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Teeaching with MOOD DLE


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TABLE OF CONTENTS TEACHING ONLINE IN THE MBT ............................................................................................ 1 

WHAT IS EXPECTED OF MBT ONLINE FACILITATORS? ......................................................... 1  Before commencement of Semester .................................................................................................. 1  Week 0 or start of course .................................................................................................................. 2  Each week of the course ................................................................................................................... 3  Before assignments and the final examination .................................................................................. 3  After assignment submission period closes ....................................................................................... 4  End of Session .................................................................................................................................. 4  General ............................................................................................................................................ 4 

MORE RESOURCES ABOUT FACILITATING AND TEACHING ONLINE ........................................ 4  MOODLE .................................................................................................................................. 5 

WHY MOODLE?.......................................................................................................... 5  MOODLE TEACHING STRATEGIES, ACTIVITIES AND TOOLS ................................................... 5  How to use this section .................................................................................................................... 5  Providing information ....................................................................................................................... 8  Communicating with students .......................................................................................................... 9  Discussion Forums ......................................................................................................................... 10  Case study forums .......................................................................................................................... 12  Private groups and group work/team work ..................................................................................... 14  Formal debate via groups and discussion ....................................................................................... 15  Media in Moodle ............................................................................................................................ 17  Studying: Resource and Content Presentation Tools ....................................................................... 18  Monitoring tools ............................................................................................................................. 20  Assessment Tools ............................................................................................................................ 21  Submission, checking and feedback of formal summative assessment ............................................ 21  Quizzing and informal formative assessment.................................................................................. 22  Advanced and additional activity types .......................................................................................... 23 

HANDS ON GUIDE TO MOODLE ......................................................................................... 26 

ACCESSING YOUR ONLINE CLASS .................................................................................. 26  Selecting a class – ........................................................................................................................... 27  Login troubleshooting ..................................................................................................................... 27 

USEFUL COURSE TIPS AND TOOLS FOR MAKING CHANGES TO YOUR COURSE ....................... 27  Edit mode ....................................................................................................................................... 28  Adding Resources and Activities ..................................................................................................... 28  Hiding Resources and Activities ..................................................................................................... 28  Editing titles .................................................................................................................................... 28  Editing settings for activities and resources ..................................................................................... 28  Text Editor ...................................................................................................................................... 28  General Tips ................................................................................................................................... 29 

FORUM SUBSCRIPTIONS – RECEIVING AN UPDATE ON POSTINGS ........................................ 30  APPENDIX A: TECHNICAL INFORMATION AND SUPPORT ................................................. 30 

COMPUTER REQUIREMENTS ........................................................................................ 30  TECHNICAL SUPPORT ................................................................................................. 30  APPENDIX B ADDING TEACHER PRESENCE THROUGH VIDEO .......................................... 31 


TEACHING ONLINE IN THE MBT This section outlines your role and responsibilities when teaching online in the MBT program. New facilitators will attend an initial orientation session where these requirements will be discussed with them in detail. These concepts are also included in the formal Moodle training that occurs in 2013 which this manual directly supports. Included in this section is an overview of teaching strategies afforded by Moodle as well as the pedagogical reasons for using each strategy. The remainder of the manual provides further details of these teaching strategies and step by step instructions for using a number of essential and related features of Moodle that support these strategies.

What is expected of MBT online facilitators? Listed below are the basic expectations for your teaching of online distance based classes in the MBT:

Before commencement of Semester Add personal information and your photo to your profile in the Participants list. Put a welcome message and introductory messages in the Facilitator Announcements forum. A good welcome will include: 

a warm, friendly, reassuring, stimulating, motivating tone

encouragement to post their profile in the Gallery and participate in the introductions activity in Seminar Room or Coffee Shop

confirmation of what resources the participants need to undertake the course (study guide, textbook, Participant Information Guide (PIG), MBT Learning Guide) and a reminder about the Student website and the Session Assessment Plan

reminder about when session break occurs

information about when you will visit the class

details about the Coffee Shop, how it differs from the weekly discussions, how participants can use it in your class and frequency of your monitoring

guidance on ideal length and structure of weekly postings (i.e. brief and no longer than 200 words)

information about assignments, reminder about the use of Turnitin for pre-checking their assignments before hand-in, and details of how to submit through Turnitin.

initial details about group assessments and submission methods.

how to contact the facilitator; when to use email, phone, Skype or other methods.

information about the kind of learning activities you are planning for the session and where to look for specific detail

a reminder that the ASB EDU and UNSW Learning Centre can provide assistance and resources on studying at post graduate level.

Post a notice on the Facilitator Announcements tool explaining that participation in the class is an assessable component of the course. Provide guidelines as to how you are going to assess participation and tell them you will email their final participation mark the week after session finishes (if you have any queries on this, contact the MBT office). The recommended assessment criteria for participation are posted below. Refer students to the assessment document linked within the Moodle class when referring to these. Moodle Facilitator User Guide

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Level of Contribution

Description

Percentage

No positive contribution

No contribution or rare and insubstantial participation. For example: a few short statements offered occasionally, or simply agreeing with the positions and contributions of others.

0–15%

Minimal contribution

Participation in attendance but little more; minimal demonstrated awareness of the flow of discussion. For example: offering a short opinion with little regard for what had already been contributed.

15–49%

Satisfactory contribution

Good level of participation and some contribution of facts or opinion but minimal analysis of the facts or justification and support for the views expressed.

50–64%

Good contribution

Significant participation in content and frequency; expresses views; offers related analysis; supports, argues for but is open to modifying positions; facilitates some clarification of others’ thoughts.

65–74%

Superior contribution

Substantial participation in content and frequency; offers relevant ideas; has clear and thoughtful views; offers analysis and interpretation; encourages others’ understanding; initiates original comments and direction; moves discussion to conclusion or synthesis.

75–100%

Week 0 or start of course Start an introductions activity in the Coffee Shop. Introduce yourself, and ask all students to introduce themselves, by the end of Week 1. Follow up those who do not introduce themselves by end of Week 1 with a personal email or phone call. It’s very important to establish that everyone has access to Moodle by beginning of Week 2. Try to respond to each student’s introduction individually so they experience the feeling of recognition and inclusion in the class. Start your first course related learning activity in the seminar room. Make sure the first activity is not too daunting; ensure everyone will be able to contribute. Learning activities should enable participants to explore the concepts and issues presented in each unit. Simply asking if they have any questions is not enough. Be clear on what you expect from them. Divide them into small groups if you wish. Tell them when you want them to respond by. Make the activity worth their effort. Optionally, offer a VOIP based webinar (running a test prior to first live session) to introduce students to the course, each other and yourself. If students are experiencing access problems or technical difficulties while using Moodle direct them to email External TELT Support at externalteltsupport@unsw.edu.au or phone +61 2 9385 3331

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Each week of the course 

Continue to initiate and monitor activities and give meaningful feedback. Extend and develop discussions to deepen and broaden learning – challenge, question, expand the discussion, add your own experience, summarise the discussion (or ask a student to) and close the activity.

Be responsive, encouraging, interested, respectful and motivating.

Structure the learning in the class. Be regular, consistent, organised and clear in your expectations. This is especially critical in the first two weeks when students do not have a clear understanding of the course structure and requirements.

Follow up non-participation using the Dialogue/Email tool. If you can’t contact a student please contact Student Services.

Use students’ names in your responses; ensure you respond to individual students regularly – responding individually to every comment is not necessary or desirable.

Start each activity in the seminar room by creating a new thread.

Title learning activities clearly so the link to the unit is clear e.g. Unit2: Email privacy policies.

Set time frames for activities so that students are motivated to participate before the activity is closed. Leave activities open for at least 10 days.

Keep your class organised so students know where to look for different kinds of communications.

Keep facilitator led learning activities in the appropriate weekly forum.

Keep the Coffee Shop as a place where students can start their own discussions. Don’t forget to visit the Coffee Shop as students often post questions for you there (it is the only place they can start a discussion).

Post general information on Facilitator Announcements

Don’t ask for feedback through Facilitator Announcements– students cannot contribute there. Ask students to use the Coffee Shop instead. Alternatively place a survey on the home page at the appropriate week.

Although participation may drop off at times (especially towards the end of session or during assignment submission periods), you still need to set structured activities for those students who are keen. Reassurance about progress and general feedback should also be continued during this period.

Ensure students understand that their progress and participation is tracked by facilitators, program staff and even by Moodle itself. Advise them to contact MBT Student Services early if they will have problems completing the coursework or participating for any reason.

Look out for offensive/undermining comments by participants. Contact students via dialogue/email if such problems develop.

Before assignments and the final examination 

Before assignments and the exam, post a notice to give extra guidance and clarify expectations. This might include tips on where to focus their efforts, links to some extra resources, a reminder regarding structuring a report, etc. Alternatively hold an online chat or webinar prior to major assessments to clarify and answer any questions.

Require students to email you and to post a message in the appropriate weekly forum regarding their progress on all major activities. Alternatively ask students to use a journal to note their weekly progress and their progress before and after assessments.

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After assignment submission period closes 

Download assessments from Turnitin and mark; Monitor similarity scores in Turnitin.

Post a notice giving general feedback across the class group. Include the spread of marks given so students can rate their performance against those of their class mates. Do not mention individual student’s marks. Alternatively create and post a podcast or videocast giving general feedback and post this in the class.

Return assessments using standard MBT methods. Optionally use the Gradebook to enter marks for students. Only do this after first returning their assessments.

End of Session 

Summarise the course and major learning points. Prepare students for exams. Offer an additional webinar, develop a narrated PowerPoint or video cast providing details and clarification of the final exam and a summary of the course.

General 

If you are unable to attend to your class due to illness or some other reason please let the MBT Academic Coordinator know as soon as possible and a replacement facilitator can be arranged. Disappearing from your class is as unacceptable as not turning up to a face to face class.

Only use email or messaging when communication with an individual needs to be confidential. Remember: facilitators and students can be notified by email digests each day of any changes in their Moodle class.

If a student sends you an email or message which should be shared with the rest of the class, copy it, and paste it and your response in the appropriate weekly forum.

More resources about facilitating and teaching online Training: http://www.atimod.com/ Training in moderation/facilitation skills at beginner and advanced level is available from All Things in Moderation. Sponsorship may be made available by the MBT program. Please contact the Educational Developer to discuss. Books/Ebooks: E-Moderating: The Key to Online Teaching and Learning [Kindle Edition] http://www.amazon.co.uk/Moderating-Online-Teaching-Learning-ebook/dp/B0069N1EAC E-tivities: The Key to Active Online Learning (will be re-released in June 2013) http://www.amazon.com/E-tivities-Key-Active-Online-Learning/dp/0749436867

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MOODLE This section of the manual is an introduction to teaching strategies that can be enabled through the use of Moodle. Moodle is a virtual classroom system that supports online collaborativelearning through the provision of structured communication modes that are analogues of the small group teaching strategies used by the best classroom facilitators. The later reference section provides further details on access and specific step by step instructions on how to create activities and add resources. Further information and support for Moodle is available at the Teaching at UNSW Moodle support site: http://teaching.unsw.edu.au/moodle and the official Moodle support site: http://docs.moodle.org/23/en/Main_page

Why Moodle? LMS systems are used in MBT to provide a specific learning and teaching space that is private to each class. Moodle helps provide this space in a secure environment that is centrally administered reducing overheads on the MBT in terms of servers, admin and support. In addition, Moodle (in comparison to other LMS systems) is open source and has extensive resources available both from Moodle HQ as well as thousands of universities and educational institutions worldwide. Additionally the philosophy behind Moodle is based around constructivist teaching methods. Due to these characteristics Moodle is a system that can be used to enhance teaching and one that is not reliant on corporate sponsors and suppliers.

Moodle teaching strategies, activities and tools Activities, collaboration and communication are the mainstays of the MBT program and Moodle provides delivery of classes and collaborative activities similar to that available in the previous LMS systems used in the MBT - Blackboard and WebTeach. The range of tools revolve around those that enable facilitators to provide information, enable discussion and collaboration, allow advanced class activities, enable assessment and those that allow facilitators to monitor the class participation. Moodle also enables more advanced individual and team activities based around the use of quizzing or specialised tools (wikis, blogs etc) within Moodle. In addition to the core features of Moodle, UNSW have also enabled additional media related tools such as Blackboard Collaborate for webinars and screen recording.

How to use this section Read the brief overview of each tool, view the associated tutorial videos and read any web pages/manuals or step by step guides as necessary to learn about each tool and how to implement it within your class site. In addition, where possible ‘Teaching examples’ have been included that illustrate possible uses for each tool. These link to supporting resources that guide in methods of implementing each tool into teaching practice. ‘Social Media Alternatives’ may be suggested for some of the Moodle tools. These have been included due to the wide spread use of social media among students and staff and to allow you to compare and even include their use within Moodle and/or your online teaching Moodle Facilitator User Guide

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practice. Before using an alternative social media tool please consider issues such as: student and staff privacy, equity between class cohorts, copyright, intellectual property, access and administration overhead in comparison with the equivalent Moodle tool. You are welcome to discuss social media use within MBT courses or classes with the MBT Educational Developer.

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The MBT Moodle Class Layout Peoplem Content and News Column (Left):

Course Content Column (Right): Program News The MBT makes announcement here Announcements Make new announcements here

Latest News Announcements you make get displayed here too… Course Resources/Other Resources The overview and other resources can be found here People View a list of all course participants and their profiles Online Users See who is online now Recent activity The most recent events such as new forum posts get displayed here

General Forums The standard coffee shop and optional introductions forum Dialogue Open dialogues with individual students Assessments Assessment details and documents for students Weekly Activities and Forums Add activities here Exam information Place information about the exam here – this could be a discussion forum, sample exams or whatever you like…

Search Forums Extensive search facilities for finding posts are under “Advanced Search”

Other Resources Details additional links to MBT, ASB, UNSW resources Navigation Access “reports” on student progress under Navigation

The range of activities available to students

Students tend to want to study by reading or watching, creating things (for assignments primarily), getting assessed, receiving feedback on assessments or communicating and collaborating with each other and the course staff about the courses content, assessments or activities. It really is that simple. Moodle supports all of these modes of study.

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Providing information A number of tools provide the ability for facilitators to provide information and updates to students or allow students to share information about them. These tools include the Announcement and Profile tools. 

Announcements (Both program and facilitator) The MBT News “block� will contain program wide announcements. Notices cannot be placed in this area:

The Facilitator Announcements/News forum below the news block is a special forum for general announcements:

This forum is automatically created for each class. Only facilitators and coordinators may add posts or reply to posts. The default settings force every enrolled student to be subscribed to the News forum. The Latest News block found at the top of the left hand menu displays the 3 most recent discussions from the News forum and also allows you the quickest way to add a new post:

An alternative to using the facilitator announcement forum is to embed your twitter feed live into the course. Anything you tweet will then be visible to students. The steps to do this are very straightforward. Please contact the MBT Educational Developer for details.

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Profile pages (called ‘Participants’)

View student profiles by clicking their name. Facilitators (and Coordinators) should also add their photo and details to this page prior to the start of semester. Access: Via left menu Resources http://www.screenr.com/VN87 http://docs.moodle.org/23/en/Participants

Communicating with students 

Dialogue/Mail – ‘Email your students’

Open dialogues with students attaching files or audio feedback as required using Dialogue. Additionally students can also use the tool as a course based email tool. Dialogues are 1 to 1 exchanges that can be held with selected students or the whole class at once. Note: Dialogue allows attachments and so can be used for the return of assignments and other assessed work.

Very useful as an email tool and for providing assessment feedback, facilitators can open a ‘dialogue’ or private conversation with individual students to discuss their performance on the Moodle Facilitator User Guide

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course or particular assessments. This is quite a sophisticated tool with many options to create a flow of messages along specific pathways. If dialogues are (optionally) placed in the appropriate weekly section this allows the dialogue to occur naturally as the course progresses. This allows more focus on the specific issue or assessment under discussion. This activity can also be used to start individual conversations with all students in a course or all students in a group (where groups have been created). Resources http://www.youtube.com/watch?v=Ky6jz7noIjU http://teaching.unsw.edu.au/moodle-dialogue-activity#open_dialogue Access: Under General Forums and Communications:

Students could be asked to pair with other students and “Think-Pair-Share” using the dialogue tool. Conversations are private between the pairs. http://serc.carleton.edu/introgeo/interactive/tpshare.html Discussion Forums By default MBT has, as usual, set up both facilitator lead and open forums using two of the forums types available in Moodle. Resource: http://www.youtube.com/watch?v=Y7eBjETtaXQ

- Overview

Forums set up specifically by MBT: 

Open Forums: Includes the Coffee Shop, Discussion Forum and Introductions Forum These forums are open for posts by any and all students. Creating the initial post and replying works in a similar manner to Blackboard.

Resources Moodle Facilitator User Guide

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http://www.youtube.com/watch?v=hzDAZuXwSEo

– Step by Step

Facilitated weekly discussion forums (and activities/resources) Facilitator led ‘Seminar Rooms’ ensure students cannot start discussions. Students are however able to reply to your threads. This ensures discussions stay on topic and are directed by the facilitator. If you wish to hold additional facilitator lead discussions each week you may add as add additional “single simple forums” as required. Note: Due to the way this particular type of Moodle forum works the initial facilitator post is actually an edit of the pages content. This is unlike the Coffee shop where you will have a ‘Post’ button.

Resources http://www.youtube.com/watch?v=1MAUHXft8D8

- Step By Step

You have the ability to add extra forums to your weekly activity list. Single Simple, Standard plus Q and A are all recommended types. 1. A single simple discussion - A single topic discussion developed on one page, which is useful for short focused discussions Single simple discussions are used for Seminar room style discussions 2. Standard forum for general use - An open forum where anyone can start a new topic at any time (this is the best general-purpose forum type) The standard forum type is used for the coffee shop and Introductions 3. Each person posts one discussion - Each person can post exactly one new discussion topic (everyone can reply to them though) This forum type is useful when you want each student to start one (and only one) discussion about, say, their reflections on the week's topic, and everyone else responds to these reflections. This format helps keep students on task. 4. Q and A Forum - Instead of initiating open discussions participants pose a question in the initial post. Other students will not actually see the replies or answers of other students to the question until they have themselves have made a reply. Moodle Facilitator User Guide

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Because it forces students to think independently of others responses it can be used as a very effective tool for getting an inividuals own thoughts about an issue or question. See also ‘Quizzing’ for another way to pose questions. 

Common Discussion activities

Common discussion activities normally used by facilitators include: Discussion Posing Questions Formal debate Brainstorms Arguing for and against a proposition Case study Debates, brainstorms and arguments are all common activities with students and can be developed in the standard weekly unit discussion forums. No specific tools or activity types are available to help create these activities (unlike the earlier WebTeach LMS). Facilitators should manage and word posts as appropriate for each type of activity. Case studies (if available as a PDF or similar file) can be added to a discussion post as a “file attachment”.

Case study forums 

Case study forums need to be created and then placed onto the seminar room page at the appropriate week(s)

Need to be set to allow students to create new posts

Facilitator adds details of case study as first post

The title “Case Study” should be used when creating the forum

Pedagogical uses 

Allows students to explore theory via a contextualised scenario.

Facilitator should add more case information periodically

Models real life situations in that the information is usually not initially complete, there may appear to be contradictions or paradoxes in the situation

Provides the opportunity for students to use more generic skills such as problem solving and adaptation of strategies in applying their learning to real scenarios.

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Teachin ng Resources for Discusssion Forum m use The follo owing resou urces are aim med at face to face teac chers but are directly appplicable to o online facilitateed discussio on activities:: Discussion http://teachiing.unsw.ed du.au/discusssion Posing Q Questions http://teachiing.unsw.ed du.au/questiioning Debatess http://teachiing.unsw.ed du.au/debatees Brainsto orms http://teachiing.unsw.ed du.au/brainsstorming Case Stu udies du.au/case-sstudies http://teachiing.unsw.ed 

Posiing a questio on and Votiing on a pro oposition Notee: Individuaal questions can be poseed to studen nts via the “Choice” acttivity in Moodle.

Thiss tool allowss simple yess no and mu ultiple choic ce questionss to be asked d during e and separaate from the e discussions. The resul ts are shown any week within the course phically. Usee for polling g on currentt events or questions q on n course toppics, case stu udies grap etc. This activityy must be added to the appropriate e section of your weekl y activity lisst it not be addeed inside a discussion d fo orum. cann Reso ources http://www.you utube.com/w watch?v=QM MlmZtZGrW WM Overvieew/Step by Step S unsw.edu.a u/moodle-choice-activity Overvieew/Step by Step S http://teaching.u

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Survveys (Feedbaack)

If you w wish to surveey students beyond b pos ing a basic question the en you shouuld use the Feedbacck tool.

Add thee Feedback item i to yourr weekly acttivity list under an apprropriate weeek Resourcces om/watch?v= =KxsmQVw wNK98 - Ste ep By Step http://www..youtube.co http://teachiing.unsw.ed du.au/mood le-feedback k 

- Ov verview/Stepp By Step

Keep ping a perso onal and priivate Journaal or ‘Blog’ By d default a privvate blog (o or journal) iss available to all students. This blogg is accessib ble throughout the semester through the n avigation pa anel (My profile > Bloggs > Add a new n entryy). If you are recommen nding studeents use a sin ngle blog throughout thhe semester then this is the simplest to use as no set up is required on o your part. Student’s blog can be e view wed by facilitators (Participants > C Click Studen nt Name > [Under Nav igation Bloc ck] > Blog gs > "View all a entries by b Student N Name". The privatee student blo og can be ussed for indiv vidual learn ning reflectioons and/or personal p g work. Make sure yyou remember to advisse students hhow to acce ess their refleections on group Blogg in week 0..

Private groups an nd group work/team w w work Private ggroups can be created using u the G roup tool in n Moodle. Unlike U Blackkboard no to ools or activitiees are granteed to the gro oup or group ps by defaullt. Only tho ose studentss allocated to t the privatte group can n see tools and a contentt allocated to o that group ass part of theeir group acttivity. Forum ms, Blogs, Wikis W etc can n all be alloocated to gro oups. You can n choose if you y as facilitator have aaccess to a particular p grroup. In ordder to set a group g activity or task you will need to o be a mem mber or post the task sep parately in thhe seminar room. Studentss can reportt back to the e whole classs by posting to the sem minar room. Teachin ng uses 

ideaal for group or team bassed assignm ents

used d in team prreparations for f formal d debates

don’t use privatte groups if it would be useful for all a students to t visit eachh other’s small ups. In this case c just set up a normaal discussion n topic or ac ctivity for eaach group, clearly c grou titled d.

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can use for teams to prepare questions /quizzes for other teams.

Resources http://www.youtube.com/watch?v=nPZn0Wf7v6U – Step by step

http://teaching.unsw.edu.au/moodle-group-activity

https://connect.asb.unsw.edu.au/Faculty-Services/Learning-andTeaching/PLGO/Pages/Teamwork.aspx http://teaching.unsw.edu.au/group-work

Formal debate via groups and discussion Formal debates can be enabled in Moodle by using the group tool in conjunction with the discussion tool. Technical features The group tool allows the facilitator to put students into teams – Affirmative, Negative, and a jury team who will judge the winners of the debate. Each group has access to a private forum (added to the very bottom of the weekly activity list) so that the affirmative and negative teams can prepare their argument and the jury can deliberate in private The facilitator should set up a separate debate forum and place it at an appropriate point in the weekly activity list. This needs to be of type “Standard Forum”. When the debate teams are ready to begin the facilitator invites the next speaker in order to contribute in the open forum e.g. Mary Black presents the initial case for the AFFIRMATIVE The facilitator directs the remainder of the participants in the debate. Pedagogical uses 

Allows for a more complex and in depth examination of an issue

Can be exciting, motivating and enjoyable

Best run over at least two weeks – one week for teams to prepare their case and the second week for holding the debate

Need careful setting up; facilitator needs to; 

set a stimulating topic for debate

create group areas, allocate teams and speakers

describe the basic steps of a formal debate

prescribe word limits

set timelines for preparation and posting of each speaker’s argument

give guidelines to the jury on their role

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prompt and remind participants to ensure turns taken

announce the winner and give feedback to all.

As the forum can be set to allow rating of posts made, students can directly rate each other’s strength of argument. 

Group and Activity Blogs Additional blogs can be added for specific activities for both individuals and groups. Note that these will use a slightly different form of blog developed by the Open University (OU) in the UK. Personal Blog Resources http://www.youtube.com/watch?v=U7M3sZL6wts

- Overview

OU and Personal Blog Resources http://teaching.unsw.edu.au/blogging-moodle

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- Step By Step

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Media in Moodle 

Collaborate Screen Capture and Chat

Collaborate enables recording of desktop computer use including your use of applications, web browsing, etc. This is the recommended use for this tool within the program. This tool is presently not recommended for real time VOIP webinars between staff and students due to technical and administrative issues. Please contact the MBT Educational Developer for details of alternatives. Add your voice to create walk throughs of software, web apps, web sites etc. ScreenR http://screenr.com Mozilla Popcorn maker https://popcorn.webmaker.org/

Student Use of Collaborate Students have been provided with access to an open, drop in, virtual webinar room that is accessible 24/7 throughout the duration of the course. This enables 1 to 1 and small group discussion between students independent of the facilitator for real-time meetings related to assignments, group work and exams. Students can also be encouraged to use Google+ Hangouts as an alternative meeting tool. Resource: http://www.blackboard.com/platforms/collaborate/resources/recorded-demos.aspx Student Resource: http://www.brainshark.com/blackboardinc/vu?pi=zGLzYw5XBz35Sgz0

Google+ Hangouts http://mytrainingsite.me/moodle/mod/page/view.php?id=20

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Studying: Resource and Content Presentation Tools While the presently assessable course content such as content from Unit materials and course overview and assessment documents shouldn’t be further duplicated and placed inside the LMS (as these already exist as linked PDF’s), Moodle does offer a range of tools to support the addition of non-assessable or additional content that was not available at the time the course materials were authored or for any content that a facilitator may deem appropriate for a particular teaching activity or discussion. Tools to add content include: File – Add a file to the homepage URL - External web site links Folder – Add a folder of content to the homepage Book – add a “book” containing simple content in HTML web page format File Resources: http://www.screenr.com/YU87 Powerpoints, PDF’s and more can all be uploaded using file. URL Resources: http://www.screenr.com/7187 Book Resources: http://www.screenr.com/Td87 

Narrated Powerpoints

Powerpoints used for weekly discussion summaries or similar should have accompanying voice narration rather than being simple static content.

Windows: https://oit.utk.edu/instructional/strategies/toolkit/Anonymous%20Assets/PPT_w_voiceover.pdf Mac: http://help.storemedia.vudat.msu.edu/ppt_mac/

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Glossary

The glossary tool enables you to create an activity where students can contribute words and definitions of complex terms used within your discipline or subject area. As glossaries normally get copied from semester to semester via class sites this can enable the building and creation of a substantial glossary across several semesters. http://www.youtube.com/watch?v=y82WI5DJzkE 

Wikis From the Moodle Docs definition: A wiki is a collection of collaboratively authored web documents. Basically, a wiki page is a web page everyone in your class can create together, right in the browser, without needing to know HTML. A wiki starts with one front page. Each author can add other pages to the wiki by simply creating a link to a page that doesn't exist yet. They can be set up as individual wikis (for private journals) or as group wikis for groups or the whole class. Resources http://www.youtube.com/watch?v=TfkunrqQVS8 http://telt.unsw.edu.au/moodle/content/M2_wiki.cfm?ss=0

“Talking Head” Video – Video for feedback and welcomes

In order to add video to moodle you will need to: 1. Create the video 2. Save it in a suitable format 3. Upload and “embed” or link to it in Moodle As per instructions in the official Moodle guide, video can be hosted directly in Moodle. The file size upload limit is 2 gigabytes so movies of reasonable length (up to 30 minutes) can be uploaded. Most movies used for feedback should be deliberately short however and so should never exceed this upload limit. Please also consider students ability to download the video file when making these files available. Video cannot at the present time be recorded directly in Moodle. Creating “Talking Heads” Video- Windows You will need a webcam and video recording software. Your web cam will likely come with the necessary software to record video or you may use online sites such as: Screencast-o-matic (http://www.screencast-o-matic.com/) or Youtube to record the “raw” video. A guide to using Youtube to record basic “takes” is given in Appendix B.

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Creating “Talking Heads” Video- iPad Camera App - can record front (talking head) or rear camera (class room action) iMovie – can record front (talking head) or rear camera (class room action). Also allows editing and mixing of multiple movies and content. ScreenChomp – records movies from the screen (e.g. walk throughs and screen casts) Creating “Talking Heads” Video- iPhone Camera App - can record front (talking head) or rear camera (class room action) Apple Mac Use iMovie 11 or Garage band to record video or audio podcasts. See the intro guide: http://www.apple.com/education/podcasting/ Screencasting – Video webcasts and walkthough demonstrations Jing – Jing is free and can be downloaded to record anything happening on your screen Screen-cast-o-matic mentioned earlier can also be used. Additional resources and advice Moodle specific video guide: http://docs.moodle.org/23/en/Video Longer movies should be hosted on UNSW TV: http://tv.unsw.edu.au/ and linked or embedded in Moodle. Student use of Video Facilitators are encouraged to advise students to upload short video clips where appropriate (To support assignments, as introductory messages etc). The most appropriate place for Students to upload video content to Moodle is into forums. Note that as ofpublication Moodle does not fully embed movies with movies only showing as links.

Monitoring tools These tools allow facilitators to monitor participation. 

Reports

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There are multiple forms of reports in Moodle including logs (who has done what), activity reports (stats on who has viewed an activity or resource) and participation reports that are more in-depth than activity reports. Accessed via Navigation > My Courses > ‘Course Name’ > Reports

Resource https://innovation.gippstafe.edu.au/HelpDocs/Moodle/M_Reports.pdf

Assessment Tools Submission, checking and feedback of formal summative assessment 

Turnitin

Turnitin is used as a compulsory submission mechanism for all MBT assignments. This enables assignments to be submitted by students, download by facilitators, checked for similarity, and any necessary subsequent analysis for plagiarism to be performed. Some take home exams are also delivered in this way. Students are first required to “agree” to a submission statement prior to being given access to the Turnitin submission box. The submission statement also links to documents outlining the types of plagiarism that are deemed unacceptable at UNSW. As a matter of course students should be advised to check all assessments for “similarity” prior to final submission on the due date. Turnitin has been specifically enabled to allow them to do this.

Introductory Video: http://www.youtube.com/watch?v=iL-KEgSbs3o Advanced Guide to Turnitin: http://www.youtube.com/watch?v=YUkauzLJYX4 (Note MBT does not grade via Turnitin or Grademark and there is no need to set up any assignments as this has been done for you)

http://turnitin.com/en_us/support/integrations/moodle-direct-instructor-manual Access: Assessments > Assignment X > Submission Inbox NOTE: The Moodle “Assignments” tool (also available within Moodle) is not used by the MBT program and has been replaced with Turnitin. Moodle Facilitator User Guide

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Providing annotated in depth feedb back oc (http://peersonal.crocodoc.com) can be used d to annotate any PDF ddownloaded d from Crocodo Turnitin. As you maark up (or affter you havve marked up) the stude ents work w hy not give the student a 5 minute video talkin ng about thee assignmen nt using Jing? (http://w www.techsm mith.com/jing.html) See:: http://www w.youtube.c com/watch?vv=WFGD5R RE0nHs Summattive Formal Tests Quizzess in Moodlee provide the e possibilityy of online assessment a for small for mal assessm ments. These sh hould be sett up course wide (acrosss classes du ue to equiva alency issuees), worth un nder 15% and not be useed for forma al exams. It’’s recommen nded that qu uizzes be keept small an nd ease discusss any use of the quiz too ol with numerous and be spread throughout the seemester. Ple oping or imp plementing fformal onlin ne the Educcational Development Manager beefore develo assessments. See the section ‘Q Quizzing an d Informal Assessment’ A ’ for details of the Quiz tool. 

The return of grades via th he Gradeboo ok

The Moodle gradeb book is not in i use by M BT for returrn of grades at this time . However it i may be trialleed in 2013. Following successful t rials use of the grade bo ook may repplace extern nal (to Moodle) processes that are norrmally follow wed. By defau ult you are under u no ob bligation to return stude ent marks via the grade book. If you choose to do so, en nsure the asssessments a re returned with written n commentss and grade first, erall grades across with thee grade bookk used as a backup too l for presenttation of ove assessments. Note that t issues such as roun nding, “scaliing” and sim milar can afffect marks within w evel. Please consider th his before ussing this toool. Moodle and at postt graduate le T for details of th he standard student assiignment subbmission pro ocess See the section on Turnitin d in Turnitin due to limiitations that could used in MBT. Note that Gradess should nott be entered affect student marks.

Quizzin ng and info ormal form mative assesssment 

(Selff) assessmen nt via a test

Moodle has a quiz tool that can be used to o add simple quizzes (a assessed or uunassessed) to the weekly schedule off activities.

Resourcces http://www..youtube.co om/watch?v= =MCLGZTp pfG60&featu ure=relmfu - Step by Ste ep Moodle Faacilitator User Guide

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http://teaching.unsw.edu.au/moodle-quiz

- Step by Step

(Contains an extensive list of ‘how to’ screencasts as well)

See Phil Butcher's Interactive tour of the Moodle quiz available here: http://jamiep.org/mod/quiz/view.php?id=6 This is a highly recommended in-depth non-technical overview of quizzing in Moodle by the developers of the tool. It clearly demonstrates how quizzes can and should be designed allowing for feedback to students. You will need to register with his web site (as you will actually take a real Moodle quiz to learn about quizzes).

Advanced and additional activity types 

Echo360 for making presentations

Echo360 is the replacement for Lectopia/iLecture and allows students to access and listen to (and in some cases view) recordings of lectures held in lecture theatres on campus. You will find it on the left hand menu of your class site. As MBT do not hold lectures as such, this tool by default is not useful by us for these purposes. However in addition to lecture theatre capture it can also be used for pre-recording of presentations made on your computer. As of date of publication of this manual (February, 2013) this system is still not released at UNSW. http://www.youtube.com/watch?v=XmV8__wlDhM http://otl.curtin.edu.au/learning_technologies/echo360_PCap.cfm Peer review and assessment Two Peer assessment tools exist natively within Moodle, Workshop and PeerMark. Both enable in depth development of student learning and thinking based on peer feedback on differing forms of written work. Essentially, students can submit assignments and have them reviewed by their peers. Note: due to privacy and confidentiality concerns Peer review tools should only be used in assessments that do not relate to a students workplace. Additionally it is recommended that such activities be added to courses/classes between session breaks and firmly embedded in the design of assessments and learning outcomes for the course. Please discuss your requirements with the MBT Educational Developer. 

Peer Review and Assessment (Workshop)

Workshop is a peer assessment activity with many options. Students submit their work via an on line text tool and attachments. There are two grades for a student: their own work and their peer assessments of other students' work.

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Resourcce: nsw.edu.au//moodle-wo orkshop http://www..teaching.un 

Peer review w and assesssment (PeerM Mark)

Part of T Turnitin, PeeerMark also enabled Peeer assessme ent between n pairs of stuudents. Instrructors create a set of free response r an nd/or scale q questions to guide stude ents as they review theiir peer's paper. Instructors will w see the reviews r disp played besid de the paperr.

Resourcces: http://turnitiin.com/en_u us/training/sstudent-train ning/peerma ark-overview w http://vimeo o.com/8495059 

ePorrtfolios

Mahara is a Personal Learning Environmen nt that has been b integra ated into thee Moodle 2 ment System. Mahara all ows students to create online portffolios to Learningg Managem demonsstrate their leearning, skills and deveelopment, and to record d achievemeents over tim me and display them to seleected audiences.

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Note: e-portfolios are recommended primarily for courses involving development of projects or portfolios of work or for use across the duration of study within a program. Resources: http://support.telt.unsw.edu.au/moodle/content/M2_Mahara_ePortfolios.cfm?ss=0 Read/Watch: https://mahara.org/features

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HANDS ON GUIDE TO MOODLE Accessing your online class Go directly to the UNSW Moodle site: http://moodle.telt.unsw.edu.au Select the topmost login link

Click on User ID

Enter your User ID ('z' followed by your Staff ID number) and password (your ZPass) and click on the Agree & Sign On button.

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Selecting a class – This will bring you to your Moodle Home page. All the classes you have access to as a facilitator will be listed on this page under the heading “Course overview”. Simply click on the link to the class you wish to enter.

Login troubleshooting If your log in fails it could be for one or more of the following reasons. 

You may not have entered either your Username or Password correctly. Please check and try again.

Ensure you have entered a 'z' in front of your Staff ID number in the Username.

Your Password (your zPass) is case sensitive and some characters are easily confused.

If you experience log in or access issues please contact the UNSW IT Service Centre: Phone International Email

(02) 9385 3331 +61 2 9385 3331 externalteltsupport@unsw.edu.au

Useful course tips and tools for making changes to your course Adding items to courses and Activity Design and Development You need to understand 3 main things to add items to your course: 1. How to get into editing mode, 2. How to add resources and 3. How to add activities. Resources: Turn editing on: http://telt.unsw.edu.au/moodle/content/M2_turn_editing_on.cfm?ss=0 Add resources: http://telt.unsw.edu.au/moodle/content/M2_create_resource.cfm?ss=0 Add activities: http://telt.unsw.edu.au/moodle/content/M2_create_activity.cfm?ss=0

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Edit mo ode “Turn Ed diting On/Turn Editing Off� is a bu utton at top right r that tog ggles betweeen the Instructor View, w where resourrces and acttivities can b be created and a changed d, and a sim mulated Stud dent View, w which can bee used to prre-view the ccontent you u include in the course. You must turn the editing e mod de on to makke any editss in your cou urse (excludding posts an nd ns etc). With h the edit m mode off, your view of your y site is ssimilar to wh hat replies in discussion O and you u'll see manyy ways you can directly y manipulatte your site. For studentss will see. ON, examplee most itemss have an ed diting symb ols to the right of their titles. Changin ng to a Stud dent role Althouggh turning ed dit mode offf will give yyou an indication of the site as a stuudent will se ee it, you actu ually need to t change to o the role off a student in n order to in nteract with the course. Swappin ng to this mode effectiv vely logs you u in as a dummy studen nt. Access: Settings > Switch S Role To > Studeent h a button toop right of your y You will be able to swap back to your norrmal Instructor role with or by using the t same sequence of ssteps. screen o

Addingg Resourcess and Activ vities The Ressources and Activities dropdown alllows you to o choose any resource oor activity to o add to your Mo oodle coursee. It is display to the rigght of the screen.

You may add activiities to any week w of thee course or at a the top of the course below assesssments if they aare semesterr long activitties.

Hiding Resourcess and Activ vities Use the eye symbol

amongsst the edit iccons to hide e any activity y or resourcce you have added.

Editing titles Use the pencil

fo ound next to o any activi ty or resourrce to chang ge its name

Editing settings fo or activitiess and resou urces A huge range of options are av vailable for iitems you ad dd. Use activitiees settings.

o to edit eachh resource or

Text Ed ditor The Texxt Editor provides an intterface resem mbling a wo ord processo or where yoou and your students can form mat text, creeate tables, insert i links tto Web sitess and files, add a multimeedia, and em mbed images. It is availab ble in a num mber of placees and toolss within the course incl uding discu ussions.

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Copying and Pasting formatted text into Moodle 1. Copy your text from MS Word 2. Click the W icon 2nd row of the editor 3. Select paste to paste your text This works for ANY Microsoft Office or related MS application including Outlook, Sharepoint, Microsoft Word, Word Pad etc.

General Tips Printing from Moodle 1. Click with your mouse onto the inside of the page to select it 2. Select File, then Print from the top menu bar of your browser window as shown below. 3. In the box that opens, select the print Options tab – the Only the selected frame option should print all the page content.

Then click print

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Forum subscriptions – receiving an update on postings Users of the Seminar Room and Coffee Shop can subscribe to each forum. This means that when a contribution is made to a forum, an email will be sent to them. The email contains a link to that message enabling one click access to the forum to reply. The email is sent to your UNSW staff or student email. To subscribe please look for a subscription option as you make a post to the forum. Choose ‘Send me email copies’ to subscribe. You may find it best to forward your zmail account to an email address you check regularly so that you do not miss out on these regular updates. If you are not receiving them after Session has started, please ensure your staff email has been correctly re-directed. Re-directing your Staff email account To redirect your UNSW email to an external account: 1. Login to the UNSW Identity Management site http://www.idm.unsw.edu.au using your staff ID and zPass Under the heading “UNSW Email” click the Update Delivery button and enter an address to forward to. Click the Save Change button You can test your email redirection by sending an email to your staff email account and seeing if you receive it to your nominated email account. Please note that redirecting email to some web-based accounts is not recommended due to memory restrictions on those accounts. If you have any problems redirecting your email please contact call the IT Service Centre on (02) 9385 1333 or send an email to ITServiceCentre@unsw.edu.au

Appendix A: Technical information and support Computer Requirements Details of requirements in hardware, software and system settings are available here: http://teaching.unsw.edu.au/moodle-system-requirements

Technical support All support is available via External TELT Support Email:

externalteltsupport@unsw.edu.au

Phone:

(02) 9385-3331

International: +61 2 938 53331 NOTE: If you have any problems using your zPass please contact the IT Service Centre on (02) 9385 1333 or send an email to ITServiceCentre@unsw.edu.au

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Appendix B Adding Teacher presence through Video This is a guide to a very simple method of recording your webcam directly to youtube and then making it available to your class. It does not cover the skills of video editing, converting video formats or uploading completed videos to youtube. These are not necessary with this simple method.

What you need: 1. A webcam. You should purchase a model that offers at least “High Definition” video i.e. 720p. “Full” high definition video (1080p) cameras are now also becoming available. High definition cameras offer far superior pictures to earlier models. 2. A Youtube account http://www.youtube.com

Initial steps (only need to be done once): 1. Install your webcam as per the instructions in the box 2. Create your Youtube account http://www.youtube.com/create_account

Steps for creating videos: Create it on Youtube 1. Go to youtubes “My WebCam” recording feature at: http://www.youtube.com/my_webcam 2. Log in if necessary. 3. Use the big recording button in the middle of your picture to start recording. 4. Press the red stop button lower left when you have finished 5. Click Preview to watch your recording 6. Either rerecord or click Publish

“Publish” to your private Youtube space 1. On the publishing screen select “unlisted” as this ensures the video will not be visible in public searches. 2. Name the video appropriately e.g. the title of the weekly unit. This way videos that get presented at the same time as yours will be more appropriate to the subject. 3. Copy the web link address for the video. 3. Add the link to Moodle The link can be added anywhere an editor exists or via the add URL option.

FAQ Q: Other people’s videos appear when students view the video how can I stop this? A: You can’t, at least not using the public Youtube service. You might like to try another service such as UNSWTV. Note that putting in better defined keywords will theoretically mean the related videos that show will be more relevant should students decide to look at other videos. Moodle Facilitator User Guide

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Q: Can I edit the videos? A: No, there is no editing available in Youtube. Simply rerecord until you get a good “take”. You could download them and then edit. This is not covered in this tutorial as it adds to the complexity of producing the videos. Q: The audio is poor. How do I fix this? A: Use a microphone closer to you. A desktop USB microphone would be the simplest solution. This will add greater presence to the audio. The issue is noise coming from your recording space. This can be hard to solve with the microphones built into webcam cameras. Alternatively record using a headset. Q: My video is dark and/or very grainy. How do I fix this? A: Try adjusting settings in you cameras software control panel. If the webcam is a standard definition or VGA resolution camera you should upgrade to a high definition camera. Also try adding light to the scene. Your video may simply be too dark. Try a desk lamp slightly outside the picture. Q: Can I make the video with UNSW TV? A: Not at the moment as there is no “MyWebCAM” option in this service. You would instead first need to create and then upload the video to that service. This is more time consuming.

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Teaching With Moodle