Moodle 1.9 Teaching Techniques

Moodle 1.9 Teaching Techniques
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Table of Contents
Sample Chapters


  • Motivate students from all backgrounds, generations, and learning styles
  • When and how to apply the different learning solutions with workarounds, providing alternative solutions
  • Easy-to-follow, step-by-step instructions with screenshots and examples for Moodle's powerful features
  • Especially suitable for university and professional teachers

Book Details

Language : English
Paperback : 216 pages [ 235mm x 191mm ]
Release Date : January 2010
ISBN : 1849510067
ISBN 13 : 9781849510066
Author(s) : Susan Smith Nash, William Rice
Topics and Technologies : All Books, CMS and eCommerce, Content Management (CMS), e-Learning, Moodle, Open Source

Table of Contents

Chapter 1: Developing an Effective Online Course
Chapter 2: Instructional Material
Chapter 3: Collaborative Activities
Chapter 4: Assessment
Chapter 5: Lesson Solutions
Chapter 6: Wiki Solutions
Chapter 7: Glossary Solutions
Chapter 8: The Choice Activity
Chapter 9: Course Solutions
Chapter 10: Workshop Solution
Chapter 11: Portfolio/Gallery Solution
  • Chapter 1: Developing an Effective Online Course
    • The Moodle advantage
    • What will we accomplish with this book
    • Some Moodle requisites
    • Standard modules
    • Instructional principles and activities
    • How does learning take place in an online course?
      • How people learn
      • Categories, classifications, schemata
      • Social learning
      • Emulatory learning
      • Communities of practice
      • Social practice
      • Experiential learning
      • Conditions of learning
      • Behaviorism
      • Course-building components in Moodle
    • Resources
      • Book
      • Link to a file or website
      • Activities
      • Assignment
      • Choice
      • Database
      • Forum
      • Glossary
      • Quizzes
      • Journal
      • Lessons
      • Wiki
      • Course Timetable
      • Instructional principles and activities mapped to Moodle features
    • Summary
  • Chapter 2: Instructional Material
    • Selecting and organizing the material
      • Creating a separate group for each student
      • Enrolling students
      • Creating a group for each student
  • Guiding and motivating students
    • Creating the learning environment
    • Asking permission and setting a policy
    • 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: Collaborative Activities
    • Interaction involves collaboration
    • 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
        • Kinds of questions
      • Reviewing papers and other assignments
        • Creating 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: Assessment
    • Keys to successful assessment
      • Taking the fear out of assessment
    • Assessment with quizzes and distributed practice
      • 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 a 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
    • Selecting and sequencing content for lessons
      • Create conditions for learning
      • Employ scaffolding
      • Use chunking to help build concepts
      • Get students involved early
      • Keep it lively
      • Keep focused
      • Use media strategically
      • Diagnostic and developmental/remedial content
      • Reward practice
      • Build confidence for final graded performance
    • Getting started: A simple example
    • 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
    • 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
      • A workaround
    • Summary
  • Chapter 6: Wiki Solutions
    • Use a wiki to achieve learning objectives
      • Why a wiki
        • Wiki versus forum
        • Wiki versus journal
        • Wiki versus blog
        • An assignment
        • Let's agree to disagree
    • Individual student wikis
      • Creating individual wikis
      • Active reading strategies 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 text files to wiki
        • Creating an individual student wiki in your course
        • Creating text files in wiki
        • Test the wiki as a student
        • Leveraging guided notes created by students
    • Suggested wiki etiquette
    • Summary
  • Chapter 7: Glossary Solutions
    • Helping students learn: Schema building
    • Moodle's glossary functions
      • Automatic linking to a glossary
      • Course versus site glossary
      • Main versus secondary glossary
      • Managing students' contributions to a glossary
      • Ratings and comments
    • Adding memory aids to glossary entries
    • Student-created class directory
    • Student-created test questions
    • Summary
  • Chapter 8: The Choice Activity
    • Moodle's choice activity
    • A look at the choice activity
      • Students' point of view
      • Teachers' point of view
        • Number of choices
        • Time limit
        • Publish results
        • Privacy
        • Allow students to change their minds
    • Student poll
    • Learning styles
    • Self-regulation
    • Choosing teams
    • Students' consent
    • Students' performance
    • Preview the final
    • Summary
  • Chapter 9: Course Solutions
    • Building the course design document
    • Overcoming course anxiety
    • 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 overview and use
    • Workshop basics
      • Listing your learning objectives
      • Planning your strategy
      • Grading peer assessment
    • Step-by-step example: Creating the workshop
      • What work do you want the student to submit
      • Assessing student peer assessment
        • Student grade: Peer assessment and student work
        • What are the criteria for assessing the work
        • What submissions will the student assess
        • If classmates assess each others' work, will they do it anonymously
      • What is the schedule for submitting the work and assessments
    • Summary
  • Chapter 11: Portfolio/Gallery Solution
    • Project-based assessment
      • Best uses of project-based assessment
      • Learning objectives and projects
      • Collaboration and cooperation
      • Examples of portfolios and galleries
        • Student presentations
        • Student image galleries
        • Student creative writing projects
        • Student research projects
    • Encouraging creativity: A sample assignment
      • The creative writing e-portfolio: My Hometown
        • Instructions to students
        • Procedures for collaboration
    • Our hometowns: A collective conversation
      • Supportive environments and intellectual risk taking
    • Tips for a successful experience
    • Summary

Susan Smith Nash

Susan Smith Nash is involved in the design, development, and administration of e-learning and m-learning programs for learners pursuing degrees, certification, credentialing, and professional development. Her current research interests include the effective design of competency-based education, knowledge management, knowledge transfer, and leadership. Her articles and columns have appeared in magazines and refereed journals. She received her Ph.D. from the University of Oklahoma, and in addition to e-learning, Nash has also been involved in international economic development training, interdisciplinary studies, interdisciplinary petroleum geosciences programs, and sustainable business and career training. Her book, Leadership and the E-Learning Organization, was co-authored with George Henderson, and published by Charles Thomas and Sons. Her most recent books include E-Learning Success: From Courses to Careers, and E-Learner Survival Guide, Texture Press. Her edublog, E-Learning Queen ( has received numerous awards and recognitions.

William Rice

William Rice is an e-learning professional who lives, works, and plays in New York City. He is the author of books on Moodle, Blackboard, Magento, and software training. He especially enjoys building e-learning solutions for small and mid-sized businesses. His greatest professional satisfaction is when one of his courses enables students to do something that makes their work easier and more productive.

His indoor hobbies include writing books and spending way too much time reading His outdoor hobbies include practicing archery within sight of JFK Airport, and trying to keep up with his sons on the playground.

William is fascinated by the relationship between technology and society: how we create our tools, and how our tools in turn shape us. He is married to an incredible woman who encourages his writing pursuits, and has two amazing sons.

You can reach William through his website at

Submit Errata

Please let us know if you have found any errors not listed on this list by completing our errata submission form. Our editors will check them and add them to this list. Thank you.


- 1 submitted: last submission 07 Apr 2014

Errata type: Content | Page number: 08 |

The link for the Learning Pyramid is incorrect. You have It should be


Sample chapters

You can view our sample chapters and prefaces of this title on PacktLib or download sample chapters in PDF format.

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What you will learn from this book


  • Build a learning outcome-focused approach that enables your students to perform well
  • Different techniques for creating a dynamic learning environment
  • Put all the ideas you've wanted to implement, but never could, into action to create unique courses with reusable elements
  • Motivate your students to collaborate and demonstrate what they are learning and to create projects together
  • Develop materials you can re-use in your future courses
  • Incorporate Web 2.0 features to encourage student sharing of resources
  • Create online workshops and galleries for your students to make presentations about what they have learned
  • Build e-portfolios for students to collect their work and demonstrate mastery of the units
  • Engage your students in team work that helps them connect course content with their experiences and prior learning
  • Feel confident in finding ways to accommodate your students' learning styles and preferences to guide them to a successful outcome for the course
  • Develop high-quality courses that will last and stay useful and relevant to create a personal inventory you can use and re-use

In Detail

Moodle is the world's most popular, free open-source Learning Management System (LMS). It is vast and has lots to offer. More and more colleges, universities, and training providers are using Moodle, which has helped revolutionize e-learning with its flexible, reusable platform and components. It works best when you feel confident that the tools you have at hand will allow you to create exactly what you need.

This book brings together step-by-step, easy-to-follow instructions and learning theory to give you new tools and new power with Moodle. It will show you how to connect with your online students, and how and where they develop an enthusiastic, open, and trusting relationship with their fellow students and with you, their instructor. With this book, you'll learn to get the best from Moodle.

This book helps you develop good, solid, dynamic courses that will last by making sure that your instructional design is robust, and that they are built around satisfying learning objectives and course outcomes. With this book, you'll have excellent support and step-by-step guidance for putting together courses that incorporate your choice of the many features that Moodle offers. You will also find the best way to create effective assessments, and how to create them for now and in the future. The book will also introduce you to many modules, which you can use to make your course unique and create an environment where your students will get maximum benefit. In addition, you will learn how you can save time and reuse your best ideas by taking advantage of Moodle's unique features.

Unite the power of Moodle and the truth about how people learn and start building unforgettable online courses


This book contains clear guidance for all who want to put together effective online courses that motivate students and encourage dynamic learning. There are clear, step-by-step instructions with helpful screenshots and diagrams to guide you along the way.

Who this book is for

If you want to unleash your teaching talents and develop exciting, dynamic courses that really get students moving forward, then this book is for you. Experienced Moodlers who want to upgrade to Moodle 1.9 will find powerful insights into developing more successful and educational courses.

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