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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

Moodle Facilitator User Guide 1

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.


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 [email protected] or phone +61 2 9385 3331


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.


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


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 collaborative-learning 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


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.


The MBT Moodle Class Layout

Peoplem Content and News Column (Left):

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

Course Content Column (Right):

Program News The MBT makes announcement here

Announcements Make new announcements 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.


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.


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


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


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.


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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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-and-Teaching/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


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 - Step By Step


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


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/


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: Screen-cast-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.


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


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.

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(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.

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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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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


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.


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 (02) 9385 3331 International +61 2 9385 3331 Email [email protected]

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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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


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 [email protected]

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: [email protected]

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 [email protected]


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.


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.

teaching with moodle

Documents

mbt online facilitators

email mbt

mbt pe

moodle teaching strategies

table of contents teaching

creative ccopy

creative comensed

discussion forums