MoodleDocs - User contributions [en]

Course settings

2009-03-04T18:50:08Z

Bmoss2: EDCI 604

{{Course admin}}

[[Image:Settings.gif]]'''Course settings''' control how the things appear to the participants in a course. It is the first page viewed after creating a course. It can be edited through the '''Settings''' link in the [[Course administration block]] menu. This page has links to other pages that may describe a setting in more detail. Different versions of Moodle may not have all the settings listed below.

==General==
[[Image:generalsettings1.gif|thumb|General settings]]
EDCI 604

===ID number===
The ID number is an alphanumeric field. It has several potential uses. Generally, it is not displayed to students. However, it can be used to match this course against an external system's ID, as your course catalog ID or can be used in the certificate module as a printed field.

:''TIP:'' If the ID number field is not editable, the site administrator has disabled that user's ability by unassigning the moodle/course:changeidnumber capability.

English portfolio

===Format===
[[Image:generalsettings3.gif|thumb|Format section in course settings]]
See [[Course formats]]

===Number of weeks/topics===
This setting is only used by the 'weekly' and 'topics' course formats. In the 'weekly' format, it specifies the number of weeks that the course will run for, starting from the course starting date. In the 'topics' format, it specifies the number of topics in the course. Both of these translate to the number of "boxes" down the middle of the course page.

===Course start date===
This is where you specify the starting time of the course (in your own time zone). The first week will start on the date you set here when you use the "Weekly" course format.

This setting will not affect courses using the 'social' or 'topics' formats.

However, this setting will have an effect on the display of logs, which use this date as the earliest possible date you can display. It can also make your course not visible to students even if when the course is available to students (see below).

:''TIP:'' In general, if your course does not have a real starting date then set the date to yesterday and use the availability setting to reveal the course to students.

===Hidden sections===
This option allows you to decide how the hidden sections in your course are displayed to students. By default, a small area is shown (in collapsed form, usually gray) to indicate where the hidden section is, though they still cannot actually see the hidden activities and texts. This is particularly useful in the Weekly format, so that non-class weeks are clear, or if you have quizes you don't want your students to see.

:''TIP:'' If you choose, these non-available items can be completely hidden, so that students do not even know that sections or an activity in the course are hidden.

===Show grades===
Many of the activities allow [[Grades|grades]] to be set. By default, the results of all grades within the course can be seen in the Grades page, available from the main course page for students and teachers.

:''TIP:'' If a teacher is not interested in using grades in a course, or just wants to hide grades from students, then they can disable the display of grades with this option. This does not prevent the teacher using or setting grades for an individual activities, it just disables the results from being displayed to students.

===Show activity reports===
[[Activity_report#Individual_Activity_Report|Activity reports]] are available to each student. These reports or logs shows their activity and contributions in the current course. These reports include their detailed access log.

Student access to their own reports is controlled by the teacher via this course setting. For some courses, these reports can be a useful tool for a student to reflect on their involvement and appearance within the online environment, but for some courses, this may not be necessary.

Teachers always have access to these reports. Teachers can use the button or tab visible on each person’s profile page or use the [[Reports]] link in the course administration block.

Your site administrator may ask you to turn this feature off. Showing activity reports can place a load on the server, slowing it down at times. For large or long classes it may be more efficient to keep it off.

===Maximum upload size===
[[Image:Changeupload.jpg|thumb|Maximum upload size setting]]
This setting defines the largest size of file that can be uploaded by students in this course. The site administrator can determine [[Site_policies#Maximum_uploaded_file_sizefile |sizes available]] for the teacher to select. Teachers should be aware of a course's [[Files|file structure]].

It is possible to further restrict this size through settings within each activity module.

===Force===
If the site administrator has allowed the teacher to set a course [[Themes|theme]], this pull down menu will appear with a list of themes on the site.

===Is this a meta course?===
A [[Metacourses|metacourse]] automatically enrolls its participants from other courses. For example, for every course that is a "child" of the metacourse, all students in the child course are enrolled in the metacourse.

==Enrolments==
[[Image:generalsetting4.gif|thumb|Enrolment settings]]
===Enrolment plugins===
This setting allows you to choose an interactive [[Enrolment plugins|enrolment plugin]], such as [[Internal enrolment|internal enrolment]] or [[Paypal]]. If you use a non-interactive enrolment plugin, this setting has no effect.

===Default role===

From Moodle 1.7 onwards, a default course role, such as student, may be set.

===Course enrollable===
This setting only affects interactive enrolment plugins, such as [[Internal enrolment|internal enrolment]] and [[Paypal]]. It has no affect at all on non-interactive plugins (e.g. External Database, LDAP). Setting it to "no" or if it is outside the specified date range will result in the student being told the course is "Not enrollable" and being returned to the front page, if they are attempting to enroll using an interactive plugin.

:''TIP:'' If you are using Internal enrolment and you have not set an enrolment key, you should seriously consider setting this to ''No'' otherwise any user can enrol on your course.

===Enrolment duration===
This setting specifies the number of days a student can be enrolled in this course (starting from the moment they enroll). Set this value with care - setting it when not required is a common origin of the complaint, "my students keep disappearing after n days".

:''TIP:'' This is useful for rolling courses without a specific start or end time. Students are automatically unenrolled after the number of days has expired in this setting.

:''TIP:'' This setting can be used as an alternative to a manually unenrolling students or using a clean-up function to remove defunct students at some future time.
:''TIP:'' If this course is a metacourse, the enrolment period will not be used.

==Enrolment expiry notification==
[[Image:generalsettings5.gif|thumb|Enrolment expiry notification settings]]
These settings determine whether teachers and/or students are notified that their enrolment is about to expire and how much notice they should be given.

==Groups==
[[Image:generalsettings6.gif|thumb|Groups settings]]
===Group mode===
Here you can define the [[Groups|group mode]] at the course level by a pull down menu. "[[Groups#No_groups|No groups]]", "[[Groups#Separate_groups|Separate groups]]" and "[[Groups#Visible_groups|Visible groups]]" are the choices. The selected setting will be the default group mode for all activities defined within that course. The group setting can affect what users see in the [[Participants]] list.

:''TIP:'' You may leave it set to "No groups" and still have specific activities use groups. In this case the force setting below should be set to "no". For example, the teacher can use a group setting to completely separate cohorts of students such that each group is unaware of the other in the course.

===Force===
If the group mode is "forced" at a course-level, then this particular group mode will be applied to every activity in that course. This will override any activities that may have a special group setting.

:''TIP:''The force setting is useful when the teacher wants to set up a course and not have to change each activities group settings.

===Default grouping===

{{Moodle 1.9}}If [[Groupings|groupings]] are enabled (in Moodle 1.9 onwards), a default grouping for course activities and resources may be set.

==Availability==

[[Image:generalsettings7.gif|thumb|Availability settings]]
This option allows you to "hide" your course completely. It will not appear on any course listings, except to teachers of the course and administrators. Even if students try to access the course URL directly, they will not be allowed to enter.

:''TIP:'' The [[Course_settings#Course_start_date|Start Date]] of the course can also effect course visibility.

===Enrolment key===
A course [[Enrolment key|enrolment key]] enables access to courses to be restricted to those who know the key. This feature is typically used on sites which encourage self enrolments or use an external database process to register students in a course. The idea is that Teachers or course administrators will supply the key to authorized people using another means like private email, snail mail, on the phone or even verbally in a face-to-face class.

When the key is left blank and [[Course_settings#Course_enrollable|self enrolment]] is allowed, then anyone who has a Moodle username on the site will be able to enrol in the course.

:''TIP:'' A student can be manually enroled in the course and will not have to supply the required key when they enter the course for the first time.

:''TIP:'' If this password "gets out" and you have unwanted people enrolling, you can unenrol them (see their user profile page or unassign them from the [[Assign roles|student role]] in the course) and change this key. Any legitimate students who have already enrolled will not be affected, but the unwanted people will not be able to get back in.

:''TIP:'' If you are using a non-interactive enrolment, system (e.g., External Database, LDAP) and you do not want students who fail the initial check to be asked for an enrolment key that they will not have, set ''Course Enrolable'' to ''No''.

:''TIP:'' You can control who is displayed as providing the Key when someone is requested to supply the key. See [[Internal enrolment]]

===Guest access===

Allows any authenticated user (i.e. logged in) to access the course (as a [[Guest role|guest]]), including those who have logged in "as guest". You can choose if they need an enrolment key or may enter without one.

People can log in as guests using the "Login as a guest" button on a login screen, where that feature is enabled for the site. When the user tries to enter a course, they will see the [[Log in|login screen]]. If you only need people authenticated via your normal authentication method to access courses (as Guest or not) it is probably wise to disable "Login as a guest" for a slight improvement in site security. See [[Manage authentication]].

Guests in a course ALWAYS have "read-only" access - meaning they cannot leave any posts or otherwise mess up the course for real students. No use information is stored for a guest.

:''TIP:'' This can be handy when you want to let a colleague in to look around at your work, or to let students see a course before they have decided to enroll.
:''TIP:'' You have a choice between two types of guest access: with the enrolment key or without. If you choose to allow guests who have the key, then the guest will need to provide the current enrolment key EVERY TIME they log in (unlike students who only need to do it once). This lets you restrict your guests. If you choose to allow guests without a key, then anyone can get straight into your course.

For more information see [[Guest role]].

===Cost===

If [[Paypal]] or [[Authorize.net Payment Gateway]] is set as the [[Enrolment plugins|enrolment plugin]], then the course cost can be set in the cost field.

==Language==
[[Image:generalsettings8.gif|thumb|Language settings]]

If you force a language in a course, the interface of Moodle in this course will be in this particular language, even if a student has selected a different preferred language in his/her personal profile.

==Role renaming==
[[Image:rolesimages.gif|thumb|Role renaming settings]]
{{Moodle 1.9}}In Moodle 1.9 onwards, you can rename the [[Roles|roles]] used in your course. For example, you may wish to rename the [[Teacher role]] as "Facilitator", "Tutor" or "Guide". These new role names will appear within the course. For example on the [[Participants|participants]] and the override permissions pages.

Please note that the site administrator or a [[Course managers|course manager]] may have changed the names or added new roles. These names will appear and the teacher may rename them.

[[Roles FAQ]] contains information on changing the name for teacher in Moodle 1.7 and 1.8. Prior to Moodle 1.7, the words for teacher and student may be changed in the course settings.

:''Tip'': Do not worry about changing every role name. Only change the site roles which are used in your course. For example, you may want to ignore renaming roles such as the [[Administrator role]] or the [[Authenticated user role]].

:''Tip'': To include new role names in a course backup, users should be included in the backup.

==Default course settings==

An administrator can set course settings defaults in ''Administration > Courses > [[Course default settings]]'' in Moodle 1.9.5 onwards.

==See also==

*[http://www.youtube.com/watch?v=zWOp1oq-TvI Video showing how to create a course in Moodle]

[[Category:Course]]

[[de:Kurseinstellungen]]
[[fr:Paramètres]]
[[ja:コース設定]]
[[ru:course/edit]]

Create group

2009-03-04T18:48:49Z

Bmoss2: EDCI 604

[[Image:Create group.png|thumb|Creating a group in Moodle 1.9]]
To create a new group:

#Click the "Create group" button at the bottom of the groups page.
#Set the options for the group (see below).
#Click the "Save changes" button.

EDCI 604

==Group description==
Write a brief description of the group and its purpose. The description is displayed above the list of group members on the participants page.

==Enrolment key==
Enrolment keys allow users to enrol themselves on a course. You can set an [[enrolment key]] in the [[Course settings|course settings]]. If you set a group enrolment key too, then anyone who enrols on the course using that key will also automatically be made a member of the group.

Note: You need to set an enrolment key in your course settings, as well as setting a group enrolment key, otherwise students will not be prompted to enter a key when they attempt to enrol. Students only need to enter the group enrolment key and do
not need to know the course settings enrolment key.

:''TIP:'' Make sure that the first letter for each group enrolment key is the same as the course settings enrolment key. If a student makes a mistake typing in the enrolment key, they are provided with the first letter of the course settings enrolment key as a hint. (''The 're-enter' text that contains the hint can also be edited using the admin's language editing settings to whatever you wish. Keeping the hint is not necessary.'')

==Hide picture==
Hiding the picture for the group prevents the group picture from being displayed in various activities throughout your course.

==New picture==
You can upload a profile picture for the group or replace an old picture with a new one. Pictures are displayed on the participants page and also on other activities like forums posts (unless you don't want that - see above setting).

==See also==
*[[Groups]]
*[[Assign users to group]]

[[Category:Groups]]
[[Category:Enrolment]]

[[fr:Créer un groupe]]
[[pl:Tworzenie grupy]]
[[ja:グループを作成する]]
[[de:Gruppen verwalten]]

File:Create group.png

2009-03-04T18:43:30Z

Bmoss2:

EDCI 604 Lesson Plan Week Guide

Research Paper (Guideline)

Name ________________

Assignment:

In the following research paper you are going to choose a problem, which is facing the world at large. Once you select the problem you need to research the problem. When you are through finding your research, you will describe the problem and then use the research to develop a solution for the problem.

Guidelines:

Length: 7-10 pgs.

Paper will contain the following grammatical concepts.

1. ____ 5 Adverb Clauses

2. ____ 5 Adjective Clauses

3. ____ 5 Noun Clauses

4. ____ 5 Absolute phrases

The focus of the grammar score will be the use of commas in the paper.

Paper:

Prewriting:

-Once you have found the information you wish to include inside your paper. You are going to create an outline of the entire paper. The outline does not have to include ever aspect, but it must be able to be used by you in the writing of your paper.

Introduction:

The paper can begin in several different ways, which include:

1. Provide background information the reader will need to know to understand the problem.

2. Raise a question that your research will answer.

3. Offer a provocative statement about the problem.

After you begin the introduction at the end you must include a thesis statement, which is a concise, clearly focused single sentence stating an idea that you prove or illustrate through your writing.

Body:

The body will include 2 parts; the first part will be where you will describe the problem you chose. The second part will include the solution you would use to solve the problem as well as contain research that shows your solution will work.

Inside the body of the paper you must use parenthetical documentation, which contains two parts the author’s last name and the page the information was found on. All information either cited word for word or paraphrased must be cited in the paper.

Conclusion:

The conclusion of the paper will contain a restated thesis. It will also sum up the ideas expressed inside the paper.

Schedule:

Wednesday

Objectives

Students should learn:

a. What makes a good site to use for a research paper?

b. How to find sources online.

c. How to post research ideas to a blog?

Standards Covered

Writing Strategies 1.0

1.1 Demonstrate and understanding of the elements of discourse

1.3 Structure Ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.

1.4 Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids; and the issuance of a call for action.

1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies

1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.

Introduction

In order to introduce the lesson on research papers students will be given the above directions and the students will view the power point presentation, which will discuss how they should view resources and what makes a good lesson.

Body of Lesson

1. Once the students have had the opportunity to view the PowerPoint presentation the students will go to the library, and they will have the opportunity to research on the computers in the library their individual topics.

2. The teacher will be present and helping students as they decide what sources will be best suited for use in their papers.

Homework

-Post your research idea to my school notes blog, and the homework continues with the students and their finding of five sources

Thursday

Objectives

Students should learn:

a. How to use the information they have collected to create a research paper.

b. How to create an outline.

c. How to use information to defend the point of view.

Standards CoveredWriting Strategies 1.0

1.1 Demonstrate and understanding of the elements of discourse

1.3 Structure Ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.

1.4 Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids; and the issuance of a call for action.

1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies

1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.

Introduction

As the students come into class, the teacher will review the research collected by the students. The teacher will take a grade on the sources that the students have collected. The score from this assignment will be posted on the student’s grade check, so they can keep track of their progress as the paper continues.

Body of Lesson

1. Once the students have had their grades checked for their sources the teacher would instruct the students how to organize their information. This will be done through lecture, and the students will be instructed to organize their information as they create their outline.

2. The students will then be asked to create or begin creating their outline for their papers. The outlines will be organized with the students using their key points as their headers and their sub-points underneath. Students will be instructed that for every point they make they must have two sub-points in support of their main point.

3. The teacher once the lecture has been completed over the organization of their research and the creation of their outlines will help students one on one with individual problems they have over their particular papers.

Homework

-Begin collecting information from sources

-Begin outline

Friday

Objectives

Students should learn:

a. How to use the information they have collected to create a research paper.

b. How to create an outline.

c. How to use information to defend the point of view.

Standards Covered

Writing Strategies 1.0

1.1 Demonstrate and understanding of the elements of discourse

1.3 Structure Ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.

1.4 Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids; and the issuance of a call for action.

1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies

1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.

Introduction

The teacher will begin class by reviewing the lecture from the previous day, and the teacher will use the beginning of class to answer any major questions posed by the students of the class.

Body of Lesson

Once the teacher has finished answering questions from the class as a whole. The teacher will ask the students to continue collecting and organizing their information for their paper.

The teacher will also instruct the students to continue working on their outlines for their papers, and the teacher will instruct the students that their outlines for their individual papers will be due the following day.

The teacher will individual meet with students in order to check in with them and make sure that all students have a clear understanding of the assignment, and the teacher will answer any questions that the individual students may have over their papers.

Homework

-Continue collecting information

-Work on the outline

-Turn the outline in on Monday

Monday

Objectives

Students should learn:

a. What makes a good site to use for a research paper?

b. How to find sources online.

c. How to post research ideas to a blog?

Standards Covered

Writing Strategies 1.0

1.1 Demonstrate and understanding of the elements of discourse

1.3 Structure Ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.

1.4 Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids; and the issuance of a call for action.

1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies

1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.

Introduction

The teacher once class has begun will collect the student’s outlines for the paper. The outlines the student’s turn in will be typed by them, and all points that the students want to make in their paper must be present. Once the student’s have turned in their outlines the teacher will begin the lecture over the creation of the introduction for the paper. The teacher will discuss with the students how the beginning of the paper must include some attention grabber, which will hold the attention of the audience. That attention grabber can either be the use of a quote, questions, emotional appeal, or story, which will hold the attention of the audience. The teacher will continue the lecture, which will discuss how the students will create their thesis statement for their individual paper. The thesis statement will be one sentence and it will include the author’s opinion on the subject, and how they would solve the problem.

Body of Lesson

After the teacher has lectured the students over how to create their introductions for the paper, the teacher will allow the students the opportunity to work on the introduction of the paper in class.

The teacher will then meet with students again in order to help students create ideas for their introduction, and the teacher will help the students develop and create their thesis statements for their papers.

Homework

-Turn in the outline

-Begin working on the introduction

Grade Track

1. ____ Outline (50 points)

2. ____ Introduction (50 points)

3. ____ Body of the paper (100 points)

4. ____ Conclusion (50 points)

5. ____ Works Cited Page (50 points)

6. ____ Final Draft of the Research paper (200 points)

Research Paper Rubric

Name ________________________ Date _______

Class ____________________________________

Exceptional
Admirable
Acceptable
Attempted

Idea Development
Takes a strong, well-

defined position; uses at least four appropriate

reasons with at least three supporting details

for each reason
Clear position taken and defined; some reasons

and some details present but not fully developed

Position not clearly stated; development is

brief; unrelated, unsupported general

statements, reasons, and details; minimal facts

used

No clear position taken; undeveloped reasons; no

facts used

Organization
Writer demonstrates

logical, subtle sequencing of ideas through well-

developed paragraphs; transitions are used to

enhance organization; a gripping introduction

and a strong conclusion evident
Paragraph development present but not perfected
Logical organization; organization of ideas not

fully developed; introduction and

conclusion present but not fully developed

No evidence of paragraph structure; no

introduction or conclusion; illogical

organization of ideas

Use of Resources
Uses appropriate

information from all subject areas to support

position; uses additional resources to develop

position; uses a range of primary and secondary

sources (six or more)

Demonstration of subject knowledge; use of four

resources

Little use of multi-subject areas knowledge; uses

less then four resources

No evidence of subject matter or resources used

Management ofTime
Submitted on time;

utilizes class time appropriately; seeks help

in research and writing; evidence of homework

each night; student-designed action plan

Utilizes class time; deadlines met; submitted

on time

Deadlines met with supervision; home

preparation minimal
Consistently unprepared;

late; unfinished; no

evidence of homework

Mechanics and Language Usage
Error free paper; accurate

spelling and punctuation, capitalization, and usage;

variety of sentence structure; rich vocabulary
Few errors present in spelling, punctuation,

capitalization, and usage; some attempt at sentence

variety; occasional use of rich vocabulary
Incorrect sentence structure; spelling,

Punctuation ,capitalization errors

present; repetitious vocabulary; weak

language usage

Multiple errors present in sentence structure,

spelling, punctuation, and capitalization; weak

vocabulary and incorrect language usage

Presentation
Neatly typed, numbered

pages; assembled with care; cover sheet with

name, grade, and date; creative ideas present;

good graphics
Neatly presented; coversheet complete with

attention to aesthetics
Presentation is legible but lacks visual appeal; no

cover sheet with name, grade, and date
Difficult to read; not assembled with care;

lacks cover sheet

User:Brian Moss

2009-03-03T19:11:22Z

Bmoss2: New page: My name is Brian Moss, and I teach 9-12 English at Desert High School on Edwards Air Force Base. I also coach basketball at our rival school in Rosamond. I have a beautiful wife Angie, and...

My name is Brian Moss, and I teach 9-12 English at Desert High School on Edwards Air Force Base. I also coach basketball at our rival school in Rosamond. I have a beautiful wife Angie, and an adorable so Christopher.