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Themes for Moodle 2.0 [Moodle docs]

Compiled by MariaMoodle and Maryel Mendiola

click for download

 

Posted by on May 19, 2010 in Documentation, Moodle 2.0

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LSU Scales (moodledocs)

Scales are a way of evaluating or rating a students’ performance. Moodle offers a standard set of default numeric scales that can be edited. This page shows another set of scales that are similar

Reason for LSU scales

Depending on your aggregation method, Moodle revalues the lowest value in your scale to either 0 or 1. This can be confusing and inconsistent. As a more logical alternative, the lowest value in a scale was set to 1/n or 1. As there is also a no grade option available, missing 0 was not seen as a problem.

Editing a scale

If a scale has not yet been used, you will see an edit, move, and delete icon in the edit column.

Once a scale is used for an activity, it is no longer possible to move or delete it, and you can only edit the scale name and description.

Edited default scales

The LSU scales always start with 1 (the default Moodle scales always start with 0). Here the standard Moodle scales have been edited to reflect this change.

  • The Cool Scale – Not cool, Not very cool, Fairly cool, Cool, Very cool, The coolest thing ever!
    • (Valued as 1/6, 2/6, 3/6, 4/6, 5/6, and 6/6 respectively in any normalized aggregation method)
    • (Valued as 1, 2, 3, 4, 5, and 6 respectively in the sum aggregation method)
  • General Introductions (The Affirmative Scale) – Welcome!, Glad to have you here!, Great post!
    • (Valued as 1/3, 2/3, and 3/3 respectively in any normalized aggregation method)
    • (Valued as 1, 2, and 3 respectively in the sum aggregation method)
  • If you would like two options in your scale (incomplete and complete) type “incomplete, complete” in the scale box.
    • (Valued as 1/2 and 2/2 respectively in any normalized aggregation method)
    • (Valued as 1 and 2 respectively in the sum aggregation method)
  • Generic Social Forum (This scale only worked prior to the averaging function) – Please clarify., I don’t understand., Hmmm. Tell me more., Interesting, Very cool., Awesome!
    • (Valued as 1/7, 2/7, 3/7, 4/7, 5/7, 6/7, and 7/7 respectively in any normalized aggregation method)
    • (Valued as 1, 2, 3, 4, 5, 6, and 7 respectively in the sum aggregation method)
  • “Refer”, pass, merit, distinction
    • (Valued as 1/3, 2/3, and 3/3 respectively in any normalized aggregation method)
    • (Valued as 1, 2, and 3 respectively in the sum aggregation method)
  • “Hesitant” Fail, Acceptable, Average, Excellent
    • (Valued as 1/4, 2/4, 3/4, and 4/4 respectively in any normalized aggregation method)
    • (Valued as 1, 2, 3, and 4 respectively in the sum aggregation method)
  • “Stars” ?—-, ??—, ???–, ????-, ?????
    • (Valued as 1/5, 2/5, 3/5, 4/5, and 5/5 respectively in any normalized aggregation method)
    • (Valued as 1, 2, 3, 4, and 5 respectively in the sum aggregation method)

Caveats

Moodle uses the last entry to determine the number of points in the scale for computing percentages. For example, if your scale is 0,5,6,7,8,9,10 then Moodle will use a 1-7 point scale regardless of your chosen aggregation method.

  • When using a normalized aggregation method, 0 will become 1/7, 5 will become 2/7, 6 will become 3/7, 7 will become 4/7, 8 will become 5/7, 9 will become 6/7, and 10 will become 7/7 for grade computation, respectively.
  • When using the sum aggregation method, 0 will become 1, 5 will become 2, 6 will become 3, 7 will become 4, 8 will become 5, 9 will become 6, and 10 will become 7.

The numbers you enter for your scale are NOT calculated as entered, the system calculates the number of entries and then creates a scale from 1 to the total number of entries (n) with their values calculates as 1/n, 3/n, 4/n, 4/n….

Range

Be aware that Moodle choses the lowest and highest entries within your scale (not their numerical equivalents) and uses those values for the range. Using the star example from above, Moodle will show ?—- – ????? as the range. Unfortunately, when using an odd numeric scale like 0,5,6,7,8,9,10, the range will be shown as 0-10 when in reality it is 1-7. We are working to resolve this issue.

 

Posted by on April 10, 2010 in Documentation, English

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Moodle doc in PDF file: Grades

Every time I want to learn and practice some Moodle item, I used to compiled all sections about it and then go to my Moodle  with open doc.  I edited Moodle Docs in one pdf file to share this with all my fellows Moodlers

The topic is GRADES, and you know that  Mooldedocs are invaluable resource to develop skills

Here is one Moodledoc for   “Grades”   for Moodle 1.9  in PDF format

Available in download section too

http://moodleblog.mmendiola.net/wp-content/uploads/2009/10/MoodleDocsGrades.pdf

This notes describe the gradebook in Moodle 1.9 onwards. For documentation on the gradebook in Moodle prior to 1.9, see Grades pre-1.9. “

 

Posted by on October 26, 2009 in Documentation, English

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Quiz submission email notification Moodle 1.9

from docs.moodle.org

When a student clicks ‘Submit all and finish’ to end a quiz attempt, it is possible to configure Quiz to send email notifications. There are two types of notification: a confirmation to the student that their attempt has finished successfully, and a notification to the teacher(s) that someone has submitted an attempt. Emails are never sent for preview attempts.

Allow confirmation emails to students

Email functions in a default Moodle Quiz are turned off for both students and teachers.

In the quiz settings or “Update this quiz” link, email options are turned on under the override permissions tab. Modify the student role and change the “Get email confirmation when submitting” (mod/quiz:emailconfirmsubmission) to “Allow”.

Similarly, you can override the role at the course level to turn on notification for all quizzes in that course. The site administrator can also modify the student role for the entire site by allowing the mod/quiz:emailconfirmsubmission capability.

Allow notification emails to teachers

To turn on the email process for a teacher, the procedure is similar to the above. On the Override permission tab in Quiz settings, change the capability “Get email notification of submissions” (mod/quiz:emailnotifysubmission) to “Allow”. This capability can also be turned on at the course level.

The site administrator can modify the teacher role for the entire site by changing the permission on mod/quiz:emailnotifysubmission to the allow permission.
Note that if the quiz is set to separate groups, then teachers will only get a notification if either

  • the student is in the same group as the teacher, or
  • the teacher has moodle/site:accessallgroups.

Read the rest of this entry »

 

Posted by on August 30, 2009 in Documentation, English

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Moodle Philosophy

from http://docs.moodle.org/

The design and development of Moodle is guided by a “social constructionist pedagogy”. This page attempts to unpack this concept in terms of four main, related concepts: constructivism, constructionism, social constructivism, and connected and separate

Constructivism

From a constructivist point of view, people actively construct new knowledge as they interact with their environments.

Everything you read, see, hear, feel, and touch is tested against your prior knowledge and if it is viable within your mental world, may form new knowledge you carry with you. Knowledge is strengthened if you can use it successfully in your wider environment. You are not just a memory bank passively absorbing information, nor can knowledge be “transmitted” to you just by reading something or listening to someone.

This is not to say you can’t learn anything from reading a web page or watching a lecture, obviously you can, it’s just pointing out that there is more interpretation going on than a transfer of information from one brain to another.

Constructionism

Constructionism asserts that learning is particularly effective when constructing something for others to experience. This can be anything from a spoken sentence or an internet posting, to more complex artifacts like a painting, a house or a software package.

For example, you might read this page several times and still forget it by tomorrow – but if you were to try and explain these ideas to someone else in your own words, or produce a slideshow that explained these concepts, then it’s very likely you’d have a better understanding that is more integrated into your own ideas. This is why people take notes during lectures (even if they never read the notes again).

Social constructivism

Social constructivism extends constructivism into social settings, wherein groups construct knowledge for one another, collaboratively creating a small culture of shared artifacts with shared meanings. When one is immersed within a culture like this, one is learning all the time about how to be a part of that culture, on many levels.

A very simple example is an object like a cup. The object can be used for many things, but its shape does suggest some “knowledge” about carrying liquids. A more complex example is an online course – not only do the “shapes” of the software tools indicate certain things about the way online courses should work, but the activities and texts produced within the group as a whole will help shape how each person behaves within that group.

Connected and separate

This idea looks deeper into the motivations of individuals within a discussion:

  • Separate behaviour is when someone tries to remain ‘objective’ and ‘factual’, and tends to defend their own ideas using logic to find holes in their opponent’s ideas.
  • Connected behaviour is a more empathic approach that accepts subjectivity, trying to listen and ask questions in an effort to understand the other point of view.
  • Constructed behaviour is when a person is sensitive to both of these approaches and is able to choose either of them as appropriate to the current situation.

In general, a healthy amount of connected behaviour within a learning community is a very powerful stimulant for learning, not only bringing people closer together but promoting deeper reflection and re-examination of their existing beliefs.

Conclusion

Consideration of these issues can help to focus on the experiences that would be best for learning from the learner’s point of view, rather than just publishing and assessing the information you think they need to know. It can also help you realise how each participant in a course can be a teacher as well as a learner. Your job as a ‘teacher’ can change from being ‘the source of knowledge’ to being an influencer and role model of class culture, connecting with students in a personal way that addresses their own learning needs, and moderating discussions and activities in a way that collectively leads students towards the learning goals of the class.

Moodle doesn’t FORCE this style of behaviour, but this is what the designers believe that it is best at supporting. In future, as the technical infrastructure of Moodle stabilises, further improvements in pedagogical support will be a major direction for Moodle development.

 

Posted by on August 24, 2009 in Documentation, English

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