Moodle Teaching Techniques Table of Contents

Table of Contents

• Preface

• Chapter 1: Introduction
• The Moodle Advantage
• What will We Accomplish with this Book?
• Some Moodle Requisites
• Standard Modules
• Instructional Principles and Activities
• Big Ideas
• Distributed Practice
• Guided Notes
• Immediate Error Correction
• Juxtapose Examples and Non-Examples
• Lesson Outline
• Mnemonics and Other Reminders
• Pre-Correction
• Response Cards
• Self-Monitoring
• Socratic Dialogue
• Time Trials
• Instructional Principles and Activities Mapped to Moodle Features
• Summary

• Chapter 2: Forum Solutions
• Single-Student Forum
• Why not a Single-Student Wiki Instead?
• Creating Single-Student Forums
• Create a Forum for Each Student/Group
• Enrolling Students
• Create a Group for Each Student
• Motivating Students to Interact with a "Best-of" Forum
• Asking Permission and Setting a Policy
• Which Type of Forum?
• Single Simple Discussion Forum
• Standard Forum
• Keeping Discussions on Track
• Use a Custom Scale to Rate Relevance
• Split Discussions
• Will Splitting Change the Meaning?
• Will Splitting, Move Replies You want to Keep in Place?
• Monitoring Student Participation in a Forum
• Who has Posted to a Forum?
• What Postings has a Student Made?
• Summary

• Chapter 3: Chat Solutions
• Uses of Chat
• Test Preparation and Online Study Groups
• Creating Study Groups
• Groups Carried Over to Other Activities
• Key Settings for Study Groups in Chat
• Assigning Review Topics
• What Kind of Questions?
• Reviewing Papers and Other Assignments
• Making a One-on-One Chat
• Guest Speakers
• Including Chats from Previous Classes
• Copying a Transcript
• Foreign Language Practice
• Preparation for Foreign Language Chat
• Compiling and Reviewing Chat Transcripts
• Copying Chat Transcripts
• Assigning a Chat Transcript as an Editing Exercise
• Tips for a Successful Chat
• Basic Chat Etiquette
• Prepare for a Definite Starting and Ending Time
• Limit the Number of Participants
• Prepare a Greeting for Latecomers
• Focus
• Insert HTML
• Summary

• Chapter 4: Quiz Solutions
• Distribute Quizzes Over Time
• Advantages and Limitations of Distributed Practice
• Opening and Closing Quizzes at Predetermined Times
• Indicating that a Quiz is Closed
• Use Quizzes for Frequent Self Assessment
• Exclude Self Assessment Quizzes from the Gradebook
• Making Quiz—A Learning Tool
• Questions Must be Specific
• Adding Feedback to Quiz Questions
• Feedback for a Multiple Choice Question
• Feedback for a Numeric Question
• Reinforce Expertise with Timed Quizzes
• Host a Proctored, Timed Test from a Secure Location
• Different Kinds of Network Addresses
• Full IP Addresses
• Partial IP Addresses and Private Networks
• How to Determine a Computer's IP Address
• On Microsoft Windows
• On a Macintosh
• On a Linux Computer
• Summary

• Chapter 5: Lesson Solutions
• Moodling Through a Course
• Need for Sequential Activities
• Activity Locking versus Sequential Lessons
• Lesson Settings
• General Settings
• Grade Options
• Flow Control
• Lesson Formatting
• Access Control
• Other Lesson Settings
• Controlling the Flow through a Lesson: Instructional Pages, Questions, and Remedial Pages
• Use a Lesson to Create a Deck of Flash Cards
• Keep It Moving
• Lesson Settings that Help Create a Flash Card Experience
• Use an Ungraded Lesson to Step through Instructions
• Spot Students who are having Trouble
• A Workaround
• Summary

• Chapter 6: Wiki Solutions
• Use a Wiki to Relate Material to Big Ideas
• Why a Wiki?
• Why not a Forum Instead?
• Would a Journal do it?
• So, Why not a Blog?
• An Assignment
• Let's Agree to Disagree
• Individual Student Wikis
• Creating Individual Wikis
• Guided Note Taking with Individual Student Wikis
• Creating a Text File for the Wiki's Starting Page
• Creating Multiple Starting Pages
• Multiple Text Files Create Multiple Starting Pages
• Upload the Text Files for the Wiki's Starting Pages to Your Course
• Create an Individual Student Wiki in your Course
• While Creating the Wiki, Select the Text Files for the Initial Pages
• Test the Wiki as a Student
• Leveraging Guided Notes Created by Students
• Suggested Wiki Etiquettes
• Summary

• Chapter 7: Glossary Solutions
• Moodle's Glossary Functions
• Automatic Linking to a Glossary
• Course versus Site Glossary
• Main versus Secondary Glossary
• Managing Student Contributions to a Glossary
• Ratings and Comments
• Adding Memory Aids to Glossary Entries
• Student-Created Class Directory
• Student-Created Test Questions
• Making Use of the Random Glossary Block
• Summary

• Chapter 8: The Choice Activity
• A Look at the Choice Activity
• Students' Point of View
• Teachers' Point of View
• Number of Choices
• Limit
• Time Limit
• Publish Results
• Privacy
• Allow Students to Change their Minds
• Choosing Teams
• Asking for Students' Consent
• How are We Doing?
• Preview the Final
• Summary

• Chapter 9: Course Solutions
• Am I in the Right Room?
• Important Announcements
• Moving Blocks to the Main Course Area
• The Goal
• Comparing the Two Links
• A Caveat
• The Method
• Using this Workaround with Other Blocks
• The Syllabus
• Printer-Friendly for Letter and A4 Sizes
• Online Calendar with Event Reminders
• Summary

• Chapter 10: Workshop Solution
• Workshop Basics
• Plan your Strategy
• Grading Grades
• Step-by-Step Example: Create the Workshop
• What Work do you want the Student to Submit?
• Will a Student Assess the Work of his/her Classmates, and if so, How will that Affect the Student's Grade?
• How much of the Student's Grade Depends on Assessing the Work of his/her Peers, and How much on the Work the Student has Submitted?
• What is the Criteria for Assessing the Work?
• What Submissions will the Student Assess?
• If Classmates Assess Each Others' Work, will They do it Anonymously?
• Must the Classmates Agree on a Grade, or Can they Make their Assessments Independent of Each Other?
• What is the Schedule for Submitting the Work, and Assessments?

• Summary

• Index