Moodle Training Documentation 3 (Replaces Moodle Magic)€¦ · Moodle Training Page 2 Moodle is the Learning Management System (LMS) selected by NDUS ALT. It is an open source LMS

Presented by

NDUS ALT

2009

Moodle Training

Moodle Training Page 2

Moodle is the Learning Management System (LMS) selected by NDUS ALT. It is an open source LMS that was developed by the education community to meet the needs of educators. Moodle URL: http://lms.ndus.edu/

On the Front page, enter user id and password in the login block. The instructor’s courses will appear. Choose a campus category by clicking on the name. The number of courses that are offered by the campus is listed on the right. ______________________________________

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The campus category may be branded and customized for the individual campuses. The courses that are available to the instructor/learner are displayed. Click on the appropriate course. The main page of the course will display.

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Building your course To begin to edit or add elements to your course, click the ‘Turn editing on’ button. The editing buttons appear in the different blocks and topics. The resource and the activities dropdown

menus appear in the weekly sections. Blocks will be displayed along the left and the right side of the page. These blocks are the defaults. They can be deleted from the course. Blocks may be added as the course is developed.

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The ‘Weekly’ format will be used in this example. The ‘Weekly outline’ should be a more descriptive name of the course and provide links to the class syllabus and other pertinent information. Click on the above the News forum to edit the Summary area.

The will provide the user with more information about the particular element next to it.

Click in the textbox area and begin to add the class information. The font can be changed and pictures and symbols can be added. Click the picture frame to add a picture. Find the picture by clicking on the ‘Browse’ button. Click on the picture and ‘Upload’. When the picture appears on the left pane, select it and enter an ‘Alternate text’. Click ‘OK’ and it goes back to the Summary textbox. __________________________________________

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To add the syllabus to the course, click the ‘Add a resource’. Choose the ‘Link to a file or web site’. Go to the ‘Link to a file or web site’ section. Click on ‘Upload a file’. If the file is not in the file list; click the ‘Upload a file’ button and then ‘Browse’. Select the file and upload. Click on the ‘Choose’ button beside the file. The file will display in the ‘Link to file or web site’ section. Click ‘save and return to course’ button at the bottom of the window. The main page will return and the link to the syllabus will be displayed.

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Defining the course content is an essential part of the class. If the course content is consistent, informative and also engaging, student anxiety will be decreased and it improve their ability to learn. The Weekly format will allow the educator to place all the information that pertains to a particuliar week in one location. The student can link to files, display videos, and take quizzes that are required for that week. The educator can load up all files and reference material at one time and access and apply them as they develop their course.

Adding Resources Click the down arrow on the “Add a resource”; to display the different resources that can be added to the section. Click on the ‘Compose a text page”. The text page will be added to instruct students about the assignments for the week.

Add the title or the summary to the text file. The text information will not be displayed to students and therefore is optional. Go to the ‘Compose the text page’.

This is where the class assignment information should be entered. After the information is entered, click the ‘Save and return to course’ at the bottom of the page. _____________________________________________

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Note: If the week session displays a closed eye on the right corner, the week will be invisible to the student. Click on it to change the display to be visible to students.

Switch to student role to view main page.

The student view will be displayed and the text file will be viewable. It is important to remember to view all changes to the course as a student. The display of the student is different than the teacher and may not display the way it was intended. This is a good way to correct mistakes and oversights before problems are encountered.

In the upper right hand corner click the Return to my normal view and ‘Turn editing on’.


Ctrl + C to copy.

Link to a web site

Insert a link to a web site. On another Firefox tab locate the website. Select the address area/URL and click Ctrl + C to copy the address to the clipboard.

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Enter a Name for the link. The summary can be used to give further instructions. Clear the http:/ information in the Location box. Click the Ctrl + V inside the box to paste the URL address into the box. Click on the down arrow in the Window section to choose “new window”. When a student clicks on the link, they will leave Moodle and a new tab will open to display the link. They can click

on the Moodle tab to go back to course. Both the course and the article can be open. Go to the bottom of the page after all changes are made. Click ‘Save and return to course’.

If the eye is not displayed beside the file, it will not be visible to students. Also notice that the eye is now missing from the section and will need to be reset.

Click the section eye and both will appear. Display the main page as a student to verify the student’s view.

When you are satisfied with the student’s view, click on the ‘Return to normal role’ in the upper right hand corner. Turn ‘editing on’ to continue modifying the course.

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Add an Activity

In Moodle, the dropboxes can be placed in the section that the assignment is required. Click on the ‘Add an activity…’, go to the Assignments section and choose ‘Advanced uploading of files’. We will set some of the requirements for the assignments. Make sure that your requirements are detailed. Set the grading scale. The available date and the due date information will display in the course calendar on the main page to serve as a reminder to the student when assignments are due. Make sure that the ‘Maximum size’ is set to a number

that is adequate to receive the student files. Audio, pictures and databases will require a larger file size allowance.

For a more detailed explanation of the options click on the . ________________________________________________

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This is the display the student will have when they click on the dropbox link. The detailed information that was entered on the Assignment summary is shown in the top textbox. If the students are allowed to submit notes with their file it will be noted here.

Once the student uploads the file, the instructor’s main page will display the uploaded information in a block in the right section.


Add a Forum

Click on the ‘forum’ under the ‘Add an activities’ menu on the main page. The forum is an area where the instructor and the students can discuss a related topic. They can view each others’ comments and respond. This is a good way to encourage class involvement. There are different formats for forums in Moodle. ‘A single simple discussion’ will be used for this forum. Enter the discussion topic in the text box. After the options are set, click ‘Save and

display’ at the bottom of the page. Once the forum is reviewed, click on the class bread crumb to go back to the main page. The ‘Force everyone to subscribe’ would send an email every time an update was made to the forum.

Now, the first week of class has a text file that describes the assignments for the week. It has an article the students will link to and read. The student will write an essay and submit it to the dropbox and finally the student will participate in a discussion group. The assignments will display in the events calendar when a close date is specified on an activity.

Adding Blocks

Blocks add functionality to the course. As activities are added to the course an Activity block will appear to give easy access to the activities; such as assignments, forums and resources. Some of the features are available only when you specify it as a block. Adding a block can be done when the teacher and/or course creator is in the edit mode.

Click ‘Turn editing on’. The ‘Blocks’ will appear in the lower right hand corner. Click on the down arrow and select ‘calendar’. This will place the calendar block in the right section of the main page of the course.


To delete a block, click on the ‘X’ below the title of the block. If the eye does not appear the block will not be seen by students. will assist in moving the block to another location on the left side of the content area or up the current section. ______________________________________________________________

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______________________________________________________________ Click on the ‘Block’ down arrow and select the ‘Course Mail’ block. This will insert an internal

mail block into your course. You can email students and they can email you. The email will help the instructor to keep course correspondence between the students in the course and make it easier to manage. A block can be inserted and evaluated for its effectiveness in the course. It can be deleted from the course main page if it does not prove to be of value.

Adding a quiz

Moodle’s quiz module is one of the most complex pieces of the system. The community has added a large number of options and tools to the quiz engine, making it extremely flexible. You can create quizzes with different question types, randomly generate quizzes from pools of questions, allow students to re-take quizzes multiple times, and the computer will score it.

Click on the down arrow for ‘Add an activity’ and choose quiz. ________________________________________

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This will bring you to a menu that will allow you to describe the quiz, select quiz requirements and select when the students can access the quiz. The questions for the quiz are not entered into this area. They will be added in a different section.


Give the quiz a descriptive name. Enter instructions for the quiz in the textbox area. If the quiz is restricted to a timeframe you would set that in the timing section. To activate the option, take the √ off the Disable box. Time limit may be used to make it more difficult for the student to have time to reference outside text. ________________________________________

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If the quiz is taken in a classroom setting, shuffling the questions would make the questions random and may discourage students looking onto other screens during the quiz. In some cases, the student may be permitted to have as many attempts at a question as it takes to get it right. This is the ‘Adaptive mode’. Each attempt may result in a reduction in point value for the question.

In the Quiz activity, it is important to click on the help for a better understanding of the implications of a selection.

The ‘secure’ window would open the test in a new window. It will prevent the student from trying to exit out of the window to access other information on the computer. If a password is set for the quiz, the student will not be able to access the test until the instructor has supplied the password if there is one. This also prevents unauthorized access to the quiz. At the bottom of the page click ‘Save and return to course. _____________________________________________


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The quiz is displayed in the week that was selected. ______________________________________

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Click on the Questions link under the Administration block to build a question bank for quizzes.

Create a category for your questions. Click on the category tab. The questions will be added to the category and the instructor can pick and choose which questions to place in the quiz. ______________________________________________

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Click the ‘Add category’ at the bottom of the page after you have named and described the category. The category will display under class listing. Click on the Questions tab to begin building the question bank. More categories may be added at this time.

Choose which category to add the questions to. Click on the down arrow on the ‘Create new question’ to choose which question type to build. The is icon is a good reference, if you are unclear about the question types. Choose ‘Multiple choice’.


Click on the down arrow of the Category and choose the ‘Technology’ category. The question name is very important and is displayed when adding questions to the quiz. Make sure it is descriptive. The textbox is where the questions are entered. There are many options for the display of the questions. Pictures, symbols, and links are just some of the options that can be placed in the question. In the ‘Embedded question’ type, audio files can be placed in the question. Setting the grade point value is important. The

penalty factor is used if the student can have more than one attempt on the question (adaptive mode). This was set when the quiz was built in the previous section. This will be the percent that is removed from the question value with every incorrect attempt. General text can be displayed after the student attempts the question. This is not required.

The ‘Choice’ section is where the answers and responses are set. In this example, the first choice is an incorrect answer that will be display to the user. So the grade value is ‘None’. The textbox is the information that will be displayed to the students if this answer is chosen. The second choice will be the correct answer. The point value on the previous screen was set to 1. The grade percent will be set to 100%, so the student will receive full point value. The text box is the information that will be displayed to the students if this answer is chosen.

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The Category the question is added to will appear and the question name will appear. The question may still be modified at anytime. Create a new True/False question. _____________________________________________

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Make sure the right category is selected. Enter the question name and the question text. Verify the options and make appropriate changes.

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Identify if the correct answer is either ‘True’ or ‘False’. Feedback is optional. If feedback is entered it will display after the student answers the question. Note: the feedback for the question is displayed after the question is submitted. Moodle does not consider the question answered until submission. Click the ‘Save changes’ at the bottom of the page.


The Import tab will allow you to load previously created quizzes with other formats. Not all formats will be imported. Sometimes copy and pasting questions are the only option. Click on Browse, locate the quiz file on the desktop and upload. Note: It is important to guide your students to download Mozilla Firefox at the beginning of the class. It is less confusing for the students to follow along if both the instructor and the student are looking at the same display. Internet Explorer does not always display the information as it was originally formatted.

Click on the course breadcrumb to go back to the main page of the course. The questions have been added to the question bank. Now the questions can be added to the quiz that was scheduled. _____________________________________

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Adding questions to a quiz is the easiest part of setting up a quiz. Edit mode is not required to add questions, just click on the quiz that was scheduled. This will bring up a menu that displays the categories and questions.


On the right side, choose the category that the questions are in. It is possible to pull questions from more than one category. For instance, a final exam may consist of questions from different categories that were covered through the semester. Once the category is selected, click in the next to the question to select the question. After the questions are selected, click the ‘Add to quiz’ button.

The questions appear on the left size. The order of the questions can be changed. You can change the category and add more, after the questions from one category are selected. Make sure that the total point value of all the questions adds up to the Maximum grade that is displayed. The questions can be modified by clicking the next to the question. Click the ‘Update this Quiz’ in the upper right hand corner to accept all questions into the quiz.

It will bring back the quiz menu to continue with updating. Click on the ‘Save and return’ button on the bottom of the screen, if there are no further updates.


Loading Files

The files that are used in the course may all be loaded in a course folder. The files will already be available to select and utilize, as the course is being created. On the Administration block in the left section, click on the Files. __________________________________________________________________

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It is important to organize your files. The files can be used across your courses. Create appropriate folders, such as; Videos, and CIS101. Click the folder that the files will be uploaded to. _____________________________________

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Click ‘Make a folder’. Enter the name of the folder; click create.

At the file/ folder menu click on the folder that was created. Click the ‘Upload a file’. The breadcrumb will identify which folder that it will upload the file to. Begin to upload files.

The file will appear in the folder that was created. The files can all be placed in a zip file and saved to your computer, after all files and folders are loaded and the course is fully developed. This

can be used as a personal backup of the files and also an easy way to load future courses with the same material. Click the Parent folder to go back to the main folder page.


Select the files to archive or backup by clicking on the next to the file name. Once all the files are selected, click the ‘With chosen files’ down arrow. Select ‘Create zip archive’. This allows all the files to be created in a compressed file. Give the zip file a descriptive name and click ‘Create zip archive’. The file will appear in the file list. Right click on the file and select ‘Save Link as’.

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The zip file will save where the default is for downloads.

Using Course Mail

Remember that the Course Mail block was added earlier. Now let’s make it a useful tool for the course. When the user ID is built, the user’s email address is entered. Most of the email notifications will go to that address. The Course Mail is for email correspondence with the participants in the class. Click on the class participants on the upper left corner of the main page. This will list those enrolled in the class and the instructor.


Wimba Live Classroom

Wimba Live Classroom has been integrated into Moodle. The instructor will not have to add the students to the classroom. Wimba will take the participants in the course and add the students automatically. Wimba Live Classroom allows the instructor to interact with students online in a classroom setting. Office hours can be set to allow students to come online and chat with the instructor during set times. Wimba Live Classroom will also allow students to collaborate online with other students on projects.

In the edit mode, click on the down arrow for ‘Add an activity’, and choose ‘Live Classroom’. ___________________________________

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There is a specific format that should be used when setting up a classroom in Moodle.

Add an appropriate name. By default, Wimba has 4 classrooms. It is recommended to create a room that is more descriptive for your course. These are some classroom recommendations.

1 classroom for student presentation.

1 classroom for virtual office. 1 classroom for synchronous

meetings. 1 classroom for asynchronous

lectures.

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Creating User Accounts and Rooms

PART 1: Creating User Accounts or Room ID User accounts will be created for individuals that wish to use for meetings or classes not held within Blackboard/WebCT/Moodle. User Account E-mail the ALT Wimba Contact, Cheryl Thompson: [email protected], with the following information:

Full Name: Example – Sam Jones Campus: (it will be abbreviated) Example: NDUS Login Name – the options are: Campus Initials (all upper case) _first letter of first name, last name (all lower case) Example - NDUS_sjones

OR Campus Initials (all upper case)_first name_last name Example - NDUS_Sam_Jones Password: Do they have a preference? If not, they will be given campus + current year. Example: NDUS2009

Room ID (Passcode) To allow students/participants access to the Wimba Live Classroom, a Room ID (essentially the passcode) needs to be created. You can ask the presenter if they have a preference for a passcode name. It will begin with the campus initials. Suggestions include numbers or abbreviation of room or department as shown below:

State College Instructional Tech Group: SC_ITGroup or SC_ITG State College History 101: SC_Hist101 Distance Ed Meeting Room: DistEd

E-mail the ALT Wimba Contact, Cheryl Thompson: [email protected], with the following information: (Example provided)

Room ID: (this will include campus abbreviation and what you want for ID) NDUS_NRM Purpose or Person using it: (provide Professor’s Name/Staff member making request or Dept).

o Example: NDUS Natural Resource Management Dept. or Professor Forrest Green Password: there will be none

Create User Account Timelines Please submit information at least 24 hours prior to using the Wimba Live Classroom. This allows time to create the account and for the campus site contact to create the room. Creating Guest User Accounts On occasion the instructor/presenter may wish to have guest presenters for a class or meeting. This is possible in a few ways: For Classes within Blackboard/WebCT/Moodle

Participant/student would send the PowerPoint slides to the presenter prior to the event. The presenter would then select ENABLE on the e-Board to allow the participant/student to present with the instructor/presenter pushing the slides.

Make all students/participants presenters. For Classes/Meetings not using Blackboard/WebCt You have the same two options as above, in addition, you can:


Create a user account for the individual and then delete it after the presentation. Create a generic user account for guest presenters. For example:

VCSU Music 101 class - the user name would be VCSU_Mus101Guest

PART 2: Creating the Rooms and Assigning Room Access

Step 1: Go to: www.ndivnlc.wimba.com/admin Login in with your user name and password.

Step 2: You will enter the Room Management page. Click on New Room button on far right.

Step 3a: Create Rooms for Classes New Room ID: Rooms are created with the campus initials first then the name of the room. No apostrophes. Format is: Campus abbreviation _semester code_course number

Example: VCSU_0910_EDUC100 Semester Term Codes: 0910 = Fall 2008 0930 = Spring 2009 0940 = Summer 2009 1010 = Fall 2009 If more than one section for the same class, you may have to add it after the course number. Example: VCSU_0930_EDUC100_Sec1 Title: Format for classes is campus abbreviation and name of class. Example: VCSU Educ 100

Description: If known, please include purpose of room. Presenter E-mail: e-mail of instructor, presenter or facilitator that will be using the room.


Step 3b: Create Rooms for meetings New Room ID: Campus abbreviation_room name Example: NDSU_ITS_TrainingRm or NDSU_ITS_Training_Room Title: Keep the title the same as room id if possible. Include the campus initials in the Title. Example: NDSU ITS Training Room, Description: Optional, type in purpose of room. Presenter E-mail: e-mail of instructor, presenter or facilitator that will be using the room.

Step 4: Set up Room Settings under Room Settings tab. Click on Room Settings to determine what features in the room the presenter/ instructor will want to use: You may wish to check with the instructor or presenter prior to setting this up on what they wish to have access to or their students/participants to have access.

Click on Open Room before finishing

Click on Save Changes when finished



How to Delete a Room Go to: www.ndivnlc.horizonwimba.com/admin Step 1: Login in with your user name and password. You will enter the Room Management page. Step 2: Put a check in the box of the room you wish to delete. See example at right. Step 3: Select “Delete Selected” in the drop down box and click on submit. A pop up window will ask if you want to delete as action is final.

How to Access and Send out Archives Go to: www.ndivnlc.wimba.com/admin Step 1: Login in with your user name and password. Step 2: You will enter the Room Management page. Step 3: Click on Archives. Select the room you wish to send out for the archive by placing a check in the box. Step 4: Click on Open

Step 5: Click on Invite – see the envelope

After clicking on the envelope, you will get this pop up window. Click on Next


Information will be set up in e-mail format for you to make changes to the message and fill in the “to” field. Follow directions as given in the Sending Instructions.

NOTE: The Archive Access feature is only available to those who have room administrator rights. Site contacts are given room administrator rights. It is optional whether you want to give that to the instructor/presenter as well. You will need to make this available for your presenters following their presentation. Updated 02/02/2009

The setup wizard only needs to be run one time per computer.


Once the classroom is developed the instructor’s view will display class tools and all the participants that are currently live in Wimba. Wimba only allow .JPG, .GIF, .PNG graphical formats for upload. It is also recommended by Wimba that the participants use a USB headsets. The student will be required to ‘setup’ Wimba on their computer. The student should access Wimba through a secure computer preferably. If the student changes computers they will have to go through the setup process again.

http://www.wimba.com/support/docs/MoodleModule31_User.pdf is documentation to help the educator to implement Wimba Live classroom in Moodle. Grading

The grades can be accessed, changed and edited through the Administration block. Only the assignments that were created with grading options will show. The instructor can add other ‘offline’ assignments in the grading ? ______________________________________________________________________________ ______________________________________________________________________________

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Reports

Reports can help the instructor keep track of the student’s progression, what areas of the course they have accesses, and how much time they spent on it. ______________________________________________________________________

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Here are some more helpful Moodle Tutorial links.

http://umconnect.umn.edu/moodleorientation

http://docs.moodle.org/

http://www.moodletutorials.org/

http://docs.moodle.org/en/Teacher_documentation


The following document was posted on http://moodle.org

Embedded answers (Cloze)

Embedded answers (Cloze) questions consist of a passage of text (in Moodle format) that has various answers embedded within it, including multiple choice, short answers and numerical answers.

There is currently no graphical interface to create these questions - you need to specify the question format using the text box or by importing them from external files.

Lots of people suggest that Hot Potatoes software is the easiest way to create Embedded answer (Cloze) questions. Once you have created your questions on your PC, you can then import them into Moodle's quiz module.

Import Limitation: You can only import one Embedded Answer question at a time. So if you were thinking of creating a .txt file to import several of these questions at one time it won't work.

Content:

Question set-up

1. Select the question category 2. Give the question a descriptive name - this allows you to identify it in the question bank. 3. Enter the passage of text (in Moodle format - see Format below) into the 'question text' field. 4. Select an image to display if you want to add a picture to the question. For the student, it

appears immediately above the question text. 5. Set the 'default question grade' (i.e. the maximum number of marks for this question). 6. Set the 'Penalty factor' (see Penalty factor below). 7. Moodle 1.7+: If you wish, add general feedback. This is text that appears to the student after

he/she has answered the question. 8. Moodle 1.7+: The editor has been modified and allows you to test if your syntax is good.

The different questions elements decoded will be displayed and syntax errors pinpoint. However, it cannot check if the question decoded is two questions in one because of an error syntax.

1. Click Save changes to add the question to the category.

Penalty factor


The 'penalty factor' only applies when the question is used in a quiz using adaptive mode - i.e. where the student is allowed multiple attempts at a question even within the same attempt at the quiz. If the penalty factor is more than 0, then the student will lose that proportion of the maximum grade upon each successive attempt. For example, if the default question grade is 10, and the penalty factor is 0.2, then each successive attempt after the first one will incur a penalty of 0.2 x 10 = 2 points.

Question rendering

The question answer INPUT HTML ELEMENT ( Short and Numerical) or SELECT HTML ELEMENT (multichoice) are normally displayed in-line with the text.

The size of INPUT HTML ELEMENT ( Short and Numerical) will be adjustable to the length of the longest answer (good or bad) + a random number (0 to 15% total length).(Pierre Pichet 15:37, 26 January 2008 (CST))

The size will adjust to the length of the student response when displayed in the grading and feedback process.

The size of the SELECT HTML ELEMENT (multichoice) adjusts itself automatically to the longest answer.

Format

The Moodle help documentation for Cloze questions gives an example.

For full details of the format for embedded-answers questions, see the detailed syntax explanation below.

NB: Be careful when copying a cloze type question into the WYSIWYG HTML editor, as line breaks tend to get added, which destroys the question.

If the correct answer contains { } # ~ / " or \ you will have to escape them by putting a \ in front of each such character. In the feedback ~ and } must be escaped otherwise it will be interpreted as the next answer or end of the short answer section respectively. Quotation signs: " can lead to trouble anyhow in both places. Use the HTML entity: & quot; (without the space between & and quot;). If you want to have Mathematical symbols there can be problems with the \ used in TeX expressions. One alternative can be to use unicode characters.

See the notes further down about numerical embedded question!

Examples

The following text creates a simple embedded-answers question:

Match the following cities with the correct state: * San Francisco: {1:MULTICHOICE:=California#OK~Arizona#Wrong} * Tucson: {1:MULTICHOICE:California#Wrong~%100%Arizona#OK} * Los Angeles: {1:MULTICHOICE:=California#OK~Arizona#Wrong} * Phoenix: {1:MULTICHOICE:%0%California#Wrong~=Arizona#OK}


The capital of France is {1:SHORTANSWER:=Paris#Congratulations!~%50%Marseille#No, that is the second largest city in France (after Paris).~*#Wrong answer. The capital of France is Paris, of course.}.

Some things to note:

The individual embedded answers are represented by the code in braces {}. The number at the start is the 'weight', so in this case each answer contributes an equal share of

the overall grade. The correct option in each case is preceded either by an = sign or by %100%. The text appearing after the # that follows each option is the feedback that the student will see

if they choose that option. If the student enters 'Marseille' in the final example, they score 50% of the total grade. The asterisk * preceding the "Wrong answer" feedback in the final example means that the

student will see this feedback if they enter anything other than "Paris" or "Marseille".

Detailed syntax explanations

1. all question items within a cloze-type question are coded inside curled braces { } 2. the number which appears between the opening brace and the colon {1: is the weighting of that

item; if it is set at 1 for all the items, it needs not be specified, so you can have {: 3. after the colon we have the item question type: MULTICHOICE, SHORTANSWER,

NUMERICAL 4. NOTE.- If you have installed the REGEXP question type plugin you can also use the REGEXP

question type 5. the syntax for MULTICHOICE and SHORTANSWER is the same; the only difference is in the

displaying of the item to the student 6. the order of the various answers is indifferent (except if you want a catch-all for wrong

answers, see #12 below) 7. a correct answer is preceded with the equal sign = or a percentage (usually %100%) 8. a wrong answer is preceded with nothing or a percentage (usually %0%) 9. you can allocate some points between 0 and 100 to some answers, if you put the appropriate

percentage 10. all answers except the first one are separated from one another by the tilde ~ sign 11. answers can be followed by an optional feedback message, preceded with the # sign; if there is

no feedback message, the # sign can be present or absent, it does not matter 12. note that the feedback message and (since Pierre Pichet 24 May 2008 )in 1.9 the correct answer

are displayed in a small popup window (if and when the correct and or feedback have been declared accessible to the students in the Quiz settings) upon mouse hovering. The popup window has a title "feedback" and you can use HTML tags to format your feedback. In some browsers (For example IE5.5) the form fields can cover part of the feedback windows. It can help to not have the formfields for the answers too close to each other.

13. in the SHORTANSWER type you may want to put a catch-all (wrong) answer in order to send a "wrong, try again" feedback; you can do this by inserting an asterisk * as the very last expected answer in your formula

14. unfortunately in MULTICHOICE MODE it is not possible to get the answers to be scrambled


15. unfortunately in SHORTANSWER mode it is not possible to make the answers case-sensitive except by using a workaround explained in this thread)

Numerical Cloze questions

From the student perspective, a numerical Cloze question looks just like a short-answer question or fill in the blanks.

The difference is that numerical answers are allowed to have an accepted error. This allows a continuous range of answers to be set. You can also express your answer in some different numerical formats. 23.4 23,4 (some countries use , as a decimal separator) and 2.34E+1 (meaning 2.34*10^1) would be interpreted as the same.

False positives

Moodle1.8

Note: the following examples of false positives do not apply to Moodle 1.8+, where you cannot use percentages or fractions as the answers in a numerical Cloze test; Moodle will generate an error if you try to save such a question. However the following may be relevant for earlier versions of Moodle.

More examples: 0.5 accepts .5 0.5 ,5 0,5 0.500 5e-1 5E-1 but not 1/2 50% 50% accepts 50% 50.0% 5E1% 50/100 even 50/1000 50 but not 500/1000 0.5

1/2 accepts 1/2 1/3 1twenty but not 2/4 0.5 0,5 3/6 50% �

� accepts � HALF doesn't even accept HALF (maybe 0?)

If you want to accept several variants you can have them in the same {} but be careful, notice the "false positives" in bold!

Syntax for numerical Cloze questions

The format of a NUMERICAL Cloze question is similar to that of the other Cloze types and they can be mixed in the same question. As with other Cloze tests, you write your question or incomplete text, and add the Cloze code at the point where the student is supposed to enter their numerical answer.

An example of the syntax used is shown below:

Note: It is preferable to write the code in 'source code' mode. The WSIWYG editor can insert linebreaks that make the question not function. The linebreak in the example box below is for readability only! A problem with these questions is the readability of the code! :(

{2:NUMERICAL:=23.8:0.1#Feedback for correct answer 23.8

~%50%23.8:2#Feedback for �credit near correct answer}.

In this example:


2: is the question point weight, which means that this question has twice the weight in the final point(s) for this question as other partial answers with weight 1 (or no declared weight - you can start with {: for the default weight 1) in the same question.

NUMERICAL: says what kind of question it is. It must be in CAPS. =23.8:0.1 = or %100% means correct if the answer is 23.8 with an accepted error of 0.1, then

any number between 23.7 and 23.9 will be accepted as correct. (In the GIFT numerical question one can express an interval like this 13..15 or 14:1 but in Cloze only 14:1 works.)

#Feedback for correct answer 23.8 is preceded by # ~%50%23.8:2 ~ is the separator for answer alternatives %50% means this answer would get

50% of the score that the more precise answer had gotten. Because the tolerance here is 2, 21.8 to 25.8 would get this point and feedback.

The feedback (which is seen within a popup window when the user hovers over the answer space) is formattable with HTML tags. For example, if you want an exponent, surround it with superscript tags: <sup> </sup>. You can even include pictures in the feedback popup, but you must clean out all " characters and save while still in source code mode (not WYSIWYG). So, this works in feedback popup:

#See this picture:<br><img src=Something.gif />}

but not this:

#See this picture:<br><img src="Something.gif" />}

(ALGEBRA and TEX filters don't work in the feedback popups, but they can be very useful in the question writing for math/science expressions). But you can use [unicode] characters.

If you want to give feedback for any answer that didn't fit the intervals you already have specified feedback for, add some BIG general intervals, like for positive answers (if they aren't bigger than 20000 you could add:

~%0%10000.0001:10000#Feedback for unspecified not_right answers}

This would give feedback for anything from 0.0001 to 20000.0001 (that hadn't already gotten feedback). I didn't want to include 0 since that special case as well as negative ought to have specific reactions.

~%0%0#Hey! It can't be zero ~%0%-10000.0001:10000#We just want the size here, so a negative value is not what we want}

Numerical questions could, before version 1.7, also have case-insensitive non-numerical answers. This is useful whenever the answer for a numerical question is something like +inf, -inf, NaN etc.

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