|Course:||How to use OpenLearn Create|
|Printed by:||Guest user|
|Date:||Tuesday, 19 Jan 2021, 03:31|
How to add activities into your OER on OpenLearn Create
Activities, such as forums, quizzes and wikis enable interactive content to be added to the course.
The blog activity module allows for creation of blogs within a course (these are separate from the core Moodle blog system). You can have course-wide blogs (everyone in the course posts to the same blog), group blogs, or individual blogs.
You need to think carefully about using a blog in your OER. Questions you might consider include whether you will be planning to update it regularly with new posts, the extent to which you might allow others to comment or whether you'll allow others to write blog posts as well.
You might want two different kinds of blogs for your course - one which is a reflective blog for each student which only the student and tutor can see, the other could be a group blog where all the students can publish a post and comment.
For a stand-alone open course which will not be tutor supported, a blog might not be an appropriate tool to use.
Allow comments (if chosen for post)
Individual blogs - options include:
Maximum visibility - options include:
Show intro when posting (tick box) - default is unticked
Maximum attachment size - This setting specifies the largest size of image/file that can be used in a blog post.
Maximum number of attachments - This setting specifies the maximum number of files that can be attached to a blog post.
Show blog usage extra statistics - Enable extra statistics display in the Blog usage 'block', this is relevant for Personal (global), Visible Individual and Visible Group blogs only.
Alternative activity name (blank uses default) - Set an alternate activity type name within the interface. Leaving it blank/empty will mean the default ('blog') is used. The alternate name should start with a lower-case letter, this will be capitalised where needed.
Enable post import - Allow any user to import pages from other blog activities they have access to.
Tags - Give users tags to choose from when entering a tag on a post. Tags should be comma separated.
Allow 'set' tags only - If you select this option, you can restrict tag entry to only those that are set at activity level.
Grade - If the blog is part of the assessment and requires grading, you will need to complete the Grade section
Ratings - If the blog will be rated by learners on your course, you will need to set the ratings
If "No ratings" is selected, then the activity will not appear in the gradebook.
However, grading and rating are only used if your OER is going to be supported by a tutor.
The choice activity module 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
The choice activity is likely to only be used in a tutor supported course.
Set up the Choice activity as follows:
Click on the dropdown arrow of the 'Add an activity' box and select 'Choice' from the list. Add a name and a short description which explains to the learners about the activity. You can display the description on the course page if you like.
You need to set the following Options:
This option allows you to limit the number of participants who can select each choice option. When the limit is reached then no-one else can select that option.
If limits are disabled then any number of participants can select each of the options.
you need to specify the options that the participants can choose, one
option for each field. You can add more options if you have a long list.
If you want to restrict the Choice to a particular time period then you need to set this in ‘Availability’. You can also allow the learners to preview the available options before the choice is opened up for submission.
In the Results settings, you need to set the following:
Privacy for results (only activated if results are to be shown to students)
Show column for unanswered (default is No)
Include responses from inactive/suspended users (default is No)
You probably don’t need to touch the Common module settings, unless you are using groups.
You probably don’t need to touch Restrict access unless you do want to add a restriction.
Save and display.
You will not be able to view and test the choices how they appear to the learner unless you switch role to the learner view (if you have ‘course manager’ or 'teacher' role) or enrol a test account onto the course and give it the ‘reviewer’ role. In another browser login to your draft course using the test account and view the Choice activity to see how it looks to the learner.
As the course owner, you can view and download the responses. You can also delete selected or all of the responses.
The Forum provides a discussion forum facility for your course. The forum activity is likely to only be used in a tutor supported course.
If you set up a forum you will be responsible for moderating it and closing it when it is no longer required. You must not set up a forum in a perpetually open course (no start and end date) which is not going to be monitored regularly by someone.
In your course, turn editing on. Click on ‘add an activity or resource’. The ‘add an activity or resource’ box will appear. Under ‘activities’ select ‘Forum’.
This will tell you that ForumNG
is a replacement for standard Moodle forum with most of the same features plus
additional ones and a more dynamic user interface. NG stands for 'Next
Click on ‘add’ then complete the ‘adding a new forum’ form.
You must provide your forum with a name.
Select the Forum type - Different types of forum are available for specific purposes or teaching methods. The standard forum type is appropriate for all normal use. Choose one of the two options:
The forum introduction is where you explain to the learners what the forum is for and how to use it. It may also be a good place to mention basic forum etiquette.
Decide whether learners can subscribe to the forum via Email subscription - You can force everyone to be subscribed or set them be subscribed initially; the difference is that in the latter case, they can choose to unsubscribe themselves. These options include all users (students and staff) who are enrolled on the course. Users who do not belong to the course (such as administrators) can still optionally subscribe.
Maximum attachment site - This is the maximum total size for all attachments on a single post.
Email for reporting offensive posts - If this email address is supplied, then a Report link appears next to each post. Users can click the link to report offensive posts. The information will be sent to this address. If this email is left blank, then the Report feature will not be shown (unless a site-level reporting address has been supplied). More than one email address can be added so long as they are separated by a semi-colon
Enable anonymous moderator posts (default is unchecked) - Allows users that have 'postanon' capability to make their post anonymous by hiding their name from students.
Enable discussion tagging - Enable tagging in discussions for this forum and allow forum wide tags to be enabled.
Decide if you are going to allow learners to rate forum posts.
Allow posts to be rated - If enabled, forum posts can be given ratings using a numeric or defined Moodle scale. One or more people can rate the post and the displayed rating is the average (mean) of those ratings. If you use a numeric scale up to 5 (or fewer) then a nice ‘star’ display is used. Otherwise it’s a drop-down. The capabilities system controls who can rate posts and see ratings. By default, only teachers can rate posts, and students can only see ratings on their own posts.
You can also set a time period when posts can be rated.
Required ratings (default is 1) - If you set this option to 3, then the rating for a post will not be shown until at least 3 people have rated it. This can help reduce the effect of a single rating on the average.
Decide whether there will be any grading attached to learners writing in the forum by choosing the type of grading behaviour from the drop-down box (the default is No Grade):
Grade - if you select this option, a grade for this forum will be added to the course gradebook and calculated automatically. Leave this off for a non-assessed forum, or one you plan to assess manually. The different ways to calculate grading are self-explanatory; in each case, the grade for each student is calculated based on all ratings for all posts they have made. Grades are limited to the scale; for example if the scale is 0-3, the grading method is set to ‘count’ and the student’s posts have received 17 ratings, their grade will be 3.
Limit posts - You can choose to limit when learners can post to the forum using the limit posts setting, which has date fields.
Limit user posting - This option limits discussions and replies made by students (specifically, any users who do not have the 'mod/forumng:ignorethrolling' capability). When a student is only permitted 3 more posts, a warning displays in the post form. After their limit runs out, the system displays the time at which they’ll be able to post again.
You probably will not need to touch the Common module
settings unless you are using groups.
You can ignore Restrict access unless you need to add a restriction.
Click on Save and display.
The forum will appear. It will include various buttons for learners, including one to start a new discussion and various buttons which you the moderator can use, including one for forum usage.
You can edit the settings for the forum in the ForumNG administration menu.
The glossary activity module enables participants in a course to create and maintain a list of definitions, like a dictionary, or to collect and organise resources or information.
For an OER which is not supported by a tutor some of the collaborative elements need to be limited otherwise the glossary could attract a lot of spam or unsubstantiated comments or amendments.
In a tutor supported course, a tutor can allow files to be attached to glossary entries. Attached images are displayed in the entry. Entries can be searched or browsed alphabetically or by category, date or author. Entries can be approved by default or require approval by a tutor before they are viewable by everyone.
If the glossary auto-linking filter is enabled, entries will be automatically linked where the concept words and/or phrases appear within the course.
A tutor can allow comments on entries. Entries can also be rated by tutors 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
Click on the dropdown arrow of the 'Add an activity' box
Select 'glossary' from the list
Type a name
for your glossary and a short description.
Choose from the dropdown list what the Glossary type will be. The default setting is 'secondary glossary' or you can choose 'main glossary'.
A main glossary is a glossary in which entries from secondary glossaries can be imported. There can only be one main glossary in a course. If glossary entry import is not required, all glossaries in the course can be secondary glossaries.
Decide what the settings for individual glossary entries need to be. Settings for individual glossary entries are:
Click on Appearance to set the display settings for the glossary.
Click on the Display format dropdown box to choose the format (defaults to 'Simple, dictionary style'). There are 7 display formats:
The other appearance settings are
Click on 'Save and return to course'.
glossary will now display on your course page.
To add entries
to the glossary, click on the glossary title.
Your glossary view will appear which will not yet contain any glossary entries.
Click on the 'add a new entry' button
glossary entry screen will appear.
Type a glossary term into the Concept box and the definition of that term into the Definition box.
Each glossary entry can have an associated list of keywords (or aliases). If the entry is auto-linked, then any keywords will also be auto-linked.
Enter each keyword on a new line (not
separated by commas).
Decide if auto-linking is required. The options are:
Save Changes and the new glossary entry will now appear in the glossary. It will have an editing button beside it if you need to make further amendments.
want to categorise your Glossary entries. To add categories to your glossary you need to click on the 'browse by
category' tab of the glossary.
Click on 'edit categories' button
The categories screen will appear. Click on the 'add category' button.
The add category screen will appear.
name of the category in the name box.
Decide whether the category name will be automatically linked wherever it appears in the course.
Automatically link this category Yes/No (defaults to No) - If glossary auto-linking
has been enabled and this setting is enabled, the category name will be
automatically linked wherever it appears throughout the rest of the course.
When a participant follows a category name link, they will be taken to the
"Browse by category" page of the glossary.
Click on 'Save
changes' then click on the 'back' button.
This will take you back to the glossary.
categorise your individual glossary entries, click on the 'edit' button for the
entry. Just below the Definition screen
you will find the Categories drop down box which will now include the category you
have just added.
Click on the
relevant category for that glossary item
Click on 'save changes'.
Now if you browse by category you will find the glossary entry you have just categorised listed under that category.
The questionnaire module allows you to construct surveys using a variety of question types, for the purpose of gathering data from users.
Click on the dropdown arrow of the 'Add an activity' box
Select 'questionnaire' from the list
Type a name for the questionnaire.
If you have a set period for when the questionnaire will be available for responses, you can set this using the Timing options, otherwise leave these options blank.
Set the questionnaire response options:
Set the Content options (default is 'create new') - Select one of the radio button options. 'Create new' is the default.
Click on 'Save and return to unit'
Click on the
questionnaire link to open it
The questionnaire will show that it does not contain any questions.
Click on the 'add
questions' link to add the questions you have worked out in advance.
The Add questions
screen will appear
In the dropdown box you will see the following question type options:
appropriate question type to suit the question and click on the 'add selected
question type' button.
Complete the form (for Check box question type):
Click on 'Save changes'
Your question will
now appear in the 'manage questions' list.
You can preview the
question to see what it will look like by clicking on the 'preview' tab
You can set the
advanced options for your questionnaire in the 'advanced settings' tab
There are various content options to set:
You need to set the questionnaire submission options so that one the completed questionnaire is submitted the user receives notification they have successfully submitted it and the responses are notified to you.
Click on 'save and return to course'.
The quiz activity enables a you to create quizzes comprising questions of various types, including multiple choice, matching, short-answer and numerical. A well thought out quiz is ideal for assessment in an open online course which does not have ongoing tutor or teacher support.
You can allow the quiz to be attempted multiple times, with the questions shuffled or randomly selected from the question bank. A time limit may be set.
Each attempt is marked automatically, with the exception of essay questions, and the grade is recorded in the gradebook.
You can choose when and if hints, feedback and correct answers are shown to learners.
Quizzes may be used
When setting up a quiz for your open educational resource, you need to carefully construct all the variables for the question bank.
See the 'Hands-on Moodle Quiz' course for details of how to set up a quiz. Please note, this link takes you to another course on OpenLearn Create - you may like to open it in a new tab by holding the Ctrl key when you click on the link.
To maximise the use of a quiz to test the understanding of the course materials it is really important to make sure you base the quiz questions on the course content and on the learning outcomes. If you are not the author of the course materials you need to read the materials before starting to write the quiz. If you are the author of the course materials, it is good practice to draft quiz questions as you write, then review the questions you’ve drafted (even if they’re very rough and under developed) when you’ve completed writing the content.
It is usually a good idea to construct a quiz using more than one question type, to provide more variety and challenge for the learner.
The criteria of the quiz can be set to complete all the questions (regardless of whether a pass grade has been achieved) or to achieve a pass grade. If the completion of a quiz leads to a digital badge, you can use formative and summative quizzes in different ways for the badge. For example you might have a series of 3 quizzes which the learner needs to complete without a passing grade, followed by an end of course quiz which does require a pass grade. You can choose to make all four quizzes count for the digital badge or only have the digital badge based on the end of course quiz, if you don’t want their learning journey to be included in the badge criteria.
There is a skill involved in writing good multiple choice questions to provide questions which expose learner misunderstanding of the materials. Use plausible distractors in questions, especially for multiple choice / multiple responses questions as learner response to the distractors can be used to provide remedial feedback which will help learners overcome their misunderstanding.
You need to offer more options of responses than the number of tries you are offering because if the quiz is set to ‘Interactive with multiple tries’ and you are providing hints, learners will have more than one opportunity to try a question in a quiz attempt and will eventually get the right answer without being fully tested on their understanding of the material.
You need to provide hints or feedback for every try as well as for the completion of the question.
You can choose to have a penalty for each incorrect try if you wish (for example a deduction of 33.33% of the mark for each incorrect try). However you also need to think about what the pass grade is for the whole quiz in relation to penalties, as the quiz could quickly become hard to pass if the pass grade is set very high (such as 80%).
You can build random variants of a quiz question so that if the learner attempts the quiz a second time after an unsuccessful first attempt they will get a different version of the same question. Therefore it is a good idea to have a pool of correct answers and a pool of incorrect answers which the person building the quiz can choose from to use when creating random variant multiple choice questions.
Use OU multiple response question option rather than multiple choice for multiple response questions. The OU multiple response questions option is an improvement on multiple choice in the way it marks the question. This is explained in more detail in Hands-on Moodle Quiz, however you need to enrol on the course to see the information about how it works.
Your quiz could be 5 questions long and if the learner fails their first attempt and reattempts it they will encounter the same 5 questions. This will make it much easier for them to answer the quiz correctly the second time around, especially if there are not many choices of correct answers or if the quiz has a high proportion of Yes/No questions, which usually makes a very poor quiz.
Random variant questions can be used to make the quiz just as difficult to answer in subsequent attempts as the first attempt. You can ask exactly the same question but have a different selection of correct and incorrect answers each time the learner re-attempts the quiz.
Write a question and compile a list of correct and incorrect answers to the question. Incorrect responses can be quite hard to write without being obviously incorrect or silly. Then select a few correct and a few incorrect answers for each random variant of the question.
For example, you have a total of 10 correct and 8 incorrect responses to your question:
Table 1 correct and incorrect responses for your question
Table 2 Question variants
This type of question is usually only used for one try as the answer will be obvious after the first try. Filling up your quiz with true / false questions will make a very boring quiz and easy to pass at a second attempt 24 hours later. One True / False question per 5 questions is probably a better mix.
This type of question is used when a long piece of text has missing words which the learner needs to complete. It is used when there isn’t enough screen space for drag and drop words below the piece of text. The missing words option uses dropdown lists instead. This type of question is keyboard accessible using the tab key and up and down keys.
Drag and drop into text is used for dropping missing words into spaces in a piece of text (in pre-defined gaps).
Drag and drop into an image can be used to label an image.
Providing additional words in the list of words to drag and drop increases the difficulty for the learner.
The quiz author provides several questions and correct answers. The computer lays out the questions then shuffles the answers in a dropdown list. It is worthwhile adding extra answers as distractors to make the question more challenging.
In a quiz which is not going to be marked by a human, there is a limit on the type of question available, for example essay questions cannot be used.
Pattern match questions can be used if short free-text learner responses match a response pattern. It can cope with misspellings, specification of synonyms and alternative phrases, flexible word order and can check on the proximity of words. The learner response needs to match against any number of response matching patterns – each pattern is compared with the learner response until a match is found so that feedback and marks can be assigned. So the key to using it is asking questions which can be marked accurately and it is strongly recommended to limit the response to 20 words maximum.
Pattern match can be used as an alternative to 'drag and drop' or 'select missing words' in a paragraph of text.
When setting up the grading of quizzes (if a pass grade is required), you are advised to read the guidance on setting up activity and course completion tracking, badges and statement of participation.
The lesson activity module enables a teacher to deliver content and/or practice activities in interesting and flexible ways. It is used in time bound courses with a start and end date which are supported by teachers or tutors.
A teacher can use the lesson to create a linear set of content pages or instructional activities that offer a variety of paths or options for the learner. In either case, teachers can choose to increase engagement and ensure understanding by including a variety of questions, such as multiple choice, matching and short answer. Depending on the student’s choice of answer and how the teacher develops the lesson, students may progress to the next page, be taken back to a previous page or redirected down a different path entirely.
A lesson may be graded, with the grade recorded in the gradebook.
Lessons may be used
Give your lesson a name and a description – the description box is where you can explain the lesson activity to the learners. You can choose to display this description on the course page.
Confirm the appearance settings for the lesson:
Display ongoing score (default is No) - If enabled, each page will display the student's current points earned out of the total possible thus far.
You can set the time limits and period for the lesson in the availability settings.
In flow control you have the following settings:
Set the grade criteria with the following options:
You probably will not need to touch the Common module settings unless you are using groups.
You can ignore Restrict access unless you need to add a restriction.
Save and display
The Edit screen for the lesson will appear with the prompt ‘what would you like to do first?
The following options are given:
Import questions allows you to import a file of questions. You can upload a file of any of the following formats:
Add a content page has the following settings:
Page title, page contents
Arrange content buttons horizontally (default is checked)
Display in menu? (default is checked)
Content 3 etc
Add a cluster asks you to give the cluster a page title and page contents, it also has the jump options.
Add a question page will ask you to select a question type from a drop down list with the following options: Multichoice, essay, matching, numerical, short answer, true/false
Each of these options has a set up page, for example multichoice (which is the default) asks for a page title, page contents, multiple-answer (default unchecked), answer 1 (with answer and response boxes, jump and score), answer 2, answer 3 and answer 4. Each answer (for questions) or description (for content pages) has a corresponding jump. The jump can be relative, such as this page or next page, or absolute, specifying any one of the pages in the lesson.
A Shareable Content Object Reference Model (SCORM) package is a collection of files which are packaged according to an agreed standard for learning objects. The SCORM activity module enables SCORM or AICC packages to be uploaded as a zip file and added to a course. Content is usually displayed over several pages, with navigation between the pages. There are various options for displaying content in a pop-up window, with a table of contents, with navigation buttons etc. SCORM activities generally include questions, with grades being recorded in the gradebook.
SCORM activities may be used
There are pros and cons of using a SCORM package in Moodle. Moodle doesn't generate SCORM content; it presents the content in SCORM packages to learners and saves the data about learner interactions with the SCORM package rather than in Moodle. This may have an impact on your Moodle course completion tracking.
Instructions for uploading a SCORM package are being compiled.
A wiki is a web-based system that lets users edit a set of linked pages. In Moodle, you would normally use a wiki when you want your students to create content collaboratively.
The OpenLearn Create wiki has a variety of options. Please see the individual help by each item for more information.
A wiki is not normally suitable for a standalone OER which does not have tutor support.
Add resource or activity and click on wiki.
Give the wiki a name and a description.
You can choose to display the description on the main page - if enabled, the description will be displayed on the course page just below the link to the activity or resource.
Configure the Wiki settings
Sub-wikis (default is Single wiki for course)
Note that the group option works with the chosen grouping. It will ignore groups in other groupings.
Annotation system (default No) - Enables the Annotation tab, for users with the appropriate permission. With this tab you can add inline annotations to wiki pages (for example, teacher comments on student work).
Time allowed for edit (default No timeout) - If you select a timeout, people editing the wiki are only allowed to edit it for a given time. The wiki locks pages while they are being edited (so that two people can't edit the same page at once), so setting a timeout prevents the wiki becoming locked for others. For further information about the time allowed for edit function, look at the help text in the Edit settings form.
Allow editing from - If you enable this option the wiki enters read-only mode until the given date. In read-only mode users can see pages, navigate between them, view history, and participate in discussions, but they cannot edit pages.
Prevent editing from - If you enable this option the wiki enters read-only mode from the given date onwards.
Template - A template is a predefined set of wiki pages. When a template is set, the wiki starts off with the content defined in the template. The template applies to each subwiki; in "One wiki per group" mode, for example, each group's wiki is initialised with the pages in the template. To create a template, write the pages you want on any wiki, then visit the Index page and click the "Save wiki as template" button. (You can also manually create templates in other software; it is an extremely simple XML format. Look at a saved template to see the format.) You can add the template after the wiki has been created. Adding a template only affects newly created sub-wiki's, existing ones will remain as at present.
Show word counts (default Yes) - If switched on then word counts for the pages will be calculated and displayed at the bottom of the main content.
Link to import pages (default unchecked) - Checking the box will add the ability to 'import' pages from other wikis in the course into the current wiki
If the wiki is to be graded, set up the grading criteria.
Grade - Select the type of grading used for this activity. If "scale" is chosen, you can then choose the scale from the "scale" dropdown. If using "point" grading, you can then enter the maximum grade available for this activity.
Grade category - This setting controls the category in which this activity's grades are placed in the gradebook.
Grade to pass - This setting determines the minimum grade required to pass. The value is used in activity and course completion, and in the gradebook, where pass grades are highlighted in green and fail grades in red.
You probably will not need to touch the Common module settings unless you are using groups.
You can ignore Restrict access unless you need to add a restriction.
Save and display
The basic wiki will display. A message will appear on the screen saying:
This wiki’s start page has not yet been created. Would you like to create it?
Click on the create page button.
The start page settings will appear. You will need to edit the page by inserting content, usually this would include the instructions to the learners of what the activity is about and what they need to do. The page comes with the following instructions:
Edit the page below.
You can also upload file attachments for the start page.
Save changes and you are ready to start using the wiki.
Your start page will appear with the content you added. Below the page will be two options:
You might want to use these options to create a further instructions page, for example about how to use the wiki and wiki etiquette.
Above the Start page will be edit and history tabs as well as the view tab. You and the learners will be able to see these tabs and their content.
Above the tabs on every wiki page are three buttons:
The workshop activity module enables the collection, review and peer assessment of students' work.
Students can submit any digital content (files), such as word-processed documents or spreadsheets and can also type text directly into a field using the text editor.
Submissions are assessed using a multi-criteria assessment form defined by the teacher. The process of peer assessment and understanding the assessment form can be practised in advance with example submissions provided by the teacher, together with a reference assessment. Students are given the opportunity to assess one or more of their peers' submissions. Submissions and reviewers may be anonymous if required.
Students obtain two grades in a workshop activity - a grade for their submission and a grade for their assessment of their peers' submissions. Both grades are recorded in the gradebook.
A workshop activity is not usually suitable for a standalone OER which does not have tutor support.
Instructions for setting up an online workshop are being compiled.