 Advanced Uploading of Files in Moodle
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| Instructor
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E-mail
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Course
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# of Stu.
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Submission Date
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| May Mikati
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mm02@aub.edu.lb
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ENGL204
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23
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05 May 2008
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| Purpose of use
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To improve course administration
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| How it was used
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In this enhanced version of Moodle, the assignment tool accommodates the submission of several files for the same assignment. Therefore, the main assignment was submitted as one file, and the sources were submitted in one or more additional files. Moreover, the advanced assignment tool supports gradual note-taking in the same assignment location, so the teacher can check on students' work at different points in time prior to the final assignment submission, when they upload the file(s) to accompany the notes and click "Send for marking".
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| Course Enhancement
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The new "Notes" feature made a big difference: it helped greatly with assessment, transforming the assignment from a "product" into a "process". In the past, we collected notes at one point in time (e.g. in one file); now we can see them develop gradually.
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| Students Response
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Most of the students responded positively to this new approach.
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| Samples
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Sample (screen shot of the assignment settings in Moodle)
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| Wiki in Moodle
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| Instructor
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E-mail
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Course
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# of Stu.
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Submission Date
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| Natalie Honein
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nh52@aub.edu.lb
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ENGL203
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75
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06 May 2008
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| Purpose of use
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To improve student learning
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| How it was used
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I created a Wiki in Moodle that started off with "Once upon a time," where students in all my sections of English 203 write a story together. The story has taken many turns; it started off with a student taking an English course, who is now somewhere in Africa looking for his biological parents!
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| Course Enhancement
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The activity reinforces my insistence on using writing as a means to learning and ultimately enjoyment, and not only as a serious, required activity.
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| Students Response
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This forum gave students an added, more entertaining factor to the course.
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| Samples
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Sample (screen shot of part of the wiki created by the students)
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| PowerPoint
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| Instructor
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E-mail
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Course
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# of Stu.
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Submission Date
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| Houssam Kasti
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hk31@aub.edu.lb
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UPPMA001
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6
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05 May 2008
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| Purpose of use
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To improve student learning
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| How it was used
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I use interactive PowerPoint where students have handouts with some missing information and exercises that they have to fill in while seeing the slides and solving the exercises then getting immediate feedback also from slides.
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| Course Enhancement
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The time to write notes decreased at the same time more individual engagement in the class discussion took place.
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| Students Response
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They liked it a lot especially that the handouts included notes and exercises then practice took place. Also posting these PowerPoints on the Moodle course gave students access to review what was done and do extra work when needed.
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| Samples
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Sample 1 (Sample of Notes-without solution- available in Moodle)
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| C++ Compiler
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| Instructor
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E-mail
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Course
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# of Stu.
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Submission Date
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| Ali el Hajj
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elhajj@aub.edu.lb
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EECE230
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62
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06 May 2008
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| Purpose of use
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To improve student learning
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| How it was used
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I run C++ programs in class to improve student learning. I use Moodle and Excel to improve course administration.
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| Course Enhancement
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In order to illustrate any topic presented on the PowerPoint slides, I switch to visual studio and I run a sample C++ program. I sometimes modify this program and show to the students the effect of such modification. All C++ programs used in class are made available to the students on Moodle.
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| Students Response
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Students learn more, better, and more efficiently than before.
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| Samples
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Sample (A C++ sample program available in Moodle)
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| Moodle Forums
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| Instructor
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E-mail
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Course
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# of Stu.
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Submission Date
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| Najat Saliba
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ns30@aub.edu.lb
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CHEM206
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90
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06 May 2008
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| Purpose of use
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To improve course administration
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| How it was used
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The use of the open forum option on Moodle was very helpful in preparing for the special project in the analytical chemistry laboratory courses (Chem206, Chem216).
1. The forum for displaying the title of the special project informed students of all projects that were developed by students and this avoided duplication.
2. The forum for displaying the experimental section of the project helped students in comparing their developed experimental procedure to the others who were working on similar experiments.
3. The forum for displaying the abstract for the project created a competition between students in developing the best inviting abstract for their projects. It also allowed the abstract committee composed of 3 members from the same class to compile the abstracts and present them in one document to the whole class.
This was a very interesting and first time experience of this kind. The class was more communicative and interactive.
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| Course Enhancement
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Easier to communicate with students
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| Students Response
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Very well.
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| Samples
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Sample (A Sample Forum in Moodle)
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| Attendance "Quiz" for Feedback
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| Instructor
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E-mail
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Course
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# of Stu.
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Submission Date
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| Nelson King
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nk50@aub.edu.lb
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INFO200
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60
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22 May 2008
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| Purpose of use
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To improve student learning
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| How it was used
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Quiz used both to hold an attendance question but also questions for assessment (progress, understanding of concept explained prior class, etc.), thought questions, mini-case and quick response. See quiz for attendance for technical details.
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| Course Enhancement
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As a learning supplement (quick check or introduce a small case for discussion) then very useful as students make their way into class. I show the responses (cumulative - not individual) to the class and discuss why they chose a particular response. Based on response, I may start lecture by going over points that have been missed. Generally multiple choice so it auto-grades. While pedagogically it would be better to have short reflection paragraphs - then they have to be graded (even to just automatically give them a point) and with our workload not practical.
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| Students Response
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The term "Quiz" frightens them for these assessment questions. I want them to respond and hopefully learn - not get the "right" answer so they can get the points. Hence I don't explicitly count the points.
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| Samples
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Sample 1 (Assessment of Material in Textbook)
Sample 2 (Application from End of Chapter Questions)
Sample 3 (Reflection)
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| Questionnaire
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| Instructor
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E-mail
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Course
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# of Stu.
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Submission Date
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| Ernst Huijer
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eh09@aub.edu.lb
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EECE442L
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22
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23 May 2008
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| Purpose of use
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To improve course administration
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| How it was used
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In this lab course I like to have an automated attendance record. In addition I need to know which students formed which groups. At the beginning of each session each student fills out a very brief on-line questionnaire. In particular they indicate the experiment number and the station number. From the latter information I can easily deduce the group compositions.
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| Course Enhancement
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It facilitates part of the course administration. I have used this method since we revamped this course.
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| Students Response
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The students are used to it now. Each session I remind them and I check their responses.
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| Samples
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Sample 1
Sample 2
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| Calculated questions
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| Instructor
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E-mail
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Course
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# of Stu.
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Submission Date
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| Ernst Huijer
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eh09@aub.edu.lb
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EECE210
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51
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23 May 2008
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| Purpose of use
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To improve student learning
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| How it was used
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The essence of this course is to solve problems. I used quizzes as on-line exercises for students to develop their problem solving skills. Calculated questions are extremely useful because of the so-called wild cards. Every student will be faced with a different set of values in his/her problem. Copying from each other is much harder.
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| Course Enhancement
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- I can direct student's efforts in this course
- I can monitor the level and pace of their activity
- I stimulate students to come during office hours and ask me questions
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| Students Response
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Only some of the students show to be active in the course. Those students indeed come with questions. For the inactive students, we can correlate their inactivity with exam grades.
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| Samples
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Sample 1
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| Turnitin as a Teaching Tool
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| Instructor
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E-mail
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Course
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# of Stu.
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Submission Date
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| John P. Maclean
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jm34@aub.edu.lb
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ENGL203
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25
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17 Nov 2009
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| Purpose of use
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To improve student learning
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| How it was used
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In this course, Turnitin is used as a learning tool more than a plagiarism catcher. The procedure requires a Moodle “Advanced uploading of files” assignment. The following assignment parameters should be set:
- Maximum size – it depends – enough room for 3-5 copies of the paper being submitted.
- Allow deleting – NO (Prevents students from “testing” a paper from a paper mill and then deleting/replacing it if they see a high similarity index. You can see and deal with it if this happens.)
- Maximum number of uploaded files – I suggest 3-5. How many times do you want them to be able to go through this procedure to reduce their inadvertent plagiarism?
- Use Turnitin submission – YES
- Show Turnitin score to student – YES
- Show Turnitin report to student – YES
- When should the file be submitted to Turnitin – Submit file to TII when first uploaded.
This procedure allows students to review their Originality Reports and evaluate any similarity found. If there is illegitimate similarity (that is NOT intentional or grossly negligent), students have a chance to revise their papers and resubmit it. You as an instructor will have copies of all their submissions and originality Reports, thus you will be able to see their progress.
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| Course Enhancement
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- Students will learn how to avoid plagiarism.
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| Students Response
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It takes a while for them to get it - it stretches them - and thus some are not thrilled. ""...but it's good for you!!""
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| Samples
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Sample 1 (Assignment settings)
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