Index
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Index
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Moodle makes it possible to specify many aspects of how the quiz in administered. This page details the choices.
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This tools allows faculty to view PDF submissions in the web browser without the need to download. Several tools are available for marking up the file, as well as providing typed feedback, entering a grade to be displayed in the grade book, and uploading a feedback file. This page includes a video demonstration (apologies, I forgot to capture at high resolution!) that demonstrates using the "Annotate PDF" interface.
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"I want blank grades to convert to zeroes automatically when students don't take a quiz on Moodle."
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This was originally done for Moodle 4.2, but it still applies to the current version.
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Many faculty include this in their grading schemes. This shows how to configure the gradebook to do this.
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Find students' submissions and open them for grading following the steps on this page.
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Displays work that need the instructor's attention in the block drawer. This page includes directions for hiding it from students.
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There are several reasons students cannot see their grades in the Gradebook. This page describes to most common reason.
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Annotate PDF is the preferred method for grading and providing feedback for assignments.
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By default, we have enabled "Annotate PDF" grading. It can be turned off using these steps.
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Setting up the Moodle gradebook can be complicated. It is recommended that faculty follow the steps outlined on this page.
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the recommended method for grading forums is to enable "Whole forum grading." This allows instructors to see students' participation on a single page and enter grades easily.
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Rubrics are a widely used tool for grading students? work. When they are provided to student before they complete work, it is reasoned, students will have a better idea of what the expectations are.
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GCC's TLIC does not recommend this, but will answer questions and troubleshoot existing "Assignments."
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This was originally done for Moodle 4.2, but it still applies to the current version.
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"I want blank grades to convert to zeroes automatically when students don't take a quiz on Moodle."
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Moodle makes it possible to specify many aspects of how the quiz in administered. This page details the choices.
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Displays work that need the instructor's attention in the block drawer. This page includes directions for hiding it from students.
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There are several reasons students cannot see their grades in the Gradebook. This page describes to most common reason.
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Find students' submissions and open them for grading following the steps on this page.
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This tools allows faculty to view PDF submissions in the web browser without the need to download. Several tools are available for marking up the file, as well as providing typed feedback, entering a grade to be displayed in the grade book, and uploading a feedback file. This page includes a video demonstration (apologies, I forgot to capture at high resolution!) that demonstrates using the "Annotate PDF" interface.
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Annotate PDF is the preferred method for grading and providing feedback for assignments.
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By default, we have enabled "Annotate PDF" grading. It can be turned off using these steps.
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Many faculty include this in their grading schemes. This shows how to configure the gradebook to do this.
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GCC's TLIC does not recommend this, but will answer questions and troubleshoot existing "Assignments."
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Rubrics are a widely used tool for grading students? work. When they are provided to student before they complete work, it is reasoned, students will have a better idea of what the expectations are.
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the recommended method for grading forums is to enable "Whole forum grading." This allows instructors to see students' participation on a single page and enter grades easily.
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By updating their preferred name in MyGCC, users can change the names displayed to all users of Moodle.
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Follow the steps in this tutorial to have events in the Moodle calendar (including due dates instructors add to assignments and tasks) sent to Google Calendars.
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Faculty have control over the visibility of courses. If it is set to "Hide," then it will be unavailable to students.
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Using "Dates," faculty can see all of the due dates in their course on one page. This is especially useful for those who teach from course that have been copied from previous terms.
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Follow the steps here to make and save you own archives of Moodle courses.
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If you discover you have imported from the wrong classroom, use the steps described here to reset it.
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Use logs to see student participation in class or on specific assignments or on specific days.
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This block displays the students who have not logged on to the course in the times you configure.
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Scheduler is a tool that allows faculty to add time slots to a classroom; students can self-schedule appointments (or faculty can schedule for them).
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Metacourses are Moodle classrooms in which students from multiple sections are enrolled. This allows faculty to use a single classroom for those classes they teach multiples sections. This page details how to create groups of students based on their section enrollments.
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Use groups to manage student groups for projects, overrides of assignments settings, or to restrict access to materials.
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A brief rationale for taking the time to set up due dates for your assignments, forums, and other items.
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By adding a course image, faculty can add a visual to students' (and their own) course overview block.
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When faculty want to restrict access to a resource based on (for example) handing in an assignment, they can follow the steps described here.
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When using this option, an activity or resource is unavailable to a student unless the specified grade for an assignment or quiz has been met.
This feature is usually used along with multiple attempts for the assignment or quiz, otherwise a student who does not earn the grade to "unlock" the activity will be unable to access it without intervention. -
Use these steps to download student email addresses from within Moodle.
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Disable this repeated message with these direction.
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Use the Sharing Cart to move small numbers of items from one classroom to another.
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Use the option to import when you want the bulk of the content from an existing course.
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Assignments are digital drop boxes where students can upload PDF and other files.
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Allow students to compose online text rather than (or in addition to) submitting a file for assignments.
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This page takes you through the steps of adding questions from a .zip file provided by your textbook publisher.
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While it seems unnecessary, it is best to create categories (one for each quiz you will administer) and add questions to that category.
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Once students have completed the quiz, there are several options for grading them. This page describes the method that weems to work for mot instructors.
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Once any student has attempted a quiz, it cannot be edited. Before any attempt, a teacher may add, remove, or edit questions questions.
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On occasion, students will log out of Moodle without finishing the "submit" process at the end of a quiz. Their work is usually saved, but will not appear in the grade book. This page shows you how to find students' work.
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If you find it necessary to have a hardcopy or a PDF version of a Quiz item that is in Moodle, you can follow these steps.
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This page reviews the options for ensuring students can (or cannot) review quiz attempts.
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This page shows faculty how to open quizzes at different times for different students, allow extended time, or multiple attempts.
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This page contains a video gives a quick demonstration of how forums work in Moodle.
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This is the "old" method of grading forums. Some faculty configure this to allow another method of interacting on forums.
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This page take you through the steps of creating a forum that students complete in "group mode" which means they post and reply only to those who have been assigned to the same group.
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When subscribed to forums, updates are sent to users' email. This page summarizes how to configure it.
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If you want to include a document (such as a PDF, Word file, image, Excel workbook, PowerPoint presentation, or other file) to your forum post or reply, follow the direction here.
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Is there a way to have students get notification that another has commented on their Padlet post?
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When instructors want students to submit drafts of files, follow these recommendations for word processing files (Google Docs), slide shows (Google Slides), or spreadsheets (Google Sheets).
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We recommend faculty use Journals if they are going to have students submit drafts of word processing files, slide shows, or spreadsheets for comments before they are submitted for grading. If your instructor is using the steps we recommend here, then follow these steps described on this page to submit drafts.
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When instructors want students to submit drafts of files, follow these recommendations for word processing files (Google Docs), slide shows (Google Slides), or spreadsheets (Google Sheets).
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Faculty (and students if you configure it) can add items to a checklist. While these are not automated, they can be useful in helping students know what needs to be completed and to track their own progress.
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Wikis are just like Wikipedia-a collection of pages that can be edited by anyone enrolled your course (or a group).
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Add a folder where students can upload files. This can also be a better option for adding files to your course than the Folder activity.
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Add a collection of student-created galleries where you and students can upload files to be viewed by everyone in the course.
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Is there a way to have students get notification that another has commented on their Padlet post?
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When files stored in Google Workspace are linked in Moodle using the ATTO text editor, the content along with all of the available controls are there. The specific controls depends on the Google account the user has used to log in. Changing the account in the browser being used and refreshing the Moodle page will change the controls.
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One option for pointing students and others to a Google Document; this options is available only to teachers and contributors.
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First half is the technical aspect of using library streaming services; second half discusses how licenses work with both library materials and Netflix/Hulu/Amazon.
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Screencastify allows users to capture what is displayed in Google Chrome (along with either audio or video). Recordings up to 5 minutes can be created and are stored in users' Google Drive. This page takes users through the steps of using Screencastify and adding closed captions to the videos.
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Regardless of the type of file on content being embedded, it is recommended the files be linked from Moodle pages. The rationale for that recommendation is described on this page.
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This video includes seps for adding Images, Pre-formatted Text, and Equations in the ATTO Text Editor
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All GCC users (both student accounts and faculty and staff accounts) can log on to YouTube using their GCC email credentials. Users can upload videos to YouTube and manage them at studio.youtube.com.
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User create pages, forum posts and replies, and many other types of content with the ATTO text editor. This video shows how to add an image to the content you create with it.
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This page contains a video gives a quick demonstration of how forums work in Moodle.
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If you want to include a document (such as a PDF, Word file, image, Excel workbook, PowerPoint presentation, or other file) to your forum post or reply, follow the direction here.
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In summer 2020, we upgraded to Moodle 3.9 which includes "Whole forum grading." This allows instructors to see students' participation on a single page and enter grades easily.
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When subscribed to forums, updates are sent to users' email. This page summarizes how to configure it.
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There is a "Course Announcements" forum added to each Moodle classroom at GCC by default. Any announcements added to that forum are both posted there and sent to students automatically.
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This page take you through the steps of creating a forum that students complete in "group mode" which means they post and reply only to those who have been assigned to the same group.
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This is the "old" method of grading forums. Some faculty configure this to allow another method of interacting on forums.
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This is a group annotation tool that has been recommended at GCC since early 2020. This page demonstrates creating an account, installing the Chrome extension, and adding annotations to a web page.
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This is a group annotation tool that has been recommended at GCC since early 2020. This page demonstrates creating and using a private group.
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Add a folder where students can upload files. This can also be a better option for adding files to your course than the Folder activity.
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Add a collection of student-created galleries where you and students can upload files to be viewed by everyone in the course.
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Use this tool to provide a place where students can contribute files to your classroom
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If the courses students expect to see are not on their dashboard, suggest trying these steps! These are the same steps we will suggest if they submit a help ticket, so you can get them back into your class sooner by pointing them here.
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If you don't see the courses you are expecting on your Moodle dashboard, try these steps to reset your course filter.
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Follow these steps for submitting PDF files if you are using a Chromebook to access Moodle classrooms.
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Follow these steps for submitting PDF files if you are using Google Docs as your word processor.
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Once assignments have been submitted, student can check the status. Some faculty "hide" grades until they have graded all submissions.
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Once grades have been posted, students can check their grades and see feedback from their instructors by following steps outlined here.
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The Quiz tool is used to create a variety of assessments in Moodle classrooms. This slideshow takes students through the steps of submitting quizzes.
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Some instructors add starter files to Moodle as Word documents to Moodle. Follow these steps to download it, upload it to Google Workspaces to edit it, then download it to you computer to submit it.
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Follow the steps in this tutorial to have events in the Moodle calendar (including due dates instructors add to assignments and tasks) sent to Google Calendars.
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The "Accessibility" block can be added to classroom by any user. This provides a collection of tools to improve the accessibility of courses. The changes one user makes with this block are specific to the user.
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Some users find the colors, menus, and other aspects of GCC's installation of Moodle can interfere with their navigation or perception of courses. Using these directions, any user can change to a theme which will minimize these difficulties. Changing the theme does not affect the course materials and it doe not affect how any others see the classrooms. Themes can also be changed back to the default whenever a user decides.
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Before uploading videos longer than 15 minutes and to Go Live, users must verify their YouTube accounts.
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Follow these steps to get a video from your computer to YouTube.
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Follow the steps on this page to find the video recordings of Zoom meetings saved to your computer.
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Those with verified Google Workspaces/ YouTube accounts can use YouTube live for recording.
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All videos made available to the GCC community should be appropriately closed captioned.
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The ATTO text editor is used throughout Moodle. Students and instructors use it when composing forum posts or replies, creating pages, and creating other content in Moodle. We have configured Moodle so that YouTube videos are automatically embedded in the text, so video appears without the need to click into YouTube. Further, the advertisements, comments, and recommended video that can distract us are not included when following the recommended steps.
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GCC does recommend those who have little experience with Google to explore these trainings materials. These are free!
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Students please follow these directions to create PDF files for ASL-101 assignments