 Hello, everyone, and welcome to week three tutorial. We've got quite a lot to get through today. I'm going to pass on to Helen in a minute, and she's going to talk about the weekly statistics, how active people have been doing in week two. Then for about just over 15 minutes, I'm going to run through assessing and grading in Moodle, which is there's quite a lot to cover. We can only cover a small amount, but we'll see how that goes. Then I'm going to pass back to Helen, who is going to talk about the contentious, controversial, teach the group forum. And also, together, we're going to take a look at some of your practice courses. And it would be great if, during the next 15, 20 minutes, if you've got a course that you'd like us to comment on, or maybe suggest some improvements, then if you could put the name in the chat or on Twitter, then Helen can take a look at those. And then, of course, we're going to do some questions based on anything that you'd like to know during this tutorial. So what I'm going to do now is I'm going to move the camera on to Helen to talk about this week on the Teaching with Moodle course. Okay, Helen. Hi, everyone. Great that you could join us again. Okay, let me find the slide of week two statistics. So there we go. This week, 8,600 enrollments, that's up 700 from last week, slowing down a bit but still getting new members in the course all the time. And of interest, we have participants from 175 different countries. More statistics coming soon. Also, a pollot from last week, 9,500 forum posts, that's 3,200 more, including quite a lot. Would you believe it in that? Teach the group forum. Blog posts doubled from last week up to 570. It's great for you to reflect on your learning by blogging and you can use the blog in Moodle or if you have another blog, say WordPress, there is a nice way of importing your WordPress blog entries. And finally, practice courses are up 600 odd from last week to 2,135. If you've not yet requested your practice course, it's not too late. So click on the Request Now button. Okay, thanks Mary, passing back to you. Okay, right. If you can bear with me, I'm going to share my screen now and introduce you to assessing with Moodle. Okay. Right, hopefully you can see this. There is a delay on YouTube, but I'm seeing in front of me now, week three, making the grade. And so this is about assessment in Moodle. And over the next 15 minutes, just slightly more than 15 minutes, I'm going to try to answer these questions. First of all, what do we do in week three? What are the week three tasks? And then we're going to look at how you can assess your learners in your Moodle course, the ways that Moodle can help you with that. And then, where is the grade book? Where and what is the grade book? So if we make a start then, week three. Now, there are two elements, so there've been two elements to this course. There is the student role that you have in the Teaching with Moodle course where you're asked to work your way through the activities in the weekly section, but you also have a teacher role in that you've requested a practice course and you've been adding activities to that, to learn Moodle. Well, this week we're going to connect the two. We're going to blend the two together. First of all, in your practice course, we'd like you to make a quiz and an assignment. A very simple quiz, no more than about five questions. And a simple assignment, perhaps just a simple paragraph of text. And also, if you would like, to enable self-enrollment in your course. And the reason for that, I'm going to explain now. As a student in the Teaching with Moodle course, we'd like you to work your way through the week three activities. There's an interesting workshop there, which is very good for learning about peer assessment, a delicious database where you're going to add a scrumptious photo and a recipe of a meal you like. But also, there is forum where we're asking you to share your practice course. And the reason for this is because we'd like you then to be able to go into other courses and try their quiz and their assignment and hope that others will come into your course and try yours so that towards the end of the week, you can actually see how Moodle's grading works for yourself with real examples. Now, guest access only allows you to view and not do, so you cannot do quizzes and assignments with guest access. So if you'd like to join in with this, then enable self-enrollment, or if you can manually enrolls and volunteers. Okay, so those are the week three tasks. If we move on, there is a book, Assessing and Evaluating, that explains about quiz assignment at a very basic level and reports also how you can see the activity of your learners. And there down at the bottom with one of my big favorite big red arrows is the forum to show us your Moodle course. So let's move on to the next question, which is how do we assess our learners? And assessment is such a big topic. In fact, if you look at assessment, if you Google assessment, there is so many different types of assessment, many of which when I searched, I didn't even know the names of. Perhaps you will know peer assessment, where students assess each other and the workshop is an advanced module, but that's a good example of that, which you will experience. Formative assessment as you go along and even self-assessment. And summative assessment, which if you like is an end of module exam. At the end of week four, we have a quiz which is based on everything you've done over the four weeks and that was summative assessment, if you like. But whatever type of assessment, it's really important and I think the cartoon explains it here. It's important to realize that your assessment has to be tailored to the types of learners and also to the type of learning. There is no, as we say in English, there's no one size fits all. If you're going to use Moodle to assess your learners and you want to use Moodle to grade, then these are the activities that are attached to Moodle's grade book. They're automatically connected to Moodle's grade book. So for example, we're going to look at a quiz and if you've done one of our quizzes, that grade that you saw has automatically gone into the grade book next to your name along with others. Now, before people start asking in the chat or tweeting, what about, and here's one already, what about if you would like to grade something that isn't in that list? Maybe you want to grade a wiki or a feedback or a choice or maybe you have something that they've done outside of Moodle and you want to use Moodle to grade it. Well, we'll look at that as well later because you can do that. You're not tied only to these activities. Three of these activities, database, forum, and glossary, have what we call ratings and you've experienced these already because you might have been in our question and answer forum and seen that you can rate others posts as helpful suggestion or solved my problem. The database activity where you're going to add photo and recipe for a nice meal, also you can rate others anything from delicious to not my thing. How you do this, how you set this up in these activities is in the initial set up screen and you can choose to have ratings. If you look here though, by default, students are not allowed to rate. So if you would like to use this for peer assessment, then you'd have to change the permissions to allow students to rate. Now I'm not going to explain that here because it's slightly complex but it will be a good opportunity for an experienced Moodle to post in the forums with simple clear explanation showing you how to do that. Aggregate means basically what you're going to do with all of those ratings that you've collected. We've used average but if you look down the bottom here, you could have count, maximum, minimum, sum. And so again, I suggest it might be a nice conversation to start having where you could discuss the advantages and the drawbacks of each of these because different activities would be better suited to different aggregate types. And then scale can be just numbers, one to a hundred which Moodle gives you anyway or you can have your own customized words. We'll take a look at how to do that shortly. Okay, now if you would like Moodle to do the work for you, you can use the quiz and quiz as long as you tell Moodle the answers, quiz will automatically grade those questions for you. Here are the question types and just to note that description doesn't include a question but it's a nice little space with a text editor where you could add extra explanation or an image or a video that forms part of the following questions. Essay, unfortunately there is still not a machine that will grade an essay so it still has to be done by a human but I think that's probably better. I prefer a human than a machine to grade my essay. The others though, as long as you tell Moodle the answer then it will be graded for you. The most popular is probably multiple choice and that's fine if you make your quiz this week maybe you'd like to try a variety but multiple choice, some people think that's a bit easy because they think well students can guess and by the law of averages they could get a good grade even though they're only guessing. Well I just wanted to point out to you that there is a feature called certainty based marking where students have to actually be honest and confess whether they guessed or whether they were confident about their answer and their grade is affected accordingly. This isn't something that we're going to study here because we're just looking at the basics but if you take your training further say with a Moodle partner on another course you could look at that. The quiz is very, very powerful in terms of not just summative but also formative assessment because of the amount of reviewing that you can do. You can give feedback any stage of the way in personalised feedback for each question whether it's correct, whether it's wrong overall feedback all the way along and so it's a very powerful tool for your students to learn and improve. Another great thing about the quiz is that you as the teacher you can see very precise reports on each student. Here's a screenshot from the Quiz in Week one. I've blanked out the names to avoid embarrassment for these people but you see I can see exactly how long it took them, what grade they got and which questions they got right and wrong and if I want more details I just need to click into one particular wrong question and see where they made their mistake. And another good feature of the quiz is that you can see in a nice graphical representation of the overall number of students who got which grade ranges. So quiz is very, very complex and powerful but it's worth taking a look at. The other activity that we'd like you to do is the assignment. Assignment is basically a space on Moodle where your students can send in or submit work and the work that they submit or we call it submission can be just simple text that they type into Moodle's text editor. Perhaps that might be easiest for the one you're going to do this week or they can upload files of any types as long as you've got the software to read them and you can choose how many files and the size of these files. And of course you can grade them so you could grade out of anything up to 100 or a customized scale. And if you look here, that is called simple direct grading where you just give one grade. But again, if you were to take your training further with a Moodle partner, if you were to do a more advanced course, you'd also learn about rubrics so you can have a rubric to grade. Also advanced features in the assignment is blind or anonymous marking where you don't know whose paper you are marking. And also you can have your students send in work as a group rather than as an individual. So these are just things to think about. Okay, let's move on to question three then. Where is the grade book and what is the grade book? Every course in Moodle has its own grade book and you can get to it directly from the administration block by clicking on grades. Now when you click grades, you will see what we call the grader report. This shows you all of the students in your course and all of their grades for all of the gradable activities. Again, I've blanked out the names here. If you have groups, you can filter by groups. So that's useful if you're sharing a course with another teacher. And also if you want to see individual reports, so if you click on the little icon that I hope you can see my cursor pointing to here, then you can see what we call a user report. There it is on the right in the administration block. And this just shows you the grades of one particular learner in your course. Now there are so many things in the grade book that we can't look at all of them. But I think another one that's vital is scales. If we move down, scales is where you can choose to have instead of a number up to 100 particular words for your particular needs in your course. So we've already got our custom scales, the delicious scale, the helpful scale. And you simply need to click the button, add a new scale to choose your own. Put the lowest at the first and the highest last. So it might be something like fail, pass, merit, distinction, and so on. And then when you've done that, if you go back to your assignment, and if you go to where the grade is, where it would just say up to 100, what you can then do is if you click the dropdown arrow right at the very top there, you'll be able to add your chosen new scale. Now that's fine because assignment is one of those activities that's automatically connected to the grade book. But let's go back to the beginning and our tweeter who actually wanted to grade a choice or something that isn't already in, it isn't already a gradable activity. Or again, if your students have done something outside of Moodle in the real world and you want to use Moodle to grade it. Well, we can do that. So if we look at the administration block again and categories and items, this takes you to where you can add your own, what we call grade item, give it a name, a type of scale, and then you would manually go into the grade book to grade those students. Now that won't, for instance, our choice, it won't connect it to the grade book. They are still separate, but it's a good way around of being able to grade other things apart from ones that are already connected. So just as a quick recap then, we'd like you to make a quiz and an assignment. And if you enable self-enrollment, then others can come and try yours, then you can see how the grades and the grade book works. And again, to join in the week three activities and hopefully enjoy them. Okay, so those are the three questions that I've covered. We'll answer any questions later on. I'm going to now stop sharing my screen and I'm going to pass over to Helen. I'm going to pass over to Helen who's going to talk about the Teach Your Group forum which I'm very much looking forward to. Okay, Helen, over to you. Thank you very much, Mary. So Teach The Group forum, that controversial activity we've had in week two and has been much discussed in the question and answer forum. Here's how it looks if you're a teacher in the course where you get to see all of the groups. So we've got over 8,000 participants and they were organized into groups of 10 members in each group. And what very often happened based on the many messages I've been receiving is people came to the forum and let's say you're in group 159 and you might only see one discussion or maybe none at all, that was just one picked at random, gonna pick another one. And so a lot of you wondered what this activity was all about because separate groups, you can't see what other people are doing. Here's in group, if you were in group 174, there's no discussion topic started at all. But what Mary and I discovered very quickly was the description for Teach The Group wasn't very clear and so with the help of Martin we rewrote it to hopefully make it clearer. And gradually over the past few days we have had a lot more of you posting and the benefit of being able to see all the discussions there, there's a lot of very interesting discussions there. I particularly liked one, How to Write a Song and there was also a very interesting one, Parenting Teenagers. So based on your feedback, the forum has not gone as we would have liked it because of this problem of other people in your group not posting, not knowing what to do. So the question is, where do we go from here and what lessons have we learned from this experiment? Well, for sure we've learned that 10 is too small a group size. It's different if you have separate groups and you're using the courses just for your own class but when it's an open MOOC course with 8,000 participants we obviously need to organize into much larger groups than just 10. So where to go from now? We'd really like to hear your opinions on where we should go and what we should do. Should we leave the forum open a bit longer? We were planning to close it on Wednesday so to have had it open for one week but maybe it should be left open longer. Another thing we could do is change it so that it's visible groups and then you would all be able to see all the different groups the same as Mary and I but maybe that would be confusing to see the different groups and you wouldn't be able to post in them. Another thing we could do is look at changing the permissions and allowing everyone to post in any group that they found interesting discussions but do let us know what you think should happen now to this teacher group forum. Mary, have you got any further comments? No, other than that it's nice that you've shown everyone our view of all of the groups because it does show that there is group activity out there definitely and that if you're only in your own group you're sometimes perhaps not aware of that but it would be very interesting to see what people suggest. Yeah, just scrolling down I can see the number of replies into different discussions. It's definitely creeping up so maybe the answer is just to keep it open a bit longer to encourage people. I did have one person send me a message saying they didn't understand someone else's post because it was in Spanish. We do welcome contributions in any language and if you want to know what someone's saying a little tool that I use very often is Google Translate and it gives an approximate, you can get the idea of what the meaning of some text using the Google Translate. I can see that some questions are coming in on the chat and on Twitter. It's great to have lots of you joining us in the chat. Last week, I don't know if we posted anywhere but the chat was very successful. We had around, well nearly 100 people, well 90 I think to be precise, in the chat and it seemed to cope very well which is great. So do keep your questions coming. We're gonna now look at a few of the practice courses and if you'd like us to have a look at your course and give you some feedback and make a few suggestions then do post the name of your course either in the chat or on Twitter with the learn moodle hashtag. So first course we'll have a look at coming from Emily. Here's Emily's course and she says, please evaluate and provide feedback. So just having a look at the course, I see the welcome block from Blackboard to Moodle. Sounds like you're an organisation movie. That's great and I see that you've embedded one of Mary's screencasts in your course. Did you do that? Yeah. Make Mary happy. These screencasts are available on the Moodle channel of YouTube. I think someone will post the link there and you're very welcome to make use of them. They're subtitled in a lot of different languages thanks to the Moodle partners. So that's great. I notice that you've got an introduction forum here which is nice. It's a bit like in our course we've got an introduction forum but you do need to make sure that it's a standard forum rather than a news and announcements forum because if it's news and announcements by default only teachers can post in that forum. So you could be asking people to post their introduction and find that they actually can't post because they're not a teacher. So the way to get around that is in your course if you turn editing on and add a new forum then that will by default be a standard forum. So don't use the initial forum that's created when your course is created. Don't use that for introductions, only use that for news. Yes, we've actually called ours course notice board. So the course notice board is our news forum and as you've obviously realized we just post notices there and no one can answer them. Mary, have you got any other comments about this course? Just having a look at it. No, I think it's got great potential. I mean, I know a lot of these that we're looking at are work in progress but the work in progress is very promising. Absolutely. Actually, I would just say one thing that if you are going to use a lot of YouTube videos that you're going to embed then it might be better to put them in a page because if you have more than two or three on that actual course page directly it could make your page a bit slow to load. Just a comment to make. Also, I can see we have quite a few questions and we will be answering the questions later. Don't worry, we've not forgotten them. Several that I'd like to respond to. Good. Another course to look at, coming from the chat from Harry, he's course E-Learning and Digital Cultures. Let's just have a look in there. We've not looked at these before so it's off the cuff coming. Whoa, living dangerously. Absolutely. Okay. Right, well, I like how you're going to divide it into activities and resources. So you're making clear where you're expecting your learners to interact and where you're just going to offer them static items to look at. I think you've got some useful web links there, yes? And it's nice that you're showing the description of the resources on the course page so when people click on the link they're forewarned where they're going to end up. Any other comments, Mary? Your glossary actually is an activity so you might like to move that up into the activities. Unless of course you mean that the glossary is something that just you are adding to but normally anyone can add to a glossary so it would be an interactive activity really. I see you've already got a quiz going. That's good because we're going to focus on quizzes and assignments this week. I don't know if you want to, we should be looking in any of these at all. It's great that lots of people are volunteering their courses for us to look at as well. See if there's anything in it yet. Oh, even some questions. It looks great. Okay. Okay, I think there was another course to look at. This is course PLE, let's see. I just answered a question while you're looking for it actually. Janelle has said, is there no way to connect some of those extra assessments to the grade book? I think you mean if you add a manual grade item, can you make that connected to your choice? Well, no, you can't actually because we don't have the developer technology to join them together. But it isn't a problem and it works fine if you just go to the grade book and add grades manually. Okay, are we in another course now? Are we able to look at another course? I've found rather a lot of courses. So I'm going to try another search. If we don't have a chance to look at your course now, remember we have got a special forum in the course. I can't find Maria's course. She says the course name is PLE, but then when I look for it, seem to find rather a lot. Another course that's come in from the chat, I'm not sure who asked about it, is Introduction to Business. Any comments, Mary? Yeah, this is another one. I love the layout and again, this is another great work in progress here. I also notice with this one too, if you go into the announcements at the top, I think Deborah Debbie is asking you to post an introduction to yourself there. So again, do be careful not to use the news forum for asking people to respond. The only people who can reply would be other teachers in the course. So use a standard forum, as Helen said before. Also, I wonder if this course has self-enrollment enabled, because if not, it would be useful just to scroll down to the administration, users, enrollment methods, and just explain to people how if you want to, you could actually get people to enroll themselves into your course. So if we're in users and enrollment methods. My connection's been a bit slow there. Well, what will happen then? Oh, there you go, okay. So self-enrollment is there and that's great. We've got two already. In fact, I think it's in there twice. If you see yours grayed out, you simply have to click on the I icon to open it, and then people can come to your course and enroll themselves. And there are actually other settings as well, where you could put an enrollment key. I'd just like to say something while we're on this also. I've had at least five or six people sending me a message in a great panic, because for some reason, they've lost the lead to their course and they can't get into it. And the reason is that they have closed the eye or they've disabled manual enrollments. And if you disable manual enrollments in your course, you can't get back into it. So just a message to make sure that you keep manual enrollments enabled, okay? So don't click on that disabled manual enrollment. And just to summarize, if you want to enable guest access so that people can check out your course without enrolling themselves, then you'd click there to enable it. And if you want people to be able to self enroll as Debbie has done in this course, then you can add the method of self enrollment. Debbie's added up already, she added it twice, so I just deleted one to tidy it up. One more little thing about the course before we leave it. Let me go back to the course page. I just turned editing on to show, in case you were wondering, we've used this method in the teaching with Moodle course where you have a section highlighted with our theme, it's highlighted in blue. If you have a course that's in a weekly format, it automatically highlights the current week. If you have it in topics format, you have a special icon here when editing is turned on that you can highlight the current topic. So when you're on topic two, you can click there and that will then highlight that topic. So that's a nice way of getting your students to focus on the section of the course that you're currently on. Okay, any more courses? There's more questions that have a look at. Well, would you like me to answer another question while you're having a think about another course? Yep. I did notice, just moving up the questions, Deborah Hughes, please show how to use rubric with Moodle grading. I would love to show you how to use that, but actually, I think we need to take it one step at a time and some people are just getting to grips with them, direct simple grading, just using one rather than whole rubrics. So what we can do is in the forums, we can give you a link to documentation. I remember I made a screencast once as well and some information so you can explore rubrics yourself because you're obviously at a bit more of an advanced level than many of the beginners. Also, Jens has asked about publication of courses with other languages. By all means, add your course and say what language it's in because there are many people who'd be able to understand your language or who'd like to try Google Translate and have a go at it. So it's not a problem if it's in a different language. Okay, Helen, do you have another course here? Computer history? Yes, I'm not sure where this one came from. I think you found it earlier, Mary. Maybe it was posted in the forum. Show us your courses. Yeah. Well, I loved this course. If you could scroll down. What I loved about it was the huge images of lots of different computers. It actually, it gave me some nostalgia because I remember computers in the very, very early 80s. 1982, I had a B and C Model B. I'm sure that's there. But it did make me think about if you have users who are accessing your course on an iPhone, for instance, or a tablet because those images are very big and it might be an idea. This is just a suggestion to maybe take one of them as a small image and then link that to a page, a middle page, where you'd actually put the whole image there, full size, so that it's not such a big scroll down and across. But definitely have the images, but perhaps on a page that you can link to. Just responding to a question in the chat by Cheyenne. Does that say a name? Oh, no, wait a minute, Anu. She says, or he says, is it possible to change, for example, a section title font in 2.5? So section titles, like here, it says who made them, the computers, those are section titles. You should be able to change how they look, the fonts, if you're using the HTML editor, the text editor. But the best way for the fonts to be all the same in the whole course or across your whole site is to have it changed in the theme. So to customise your theme, to make the fonts to match on the right size. I've just noticed, David Castle has asked about, is the assignment activity appropriate for a reading assignment where no actual work product is required? Yes, you can set an assignment where they don't have to send in a file or they don't have to type text, and you can just use that assignment as a place for you to give them a grade. So the answer to your question is, yes, David. And a question on Twitter from Fran. She says, how come the MOOC course is free and do I have to pay to create my own Moodle course? Well, first of all, the reason why the MOOC course is free, if you read on the middle of the site, let me see where to find it now. You can read more on the site in the about section and it explains about our site learn.moodle.net and the site is sponsored by our Moodle partners. So they help pay for it and it's being run by Moodle HQ. Partly, as Martin explains in his article, Why a Moodle MOOC is to help us learn more as well as proving that Moodle is good and able to run a massive open online course. As for, do I have to pay to create my own Moodle course? Well, you're very welcome on the Learn Moodle site to request a course and create one and then save it by creating a backup. But you will need to be able to use the course with your students. You'll need to figure out a hosting solution for your course. Now we've got another course mentioned in the chat. Let me just copy and paste that link. Mary, I think it's a course for you. Ah, of Deutsch, ja. Ich kann es nicht sehen, es ist zu klein. It's difficult for me to see all the words without my glasses here. Okay, well, first of all, I love the fact that at the beginning it says herzlich willkommen, which is a welcome to make you feel good for having joined. I would possibly suggest it might benefit from a small image or a little icon or banner or something because at the very top introduction there, it's quite word heavy, isn't it? Bullet points are good to explain what the... It's the learning goal of the course. That's what it says in German there. But it might get a little image somewhere. It might make it a bit easier on the eye, I think. And then scrolling down. I see you have tried a big blue button there. Yes, this is not a standard module, but Martin thought it would be nice for people to try it out and try some web conferencing. So if anyone has done that, working together with other course participants, it might be nice if you let us know the results of that in the Good Ideas Forum, for example. I noticed that that big blue button activity is showing up in the upcoming events block as well, which is very nice. Ah, yes. That's great. If we don't get to your question, by the way, XY is being great at letting us see lots and lots of questions while we're doing this Hangout. But if we don't get to your question, we will go back and check out Twitter and the chat and try to answer all of them later on as well. And don't forget the question that we were asking you, which was to let us know what you think we should be doing now with the Teach the Group Forum. Yes, as just asked a question, does self-enrollment require a password? Because in my course, there is one. Self-enrollment only requires a password if you, the teacher, decide that it does. Okay, because when you set up self-enrollment, you can choose whether you want them to enter with an enrollment key or not. I'm just looking now at the self-enrollment settings. And this particular course has got an enrollment key set here. So if you go to Enrollment Methods and then the settings for self-enrollment, you can choose to add a key. It's been very encouraging how many people already have posted to the Show Us Your Course Forum, even though it doesn't officially start till this week. And so many people are going in and working and looking at other people's courses. So that's great. Okay, have we got through most of the questions anymore? A question from the chat. How to change the icons of resources and activities? Well, this is another thing you can do via the theme. There's a folder containing all those little icons. If you're not sure where to find it, what to do, then that's good to post on moodle.org in the forums there to ask for further help. Yes, it isn't something that a teacher, a regular teacher can do in their course, but your admin can certainly, if they can get to the theme, they can change them. Okay. Well, thank you very much to everybody who's asked us to look at their course and to all the questions. It's been great to have your participation and thanks to everyone who's joined in the chat and on Twitter. Have you anything else to say, Mary, before we close? I'll just put the camera back on me because I think we can wrap it up now. And if we've missed anything, as I said, we'll go back and check, but thank you for listening and we'll be back again next week with some more. And we'll keep watching you and helping you out in the Teaching with Moodle course. So if you don't have anything else to say, Helen, shall we say goodbye? Sure, goodbye. Bye. Right.