MoodleDocs - Contribucions de l'usuari [ca]

Ús

2012-10-02T09:20:24Z

Phuclx: Undo revision 100933 by Pbthanh (talk)

{{About Moodle}}
==Who uses Moodle?==

Moodle is used by a variety of institutions and individuals, including:
* Universities
* High schools
* Primary schools
* Government departments
* Healthcare organisations
* Military organistions
* Airlines
* Oil companies
* Homeschoolers
* Independent educators
* special educators

==How many Moodle sites are there==
There are tens of thousands of registered Moodle sites in the sites list that we maintain, however it is impossible to know exactly how many Moodle sites exist because Moodle is open source, free to download and distribute, and doesn't force registration on its users. Very often we find people will not inform us about their sites.

For up-to-date summary statistics about registered sites browse the [http://moodle.org/stats/ Moodle Statistics] page. Statistics shown on this page are updated daily to provide an accurate summary of collected information.
You can also browse the [http://moodle.org/sites/ Moodle Sites] page, which provides a useful list of registered sites grouped by country for all sites that have chosen to make their information public.

==How statistics are collected and maintained==
===Registration===
All information collected by moodle.org is from site administrators that have registered their sites with us. For security and privacy reasons registration has been made a manual process that only a site administrator can undertake.
Registration can be undertaken by clicking on the Registration button shown in the site administration block under Notification, and filling out the simple form that then gets sent back to us.

Sites can update the registration information we hold about them at any time them by repeating the manual process.
It is important to note that because of the manual process information that is collected by moodle.org may be out of date.

Moodle since version 1.0 has allowed users to register their sites with us, registration being something that we encourage all publicly available sites to do.
You can read more about registration, the registration process and what is collected on the [[Moodle registration|Moodle Registration]] page.

===Moderation===
To ensure that the statistics that we collect are as accurate as possible there are certain conditions that a registered site has to meet in order to be included into both the statistics and sites pages.

When a site first registers we check the information about the site to ensure that the URL they have provided is valid and that the email address for the site administrator is a valid email address.
We also at this point sanity check the information being collected to remove obvious test sites.

===Maintenance===
Like most of the web many sites come and go. Since we strive to maintain accurate statistics we need to check registered sites on a regular basis and clean out old data.
A sophisticated, automated site check process is used to undertake the task of checking every registered site on a weekly basis.

In checking registered sites every sites is visited by our site check program that then evaluates and scores each site individually based on a collection of 21 defined rules that we have set to identify each and every Moodle release. The score that a site receives determines whether the site remains in the list , is flagged for manual inspection, or marked as invalid.
Any site that fails the evaluation two weeks in a row is then removed from the sites list, and not included in any statistics.

===Ensuring your site passes the weekly evaluation===
To ensure that your site passes the weekly evaluation check that your site meets the following three criteria.
* Check the URL you registered is the URL of your Moodle registration. We check only the page returned from the URL you registered, we don't dig down into your site, or search any alternatives.
* Check the site is publicly available on the Internet. We can't check your site if it is only available locally, or has been wrapped in any means of authentication.
* Ensure you have content when you register your site. If you don't have any content when you register it is likely we will dismiss your site as a test site. Ensure that you have created at least one course, and three users within your installation before registering.

If you want to find out when we last came through you can check your personal site statistics or web server logs and look for page requests on your registered URL that have the following user agent
''moodle.org Link Checker (http://moodle.org/sites/)''

==See also==

*[[:Category:Installations|Moodle installation listings]]

[[de:Nutzung]]

Sobre el Moodle

2012-09-14T09:33:31Z

Phuclx:

{{Main page}}
'''Moodle''' is a [http://download.moodle.org/ software package] for producing Internet-based courses and web sites. It is a global development project designed to support a [[Philosophy|social constructionist]] framework of education.

Moodle is provided freely as [http://opensource.org/docs/osd Open Source] software (under the [http://www.gnu.org/copyleft/gpl.html GNU General Public License]). Basically this means Moodle is copyrighted, but that you have additional freedoms. You are allowed to copy, use and modify Moodle provided that you agree to: '''provide the source to others; not modify or remove the original license and copyrights''', and '''apply this same license to any derivative work'''. Read the [[:dev:License|full license]] for details and please contact the [http://moodle.com/helpdesk copyright holder via the Moodle.com helpdesk] if you have any questions.

Moodle can be [[Installing Moodle|installed]] on any computer that can run PHP, and can support an SQL type database (for example MySQL). It can be run on Windows and Mac operating systems and many flavors of Linux. There are many knowledgeable [http://moodle.com/partners/ Moodle Partners] to assist you, even [http://moodle.com/hosting/ host your Moodle site].

The word Moodle was originally an acronym for Modular Object-Oriented Dynamic Learning Environment, which is mostly useful to programmers and education theorists. It's also a verb that describes the process of lazily meandering through something, doing things as it occurs to you to do them, an enjoyable tinkering that often leads to insight and creativity. As such it applies both to the way Moodle was developed, and to the way a student or teacher might approach studying or teaching an online course. Anyone who uses Moodle is a Moodler.

Come [http://moodle.org/community/ moodle with us]!

*[[Philosophy]]
*[[Pedagogy]]
*[[Usage]]
*[[Moodle site - basic structure]]
*[[Moodle key terms]]

[[Category:About Moodle]]

[[es:Acerca de Moodle]]
[[eu:Moodle-ri buruz]]
[[fr:À propos de Moodle]]
[[de:Was ist Moodle?]]
[[ja:Moodleとは]]

Sobre el Moodle

2012-09-14T09:21:01Z

Phuclx:

{{Main page}}
'''Moodle''' is a [http://download.moodle.org/ software package] for producing Internet-based courses and web sites. It is a global development project designed to support a [[Philosophy|social constructionist]] framework of education.

Moodle is provided freely as [http://opensource.org/docs/osd Open Source] software (under the [http://www.gnu.org/copyleft/gpl.html GNU General Public License]). Basically this means Moodle is copyrighted, but that you have additional freedoms. You are allowed to copy, use and modify Moodle provided that you agree to: '''provide the source to others; not modify or remove the original license and copyrights''', and '''apply this same license to any derivative work'''. Read the [[:dev:License|full license]] for details and please contact the [http://moodle.com/helpdesk copyright holder via the Moodle.com helpdesk] if you have any questions.

Moodle can be [[Installing Moodle|installed]] on any computer that can run PHP, and can support an SQL type database (for example MySQL). It can be run on Windows and Mac operating systems and many flavors of Linux. There are many knowledgeable [http://moodle.com/partners/ Moodle Partners] to assist you, even [http://moodle.com/hosting/ host your Moodle site].

The word Moodle was originally an acronym for Modular Object-Oriented Dynamic Learning Environment, which is mostly useful to programmers and education theorists. It's also a verb that describes the process of lazily meandering through something, doing things as it occurs to you to do them, an enjoyable tinkering that often leads to insight and creativity. As such it applies both to the way Moodle was developed, and to the way a student or teacher might approach studying or teaching an online course. Anyone who uses Moodle is a Moodler.

Come [http://moodle.org/community/ moodle with us]!

*[[Philosophy]]
*[[Pedagogy]]
*[[Moodle site - basic structure]]
*[[Moodle key terms]]

[[Category:About Moodle]]

[[es:Acerca de Moodle]]
[[eu:Moodle-ri buruz]]
[[fr:À propos de Moodle]]
[[de:Was ist Moodle?]]
[[ja:Moodleとは]]

Pedagogia

2012-09-14T08:20:53Z

Phuclx:

{{About Moodle}}
Let's sit back and really reflect on the pedagogy that is at the core of what we, as online educators, are trying to do.

==Definition of Pedagogy==
One definition of [http://en.wiktionary.org/wiki/Pedagogy pedagogy] in Wiktionary says
#The profession of teaching
#The activities of educating, teaching or instructing

Wikipedia has a much longer page on [http://en.wikipedia.org/wiki/Pedagogy Pedagogy]. At one point it said Pedagogy is the art or science of being a teacher, generally refers to strategies of instruction, or a style of instruction. The word comes from the Ancient Greek παιδαγωγέω (paidagōgeō; from παῖς (child) and ἄγω (lead)): literally, "to lead the child”.

==Moodle in three short paragraphs==

The heart of Moodle is courses that contain activities and resources. There are about 20 different types of activities available (forums, glossaries, wikis, assignments, quizzes, choices (polls), scorm players, databases etc) and each can be customised quite a lot. The main power of this activity-based model comes in combining the activities into sequences and groups, which can help you guide participants through learning paths. Thus, each activity can build on the outcomes of previous ones.

There are a number of other tools that make it easier to build communities of learners, including blogs, messaging, participant lists etc, as well useful tools like grading, reports, integration with other systems and so on.

For more about Moodle, see http://moodle.org, and particularly the main community “course” called [http://moodle.org/course/view.php?id=5 Using Moodle]. It's crowded and busy these days, but jump in and you'll soon find interesting stuff I'm sure. The developers and the users are deliberately forced to mix in the same forums. The other great place to start is our [https://docs.moodle.org/ online documentation] which is a community-developed wiki site.

==Social Constructionism as a Referent==

I have these five points on a slide which I use in every presentation I do. They are useful referents taken from research that apply to education in general, boiled down into a simple list that I carry around under the moniker of "social constructionism".

# '''All of us are potential teachers as well as learners - in a true collaborative environment we are both'''. It's so important to recognise and remember this. I think this perspective helps us retain some humility as teachers and fight the (very natural!) tendency to consolidate all your history and assume the revered position of “wise source of knowledge”. It helps us keep our eyes open for opportunities to allow the other participants in our learning situation to share their ideas with us and to remind us to listen carefully and ask good questions that elicit more from others. I find I need to constantly remind myself of this point, especially when the culture of a situation pushes me into a central role (like now!) 
# '''We learn particularly well from the act of creating or expressing something for others to see.''' For most of us this is basically “learning by doing”, and is fairly obvious, yet it's worth reminding ourselves of it. It's surprising how much online learning is still just presenting static information, giving students little opportunity to practice the activities they are learning about. I often see online teachers spending a great deal of time constructing perfect resources for their course, which no doubt is a terrific learning experience for them, but then they deny their students that same learning experience. Even textbooks often do a better job, with exercises after every chapter and so on. Most importantly, such learning is best when you are expressing and presenting posts, projects, assignments, constructions etc '''for others to see'''. In this situation your personal “stakes” are a lot higher, and a lot of self-checking and reflection takes place that increases learning. Seymour Papert (the inventor of logo) famously described the process of constructing something for others to see as a very powerful learning experience, and really this sort of thinking goes right back to Socrates and beyond. 
# '''We learn a lot by just observing the activity of our peers'''. Basically this is about “classroom culture”, or learning by osmosis. Humans are good at watching each other and learning what to do in a given situation through cues from others. For example, if you walk into a lecture theatre where everyone is sitting in seats, facing the front, listening quietly to the teacher at the front and taking notes, then that's most likely what you are going to do too, right? If you are in a less rigid class where people are asking questions all the time, then it's likely you'll feel freer to do so too. By doing so you'll be learning about both the subject itself and the meta-subject of how learning occurs from overhearing the discussions of your peers and the kinds of questions that get asked, leading to a richer multi-dimensional immersion in learning. 
# '''By understanding the contexts of others, we can teach in a more transformational way (constructivism)''' As you probably know from experience, advice from a mentor or friend can provide better, more timely and customised learning experience than with someone who doesn't know you and is speaking to a hundred people. If we understand the background of the people we are speaking to then we can customise our language and our expression of concepts in ways that are best suited to the audience. You can choose metaphors that you know the audience will relate to. You can use jargon where it helps or avoid jargon when it gets in the way. Again this is a pretty basic idea - every guide to public speaking talks about knowing your audience - but in online learning we need to be particular mindful of this because we often have not met these people in person and don't have access to many visual and auditory cues. 
# '''A learning environment needs to be flexible and adaptable, so that it can quickly respond to the needs of the participants within it'''. Combining all the above, if you as a learning facilitator want to take advantage of your growing knowledge about your participants, giving them tailored opportunities to share ideas, ask questions and express their knowledge, then you need an environment which is flexible, both in time and space. If you discover that you need to throw your schedule out the window because your participants know a lot less than you'd expected when you first designed the course, you should be able to readjust the schedule, and easily add new activities to help everyone (or just one group) catch up. Likewise, some great ideas for a simulation or something may have come up during discussions, so you should be able to add those later in the course. Timewise, your participants may be spread over different timezones, or maybe they live in the same timezone but have differing free time, so you should be able to offer asynchronous activities where people can work together but at different times. 

Jason Cole from Open University recently referred to these as “Martin's five laws” (ha!) but really they are referents: guiding concepts that I personally find useful to refer to whenever I need to make a decision in any given educational situation. In particular I find them useful for building '''communities of learners'''.

I guess you probably find a lot of this familiar, even if you use different terms. If not there is a lot of research about constructionism, constructivism and social Constructionism which you can find out more about in some of [http://dougiamas.com/writing/ my more formal papers].

==How Moodle tries to support a Social Constructionist view==

I'm going to go through the earlier list again, this time pointing out existing features in Moodle. Pedagogy and software design are closely intertwined in online learning - the "shape" of the software can help or hinder the teacher in what they are trying to do.

# '''All of us are potential teachers as well as learners - in a true collaborative environment we are both''' Many of the activities in Moodle are designed to allow students to control common content, such as forums, wikis, glossaries, databases, messaging and so on. This encourages students to add to the total course experience for others. In Moodle 1.7 we've made a huge step of a whole new Roles implementation which further breaks down the distinction of teachers and students, allowing Moodle system administrators and teachers to create new roles with any mix of capabilities they like. If you want students to be allowed to facilitate forums, create quiz questions or even control the course layout then you can. There is a very fine degree of control – for example you can allow students the ability to delete posts in just one single forum if you like. I hope that people will take these new features and experiment with control in their courses, allowing students more flexibility to do things that were previously thought of as something teachers should do. 
# '''We learn particularly well from the act of creating or expressing something for others to see''' Moodle has a wide range of ways in which people can create representations of their knowledge and share them. 
#* The course structure itself is terrific way to construct a shared and active representation of the learning journey that everyone is going through.
#* Forums of course are the core of this, providing spaces for discussion and sharing of media and documents (using the media plugin filters, attachments or simply links).
#* Wikis are collaboratively-built pages useful for group work and other negotiations.
#* Glossaries are collaboratively-built lists of definitions that can then appear throughout the course.
#* Databases are an extension of this idea allowing participants to enter structured media of any type (for example a collection of digital photos or a library of references). 
# '''We learn a lot by just observing the activity of our peers''' The participants page is the main place where you can see everyone in your course. It shows a lot of information about your participants and how recently they've been there. An Online Users block is the best way to see everyone else who might be on right now. The Recent Activity block shows a great deal of information about what has happened recently, and via link you can see reports with more detail. Things that happened not only include changes to the course and forum posts, etc, but also things like assignment submissions and quiz attempts. Students can't see the results that other students got from these activities, but they do get some sense that everyone is submitting Assignment 1 now and this peer pressure hopefully helps those who need it. Finally, almost all the modules will "tag" an entry or change with the name of the user, so that you can see who did what and when. For example, wiki pages all have a history link with full details on every edit. 
# '''By understanding the contexts of others, we can teach in a more transformational way (constructivism)''' There are many different ways to find out about people. Access to these can be decided on a site basis (different sites have different privacy policies): 
#* The user profile contains several fields where people can provide information about their background, etc. In particular there is a user profile photograph, which appears throughout Moodle whenever that person writes something. The photo links back to the profile page.
#* A compendium of forum posts (and discussion starters) by that person in that course (or across the site).
#* Individual blogs allow people to express things in a public but reflective way, often providing access to thinking that might not normally expressed in, say, a forum.
#* Overall activity reports show all the contributions from a user in a course, including assignment submissions, glossary entries, etc.
#* User log reports show detailed logs of every action taken by a person in Moodle, as well as graphs showing overall activity statistics.
#* The survey module provides a variety of proven questionnaire instruments for discovering interesting information about the state of mind of the group. 
# '''A learning environment needs to be flexible and adaptable, so that it can quickly respond to the needs of the participants within it''' 
#* The course page itself is the main tool for a teacher, allowing them to add/remove and structure activities as necessary. Changing the course is one button click away at any time, so the teacher can change it on a whim. In Moodle 1.7 we have now added AJAX features, so that activities, sections and blocks can all be simply dragged-and-dropped.
#* The roles in Moodle 1.7 can be applied individually in every context across the site, and can be further tweaked with overrides. So if you want to create one single quiz where everyone has access to everybody's results, or allow parents of students to see parts of your course, then you can.
#* Navigation around the course and site is automatically generated.
#* The gradebook is automatically maintained, and reflects the activities in the course at any given time.
#* There are preferences for many aspects of appearance and behaviour, at site, course and activity levels, allowing educators to fine-tune the behaviour of Moodle in many ways.
#* External systems can be integrated easily, to maintain authentication, enrolments and other things, allowing Moodle to react smoothly as data in other systems is modified. 

==Finding a balance==

Before I talk about where we are going, let me talk a little about the balance that a Course Management System (aka VLE) like Moodle needs to achieve. One thing I found out quickly in a community like ours is that people have a wide range of expectations of online learning.

At the authoritarian extreme there are those who want students to be highly controlled: reading resources that are revealed at set times and later sitting quizzes to prove they read those resources. I call this the rat-in-the-maze approach, or dump-and-pump.

At the techno-hippy end of that spectrum there are those who want to devolve management completely, with every user running their own portfolio site, streaming blogs and files to each other using RSS and trackbacks. It's an interesting dream that really opens up thinking about education but I think the problems to be solved are many (such as security, accountability, the structure of institutions etc).

The vast majority of people that I meet fall somewhere between these two extremes. Many of them are new to online learning, and are looking for the next step beyond what they were being paid to do offline, while being accepting of gentle guidance to improving their online techniques. These people are on a steep learning curve already without facing the aggregation of 100 different blogs.

==Progression==

Moodle needs to be flexible to cater for a wide variety of needs while remaining simple enough for ordinary teachers to start making good use of the power of the internet for community building and collaborative learning. My hope is that Moodle can be seen as a toolbox where they can start simply and naturally, and then progress to more and more advanced community facilitation over time. Ultimately, we'd like to see teachers being involved with and supported by a community of their peers.

Let's look at a typical progression that a teacher might go through as they learn to use the Moodle tools:

# Putting up the handouts (Resources, SCORM)
# Providing a passive Forum (unfacilitated)
# Using Quizzes and Assignments (less management)
# Using the Wiki, Glossary and Database tools (interactive content)
# Facilitate discussions in Forums, asking questions, guiding
# Combining activities into sequences, where results feed later activities
# Introduce external activities and games (internet resources)
# Using the Survey module to study and reflect on course activity
# Using peer-review modules like Workshop, giving students more control over grading and even structuring the course in some ways
# Conducting active research on oneself, sharing ideas in a community of peers

==Where Moodle can do better and what we're doing about it==

Keeping in mind the theme of this paper and the conference stream, here are a few of the upcoming plans for things that are more related to pedagogy:

===Repositories and Portfolios===

Special-purpose [[Repository|repositories]]
are a growing area, and it means institutions can keep their valuable data where they want to, even if they switch front-end systems like VLEs.
Most importantly, this will allow the development of e-Portfolios to explode, and these are something I think a lot of us really want to see as a very positive pedagogical enhancement.

===Community Hubs===

We want to improve the way teachers and users of Moodle communicate with each other, not only about e-learning and Moodle, but also in their subject areas. For example, imagine a Biology 101 teacher finding a "community search" block in their course, taking them straight to a place where their peers are all discussing best practice for teaching Biology 101, sharing and browsing repositories of course materials and learning designs.

A major focus for Moodle 2 is the creation of networking between Moodles, allowing anyone to turn their Moodle site into a [[Community_hubs|Moodle Community Hub]]. Login between Moodles is transparent but secure and fully controlled by site administrators. The peer-to-peer nature of the design will allow all sorts of interesting scenarios to develop.

===Better interaction between tools===

Currently Moodle already sends an email as notification of a lot of different types of events, but it can be difficult to manage. By piping all the messaging from throughout the system via the Messaging module that we already have, users will have a much finer control over exactly what sorts of messages they want to see. We can also allow email to come back into Moodle.

Similarly, we'll be integrating the existing blogging much more tightly with the whole system, by adding "blog this" buttons everywhere that allow users to capture and comment on items of interest.

===Metadata and outcome statements===

Currently Moodle courses need to be manually connected to state learning standards. In many places of the world such reporting is mandatory, so it can take a lot of time.

Moodle has a mechanism so that:

# admins can import a long list of outcome statements (as tags)
# teachers can relate a subset of these to their course
# teachers can connect each activity to an even smaller subset

This helps course design by providing teachers with a tool to ensure the requirements for the course are being met, while also providing much better reporting for admins and students on what has been achieved.

Moodle 2 builds on this with [[Tracking_progress|Progress Tracking]] which allows these things to be guided by individual learning plans for each student.

===Role-playing and scenario simulations===

A popular and effective technique in face-to-face teaching is that of role-playing in scenarios, and this can be difficult to do online. You could imagine an Environmental Science course running a role-playing simulation where some students play the government, some as Greenpeace, some as industry for a particular scenario.

The plans for this have been around for a long time, but I hope it can be developed soon. It would be a module where people can be assigned roles within a simulated situation and appear to others anonymously in those roles, interacting in forums, wikis, and all the other tools in Moodle according to the rules of the simulation.

==What else would you like to see?==

I hope this has stimulated some thoughts about the sorts of things you would like to see in your ideal online learning environment. If so, please join in with the discussions on http://moodle.org and let's brainstorm them a bit. I hope we can come up with some new ideas to put in the [http://tracker.moodle.org Moodle Tracker], or at least some support or modifications for old ones.

==Interesting links==

* [http://muppetmasteruk.blogspot.com/2010/06/effective-use-of-guerra-scale-in-moodle.html Effective use of the Guerra Scale in Moodle]
* [[Bloom's_taxonomy | Bloom's taxonomy]] Is, arguably, one of the most commonly used pedagogies in 6-10 education today.
* [http://www.tedi.uq.edu.au/downloads/biggs_solo.pdf Solo Pedagogy] An alternative to Bloom's is Solo Taxonomy.

[[Category:Pedagogy]]

[[fr:Pédagogie]][[es:Pedagogia]][[ru:Педагогика]]
[[de:Pädagogik]]

Estructura bàsica d'un lloc Moodle

2012-09-14T06:44:14Z

Phuclx:

{{About Moodle}}
==How does Moodle work?==
===The Front page===
*The [[Front page]] of a Moodle site - the page you reach from your browser - usually includes information about the establishment itself and can be highly customised. (Note that it is also possible to lock the front page down so that all a user sees when they click on the Moodle URL is a log in screen.)
*How users [[Authentication|join a Moodle site]] depends on the establishment: they might be given logins; they might be allowed to make accounts themselves, or they might be signed in automatically from another system.

===Inside Moodle===
*Moodle's basic structure is organised around [[Courses|courses]]. These are basically pages or areas within Moodle where teachers can present their learning [[Resources|resources]] and [[Activities|activities]] to students. They can have different layouts but they usually include a number of central sections where materials are displayed and side [[Blocks|blocks]] offering extra features or information.
*Courses can contain content for a year's studies, a single session or any other variants depending on the teacher or establishment. They can be used by one teacher or shared by a group of teachers.
*How students [[Enrolment|enrol]] on courses depends on the establishment; for example they can self -enrol, be enrolled manually by their teacher or automatically by the admin.
*Courses are organised into categories. Physics, Chemistry and Biology courses might come under the Science category for instance.

===Teachers, students and other Moodle users===
*You don't enter Moodle with the "teacher" or "student" role.
*Everyone who logs into Moodle has no special privileges until they are allocated [[Roles_and_capabilities|roles]] by the administrator according to their needs in individual courses or contexts.

===Finding your way around===
*A logged in user can access areas of Moodle such as their courses or profile from the [[Navigation block]] and [[Settings block]]. What a user sees in these blocks depends on their role and any privileges granted them by the administrator.
*Each user has their own customisable page, accessed from the [[My Moodle|Myhome]] link.

==See also==
* [http://www.slideshare.net/mark.drechsler/moodle-structural-overview Structural overview] slide show by Mark Drechsler
* [http://www.slideshare.net/moodlefan/what-is-moodle-explained-with-lego-presentation What is Moodle explained with Lego] presentation by Tomaz Lasic

[[de:Aufbau einer Moodle-Site]]

Termes clau

2012-09-12T07:58:36Z

Phuclx:

{{About Moodle}}
A Moodle site is made up of [[Courses|courses]] which are basically pages containing the learning materials teachers want to share with their students.
A teacher in a Moodle course can select items from three different elements which together assist in the learning process.
They are: [[Activities|Activities]], [[Resources|Resources]] and [[Blocks|Blocks]].

[[File:Moodlekeyterms.png]]

==Activities==
*An Activity in Moodle is a feature where students learn by interacting with each other or with their teacher. They might for instance contribute in a [[Forum|forum]], upload an [[Assignment|assignment]], answer questions in a [[Quiz|quiz]] or collaborate together in a [[Wiki|wiki]]. Activities can be graded.
*A teacher can add activities by turning on the editing and choosing an activity from the dialog box appears as pressing menu ''Add an activity or resource'' in a course section. Activities usually appear in the central area of the course.
[[File:Addactivity.png]]

* Moodle has a number of activities which come as standard and there are also extra ones available for download by the administrator. See [[Activities|Activities]] to find out more.

==Resources==
*A Resource in Moodle is an item that a teacher can add to a Moodle course to support learning, such as a file, a video or link to a website. A resource differs from an activity in that it is static; ie, the student can merely look at or read it, rather than participate.
*A teacher can add resources by turning on the editing and choosing a resource from the dialog box appears as pressing menu ''Add an activity or resource'' in a course section. Resources usually appear in the central area of the course.
[[File:Addresource.png]]

*Moodle has a number of resources which come as standard and there are also extra ones available for download by the administrator. See [[Resources|Resources]] to find out more.
==Blocks==
*A Block in Moodle is an item that a teacher can add to the left or right of a Moodle course page. They provide extra information or links to aid learning. Blocks are a bit like "widgets" elsewhere online and can contain; for example, [[Remote_RSS_feeds_block|RSS]] news feeds, [[Quiz_results_block|quiz results]], a [[Calendar_block|calendar]], links to blogs, glossary terms or private files. There is also a simple [[HTML_block|HTML block]] which can be customised as the teacher wishes.
*A teacher can add blocks by turning on the editing and choosing from the "Add a block" drop down which is usually on the bottom right side of the course page. Blocks usually appear on the sides of the course.
[[File:Addblock.png]]

*Moodle has a number of blocks which come as standard and there are also extra ones available for download by the administrator. See [[Blocks|Blocks]] to find out more.

[[de:Die wichtigsten Moodle-Begriffe]]

Paràmetres de la lliçó

2012-09-06T11:03:56Z

Phuclx:

{{Lesson}}

This page explains the settings involved when first creating a lesson.
To add a lesson to your Moodle course page:
*With the editing turned on, in the section you wish to add your lesson, click the "Add an activity or resource" link (or, if not present, the "Add an activity" drop down menu) and choose ''Lesson''
*This will take you to the Lesson settings page.

==Lesson administration settings==

===General===
*''Note: Click the "Show Advanced" button to the right if you don't see all the options below.''
====Name====
*The name you add here will be the link the students click on to get to your Lesson.

====Time limit====
[[Image:Lesson Timer.png|right]]
*This allows you to set a time limit on the lesson. Students will see a countdown counter as they work. The timer does not stop them doing the lesson when the time is up, but correct answers are no longer scored.

====Available from/Deadline====
*Here you can set a start and end date and time for your Lesson.
====Maximum Number of Answers====
*Here you can set the default number of answer boxes available when you add your question or content pages. For instance, if you are only going to use True/False, you would only need 2. You can change this at any time so it's not crucial.

====Password protected====
*Change to "Yes" and enter the password if you want students only to access it when they know the password.

===Grade===
*Set a grade and grade category here.

===Grade options===
====Practice lesson====
*Use this if you don't need the lesson to be scored/graded but just need students to work through some pages.

====Custom Scoring====
*Use this to give a particular number score (negative or positive) to each answer

====Re-takes allowed====
*Choose this if you want your students to be able to do the lesson more than once.

====Handling of re-takes====
*If you allow your students to re-take the lesson, then decide here if the grade for all lesson attempts is the mean or the maximum.

:Note that the Question Analysis always uses the answers from the first tries of the lesson. Re-takes by students are ignored.

====Display ongoing score====
*Choose this to let students see their score as they work through the lesson.

===Flow Control===

*''Note: Click the "Show Advanced" toggle button to the right if you don't see all the options below.''
*[[Using Lesson]] gives examples of how these settings may be put to best effect.
====Allow Student Review====
*This puts a "Review Lesson" button on the last screen of the lesson to encourage the student to navigate through the lesson again from the start. Be sure to check other settings to allow them to change their answers.

====Provide option to try a question again====
*This displays a button after an incorrectly answered question so that the student can try again (but not get credit for it)

:''TIP:'' Leave this off if you are using essay questions.
====Maximum Number of Attempts====
*Decide here how many times you want students to be able to attempt each question. When they reach the maximum, they will be taken automatically to the next page.

====Action after a Correct Answer====
*Choose here where you want a student to be sent to if they get a question right. See [[Using Lesson]] for more details on this setting. The options are:
**the next part of the Lesson (default setting)
**a random, unexpected page
**a random page which they have not yet answered.

====Display default feedback====
*Choose this if you want to show a set phrase regardless of their answer. If you have set your own default feedback such as "well done; correct" or "never mind; better luck next time" etc it will appear. If you have not, then Moodle's default feedback will appear.
====Progress bar====
*Choose this to show a bar at the bottom of the page showing how far into the lesson the student has got.
''*Note: There are currently some issues with the lesson progress bar not displaying as expected. MDL-26016''

====Display left menu====
*Choose this if you want to show a list of the pages in the Lesson so a student can see what is coming up.
====Display left menu only if grade greater than ...%====
*Choose this if you want the student to go through the lesson (and get a grade) once and then, on review, to be able to see and navigate through all the different pages.
====Number of pages to show====
*You only need this if you have set "Action after a correct answer" to show an unseen or unanswered page. Otherwise, all pages will be seen.
====Minimum Number of Questions====
*Set here the minimum number of questions that will be used to calculate a student's score. Students will be told how many they have answered and how many more they need to answer.
*If you are using Content pages, then set this to 0.
*If you use this setting, then add some explanatory text at the start of the lesson so the student knows how many questions they must answer as a minimum. (They may answer more.

====Slideshow====
*Choose this if you want your Lesson displayed as a slideshow with fixed width, height and custom background colour. The administrator sets the defaults for these in ''Settings>Site Administration>Plugins>Activity modules>Lesson.''

====Link to an activity====
*Choose this to give students a link to another activity when they reach the end of the lesson. ''(Note: this can also be achieved using [[Conditional activities]])''

===Pop-up to file or web page===
*If you want to include a link to a file on the lesson page for students to refer to, upload it here.

===Dependent on===
*This allows access to the lesson to be dependent on students' performance in another lesson in the same course. ''(Note: this can also be achieved with [[Conditional activities]])''

==Other settings==
There are the usual [[Common module settings]] and - if admin has enabled them - the Restrict access settings and Activity Completion settings in [[Conditional activities]].

==Site administration settings==

The lesson module has additional settings which may be changed by an administrator in ''Settings > Site administration > Plugins > Activity modules > Lesson''.

===Slideshow width===
Sets the width of the slideshow only when this feature is enabled in a Lesson's "Change settings".
*Variable name: lesson_slideshowwidth, Default 640.

===Slideshow height===
Sets the height of the slideshow only when this feature is enabled in a Lesson's "Change settings".
*Variable name: lesson_slideshowheight, Default 480.

===Slideshow background colour===
Background colour to for the slideshow if it is enabled.
*Variable name: lesson_slideshowbgcolor, Default #FFFFFF.

===Popup window width===
Sets the width of the popup displayed for a linked media file
*Variable name: lesson_mediawidth, Default 640.

===Popup window height===
Sets the height of the popup displayed for a linked media file
*Variable name: lesson_mediaheight, Default 480.

===Show close button:===
Displays a close button as part of the popup generated for a linked media file
*Variable name: lesson_mediaclose, Default No.

===Number of high scores displayed===
Sets the number of high scores to display
*Variable name: lesson_maxhighscores, Default: 10

===Maximum number of answers===
Default maximum number of answers per page for site
*Variable name: lesson_maxanswers, Default: 4.

===Action after correct answer===
The default action to take after a correct answer
*Variable name: lesson_defaultnextpage, Default: Normal - follow lesson path

==See also==

[[de:Lektion konfigurieren]]
[[fr:Ajouter/modifier une leçon]]
[[ja:レッスンの設定]]

Using Lesson

2012-08-16T07:06:07Z

Phuclx:

{{Lesson}}
This page outlines how students and teachers interact with Moodle lessons once they have been created. For details on how to set up and then organise a lesson, see [[Lesson settings]] and [[Building Lesson]]

== What the student sees ==
*A student clicking on a Lesson will see an introductory page with one or more buttons which they choose from to select the page they wish to take.
*The display may vary according to how the teacher has set up the lesson in [[Lesson settings]]. For example; there may or may not be a list of pages down the side; there may or may not be an ongoing score.
*Students progress through the lesson with either content pages (of information, which is not graded) or various types of question pages(which may be graded) When a question page is used, the following page gives the answer and feedback if offered:
[[File:studentviewoflesson.png]]
*The lesson is ended when the student has met the criteria set by the teacher. This could be answering a certain number of questions correctly, accessing a certain number of pages with content (text, audio or video) or following a certain navigational path. A final page appears where the student can check their score, if applicable, and return to the main course page.
[[File:studentendoflesson.png]]

==What the teacher sees==
*A teacher clicking on a lesson will see tabs at the top offering them the chance to preview, edit, view reports or grade essays in the lesson:
[[File:teacherviewoflesson.png]]
===Preview===
*The lesson opens up in preview mode for the teacher. However, it will not show the score unless the teacher switches their role to a student.
===Edit===
*The Edit tab allows teachers to alter the lesson once it has been set up. There are two views - Collapsed and Expanded. See [[Building Lesson]] for more details on editing the lesson.

===Reports===
*The reports tab shows the performance of students taking the lesson. There is a general "Overview" and a "Detailed Statistics" tab.
====Overview====
[[File:lessonreportsoverview1.png]]

By clicking on the specific attempt, the teacher can view the student's answers to specific questions. It is also possible to delete a student attempt by checking the attempt and using the pull down menu to change "Choose" to "Delete".

*Below the "Overview" can also be seen general statistics: Average score, Average time, High score, Low score, High time, Low time.
[[File:lessonreportstatistics.png]]

====Detailed Statistics====
More detailed reports on individual questions are available from this tab, as in the following screenshot:

[[File:lessonreportsdetailed.png]]

====Grade essays====
*Any essay questions which have been set in the lesson can be accessed and graded here.

==Grading lessons==
*Note that for a lesson to be graded, it must have at least one question where a student can receive a score and the lesson can not be a practice lesson. Grades are calculated when the student has completed a lesson. Grades are kept for every student attempt.

==Understanding Flow control==
*''Settings > Lesson administration > Edit settings > Flow control group''

*Here are some examples to help you understand the Lesson flow control settings. Please note:
*"Allow student review" setting applies to the review of a whole Lesson, whereas
*"Provide option to try a question again" setting applies to the review of an individual question page. When the student does not select the correct answer, 'Provide option to try a question again" setting will display 2 buttons. One will direct the student back to the question and the other to continue.
*"Maximum number of attempts" is designed to prevent a student from being stuck on "This page" where they continually put or select the wrong answer. It will override other settings, such as review or the option to try the question again. When exceeded, it will not allow a score to be recorded for that question.

====Case 1 ====
The teacher wants the student to be able to attempt any question no more than 3 times and be given the chance to answer the question again. The teacher wants the student to see the response attached to their answer.

:Flow control settings
::Allow student review '''Yes'''
::Provide option to try a question again '''No'''
::Maximum number of attempts '''3'''
::Display default feedback '''No'''
::Number of pages to show '''0'''
::Slideshow '''No'''

:Student selects wrong answer and will see:
:: "Response for the wrong answer" (if any is shown)
:: "Yes, I'd like to try again" button
:: "Continue" button.

:Student selects correct answer and will see:
:: "Response for the correct answer" (if any is shown)
:: "Continue" button

====Case 2 ====
The teacher wants to allow the student 3 attempts at all questions but not see any feedback except the site default feedback for wrong answers.
*Flow control settings
::Allow student review '''No'''
::Provide option to try a question again '''Yes'''
::Maximum number of attempts '''3'''
::Display default feedback '''No'''
::Number of pages to show '''0'''
::Slideshow '''No'''

*Student selects wrong answer and will see:
::''Not quite. Would you like to try again?'' as text over the
::"Yes, I'd like to try again" button
::'"No, I just want to go on to the next question" button

:''Note:'' If the wrong answer jump is set to "This page" and the number of attempts is under the maximum, then the student will return to the question, regardless if they select "No, I just want to go on".

*Student selects correct answer and will see:
:: "Your answer: {gives the student's answer)"
:: Response attached to the correct answer (if any)

==== Case 3 ====
"Speed bump for speed clickers". Teacher only wants the student to get once chance to record an answer on any question. They will only see the response the teacher provides for any question, or the default feedback if no response has been set for the answer the student selected.

*Flow control settings
::Allow student review '''No'''
::Provide option to try a question again '''No'''
::Maximum number of attempts '''1'''
::Display default feedback '''Yes'''
::Number of pages to show '''0'''
::Slideshow '''No'''

*Student selects wrong answer and will see:
:: "Response for the wrong answer" (if any is shown)
:: "Yes, I'd like to try again" button
:: "Continue" button.

: ''Note:'' When teacher sets the Jump to "This page" for a wrong answer, they will return to the page but their score will not change.

* Student
::"Response for the correct answer" (if any is show)
::"Continue" button

==Ideas for using Lessons==
*Because of its "branching" nature, the lesson module lends itself to a wide variety of activities, not all of which need to be graded. In addition to merely working through a list of question pages, here are some other suggestions:
====Self-directed learning of a new topic====
*Use the lesson to introduce a new topic. The learner starts out knowing nothing but can progress at his own pace, reviewing what he is not sure of and moving on when he feels ready. This can be much enhanced by...
====Allow for different learning styles====
*When using the lesson to introduce a new topic, offer pages that deliver the content in different ways, according to how the students prefer to learn. For example the button "do you prefer to read?" goes to a page of text; "do you prefer to watch a video?" goes to a screencast ; "do you prefer to listen to instructions?" -goes to a podcast and so on.
====Role play simulations/Decision-making exercises====
*Use the lesson to set up situations where the learner has to make a choice each time and the scenario changes according to their selection. This could be a medical emergency for example, deciding upon the correct treatment, or a customer relations exercise, learning how best to deal with an awkward client. In an educational establishment it could serve well in Humanities subjects considering moral/ethical issues.
====Interactive fiction====
*For younger (and not so younger!) students, the lesson can be used to create a "choose your own ending" type of story where the student reads a page (or even watches a video/listens to an audio file) and then decides upon the character's next move. Apart from the entertainment value of this, it could be used to help guide pre-teens to behave responsibly by taking decisions for a character who is in a potentially dangerous situation.
====Differentiated revision guides====
*Students can be taken to different sets of revision questions according to their answers, allowing them to progress from basic to intermediate to advanced according to their prior knowledge.
====More!====
*Have any other good ideas? Please add them here!

== See also ==
* '''NOTE:''' The following links refer to older versions of Moodle:

*[[Grades]] See how individuals and the class answered the questions (must not be a practice lesson)
*[http://www.youtube.com/watch?v=nq3das503-Q Creating a Decision-Making exercise (role play) using a Lesson]
*[http://www.youtube.com/watch?v=4xjXelUZguw Creating a Lesson video tutorial]

[[fr:Afficher une leçon]]
[[de:Lektion nutzen]]

Using Lesson

2012-08-16T07:04:48Z

Phuclx:

{{Lesson}}
This page outlines how students and teachers interact with Moodle lessons once they have been created. For details on how to set up and then organise a lesson, see [[Lesson settings]] and [[Building Lesson]]

== What the student sees ==
*A student clicking on a Lesson will see an introductory page with one or more buttons which they choose from to select the path they wish to take.
*The display may vary according to how the teacher has set up the lesson in [[Lesson settings]]. For example; there may or may not be a list of pages down the side; there may or may not be an ongoing score.
*Students progress through the lesson with either content pages (of information, which is not graded) or various types of question pages(which may be graded) When a question page is used, the following page gives the answer and feedback if offered:
[[File:studentviewoflesson.png]]
*The lesson is ended when the student has met the criteria set by the teacher. This could be answering a certain number of questions correctly, accessing a certain number of pages with content (text, audio or video) or following a certain navigational path. A final page appears where the student can check their score, if applicable, and return to the main course page.
[[File:studentendoflesson.png]]

==What the teacher sees==
*A teacher clicking on a lesson will see tabs at the top offering them the chance to preview, edit, view reports or grade essays in the lesson:
[[File:teacherviewoflesson.png]]
===Preview===
*The lesson opens up in preview mode for the teacher. However, it will not show the score unless the teacher switches their role to a student.
===Edit===
*The Edit tab allows teachers to alter the lesson once it has been set up. There are two views - Collapsed and Expanded. See [[Building Lesson]] for more details on editing the lesson.

===Reports===
*The reports tab shows the performance of students taking the lesson. There is a general "Overview" and a "Detailed Statistics" tab.
====Overview====
[[File:lessonreportsoverview1.png]]

By clicking on the specific attempt, the teacher can view the student's answers to specific questions. It is also possible to delete a student attempt by checking the attempt and using the pull down menu to change "Choose" to "Delete".

*Below the "Overview" can also be seen general statistics: Average score, Average time, High score, Low score, High time, Low time.
[[File:lessonreportstatistics.png]]

====Detailed Statistics====
More detailed reports on individual questions are available from this tab, as in the following screenshot:

[[File:lessonreportsdetailed.png]]

====Grade essays====
*Any essay questions which have been set in the lesson can be accessed and graded here.

==Grading lessons==
*Note that for a lesson to be graded, it must have at least one question where a student can receive a score and the lesson can not be a practice lesson. Grades are calculated when the student has completed a lesson. Grades are kept for every student attempt.

==Understanding Flow control==
*''Settings > Lesson administration > Edit settings > Flow control group''

*Here are some examples to help you understand the Lesson flow control settings. Please note:
*"Allow student review" setting applies to the review of a whole Lesson, whereas
*"Provide option to try a question again" setting applies to the review of an individual question page. When the student does not select the correct answer, 'Provide option to try a question again" setting will display 2 buttons. One will direct the student back to the question and the other to continue.
*"Maximum number of attempts" is designed to prevent a student from being stuck on "This page" where they continually put or select the wrong answer. It will override other settings, such as review or the option to try the question again. When exceeded, it will not allow a score to be recorded for that question.

====Case 1 ====
The teacher wants the student to be able to attempt any question no more than 3 times and be given the chance to answer the question again. The teacher wants the student to see the response attached to their answer.

:Flow control settings
::Allow student review '''Yes'''
::Provide option to try a question again '''No'''
::Maximum number of attempts '''3'''
::Display default feedback '''No'''
::Number of pages to show '''0'''
::Slideshow '''No'''

:Student selects wrong answer and will see:
:: "Response for the wrong answer" (if any is shown)
:: "Yes, I'd like to try again" button
:: "Continue" button.

:Student selects correct answer and will see:
:: "Response for the correct answer" (if any is shown)
:: "Continue" button

====Case 2 ====
The teacher wants to allow the student 3 attempts at all questions but not see any feedback except the site default feedback for wrong answers.
*Flow control settings
::Allow student review '''No'''
::Provide option to try a question again '''Yes'''
::Maximum number of attempts '''3'''
::Display default feedback '''No'''
::Number of pages to show '''0'''
::Slideshow '''No'''

*Student selects wrong answer and will see:
::''Not quite. Would you like to try again?'' as text over the
::"Yes, I'd like to try again" button
::'"No, I just want to go on to the next question" button

:''Note:'' If the wrong answer jump is set to "This page" and the number of attempts is under the maximum, then the student will return to the question, regardless if they select "No, I just want to go on".

*Student selects correct answer and will see:
:: "Your answer: {gives the student's answer)"
:: Response attached to the correct answer (if any)

==== Case 3 ====
"Speed bump for speed clickers". Teacher only wants the student to get once chance to record an answer on any question. They will only see the response the teacher provides for any question, or the default feedback if no response has been set for the answer the student selected.

*Flow control settings
::Allow student review '''No'''
::Provide option to try a question again '''No'''
::Maximum number of attempts '''1'''
::Display default feedback '''Yes'''
::Number of pages to show '''0'''
::Slideshow '''No'''

*Student selects wrong answer and will see:
:: "Response for the wrong answer" (if any is shown)
:: "Yes, I'd like to try again" button
:: "Continue" button.

: ''Note:'' When teacher sets the Jump to "This page" for a wrong answer, they will return to the page but their score will not change.

* Student
::"Response for the correct answer" (if any is show)
::"Continue" button

==Ideas for using Lessons==
*Because of its "branching" nature, the lesson module lends itself to a wide variety of activities, not all of which need to be graded. In addition to merely working through a list of question pages, here are some other suggestions:
====Self-directed learning of a new topic====
*Use the lesson to introduce a new topic. The learner starts out knowing nothing but can progress at his own pace, reviewing what he is not sure of and moving on when he feels ready. This can be much enhanced by...
====Allow for different learning styles====
*When using the lesson to introduce a new topic, offer pages that deliver the content in different ways, according to how the students prefer to learn. For example the button "do you prefer to read?" goes to a page of text; "do you prefer to watch a video?" goes to a screencast ; "do you prefer to listen to instructions?" -goes to a podcast and so on.
====Role play simulations/Decision-making exercises====
*Use the lesson to set up situations where the learner has to make a choice each time and the scenario changes according to their selection. This could be a medical emergency for example, deciding upon the correct treatment, or a customer relations exercise, learning how best to deal with an awkward client. In an educational establishment it could serve well in Humanities subjects considering moral/ethical issues.
====Interactive fiction====
*For younger (and not so younger!) students, the lesson can be used to create a "choose your own ending" type of story where the student reads a page (or even watches a video/listens to an audio file) and then decides upon the character's next move. Apart from the entertainment value of this, it could be used to help guide pre-teens to behave responsibly by taking decisions for a character who is in a potentially dangerous situation.
====Differentiated revision guides====
*Students can be taken to different sets of revision questions according to their answers, allowing them to progress from basic to intermediate to advanced according to their prior knowledge.
====More!====
*Have any other good ideas? Please add them here!

== See also ==
* '''NOTE:''' The following links refer to older versions of Moodle:

*[[Grades]] See how individuals and the class answered the questions (must not be a practice lesson)
*[http://www.youtube.com/watch?v=nq3das503-Q Creating a Decision-Making exercise (role play) using a Lesson]
*[http://www.youtube.com/watch?v=4xjXelUZguw Creating a Lesson video tutorial]

[[fr:Afficher une leçon]]
[[de:Lektion nutzen]]

Usuari:Phuc Nguyen

2012-08-16T04:01:01Z

Phuclx:

My name's '''Nguyễn Văn Phúc''' (Phuc Nguyen). I'm from [http://www.agu.edu.vn '''An Giang Universitas''']. I love Moodle.

Building Lesson

2012-08-16T01:24:08Z

Phuclx:

{{Lesson}}
This page is about how to structure a Moodle lesson once you have created it with the [[Lesson settings]]. For information on how best to use a Moodle lesson and how students approach it, see [[Using Lesson]]

==Planning your lesson==
*A lesson is made up of pages which may have content for the student to read or questions for them to answer. The questions can be created by the teacher or imported. The teacher decides the order in which these pages appear.
*You need to have a clear idea beforehand of what you want to do with this lesson. Is it to be a graded, linear learning experience? Or an ungraded, non-linear practice session? Will students be able to go back and revisit areas or is it just a once-only opportunity?
*Even those who are very comfortable working directly online might find it useful to note down on paper the direction they want their lesson pages to go in, rather than having to remember and visualize the navigation in their head.
*For hints and ideas about using the Lesson module, look at [[Using Lesson]] and [[Lesson FAQ]]

==Adding content and questions to your lesson==
*When you have set up your lesson with the [[Lesson settings]],click "Save and display" and you will be taken to the screen in the screenshot below.
*If you click "Save and return to course" instead, then click the "update" icon next to the lesson on the page and click "edit" in the ''Settings block>Lesson Administration''
[[File:lessonbegin.png]]

===Import questions===
*If you have some questions in the following formats, you can import them to use in your lesson by clicking the Import questions link. For general information about these question types, see [[Import questions]]
[[File:importquestions.png]]

===Import a powerpoint===
*Although this setting is available, it really does not work and is not advised. See [[Import PowerPoint]] for alternatives.

===Add a cluster===
*A cluster is a group of question pages which will be offered randomly to a student as they work through the lesson.It is best if you have made the question pages beforehand and can then decide where to mark the start and end of the cluster. The start is marked by a "cluster" page and the end by an "end of cluster" page. See [[Clusters]] for more information.

===Add a content page===
*This is a page where a teacher can provide information to move the lesson forward but without requiring the student to answer specific questions.
*The student sees the page's title, some information and then one or more buttons at the bottom to select.
*When the student clicks on a button, they go to the next page but their choice is not scored.

====Title====
*The title of a content page appears to the student at the top of the page.
*A teacher will also see the title in the collapsed edit mode when they are working on the Lesson, and they will also be able to choose the title (and hence this page) from the drop down "jump" lists.
*The title in a content page is also used with the "display left menu" setting.

====Page contents====
*This is where the teacher can add information for the student, making use of the [[Text editor]] and its multimedia features.

====Content====
*Here the teacher writes the words they want the student to click on to get to the next part of the lesson.
*These words will appear to the student as a button.
*The teacher can check the box to have the buttons appear horizontally, or uncheck it for them to appear centered vertically.

====Format====
*There are 4 format types to choose from when editing text in the content description box. If you wish to have the usual rich text editing icons, choose HTML format. (Note - once you have selected an option, you cannot then go back and change your mind!)However, if you DO choose HTML format, be warned that the student will not see the changes (such as bold or different colours) in the button.

[[File:lessoncontentbuttons.png]]

====Number of options available====
*How many of these you have depends on your choice in the ''Maximum Number of Answers'' setting in [[Lesson settings]]

==== The Jump====
*Each Description in a Content page has a Jumps menu. "Jumps" take a student from one page to another.
*A "relative jump" is "next page" or "end of lesson" whereas an "absolute jump" gives the actual name of a page.
*The teacher chooses from the dropdown the correct page to send the student to if they click on the button that will be made from this particular description. Any pages created by the teacher will have their titles appear in this dropdown, allowing them to be selected.
*When a student clicks on a description button, they are sent to the page defined in the Jump associated with the button.
*See [[Jumps]] for more detailed information.

===Add a question page===
*From this link you can choose from a variety of question types which will then be added as pages to your lesson:
[[File:addquestionpage.png]]
*''(Note: These question types are not the same as for the [[Quiz]] and are in no way connected with quiz questions.)''

*The format of question pages is similar to content pages outlined in [[Building_Lesson#Add_a_content_page| Section 2.4]] above.
*A typical question page could include:
**'''Title''' - the name the student sees at the top of the question page.
**'''Page contents''' - the actual question
**[[File:examplequestion.png]]
**'''Answer/Response/Format/Jump/Score''' as in the screenshot below
**[[File:exampleanswer.png]]

===Question types===
====Multichoice====
*The student is given a question and a list of answers. The answer list will be shuffled every time the question is view by a student. By default they choose one answer but you can check the box "multiple answer" to allow them to choose more than one answer.
====Essay====
*Students can write a longer answer as part of the lesson and this can be graded manually by the teacher. If the main purpose of your lesson is for students to write an essay, consider the [[Assignment module]] instead.
====Matching====
*This allows you to set up lists which must be matched against other lists, for instance, words, pictures, numbers etc. The student must match all correctly to receive the score.
====Numerical====
*This requires a number as an answer. A number within a range may also be accepted as correct. The range separator to be used is the colon : For example, to accept as correct any number between 10 and 12 (10, 11 and 12) you would type 10:12 in the Answer box.
====Short answer====
*A student must provide a single word or short phrase answer. The teacher must anticipate the possible answers and enter them in the Jump dropdown boxes, using ** wild cards if appropriate.
====True/false====
*The student is given a sentence and must decide if it is true or false.

==Moving your lesson forward==
*Once you have added your first content or question page, you reach the next screen which displays your page title/type/jumps (ie where the responses take the student to) and actions you can take next:
[[File:lessonactions.png]]
*The '''Actions''' icons allow you to move (if you have more than one), edit, preview or delete your pages.
*The drop down allows you to create another page of your choice:
[[File:lessonactionsdropdown.png]]

*Note the different view options:

====Collapsed view====
*This gives a brief outline of the lesson structure as in the two screenshots above.

====Expanded view====
*This shows more detail as in the screenshot below:
[[File:expandedview.png]]
==Ending your lesson==
*To bring the lesson to a close, select the "End of Lesson" option from the Jump menu on any relevant pages.
*The student will then see a generic message as in the next screenshot, with a direction back to the main course page or to view their grades:
[[File:endoflesson1.png]]

[[de:Lektion erstellen]]

Building Lesson

2012-08-16T01:22:59Z

Phuclx:

{{Lesson}}
This page is about how to structure a Moodle lesson once you have created it with the [[Lesson settings]]. For information on how best to use a Moodle lesson and how students approach it, see [[Using Lesson]]

==Planning your lesson==
*A lesson is made up of pages which may have content for the student to read or questions for them to answer. The questions can be created by the teacher or imported. The teacher decides the order in which these pages appear.
*You need to have a clear idea beforehand of what you want to do with this lesson. Is it to be a graded, linear learning experience? Or an ungraded, non-linear practice session? Will students be able to go back and revisit areas or is it just a once-only opportunity?
*Even those who are very comfortable working directly online might find it useful to note down on paper the direction they want their lesson pages to go in, rather than having to remember and visualize the navigation in their head.
*For hints and ideas about using the Lesson module, look at [[Using Lesson]] and [[Lesson FAQ]]

==Adding content and questions to your lesson==
*When you have set up your lesson with the [[Lesson settings]],click "Save and display" and you will be taken to the screen in the screenshot below.
*If you click "Save and return to course" instead, then click the "update" icon next to the lesson on the page and click "edit" in the ''Settings block>Lesson Administration''
[[File:lessonbegin.png]]

===Import questions===
*If you have some questions in the following formats, you can import them to use in your lesson by clicking the Import questions link. For general information about these question types, see [[Import questions]]
[[File:importquestions.png]]

===Import a powerpoint===
*Although this setting is available, it really does not work and is not advised. See [[Import PowerPoint]] for alternatives.

===Add a cluster===
*A cluster is a group of question pages which will be offered randomly to a student as they work through the lesson.It is best if you have made the question pages beforehand and can then decide where to mark the start and end of the cluster. The start is marked by a "cluster" page and the end by an "end of cluster" page. See [[Clusters]] for more information.

===Add a content page===
*This is a page where a teacher can provide information to move the lesson forward but without requiring the student to answer specific questions.
*The student sees the page's title, some information and then one or more buttons at the bottom to select.
*When the student clicks on a button, they go to the next page but their choice is not scored.

====Title====
*The title of a content page appears to the student at the top of the page.
*A teacher will also see the title in the collapsed edit mode when they are working on the Lesson, and they will also be able to choose the title (and hence this page) from the drop down "jump" lists.
*The title in a content page is also used with the "display left menu" setting.

====Page contents====
*This is where the teacher can add information for the student, making use of the [[Text editor]] and its multimedia features.

====Content====
*Here the teacher writes the words they want the student to click on to get to the next part of the lesson.
*These words will appear to the student as a button.
*The teacher can check the box to have the buttons appear horizontally, or uncheck it for them to appear centered vertically.

====Format====
*There are 4 format types to choose from when editing text in the content description box. If you wish to have the usual rich text editing icons, choose HTML format. (Note - once you have selected an option, you cannot then go back and change your mind!)However, if you DO choose HTML format, be warned that the student will not see the changes (such as bold or different colours) in the button.

[[File:lessoncontentbuttons.png]]

====Number of options available====
*How many of these you have depends on your choice in the ''Maximum Number of Answers'' setting in [[Lesson settings]]

==== The Jump====
*Each Description in a Content page has a Jumps menu. "Jumps" take a student from one page to another.
*A "relative jump" is "next page" or "end of lesson" whereas an "absolute jump" gives the actual name of a page.
*The teacher chooses from the dropdown the correct page to send the student to if they click on the button that will be made from this particular description. Any pages created by the teacher will have their titles appear in this dropdown, allowing them to be selected.
*When a student clicks on a description button, they are sent to the page defined in the Jump associated with the button.
*See [[Jumps]] for more detailed information.

===Add a question page===
*From this link you can choose from a variety of question types which will then be added as pages to your lesson:
[[File:addquestionpage.png]]
*''(Note: These question types are not the same as for the [[Quiz]] and are in no way connected with quiz questions.)''

*The format of question pages is similar to content pages outlined in [[Building_Lesson#Add_a_content_page| Section 2.4]] above.
A typical question page could include:
***'''Title''' - the name the student sees at the top of the question page.
***'''Page contents''' - the actual question
***[[File:examplequestion.png]]
***'''Answer/Response/Format/Jump/Score''' as in the screenshot below
***[[File:exampleanswer.png]]

===Question types===
====Multichoice====
*The student is given a question and a list of answers. The answer list will be shuffled every time the question is view by a student. By default they choose one answer but you can check the box "multiple answer" to allow them to choose more than one answer.
====Essay====
*Students can write a longer answer as part of the lesson and this can be graded manually by the teacher. If the main purpose of your lesson is for students to write an essay, consider the [[Assignment module]] instead.
====Matching====
*This allows you to set up lists which must be matched against other lists, for instance, words, pictures, numbers etc. The student must match all correctly to receive the score.
====Numerical====
*This requires a number as an answer. A number within a range may also be accepted as correct. The range separator to be used is the colon : For example, to accept as correct any number between 10 and 12 (10, 11 and 12) you would type 10:12 in the Answer box.
====Short answer====
*A student must provide a single word or short phrase answer. The teacher must anticipate the possible answers and enter them in the Jump dropdown boxes, using ** wild cards if appropriate.
====True/false====
*The student is given a sentence and must decide if it is true or false.

==Moving your lesson forward==
*Once you have added your first content or question page, you reach the next screen which displays your page title/type/jumps (ie where the responses take the student to) and actions you can take next:
[[File:lessonactions.png]]
*The '''Actions''' icons allow you to move (if you have more than one), edit, preview or delete your pages.
*The drop down allows you to create another page of your choice:
[[File:lessonactionsdropdown.png]]

*Note the different view options:

====Collapsed view====
*This gives a brief outline of the lesson structure as in the two screenshots above.

====Expanded view====
*This shows more detail as in the screenshot below:
[[File:expandedview.png]]
==Ending your lesson==
*To bring the lesson to a close, select the "End of Lesson" option from the Jump menu on any relevant pages.
*The student will then see a generic message as in the next screenshot, with a direction back to the main course page or to view their grades:
[[File:endoflesson1.png]]

[[de:Lektion erstellen]]

Usuari:Phuc Nguyen

2012-08-15T09:20:36Z

Phuclx:

My name's '''Nguyễn Văn Phúc'''. I'm from '''An Giang Universitas'''. I love Moodle.

Usuari:Phuc Nguyen

2012-08-15T09:19:22Z

Phuclx: Created page with "I'm from '''An Giang Universitas'''. I love Moodle."

I'm from '''An Giang Universitas'''. I love Moodle.

Building Lesson

2012-08-15T09:03:40Z

Phuclx:

{{Lesson}}
This page is about how to structure a Moodle lesson once you have created it with the [[Lesson settings]]. For information on how best to use a Moodle lesson and how students approach it, see [[Using Lesson]]

==Planning your lesson==
*A lesson is made up of pages which may have content for the student to read or questions for them to answer. The questions can be created by the teacher or imported. The teacher decides the order in which these pages appear.
*You need to have a clear idea beforehand of what you want to do with this lesson. Is it to be a graded, linear learning experience? Or an ungraded, non-linear practice session? Will students be able to go back and revisit areas or is it just a once-only opportunity?
*Even those who are very comfortable working directly online might find it useful to note down on paper the direction they want their lesson pages to go in, rather than having to remember and visualise the navigation in their head.
*For hints and ideas about using the Lesson module, look at [[Using Lesson]] and [[Lesson FAQ]]

==Adding content and questions to your lesson==
*When you have set up your lesson with the [[Lesson settings]],click "Save and display" and you will be taken to the screen in the screenshot below.
*If you click "Save and return to course" instead, then click the "update" icon next to the lesson on the page and click "edit" in the ''Settings block>Lesson Administration''
[[File:lessonbegin.png]]

===Import questions===
*If you have some questions in the following formats, you can import them to use in your lesson by clicking the Import questions link. For general information about these question types, see [[Import questions]]
[[File:importquestions.png]]

===Import a powerpoint===
*Although this setting is available, it really does not work and is not advised. See [[Import PowerPoint]] for alternatives.

===Add a cluster===
*A cluster is a group of question pages which will be offered randomly to a student as they work through the lesson.It is best if you have made the question pages beforehand and can then decide where to mark the start and end of the cluster. The start is marked by a "cluster" page and the end by an "end of cluster" page. See [[Clusters]] for more information.

===Add a content page===
*This is a page where a teacher can provide information to move the lesson forward but without requiring the student to answer specific questions.
*The student sees the page's title, some information and then one or more buttons at the bottom to select.
*When the student clicks on a button, they go to the next page but their choice is not scored.

====Title====
*The title of a content page appears to the student at the top of the page.
*A teacher will also see the title in the collapsed edit mode when they are working on the Lesson, and they will also be able to choose the title (and hence this page) from the drop down "jump" lists.
*The title in a content page is also used with the "display left menu" setting.

====Page contents====
This is where the tacher can add information for the student,making use of the [[Text editor]] and its multimedia features.

====Content====
*Here the teacher writes the words they want the student to click on to get to the next part of the lesson.
*These words will appear to the student as a button.
*The teacher can check the box to have the buttons appear horizontally, or uncheck it for them to appear centred vertically.

====Format====
There are 4 format types to choose from when editing text in the content description box. If you wish to have the usual rich text editing icons,choose HTML format. (Note - once you have selected an option, you cannot then go back and change your mind!)However, if you DO choose HTML format, be warned that the student will not see the changes (such as bold or different colours) in the button.

[[File:lessoncontentbuttons.png]]

====Number of options available====
*How many of these you have depends on your choice in the ''Maximum Number of Answers'' setting in [[Lesson settings]]

==== The Jump====
*Each Description in a Content page has a Jumps menu. "Jumps" take a student from one page to another.
*A "relative jump" is "next page" or "end of lesson" whereas an "absolute jump" gives the actual name of a page.
*The teacher chooses from the dropdown the correct page to send the student to if they click on the button that will be made from this particular description. Any pages created by the teacher will have their titles appear in this dropdown, allowing them to be selected.
*When a student clicks on a description button, they are sent to the page defined in the Jump associated with the button.
*See [[Jumps]] for more detailed information.

===Add a question page===
*From this link you can choose from a variety of question types which will then be added as pages to your lesson:
[[File:addquestionpage.png]]
*''(Note: These question types are not the same as for the [[Quiz]] and are in no way connected with quiz questions.)''

*The format of question pages is similar to content pages outlined in [[Building_Lesson#Add_a_content_page| Section 2.4]] above.
A typical question page could include:
***'''Title''' - the name the student sees at the top of the question page.
***'''Page contents''' - the actual question
***[[File:examplequestion.png]]
***'''Answer/Response/Format/Jump/Score''' as in the screenshot below
***[[File:exampleanswer.png]]

===Question types===
====Multichoice====
*The student is given a question and a list of answers. The answer list will be shuffled every time the question is view by a student. By default they choose one answer but you can check the box "multiple answer" to allow them to choose more than one answer.
====Essay====
*Students can write a longer answer as part of the lesson and this can be graded manually by the teacher. If the main purpose of your lesson is for students to write an essay, consider the [[Assignment module]] instead.
====Matching====
*This allows you to set up lists which must be matched against other lists, for instance, words, pictures, numebers etc. The student must match all correctly to receive the score.
====Numerical====
*This requires a number as an answer. A number within a range may also be accepted as correct.The range separator to be used is the colon : For example, to accept as correct any number between 10 and 12 (10, 11 and 12) you would type 10:12 in the Answer box.
====Short answer====
*A student must provide a single word or short phrase answer. The teacher must anticipate the possible answers and enter them in the Jump dropdown boxes, using ** wild cards if appropriate.
====True/false====
*The student is given a sentence and must decide if it is true or false.

==Moving your lesson forward==
*0nce you have added your first content or question page, you reach the next screen which displays your page title/type/jumps(ie where the responses take the student to) and actions you can take next:
[[File:lessonactions.png]]
*The '''Actions''' icons allow you to move (if you have more than one),edit, preview or delete your pages.
*The drop down allows you to create another page of your choice:
[[File:lessonactionsdropdown.png]]

*Note the different view options:

====Collapsed view====
*This gives a brief outline of the lesson structure as in the two screenshots above.

====Expanded view====
*This shows more detail as in the screenshot below:
[[File:expandedview.png]]
==Ending your lesson==
*To bring the lesson to a close, select the "End of Lesson" option from the Jump menu on any relevant pages.
*The student will then see a generic message as in the next screenshot, with a direction back to the main course page or to view their grades:
[[File:endoflesson1.png]]

[[de:Lektion erstellen]]

Mòdul Lliçó

2012-08-06T10:28:16Z

Phuclx:

{{Activities}}

[[Image:Lesson icon.gif]] The lesson module presents a series of HTML pages to the student who is usually asked to make some sort of choice underneath the content area. The choice will send them to a specific page in the Lesson. In a Lesson page's simplest form, the student can select a continue button at the bottom of the page, which will send them to the next page in the Lesson.

[[Image:Lessonexample.png]]

* [[Lesson settings]]
* [[Building Lesson]]
* [[Using Lesson]]
* [[Lesson FAQ]]

There are 2 basic Lesson page types that the student will see: question pages and content pages. There are also several advanced navigational pages which can meet more specialized needs of the Teacher. The Lesson module was designed to be adaptive and to use a student's choices to create a self directed lesson.

The main difference between a Lesson and other activity modules available in Moodle comes from its adaptive ability. With this tool, each choice the students makes can show a different teacher response/comment and send the student to a different page in the lesson. Thus with planning, the Lesson module can customize the presentation of content and questions to each student with no further action required by the teacher.

[[Category:Lesson]]
[[es:Lecciones]]
[[eu:Ikasgaiak]]
[[fr:Leçon]]
[[de:Lektion]]

Mòdul Lliçó

2012-08-06T10:25:52Z

Phuclx:

Mòdul Lliçó

2012-08-06T10:25:02Z

Phuclx:

Mòdul Lliçó

2012-08-06T10:24:44Z

Phuclx:

Mòdul Lliçó

2012-08-06T10:22:30Z

Phuclx:

Mòdul Lliçó

2012-08-06T10:21:48Z

Phuclx:

Mòdul Lliçó

2012-08-06T09:04:15Z

Phuclx: Undo revision 99816 by Phuclx (talk)

Mòdul Lliçó

2012-08-06T08:58:50Z

Phuclx:

{{Activities}}

[[Image:Lesson icon.gif]] Mô-đun Bài học trình bày một chuỗi các trang HTML theo yêu cầu của sinh viên để tạo một loạt các chọn lựa với nội dung nào đó. Sự chọn lựa sẽ dẫn sinh viên đến một trang xác định nào đó trong bài học. Dạng đơn giản nhất của trang bài học là sinh viên chỉ cần nhấn nút ở cuối trang để qua trang kế tiếp của bài học.

[[Image:Lessonexample.png]]

* [[Lesson settings]]
* [[Building Lesson]]
* [[Using Lesson]]
* [[Lesson FAQ]]

Có 2 dạng trang Bài học cơ bản là: trang câu hỏi và trang nội dung. Còn có nhiều trang dẫn hướng nâng cao thỏa mãn nhu cầu đặc biệt của giáo viên. Mô-đun Bài học được thiết kế thích ứng với chọn lựa của sinh viên để tạo ra bài học tự định hướng (tùy theo sự chọn lựa của sinh viên sẽ có những câu trả lời khác nhau hay dẫn đến những trang khác nhau).

Sự khác nhau giữa một bài học và các mô-đun hoạt động khác có trong Moodle chính là ở chỗ khả năng thích ứng. Với công cụ này, mỗi chọn lựa của sinh viên sẽ nhận được giải đáp/chú thích khác nhau của giáo viên và được dẫn đến một trang khác nhau trong bài học. Vì thế theo kế hoạch, mô-đun Bài học có thể tùy biến sự trình bày của nội dung và các câu hỏi cho từng sinh viên mà giáo viên không cần làm gì nữa.

[[Category:Lesson]]
[[es:Lecciones]]
[[eu:Ikasgaiak]]
[[fr:Leçon]]
[[de:Lektion]]
[[vi:Bai_hoc]]

Mòdul Lliçó

2012-08-06T08:50:06Z

Phuclx:

{{Activities}}

[[Image:Lesson icon.gif]] Mô-đun Bài học trình bày một chuỗi các trang HTML theo yêu cầu của sinh viên để tạo một loạt các chọn lựa với nội dung nào đó. Sự chọn lựa sẽ dẫn sinh viên đến một trang xác định nào đó trong bài học. Dạng đơn giản nhất của trang bài học là sinh viên chỉ cần nhấn nút ở cuối trang để qua trang kế tiếp của bài học.

[[Image:Lessonexample.png]]

* [[Lesson settings]]
* [[Building Lesson]]
* [[Using Lesson]]
* [[Lesson FAQ]]

Có 2 dạng trang Bài học cơ bản là: trang câu hỏi và trang nội dung. Còn có nhiều trang dẫn hướng nâng cao thỏa mãn nhu cầu đặc biệt của giáo viên. Mô-đun Bài học được thiết kế thích ứng với chọn lựa của sinh viên để tạo ra bài học tự định hướng (tùy theo sự chọn lựa của sinh viên sẽ có những câu trả lời khác nhau hay dẫn đến những trang khác nhau).

Sự khác nhau chính giữa một bài học và các mô-đun hoạt động khác có trong Moodle là ở chỗ khả năng thích ứng. Với công cụ này, mỗi chọn lựa của sinh viên sẽ nhận được giải đáp/chú thích khác nhau của giáo viên và được dẫn đến một trang khác nhau trong bài học. Vì thế theo kế hoạch, mô-đun Bài học có thể tùy biến sự trình bày của nội dung và các câu hỏi cho từng sinh viên mà giáo viên không cần làm gì nữa.

[[Category:Lesson]]
[[vi:Bài_học]]

Mòdul Lliçó

2012-08-06T08:48:38Z

Phuclx:

{{Activities}}

[[Image:Lesson icon.gif]] Mô-đun Bài học trình bày một chuỗi các trang HTML theo yêu cầu của sinh viên để tạo một loạt các chọn lựa với nội dung nào đó. Sự chọn lựa sẽ dẫn sinh viên đến một trang xác định nào đó trong bài học. Dạng đơn giản nhất của trang bài học là sinh viên chỉ cần nhấn nút ở cuối trang để qua trang kế tiếp của bài học.

[[Image:Lessonexample.png]]

* [[Lesson settings]]
* [[Building Lesson]]
* [[Using Lesson]]
* [[Lesson FAQ]]

Có 2 dạng trang Bài học cơ bản là: trang câu hỏi và trang nội dung. Còn có nhiều trang dẫn hướng nâng cao thỏa mãn nhu cầu đặc biệt của giáo viên. Mô-đun Bài học được thiết kế thích ứng với chọn lựa của sinh viên để tạo ra bài học tự định hướng (tùy theo sự chọn lựa của sinh viên sẽ có những câu trả lời khác nhau hay dẫn đến những trang khác nhau).

Sự khác nhau chính giữa một bài học và các mô-đun hoạt động khác có trong Moodle là ở chỗ khả năng thích ứng. Với công cụ này, mỗi chọn lựa của sinh viên sẽ nhận được giải đáp/chú thích khác nhau của giáo viên và được dẫn đến một trang khác nhau trong bài học. Vì thế theo kế hoạch, mô-đun Bài học có thể tùy biến sự trình bày của nội dung và các câu hỏi cho từng sinh viên mà giáo viên không cần làm gì nữa.

[[Category:Lesson]]
[[es:Lecciones]]
[[eu:Ikasgaiak]]
[[fr:Leçon]]
[[de:Lektion]]
[[vi:Bài_học]]

Mòdul Lliçó

2012-08-06T08:43:34Z

Phuclx:

{{Activities}}

[[Image:Lesson icon.gif]] Mô-đun Bài học trình bày một chuỗi các trang HTML theo yêu cầu của sinh viên để tạo một loạt các chọn lựa với nội dung nào đó. Sự chọn lựa sẽ dẫn sinh viên đến một trang xác định nào đó trong bài học. Dạng đơn giản nhất của trang bài học là sinh viên chỉ cần nhấn nút ở cuối trang để qua trang kế tiếp của bài học.

[[Image:Lessonexample.png]]

* [[Lesson settings]]
* [[Building Lesson]]
* [[Using Lesson]]
* [[Lesson FAQ]]

Có 2 dạng trang Bài học cơ bản là: trang câu hỏi và trang nội dung. Còn có nhiều trang dẫn hướng nâng cao thỏa mãn nhu cầu đặc biệt của giáo viên. Mô-đun Bài học được thiết kế thích ứng với chọn lựa của sinh viên để tạo ra bài học tự định hướng (tùy theo sự chọn lựa của sinh viên sẽ có những câu trả lời khác nhau hay dẫn đến những trang khác nhau).

Sự khác nhau chính giữa một bài học và các mô-đun hoạt động khác có trong Moodle là ở chỗ khả năng thích ứng. Với công cụ này, mỗi chọn lựa của sinh viên sẽ nhận được giải đáp/chú thích khác nhau của giáo viên và được dẫn đến một trang khác nhau trong bài học. Vì thế theo kế hoạch, mô-đun Bài học có thể tùy biến sự trình bày của nội dung và các câu hỏi cho từng sinh viên mà giáo viên không cần làm gì nữa.

[[Category:Lesson]]
[[es:Lecciones]]
[[eu:Ikasgaiak]]
[[fr:Leçon]]
[[de:Lektion]]
[[vi:Corresponding page title in Vietnamese]]