 Okay, well online learning needs to be more about, more than simply about web-based courses and users. There's a variety of functions within Moodle that can help us better manage users and personalize their learning and also track their progress. So that's essentially the purpose of this morning's webinar. Just a quick quick roadmap in terms of where we're headed. I won't go into great detail with the slides here. I'd rather demonstrate some of these things and perhaps take a few questions as we go along. But essentially this materials we've shared with you are some links and resources within this presentation as well, which you can follow up at Chalicia. Essentially we're going to cover this morning roles, groups, groupings and cohorts, activity completion and progress tracking. Now it's noteworthy that perhaps roles and groups, maybe groupings as well, are 1.9 Moodle 1.9 functions. If you are in fact using or interested in Moodle version 2, you've also got the benefit of cohorts, activity completion and progress tracking. So essentially today's demonstration relates to the latest stable version of Moodle learning management system software. So just bear that in mind. I guess some of the things we're demonstrating today are on the premise that the administrator has configured them or enabled the functions and also that you have at least got editing teacher or perhaps course manager capabilities. Perhaps to start with the poll, just to gauge very quickly the background and experience of you, the audience, before we get into the demonstration itself. And Chaline has just launched a poll. You see that popping up on your screen momentarily. If you could indicate which of the following functions you are familiar with, you can select more than one. This is a number inspired by. Let's see what comes through. Let's leave that up to 30 seconds. Okay, five seconds and we'll close the poll. Thank you. And we'll just display the results just to get a quick indication of where we're at. Okay, so it's again, roles where we've been perhaps groups. We're unsure about cohorts and progress tracking, activity completion, you know, there's less than a percentage of us that indicated some familiar already. Very good. Okay, so actually we'll kick start with roles and in that case we'll leave the details of this presentation for your perusal at a later stage. Let's get into the live demo of itself. This is just what we might explain, Standard, Vanilla, Moodle, Moodle, Moodle, Moodle. So as far as roles are concerned, roles are essentially likely to be like this. The metaphor of a hack that exists, the hack that exists, where it's going to get a good context about the learning management system. So, you know, the hack they wear might be the admin of the teacher or the student hack, the student hack for example. Okay, in this different context, global, category, course, activity, block, even user context where a role can be assigned. Now, if we go to on the front page of the Moodle side of administration, users, permissions, defined roles, we can see these roles here. These standard roles, course creator, teacher, either editing or not editing, student, guest. So they each have a description and a short name, and you can view these roles. Okay, so by way of example, we can go into teacher role. We can see the teacher can pretty much do anything in a course, including changing activities and grading students. Now, on the left side of the screen we've got capabilities. These are things that a set role can potentially see or do in a given context. Now, down the left hand side of this page is a couple hundred capabilities. A bit further over to the right we've got permissions. Permissions more or less indicate whether the capability is going to set to allow or prevent or more in particular we can have prohibit or inherit. There's quite a few settings there as far as the permission goes on each of these respective capabilities. It's probably best practice to leave the default roles as they are. If you want to create a custom role, the way to go would be to duplicate a role, call it something else, and you set a market type, which I guess is, you know, it's kind of the base settings for this new custom role, and then you can do your heart's content, set the permissions for the respective capabilities as you see fit. I won't follow through with that, but that is in essence how we would go about at least doing a role and or duplicating a role for custom purposes. So we've got the roles here. What we do want to do, perhaps if I return to the front page, for example, in the settings rock, we've got users, permissions, you can assign system roles. For 2.0, by default, manager and course creator, they are the only standard roles that can be applied systemically or globally or site-wide if you like. The others are a bit dangerous. In other versions, for example, you could apply globally, teacher or student or any role out of the box, and that could be fairly dangerous. When a user would come in and sort of be able to see and do everything in all courses across the entire system, and that was perhaps not the intention of the administrator. So typically, roles aren't assigned globally or systemically. They're assigned at a course category or a course level or even at an activity level. So we're going to do a course. This is a blank canvas. We come down to settings block, course administration, users, enrolled users. So at the moment, we've got a course creator, a manager and a teacher enrolled in this course. If we want to enroll other users, we would hit the button and we can see up top here, assign, assign roles. Which role or what hack do we want to allocate to a set of users in this course context? So in this case, student role. So at the course, we'll create the activities and resources that can certainly participate and get involved. So this is the enroll button alongside the users that we wish to enroll and essentially assign a role in this course. Those users are there. We can see on this enroll user page. Now they're added. We can see if they had in fact accessed the learning management system or this particular course, what role they have been assigned and the enrollment method. In this case, this was manual. So this was either the administrator or the student teacher who enrolled the users and assigned the role in this course. So that's the process. If we went to the participants page, we'll see a similar story. And if we toggle from all participants to the student role, we can see them there as well. Okay, I'm going to move on to groups. Groups are essentially a collection of course participants. So when the users have an account and they've been assigned a role in a set course, you can then manage them as a collection or a bunch, I suppose, or a group. And there might be various reasons for organizing users into groups in a set course. So it could be by their year or their location or, you know, a business unit, for example. We can manually create the groups. I think what might be easier in this case and a bit quicker is to simply auto-create groups. So we're going to select members from a given role. That can be the student. And we're going to specify it could either be the number of groups or the, I suppose, the number of members per group. Okay, you can choose which way you want to go. We'll have perhaps four groups and we're going to allocate the members randomly. We'll just preview that. That looks okay. In fact, what might be more logical is if we allocate them by alphabetically first name, last name, to see how this looks. I'm happy with that. So if I click submit, that should auto-create the groups based on students in the set course. So we can see on this particular page now sort of a summary of the groups. We've got four groups, A, B, C and D, and in brackets the number indicates the members of the group. So if we click Group A and we look across to the right-hand side, we can see student 1 and 2 are enrolled. Group B, 3 and 4, so on and so forth. Okay, so our users are enrolled. Naturally, at any point in time you could add or remove users from any particular group. Okay, well done at this stage. Just simply auto-populate the groups. Okay, now where it gets interesting is I guess the three modes as far as a group setting is concerned. You can force group mode at a course level if you want for all activities and resources. Or you can simply do it on a case-by-case basis with given activities. Now a question has just come through. Can we rename the groups? Most certainly. It would be a case of simply selecting the group. You click Edit Group Settings and you can give it a name. You can rename that group. You can give it a description. You can in fact associate an image, a picture with a particular group. That would present itself alongside, like below the user's avatar when they post two discussion forums for example. You can in fact set an enrolment key like a single-use password on a group. Unless the user enters that enrolment key upon self-enrolment or self-registration, they don't become a member of the group automatically speaking. Okay, so there's quite a few possibilities. Perhaps beyond the scope of what we're planning to do this morning. It's very customizable. So we've got our groups. As far as these course settings are concerned, in the Settings block, Course Admin, Edit Settings, as far as groups are concerned, what you can see down here, partway down the course settings page is Groups and the group mode, as I said, you can set this by default to either no groups, which is fairly standard, separate, which is essentially isolated groups, think of it like that, or visible groups. So instead of having one big virtual classroom of all your course participants, you can in some ways separate them, either in an isolated sense or visibly. You can force that group mode, as I said, if you wanted to, on all activities and resources across the course. Unless you've got really strong mode to do that, I would probably advise against it. So you would change the settings to the Save Changes button at the bottom. So we're editing on, just to, I suppose, illustrate how this could in fact work. If we were to add, we're editing on, add an activity, it can be a forum or a discussion forum. This is a public space where people ask questions, get answers, help one another. So we'll call it Group Forum. It's going to be a standard forum for general use and we're just going to exchange ideas. Now, further down, with common module settings, this is where we set it to group mode. So perhaps this instance will go with separate groups. So these are isolated or, if I can, visible groups. Savings display. Now, unlike a normal non-group forum, at the top we've got a drop menu. Where we could toggle, if you like, to any one of those groups and post or communicate with that group in particular. So I'm not broadcasting to all participants in all groups. We want to get some conversation started with a group in particular. So let's say Group A, toggle like so and we add a new discussion topic. So we'll say this is for topic or group, group A only. And you can't sit in the bottom if you had any doubt who you're communicating with. This is the group A. So we pushed it forward. I did mention but it's fair to say that editing teachers, they can belong to a group. That works fine. They don't have to. And on the same token, users can belong to multiple groups or no groups at all and still happily use the course. But perhaps not enjoy the benefits of grouping. So we can now see there's a conversation for Group A. If we toggle to Group B for example, there's no conversations there yet. So that's in essence the way this would work. If we were to perhaps take this one step further with grouping and then I can illustrate from a student point of view what they will be able to see or not see and do, that would perhaps work best. As far as groupings concerned, groupings if you like is a cluster or a combination of groups. It can be used as a way to further granularize not just activities but also resources in a given course. So where we might use the groups function to I guess micromanage discussion forums and quizzes and assignments, costaries and databases and so forth. If you've got files, a sensical way to go about it is to use the grouping function if you want to control exactly who can see what at any point in time. Now what we would in fact need to do just to be certain here under the settings block, course administration, users is groups. So we go back to where we were before and this is all fine. But up the top you may or may not have noticed there's a tab now for groupings. And this is I suppose on the presumption that the administrator has enabled groupings and naturally groups need to exist before you can use the groupings function. They go hand in hand. You can't have groupings without first having groups in place. So we click the groupings tab. Remember if you like this is like a combination or cluster of groups. So we click the button and it reads create grouping. So let's call this grouping one. Same thing with groupings you could organize these logically by geography or by year or business unit. There's a multiplicity of ways this could be utilized. We click the little figurine icons over to the right near edit to add groups to a grouping. So let's say for grouping one we're going to add make a model selection of group A and B. So the members essentially of group A and B are also members of grouping one. Back to groupings. Let's group our second grouping. Grouping two. MLAD groups C and D to grouping two. Okay so that's set in place. That is all fine. If we return to the course page and we're editing still on. Let's add a resource on this occasion. Let's make a file. I'll simply say this is a grouping file. Again you would call it what it is. The end user doesn't need to know this has anything to do with grouping options. Put a mandatory description and we come down to content and we select a file. So we click the add button and you can browse whether it's one of your repositories or some other location for a file. So select a file. Now down here in common module settings part way down page. We've got an option here where we can check the box and it enables grouping. So we select grouping one or grouping two. So let's say in this case for grouping one we want simply members of if you like groups A and B but not C and D to be able to see this particular file or document or resource. This is how we can go about it. Save and return to course. So as far as we're concerned either as an administrator or an editing teacher we can see in brackets after this particular learning object that it is for the eyes of members of grouping one only. You know that's groups A and B. So I think it's time to log out just to get an idea how this might work. So log in here as administrator. I'll come back in momentarily as a student. This is student one. Now student one was assigned the student role a little while ago. They also belong to group A so we can see here they come in to the forum and they should see the conversation that was initiated there by the administrator. So they're good to go and they can read, respond or start their own conversations in that particular discussion form. And that's completely isolated for the other groups, just bearing the same course. On the same token they can see the file that was meant for grouping one. So that is all good. They can open that file and print it, save it. I'll log out in contrast. Let's choose another dummy student that we've enrolled there before. Let's say student eight. Also enrolled in the course and assigned the student role. However they belong to group D and grouping two. So if we go into the discussion forum there's no conversations there for group D spotting time. Back on the course page on the same token they cannot see that document file that was shared or made available for grouping one. So hopefully in some respect that illustrates how the groups and the grouping function may be utilized. So I'll log out again as the student and come back in as the admin. As far as cohorts is concerned this is also referred to as site wide groups or category level groups. So it takes the whole groups function out, if you like, beyond the course context and it can be utilized at a course category or a site wide, a system level. And it was a very wanted feature for Myrtle 2. It found its way onto the road map and is now part of the standard release. So good news. So what we can do here essentially, a cohort function, it makes it very easy to enroll a complete cohort membership in a course in a single action, either manually or automatically. That's in essence what it does. So it'll make our jobs easy as administrators. But on the same token it needs to be enabled and first configured. So where we would go, this is via the front page, settings block, site administration users, accounts cohorts. So there's a few clips to get to this. Now, no cohorts available at the moment but we've got a button here. So we click that to add a cohort. So we're going to give a cohort as a site wide or category level group. So I will give a name again. As far as cohorts are concerned this could be categorized logically by year or semester by location, by business unit again. Again, same flexibility as you've got with groups and groupings in terms of how you structure this logic. So we will call this say VAU cohort. The context can be either system or miscellaneous. Miscellaneous in this case is the default category. If we had more course categories they would display in that drop menu or stick with system. The other fields are optional. Same changes. So we've now created our first cohort. There's no members of the cohort yet. What we need to do is decide as a starting point. So we've got potentially 12 members that we can add to this cohort. We'll select and that being the students and we will add them. It's just been added to the cohort. Go back to cohorts and we've got a bit of a summary here. Again this is where we could edit or delete or assign members manually to cohorts or create new cohorts. Again at a system or category level. If we return to the front page and what we'll do is have a course. We'll go to the features demo course. This is one compared to earlier. It's a fully flashed course. Now what we will do here, again we would need to be logged in as either the admin or the manager. We'll go to settings block, course admin, users and enrollment methods. We need to add a new enrollment method to any course where we want to use a cohort. So add the method and we choose it. Again this is on the presumption that this enrollment method has been enabled globally by the administrator first. It would then become available on this drop menu. For any course. So we can add it as a method. No surprises for guessing what's under this drop menu here. If we were to choose a cohort, we can select any cohort that we've created and the role that we want to assign to the users who are members of that particular cohort. So could be student, could be teacher, manager or a custom role for example. Or say student and we click add method. So in essence what we've now done is automatically, or if you like, we've enrolled 8 users into this set course. We don't have to, as far as the cohort synchronization of enrollments is concerned with this course, we don't have to handle the enrollments manually. All we would need to do as administrator would be back in the site admin where we had users, accounts cohorts is to manage the synchronization here. So if you like, as we add users to the cohort on this page they would automatically, as long as we've got that cohort sync enrollment method set up in the set course, they would be added automatically. That's sort of the idea behind it. And naturally you could have a cohort sync enrollment method added to each of your courses and instead of manually enrolling the members of the cohorts in each of those individual courses, you simply come to this page and just be certain as to new members come along that they're added to a set cohort. So if you like you can kind of map out a learning path, I think that's the obvious benefit. Where you're not simply enrolling users as I've demonstrated here in a single course but perhaps you want to serve up a learning path in a series of courses to a set membership or a cohort. So in summary, again, think of cohorts as site-wide groups that can be manually or automatically synchronized with course enrollments. Mindful of time, perhaps in the remaining 10 minutes or so, I'm keen to demonstrate activity completion and progress tracking. These have less to do with groups and grippings and roles in cohorts, but more to do with I suppose monitoring progress through a course up until Moodle version 2 it was very difficult for admins and teachers and for students for that matter to know where they were at. It's very hard to know if a course participant had in fact commenced a course or if they were partially completed or if they had successfully completed the course. It was a rule. It was an unknown thing. It's now very clear as far as activity completion and progress tracking are concerned. So as far as setting this up, what will be important in naturally the administrator would need to be certain that enrollment activity completion and progress tracking are enabled. I might just quickly backtrack just a little straight way. So via the front page just having a little look here under settings block side administration advanced features we need to enable completion tracking and also conditional access. So not on by default the admin turns those on and it will be happy days. As far as course defaults are concerned it can be set. So you don't have to make this decision or your teachers don't need to make this decision on a course by course basis. So you can see down here students progress you can enable and check the box so the tracking begins in enrollment. So we'll go back to the sample. So when those things are enabled locally by the admin the editing teacher can come into the settings block, course admin, edit settings and we can see down here in the course settings page student progress. So completion tracking is enabled and it begins upon enrollment. So this is very nice in the sense that it allows teachers to set access to an activity or a resource conditionally. So it's upon meeting certain standards of completion if you like of another activity or resource. So for example a student we could say needs to post to a forum before they can view a document or they can attempt a quiz and when they've attempted the quiz to 100% we need to know and they want to know that they've successfully completed the course and then perhaps they want to know what comes next. So we'll set up that perhaps as a use case scenario in the time we've got remaining. What's important as well just a little aside I should mention there's a couple of new blocks that relate to activity completion and progress tracking. You'll want to add these and add them to your course. So they're up on the top right here as I'm demonstrating. You've got the course completion status block and you may also want to enable the self-completion block depending whether or not you're going to allow your students to self-indicate course completion. Definitely the course completion status block needs to be enabled. So we've got a forum we've created that already. If we go and revisit settings just by way of example we've got down in the activity settings here we've got some new parameters you might not have seen before or noticed restrict access and activity completion. So we're going to concern ourselves with these so as far as the discussion forum is concerned let's say that's what we've got here for completion tracking we'll show this activity as complete when conditions are met. So we want to make this forum available from the get go but to market as complete we're going to say that student is required to view the activity and we'll say as well that they need to post other discussion or reply. Just the one. Save return to course. It's up across to if we could use. So it's not all about actions it could also relate to dates or even a grade if it's an activity such as a grade. So we've set up the forum. What we might now do is have a dependency between the forum and the file. We want to say, at least for members of grouping on that they can't view the file until they've viewed the forum and they've posted a response or discussion topic. So the logic therein lies we've come into this file and we want to say as far as restricting access is concerned to this file we want to say activity completion condition even as this forum needs to be marked as complete. As far as completing I guess this activity it's not so much an activity but it's a file is concerned we'll simply say that indicate when a condition is met and we'll simply say that the student needs to view the activity and that it will be marked as completed. Save return to course. So we now see this sort of faint subtext if you like. That would indicate to us as teachers or as students that there's some sort of conditional access if you like. We've also got these tick boxes on the side as well and these are indicating if you like that there's activity completion conditions play here. And again you don't have to have all activities resources set up in this way. This is a very structural approach. It's not for everybody but it is a very useful way to control and manage online learning in a course and it may be for you if you're learning needs to be delivered in a very linear fashion. So we've got a forum, we've got a file let's add a quiz as well just to cap off the learning sequence quiz activity. So we're editing on add an activity to quiz. So give it a name. Now we come down to the bottom, we'll just skip and just trust all the default settings but as far as restricting access is concerned the activity completion condition here is that and then to view the file and that file needs to be marked as complete. As far as completing this quiz activity is concerned we could allow students to mark it manually as completed but what we'll say this is going to be an automated process. We're not going to trust our learners in this instance. We're going to show the activity as complete when the conditions are met and in this case we'll say not just view the activity, we'll say they need to receive a certain grade for it to be deemed complete. Save and return the course. As a matter of fact there's one other thing I need to do. We've set up the quiz, we've got to add questions to it. That's a fairly sensical thing. Now I've prepared a few quick quiz questions already. I'm going to get them from the question back and simply add them to this quiz. They're good to go. We'll get our learning sequence set up. There's one of our pages we do want to visit before we test this out in the settings block under course administration completion tracking. Once that's been enabled that function presents itself in this menu. Now what we do want to do here in fact I'll unlock options and demonstrate this. What activities are going to be part of this completion tracking? Let's say the forum, the file and the quiz. And in fact the passing grade will have to be set up. A few other settings here. I won't labour the point. Save changes. So we've got this set up. Now what we'll do is log it out as the administrator will come back in as a student and test this out. So we see on the right side this course completion status. A quick question. This is a little size come through and the quiz questions are questions from the quiz bank only available to a particular course or available globally to any course. I mean that's a great question. By default the questions that you add to a bank are available to that course only. They go into the default category for a given course. If you're an administrator or you've got I guess a capability higher than a role that's higher than the editing teacher role, you can set up categories that sit higher than the course. So in essence, technically yes, you can put questions in a category or a system-wide category question bank that would be visible and available to all users in all courses. So it can be done. But by default that answers your question. We've just logged in as the student. We want to see how this activity completion and progress tracking now plays out. So we go into the group forum. We read what has been posted and let's reply to that. If you recall just before there we couldn't see the file or the quiz. They were kind of disabled or faint if you like, semi-visible on the course page before. But now that we've completed the discussion forum and the conditions have been met, there's a tick as far as the progress is concerned outside and we can now access the file. It's become visible. So I could just pop that up. Same page like so. So we open that save and print it. If we reload this page I think it's pretty safe to say that condition has been met and the quiz has made itself available to the student. So let's quickly attempt the quiz. I think I know the answers here. Okay I'm going to submit all and finish. I'm putting my reputation on the line. Oh 100%. Okay so that has been done. Now the only catch here is that I'm working off a local I guess test instance of Moodle. This isn't live web as such. There would be a server job that needs to be run before you will see the activities completed at the moment. It's more than three. Typically in a live server environment when this is submitted properly by your server host. This will happen automatically in the background and in five to 15 minutes that will be updated if not sooner. I'll quickly do a couple things to see if I can make that setting update itself. And we'll wrap things up for questions. Bear with me for a moment. Okay well through the eyes of the administrator or the editing teacher who now visits the course at any point in time you want to see how your students are progressing so you go to the course completion and status box for your course report. Now the idea there would be that ticks would, you get a snapshot if you like of all of your enrolled participants in this case your students and I guess the grade items or the learning experiences are mapped across the top there. You get ticks in the boxes when things have been completed. So that's in essence how it works. I'll just run this job once more. Let's see if we can get this coming through. I'm going to log back in as student in a moment and we'll see if this happens. How do I do in fact get to 3 out of 3 so that we have it? So the sort of completion wasn't indicated but 100% pass and the activity is completed. Just one last thing, this is the answer going on the back and I am mindful of time we're going to wrap it up very shortly and pause the course and take any questions if you've got a couple minutes I'm going to hang around. But what you can now do, this is very nice so we're not only controlling learning sequence in a given course what we've demonstrated here I guess with activity completion and progress is you can reach to a forum before you can access a forum. When you've done that you can do a quiz. When the quiz is 100% your team does have anything to do with this course, what if we then want to link one course to another? So for example you've got to do course A before you can do course B or you've got to do the SAM pit before you can do the features demo. That logic can be set up as well. In the complete enclosure you would go to the other course concern and naturally you need to ensure that you've enabled activity completion and progress tracking. In the completion tracking page there's an option here where you can set another course as a prerequisite. So we can select, set SAM pit. As if you like this completion criteria, it's a prerequisite if you like before this course can be, well not attempted but deemed as complete. Come down, save that and naturally that's the SAM pit as a prerequisite features demo may be just simply one criteria within a variety of things that need to happen within this particular course for this to be deemed complete. But I think you get the idea with that. I'm going to wrap up and pass back to Shlona. Thanks for your time and I hope the session has been beneficial. Thanks Chad, that was a great session. Thank you Rudellas for participating in today's webinar presented by my learning space. We trust this session has been of benefit to you. If you'd like to learn more about Rudell 2.0 and its functionalities or any of our expert services please feel free to contact us. If you have any questions please ask them now. To everyone we look forward to seeing you again in our future webinars and having Rudellas.