Tuesday, July 13, 2010

Moving to Moodle 2.0 workshop (Wed 14 July 2010)

Moving to Moodle 2.0 Workshop

Facilitated by Mark Dreschler

Beginning of workshop, we logged into a practice Moodle workshop area.

See Mark’s presentation about the Moodle workshop in Moodle 2.0

New features:
  • navigation is different - based on the left
  • navigation block makes screen much cleaner
  • can click between sections within various courses, without having to go in and out of courses via the breadcrumbs bar
  • setting block, by default, sits under the navigation block
  • Navigation block can be collapsed
  • Switch user at bottom
  • Page settings includes the turn editing on functione
  • blocks on the right can be moved to be tabs on the left - these remain constant as you scroll down the page
  • similar to other Moodle activities
  • requires a name and intro
  • different options include
    1) providing examples of students' work;
    2) whether or not you want this to be a peer review activity (generally workshops in Moodle are);
    3) should I be able to assess my own work;
    4) Grade for submission - what students get for their own work
    5) Grade for assessment - based on how well they have assessed the work of their peers (assessed as being an assessor, based on a comparison with other grades given by others' assessment grades)
    6) Grading strategy
    7) instructions for submission
  • The assessment form can be edited as in rubrics. Editing form can be based on aspects such as 1) accuracy 2) originality 3) English skills
  • Light globes indicate what stage you are up to in the workshop process - for students and teachers. Teachers' options are more complex. Students only see what they are supposed to see.
  • Can use “random allocation” to get various people to mark other students’ work. Can nominate how many reviews per submission. Or you can manually allocate students to mark other students’ work.
  • Students can mark other's work with numeric grades and qualitative responses. As they mark, the description of the marking criteria was also provided.
  • Markers can be made anonymous or otherwise.
  • Quality of the students' review can also be given a mark - this can be rated as very lax, lax, fair, strict and very strict. This means that students get a mark for their work and for their marking.
  • Grades given by students can be overruled by the teacher
  • Peer review can be given a lesser rating than a teacher's.
  • Students cannot be given grades unless the students are asked to grade three or more examples.

In general:

"Mark as complete" ticks are shown against each item in Moodle.

Enrolment in Moodle 2.0

Most asked for new function was the ability to create sitewide cohorts (or groups)

These cohorts are only seen in particular categories (e.g., to the physics faculty).

Users can be assigned into a course manually.

Types of enrolments can be turned on and off.

E.g., self enrolment (with a password – in Moodle 2.0 – one enrolment key for students and one enrolment key for students), manual enrolment, Guest access, metacourse link

A lot more options re enrolment (e.g., how long sts should be enrolled)

Administrators can choose what the defaults are.

File management in Moodle 2.0

Main change is that files are not stored in course silos any more.

There is no course files area any more.

There is a files area that may be shared across courses.

Files are attached to the resource or the activity in which they were first uploaded.

Lists of recent files can also be listed.

Activities in Moodle can be copied from one course to another.

"Display a directory" has been changed to "folder" via Add a resource/ Folder

Completion status

Grades can be set to pass level (e.g., students must reach at least 10 marks for a pass).

Resources and activities can be set so that students must complete to pass the course.

Additional support quizzes can be shown if the students get a grade less than a certain score.

Outcomes – assessment criteria which can go broader than assignment level. They can be allocated beyond the assignments. Same outcome can be measured across more than one course.

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