students needs to have the appropriate software on their computers in order to open the file.

A file may be used:

  • to share presentations given in class
  • to include a mini website as a topic resource
  • to provide draft files of certain software programs (eg Photoshop .psd) so students can edit and submit them for assessment.

 

Getting started with the file tool

 

  How do I...?

  Troubleshooting

Popular guides:

Popular questions:

See all items See all items

 

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Workshops

Flip my class / topic

“Flipped learning” has become an all-embracing term to describe practices of inverting traditional notions of content delivery and learning activities. By providing students with preparatory resources and materials that allow them, before class, to engage in a substantial way with content, traditional classroom meeting times can be liberated from content delivery functions and re-purposed towards learning by interactivity between and among students and teachers.


Getting started with flipping your class / topic 

See Flipped in FLO


Workshops 

FLO's browser compatibility

Internet browsers

The key functionality of FLO works on all modern browsers, however we recommend using the latest versions, however the minimum browser versions are required (see list below):

  • Google Chrome 30 or above
  • Firefox 25 or above
  • Safari 6 or above
  • Internet Explorer 9 or above (Note: Drag and drop upload functionality is not available in Internet Explorer 9)

The use of Javascript is not required but strongly recommended.

Mobile devices

FLO functions on modern mobile devices including Android phones and tablets, iPhones and iPads.

Add-ons

Add-ons or plugins may be required to view particular content. For example, if you upload a Microsoft Word document, students will need Microsoft Word to be able to read it. It is therefore recommended that you convert documents to pdf format wherever possible.

If you include YouTube or other videos in your topic, students will need Flash Player enabled in their browser.

FLO sends me too many emails

You can control which email notifications you receive from FLO by locating your name (once logged in) in the grey toolbar/banner at the top of the screen. Use the drop-down arrow to go to Preferences, then Notifications. From here you can disable email notifications for particular events.

Folder

A FLO folder is an organisational tool that allows you to structure your topic in a meaningful way that may reduce scrolling on the topic homepage. Students are able to see  relational files (e.g. assessment information) in one convenient place.

The folder tool enables a teacher to display a number of related files within a single folder. A zipped folder may be uploaded and unzipped for display, or an empty folder created and files uploaded into it.

A folder may be used:

  • for a series of files in one module (e.g. a set of past examination papers in pdf format or a collection of images files for use in student projects)
  • to provide a shared uploading space for teachers on the topic page (keeping the folder hidden so that only teachers can see it).

 

Getting started with the folder tool

 

  How do I...?

  Troubleshooting

Popular guides:

Popular questions:

See all items See all items

 

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Workshops

Forum

chatThe forum tool Forum icon enables participants to have asynchronous discussions (ie discussions that take place over an extended period of time). Discussion forums are a way to add social presence to your FLO topic and foster a community of practice. Participation in the forum could contribute to an assessment grade, and could also indicate problem areas for students. 

Participants can subscribe to a forum to receive notifications of new forum posts. Forum posts can be rated by teachers or students (peer evaluation). Ratings can be aggregated to form a final grade which is recorded in the Gradebook.

The general discussion forum is a WebPET (Web Presence in Every Topic) requirement. See also Discussion forum etiquette (students may need to be guided in appropriate use of forums).

Uses in learning and teaching

Forums have many uses both formal and informal, such as:

  • a social space for students to get to know each other (eg a student lounge)
  • discussing topic content or reading materials
  • preparing for an assessment item, or as an assessment item (this can reduce emails to staff)
  • troubleshooting (a great way to foster a community)
  • continuing online an issue raised in a face-to-face session
  • a 'help centre' where tutors and students can give advice
  • teacher-only discussions (using a hidden forum)


Good practice tips

Social presence is crucial to online learning and teaching. Students need to feel connected to others in the online environment, especially if the topic is fully online (refer to Literature and resources for more information).

  • Model social presence (you could be the 'meddler in the middle', but whatever your role you need to be 'seen'). It is particularly important to be engage with students early on, before they gather their own tempo for engagement.
  • Scaffold and model the behaviours you expect and have made clear – posts, feedback on other posts. See Netiquette (discussion forums). Model an identity presence that shows students how to be authentic and communicate who they are online.
  • Promptly acknowledge first responses to the first forum. This will create the right 'culture' for forums in your topic and encourage participants to respond to each other.
  • Encourage students to use smiley faces :-) or other emoticons to add character to their posts, and clarify emotions and meaning.
  • ‘Create a learning environment that encourages critical reflection and discourse through open communication and trust’ (Vaughan 2010).
  • Model community mindedness: respond to posts that others don’t, acknowledge posts, invite ‘quiet’ students to post, link people together, draw in participants.
  • Encourage dialogue rather than monologue – monitor for branching behaviours that end conversations prematurely or miss opportunities to generate interest and deeper learning (see also Facilitate and monitor a forum).
  • Use multimedia – encourage students to post links, videos, audio files or other multimedia to the forum (if relevant) for richness of input and interest, and diversify contributions and learning formats. You might also ask them to upload a task document.

A teacher presence in the forum is necessary even if it is a student-run forum, as you will need to make sure that netiquette is being followed – when you set up the forum, it is worth reminding students about netiquette in the Description field. You will probably also learn a lot about your students and may get 'signposts' for teaching in the topic.

  • Provide instructions, discuss expectations and your role (eg 'meddler in the middle') with students prior to their participation. These details could go in the description for the forum.
  • Trigger discussion through preparatory materials, a scenario, a question or challenge to stimulate debate. Enliven the discussion by ‘using open-ended questions of a contentious nature or real world issues as stimulus’ (Redmond 2011).
  • Scaffold students towards independence – support them early on to develop online communication skills and meaningful interactive discussion threads.
  • Encourage evidence-based responses that take students beyond personal experience (prompt them to justify their arguments).
  • Save time by picking up on commonly asked questions/misconceptions, and answering them to everybody, or addressing them in face-to-face time. You could also create a glossary of frequently asked questions for the topic that is rolled over each year.
  • Where appropriate, encourage student-led discussions that are inclusive of all students. Maintain a presence, but allow students to lead, and give them time to generate responses.
  • Facilitate deeper learning and higher order thinking by picking up on strong points/threads and exploring them, or confused ideas and clarifying them (‘intervention episodes’, Dawson 2006). 
  • Track and analyse the discourse – monitor for quantity and type (Activity report/Topic participation reports). Use to monitor the discussion flow and individual students. You may wish to view a student's posts or manage posts – delete, move, export as part of this process. These are examples of active teaching.

The forum/s may be set up as an assessment item. Students could receive a non-graded pass (NGP) for forum participation, or a series of forums could amount to 10% (for example) of the topic's assessment.

If the forum is rated, it will automatically be added to the Gradebook. If not, but it is an assessment item, it will need to be added manually to the Gradebook.

  • Talk to teaching peers about issues around forum participation and assessment.
  • Decide what marks to assign to the forum (it could be a non-graded pass or a percentage).
  • Give students a rubric/marking guide that shows them what effective participation means – criteria could include originality, scholarly argument, type of interactions between students and demonstration of critical thinking skills (quality), as well as quantity of posts and word length.
  • Decide whether to use peer assessment (ratings) – this approach could help create a sense of community and deepen learning: 
    • Set up the forum to allow peer assessment. Make sure students are selected (Permissions > Rate posts).
    • Decide on the range of ratings (eg 5 which means students can rate each other on a scale of 1-5)
    • How might students give feedback other than just a rating? It might be to reply to the rated post saying why they think it is worth x, and their own response. This is forum etiquette anyway when replying to posts (‘I don’t agree with…’ etc) and helps develop a critical but constructive approach when they post.
  • View a student's posts for an overview of how they are tracking in the topic (how often they post, whether they start a discussion etc). This is an example of active teaching.
  • If students are creating an ePortfolio, encourage them to export posts that demonstrate relevant skill development (via the ‘Export to portfolio’ option).


Getting started with the forum tool

 

  How do I...?

  Troubleshooting

Popular guides:

Popular questions:

See all items See all items


Workshops

Literature and resources

  Social presence

  Description search on "discussion forum"

  Separate and connected knowing (MoodleDocs) – 'This theory may help you to look at human interactions in a new way. It can be used for example to rate forum posts.'

G

Get started with eAssignments

Getting into the electronic mindset is about looking at the different phases of the assignment process. For each assignment, the main stages (and questions to ask/considerations) are:

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


Submission

When creating an assignment it is useful to have answers to a number of questions concerning the submission process:

  • How do I want students to submit the assignment? As a file or as online text that can be read in FLO? If a file submission is required, how many files are you expecting the students to provide and what size will the files be?
  • Do I need students to sign a declaration that it is their own work?
  • Will I accept late submissions?
  • Do I need students to explicitly click a "Submit" button to indicate their final submission or will the work be iterative or provide feedback purposes only?
  • Will students be submitting in teams or groups?

Receive and manage

The types of activities that may need to be performed during the receive and manage stage include:

Mark and return

We can approach marking as we normally would, and use these decisions to guide us through the settings needed to handle the marking process.

  • What kind of feedback will be provided to students:
    • Text feedback?
    • Annotations on assignments?
    • A marking guide, rubric, checklist or feedback form?
    • A combination of the above
  • Will you (and your marking team) have an Internet connection while marking?

The answers to the two questions above will help determine the marking method that you select.

If you are managing a marking team, some useful questions to consider are:

  • How will marker distribution be managed:
    • Will tutors mark their own tutorial groups?
    • Will tutors mark a random allocation of students?
  • Will you review marks and feedback once they are in FLO (ie markers return marks and feedback to FLO themselves)?
  • Will you ask markers to send feedback and marks to you for review before uploading into FLO?

Next steps

Give feedback (and a grade) on forum posts

You can give feedback on a forum post/s in the gradebook for each student. If you are rating student posts, the forum will be automatically added to the gradebook. If you are not rating posts but wish to assess forum participation, you will need to add the forum assessment item to the gradebook manually.

Steps

  1. Once the forum has closed, go to the gradebook (Administration > Grades)

    grades adminstration

  2. In the Grader report, look for the assessment item (forum) in the columns to the right of student names

  3. Look for the student/s you want to give feedback to in the first column

  4. Click on the cell corresponding to the student and the grade item – two editable boxes will appear. The one with a straight-line border is the grade box and the one with the dashed border is the feedback box:

    grade and feedback boxes
  5. Fill in the boxes with the grade and feedback. This is also where you can moderate the grade

  6. When you unhide the gradebook assessment item, the marks will be released to students. In student view the screen will look like this:

    Student view of forum feedback

Give usable feedback for assignments

For assessment to really encourage student learning, feedback is essential and should be:

  • clear
  • informative
  • detailed
  • future-focused – providing guidance on how to improve their learning.

Feedback should contain:

  • descriptions of the features of the student’s work (what has been done and/or not done)
  • evaluative judgments/comments linked to criteria and standards that indicate the features of the work that add to or detract from its quality (how well things have been done)
  • suggestions for alternative approaches that would lead to improvement
  • explanations or directions to resources that demonstrate an improved possible approach the student could use
  • motivating comments (e.g. praise, encouragement) that indicate that an aspect of the work is praiseworthy and explain why the element being praised is good.

Feedback should be written in language that is clear and simple, and matches the students’ stage of development as learners and understanding of the discipline.

Avoid communicating to students in ‘code’.

The Centre for Innovation in Learning and Teaching offer workshops on designing assessment and providing usable feedback.

Glossary

Glossaries give students the opportunity to create their own content and are a powerful tool for critical thinking, collaboration and sharing. The glossary can also become a legacy or resource for future topics. It is a product that could potentially be converted into a publishable resource (eg create your own textbook).

A glossary activity encourages students to engage with the materials and is likely to lead to deeper learning (through scaffolding, reinforcement and interaction).

The glossary tool enables participants to create and maintain a list of definitions or to collect and organise resources/information. If the glossary auto-linking filter is enabled, entries will be automatically linked where the concept works and/or phrases appear within the topic.

A teacher can allow comments on entries (peer review). Entries can also be rated by teachers or students (peer evaluation). Ratings can be aggregated to form a final grade which is recorded in the gradebook.

Glossaries have many uses, such as:

  • a collaborative bank of key terms
  • a 'getting to know you' space where new students add their name and key details
  • a 'handy tips' resource of best practice in a practical subject
  • a sharing area of useful videos, images or sound files
  • a revision resource of facts to remember.

 

Getting started with the glossary tool

 

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Grade an OU blog activity

Before you start

Ensure you have set the blog as a graded activity (edit settings - grade - select Scale or Point) in the Grade tab for the OU blog settings:

Steps

  1. Click into the module from the topic homepage

  2. Click Participation by user
    participation by user button
  3. Select a grade from the drop-down menu in one of the following two locations

    In the display all users view, select a grade for each student from the drop-down menu. Click Save changes

select grade from drop-down menu

OR

Click on the details link beside the user name.  Select the User grade tab, select grade then click Save changes

select the user grade tab

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Gradebook

The gradebook is linked to assessment activities in FLO. All the grades for each student in a topic can be found in the topic gradebook, or 'Grader report' in the block Administration > Grade administration. The grader report collects assessment items that have been graded from the various parts of FLO and allows you to view and change them, as well as sort them into categories and calculate totals in various ways. When you add an assessment item in a FLO topic, the gradebook automatically creates space for the grades it will produce and adds the grades themselves as they are generated, either by the system or by you.

The grades are initially displayed as the raw marks from the assessments themselves, so will depend on how you set those up (e.g. an essay out of 36 will appear as however many raw marks that student got, not as a percentage – although this can be changed later).

 

Getting started with the gradebook

The steps for grading in FLO are as follows.

When you create gradeable activities in FLO (such as assignments, quizzes and peer assessments), grade columns are automatically created in the gradebook. For all other assessment items, you should manually create grade items.

You may also want to:

After setting up your grade items, we recommend you hide the grade columns from students. This will ensure students cannot see grades until you are ready for them to be released.

Depending on the type of assessment task(s) in your topic, you will need to use one or more of the following:

 

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Grant extensions for assignments

Important

Flinders now provides an extension tool that allows students to request extensions for assignments electronically, and topic coordinators to process these requests electronically. For requests that are approved, the extension date is automatically changed in FLO. Go to Manage requests for extensions electronically or contact your eLearning support team for more information. 

The information on this page explains how to grant extensions using the standard options in FLO, without using the new tool.

If required, topic coordinators can grant students extensions beyond the due date and beyond the cut-off date.

Steps

  1. Click on the assignment 

  2. Click 

  3. Move your mouse over the edit icon  icon in the edit menu.

  4. From this menu select Grant extension.
    image displays drop-down menu after clicking 'edit'
  5. Place a tick in the Enable box and select the date for the extension.

  6. Click 
    enable and set date
  7. The status will now indicate that an extension has been granted.
    view the extension in the 'individual assignment status'

Note: Grant extension should not be used to simply extend the due date of an assignment for all students. If you wish to change the due date this should be done through a modification of the assignment settings.

Students will see the extension date in the following locations in FLO:

On the assignment submission page 

view of extension in student assignnmet submission

 

On the My Topics list Extension date

Group management

Group work plays a key role in collaborative learning, providing interactivity with other learners to achieve the aim of the activity/learning outcome. Group work activities can be set up and facilitated in FLO. A teacher can organise users into groups within the topic or within particular activities. 

  • A group is a collection of students (eg Polly's Tutorial Group may contain the students Beth, Joe, Lisa and Dave). 
  • A grouping is a collection of groups (eg the grouping Tutorial Groups may include the groups Polly's Tutorial Group, Basil's Tutorial Group and Manuel's Tutorial Group).
Groupings are used to categorise groups. In your topic you may have groups for tutorials, groups for project exercises, and discussion groups. Creating groupings makes it easier for you as an administrator/teacher and for students who need to contribute to a group.

Groups and groupings can be used to:

  • filter activities and the gradebook so you only see one class at a time
  • filter activities and the gradebook so you don't see the students from your colleagues' classes
  • allocate a particular activity or resource to just one class or set of users so others can't see it.

Groups and Student Two

Depending on the groups available as part of your topic within Student Two, your topic may also contain automatically generated and updated groups that reflect Lecture, Tutorial, Seminar and Workshop groups. These groups can easily be identified within the Group manager under the heading 'Student Two groups':

Student Two groups

Student Two groups are updated every hour and any changes should be made in Student Two to ensure they are reflected in FLO. Any alterations to the membership of Student Two groups will be overwritten in the next hourly update.


Managing groups in FLO

If students register for activities in the Student System (eg tutorials, seminars, workshops), groups will be automatically created in your FLO site. If you want to create other groups and manage them in FLO, there are three steps:

Step 1: create groups (there are three options)

Step 2: create a grouping and add your groups to it

Step 3: create an activity and attach it to a grouping/group. Most activities (eg forum, quiz, glossary) are attached to a group/grouping in the Common module settings or Restrict access tabs. The Assignment activity is one exception. See links below for more information/instructions.


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Group selection

The Group selection tool allows users (students) to enrol themselves (sign up) into groups. Limits can be placed on the number of users in each group. Open and close times can also be set. 

The Group selection tool means student choose their group (based on whatever group categories are set up). This approach can give students a sense of control over their learning. Group selection could be used so that students can choose:

  • a time/day that suits them to do lab/field work
  • a subject/activity that interests them (regardless of who they will be working with) – this might work particularly well for project or inquiry-based learning

The alternative to group selection is random (auto) selection.

 

Getting started with the group selection tool

 

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Guide students in using new technologies

Communicating with students about using new technologies for enhancing their learning can be a difficult process, especially if you wish the focus of the learning to be on the content and not the development of a digital skill. Regardless of the focus, providing your students with a scaffolded guide that will help them learn the tool with minimum fuss can be a good support system to reduce stress associated with the process, but also to help foster a basic level of digital fluency.

Guiding students to begin using a new digital tool can be done by directing them to relevant sources of information, including ‘how to’ instructions, support/help websites and forums, and instructional videos published in YouTube. By curating and presenting the information in a central location (eg your topic), you can help your students develop their ability to use the tool and problem solve their digital skills associated with learning new technologies. 

H

Hide or show topics in the My Topics list

You can hide topics that you do not access regularly from your My Topics list. This can be useful to hide topics from previous semesters, for example. Altering this list will also alter the topics available in the My Topics menu list.

Steps

  1. Navigate to the My FLO page

  2. Click the Customise this page button
    click the customise this page button

  3. Use the Eye icon on the right hand side of the topic name to hide / show any topics. 
    hide a topic

  4. To hide a tab altogether, hide all topics within the tab. The tab will disappear once you stop customising this page

  5. Click Stop customising this page
    Click the 'stop customising this page' button

To make topics visible again, click Unhide all topics. To unhide individual topics, click the eye hidden eye icon icon next to the topic.

click 'unhide all topics' or the closed eye icon

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Hide / show gradebook columns

We recommend that you hide gradebook columns during the marking process, so that students will not be able to see grades until you are ready for them to be released.

Steps

  1. In the gradebook, click the Setup tab, Gradebook setup tab
    setup tab

  2. For the item you wish to hide, select the Edit dropdown menu and then click the Hide/Show link. This closes the eye and greys out the assignment
    click the hide/show icon

  3. Click save changes

  4. Once you are ready for grades to be released, go back into Setup tab, find the assignment, and click show in the edit dropdown list

How do I check for students in multiple groups / no groups

Students who are not in a group / grouping may miss out on interaction with the contents in a topic. Students who are members of multiple groups may have issue interaction with group activities (such as a group assignment). To verify that there are no students in multiple or not a member of any groups within a grouping, complete the following steps:

Steps

  1. In the topic, locate the Administration block (usually on the left-hand side)
  2. Click Users, then Groups
    Administration block
  3. Click the Overview tab
    overview tab
  4. If you are looking for students missing or in multiple groups within a particular grouping, select the grouping name from the Grouping field

  5. Select Display students not in grouping to find students who are not members of any groups within a grouping
    select grouping, select 'display students not in grouping' and see below
  6. Select Display students in multiple groups within a grouping to find students who are members of multiple groups within a grouping
    select grouping, select 'display students in multiple groups within a grouping' and see below

How do I create a video assignment?

Setting up a video assignment is very similar to setting up a standard assignment. Please see the instructions outlining the settings that make Video assignments as student friendly as possible.

How do I download my Collaborate recordings?

You must allow session recording downloads for each session. Open a session's Session Settings and check Allow download recording. Any recordings made in this session can be downloaded.   Please note:  This must be done whilst setting up a session, this is unable to done once the session has finished.

To download a Collaborate recording:

  • Click on Collaboratecollaborate icon in your FLO Topic
  • Click on Menu  (top left hand corner)
  • Click Recordings 
  • Click Recording Options 
  • Select Download 

Your download will begin. 

 If you wish to use this recording in another topic in FLO please see the How do I upload a Video? instructions.

How do I exclude sources in a Turnitin originality report?

Excluding Sources in Turnitin

Removing a source from an Originality Report will "recalculate" the similarity index without consideration to the removed source in question. This feature is used for many reasons, but is often used when a paper has been submitted twice or more to Turnitin, and the Originality Report is reporting a high match (e.g. 100%) to a previous submission. Removing a source from an Originality Report may provide a more clear similarity index (percentage). 

Steps

  • Click on the Assignment assignment icon

  • Click view all submissions button

  • Click on the Percentage to load the Turnitin Document Viewer

    turnitin percentage

  • By default the Filter and Settings will load

  • Click the graph icon to load All Sources

    turnitin graph panel

  • Scroll down to the bottom of the page and click Exclude sources

    exclude sources button

  • Select the sources you wish to exclude

  • Click the Exclude button
    exclude button

Your originality report will then recalculate (excluding the sources you selected).

How do I find my Collaborate recordings

Locating recordings in Collaborate

Steps:

  • Select Collaborate in your topic 

  • Click the Menu icon in the Sessions banner



  • Select Recordings


  • By default 'Recent recordings' will be selected, these show the recordings  for the last 7 days (after 7 days you will need to search for these using the below steps).


If your recording does not appear on the  recent recordings list follow the below steps

  • Select 'Recordings in a Range' in the Filter by dropdown list



  • Select the relevant date range in the date picker



  • Your recordings will then appear in the listing below




How do I hide assignment grades

Once you have created your assignment we advise that you set the assignment to ‘hidden’ in the gradebook. This will prevent students from seeing feedback and grades/marks until the marking process has been finalised. They will still be able to see the assignment to submit their file or online text. Once the marking has been finalised the assignment can be ‘shown’ in the gradebook, effectively releasing marks and feedback to students.

The grading summary table of the assignment displays the current status of the assignment visibility in the gradebook:

Grading Summary


Hide the grades using the Assignment grading summary

  • Click on the assignment

  • In the Grading summary click the eye icon in the Grade visibility section to hide the grades in the gradebook.

  •  The Grade visibility text will change to 'Grades are hidden from students'

  • Click the eye icon again to unhide grades - the text will change to advise that 'Grades are visible to students'

Or

Hide the grades column via the gradebook

  1. In your topic, locate the Administration block and click Grades 

     click grades in the administration block

  2. Then click the Setup tab, gradebook setup
    setup tab

  3.  In the Actions column alongside the assignment you are about to start marking, select the Edit dropdown list and click Hide icon (which looks like an eye) eye
    hide

This will hide the grade and feedback from students, but they will still be able to see the assignment activity. When you have finished the marking process, don’t forget to ‘Show’ the item in the Gradebook so that students can access their grades and feedback.

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How do I receive Skype files?

When someone tries to send you a file in Skype, the file is displayed in your conversation window.

To accept the files:

Steps

1. Click Save as.

2. A window is displayed warning you that files can contain viruses and asking you to reconfirm receipt. Tick the box if you don’t want this window to be displayed again.

3. Choose a location to save the file.

4. After the file has been saved to the location that you have selected, you can open it by clicking Open file. Alternatively, click Show in folder to display the location where the file has been saved.

How do I rename or delete a group?

Steps

  1. Click on the  Administration tab

  2. Click Users, then Groups
    topic administration block

  3. To rename a group, select the group you would like to rename and click Edit group settings

    select group then click 'edit group settings'
    Type in the new group name then click Save changes
    Type new group name
    save changes
  4. To delete a group, select the group you would like to delete and click Delete
    select group then press delete

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How do I restrict student access to a forum?

You restrict student access under the Availability tab in the forum settings (Forum administration > Edit settings). Choose the Allow posts from (open) and Allow posts until (close) dates.   You can also set a date time for an individual forum to show/hide in the Display Period section of a forum post.

How do I set up quiz results visibility?

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

1.  Click on the quiz activity, and in the Administration block go to Quiz administration > Edit settings

2.  Open the Review options tab. These options control what information students can see when they review a quiz attempt or look at the quiz reports. 

review options screenshot

  • If you enable marks during the attempt, students can see the marks obtained for each question as they go.
  • If you enable marks immediately after the attempt, students can see their marks as soon as they finish the quiz.
  • If you enable marks later, while the quiz is still open, students can see their marks a short time after finishing the quiz (5-10 minutes after completion).
  • If you enable marks after the quiz is closed, students will not be able to see their marks until after you have closed the quiz.

Please click on the question mark beside each feedback type for further information.  

Note:  Review option settings work in conjunction with the How questions behave setting that sits directly above.  Certain question behaviours render certain review questions un-selectable and will auto-select others. Please contact your local eLearning support team for assistance creating quizzes with complex settings.

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How do I share my screen in Skype?

Screen sharing lets you share your computer screen with anyone on Skype. For example, you can display presentations, show photos without having to send them, or show someone how something works on your PC.

You can share your screen with one Skype contact at any time during a voice call for free.

With Skype Premium, you can share your screen with one or more Skype contacts during a voice or video call.

Before you start

Make sure you have:

  • The latest version of Skype
  • A broadband internet connection
  • A computer with at least 1 GHz CPU and 512 MB memory
  • Skype Premium (for group sharing)

Steps 

1. Begin your Skype call

2. After the call has started, click the + button in the call bar and select Share screens

Share screen

3. In the dialog box that appears, click Start to share your entire screen.

Screen share your entire screen

4. You can also share a specific window, rather than your entire screen, click the down arrow button and select Share window.

Screen share 3

5. Then select the window you want to share and click Start.

screen share

6. You can change your screen sharing options at any time by clicking the Change sharing options icon change sharing options icon in the floating call window.

7. When you want to stop sharing your screen, in the floating call window, click Stop sharing. 

 stop sharing

Note: Only one person can share their screen at a time, although you can switch presenters at any time and as often as you like.

The person or group you are sharing your screen with can send you video at the same time, and you can also talk to each other, send instant messages and send files.

How do I upload a video to FLO?

You can upload and embed audio and video in any text editor box in FLO using our new online video platform (Kaltura). Media will play on all devices.  All common, non-proprietary files are accepted, for example: mp4, mp3, wav, avi, mpeg, mov, flv.

Each FLO topic site has its own Media Vault. Once you have uploaded your media to My Media you can add it to a topic Media Vault, then anyone who can edit the FLO site can embed it on a page.


Teachers: Getting started

  1. Upload your file to your My Media. It is private until you publish it.
  2. Publish it to the Media Vault for your FLO topic site.
  3. Embed media in your FLO site. Use any text editor box — such as a page or label.

Please see the Online Video Platform help guides for further information.


How to add a wiki

A Wiki can be a collaborative site where:

  • everyone in the collaboration space can contribute to a shared document
  • participants can add and edit a collection of webpages.

Wiki can also be individual, where everyone has their own wiki which only they can edit. This space could be used for self-reflection activities.

Steps

  1. Click Turn editing on button
    click 'turn editing on'
  2. Click Add an activity or resource to open the Activity Chooser
    'add an activity or resource' button
  3. Select Wiki and click Add (or double-click on Wiki)
    select 'wiki'
  4. Enter a name for the first page of the wiki (eg”Home Page”). Note this cannot be changed later. The wiki name will appear as the link in your collaboration space. You could use the description for instructions or the purpose of the wiki.
    type a name for the first page

  5. Click Save and display

How to create wiki pages

Creating wiki pages can be confusing if you aren't familiar with wikis. A key principle is that pages on a wiki should be linked together in some way. In order to ensure this happens, you have to create a link to the new page before you can create the new page itself.

Wiki links

When editing a page, links are created by typing the title of a page you want to link to inside double square brackets.

• If you wish to link to a page titled Application, you would type [[Application]]

Steps

  1. Click on the wiki link (whatever you have named it in the topic.

  2. Click Create page 
    wiki page
  3. Think of a title for your page. The title should be different to the titles of other pages   on the wiki. It should describe the content of your page. An example title might be Brainstorming ideas A.

  4. Decide which page should link to your new page. If the wiki is small this might be the start page. Otherwise, find an appropriate page.

  5. Edit the page that will contain the link by clicking the Edit tab.

  6. Find the point where you would like the link to go, and type it in: [[Brainstorming ideas A]]. You’ll want to think carefully about the page title because both titles and pages are permanent and cannot be renamed or deleted.
    type link in double square brackets
  7. Save this change. The link you have created should appear, ready for use.
    Click the newly created link
  8. Click the link. You will be asked whether you want to create a new page.
    click 'create page'
  9. Click Yes. The edit window appears for your new page. 

  10. Type in the initial text of your page, then save it. Your page is now created.
    edit new page
    click save changes button

How to delete labels (and other resources)

Steps

  1. In the topic, turn editing on

on

2. Identify the resource you wish to remove and click on the Actions drop down arrow

action

3. Select Delete 

action delete

4. Confirm the deletion

delete confirm

How to send a message using the Online user block

Important

The Online User block is only available to users of a FLO collaboration space

The Online user block shows a list of users who have been (or currently) logged into the collaboration space. The list is updated on a regular basis and the default is set to show every 5 minutes (this time limit can be changed to suit). To send a message is very similar to sending a message via the messages block. 

Steps

1. In your collaboration space locate the Online user block

2. Click on the speech bubble or the person's name

online users block

3. Click on Send a message

4. Enter a message in the message box

5. Click Send message

How to send an email using the Online User block

Important

The Online User block is only available to users of a FLO collaboration space

Sending an email using the Online user block is very similar to sending an email via the Participants link in the navigation block. 

Steps

1. In your collaboration space locate the Online user block

2. Click on the speech bubble or the person's name

online users block

3. Click on the email address in the profile page 

4. This will take you to Microsoft Outlook (regular Flinders email)

5. Send the email in the usual way.

HTML editor

The HTML editor (also known as the 'html toolbar' or 'text editor') allows you to format text, create links, and insert multimedia.  It can be used when setting up your topic site to add instructional or narrative guidelines for students/users. The HTML editor is available to students when they add content to forums, blogs, glossaries, databases and wikis.

The default HTML editor is Atto:Atto HTML editor

The HTML editor is used almost everywhere you can enter text. Most activities incorporate an HTML editor, commonly found in the field where you enter the 'introduction', 'description', 'content' or 'text' of an activity or resource. The functions of the HTML editor are particularly useful when adding content to pagesbooksforum posts, wikis and  labels.  

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

HTML editor collapsed

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

HTML editor expanded

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

make editing screen bigger


Some editing features of the HTML editor (by icon)

Icon Purpose
paragraph styles  Paragraph styles
image, media and table icons Image, media, table
  bootstrap grid icon  Bootstrap grid
  styles icon  Styles (Standard block, Readings, Assessment, Reflection and Key)
  clear formatting  Clear formatting


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I

I can't add additional questions to my quiz

Once a quiz has been attempted, no additional questions may be added to that quiz.

The following message will display, and the Add to quiz button will appear greyed out

message - 'you cannot add or remove questions because this quiz has been attempted'

add to quiz button is greyed out

I can't delete the Topic Links block

This block is part of the Web Presence in Every Topic (WebPET) and cannot be removed.

I can't see questions from other quizzes

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


Solution to prevent this problem

Do one of the following:

  1. Go to Question bank from your topic homepage (Administration > Question bank). Create a category and questions first, before you create the quiz, then add questions into your quiz 'from question bank'
  2. Create a category, then create the quiz and 'add a new question', making sure the new question goes under the category you have created

We strongly advise solution 1 as the best approach to creating quizzes.


Solution if you have this problem

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

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

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

I can't unhide the grade column for a quiz

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

Please see the entry How do I set up quiz results visibility? for further information.

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I don't have the Turn editing on button in my topic

Depending on your role in the Student Two teaching team, you will receive different permissions in FLO. The mapping of roles between Student Two and FLO is shown below. If you have the incorrect level of access, please contact your School Office to find out the process for changing your role.

 

Student Two role FLO role Access
Topic coordinator Topic Coordinator Build and teach
Topic contact Teacher Build and teach
Lecturer Teacher Build and teach
Lab coordinator Teacher Build and teach
Instructor Teacher Build and teach
Practicum coordinator Teacher Build and teach
Placement coordinator Teacher Build and teach
FLO support Topic Support Build and teach
Tutor Tutor Teach only
Lab demonstrator Tutor Teach only
Placement supervisor Tutor Teach only
Clinical supervisor Tutor Teach only
Lab supervisor Tutor Teach only
Teaching assistant Tutor Teach only
FLO assistant FLO Assistant Teach only

I have a group assignment but when I download all submissions I am getting one assignment for every student. Why?

The download all submissions option for group assignments currently downloads one assignment per student, rather than one per group. Development is underway to rectify this behaviour, however in the meantime we recommend that ALL group assignments should be manually downloaded from the 'File submissions' column in the assignment submissions table. Alternatively unwanted assignments can be deleted from the downloaded zip.

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I have assigned answers to a quiz question incorrectly

If, before a quiz opens, you discover that a question requires editing or correction, it can be easily edited.  Enter the Question bank and locate the relevant question, then select the edit cog besides it.  After making the required changes, click Save changes.

question bank

If you discover the error after student access has commenced, it is possible to regrade your quiz.   When a quiz question is altered all instances of that question will be altered eg. if the question is used in another quiz it will also be altered.  Please note:   Students will not be notified of the changes made.


To regrade a quiz attempt you will first need to edit the quiz question that needs changing.


Edit Quiz Question

Steps

  1. Click on the link for the quiz you have created

  2. Click the Edit quiz link in the Administration block 
    edit quiz button
  3. Click on Cog Wheel to edit question
    Cog Wheel
  4. Make changes, click save changes

You can now regrade the quiz


Regrading Quiz

Steps

  1. Click on the quiz
  2. Click 'Attempts' at the bottom of the screen
  3. Next to 'show only attempts' tick the box 'that have been regraded/are marked as needed regrading'
    regrade attempts
  4. Click 'Dry run a full regrade'

  5. Click on the 'Continue' button once the 'Regrade completed successfully' screen has appeared


  6.  Once completed the attempts that need regrading will appear in the regrade column with 'Needed' appearing

  7. Click on the 'Regrade attempts marked as needed regrading' button

  8. Click 'Continue' button once 'Regrade completed successfully' appears

  9. To complete the process click 'Regrade All'

  10. Click 'Continue' button once 'Regrade completed successfully' appears

You will now notice that the regrade column disappears and this has regraded your quiz.

I'm not receiving forum posts to my email

You may not be subscribed to the forums

You will need to subscribe to forums before you receive new posts in your email. (Note: everyone in the topic is subscribed to the Announcements forum by default.)

  1. Click on your profile picture/name

  2. Click Preferences 

    preferences

  3. In the User account area select Forum Preferences

    forum preferences

  4. In the Forum auto-subscribe section select Yes: when I post, subscribe me to that forum discussion

    forum subscribe
  5.  Click  


You may not have your forum tracking set properly

When you are notified of a forum post, you can choose whether this should mark the post as read for the purpose of forum tracking. 

  1. Click on your profile picture/name

  2. Click Preferences 

    preferences

  3. In the Forum Tracking drop down list select Yes: highlight new post for me 

  4. In the When sending forum post notifications drop down list select Do not mark the post as read - this will ensure when you receiving notifications posts are not marked as 'read'



  5. Click 

You may be receiving daily digests

By default, users receive forum posts compiled into a single email sent daily, usually overnight. (The exception is Announcement posts, which are sent out within 30 minutes.)

You can change your notification settings to receive individual emails by doing the following:

  1. Click on your profile picture/name

  2. Click Preferences
    administration block, select my profile settings then 'edit profile'
  3. In Forum preferences section, change Email digest type to No digest (single email per forum post)

    forum email

  4. Click 

Your forum notifications may be disabled

You can choose to turn off forum notifications. To turn them back on:

  1. Click on your profile picture/name

  2. Click Preferrences

    In the administration block, select my profile settings then 'notifications'
  3. In the User account area select Notifications
    notifications
  4. Under the heading Forum, make sure the Email boxes are selected

    Under the heading'forum', make sure the email boxes are selected
  5. Click 

I'm not receiving notification of new dialogue posts

If you do not receive email notification of new dialogue messages, you will need to check your Notification settings.

Steps

  1. In the top banner (black) select the drop down list next to your name

  2. Click Preferences
    Administration block
  3. In Preferences, User account select Notifications

    notifications

  4. Scroll down to the heading Dialogue

  5. Make sure both When I'm logged in and When I'm offline have a tick in the Email category
    email checkboxes for dialogue settings
  6. Click

Import groups from CSV

  1. Create a new CSV file in Excel

  2. In the first row, enter 'username', then 'group' in the first two cells.

  3. In subsequent rows, enter a student FAN, followed by the name of the group you are adding them to
    Note: If a group name already exists, the student will be added to the existing group. If the group name is new, the group will be created.



  4. Save the file in the .csv format

  5. In your topic's Administration block, go to Users > Groups

    Administration block.  Select 'users' then 'groups'
  6. Click Import groups
    Import groups button
  7. Upload your csv file and click Import groups

    Import groups by choosing a file or by dragging and dropping
  8. Your groups and users will be imported.
    Note: You may see some messages telling you that the group already exists. That's fine - your students will be added to the existing group.

  9. Go back to the Users > Groups page and check your groups and student allocations have been set up correctly.

See also:

Import topic grades from Excel

You may need to import grades if you have made changes or complex calculations within Excel.

Steps

  1. In Excel, open the spreadsheet containing the grades

  2. Select File, then Save as

  3. Use the Save as type dropdown menu to select CSV (comma delimited)
    save as type csv (comma delimited)
  4. Click Save as

  5. Excel will ask if you want to keep the workbook in this format. Select Yes

  6. Close the file. Excel will ask if you want to save changes. Select Don't save

  7. In the FLO gradebook, click the Import tab

  8. Make sure CSV file is selected
    im
  9. Use the Choose a file… button to browse for the CSV file, or drag and drop the file into the upload area

  10. Click Upload grades

  11. Confirm that the grades appear on the screen correctly

  12. Under Identify user by, change Map from to FAN and Map to to FAN
    map from fan and map to fan
  13. By default, no grade columns will be changed. Under Grade item mappings, for each column you wish to import / update, select a destination column in the gradebook. It is a good idea to only map the columns you have changed in Excel.
    map assignment 1 column in spreadsheet to assignment 1 column in gradebook
  14. Click Upload grades

 

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Insert an image

Images can add value to your FLO site if they are:

  • meaningful (eg a chart, flow diagram)
  • contextual (eg image relates to content in the module where it is included)
  • consistent in style (eg cartoon-like, real-life, graphic representations, square edges)
  • consistent in size (eg 300 pixels width) and suitable for online (72 dpi1
  • consistent in location and layout (eg right-aligned, white space around the image)

Make sure any images you select are copyright assured (ie you have permission to use them) if you are not using self-created images.

1. dpi = dots per inch (see Wikipedia for further explanation)


Finding free images

Where necessary, you should acknowledge the origin of the image (see particularly the section ‘Attributing use of copyright material’). Respect the creator’s moral rights and, where possible, attribute their details against the picture. Another consideration if using the internet to source images is to ensure the image has come from a legitimate webpage source. It is a good idea to keep a record of what images you use, where you sourced them and any other details in case licensing changes over time or you need to reuse the image elsewhere. Read the usage rights carefully before you select an image for your site – make sure you understand how to use the image correctly.

See Adding a table so you can provide a caption for your image for layout information.

Creative Commons copyright for free use

Check the attribution details anyway – you may still see the warning ‘Images may be subject to copyright’, or you may need to attribute the designer/contributor. 

  1. Go to Google images
  2. Type in your search keywords
  3. In the next screen, open ‘options’ (top-right corner – looks like a small cog)
  4. Choose ‘Advanced search’ from the pull-down menu
  5. Top field – type in keywords
  6. Bottom field (usage rights) – choose ‘free to use, share or modify, even commercially’ (to be really safe)
  7. Click the ‘Advanced Search’ button and select from the result


Steps to uploading

It might be helpful to source your images first, and store them in a folder for uploading to your FLO site. Make sure you resize your images outside of FLO. You can resize them in FLO when adding them, but it only appears as though they are resized – in fact, they remain the same size. The FLO site may take longer to load if you have large file sizes, so for usability it is best to resize large image files in image editing software such as Paint.net (free) or University-licensed software such as Adobe Fireworks or Photoshop. ITS can support installation (extension 12345). 

  1. Edit (if required) and store your image (see above) 

  2. Go to the page, book chapter or wherever else you want to insert an image, that has the HTML editor toolbar

  3. Click on the image icon in the toolbar
    Default toolbar - image icon
  4. Click Browse repositories... then Choose File to find an image to upload

  5. Choose license from the pull-down menu, then Upload this file

  6. Put a description for the image (Describe this image for someone who cannot see it) and choose the Alignment (left or right is a good choice, but be consistent)

  7. Click Save image

Providing a caption for an image

You may want to attribute your image if you have found it on the web, or simply provide a caption for what the image represents. There are several ways to do this, outlined below.

Use a 2-column layout 

  1. In your FLO resource/module, in the HTML editor toolbar click on the Show more buttons Show more buttons iconicon
  2. From the toolbar menu, select the Bootstrap grid  bootstrap grid iconicon
  3. From the pull-down Bootstrap grid icon menu, choose the layout option 25%, 75% Columns OR 75%, 25% Columns
  4. grid layout 25% 75% options
  5. Place your image in the 25% column and put text in the other column (these instructions assume your image has been resized in an image editing software)
  6. Save changes

Use bootstrap styling to create a 'container' for your image and caption

If you unafraid of using HTML code, a cleaner way to create a container for your image and caption is to use a bootstrap style for images. This requires you to work in HTML view (to do this, click on the Edit HTML source icon  Edit HTML source icon in the page/book chapter or wherever the HTML editor is available).

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Integrate Progress bar block

The 'Progress bar block' is a time management tool for students. The block is fully customisable to show students what activities/resources are required within a topic. This may be summative or formative tasks, or a combination of tasks. The colour coded block shows students what they have and haven't done to complete/view required tasks with an expected due date. 

progress%20bar%20bloc%20student.png

Teaching staff can see an overview of students' progress using the same colour code system.

Before you start

  • Consider which activities/resources are essential to a student's completion of a topic. This may include summative and formative tasks.
  • Turn on completion tracking with your FLO site administration settings.

Note: If you have more than one progress bar in a topic (eg one per module), it may slow down topic load time and the experience for all users (especially where there are lots of activities in each progress bar). Choose the items for display that are required overall (like all assessments) or set up one for each week/topic, turning the blocks on and off (show and hide) as required.

Steps

Set up the components
  1. Set up (configure) the criteria for the Progress Bar block by turning editing ON and select the Update button.

  2. Name the block and indicate whether you wish to use the tick and cross icons, how the bar is to be ordered, the use of the 'NOW' indicator and whether you want the students to see a percentage completion.

  3. Select the components you want to display in the block by changing the 'No' to 'Yes' under the Monitored section of each activity or resource. Change the 'Expected by' date and if required, the 'Action' which needs to be performed. 
    PBB%20Config.png
  4. Set where the block should appear and then Save changes.
    select where the block will appear
View the students' progress
  1. To view the statistics of student's progress for activities/resources listed in the 'Progress Bar Block', click Overview of students on the block.
    overview of students button
  2. Filter the list to all students or other roles using the Role drop down filter.
    use drop-down menu to select role
  3. Hover mouse over the 'Progress bar' colours to view details.

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

Progress%20bar%20block.png



Interact with elearning scenarios

 

eLearning scenarios are built in eLearning authoring software which consist of a series of 'slides' which contain information in multiple formats (text, audio, video, graphics) presented in a narrative style. Occasionally referred to as 'scenario-based learning', the order for the slides and the hyperlinks contained within are ordered according to the desired layout of the content, such as a scenario, case or problem. eLearning scenarios usually contain a number of activities, including decision-making steps and quizzes and may use characters to drive the scenario.   


Uses in learning and teaching

eLearning interactive scenarios are 'beneficial for helping learners develop the knowledge and skills they need for addressing the types of problems they might encounter in professional practice'.Sheridan & Kelly 2012

When designing topics for the inclusion of eLearning scenarios related tasks, consider how web tools and software may be used to:

  • support students to grasp complex content in an interactive approach
  • replace expensive or complex practical classes with a virtual scenario
  • present interactive case studies for developing students understanding in procedural situations 
  • deliver non-linear, conditional progression interactions with students
  • deliver content which encourages self-directed learning approach
  • deliver 'webquest' style interactions
  • design real-world problem-based learning scenarios and deliver electronically
  • promote higher order thinking and reasoning
  • provide opportunities to reflect

Considerations for using eLearning scenario tools include:

  • sustainable use of project and published files
  • workload investment
  • redesign potential of subject/topic/course in seamlessly integrating eLearning scenarios
  • actively encourage students to engage with tasks and activities rather than rote learning
  • planning is everything

Consider using the ‘Commonsense for Practice Wheel’ to support the testing and integration of the selected tool(s).

 

Tool picker

The tool picker contains information on eLearning scenario tools and how to choose an appropriate tool to suit your purpose. 

Please note all pricing and hyperlinks were last updated March 2015. Always consult the original tool provider for the most up-to-date information. 

To create interactive eLearning scenarios or lessons, the tool you select will determine the final project you can produce and how it can be integrated into FLO. The following options are just some which are available. To get the most of using tools, plan each slide of the presentation before building so the connections are made clear.

Interactive eLearning scenarios
Tool Name

Lesson Tool (FLO) Adobe Presenter Adobe Captivate Camtasia
Description A built-in application to build branching scenarios and interactive lesson. A program which integrates with PowerPoint as an addon to enable you to build and publish interactive course content in HTML 5 packages. Current version 9. An advanced software program that enables users to build and publish interactive course content in HTML 5 packages. Current version 8. Camtasia is primarily a screen recording and video editing software program with interactive, such as simple quiz and screen interaction features built in.
Benefits In the simplest form, the lesson tool can navigate the users to the next page of information. In the most complex form, quizzes and conditional responses can be enabled to direct users to specific information based on their results or choices.  Build multimedia scenarios in PowerPoint; has a separate but integrated video creator tool (Adobe Presenter Video Express) to enable users to capture the screen and themselves simultaneously; built-in learning analytics dashboard is available. Standalone software program that enables the users to integrate Twitter feeds, YouTube videos, screen captures and more into a simple lesson or scenario; branching scenarios can be developed with conditional release options; multiscreen responsive for mobile technologies; geolocation integration. Integrates with mobile app (Tech Fuse) for capturing video on the move or away from computer; integrates with Snagit for capturing quickly on a computer; primary purpose is to capture the screen and person videoing and adding interactive points throughout the video; add annotation over video; professional and easy to use.
Limitations Less visual than purpose-built software programs (like Adobe Presenter and Captivate). Limited editing capabilities in Video Express; limitations for using Presenter on Mac (video and analytics only, no interactive features like quizzing). Limitations relate to learning how to use the tool for more than basic screen capturing.

Limited interactive elements when computer to authoring tools like Adobe Presenter and Captivate.

Cost Free

$109 (Flinders educational pricing at September 2014).

$165 (Flinders educational pricing at September 2014).

MicroWay Australian pricing:

PC: approximately $370 

Mac: approx. $125

discounts apply for 5+users

Support Contact your eLearning Unit Get help at http://helpx.adobe.com/presenter.html

Get help at http://helpx.adobe.com/captivate.html

Good online tutorials and training materials

Get help at https://support.techsmith.com/home

Good online tutorials and training materials

How to get it Add an activity>Lesson View the order process http://www.flinders.edu.au/its/computers-and-software/software-licensing  View the order process http://www.flinders.edu.au/its/computers-and-software/software-licensing  Camtasia is provided to Flinders staff for free. Refer to the Camtasia eLearning Gateway entry for installation and use information.

Sustainability of object/content

Update/Edit

Update/edit when needed and the results will be published automatically to FLO. Save any project and update and republish when needed. Save any project and update and republish when needed. Save any project and update and republish when needed.

Download/Export

Backup projects; download final lesson.

Backup projects; download final lesson.

Backup projects; download final lesson.
Storage Store on your computer or external drive. Store on your computer or external drive. Store on your computer or external drive.
Integrate with FLO Already integrated Publish as HTML5 package with SCORM capabilities and integrate into FLO with Gradebook features. Publish as HTML5 package with SCORM capabilities and integrate into FLO with Gradebook features. Publish as package with SCORM capabilities and integrate into FLO with Gradebook features.
Privacy Set to private or class/group access Determined based on location of published object. Determined based on location of published object. Determined based on location of published object.

 

Literature and resources

  Scenario/Online learning

Introduction to FLO interface

This is a brief introduction to the FLO interface.

A link to the FLO log in page can found in the Quick links menu found in the top banner of the University website.  
Otherwise, type https://flo.flinders.edu.au/ in to your address bar, this will redirect you to OKTA to sign in, once signed in it will direct you to FLO.
quick links

When you are successfully logged in to FLO, you will see your name in the top right hand corner of the screen
you are logged in

When you first log in to FLO, you will be presented with the My FLO homepage.  The My FLO page lists every topic you have a role in.  Your topics are arranged into tabs by year, with one additional 'other' tab for topics not associated with a particular year.  
topic year and 'other' tabs 
The standard layout of FLO consists of blocks right of the screen, with 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 the My FLO page include the Navigation and Administration tabs (at the top), with blocks that can link you to other University systems, email, calendar, and messaging on the right.
FLO Layout 
Your My FLO page is customisable.  Please see the following pages for more information;

You can always return to the My FLO page by clicking the link in the Navigation block or in your topic breadcrumbs
return to the my FLO page

Enter your topic by clicking on the topic name in your My Topics list, or by navigating to it via the Navigation block
Enter your topic
The standard layout for each topic consists of blocks to the left and right hand side of the page, with content (modules) in the centre.  The Navigation and Settings blocks will again appear to the left of your screen, while the blocks to your right will now be topic specific blocks. 

To edit or add content to your topic, select the Turn editing on button.  Alternatively, select Turn editing on in the Administration block
turn editing on
turn editing on from the administration block
With Turn editing on enabled, you will see editing options beside each activity or resource and the Add an activity or resource button will appear in each module.
edit functions in a module  
You will also be able to move content  move icon and add new blocks    add a block
When you have finished editing, ensure that you Turn editing off   turn editing off

To log out of FLO, click log out beside your name at the top right of the screen
log out
L

Label

Labels help to structure your topic, and can also create a sense of hierarchy (depending on heading levels and position). They can be used as a scaffolding and/or navigation tool. They are particularly useful if a topic has lots of content.

The label tool enables text and multimedia to be inserted into the topic (module, page) in between links to other resources and activities. Labels are very versatile and can help to improve the appearance of a topic if used thoughtfully.

Labels may be used:

  • to split up a long list of activities with a subheading or an image
  • to add a short description to a topic module
  • to show the order of activities (e.g. 'Before you attend the workshop', 'After you attend the workshop' etc).

 

Getting started with the label tool

 

  How do I...?

  Troubleshooting

Popular guides:

Popular questions:

See all items See all items

 

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Workshops