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TeamUp

2022-08-31T07:58:11Z

Zabellemotte:

Have you ever dreamt of '''forming groups based on criteria''', such as bringing students together based on their preference for work topics or mixing students according to their orientation? The [https://moodle.org/plugins/mod_teamup '''TeamUp'''] activity allows teachers to set up a questionnaire and compose groups taking into account the students' answers.
[https://podcast.uclouvain.be/xrSPa06aT4 Watch TeamUp demo video (in French)]

The [[File:teamup.svg]] '''TeamUp''' activity first allows you to set up a questionnaire with multiple-choice questions with the possibility of restricting the answers. For example, it is possible to require the student to tick exactly 2 options from the list of available options.

The questionnaire is available to students from the opening date, and they can fill it out. As soon as the closing date has passed, the teacher can start the '''composition of the groups by using 4 approaches''':
* '''group similar''' individuals together;
* '''disperse similar''' individuals;
* '''avoid minorities''';
* '''balance the level of competence''' (based on a question with quantified options).

Several criteria can be combined to compose the groups and the tool provides a diagnosis on the optimal number of groups.

This plugin was developed at [https://www.uclouvain.be UCLouvain] (Belgium) thanks to a [https://uclouvain.be/fr/etudier/lll/qu-est-ce-que-le-fdp.html pedagogical development fund].

== Create a TeamUp activity ==
[[File:params-en.png|1000px]]

When you create a [[File:teamup.svg]] '''TeamUP''' activity, you must specify the following parameters:
* a name and introduction to the activity, to introduce the activity;
* an opening date, Open date, from which students will be able to answer the questionnaire (from then on, the questions can no longer be modified);
* a closing date, Close Date, from which student responses will no longer be allowed;
* the "Allow updating of answers" parameter specifies whether you allow students to modify their answers during the questionnaire opening period;

Feel free to invite your students to complete the questionnaire using the Moodle Announcements tool (which targets all students enrolled in your Moodle course)

== Create a questionnaire with distribution criteria ==
Access the ''Questionnaire'' tab to build the multiple-choice questions that will allow students to provide useful information for group composition.

[[File:question-en.png|800px]]

You can define different '''restrictions on the possible answers''':
* '''none''': the student can select any number of options or none at all;
* '''at least one check mark''': the student must select at least one option;
* '''exactly 1 check mark''': the student must select one and only one option;
* '''exactly 2 check marks''': the student must select exactly 2 options;
* '''exactly 3 check marks''': the student must select exactly 3 options.
* ...

When your questionnaire is finalized, you can preview it via the ''Preview Questions'' tab .

[[File:preview-en.png|1000px]]

For example, your questions may focus on the students' time slot for group meetings (to group them), their curriculum (to mix them up), their gender (to avoid minorities), their thematic preference (to group them together), their average score over the past year (to balance the level of the groups),...

Warning! If you want your students to select several options from a list, for example to choose the themes of a work, we advise you to '''avoid questions that require you to make hierarchical choices''' (first choice, second choice, etc.). This type of question has two disadvantages:
* you cannot prevent a student from making the same choice 3 times and the algorithm can only assign this choice to him;
* criteria based on hierarchical choices are very restrictive for the distribution algorithm, making it difficult to obtain optimal groups, and therefore resulting in an inequitable distribution for students.

== Publish the questionnaire and collect student responses ==

When your questionnaire is ready, you can change its opening date to make it accessible to participants.
You can see the progress of the responses via the Compose Groups tab: participants who have responded are displayed in blue while students who have not yet responded are displayed in red.

You will be able to observe the evolution of the answers via the ''Compose groups'' tab : the students who have answered are shown in blue, while students who have not yet responded are displayed in red.

[[File:reponses.png]]

If some participants do not answer the questionnaire, they do not prevent the composition of the groups. They are then randomly placed to complete the groups and you can also move them manually.

== Generate groups ==

Once the students have completed the questionnaire, go to the ''Group Creation'' tab to start assisted group composition. You can eliminate students who did not answer if you wish.

'''Attention!''' The composition of the groups is done in several attempts and iterations which are displayed in the ''Preview'' tab. The results at each iteration are partly based on '''random draws'''. You will not get exactly the same result after each iteration. No groups are created in Moodle until you click the ''Create Groups inside Moodle button'' at the bottom of the page.

[[File:make-groups1.png|1000px]]

=== Define the naming scheme for your groups and the number of groups ===

The naming scheme can contain the characters #, @ or * :

*"Group #" will create by default groups labelled "Group 1", "Group 2", "Group 3", ...
* "Group @" will create groups labelled "Group A", "Group B", "Group C", ...
* If you use a '''criterion to group similar individuals, you can display the associated option in the group name by using the "*" character''' , example of recommended group naming scheme: "Group # - *". (Remember to define fairly short options for this criterion to avoid long group names.)

Choose the desired number of groups, you will have explicit indications on the degree of restriction of your criteria for this number of groups.

=== Define the criteria (begin with grouping) ===
When several criteria are combined to compose groups, be sure to '''place criteria of type ''Group similar individuals'' firs'''t as they are more restrictive;

[[File:grouming-criterion.png|1000px]]

When dispersing similar individuals, check all options to be distributed as fairly as possible.

[[File:Disperse.png|1000px]]

When it comes to avoiding minorities, select the options that will represent that minority.

[[File:Minorities.png|1000px]]

In this example, if you want to avoid minorities of men and women, you must therefore add 2 criteria to ''avoid minorities'', one with the option "man" checked and another with the option "woman" checked.

The ''Balancing the level'' criterion is only available for questions with numerical options (such as averages in an exam); the algorithm then tries to compose groups of equivalent average level; Note that for each criterion, you have an indication of the degree of success of the distribution in the light blue block.

[[File:Balance.png|1000px]]

Here are all possible actions on the criteria :
* '''reorder criteria''' with drag and drop moving,
* '''delete a criterion''' via the cross at the top right' of the block that describes it,
* '''edit a criterion option''' by double-clicking on it.
All these changes require you to click de '''''Save the questionnaire''''' button to be saved.
Note that '''it is not (yet) possible to edit a criterion question'''. If you want to change a criterion question, you have (for the moment) to delete it a creat a new one.

=== Eliminate some participants from group compositon ===
If you want to remove some students from the composition of the groups ("ghost" students, exempted,...), click on the cross next to their name to make them disappear from the composition.

[[File:delete.png|200px]]

Filter menus can also help you eliminate participants who have not answered the questionnaire, restrict the distribution to students in an existing group,...

[[File:filters.png|1000px]]

=== Iterate some previews ===
Launch a group preview and consult the diagnosis on the optimal number of groups (in green); the composition of the groups is based partly on a probability draw, that's why we suggest you restart the preview several times to get an idea of what is possible with your criteria;

[[File:preview-anim.gif]]

Modify the criteria if they are too restrictive.

=== Optimize groups ===
As your groups approach an ideal composition, you can try different actions to optimize them:
* '''optimize''': generates a few trips to improve compliance with the criteria;
* '''equalize''': rebalances the size of groups after travel;
* '''move manually''': via a simple drag and drop, you can also move a student from one group to another.

[[File:optimize-anim.gif]]

To help you make timely manual trips, see the ''Summary'' section where you can view a report of sub-optimal groups.

[[File:non-optimal-groupes.png|800px]]

Feel free to repeat these operations several times if necessary: if you are not satisfied with the composition obtained, you can empty the groups and start again by clicking on the reset button. Nothing is saved until you click the ''Create groups inside Moodle'' button.

=== Create groups ===
When you get a group composition that you find satisfactory, press the ''Create Groups inside Moodle'' button; you must associate a group, i. e. a serial name for these groups; the grouping allows you to easily create Moodle activities targeting the associated groups. This is essential as soon as the students are divided into several groups.

[[File:create-groups.png|600px]]

=== Control your groups ===
You can check that the group composition has been completed by going to the ''Overview'' tab of the page ''Course Administration> Users> Groups''.

[[File:groups-overview.png|1000px]]

Via this same page, you can delete a series of groups created by mistake via the ''Groups'' tab (select the groups and click on the "Delete" button). If you are testing several group compositions, be sure to modify the group definition scheme (Group#, Group @, ...) at each test to easily delete the desired groups.

After composing groups, you can download a report containing the groups and student responses via the ''Group Creation'' tab of the TeamUp activity. Click on the [[File:spreadsheet.png|36px]] spreadsheet button at the top to get it.

== Perfect repartition is not always possible ==
Note that, depending on student responses, '''it may happen that no group distribution is perfectly optimal'''. Manual adaptations can sometimes help to balance the groups, but in some cases it is not possible to obtain validation of all criteria. Then save a partially optimal composition and possibly test another composition by reducing your criteria.

== People who contributed to this plugin ==
This achievement was made possible thanks to the synergy of a multidisciplinary team composed of the following people:
* [https://uclouvain.be/fr/repertoires/bruno.schoumaker Bruno Schoumaker], in charge of the project and the search for an indicator to detect "stowaways";
* [https://uclouvain.be/fr/repertoires/philippe.bocquier Philippe Bocquier], in pursuit of an indicator of individual involvement to weight the notes;
* [https://uclouvain.be/fr/repertoires/patrick.gerin Patrick Gerin], in search of conflict indicators and useful graphs for tutors;
* [https://uclouvain.be/fr/repertoires/andreia.lemaitre Andreia Lemaître], in search of formative feedback indicators;
* [https://www.linkedin.com/in/severine-gossiaux Séverine Gossiaux], on the pedagogical watch for group evaluation criteria;
* [https://www.linkedin.com/in/marie-demoulin-3299591/ Marie Demoulin], for the survey on the use of the tool among professors;
* [https://uclouvain.be/fr/repertoires/domenico.palumbo Dominique Palumbo], at the keyboard for the development on Moodle;
* [https://uclouvain.be/fr/repertoires/isabelle.motte Isabelle Motte], at the blackboard for the design of the interfaces and the good integration to Moodle.

Dynamo

2022-08-31T07:56:18Z

Zabellemotte: /* People who contributed to this plugin */

[[File:dynamo activity logo.png|alt=Dynamo activity logo|left|100x100px|Dynamo activity logo svg]]
You organize group work and you dream of '''a tool which indicates the groups in difficulty and which gives you an idea of the involvement of each one?''' The [https://uclouvain.be/fr/etudier/le-fonds-de-developpement-pedagogique.html UCLouvain pedagogical development fund] has financed the development of the [https://moodle.org/plugins/mod_dynamo Dynamo activity] for these purposes!
== The engine of our Dynamo: peer evaluation ==
The Dynamo tool is based on a '''peer evaluation of group dynamics'''. Each student is asked to evaluate the other members of his or her learning group on several dimensions (responsibility, expertise, attitude, etc.), and to evaluate himself or herself. These evaluations are then processed to
* provide teachers with indicators that allow them to diagnose at a glance which '''groups''' are '''in difficulty''' and which dimensions of collaboration need to be addressed;
* objectify, on the basis of self and peer evaluations, the '''potential conflicts and the degree of commitment of each member in a group''';
* provide teachers with '''tangible information''', anchored in student assessments, '''to discuss''' with them any problems encountered in their group during the course of the work;
* offer teachers, on the basis of these same assessments, the possibility of '''weighting the collective work by an individual mark reflecting the contribution made by each student''', based on the validated [https://www.tandfonline.com/eprint/ee2eHDqmr2aTEb9t4dB8/full NIWF implication indicator].
== Video demonstration ==
Coming soon ...
== Discover the group dynamics evaluation grid ==
The '''evaluation grid for group dynamics''' includes the following criteria :
* '''Participation''': meetings, punctuality, respect for group rules;
* '''Responsibility''': accomplishment of tasks assigned by the group and respect of commitments (reading, research, writing, etc.);
* '''Scientific expertise''': richness and quality of research, rigor in the use and formulation of scientific ideas and concepts;
* '''Technical expertise''': ability to use methodological and technical tools to carry out activities (software or hardware, research methods, protocols, bibliography, citation of sources, etc.);
* '''Attitude''' : team spirit, respect for people, contribution to the cohesion of the group and to a good working climate, quality of listening and openness;
* '''Personalized criterion (optional)''': the teacher can define a personalized evaluation criterion specific to the organized work, for example to evaluate the quality of exchanges between groups.
The first 5 criteria have been selected on the basis of a pedagogical survey on group dynamics. They are mandatory because the quality of the indicators generated depends on them. The teacher can only add personalized elements to better describe the imposed criteria.

The participants are asked to evaluate each group member according to these criteria on a '''5-level scale'''. They are also asked to self-assess and eventually rate their group overall on the 5 (or 6) criteria.
[[File:dynamo evaluation grid.png|alt=Dynamo activity evaluation grid|center|thumb|1000x1000px|Dynamo activity evaluation grid]]
Individuals are also asked to complete '''2 open-ended comment fields''':
* a comment on their contribution to the group;
* a comment on the functioning of the group in general.
[[File:dynamo activity comments.png|alt=Dynamo activity grid, open comments|center|thumb|1000x1000px|Dynamo activity grid, open comments]]
== Precautions for your groups : a grouping is mandatory and groups changes are delicate ==
Before to use Dynamo, you need to '''previously associate a [[Groupings|grouping]] with the groups''' that will be participating in the evaluation.

If you not yet created your groups, be carefull and [[Groups|create your groups]] while specifying an associated grouping name.

You can also use our [[TeamUp]] plugin to create groups based on criteria, this plugin forces the grouping definition.

The [[Group Choice]] plugin is also very commonly used to enable students to enrole themselves in groups, and it also supports working with a grouping.

Do not start your Dynamo activity if your groups are not stabilized. The wisest way to manage '''group moves''' is to remove the affected group(s) from the grouping, add one or two new groups to the grouping, pour the students into the groups manually, and invite the students to redo the assessments.
== Create a Dynamo activity is very simple ... ==
Once you take the above precaution, the Dynamo activity configuration only supposes to '''specify''' '''a title fot the activity and the grouping name'''. All other parameters are optionnal.
[[File:Create a new Dynamo activity.png|alt=Create a new Dynamo activity|center|thumb|1000x1000px|Create a new Dynamo activity]]
The 5 default evaluation criteria have a default description and teacher may add information to this description if wanted :
[[File:Dynamo custom description of critaria.png|alt=Dynamo custom description of criteria|center|thumb|800x800px|Dynamo custom description of criteria]]
The sixth optionnal criteria and its description may also be defined in the dynamo creation form :
[[File:Dynamo optional custom criteria.png|center|thumb|800x800px]]
And other default option are also present, like activity completion that may be linked to the fact the student completed the evaluation.

Once this activity is set up, you can preview the form via the ''Preview'' tab. If everything is set up correctly, you can invite students to complete the assessment, making sure to motivate the formative process to ensure the highest possible response rate (completion condition).
As the assessments are completed, you will see the results change on the ''Results'' and ''Report tabs''. Note that the '''''List of participants with no answer'' repor'''t shows you the list of participants who did not complete the evaluation form, so that you can make targeted follow-ups.
[[File:Dynamo No Response Report.png|alt=|center|WriteUp No Response Report]]
== Presentation of the 5 dynamo indicators ==
{| class="wikitable"
|+
!Indicator
!Target
!Interpretation
!Visuals
|-
|'''Relative implication'''
|Individual
|= 1 Student contributed as much as others to the work.
< 1 Student contributed less than others.

> 1 Student contributed more than others.
|
[[File:dynamo indicator normal.png|alt=relative implication greater than or equal to 1]]relative implication greater than or equal to 1

[[File:dynamo indicator moderate.png|alt=relative involvement between 1 and 0.9]] relative implication between 1 and 0.9

[[File:dynamo indicator bad.png|alt=relative involvement between 0.9 and 0.8]] relative implication between 0.9 and 0.8

[[File:dynamo indicator critical.png|alt=relative implication less than 0.8]] relative involvement less than 0.8
|-
|'''Relative assurance'''
|Individual
|= 1 Student correctly assesses his/her overall level.
< 1 Student under-rates himself.

> 1 Student is over-rated.
|
[[File:dynamo indicator normal.png|alt=relative assurance less than or equal to 1]] relative assurance less than or equal to 1

[[File:dynamo indicator moderate.png|alt=relative assurance between 1 and 1.10]] relative assurance between 1 and 1.10

[[File:dynamo indicator bad.png|alt=relative assurance between 1.10 and 1.25]] relative assurance between 1.10 and 1.25

[[File:dynamo indicator critical.png|alt=relative assurance greater than 1.25 ]] relative assurance greater than 1.25
|-
|'''Consistency'''
|Group dynamics
|Indicates for each student whether there is consistency/variance in peer assessments
(for ease of reading, the variance has been amplified to show a number on the order of 1)
|
[[File:dynamo indicator normal.png|alt=consistency less than or equal to 0.15]] consistency less than or equal to 0.15

[[File:dynamo indicator moderate.png|alt=consistency between 0.15 and 0.25]] consistency between 0.15 and 0.25

[[File:dynamo indicator bad.png|alt=consistency between 0.25 and 0.6]] consistency between 0.25 and 0.6

[[File:dynamo indicator critical.png|alt=consistency higher than 0.6 ]] consistency higher than 0.6
|-
|'''Cohesion'''
|Group dynamics
|Indicates a degree of group cohesion through visual indicators
(calculated on the basis of the average variance of students in the group)
|
[[File:dynamo indicator perfect cohesion.png|alt=writeup perfect cohesion]] indicates a group with perfect cohesion (suspect, students may have agreed on the grade)

[[File:dynamo indicator for good cohesion.png|alt=writeup indicator for good cohesion]] indicates a group with very good cohesion

[[File:dynamo indicator for low cohesion.png|alt=writup indicator for low cohesion]] indicates a group with low cohesion

[[File:dynamo indicator for poor cohesion.png|alt=writeup indicator for poor cohesion]] indicates a group with poor cohesion

[[File:dynamo indicator for suspected conflict.png|alt=writeup indicator for suspected conflict]] indicates a group that is most likely in conflict
|-
|'''Climate'''
|Intervention urgency
|Compiles the 4 previous indicators and their severity level to generate an overall visual indicator that shows the degree of urgency of intervention.
|5 levels of urgency, from least severe to most severe:
[[File:dynamo indicator climate icons.png|alt=Dynamo climate icons]]
|}
==Analyze results and organize feedback==
'''Students have no automatic feedback on group evaluations via the platform.''' It seems too delicate to communicate the indicators to the students without an associated discussion, in particular in case of difficulty. It is therefore important to organize feedback for the groups, taking care in particular to provide regulation in the groups where the dynamics can be improved.

The ''Results'' (in the tab of the same name) are presented in 3 views:
* '''Overview''': this steering table that presents the list of groups with synthetic visual indicators; each member of a group is represented by a person icon and you can view the names and photos by hovering over the icons;[[File:dynamo overview.png|alt=Dynamo results overview|center]]Note that the '''Appreciations''' colum indicates when some students explicitely cited a group member's firstname in open comments.
* '''Group Details''': presents indicators for analyzing group dynamics and open-ended comments, with graphs that compare individual ratings with peer ratings based on different evaluation criteria;[[File:dynamo results groups.png|alt=Dynamo results : group details|center|thumb|Dynamo results : group détails]]
* '''Participant details''': presents all the data on an individual.[[File:dynamo results participant details.png|alt=Dynamo results : participant details|center|thumb|Dynamo results : participant details]]
In each of these views, the indicators of concern are highlighted in color according to the degree of seriousness.

Dynamo also generates various ''Reports'' (via the associated tab):
* the list of unanswered participants (for follow-up);
* the groups' yearbook;
* Group reports: displays all group reports on one page (for printing or exporting as a pdf via the browser);
* Individual reports: displays all individual reports on one page (for printing or exporting as a pdf via the browser);
* '''Relative insurance chart''': clearly highlights the individuals who are overestimating in the group (to be met as a priority);[[File:dynamo relative insurance chart.png|alt=Dynamo report : relative insurance chart|center|thumb|Dynamo report : relative insurance chart]]
* Excel export: this export allows archiving of all Dynamo activity data in a single file.

To organize feedback to the groups,
* we advise you to '''focus on the groups in difficulty based on the column "Climate"''' in the overview. You can '''sort your list of groups based on this criterion''';
* for these groups, '''analyze the group and individual results''', you can also print them out (use the pdf printing possibilities of your browser to generate a pdf file)
* '''also consult the reports''' (''Reports'' tab) for information, including the "thumbails" which can be useful and the "relative insurance chart" report which clearly highlights students who are overestimating themselves;
* '''meet with groups or individuals who are struggling'''.
The first uses of Dynamo have shown that often, when there are difficulties in a group, several indicators turn red. A student is not present enough, he/she over-evaluates himself/herself in the hope that his/her disinvestment will go unnoticed, and all of this compounds to generate critical indicators of coherence and cohesion... Open comments help to interpret the situation and individual student difficulties such as health problems or family problems.

Please note that '''it can happen that several individuals join together to give inappropiate bad feedback on a person'''. It is therefore advised to provide for the possibility of appeal through direct contact with a teacher. It is through a discussion that you can bring out the problems.
==Exploit the individual implication mark to weight the grades==
The relative implication indicator was designed to allow instructors to take the measure of each student's involvement in a group assignment. This indicator was built on the basis of solid bibliographic references and can therefore be used to '''adjust the grade'''.

Caution! The use of the relative involvement indicator to modulate the grade implies that you make sure to '''announce this evaluation modality from the start'''. Do not use Dynamo only for certification purposes. We indicate below some ways to use the results to generate a grade, but '''it is essential to propose this activity several times for formative purposes, before considering using it for certification purposes !'''

The ideal formula to use to adjust grade is still to be constructed...

But here are the recommended ways to use it:
* knowing how to work in a team is part of the cross-curricular competencies of many course programs, but students need to have formative feedback before receiving an associated grade; therefore, be sure to make at least one formative use of dynamo Dynamo at the midpoint of the course and be sure to provide feedback to groups and/or individuals who are struggling, via a meeting associated with a discussion;
* then plan a dynamo Dynamo certificate activity at the end of the course and take into account the relative involvement to weight the group grade to generate an individual grade for the work;
* '''an example of a formula used by a teacher to mitigate the impact of relative involvement (70% grade weighting):    ''Individual grade = Group grade * [0.7 * Relative involvement + 0.3]'''''
* some teachers explicitly targeting teamwork skills go beyond this and propose a direct weighting of the grade by relative involvement (100% grade weighting):    ''Individual grade = Group grade * Relative involvement''
* others provide for a maximum correction margin so that the difference between the individual and group score remains within 10% of the maximum score (maximum 2 points difference for a score out of 20).
   '''To easily exploit the relative engagement indicator, use the spreadsheet export of the data available via the ''Reports'' tab.''' The individual indicators are listed in the second sheet of the spreadsheet file.
[[File:Dynamo relative implication in spreadsheet export.png|alt=Dynamo relative implication in spreadsheet export|center|thumb|Dynamo relative implication in spreadsheet export]]
==Exploit the marks to have grade for group dynamics==
If teamwork is on the list of cross-curricular competencies to be practiced and evaluated in your course, we suggest that you use Dynamo at various times during group work to regulate group dynamics.

It is rather delicate to use the indicators of coherence and cohesion for certification purposes, because group dynamics depends on a mix of individual and group factors. We therefore advise you to e'''valuate the progress of the students in their group dynamics and their consideration of the feedback during the different regulation discussions'''.

If you find an evaluation method that seems to be effective, do not hesitate to let us know at [[File:moodle uclouvain contact.png|alt=moodle uclouvain contact]]
==Spreadsheet export of results ==
At the end of year, you will have to '''archive the results of the Dynamo activities of your course'''.

All the activity data are included in the spreadsheet export available via the tab ''Reports > Export xls > spreadsheet export''.

The exported document contains 3 sheets :
* a sheet with the group indicators;
* a sheet with the individual indicators;
* a sheet with the raw data.
== Feedback and suggestions ==
If you are using Dynamo and want to send us comments or suggestions, do not hesitate to create issues on the [https://github.com/Palumdo/moodle-mod_dynamo Dynamo Github Project] or to contact us via email adress [[File:moodle uclouvain contact.png|alt=Moodle UCLouvain contact]]
== People who contributed to this plugin ==
This achievement was made possible thanks to the synergy of a multidisciplinary team composed of the following people:
* [https://uclouvain.be/fr/repertoires/bruno.schoumaker Bruno Schoumaker], in charge of the project and the search for an indicator to detect "stowaways";
* [https://uclouvain.be/fr/repertoires/philippe.bocquier Philippe Bocquier], in pursuit of an indicator of individual involvement to weight the notes;
* [https://uclouvain.be/fr/repertoires/patrick.gerin Patrick Gerin], in search of conflict indicators and useful graphs for tutors;
* [https://uclouvain.be/fr/repertoires/andreia.lemaitre Andreia Lemaître], in search of formative feedback indicators;
* [https://www.linkedin.com/in/severine-gossiaux Séverine Gossiaux], on the pedagogical watch for group evaluation criteria;
* [https://www.linkedin.com/in/marie-demoulin-3299591/ Marie Demoulin], for the survey on the use of the tool among professors;
* [https://uclouvain.be/fr/repertoires/domenico.palumbo Dominique Palumbo], at the keyboard for the development on Moodle;
* [https://uclouvain.be/fr/repertoires/isabelle.motte Isabelle Motte], at the blackboard for the design of the interfaces and the good integration to Moodle.

Fil:moodle uclouvain contact.png

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Zabellemotte:

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Zabellemotte:

Dynamo

2022-08-29T20:06:13Z

Zabellemotte: Created page with "Dynamo activity logo svg You organize group work and you dream of '''a tool which indicates the group..."

[[File:dynamo activity logo.png|alt=Dynamo activity logo|left|100x100px|Dynamo activity logo svg]]
You organize group work and you dream of '''a tool which indicates the groups in difficulty and which gives you an idea of the involvement of each one?''' The [https://uclouvain.be/fr/etudier/le-fonds-de-developpement-pedagogique.html UCLouvain pedagogical development fund] has financed the development of the [https://moodle.org/plugins/mod_dynamo Dynamo activity] for these purposes!
== The engine of our Dynamo: peer evaluation ==
The Dynamo tool is based on a '''peer evaluation of group dynamics'''. Each student is asked to evaluate the other members of his or her learning group on several dimensions (responsibility, expertise, attitude, etc.), and to evaluate himself or herself. These evaluations are then processed to
* provide teachers with indicators that allow them to diagnose at a glance which '''groups''' are '''in difficulty''' and which dimensions of collaboration need to be addressed;
* objectify, on the basis of self and peer evaluations, the '''potential conflicts and the degree of commitment of each member in a group''';
* provide teachers with '''tangible information''', anchored in student assessments, '''to discuss''' with them any problems encountered in their group during the course of the work;
* offer teachers, on the basis of these same assessments, the possibility of '''weighting the collective work by an individual mark reflecting the contribution made by each student''', based on the validated [https://www.tandfonline.com/eprint/ee2eHDqmr2aTEb9t4dB8/full NIWF implication indicator].
== Video demonstration ==
Coming soon ...
== Discover the group dynamics evaluation grid ==
The '''evaluation grid for group dynamics''' includes the following criteria :
* '''Participation''': meetings, punctuality, respect for group rules;
* '''Responsibility''': accomplishment of tasks assigned by the group and respect of commitments (reading, research, writing, etc.);
* '''Scientific expertise''': richness and quality of research, rigor in the use and formulation of scientific ideas and concepts;
* '''Technical expertise''': ability to use methodological and technical tools to carry out activities (software or hardware, research methods, protocols, bibliography, citation of sources, etc.);
* '''Attitude''' : team spirit, respect for people, contribution to the cohesion of the group and to a good working climate, quality of listening and openness;
* '''Personalized criterion (optional)''': the teacher can define a personalized evaluation criterion specific to the organized work, for example to evaluate the quality of exchanges between groups.
The first 5 criteria have been selected on the basis of a pedagogical survey on group dynamics. They are mandatory because the quality of the indicators generated depends on them. The teacher can only add personalized elements to better describe the imposed criteria.

The participants are asked to evaluate each group member according to these criteria on a '''5-level scale'''. They are also asked to self-assess and eventually rate their group overall on the 5 (or 6) criteria.
[[File:dynamo evaluation grid.png|alt=Dynamo activity evaluation grid|center|thumb|1000x1000px|Dynamo activity evaluation grid]]
Individuals are also asked to complete '''2 open-ended comment fields''':
* a comment on their contribution to the group;
* a comment on the functioning of the group in general.
[[File:dynamo activity comments.png|alt=Dynamo activity grid, open comments|center|thumb|1000x1000px|Dynamo activity grid, open comments]]
== Precautions for your groups : a grouping is mandatory and groups changes are delicate ==
Before to use Dynamo, you need to '''previously associate a [[Groupings|grouping]] with the groups''' that will be participating in the evaluation.

If you not yet created your groups, be carefull and [[Groups|create your groups]] while specifying an associated grouping name.

You can also use our [[TeamUp]] plugin to create groups based on criteria, this plugin forces the grouping definition.

The [[Group Choice]] plugin is also very commonly used to enable students to enrole themselves in groups, and it also supports working with a grouping.

Do not start your Dynamo activity if your groups are not stabilized. The wisest way to manage '''group moves''' is to remove the affected group(s) from the grouping, add one or two new groups to the grouping, pour the students into the groups manually, and invite the students to redo the assessments.
== Create a Dynamo activity is very simple ... ==
Once you take the above precaution, the Dynamo activity configuration only supposes to '''specify''' '''a title fot the activity and the grouping name'''. All other parameters are optionnal.
[[File:Create a new Dynamo activity.png|alt=Create a new Dynamo activity|center|thumb|1000x1000px|Create a new Dynamo activity]]
The 5 default evaluation criteria have a default description and teacher may add information to this description if wanted :
[[File:Dynamo custom description of critaria.png|alt=Dynamo custom description of criteria|center|thumb|800x800px|Dynamo custom description of criteria]]
The sixth optionnal criteria and its description may also be defined in the dynamo creation form :
[[File:Dynamo optional custom criteria.png|center|thumb|800x800px]]
And other default option are also present, like activity completion that may be linked to the fact the student completed the evaluation.

Once this activity is set up, you can preview the form via the ''Preview'' tab. If everything is set up correctly, you can invite students to complete the assessment, making sure to motivate the formative process to ensure the highest possible response rate (completion condition).
As the assessments are completed, you will see the results change on the ''Results'' and ''Report tabs''. Note that the '''''List of participants with no answer'' repor'''t shows you the list of participants who did not complete the evaluation form, so that you can make targeted follow-ups.
[[File:Dynamo No Response Report.png|alt=|center|WriteUp No Response Report]]

== Presentation of the 5 dynamo indicators ==
{| class="wikitable"
|+
!Indicator
!Target
!Interpretation
!Visuals
|-
|'''Relative implication'''
|Individual
|= 1 Student contributed as much as others to the work.
< 1 Student contributed less than others.

> 1 Student contributed more than others.
|
[[File:dynamo indicator normal.png|alt=relative implication greater than or equal to 1]]relative implication greater than or equal to 1

[[File:dynamo indicator moderate.png|alt=relative involvement between 1 and 0.9]] relative implication between 1 and 0.9

[[File:dynamo indicator bad.png|alt=relative involvement between 0.9 and 0.8]] relative implication between 0.9 and 0.8

[[File:dynamo indicator critical.png|alt=relative implication less than 0.8]] relative involvement less than 0.8
|-
|'''Relative assurance'''
|Individual
|= 1 Student correctly assesses his/her overall level.
< 1 Student under-rates himself.

> 1 Student is over-rated.
|
[[File:dynamo indicator normal.png|alt=relative assurance less than or equal to 1]] relative assurance less than or equal to 1

[[File:dynamo indicator moderate.png|alt=relative assurance between 1 and 1.10]] relative assurance between 1 and 1.10

[[File:dynamo indicator bad.png|alt=relative assurance between 1.10 and 1.25]] relative assurance between 1.10 and 1.25

[[File:dynamo indicator critical.png|alt=relative assurance greater than 1.25 ]] relative assurance greater than 1.25
|-
|'''Consistency'''
|Group dynamics
|Indicates for each student whether there is consistency/variance in peer assessments
(for ease of reading, the variance has been amplified to show a number on the order of 1)
|
[[File:dynamo indicator normal.png|alt=consistency less than or equal to 0.15]] consistency less than or equal to 0.15

[[File:dynamo indicator moderate.png|alt=consistency between 0.15 and 0.25]] consistency between 0.15 and 0.25

[[File:dynamo indicator bad.png|alt=consistency between 0.25 and 0.6]] consistency between 0.25 and 0.6

[[File:dynamo indicator critical.png|alt=consistency higher than 0.6 ]] consistency higher than 0.6
|-
|'''Cohesion'''
|Group dynamics
|Indicates a degree of group cohesion through visual indicators
(calculated on the basis of the average variance of students in the group)
|
[[File:dynamo indicator perfect cohesion.png|alt=writeup perfect cohesion]] indicates a group with perfect cohesion (suspect, students may have agreed on the grade)

[[File:dynamo indicator for good cohesion.png|alt=writeup indicator for good cohesion]] indicates a group with very good cohesion

[[File:dynamo indicator for low cohesion.png|alt=writup indicator for low cohesion]] indicates a group with low cohesion

[[File:dynamo indicator for poor cohesion.png|alt=writeup indicator for poor cohesion]] indicates a group with poor cohesion

[[File:dynamo indicator for suspected conflict.png|alt=writeup indicator for suspected conflict]] indicates a group that is most likely in conflict
|-
|'''Climate'''
|Intervention urgency
|Compiles the 4 previous indicators and their severity level to generate an overall visual indicator that shows the degree of urgency of intervention.
|5 levels of urgency, from least severe to most severe:
[[File:dynamo indicator climate icons.png|alt=Dynamo climate icons]]
|}
==Analyze results and organize feedback==
'''Students have no automatic feedback on group evaluations via the platform.''' It seems too delicate to communicate the indicators to the students without an associated discussion, in particular in case of difficulty. It is therefore important to organize feedback for the groups, taking care in particular to provide regulation in the groups where the dynamics can be improved.

The ''Results'' (in the tab of the same name) are presented in 3 views:
* '''Overview''': this steering table that presents the list of groups with synthetic visual indicators; each member of a group is represented by a person icon and you can view the names and photos by hovering over the icons;[[File:dynamo overview.png|alt=Dynamo results overview|center]]Note that the '''Appreciations''' colum indicates when some students explicitely cited a group member's firstname in open comments.
* '''Group Details''': presents indicators for analyzing group dynamics and open-ended comments, with graphs that compare individual ratings with peer ratings based on different evaluation criteria;[[File:dynamo results groups.png|alt=Dynamo results : group details|center|thumb|Dynamo results : group détails]]
* '''Participant details''': presents all the data on an individual.[[File:dynamo results participant details.png|alt=Dynamo results : participant details|center|thumb|Dynamo results : participant details]]
In each of these views, the indicators of concern are highlighted in color according to the degree of seriousness.

Dynamo also generates various ''Reports'' (via the associated tab):
* the list of unanswered participants (for follow-up);
* the groups' yearbook;
* Group reports: displays all group reports on one page (for printing or exporting as a pdf via the browser);
* Individual reports: displays all individual reports on one page (for printing or exporting as a pdf via the browser);
* '''Relative insurance chart''': clearly highlights the individuals who are overestimating in the group (to be met as a priority);[[File:dynamo relative insurance chart.png|alt=Dynamo report : relative insurance chart|center|thumb|Dynamo report : relative insurance chart]]
* Excel export: this export allows archiving of all Dynamo activity data in a single file.

To organize feedback to the groups,
* we advise you to '''focus on the groups in difficulty based on the column "Climate"''' in the overview. You can '''sort your list of groups based on this criterion''';
* for these groups, '''analyze the group and individual results''', you can also print them out (use the pdf printing possibilities of your browser to generate a pdf file)
* '''also consult the reports''' (''Reports'' tab) for information, including the "thumbails" which can be useful and the "relative insurance chart" report which clearly highlights students who are overestimating themselves;
* '''meet with groups or individuals who are struggling'''.
The first uses of Dynamo have shown that often, when there are difficulties in a group, several indicators turn red. A student is not present enough, he/she over-evaluates himself/herself in the hope that his/her disinvestment will go unnoticed, and all of this compounds to generate critical indicators of coherence and cohesion... Open comments help to interpret the situation and individual student difficulties such as health problems or family problems.

Please note that '''it can happen that several individuals join together to give inappropiate bad feedback on a person'''. It is therefore advised to provide for the possibility of appeal through direct contact with a teacher. It is through a discussion that you can bring out the problems.
==Exploit the individual implication mark to weight the grades==
The relative implication indicator was designed to allow instructors to take the measure of each student's involvement in a group assignment. This indicator was built on the basis of solid bibliographic references and can therefore be used to '''adjust the grade'''.

Caution! The use of the relative involvement indicator to modulate the grade implies that you make sure to '''announce this evaluation modality from the start'''. Do not use Dynamo only for certification purposes. We indicate below some ways to use the results to generate a grade, but '''it is essential to propose this activity several times for formative purposes, before considering using it for certification purposes !'''

The ideal formula to use to adjust grade is still to be constructed...

But here are the recommended ways to use it:
* knowing how to work in a team is part of the cross-curricular competencies of many course programs, but students need to have formative feedback before receiving an associated grade; therefore, be sure to make at least one formative use of dynamo Dynamo at the midpoint of the course and be sure to provide feedback to groups and/or individuals who are struggling, via a meeting associated with a discussion;
* then plan a dynamo Dynamo certificate activity at the end of the course and take into account the relative involvement to weight the group grade to generate an individual grade for the work;
* '''an example of a formula used by a teacher to mitigate the impact of relative involvement (70% grade weighting):    ''Individual grade = Group grade * [0.7 * Relative involvement + 0.3]'''''
* some teachers explicitly targeting teamwork skills go beyond this and propose a direct weighting of the grade by relative involvement (100% grade weighting):    ''Individual grade = Group grade * Relative involvement''
* others provide for a maximum correction margin so that the difference between the individual and group score remains within 10% of the maximum score (maximum 2 points difference for a score out of 20).
   '''To easily exploit the relative engagement indicator, use the spreadsheet export of the data available via the ''Reports'' tab.''' The individual indicators are listed in the second sheet of the spreadsheet file.
[[File:Dynamo relative implication in spreadsheet export.png|alt=Dynamo relative implication in spreadsheet export|center|thumb|Dynamo relative implication in spreadsheet export]]
==Exploit the marks to have grade for group dynamics==
If teamwork is on the list of cross-curricular competencies to be practiced and evaluated in your course, we suggest that you use Dynamo at various times during group work to regulate group dynamics.

It is rather delicate to use the indicators of coherence and cohesion for certification purposes, because group dynamics depends on a mix of individual and group factors. We therefore advise you to e'''valuate the progress of the students in their group dynamics and their consideration of the feedback during the different regulation discussions'''.

If you find an evaluation method that seems to be effective, do not hesitate to let us know at [[File:moodle uclouvain contact.png|alt=moodle uclouvain contact]]
==Spreadsheet export of results ==
At the end of year, you will have to '''archive the results of the Dynamo activities of your course'''.

All the activity data are included in the spreadsheet export available via the tab ''Reports > Export xls > spreadsheet export''.

The exported document contains 3 sheets :
* a sheet with the group indicators;
* a sheet with the individual indicators;
* a sheet with the raw data.
== Feedback and suggestions ==
If you are using Dynamo and want to send us comments or suggestions, do not hesitate to create issues on the [https://github.com/Palumdo/moodle-mod_dynamo Dynamo Github Project] or to contact us via email adress [[File:moodle uclouvain contact.png|alt=Moodle UCLouvain contact]]
== People who contributed to this plugin ==
This achievement was made possible thanks to the synergy of a multidisciplinary team composed of the following people:
* [https://uclouvain.be/fr/repertoires/bruno.schoumaker Bruno Schoumaker], in charge of the project and the search for an indicator to detect "stowaways";
* [https://uclouvain.be/fr/repertoires/philippe.bocquier Philippe Bocquier], in pursuit of an indicator of individual involvement to weight the notes;
* [https://uclouvain.be/fr/repertoires/patrick.gerin Patrick Gerin], in search of conflict indicators and useful graphs for tutors;
* [https://uclouvain.be/fr/repertoires/andreia.lemaitre Andreia Lemaître], in search of formative feedback indicators;
* [https://www.linkedin.com/in/severine-gossiaux Séverine Gossiaux], on the pedagogical watch for group evaluation criteria;
* [https://uclouvain.be/fr/repertoires/domenico.palumbo Dominique Palumbo], at the keyboard for the development on Moodle;
* [https://uclouvain.be/fr/repertoires/isabelle.motte Isabelle Motte], at the blackboard for the design of the interfaces and the good integration to Moodle.

Diskussion:Completion Progress block

2021-06-21T07:29:06Z

Zabellemotte: Created page with "It is not clear how the block behaves when configuring a quiz with achievement based on passing grade. In that case, I thought the color indicator would be yellow, but it seem..."

It is not clear how the block behaves when configuring a quiz with achievement based on passing grade.
In that case, I thought the color indicator would be yellow, but it seems it is not the case.
I would be interresing to have a specific note about it in documentation.
With great thanks for this high pedagogical interrest plugin ;-)
Kisses
Zabelle

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TeamUp

2019-06-25T07:08:43Z

Zabellemotte: Created page with "Do you dream of '''forming groups based on criteria''', such as bringing students together based on their preference for work topics or mixing students according to their orie..."

Do you dream of '''forming groups based on criteria''', such as bringing students together based on their preference for work topics or mixing students according to their orientation? The [https://moodle.org/plugins/mod_teamup '''TeamUp'''] activity allows the teacher to define a questionnaire and compose groups taking into account the students' answers.
[https://podcast.uclouvain.be/xrSPa06aT4 Watch TeamUp demo video (in French)]

The [[File:teamup.svg]] '''TeamUp''' activity first allows you to compose a questionnaire with multiple-choice questions with the possibility of restricting the answers. For example, it is possible to require the student to tick exactly 2 options from the list of available options.

The questionnaire is available to students on the opening date and they can then answer it. As soon as the closing date has passed, the teacher can start the '''composition of the groups by using 4 approaches''':
* '''group similar''' individuals together;
* '''disperse similar''' individuals;
* '''avoid minorities''';
* '''balance the level of competence''' (based on a question with quantified options).

Several criteria can be combined to compose the groups and the tool provides a diagnosis on the optimal number of groups.

This plugin was developed at [https://www.uclouvain.be UCLouvain] (Belgium) thanks to a [https://uclouvain.be/fr/etudier/lll/qu-est-ce-que-le-fdp.html pedagogical development fund].

== Create a TeamUp activity ==
[[File:params-en.png|1000px]]

When you create a [[File:teamup.svg]] '''TeamUP''' activity, you must specify the following parameters:
* a name and introduction to the activity, to introduce the activity;
* an opening date, Open date, from which students will be able to answer the questionnaire (from then on, the questions can no longer be modified);
* a closing date, Close Date, from which student responses will no longer be allowed;
* the "Allow updating of answers" parameter specifies whether you allow students to modify their answers during the questionnaire opening period;

Feel free to invite your students to complete the questionnaire using the Moodle Announcements tool (which targets all students enrolled in your Moodle course)

== Create a questionnaire with distribution criteria ==
Access the ''Questionnaire'' tab to build the multiple-choice questions that will allow students to provide useful information for group composition.

[[File:question-en.png|800px]]

You can define different '''restrictions on the possible answers''':
* '''none''': the student can select any number of options or none at all;
* '''at least one check mark''': the student must select at least one option;
* '''exactly 1 check mark''': the student must select one and only one option;
* '''exactly 2 check marks''': the student must select exactly 2 options;
* '''exactly 3 check marks''': the student must select exactly 3 options.
* ...

When your questionnaire is finalized, you can preview it via the ''Preview Questions'' tab .

[[File:preview-en.png|1000px]]

For example, your questions may focus on the students' time slot for group meetings (to group them), their curriculum (to mix them up), their gender (to avoid minorities), their thematic preference (to group them together), their average score over the past year (to balance the level of the groups),...

Attention! If you want your students to select several options from a list, for example to choose the themes of a work, we advise you to '''avoid questions that require you to make hierarchical choices''' (first choice, second choice, etc.). This type of question has two disadvantages:
* you cannot prevent a student from making the same choice 3 times and the algorithm can only assign this choice to him;
* criteria based on hierarchical choices are very restrictive for the distribution algorithm, making it difficult to obtain optimal groups and, therefore, an inequitable distribution for students.

== Publish the questionnaire and collect student responses ==

When your questionnaire is ready, you can change its opening date to make it accessible to participants.
You can see the progress of the responses via the Compose Groups tab: participants who have responded are displayed in blue while students who have not yet responded are displayed in red.

You will be able to observe the answers evolution via the ''Compose groups'' tab : the students who answered are shown in blue while the students who have not yet responded are displayed in red .

[[File:reponses.png]]

If some participants do not answer the questionnaire, they do not prevent the composition of the groups. They are then randomly placed to complete the groups and you can also move them manually.

== Generate groups ==

Once the students have completed the questionnaire, go to the ''Group Creation'' tab to start assisted group composition. You can eliminate students who did not answer if you wish.

'''Attention!''' The composition of the groups is done in several attempts and iterations which are displayed in the ''Preview'' tab. The results at each iteration are partly based on '''random draws'''. You will not get exactly the same result after each iteration. No groups are created in Moodle until you click the ''Create Groups inside Moodle button'' at the bottom of the page.

[[File:make-groups1.png|1000px]]

=== Define the naming scheme for your groups and the number of groups ===

The naming scheme can contain the characters #, @ or * :

*"Group #" will create by default groups labelled "Group 1", "Group 2", "Group 3", ...
* "Group @" will create groups labelled "Group A", "Group B", "Group C", ...
* If you use a '''criterion to group similar individuals, you can display the associated option in the group name by using the "*" character''' , example of recommended group naming scheme: "Group # - *". (Remember to define fairly short options for this criterion to avoid long group names.)

Choose the desired number of groups, you will have explicit indications on the degree of restriction of your criteria for this number of groups.

=== Define the criteria (begin with grouping) ===
When several criteria are combined to compose groups, be sure to '''place criteria of type ''Group similar individuals'' firs'''t as they are more restrictive;

[[File:grouming-criterion.png|1000px]]

When dispersing similar individuals, check all options to be distributed as fairly as possible.

[[File:Disperse.png|1000px]]

When it comes to avoiding minorities, select the options that will represent that minority.

[[File:Minorities.png|1000px]]

In this example, if you want to avoid minorities of men and women, you must therefore add 2 criteria to ''avoid minorities'', one with the option "man" checked and another with the option "woman" checked.

The ''Balancing the level'' criterion is only available for questions whose options are numbers (such as averages in an exam); the algorithm then tries to compose groups of equivalent average level; Note that for each criterion, you have an indication of the degree of success of the distribution in the light blue block.

[[File:Balance.png|1000px]]

Here are all possible actions on the criteria :
* '''reorder criteria''' with drag and drop moving,
* '''delete a criterion''' via the cross at the top right' of the block that describes it,
* '''edit a criterion option''' by double-clicking on it.
All these changes require you to click de '''''Save the questionnaire''''' button to be saved.
Note that '''it is not (yet) possible to edit a criterion question'''. If you want to change a criterion question, you have (for the moment) to delete it a creat a new one.

=== Eliminate some participants from group compositon ===
If you want to remove some students from the composition of the groups ("ghost" students, exempted,...), click on the cross next to their name to make them disappear from the composition.

[[File:delete.png|200px]]

Filter menus can also help you eliminate participants who did not answer the questionnaire, restrict the distribution to students in an existing group,...

[[File:filters.png|1000px]]

=== Iterate some previews ===
Launch a group preview and consult the diagnosis on the optimal number of groups (in green); the composition of the groups is based partly on a probability draw, that's why we suggest you restart the preview several times to get an idea of what is possible with your criteria;

[[File:preview-anim.gif]]

Modify the criteria if they are too restrictive.

=== Optimize groups ===
As your groups approach an ideal composition, you can try different actions to optimize them:
* '''optimize''': generates a few trips to improve compliance with the criteria;
* '''equalize''': rebalances the size of groups after travel;
* '''move manually''': via a simple drag and drop, you can also move a student from one group to another.

[[File:optimize-anim.gif]]

To help you make timely manual trips, see the ''Summary'' section where you can view a report of sub-optimal groups.

[[File:non-optimal-groupes.png|800px]]

Feel free to repeat these operations several times if necessary: if you are not satisfied with the composition obtained, you can empty the groups and start again by clicking on the reset button. Nothing is saved until you click the ''Create groups inside Moodle'' button.

=== Create groups ===
When you get a group composition that you find satisfactory, press the ''Create Groups inside Moodle'' button; you must associate a group, i. e. a serial name for these groups; the grouping allows you to easily create Moodle activities targeting the associated groups, this is essential as soon as the students are divided into several groups.

[[File:create-groups.png|600px]]

=== Control your groups ===
You can check that the group composition has been completed by going to the ''Overview'' tab of the page ''Course Administration> Users> Groups''.

[[File:groups-overview.png|1000px]]

Via this same page, you can delete a series of groups created by mistake via the ''Groups'' tab (select the groups and click on the "Delete" button). If you are testing several group compositions, be sure to modify the group definition scheme (Group#, Group @, ...) at each test to easily delete the desired groups.

After composing groups, you can download a report containing the groups and student responses via the ''Group Creation'' tab of the TeamUp activity. Click on the [[File:spreadsheet.png|36px]] spreadsheet button at the top to get it.

== Perfect repartition is not always possible ==
Note that, depending on student responses, '''it may happen that no group distribution is perfectly optimal'''. Manual adaptations can sometimes help to balance the groups, but in some cases it is not possible to obtain validation of all criteria. Then save a partially optimal composition and possibly test another composition by reducing your criteria.

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