Content

Content

Teaching Principle

Emphasise time on task

What can I use?

Create weekly folders for relevant online content, optimised for easy online review and/or printing; and resources (linking to EQUELLA where appropriate)

Echo360 blocks added (if used)

Use of media

Linking to media content (where appropriate) for example ebooks; video content; simulations; webpages and so on.

DLT Category

Content

DLT Element

Content delivery strategy clearly explained: where students find what they need, and how; and links to content

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Title

Delivering Content for Inclusivity

Source

LTC

Why was it done

To explain in a clear and concise way to students how subject content will be made available, where students can find content, and to demonstrate how all components of the subject are constructively aligned to support student success

What was done

There are a range of options that staff can implement to explain their content delivery strategy to students, including but not limited to the following:

  • Short audio clip to explain content delivery strategy (preferably in week 1)
  • Short video demonstration of Moodle site structure (preferably in week 1)
  • Subject information and topic resources organised into weekly sections with interactive Table of Contents and links to online activities in Moodle Book tool
  • Enable student progress tracking (in Moodle) for students to evaluate their progress online
  • Provide a weekly or topic schedule incorporating lecture resources, reading list, learning outcomes, tasks, and assessments connected with that week or topic 

The integrated curriculum management approach is a suggestion for possible future implementation.

How was it done

Video and audio content was contributed to EQUELLA  and a link created in the Moodle site heading. 

content on moodle

Student self-tracking was enabled for the Moodle site.

Evaluation/feedback if applicable

Not evaluated – suggested options only at this stage

Moodle 2.7

DLT Category

Content

DLT Element

ePortfolio

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Title

Reflective and open peer evaluation

Source

SOC 206 Youth Cultures (Bachelor of Arts)

Why was it done

To facilitate online group, tutorial and subject-wide engagement for students in the subject SOC 206. Group work was created in Mahara and shared with all other students in the subject to facilitate peer feedback and self-reflection.

What was done

A group was created in Mahara and joined by all students in the subject. A group pages widget was added to the group homepage. As groups shared their projects with the subject group, they were automatically listed on the group home for all students to see.

Group pages

How was it done

A group was created in Mahara by selecting the Create group button under Groups > My groups.

The group homepage was then edited by following these prompts:

  • Click the Edit button on the group homepage
  • Click the Pages item in the tabbed navigation under Edit group
  • From the list of pages, click the edit icon for the Group homepage
  • The Group pages widget was added:
  • Make sure the Edit content tab is selected
  • Click on General in the left hand menu to make the menu expand:
  • general button
  • Place the cursor over the Group pages menu item and drag this onto the page:
  • Group button
  • A box with a dashed boarder will appear, identifying where the widget will be placed
  • Click the Save button on the pop-up window
  • Click the Done button at the bottom of the page

 Case studies and self-help resources are available at the TEL Resource Hub and the Support Knowledgebase. 

Evaluation/feedback if applicable

Not yet evaluated 

Moodle 2.7 

DLT Category

Content

DLT Element

Link to Echo360 (if used)

Show

Title

Echo360 block

Source

LTC

Why was it done

The Echo360 EchoCenter block allows students to access lecture recordings (Echo360), and also pre-recorded resources which were recorded using PCAP (Personal Capture).

Teaching staff can view analytics of the recordings to count unique views and locate hot spots within the recording. This information can be helpful for identifying areas of the video which have been watched multiple times by students and for identifying areas that may require further clarification for students.

What was done

The Echo360 EchoCenter block was added to the Moodle site to allow students to view relevant Echo360 lecture capture recordings and Personal Capture (PCAP) recordings.

How was it done

The Echo360 EchoCenter block was added to the Moodle subject site.

  • From the Moodle subject home Turn editing on.
  • From the Add a block dropown, select Echo360 EchoCenter.

Manage Use Create: Digital Skills Program

The block will now be added to the site:

Echo360 block

Note: this is can only be done by Teaching Staff and Subject Coordinators.

See https://www.uowblogs.com/digitallearningandteaching/echo360-pcap/ for more information on how to use Echo360 PCAP

Evaluation/feedback if applicable

Not yet evaluated

Moodle 2.7 

DLT Category

Content

DLT Element

Link to EQUELLA (if used)

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Title

Link to EQUELLA (if used)

Source

LTC

Why was it done

EQUELLA is primarily used for large resources (particularly audio and video) and resources which can be used in multiple subjects. When set up correctly access for students should be seamless, and students will not know the difference between resources stored in Moodle or in EQUELLA.

What was done

A video file was dragged into the Moodle window and EQUELLA was selected as the storage option. The resource is now stored in EQUELLA and can be linked to additional Moodle sites if required.

How was it done

From a Moodle site, Turn editing on.

Link to EQUELLA

Drag and drop the file to the relevant section of the Moodle site.

Equella

Select Contribute to EQUELLA

EQUELLA

 

Additional self-help resources are available on the Digital Learning & Teaching Blog - http://www.uowblogs.com/digitallearningandteaching/

Evaluation/feedback is applicable

Not yet evaluated

Moodle 2.7

 

DLT Category

Content

DLT Element

Links to required resources for the subject

Show

Title

Manage Use Create: Digital Skills Program

Source

LTC

Why was it done

To provide students with reliable links to resources identified by the facilitator of the course.

What was done

Links to useful self-help resources for students were created on the Moodle page.

Manage Use Create: Digital Skills Program

How was it done

Links were created using the URL activity in Moodle. Where there was more than URL, a Moodle page was created to share multiple links.

  • Turn editing on
  • Click Add an activity or resource
  • Select Page and following the on-screen prompts

Evaluation/feedback if applicable

Not yet evaluated

Moodle 2.7

DLT Category

Content

DLT Element

Lecture slides, notes or other content

Show

Title

Lecture notes

Source

LTC

Why was it done

To provide students with lecture resources to be downloaded prior to attending lectures. These resources can also be used for revision

What was done

Lecture notes were uploaded to Moodle in a logical, well labelled manner so students can find what they are looking for. 

Lecture notes

How was it done

Files were uploaded to Moodle via drag and drop. 

Evaluation/feedback if applicable

Not yet evaluated

Moodle 2.7

DLT Category

Content

DLT Element

Pre-recorded videos or activities (Flipped classes)

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Title

Pre-recorded videos or activities (Flipped classes)

Source

LTC

Why was it done

Providing students with pre-recorded lectures and other content prior to class frees up lecture and other face-to-face time for discussion and activities that focus on understanding complex subject material. Pre-recording content enables face-to-face communication to follow a more conversational Q & A approach, and supports a more active learning environment.

What was done

In this example, a lecture was recorded using Echo360 PCAP (Personal Capture) and published to the EchoCenter. Resources in the EchoCenter are viewed in Moodle via the Echo360 EchoCenter block.

Subject Overview/Explanation
Subject Overview/Explanation

How was it done

A flipped lecture was recorded on a personal computer with a webcam and microphone using Echo360 PCAP. This recording was then published to the relevant Moodle site and an Echo360 EchoCenter block was added to the Moodle site.

Case studies and self-help documentation can be found on the TEL Resource Hub or in the Support Knowledge base.  

Evaluation/feedback if applicable

Not yet evaluated

Moodle 2.7

DLT Category

Content

DLT Element

Use of media

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Title

Use of media – role play videos

Source

PSYC408

Why was it done

Prior to entering the workplace students must be exposed to authentic situations. Owing to the nature of psychological confidentiality with clients, it was not feasible for students to gain this experience in the workforce, so an authentic learning environment, built around the use of media, including video files and documents, was developed to replicate a real life psychological assessment situation.

 

What was done

Over the duration of the semester students were immersed in an authentic workplace environment, facilitated by role play. Students viewed filmed consultations with a child and then his mother (both actors), which replicated the series of consultations which would be experienced in a clinical setting. Students were also able to access referral information and completed assessment instruments appropriate for the psychological case under review.

Students gradually built up an understanding of the case to enable them to conceptualise the child’s difficulties. This involvement also allowed them to identify further information required to make a reliable diagnosis and movement towards intervention. Facilitated weekly class time (1 x 2 hour) was dedicated to discussion of an aspect of the case, similar to a collegial meeting which replicates a workplace situation, where professionals meet to gain clarification and discuss the issues. Students were encouraged to collaborate with each other, being advised that this was not cheating, but an attempt to introduce them to the mutual support of colleagues that is common within the workplace. Class discussions were held towards the end of session as a means of students clarifying their beliefs about the case with each other. These sessions were audio recorded for their use outside the classroom.

Use of media – role play videos

How was it done

Videos were contributed to EQUELLA and linked to Moodle.

Case studies and self-help resources are available from the Digital Learning & Teaching Blog and the Support Knowledge base. 

Evaluation/feedback if applicable

Not yet evaluated

Moodle 2.7

DLT Category

Content

DLT Element

Revision materials

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Title

French Grammar

Source

LHA, Language Centre, Anu Bissoonauth-Bedford

Why was it done

To provide access to rich grammar practice sets for all students of French language

What was done

Six French Grammar sites have been created in Moodle that contain practice quizzes in a wide variety of French Grammar topics, for example, verb tenses.
French Grammar

How was it done

Students in any of the FREN classes can self-enrol in any of the six French Grammar Moodle sites where they can revise grammar points and use the quizzes to practise and test their knowledge. They can have an unlimited number of attempts for every quiz.

 Then in the Moodle sites for their subjects (FREN151, FREN152 etc) they do an assessed quiz which is based on the same grammar points they have been practising. What allows it to work in this way is that there is a very deep pool of questions in most quizzes, providing lots of variability in the quizzes presented to students – they are all different.

Case studies and self help resources on the Moodle quiz tool are available on the TEL Resource Hub.

Evaluation/Feedback

Teacher commentary:

The online learning platform, Moodle, has incorporated the learning of Grammar to revise, consolidate, practise and test students’ knowledge of grammar throughout the undergraduate studies in French. The advantage of the revision exercises is that students can practise as many times as they want before taking the test. Students get immediate feedback with a corrected version of their attempt and a score on their attempts. Each attempt is different from the previous one, which allows students to practise on a wide range and a large number of sentences.

Student comments:
“I find that they are extremely useful and would increase my level of French for when I go to France in January.”
“I personally wish I had done more Moodle grammar practice/revision, as I think they are a great idea.”

Student feedback survey FREN252, 2014
How helpful was the Moodle grammar revision and practice in assisting in your learning of French?

Survey

Moodle 2.7

  

DLT Category

Content

DLT Element

Capacity for self-managed progress tracking against content

Show

Title

Practice submission: Quizzes and Assignments

Source

LTC

Why was it done

Allowing completion tracking in the Moodle site allows students to see at a glance which activities they have not yet completed, helping them to manage their workload.

What was done

Practice submission: Quizzes and Assignments

As depicted in this image, two of the three assessment tasks assigned to students were enabled for Activity completion. The Week 8 quiz and the Final essay have the completion tracking enabled, and the Literature review does not.

How was it done

Activity completion was enabled for the Moodle site and set up for specific activities.

Self-help resources on setting up Activity completion are available here - https://docs.moodle.org/33/en/Activity_completion

Evaluation/feedback if applicable

Not yet evaluated

Moodle 2.7

DLT Category

Content

DLT Element

Capacity for students to create, curate and contribute content

Show

Title

Subject glossary

Source

LTC

Why was it done

To allow students to create, curate and contribute content to a subject to be shared among the student cohort.

What was done

A Moodle glossary was created, and students given guidelines to follow, including the need for acknowledgement of the work of others, the overarching topic (curriculum design) and the types of definitions that were appropriate to this instance.

Subject glossary

How was it done

A glossary was created in the Moodle site. Settings were changed to allow students to contribute and collaborate on meanings.

Evaluation/Feedback

Not yet evaluated

Moodle 2.5

Last reviewed: 6 October, 2017