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Moodle 3 E-Learning Course Development

You're reading from   Moodle 3 E-Learning Course Development Create highly engaging and interactive e-learning courses with Moodle 3

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Product type Paperback
Published in May 2018
Publisher
ISBN-13 9781788472197
Length 432 pages
Edition 4th Edition
Tools
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Authors (2):
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William Rice William Rice
Author Profile Icon William Rice
William Rice
Susan Smith Nash Susan Smith Nash
Author Profile Icon Susan Smith Nash
Susan Smith Nash
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Table of Contents (16) Chapters Close

Preface 1. A Guided Tour of Moodle FREE CHAPTER 2. Installing Moodle 3. Configuring Your Site 4. Creating Categories and Courses 5. Resources, Activities, and Conditional Access 6. Adding Resources 7. Adding Assignments, Lessons, Feedback, and Choices 8. Evaluating Students with Quizzes 9. Getting Social with Chats and Forums 10. Collaborating with Wikis and Glossaries 11. Running a Workshop 12. Groups and Cohorts 13. Extending Your Course by Adding Blocks 14. Features for Teachers 15. Other Books You May Enjoy

Understanding assignments


If you would like your student to demonstrate that they have achieved mastery of a skill set or a body of knowledge, you will need to develop a way of assessing it. One good approach is to develop an assignment. An assignment in Moodle gives you space to check the student's knowledge, allow the student to have a sandbox experience, requires the student to complete an assessment of competency, which can involve high-pressure "winner takes all" kinds of assessments.

What you can do with an assignment

The options in the assignment activity give you many choices in how to run the assignment. Before we look at how to create an assignment, let's look at what you can do with it and what features you want to use in the assignment.

As we start, take a look at the icon that indicates that you've created an assignment:

Types of work students can submit

All the following options can be combined. For an assignment, you can require the students to do these:

  • Submit one or more digital...
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