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Moodle Teaching Techniques: Creative Ways to Use Moodle for Constructing Online Learning Solutions

Book Description

This book for university teachers, professional educators, and corporate trainers is about applying teaching techniques through Moodle, the world's most popular online Learning Management System, covering creative uses of Moodle's standard features, workarounds for alternative solutions, when and how to apply different learning solutions that are based on proven, accepted instructional principles and traditional classroom activities: Distributed Practice, Self Monitoring, Pre-correction, and more. The free, open-source Moodle LMS is designed to facilitate creating richly interactive online courses; with many screenshots this book shows how Moodle's many modules can be used to make courses unique, creating environments that motivate team work, where students get maximum benefit. The book assumes that readers have basic understanding of Moodle, but it does not need any programming knowledge; it is all about teaching and not programming and even experienced trainers will benefit from it.

Table of Contents

  1. Moodle Teaching Techniques
  2. Credits
  3. About the Author
  4. About the Reviewers
  5. Preface
    1. What is Moodle?
    2. What This Book Covers
    3. Who is this book for?
    4. Conventions
      1. Reader Feedback
    5. Customer Support
      1. Downloading the Example Code for the Book
      2. Errata
      3. Questions
  6. 1. Introduction
    1. The Moodle Advantage
    2. What will We Accomplish with this Book?
    3. Some Moodle Requisites
    4. Standard Modules
    5. Instructional Principles and Activities
      1. Big Ideas
      2. Distributed Practice
      3. Guided Notes
      4. Immediate Error Correction
      5. Juxtapose Examples and Non-Examples
      6. Lesson Outline
      7. Mnemonics and Other Reminders
      8. Pre-Correction
      9. Response Cards
      10. Self-Monitoring
      11. Socratic Dialogue
      12. Time Trials
      13. Instructional Principles and Activities Mapped to Moodle Features
    6. Summary
  7. 2. Forum Solutions
    1. Single-Student Forum
      1. Why not a Single-Student Wiki Instead?
      2. Creating Single-Student Forums
        1. Create a Forum for Each Student/Group
        2. Enrolling Students
        3. Create a Group for Each Student
    2. Motivate Students to Interact with a “Best-of” Forum
      1. Asking Permission and Setting a Policy
      2. Which Type of Forum?
        1. Single Simple Discussion Forum
        2. Standard Forum
    3. Keeping Discussions on Track
      1. Use a Custom Scale to Rate Relevance
      2. Split Discussions
        1. Will Splitting Change the Meaning?
        2. Will Splitting, Move Replies You want to Keep in Place?
    4. Monitoring Student Participation in a Forum
      1. Who has Posted to a Forum?
        1. What Postings has a Student Made?
    5. Summary
  8. 3. Chat Solutions
    1. Uses of Chat
      1. Test Preparation and Online Study Groups
        1. Creating Study Groups
        2. Groups Carried Over to Other Activities
        3. Key Settings for Study Groups in Chat
        4. Assigning Review Topics
        5. What Kind of Questions?
      2. Reviewing Papers and Other Assignments
        1. Making a One-on-One Chat
          1. Workaround 1: Using Groups
          2. Workaround 2: Hiding the Chat
      3. Guest Speakers
      4. Including Chats from Previous Classes
        1. Copying a Transcript
      5. Foreign Language Practice
        1. Preparation for Foreign Language Chat
        2. Compiling and Reviewing Chat Transcripts
        3. Copying Chat Transcripts
        4. Assigning a Chat Transcript as an Editing Exercise
    2. Tips for a Successful Chat
      1. Basic Chat Etiquette
      2. Prepare for a Definite Starting and Ending Time
      3. Limit the Number of Participants
      4. Prepare a Greeting for Latecomers
      5. Focus
      6. Insert HTML
    3. Summary
  9. 4. Quiz Solutions
    1. Distribute Quizzes Over Time
      1. Advantages and Limitations of Distributed Practice
      2. Opening and Closing Quizzes at Predetermined Times
      3. Indicating that a Quiz is Closed
    2. Use Quizzes for Frequent Self Assessment
      1. Exclude Self Assessment Quizzes from the Gradebook
    3. Making Quiz — A Learning Tool
      1. Questions Must be Specific
      2. Adding Feedback to Quiz Questions
        1. Feedback for a Multiple Choice Question
        2. Feedback for a Numeric Question
    4. Reinforce Expertise with Timed Quizzes
    5. Host a Proctored, Timed Test from a Secure Location
      1. Different Kinds of Network Addresses
        1. Full IP Addresses
        2. Partial IP Addresses and Private Networks
      2. How to Determine a Computer’s IP Address
        1. On Microsoft Windows
        2. On a Macintosh
        3. On a Linux Computer
    6. Summary
  10. 5. Lesson Solutions
    1. Moodling Through a Course
      1. Need for Sequential Activities
      2. Activity Locking versus Sequential Lessons
      3. Lesson Settings
        1. General Settings
        2. Grade Options
        3. Flow Control
        4. Lesson Formatting
        5. Access Control
        6. Other Lesson Settings
    2. Controlling the Flow through a Lesson: Instructional Pages, Questions, and Remedial Pages
    3. Use a Lesson to Create a Deck of Flash Cards
      1. Keep it Moving
      2. Lesson Settings that Help Create a Flash Card Experience
    4. Use an Ungraded Lesson to Step through Instructions
    5. Spot Students who are having Trouble
      1. A Workaround
    6. Summary
  11. 6. Wiki Solutions
    1. Use a Wiki to Relate Material to Big Ideas
      1. Why a Wiki?
        1. Why not a Forum Instead?
        2. Would a Journal do it?
        3. So, Why not a Blog?
        4. An Assignment
        5. Let’s Agree to Disagree
    2. Individual Student Wikis
      1. Creating Individual Wikis
      2. Guided Note Taking with Individual Student Wikis
        1. Creating a Text File for the Wiki’s Starting Page
        2. Creating Multiple Starting Pages
        3. Multiple Text Files Create Multiple Starting Pages
          1. Creating Links to Other Starting Pages
        4. Upload the Text Files for the Wiki’s Starting Pages to Your Course
        5. Create an Individual Student Wiki in your Course
        6. While Creating the Wiki, Select the Text Files for the Initial Pages
        7. Test the Wiki as a Student
        8. Leveraging Guided Notes Created by Students
    3. Suggested Wiki Etiquettes
    4. Summary
  12. 7. Glossary Solutions
    1. Moodle’s Glossary Functions
      1. Automatic Linking to a Glossary
      2. Course versus Site Glossary
      3. Main versus Secondary Glossary
      4. Managing Student Contributions to a Glossary
      5. Ratings and Comments
    2. Adding Memory Aids to Glossary Entries
    3. Student-Created Class Directory
    4. Student-Created Test Questions
    5. Making Use of the Random Glossary Block
    6. Summary
  13. 8. The Choice Activity
    1. A Look at the Choice Activity
      1. Students’ Point of View
      2. Teachers’ Point of View
        1. Number of Choices
        2. Limit
        3. Time Limit
        4. Publish Results
        5. Privacy
        6. Allow Students to Change their Minds
    2. Choosing Teams
    3. Asking for Students’ Consent
    4. How are We Doing?
    5. Preview the Final
    6. Summary
  14. 9. Course Solutions
    1. Am I in the Right Room?
    2. Important Announcements
    3. Moving Blocks to the Main Course Area
      1. The Goal
      2. Comparing the Two Links
      3. A Caveat
      4. The Method
      5. Using this Workaround with Other Blocks
        1. Section Links
          1. Activities
    4. The Syllabus
      1. Printer-Friendly for Letter and A4 Sizes
      2. Online Calendar with Event Reminders
    5. Summary
  15. 10. Workshop Solution
    1. Workshop Basics
      1. Plan your Strategy
      2. Grading Grades
    2. Step-by-Step Example: Create the Workshop
      1. What Work do you want the Student to Submit?
      2. Will a Student Assess the Work of his/her Classmates, and if so, How will that Affect the Student’s Grade?
      3. How much of the Student’s Grade Depends on Assessing the Work of his/her Peers, and How much on the Work the Student has Submitted?
      4. What is the Criteria for Assessing the Work?
      5. What Submissions will the Student Assess?
      6. If Classmates Assess Each Others’ Work, will They do it Anonymously?
        1. Must the Classmates Agree on a Grade, or Can they Make their Assessments Independent of Each Other?
      7. What is the Schedule for Submitting the Work, and Assessments?
    3. Summary