MoodleDocs - User contributions [en]

Choice settings

2007-12-05T12:37:33Z

Mocal:

{{Choices}}

==Select choice==

Log in as the course teacher and turn on editing. Then select ''Choice'' from the drop down ''Add an activity'' menu.

[[image:Choice_1.gif|frame|left|choose ''choice'' from the menu]]
 

==Choice name==

A short name of the choice (e.g. "Favourite colour"). This will be displayed on the course's homepage.
[[image:Choice_2.gif|frame|left|this will become a link on the course page]]
 

==Choice text==

Type the description of the choice activity here. It should contain the question that you want your students to answer. An example of the choice text could be "What is your favourite colour?"

[[image:Choice_3.gif|frame|left|what do you want the students to tell you?]]
 

==Choice 1 ~ Choice 10==

Here is where you specify the options that participants have to choose from. In our example, the numbered options could be e.g. "blue", "green", "red", "yellow", etc.

You can fill in any number of these: if you leave some of the options blank, they will not be displayed.

[[image:Choice_4.gif|frame|none|Choice input text boxes]]

{{Moodle 1.8}}
Moodle 1.8 includes a "Add 3 fields to form" button for adding another 3 choices and another 3 and another 3...

==Limit the number of responses allowed==

This option allows you to limit the number of participants who can select each particular option.

Once Limits have been enabled, each option can be assigned a limit. When the limit is reached then no-one else can select that option. A limit of zero (0) means that no-one can select that option.

If Limits are disabled then any number of participants can select any of the options.

==Restrict answering to this time period==

This setting allows you to define a time window within which participants are allowed to make a choice.

To set an open-ended close date just set the time very far in the future.

If you don't need this at all then uncheck the box.

[[image:Choice_5.gif|frame|left|this is optional, of course]]
 

==Display Mode==

This setting allows you to choose how the choices will be displayed to the participants: horizontally, or vertically.

'''Hint''': In most cases, if there are only a few choices with little text, they may be positioned horizontally. However, if there are more than 5-6 choices or if the text of the choices is longer than 2-3 words, it should be better to display them vertically. (red arrow, below)

[[image:Choice_6.gif|frame|left|just a few more parameters]]
 

==Publish results==

This setting determines whether (and when) the students will be able to view the results of the choice activity. They may:

* never see the results of the choice
* see the results only after they have given the answer themselves
* see the results only after the closing date of the choice
* always see the results

'''(teal arrow, above)'''

==Privacy of results==

If the choice results are shown to students, this setting determines whether the results will be anonymous.

'''(orange arrow, above)'''

==Allow choice to be updated==

If this is set to "Yes", students can change their mind after they have voted. If it's set to "No", students cannot change their choice.
'''
(lime green arrow, above)'''

==Show column for unanswered==

If set to "Yes", this will display a column showing how many participants have not answered the choice activity yet. If set to "No", the results will only include the participants who have already voted.

'''(purple arrow, above)'''

==Group mode==

The group mode can be one of three levels:

* No groups - There are no sub groups, everyone is part of one big community
* Separate groups - Each group can only see their own group, others are invisible
* Visible groups - Each group works in their own group, but can also see other groups

The group mode can be defined at two levels:

* Course level - The group mode defined at the course level is the default mode for all activities defined within that course
* Activity level - Each activity that supports groups can also define its own grouping mode. If the course is set to [[Force group mode|"force group mode"]] then the setting for each activity is ignored.

'''(pink arrow, above)'''

==Visible to students==

You can hide the activity from students by selecting "Hide" here. It is useful if you wouldn't like to make the activity available immediately.

'''(black arrow, above)'''

==See also==
* [[course/groups|Groups]]
* Using Moodle [http://moodle.org/mod/forum/discuss.php?d=59837 More than 10 choices??] forum discussion

[[Category:Teacher]]
[[Category: Choice]]

[[fr:Ajouter/modifier un sondage]]

Choice settings

2007-12-05T12:37:04Z

Mocal:

{{Choices}}
{{Pendiente de traducir}}

==Select choice==

Log in as the course teacher and turn on editing. Then select ''Choice'' from the drop down ''Add an activity'' menu.

[[image:Choice_1.gif|frame|left|choose ''choice'' from the menu]]
 

==Choice name==

A short name of the choice (e.g. "Favourite colour"). This will be displayed on the course's homepage.
[[image:Choice_2.gif|frame|left|this will become a link on the course page]]
 

==Choice text==

Type the description of the choice activity here. It should contain the question that you want your students to answer. An example of the choice text could be "What is your favourite colour?"

[[image:Choice_3.gif|frame|left|what do you want the students to tell you?]]
 

==Choice 1 ~ Choice 10==

Here is where you specify the options that participants have to choose from. In our example, the numbered options could be e.g. "blue", "green", "red", "yellow", etc.

You can fill in any number of these: if you leave some of the options blank, they will not be displayed.

[[image:Choice_4.gif|frame|none|Choice input text boxes]]

{{Moodle 1.8}}
Moodle 1.8 includes a "Add 3 fields to form" button for adding another 3 choices and another 3 and another 3...

==Limit the number of responses allowed==

This option allows you to limit the number of participants who can select each particular option.

Once Limits have been enabled, each option can be assigned a limit. When the limit is reached then no-one else can select that option. A limit of zero (0) means that no-one can select that option.

If Limits are disabled then any number of participants can select any of the options.

==Restrict answering to this time period==

This setting allows you to define a time window within which participants are allowed to make a choice.

To set an open-ended close date just set the time very far in the future.

If you don't need this at all then uncheck the box.

[[image:Choice_5.gif|frame|left|this is optional, of course]]
 

==Display Mode==

This setting allows you to choose how the choices will be displayed to the participants: horizontally, or vertically.

'''Hint''': In most cases, if there are only a few choices with little text, they may be positioned horizontally. However, if there are more than 5-6 choices or if the text of the choices is longer than 2-3 words, it should be better to display them vertically. (red arrow, below)

[[image:Choice_6.gif|frame|left|just a few more parameters]]
 

==Publish results==

This setting determines whether (and when) the students will be able to view the results of the choice activity. They may:

* never see the results of the choice
* see the results only after they have given the answer themselves
* see the results only after the closing date of the choice
* always see the results

'''(teal arrow, above)'''

==Privacy of results==

If the choice results are shown to students, this setting determines whether the results will be anonymous.

'''(orange arrow, above)'''

==Allow choice to be updated==

If this is set to "Yes", students can change their mind after they have voted. If it's set to "No", students cannot change their choice.
'''
(lime green arrow, above)'''

==Show column for unanswered==

If set to "Yes", this will display a column showing how many participants have not answered the choice activity yet. If set to "No", the results will only include the participants who have already voted.

'''(purple arrow, above)'''

==Group mode==

The group mode can be one of three levels:

* No groups - There are no sub groups, everyone is part of one big community
* Separate groups - Each group can only see their own group, others are invisible
* Visible groups - Each group works in their own group, but can also see other groups

The group mode can be defined at two levels:

* Course level - The group mode defined at the course level is the default mode for all activities defined within that course
* Activity level - Each activity that supports groups can also define its own grouping mode. If the course is set to [[Force group mode|"force group mode"]] then the setting for each activity is ignored.

'''(pink arrow, above)'''

==Visible to students==

You can hide the activity from students by selecting "Hide" here. It is useful if you wouldn't like to make the activity available immediately.

'''(black arrow, above)'''

==See also==
* [[course/groups|Groups]]
* Using Moodle [http://moodle.org/mod/forum/discuss.php?d=59837 More than 10 choices??] forum discussion

[[Category:Teacher]]
[[Category: Choice]]

[[fr:Ajouter/modifier un sondage]]

RSS feeds

2007-11-22T13:46:24Z

Mocal:

Location: ''Administration > Server > RSS''

'''RSS''' ('''Really Simple Syndication''', depending on who you ask) allows certain web browsers and specialized programs to automatically check for updates to a page.

== Turn RSS feeds on==

To enable RSS as administrator, go to Configuration and under Variables: Miscellaneous set enablerssfeeds to Yes. In v1.7 this option moved to the Server menu. Then in Configuration: Modules you can enable an RSS feed for each module. Finally, in the settings for each individual instance of a particular module you must enable the RSS feed and specify the settings (e.g. how many articles to display, what kind of article).

== Note for using RSS in Forums ==

1. Enable RSS in Admin--->Server--->RSS:

2. Admin Page---> Modules---> Activites---> Forum---> Settings---> forum_enablerssfeeds=yes

This will enable the RSS option to appear in Forum properties of course. Creators of forums will still have to turn on RSS manually when creating a forum. Not all forums will automatically have RSS option displayed.

For 1.8+, the second step will be different. In Admin block, select Modules > Summaries > Settings (for forum) > Change forum_enablerssfeeds to Yes.

== Subscribing to RSS feeds==
To subscribe to an RSS feed from Moodle, click on the orange 'RSS' button and copy the address from your browser bar to your RSS reader software. Although most web browsers will automatically detect an RSS feed (IE7 and Firefox), Moodle does not seem to be sending them the correct information.

==See also==
* [[RSS in Forums]]
* [[RSS in Glossaries]]
* [[RSS feeds block]]
*[http://news.bbc.co.uk/1/hi/help/3223484.stm BBC: An introduction to RSS Feed (Really Simple Syndication)]
*[http://en.wikipedia.org/wiki/RSS_%28file_format%29 Wikipedia "RSS (file format)" ]

[[Category:Administrator]]
[[Category:RSS]]

[[es:RSS]]

Installations 10000 plus

2007-11-20T09:20:14Z

Mocal: /* Spain */

{{Template:Large Installations}}

Please add your school info here, if you have a Moodle installation catering (or expecting to cater) for 10,000 or more users.

==Brazil==
* [http://www.escolatecnica.ufrgs.br Escola Técnica da Universidade Federal do Rio Grande do Sul] - Professional school in Brazil, with 1,200 students. Adopted Moodle in 2004 and has been using it since then.

==Canada==

* [http://www.athabascau.ca/ Athabasca University] - Canada's leading distance-education and online university: Canada's Open University, serving about 30,000 students per year. Athabasca has decided to adopt Moodle as a single platform instead of WebCT Vista (i.e. the top of the line version). You can read their [http://www.athabascau.ca/media/index.php?id=132 press release] for more info.

==China==

* [http://english.bit.edu.cn/ Beijing Institute of Technology]

==France==

* [http://cursus.uhb.fr/ Université de Rennes 2 - Haute Bretagne] - 20,000 to 30,000 users in 800 courses
** 5,000 different users connected every month
** 150 teachers actually involved
** integration with LDAP and Esup-Portail (based on uPortal) ;
** authentication via CAS

* [http://foad.univ-tlse1.fr/ Université Toulouse 1 - Sciences Sociales] - 18,000 users in 360 courses
** authentication via LDAP (CAS planned for september, when updating from 1.6.x to 1.8.x)

==Germany==

* [http://www.isis.tu-berlin.de/ Technische Universität Berlin] - 10,400 Users in 402 courses (updated: 07.June.2007)
** After a test period, the Information System for Instructors and Students (ISIS) was launched in september 2006.

==India==
* [http://www.amieindia.net AMIE India] is a website for [http://www.amieindia.net AMIE] students currently (as of September 2007) having 239 courses, 11246 users.

==Ireland==

* [http://www.dcu.ie Dublin City University] 18,000 users in 3,600 courses.

==Italy==

* [http://www.aulaweb.unige.it/ AulaWeb - University of Genoa] AulaWeb is an university-wide installation of Moodle, organized in virtual instances, one for each laurea degree. In March 2007, it hosts more than 78 instances used by 10.500 students.

* [http://elearning.uniroma1.it/ CITICoRD - University of Rome La Sapienza] CITICoRD hosts more than 330 courses for about 20.100 students from about 20 faculties, ranging from enginering scientific courses to literature and medicine.

==New Zealand==

*[http://campus.openpolytechnic.ac.nz/ The Open Polytechnic of New Zealand] - 35,000+ students, 6,500+ courses, single sign-on for library services using Ezy Proxy, single sign-on for webmail, using SquirrelMail, uses LDAP for interface with Sears Student Management System. Comments by [https://eduforge.org/wiki/wiki/nzvle/wiki?pagename=Comments%20by%20Ken%20Udas%2C%20Director%20of%20eLearning%20at%20the%20Open%20Polytechnic Ken Udas, Director of eLearning at the Open Polytechnic]

== Spain ==

*[http://aulavirtual.uji.es/ Universitat Jaume I] - 13,000 users in 600 courses.

*[http://www.upc.edu La Universitat Politecnica de Cataluña] on september 2005 started a pilot Moodle installation with 3.000 Students. On september 2006 the migration from the old campus to Moodle will be complete with more than 30.00 students [http://atenea.upc.edu El campus Atenea 4] runs Moodle 1.4.5 y an will be updated to Moodle 1.5.3 in september 2006. [http://www.upc.edu UPC] has developed several applicatons adn bridges between its own informacion systems.
** Integration with the academic management informatio system "Prisma".
** [http://appserv.lsi.upc.es/palangana/moodle/course/view.php?id=18 Internalmail] (developed also in UPC) is used for as email internal system.
** Moodle integration with [http://bibliotecnica.upc.edu the upc library system].
** Adaptation of Moodle grades to spanish university grading system.
** And other stuff

*[http://www.urv.cat/ Universitat Rovira i Virgili] using Moodle for three academic years. At present version 1.5.4+ to be updated to 1.6.4+ in short. In march 2007, 22701 users registered and 3500 courses created aprox.
** Integration with the academic management information system
** Integration with the corporative LDAP user’s directory
** Average of 504 courses used regularly (logs at least once a week)
** Average of 3200 students login at least once a day
** Average of 7200 students login at least once a week
** 10500 users (teachers and students) accessed at least once during the last month (data from 26th march 2007)

*[http://www.ulpgc.es/index.php?pagina=campusvirtual&ver=inicio Universidad de Las Palmas de Gran Canaria (ULPGC)] - 24.000 users in aprox. 1800 courses. We started with Moodle 1.4 four years ago as a test pilot project for a small number of courses. Now offered as a basic service for all courses at ULPGC: 55 official EU titles and 5 more offered ONLY through Web.
** We are using version 1.6.3 with LDAP authentification
** Custom modules: ULPGCAssignment and ULPGCDialogUe, heavily modified Appointment/Scheduler
** Custom groupings/scopes for small team activities (e.g. group assignment)
** Regular-intense usage ranks by 60% of courses/students.

*[http://campusvirtual.ub.edu/ Universitat de Barcelona] - 60.000 users in 7.300 courses. Started in September 2006 as a project, UB Moodle site will be open for all next September.

*[http://campuvirtual.unex.es Universidad de Extremadura] - 15000 users in aprox. 700 courses.

==United Kingdom==

*[http://www.open.ac.uk/ The Open University (OU)] - the United Kingdom's only university dedicated to distance learning. They have around 150,000 undergraduate and more than 30,000 postgraduate students. They are in the middle on a two-year programme to build a VLE based on Moodle. In June 2007, the OU's Moodle database contains 350,000 users and 2,500 courses.

:"Now, The Open University’s Learning and Teaching Office has started a new programme worth nearly £5 million to build a comprehensive online student learning environment for the 21st century.

:The development, which will first appear in May of 2006, and be fully operational for February 2007 courses, will see the largest use of Moodle in the world. Moodle is a free, Open Source software package course management system used by educators to create effective online learning communities.

:Currently Open University students use a variety of software in a network to access their course work, interact with tutors and other students, use the library, submit assignments and handle administrative paperwork. The new development incorporating Moodle will ensure the network is much more user-friendly and uniform." Source: [http://www3.open.ac.uk/events/7/2005118_40887_nr.doc OU press release] (.doc format).

*[http://openlearn.open.ac.uk/ OpenLearn] The Open University's open content initiative. Website development began in May 2006 and the site was launched in October 2006, supported by a grant from The William and Flora Hewlett Foundation. By April 2008, 5,400 learning hours of content will be available online. Currenly (early 2007) over 10,000 unique users.

*[http://www.gla.ac.uk/ The University of Glasgow] - A long-established (founded 1451) and high-profile research university in the UK, with 20,000 students (16,000 undergrad, 4,000 postgrad), 6,000 staff, 12,000 unique users of Moodle (as of Dec 2005). Uses LDAP for integration with Novell and a custom MIS system for user authentication.

==United States==
*[http://moodle.cpcc.edu Central Piedmont Community College (CPCC) ] uses moodle for both curriculum and Corporate and Continuing Education. For curriculum it runs in parallel to Blackboard as faculty migrate to moodle over time. There are currently no plans to go moodle only, although many administrators favor this option. The server has 30,000 or so users on it, but the actual number of active users varies widely. It is used for both hybrid and full-online classes. Corporate and Continuing Education runs its own branded instance and uses only moodle for distance education. We have about 80,000 students total, covering the range from GED, adult-ed, curriculum, and other areas serviced by 7 campuses in and around Charlotte, North Carolina.

*[http://ilearn.sfsu.edu San Francisco State University (SFSU) ] uses moodle for more than three years now. We use moodle for our main campus and the College of Extended Learning (CEL). For curriculum, moodle used to run in parallel with Blackboard as faculty migrate to moodle over time (SFSU officially phasing out Blackboard, as of 6/30/2007). The servers have total of 89K users (as of 09/05/2007), among these 89K users, 28K are considered as currently active. As for courses, we have total of 57K courses sitting on our database, and among them, around 53K are considered as active. We also have integrated Moodle with our SIMS/R system (see http://www.sfsu.edu/sims/overview.htm). The student population in SFSU covers the range from undergraduate, graduate, and first professional students.

==Taiwan==
{{Template:Large Installations}}

[[Category:Administrator]]

Installations 10000 plus

2007-11-19T13:56:15Z

Mocal: /* Spain */

{{Template:Large Installations}}

Please add your school info here, if you have a Moodle installation catering (or expecting to cater) for 10,000 or more users.

==Brazil==
* [http://www.escolatecnica.ufrgs.br Escola Técnica da Universidade Federal do Rio Grande do Sul] - Professional school in Brazil, with 1,200 students. Adopted Moodle in 2004 and has been using it since then.

==Canada==

* [http://www.athabascau.ca/ Athabasca University] - Canada's leading distance-education and online university: Canada's Open University, serving about 30,000 students per year. Athabasca has decided to adopt Moodle as a single platform instead of WebCT Vista (i.e. the top of the line version). You can read their [http://www.athabascau.ca/media/index.php?id=132 press release] for more info.

==China==

* [http://english.bit.edu.cn/ Beijing Institute of Technology]

==France==

* [http://cursus.uhb.fr/ Université de Rennes 2 - Haute Bretagne] - 20,000 to 30,000 users in 800 courses
** 5,000 different users connected every month
** 150 teachers actually involved
** integration with LDAP and Esup-Portail (based on uPortal) ;
** authentication via CAS

* [http://foad.univ-tlse1.fr/ Université Toulouse 1 - Sciences Sociales] - 18,000 users in 360 courses
** authentication via LDAP (CAS planned for september, when updating from 1.6.x to 1.8.x)

==Germany==

* [http://www.isis.tu-berlin.de/ Technische Universität Berlin] - 10,400 Users in 402 courses (updated: 07.June.2007)
** After a test period, the Information System for Instructors and Students (ISIS) was launched in september 2006.

==India==
* [http://www.amieindia.net AMIE India] is a website for [http://www.amieindia.net AMIE] students currently (as of September 2007) having 239 courses, 11246 users.

==Ireland==

* [http://www.dcu.ie Dublin City University] 18,000 users in 3,600 courses.

==Italy==

* [http://www.aulaweb.unige.it/ AulaWeb - University of Genoa] AulaWeb is an university-wide installation of Moodle, organized in virtual instances, one for each laurea degree. In March 2007, it hosts more than 78 instances used by 10.500 students.

* [http://elearning.uniroma1.it/ CITICoRD - University of Rome La Sapienza] CITICoRD hosts more than 330 courses for about 20.100 students from about 20 faculties, ranging from enginering scientific courses to literature and medicine.

==New Zealand==

*[http://campus.openpolytechnic.ac.nz/ The Open Polytechnic of New Zealand] - 35,000+ students, 6,500+ courses, single sign-on for library services using Ezy Proxy, single sign-on for webmail, using SquirrelMail, uses LDAP for interface with Sears Student Management System. Comments by [https://eduforge.org/wiki/wiki/nzvle/wiki?pagename=Comments%20by%20Ken%20Udas%2C%20Director%20of%20eLearning%20at%20the%20Open%20Polytechnic Ken Udas, Director of eLearning at the Open Polytechnic]

== Spain ==

*[http://aulavirtual.uji.es/ Universitat Jaume I] - 13,000 users in 600 courses.

*[http://www.upc.edu La Universitat Politecnica de Cataluña] on september 2005 started a pilot Moodle installation with 3.000 Students. On september 2006 the migration from the old campus to Moodle will be complete with more than 30.00 students [http://atenea.upc.edu El campus Atenea 4] runs Moodle 1.4.5 y an will be updated to Moodle 1.5.3 in september 2006. [http://www.upc.edu UPC] has developed several applicatons adn bridges between its own informacion systems.
** Integration with the academic management informatio system "Prisma".
** [http://appserv.lsi.upc.es/palangana/moodle/course/view.php?id=18 Internalmail] (developed also in UPC) is used for as email internal system.
** Moodle integration with [http://bibliotecnica.upc.edu the upc library system].
** Adaptation of Moodle grades to spanish university grading system.
** And other stuff

*[http://www.urv.cat/ Universitat Rovira i Virgili] using Moodle for three academic years. At present version 1.5.4+ to be updated to 1.6.4+ in short. In march 2007, 22701 users registered and 3500 courses created aprox.
** Integration with the academic management information system
** Integration with the corporative LDAP user’s directory
** Average of 504 courses used regularly (logs at least once a week)
** Average of 3200 students login at least once a day
** Average of 7200 students login at least once a week
** 10500 users (teachers and students) accessed at least once during the last month (data from 26th march 2007)

*[http://www.ulpgc.es/index.php?pagina=campusvirtual&ver=inicio Universidad de Las Palmas de Gran Canaria (ULPGC)] - 24.000 users in aprox. 1800 courses. We started with Moodle 1.4 four years ago as a test pilot project for a small number of courses. Now offered as a basic service for all courses at ULPGC: 55 official EU titles and 5 more offered ONLY through Web.
** We are using version 1.6.3 with LDAP authentification
** Custom modules: ULPGCAssignment and ULPGCDialogUe, heavily modified Appointment/Scheduler
** Custom groupings/scopes for small team activities (e.g. group assignment)
** Regular-intense usage ranks by 60% of courses/students.

*[http://campusvirtual.ub.edu/ Universitat de Barcelona] - 60.000 users in 7.300 courses. Started in September 2006 as a project, UB Moodle site will be open for all next September.

*[http://campuvirtual.unex.es Universidad de Extremadura] - 13000 users in aprox. 300 courses.

==United Kingdom==

*[http://www.open.ac.uk/ The Open University (OU)] - the United Kingdom's only university dedicated to distance learning. They have around 150,000 undergraduate and more than 30,000 postgraduate students. They are in the middle on a two-year programme to build a VLE based on Moodle. In June 2007, the OU's Moodle database contains 350,000 users and 2,500 courses.

:"Now, The Open University’s Learning and Teaching Office has started a new programme worth nearly £5 million to build a comprehensive online student learning environment for the 21st century.

:The development, which will first appear in May of 2006, and be fully operational for February 2007 courses, will see the largest use of Moodle in the world. Moodle is a free, Open Source software package course management system used by educators to create effective online learning communities.

:Currently Open University students use a variety of software in a network to access their course work, interact with tutors and other students, use the library, submit assignments and handle administrative paperwork. The new development incorporating Moodle will ensure the network is much more user-friendly and uniform." Source: [http://www3.open.ac.uk/events/7/2005118_40887_nr.doc OU press release] (.doc format).

*[http://openlearn.open.ac.uk/ OpenLearn] The Open University's open content initiative. Website development began in May 2006 and the site was launched in October 2006, supported by a grant from The William and Flora Hewlett Foundation. By April 2008, 5,400 learning hours of content will be available online. Currenly (early 2007) over 10,000 unique users.

*[http://www.gla.ac.uk/ The University of Glasgow] - A long-established (founded 1451) and high-profile research university in the UK, with 20,000 students (16,000 undergrad, 4,000 postgrad), 6,000 staff, 12,000 unique users of Moodle (as of Dec 2005). Uses LDAP for integration with Novell and a custom MIS system for user authentication.

==United States==
*[http://moodle.cpcc.edu Central Piedmont Community College (CPCC) ] uses moodle for both curriculum and Corporate and Continuing Education. For curriculum it runs in parallel to Blackboard as faculty migrate to moodle over time. There are currently no plans to go moodle only, although many administrators favor this option. The server has 30,000 or so users on it, but the actual number of active users varies widely. It is used for both hybrid and full-online classes. Corporate and Continuing Education runs its own branded instance and uses only moodle for distance education. We have about 80,000 students total, covering the range from GED, adult-ed, curriculum, and other areas serviced by 7 campuses in and around Charlotte, North Carolina.

*[http://ilearn.sfsu.edu San Francisco State University (SFSU) ] uses moodle for more than three years now. We use moodle for our main campus and the College of Extended Learning (CEL). For curriculum, moodle used to run in parallel with Blackboard as faculty migrate to moodle over time (SFSU officially phasing out Blackboard, as of 6/30/2007). The servers have total of 89K users (as of 09/05/2007), among these 89K users, 28K are considered as currently active. As for courses, we have total of 57K courses sitting on our database, and among them, around 53K are considered as active. We also have integrated Moodle with our SIMS/R system (see http://www.sfsu.edu/sims/overview.htm). The student population in SFSU covers the range from undergraduate, graduate, and first professional students.

==Taiwan==
{{Template:Large Installations}}

[[Category:Administrator]]

Teaching Do's

2007-11-19T13:28:38Z

Mocal:

==Do encourage students to learn together through shared Moodle-based experiences==
Moodle is not just about text, images and links. There is a Moodle [[Philosophy|philosophy]] that presumes that that ''learning is particularly effective when constructing something for others to experience''. Moodle was born with collaboration in mind.

Encourage your students to experience Moodle together, not as a book that has been posted to the Web, but rather as members of an ongoing, active learning community.

This means that ''your job as a 'teacher' can change from being 'the source of knowledge' to being an influencer and role model of class culture, connecting with students in a personal way that addresses their own learning needs, and moderating discussions and activities in a way that collectively leads students towards the learning goals of the class''.

==Do encourage students to be security-conscious==
Students should be very careful about posting personal information to any web site, even your Moodle site. Encourage them to use common sense in this area.

==Do start small but think big==
If you are new to Moodle and have no experience with other course management systems, consider beginning with with something easy and straightforward, like creating a web page resource to post lesson plans and links to helpful online resources. Do that until you are really comfortable. Then, as your needs dictate, move on to other modules: maybe a little forum to discuss current events in your discipline, for example.

Moodle is very robust and can overwhelm a novice. This approach can help you avoid that. Don't worry, in a few weeks, you will be Moodling like crazy!

==Do save, save, save==
Please save your work every five to ten minutes. Develop this habit BEFORE your browser locks up in the middle of something big and you will never lose more than a few minutes of your wonderful, inspired Moodling! Encourage your students to do the same. They become quite frustrated if they lose their work after thirty or forty minutes or more. It's best to teach them early on to save every few minutes. You might even want to use a kitchen timer to help remind them to save their work.

==Do show students how the logs work==
Make sure that students understand that you can monitor where they go and what they do on the class web site. Show them an example of the logs that are generated as they click around the site.

==Do enter brief, helpful summaries for your resources==
When students click on the [[Resources|resources]] link, it is helpful for them to see not only the title of the resource, but also some descriptive information about that resource. Many teachers prefer to skip the summary, but it takes only a few moments to add one and doing so is an act of kindness toward your students and colleagues.

[[Image:resources.png|frame|left|Summaries tell your students about the resources in a course.]] 

== Do set an enrollment key==

Unless you want the whole world to join your course (possible, but usually not the case), do not leave the enrolment key field blank in the course [[Settings|settings]]. This one-time password will keep out everyone except your students.

If necessary, change the key after all of your students have enrolled. That way, the students won't be able to share the key with others, because they won't know it.

[[Image:Ekey.jpg|frame|left|You set your enrolment key when specifying the settings of your course. It is part of the course setup.]] 

==Do encourage students to think before they post==

Many students have a very casual approach to [[Forum posting|posting to forums]]. This presumably comes from their many online interactions with their friends. This may be what you are looking for, but you will often want more thinking than that to occur when students are communicating in your class. Encourage students to consider the advice built into Moodle about being a little more critical in one's approach to forum interactions.

[[Image:Read-carefully2.jpg|frame|left|Just click for helpful advice. Encourage students to make use of the built-in suggestions about reading carefully, writing carefully, and asking good questions.]]
 

==Do use labels to appropriately divide/annotate your course sections/weeks==

If you use [[Label|labels]] INSTEAD of the default topic/week editing section, you'll have less trouble when you migrate portions of your course over to another (when you append and don't overwrite, section notes are lost, but labels are not).

Note that if you use the optional course menu (from humboldt, as of summer 06) it gets its folder titles from the section summaries, so if you plan on using it, then you DO need to use these summaries - so it's a trade-off.

==Do set up your new course (weeks/topics, number of sections, etc...) prior to importing/overwriting with another course==

Moodle doesn't know how to put 20 modules or weeks into 10, and won't automatically change the destination course. It does migrate all the content, but the location of the content will be more what you expect if you make the course layout match the source course. (note, this is 1.5.3 - and may be changed in the future)

==Do encourage student feedback about course structure, usability, content etc.==
Your students will be the experts who will be able to tell you if you have set up your course well, if they found it to be user friendly, and so on. Be sure to ask them for constructive feedback about what works and doesn't work. Their responses may sting a little, but can be very helpful. The choice, questionnaire and feedback modules are good for this purpose. Moodle also makes it very easy for you to act on that feedback and modify your course as necessary on the fly.

==Do hide menu options on internal resources pop-up windows==
When you create a resource that is a text page, webpage, or internal file that opens in the browser, use the "Show settings" button to make the window pop-up options available. By setting these resources to open up as a secondary window, you can leave your main moodle course page as a "launch platform" for your course. Using the additional options, you can create a nice streamlined window without all the normal browser menus. You can even size the window. It's a good idea to leave the allow scrolling and resizing windows available, as you may not always be able to predict how much screen space you need. Once the participant has viewed the window, they simply close it, taking them smoothly back to the course page.

==Do create custom grading scales==
You can create your own [[Scales|scales]] of grades, comments, etc. to use in [[Forums|forums]], [[Glossaries|glossaries]] and [[Assignments|assignments]]. This can be very useful and it can even be fun. In fact, you might consider having your students help you create a custom grading scale. (K-12 Teachers: Why not vote for the coolest scales using the choice module?)

==Do share with colleagues==
Communicate often with colleagues here at moodle.org, at your own school, and anywhere else you discover moodlers. Each person you meet will have different ideas to enhance your own creativity in your use of moodle resources. When you find that something works well, always share it with others!

==Do teach students to modify subjects in forums ==
It is an act of kindness to helpfully modify subject lines in forums. This helps participants follow the flow of the online conversation. It is a little hard to know what is going on when the subject ''About Bobo'' appears fifty times in a row. It is easier to follow when you have ''Bobo was a victim'', ''I like Bobo, but...'', and ''What this country needs is a ten thousand men like Bobo!''

==Do Make a sincere effort to keep the size of uploaded Moodle files as small possible ==
Objects created inside Moodle (such as Moodle web pages and activity modules) are very small and efficient in size for the Internet. However, other useful types of Moodle resource files for your students (such as Acrobat PDF files, digital camera pictures, sound files, etc.)can vary widely in size. Watch the size of uploaded files carefully. Remember students may be accessing your Moodle site from places with slower connection speeds. Whenever possible save your uploaded files in the smallest possible size that is acceptable.

== Do make the links to uploaded Moodle files self documenting ==
It is often helpful to your Moodle students to make your links to uploaded Moodle files self-documenting. For example you can list a link to a PDF document with your class syllabus as: Course Syllabus - Adobe PDF - 130Kb This tells students the purpose, the file type, and the size of the document they will be downloading. Such links tell students what programs or plugins are needed to access the uploaded file and how long they may have to wait for it to download if they click the link on a slow connection.

==See also==

* [[Teaching Good Practices (K-12)]]
* [[Teaching Don'ts]]

[[Category:Teacher]]

[[fr:Enseigner_avec_Moodle_:_ce_qu%27il_faut_faire]]
[[es:Qu%C3%A9_hacer_para_ense%C3%B1ar]]

Teaching Don'ts

2007-11-19T11:45:19Z

Mocal:

==Don't let Moodle overwhelm you==
Moodle is big. You can do all sorts of educational stuff with Moodle, so much stuff, that beginners can be overwhelmed by all there is to learn. But is it necessary to master all of Moodle right away? Of course not.

Start with modest goals like posting lesson plans and links to useful resources and go from there. Take your time and be patient. If you do have difficulty learning to do some of the more sophisticated things, turn to the Moodle community for assistance. In a few months, you will be Moodling like a champ!

==Don't dominate discussions==
It is a sometimes necessary to guide students a bit in the forums. You give a nudge here and a nudge there. That's fine. But try to avoid posting too much yourself. Stimulating the discussion is one thing; dominating the discussion is another!

==Don't assume that the coolness of Moodle will inspire or motivate your students==
Many teachers are amazed and impressed by what Moodle can do. Astonished, even. They simply assume that their students will share their enthusiasm. Well, maybe... But remember that it is ''good teaching'' (online or otherwise) that inspires students. Don't expect Moodle to do the teacher's job.

==Don't violate copyright laws==
If you inappropriately ''borrow'' the works of others, your students will do so, too. That is probably not what you are trying to teach them.

==Don't forget to check users' profiles==
Sigh... Some students have questionable judgement. You never know what they will post to their profiles. Best to check now and again. Depending upon your school system, your local laws, and your personal beliefs, of course, you may or may not do anything about what you find, but it is best to at least know what's there.

==Don't encourage users to run Power Point presentations in their browsers==
Teachers with content they developed in PowerPoint want to use it in Moodle as a jump start. And student/users want to simply click on a PowerPoint (PPT) presentation and run it inside their browsers. This usually works out pretty well, but not always. You will have far fewer complaints and problems if your users download PPT presentations to their desktops and run them from there. Encourage them to do so. By the way, this is not a Moodle problem; it is a browser problem.

Do not upload large PPTs if your Moodle disk space is limited.

If you want to provide the original presentation, it would be nice to also provide handouts or an outline in addition. The student can choose the most personally convenient option.

Here are some alternatives:
*Convert your PPTs to .swf files using [http://www.openoffice.org/ Open Office]. The only disadvantage is that you will lose any animations.
*Print PPT handouts to a .pdf file and have your students download/view that as a resource.
*Use one of many Moodle features instead of PPT.
** The [[Presentation|presentation]] module
**Use [[Adding/editing_a_lesson#Lesson_formatting|Lesson module]]'s slide show settings
***The [[Lessons|lesson]] module which can also [[Import PowerPoint|import]] a simple PPT
** The Slideshow module[[Slideshow module (for images)|for images]] or for [[Slideshow module (for presentations)| presentations]]
** The [[Book_module]] will present pages and can import a PPT
*Present a PPT with Flash

*Use [http://www.pptminimizer.com/eng/index.php PPTminimizer] to dramatically reduce PPTs size.

==Don't be afraid to experiment==
Moodle is designed to be played with. Set up a test course for yourself and experiment with the different modules - you can't break anything!

Or setup localhost on your own computer. It's easy and you won't have to wait for the screen to refresh from your MoodleServer.

==Don't be distracted by ''shiny stuff''==
Just because you ''can'' do something in Moodle does not mean that you ''should'' do it or ''have to'' do it. Moodle is very robust software and many of its features are fun to play with. That is cool, but, remember, the point is not to build a cutting-edge web site (although that really is a lot of fun). The point is learning.

* What is it you want your students to know?
* What is it you want them to be able to do?

Let those questions dictate how you use Moodle.

==Don't Worry about it!==
Remember the initials I.E. for "Ignore" and "Explore". Ignore the things you don't need, or that you come across and don't understand. When you need something, explore and find. There is very little you can really do wrong, and there's not much to break. Wherever you can really mess up (like deleting something permanently) you are given a pretty clear warning, so you can't really go wrong in experimenting - and if you do, editing to fix is easy. When in doubt, have your administrator create a "sandbox" course for you where you can play and destroy and play again. Remember, computers and applications are for you to use, not be used by.

==See also==
* [[Teaching Do's]]
* [[Teaching Good Practices (K-12)]]

[[Category:Teacher]]

[[fr:Enseigner_avec_Moodle_:_ce_qu%27il_ne_faut_pas_faire]]
[[es:Qu%C3%A9_NO_hay_que_hacer_para_ense%C3%B1ar]]

Notifications

2007-11-19T10:53:03Z

Mocal:

Location: ''Administration > Security > Notifications''

==Display login failures to==

Set this to administrators to be warned of anyone attempting to steal student or teacher logins. When set, a link stating the number of failed logins appears in the top right corner of the page when an administrator logs in. Click the link to access
the login error page.

The administrator is the administrator with the lowest id in the user-table (= the first created and still active administrator), all administrators are all users with the administrator role

==Email login failures==

If you're concerned about login failures, you can set up email notification for administrators.

==Threshold for email notifications==

This sets the number of failed logins for a given user from a single computer that will trigger notification.

[[Category:Administrator]]

[[es:Notificaciones]]
[[fr:Notifications]]