This post relates to an email I received a while ago, from someone in the Business School. I think it's a good idea any likely to become valuable to all users, as we move more towards online assessment and feedback.
Hello Mark!
CH has provided the MA TESOL students on MEL010 with feedback on an essay using the feedback boxes on Moodle. Is there a way of downloading this feedback, or is the only way to get it off Moodle to copy and paste it into Word??
Thanks!
R
So, what is required here is some sort of function which collates all feedback for each student, into a single file. I'm envisaging some functionality like the "Zip and Download submissions", which will gather all feedback for each user and save into a file.
Tuesday, 29 March 2011
Friday, 25 March 2011
Thursday, 17 March 2011
Moodle 2.0 priorities for development
Current thinking around priorities for developing Moodle 2.0 over Summer 2011.
1.Develop the /moodlemodules/ selection page, based on Mark’s blog post:
http://ysju-moodle.blogspot.com/2011/03/things-to-think-about-for-201112.html
2.Develop ‘copy over an existing course’ procedure.
3.Copy over audio recording tool files and open up to all HTML editors.
4.Install TurnitinUK.
5.Develop the link between Moodle Gradebook and SITS.
6.Investigate single sign on for on-campus users, so Moodle recognises them from the machine login.
7.Investigate the files repositories and how these are linked in (API’s from Dropbox, Flickr, YouTube etc). Also, whether any linkage between Sharepoint and Moodle is available as a repository.
8.Install Big Blue Button and the Moodle plugin for this.
9.Develop video functionality off the back of the audio tool, for capturing video feedback.
1.Develop the /moodlemodules/ selection page, based on Mark’s blog post:
http://ysju-moodle.blogspot.com/2011/03/things-to-think-about-for-201112.html
2.Develop ‘copy over an existing course’ procedure.
3.Copy over audio recording tool files and open up to all HTML editors.
4.Install TurnitinUK.
5.Develop the link between Moodle Gradebook and SITS.
6.Investigate single sign on for on-campus users, so Moodle recognises them from the machine login.
7.Investigate the files repositories and how these are linked in (API’s from Dropbox, Flickr, YouTube etc). Also, whether any linkage between Sharepoint and Moodle is available as a repository.
8.Install Big Blue Button and the Moodle plugin for this.
9.Develop video functionality off the back of the audio tool, for capturing video feedback.
SITS Assignments & Grades follow up post
The following document was sent to the BS QEC on 16/3/11 and the request was made for academic staff to email Mark D with a list of requirements in ourder to help develop a requirements document for the work. Blayn has also been asked to present the document at the next Arts and H&LS QECs...
Establishing a link between SITS and Moodle.
For some time, the issue of entering grades into two of the core student systems has caused concern for academic staff. This has again recently been highlighted through Business School QEC minutes and in conversations with Diana Wetherell-Terry (Deputy Dean). The issue has also been raised by Jill Armstrong at QSEC committee meetings.
The problem
Academic staff are currently required to enter grades into two systems; Moodle and SITS (e:Vision). The most common practice is that tutors provide feedback and grades for students using the functionality provided within Moodle. Once ratified, these grades need to be entered for a second time in the more official student record system, known as ‘SITS’ to staff and ‘e:Vision’, to students.
The requirement
Tutors would like to be able to enter grades in one location and have those grades displayed within both systems.
The proposed solution
Moodle should be used as the primary place where grade details are entered for students. It would be possible to develop a link between Moodle’s grading system and the SITS database, so that the information within Moodle could be reflected in SITS and e:Vision.
Moodle already has the functionality to be able to create ‘assignments’ of varying types. This functionality will cater for the core assessment types at YSJ; written work and non-written work, such as performances, presentations and practical pieces of art work. Faculties effectively communicating the proposed new practice and deciding on suitable policy, are seen as vitally important aspects towards achieving this change in practice.
Development
Development is required in order to adjust Moodle to suit the needs of our tutors. One issue we must consider is those assignments which are formative in nature. This means that there needs to be a control in place when assignments are created, so that tutors can control whether grades are fed into SITS. This could be an option as simple as checking a box to indicate if the assignment’s grade should be stored in SITS. The major piece of work is in developing the link between Moodle’s database system and the SITS database system, which run using different technologies.
Timescales
The project is estimated to be in the region of 6-8 weeks of development time. The lead time on this is to some degree dictated by the impending upgrade of Moodle 1.9 to the next version, Moodle 2.0 plus scheduling the development into the existing development projects programme. Should the upgrade to Moodle 2.0 proceed without too many technical problems, it may be possible to implement the link for September 2011. If this is not possible, due to other commitments at that time of year, the link would not be established until Semester 2 2012.
ACTION REQUIRED VIA QEC
Tutors to provide a list of functional requirements for things they would like to be able to do using the tool?
e.g. I would like to be able to select whether the assignment I have setup in moodle is formative or summative. If I select summative, the grade links through to SITS, otherwise it doesn’t.
Deadline for initial responses: May 31 2011
Establishing a link between SITS and Moodle.
For some time, the issue of entering grades into two of the core student systems has caused concern for academic staff. This has again recently been highlighted through Business School QEC minutes and in conversations with Diana Wetherell-Terry (Deputy Dean). The issue has also been raised by Jill Armstrong at QSEC committee meetings.
The problem
Academic staff are currently required to enter grades into two systems; Moodle and SITS (e:Vision). The most common practice is that tutors provide feedback and grades for students using the functionality provided within Moodle. Once ratified, these grades need to be entered for a second time in the more official student record system, known as ‘SITS’ to staff and ‘e:Vision’, to students.
The requirement
Tutors would like to be able to enter grades in one location and have those grades displayed within both systems.
The proposed solution
Moodle should be used as the primary place where grade details are entered for students. It would be possible to develop a link between Moodle’s grading system and the SITS database, so that the information within Moodle could be reflected in SITS and e:Vision.
Moodle already has the functionality to be able to create ‘assignments’ of varying types. This functionality will cater for the core assessment types at YSJ; written work and non-written work, such as performances, presentations and practical pieces of art work. Faculties effectively communicating the proposed new practice and deciding on suitable policy, are seen as vitally important aspects towards achieving this change in practice.
Development
Development is required in order to adjust Moodle to suit the needs of our tutors. One issue we must consider is those assignments which are formative in nature. This means that there needs to be a control in place when assignments are created, so that tutors can control whether grades are fed into SITS. This could be an option as simple as checking a box to indicate if the assignment’s grade should be stored in SITS. The major piece of work is in developing the link between Moodle’s database system and the SITS database system, which run using different technologies.
Timescales
The project is estimated to be in the region of 6-8 weeks of development time. The lead time on this is to some degree dictated by the impending upgrade of Moodle 1.9 to the next version, Moodle 2.0 plus scheduling the development into the existing development projects programme. Should the upgrade to Moodle 2.0 proceed without too many technical problems, it may be possible to implement the link for September 2011. If this is not possible, due to other commitments at that time of year, the link would not be established until Semester 2 2012.
ACTION REQUIRED VIA QEC
Tutors to provide a list of functional requirements for things they would like to be able to do using the tool?
e.g. I would like to be able to select whether the assignment I have setup in moodle is formative or summative. If I select summative, the grade links through to SITS, otherwise it doesn’t.
Deadline for initial responses: May 31 2011
Monday, 7 March 2011
SITS and Assignment Grades
With the move towards online submission of assignments and the subsequent knock on effects in terms of feedback and grades, the Business School have contacted me to highlight their wish to discuss a commonality between Moodle and SITS for storing grades.
The problem in Moodle is that preliminary grades are entered for assignments. However, after exam board has ratified the grades, these grades have to be entered into SITS, which is the more formal place for recording student grades.
The requirement is that once grades have been approved by exam board, they should be able to be made more formal from within Moodle, saving duplication of any grade entering activity.
Gareth, Jim and our team need to explore this further in one of our regular meeting slots.
I know there have been issues with doing this in the past, but I am not aware of what they were, nor how they can be resolved.
The problem in Moodle is that preliminary grades are entered for assignments. However, after exam board has ratified the grades, these grades have to be entered into SITS, which is the more formal place for recording student grades.
The requirement is that once grades have been approved by exam board, they should be able to be made more formal from within Moodle, saving duplication of any grade entering activity.
Gareth, Jim and our team need to explore this further in one of our regular meeting slots.
I know there have been issues with doing this in the past, but I am not aware of what they were, nor how they can be resolved.
Things to think about for 2011/12
A few things to think about for 2011/12 which will need dealing with over the summer period. We need to bear in mind it being implemented within the Moodle 2 framework.
1. The process of making module selections in Moodle. (/moodlemodules/)
This year, the moodlemodules data gathering exercise seemed to go reasonably well and I think most people were satisfied with the results. Having said this, Occupational Therapy and Modern Foreign Languages modules did have redundant duplications. Not everyone successfully understood their options for creating courses. Additionally, several people were able to edit the courses, meaning that the set of data used to generate the courses one day, could be different the next. At times, this resulted in a onfusing mess of courses, with the same code, but different instances (per semester/per year/per group and so on). This year, we need to ensure a more accurate collection of data by getting people to enter it more effectively.
One positive thing we implemented was a lock on being able to change a module selection, once someone had already been in and activated it. This means that we won't get a whole load of different courses, before someone eventually decides which one is correct.
Proposal for 2011/12
Reset the moodlemodules page so that all modules revert back to No Moodle Course. This will force people back into the system in order to activate their modules for 2011/12.
Ask for a record to be kept of which user made the change from No Moodle Course to the newly chosen course type. This will ensure that we can follow up and ask for justification as to why a course was set in a particular way.
If the 'per year' option is selected, see if there is any way of getting the system to automatically identify (or by asking the user) whether the course runs in SEM1 or SEM2. This will allow filtering on the homepage to work much more effectively.
Consider changing the descriptive data on the page to say something more obvious like:
Which of these options would you like:
Option 1: A single course for all my students to go to, e.g. My module has 1 cohort and only runs once over the academic year. [button: YES]
Option 2: A course for each semester, e.g My module teaching is split between two different teachers or cohorts, over the academic year.[button: YES]
Option 3: A course for each of the different student groups, e.g. I want my part-time students to have one course and my full-time students another.[button: YES]
Option 4: A course for each semester and for each of the different student groups, e.g. My module is split over 2 semesters, with different cohorts or teachers. I want my part-time students to have one course in SEM 1 and another in SEM2 and my full-time students to have a course in SEM1 and another in SEM2.[button: YES]
Option 5: None of the above. I need help deciding which course is the best for me. [button: Contact e-Learning]
We also need to figure out the automated process of copying course content from one module to another. Will save that for a new post.
1. The process of making module selections in Moodle. (/moodlemodules/)
This year, the moodlemodules data gathering exercise seemed to go reasonably well and I think most people were satisfied with the results. Having said this, Occupational Therapy and Modern Foreign Languages modules did have redundant duplications. Not everyone successfully understood their options for creating courses. Additionally, several people were able to edit the courses, meaning that the set of data used to generate the courses one day, could be different the next. At times, this resulted in a onfusing mess of courses, with the same code, but different instances (per semester/per year/per group and so on). This year, we need to ensure a more accurate collection of data by getting people to enter it more effectively.
One positive thing we implemented was a lock on being able to change a module selection, once someone had already been in and activated it. This means that we won't get a whole load of different courses, before someone eventually decides which one is correct.
Proposal for 2011/12
Reset the moodlemodules page so that all modules revert back to No Moodle Course. This will force people back into the system in order to activate their modules for 2011/12.
Ask for a record to be kept of which user made the change from No Moodle Course to the newly chosen course type. This will ensure that we can follow up and ask for justification as to why a course was set in a particular way.
If the 'per year' option is selected, see if there is any way of getting the system to automatically identify (or by asking the user) whether the course runs in SEM1 or SEM2. This will allow filtering on the homepage to work much more effectively.
Consider changing the descriptive data on the page to say something more obvious like:
Which of these options would you like:
Option 1: A single course for all my students to go to, e.g. My module has 1 cohort and only runs once over the academic year. [button: YES]
Option 2: A course for each semester, e.g My module teaching is split between two different teachers or cohorts, over the academic year.[button: YES]
Option 3: A course for each of the different student groups, e.g. I want my part-time students to have one course and my full-time students another.[button: YES]
Option 4: A course for each semester and for each of the different student groups, e.g. My module is split over 2 semesters, with different cohorts or teachers. I want my part-time students to have one course in SEM 1 and another in SEM2 and my full-time students to have a course in SEM1 and another in SEM2.[button: YES]
Option 5: None of the above. I need help deciding which course is the best for me. [button: Contact e-Learning]
We also need to figure out the automated process of copying course content from one module to another. Will save that for a new post.
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