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Moodle new features – Friday 16th October 2020

Jon-Luc Holmes16 October 2020

Digi-Ed is pleased to announce the following new activities are now available on UCL Moodle.

Embed Quiz Questions Anywhere is a new plugin that allows staff to embed quiz questions directly within their Moodle content. Staff can embed any question from their courses question bank into their Moodle activities for use as formative assessment. Students can then answer these questions as they work through their Moodle content. These answers can then be reviewed on a per activity or course wide basis. To learn more, see the Embed Quiz Questions Anywhere miniguide.

An example quiz question embedded directly within the contents of a Moodle page resource

Embed Quiz Questions Anywhere allows staff to embed quiz questions into any content on their Moodle course. Click the image to expand it.

Hypothes.is is a new LTI that is now approved for integration with Moodle. Staff who own a license for this product may now add the Hypothes.is activity to Moodle for collaborative annotations by students. These resources can be webpages or uploaded PDF documents. Student annotations can be individually filtered and graded with those grades carrying back to the Moodle gradebook. To learn more, see the Hypothesis miniguide.

Hypothesis

Hypothesis allows for students to collectively annotate a document. Click the image to expand it.

Further work on a range of other enhancements, are currently underway. To stay up to date with the latest learning technology enhancements at UCL, see the Moodle Release Roadmap.

Connected Learning Essentials – now open to teaching staff outside of UCL

Jo Stroud7 October 2020

In Term 1 of 2020/21, UCL’s core teaching is taking place online. There has been significant planning and an extensive amount of work from across the institution to support this transition, including a range of centrally-organised opportunities for staff to learn more about online teaching and learning.

The Connected Learning Essentials programme

One such opportunity is Connected Learning Essentials, an online course that was swiftly developed by Digital Education, the Arena Centre for Research-Based Education, Library, and colleagues based in academic departments, and run in multiple two-week-long cohorts from June to September 2020. The course was developed with recognition of the challenges facing staff and what could be achieved in a short period of time, and introduced some of the most urgent and important aspects of positive and active online teaching. Programme sections include:

  • Taking a Connected Learning Approach
  • Securing student engagement
  • Ensuring a consistent learning environment for students
  • Assessment
  • Designing for students’ active learning
  • Curating and making resources
  • Knowing students are engaging and learning.

It is important to note that the course only covers the basics, and was supplemented with a range of further opportunities to broaden the scope of course topics, including a series of live sessions and localised support within departments and faculties to support distinct pedagogic approaches.

Enrol on Connected Learning Essentials

The course is now open to anyone who might like to use it, regardless of where you work. You don’t need to progress through everything in order, either. You can dip in-and-out of specific sections depending on what you need or interests you most. If you find you need to move your teaching online very quickly, you might focus on sections 2, 3, and 5, and return to others later. While some UCL-specific content has been removed or genericised for other contexts, there will be occasions upon which guidance refers to UCL policies, practice, or platforms.

To access the course:

  • Navigate to Connected Learning Essentials (open) and click the Login link
  • If you don’t have a UCLeXtend account already, click ‘Create new account’ and complete the sign up process. If you do, sign in and you should be directed to the course
  • In the ‘Self enrol’ field, enter the enrolment key: ‘CLEUCL’.

Reusing material from Connected Learning Essentials

Material and activities from Connected Learning Essentials are available to download in Word format as part of the course and are licensed under CC BY-NC 2.0. Alternatively, if you work in digital education, educational development, or a similar role at another institution and would like to reuse and adapt the course on your own platform this may be possible via a course export. If you have any questions about this please contact extend@ucl.ac.uk.

Moodle new features – Wednesday 2nd September 2020

Eliot Hoving2 September 2020

Digi-Ed is pleased to announce the following activities are now available on UCL Moodle.

A person marking a checklist off.

The Checklist activity allows staff to create a checklist for students to complete on Moodle. The checklist can be configured to show required and/or optional tasks which students can tick off. Teachers can view and comment on the student’s progress. It is also possible to automatically generate a checklist for all the current course activities and resources on a Moodle course. Further course content can be restricted until a specific checklist is completed. To learn more, see the Checklist miniguide.

MATLAB Grader is now integrated with Moodle. Staff can now add interactive MATLAB coding activities to Moodle for students to complete. MATLAB activities include a range of automatic grading options and analytics on student engagement. Student grades from a MATLAB activity are also captured in the Moodle Gradebook. To learn more, see the MATLAB Grader miniguide.

Book

Interactive Book (a new H5P activity) allows staff to build a book of informational content and H5P activities such as questions, or interactive videos. As with all H5P activities, student responses are not stored in the Moodle Gradebook, however H5P allows for staff to easily create engaging formative activities. Try an Interactive Book example on the H5P webpage or view the UCL H5P miniguide for more information.

The Mass Actions block  is a time-saving block for the Moodle power users among us. When the block is added to a Moodle course, it allows staff to edit several activities or resources on Moodle at the same time. Editing options include hiding, indenting, moving or deleting content. To learn more, see the Mass Action block miniguide.

More Moodle improvements are coming in preparation for term 1 2020-21. To stay up to date with Moodle’s direction and development, see the Moodle Release Roadmap.

Connected Learning – Teaching tools and platforms

Clive Young24 July 2020

Links to the UCL Resource Centres for tools mentioned at the Town Hall today.

Live Teaching

Blackboard Collaborate is UCL’s web conferencing or online classroom platform. It is integrated within Moodle as an activity, providing access to a range of different functions in a live, or synchronous, learning environment. UCL Case StudyUsing Blackboard Collaborate to teach students across the world.

Zoom is coming to UCL and support information will be available then.

Teams, now universally used at UCL for meetings and one-to-one sessions, is not yet recommended for group teaching. There is no Moodle or Portico integration and Digital Education do not have the expertise (yet) support in its use for teaching.​

Virtual Cluster Rooms will provide direct access to cluster room PCs for computer-based classes. They Mirror the physical cluster rooms in virtual groups that will be timetabled in the same way and accessed via UCL Desktop Anywhere. More information and guidance about planning for laboratory and practice-based activities is also being developed.

Live/Asynchonous

Mentimeter (polling) is an online polling, questioning and voting tool that you can use in your classes or presentations, whether they are face-to-face or online, synchronous or asynchronous. UCL has a site-wide licence. UCL Case StudyEngaging students asynchronously with Mentimeter.

Visualisers and graphics tablets can assist online teaching. ISD have a limited stock of visualisers for circulation to lecturers. You can read more about options for writing and showing objectson this digital education blog post.

Asynchronous

Moodle has many tools that can help keep your students engaged and learning in the absence of face-to-face sessions. UCL Case StudyMoodle tools to make your teaching more interactive.

  • Discussion Forums are often considered the mainstay of online learning. Many staff already use the News forum to announce important information. ‘Learning forums’ can be used for asynchronous discussion (i.e. not ‘real time’) and learning activities. They enable both staff and students to post and reply to posts and are usually are set to allow students and staff to choose whether to become or remain subscribed to a forum. We recommend that Q&A forums are set up for students to ask questions about the course work or assessment processes. Make the purpose of every discussion forum clear, including how students are expected to engage with it and how often staff will reply to posts (if at all). If you want to speak to students in ‘real time’, for example for virtual Office Hours, you might want to try Moodle’s instant messaging style tool, Chat.
  • Quiz is the other popular tool for online engagement. A quiz is a useful way to test or evaluate students’ knowledge and to keep them motivated by letting them see areas for improvement. Marking can be automated on some question types (such as multiple choice). Staff can see a detailed breakdown of results, as well as statistics on how easy or discriminating each question is. It can be used for both formative and summative (credit bearing) assessment, such as in class tests or examinations, but the latter is usually done in a ‘live’ classroom, so for online learning summative quizzes are more normal.
  • Hot Question used to create a list of popular questions or topics from a group. Participants may ‘rate’ others’ questions. The more votes, the hotter the question and the higher up the list it will appear.
  • Book displays collections of web pages in a sequential, easy-to-navigate and printable format. They are especially useful when you have a lot of web content but don’t want it to clutter the front page of your course. Pages can contain links, images, embedded YouTube videos, etc and feature a Table of Contents.
  • Lessons can be used to build structured pathways through learning materials and test knowledge as students make progress. Students usually make choices on each page area, sending send them to another specific page in the manner of a decision tree.
  • H5P is a simple-to-use tool now integrated into Moodle to create interactive content such as drag and drop, fill in the blanks, flashcards, image hotspots, slideshows, games and formative quizzes (the results are not stored) directly within Moodle. UCL Case Study: Creating interactive video training guides in Moodle.

Lecturecast Universal Capture Personal (screen recording) is a stand-alone application which can be used to create recordings (captures). Recordings can include slides (or whatever you choose to show on your computer screen), video of the presenter and audio. Recordings can include slides (or whatever you choose to show on your computer screen), video of the presenter and audio. Lecturecast offers more than just video playback, though. With the Lecturecast Engagement tools,  tutors can set up interactive activities, to engage and support students.

ReadingLists@UCL is an online service that gives students easy access to materials on their reading lists, allowing academic staff to create and update their own reading lists.

LinkedIn Learning provides a vast range of video tutorials supporting learning in software, creative and business skills – all free to UCL staff and currently enrolled students.

Box of Broadcasts (BoB) is Learning on Screen’s on demand TV and radio service for education. The academically focused system allows staff and students to record programmes from over 75 free-to-air channels, and search BoB’s extensive archive of over 2.2 million recordings.

Student-led and collaboration

  • Reflect(WordPress blog) is a form of WordPress, the industry-standard blogging and website-building tool. Blogs may be used to help students reflect on their experiences during study, build a portfolio of their work, collaborate on projects and create public-facing materials. UCL Case StudyMedical Science students use UCL Reflect to create scientific blogs for assessment.
  • MyPortfolio is a very flexible tool which can be used as a portfolio, for blogging, CV builder, social networking system, connecting UCL students and staff and creating online communities. MyPortfolio provides you with the tools to set up a personal learning environment and can also be used to support group work.
  • Office365​, is of course ubiquitous at UCL, but the educational possibilities are not always appreciated. LinkedIn Learning includes a useful overview ‘Office 365 for Educators’.

Remote but not solo, Moodle and Group Work

Samantha Ahern24 June 2020

Social learning is an important part of the learning experience for students. It enables knowledge consolidation and application, and opportunities for cross-curricula and inter-disciplinary learning. In addition, through working in groups students are able to develop valuable employability skills such as collaboration, communication, problem-solving and negotiation. However, group work can be tricky to design and mange effectively and needs careful consideration. I recommend reading: Burke, A. (2011). Group work: How to use groups effectively. Journal of Effective Teaching, 11(2), 87-95.

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Moodle can be used to facilitate this rich learning experience through use of the group feature. Separate groups allow students to contribute and see work within their own groups,  visible groups on the other hand allow students to only contribute to their own group work but they can view work taking place in other groups.

The following activities could be set up for collaboration amongst groups of students:

  1. Forum: create a forum (just one),  assign students to groups, students will only see post made in their group,  give students a clear task. – staff can review what is happening in each group. For more information and links case to studies see the Discussion Forums MiniGuide.
  2. Chat: group chat sessions-  create a space where students can arrange to meet and work collaboratively on a task. For more information see the MoodleDocs article Using Chat.
  3. Glossary: In groups or as a cohort build a glossary of key terms that students may encounter on the course. Might be really useful e.g for medical terms. Each time the term is used on the course a defintion will be highlighted. For more information and links case to studies see the Glossary MiniGuide.
  4. Database: share resources and entries e.g. create a collaborative resource bank, or peer review of shared work. For more information about how to use databases and ideas for usage see the MoodleDocs article Using Databases.
  5. Workshop: enables students to peer review work submitted by others. Students can be assigned work to review or students can be assigned work to review randomly. There is a lot to be considered and set-up for the effective use of Moodle workshops, their use needs to be carefully planned in advance for them to be a meaningful part of a module’s design. For more information see the Moodle workshop for peer assessment MiniGuide.

Related Arena case studies

Some of these case studies make use of Moodle, others do not. But all discuss an element of group work that could be modified for a Connected Learning and facilitated via Moodle.

 

Teaching videos: which platform should I choose?

Eliot Hoving12 June 2020

Decorative.

As you prepare your Moodle course for next term, in addition to vital asynchronous activities, you will likely want to add a few videos of yourself or a screen recording of your lecture. By now you’re probably aware that UCL has a plethora of technologies. This is partly a necessity, as UCL teaching practices vary so no single tool will get the job done for everyone, but sometimes it’s a little unclear which to use.

 

To help you decide, Digital Education with help from the Digital Media team and IT for SLASH team has put together this comparison table of the three centrally supported media platforms: Lecturecast, Mediacentral and Microsoft Stream.

 

The table hopes to clarify some of the common questions; e.g.

  • Does the platform allow students to download recordings?
  • Can I upload a pre-recorded video e.g. a video recorded in PowerPoint?
  • Can I restrict who views the video?
  • Can I see analytics on whose watched the video?

 

If you need further advice on creating and sharing video, please contact digi-ed@ucl.ac.uk.