Moodle activity and resource types

Once learning materials are uploaded as a resource, it is very rare for them to change. Resources should be used if teaching staff do not plan on requiring students to update or collaboratively work on what is being shared.

• Book - A multi-page resource that is formatted like a digital book, containing chapters and sub chapters. A good way to keep the course home page neat and short is to place a sequential lesson content within a book. The book can be used, to display reading material for individual modules of study, as a staff departmental handbook or as a showcase of a student's portfolio.

• File - Avoid lengthy scrolling of a course module as it can store course content within a clickable dedicated file page. Where possible, files will be displayed with the course interface, for files which can not be opened, a prompt will appear asking students to download it. A file can be used, to share lecture slides or to share course outlines and learning outcomes.

• Folder - enables teaching staff to combine a series of files together to one location. A folder can be used, to merge separate tutorial worksheets and answer papers together, for a series of files on one topic, for example a set of past examination papers in pdf format or a collection of image files for use in student projects or to provide a shared uploading space for teachers on the course page (keeping the folder hidden so that only teachers can see it).

• IMS Content package - An IMS content package merges files together into an agreed standard so it can be reused in different systems. Files can be uploaded a zip format and added to courses as a resource. Content can be displayed and navigated over several pages. There are various options to displaying content such as in a pop-up window, with a navigation menu or through the use of buttons. An IMS content package may be used, to present multimedia content and animations. 

• Label - The label module allows text and multimedia to be added directly into the course page. Labels are very flexible and can help improve the visual appearance of the course if used thoughtfully. A label can be used, to split up a long list of activities with a subheading or an image to embed a sound or video directly on the course page or to add a short description to a course section.

• Lightbox Gallery - Enables a gallery of images to be displayed directly on the course page. As a course teacher, you are able to create, edit and delete galleries. Small thumbnails will then be generated, which are used for the thumbnail view of the gallery. Clicking on any of the thumbnails brings that image into focus, and allows you to scroll through the gallery at your leisure. Using the Lightbox scripts creates nice transition effects when loading and scrolling through the images.

• Page - Enables teaching staff to create dedicated web pages using the built-in text editor. These newly created pages can display a range of multimedia formats such as text, images, sound, video, web links and even embedded code. One major advantage pages have over files is that it is easier to update and is generally more accessible than files. For large amounts of content, it's recommended that a book is used rather than a page. A page may be used, to present the terms and conditions of a course or a summary of the course syllabus or to embed several videos or sound files together with some explanatory text.

• URL - Enables teaching staff to directly add web links into their course page. URLs can direct participants to any freely available online resource and not necessarily just home pages. The URL of a particular web page may be copied and pasted or a teacher can use the file picker and choose a link from a repository such as Flickr, YouTube or Wikimedia. URLs have a range of options and can be set to open new windows, or passing information, such as a students name, to the URL if required. Only use this module if necessary as other resources can have URLs embedded within text via the text editor. A URL may be used, to redirect to external learning resources or to link meetings and online classes.

Activities are interactive content in courses that can be added to perform a variety of tasks. They can be loosely grouped into the following areas.

Similar to 'Resources' these activities will students to interact with what is being give either by answering prompts or contributing their own works. 

• Checklist - allows teaching staff to create a checklist or to-do list for students to mark off as they work through it.

• Database - The database allows academics and students to collaborate on building a searchable bank of record entries relating to any topic. The format and structure of the entries can be almost unlimited, including images, files, URLs, numbers and text.

• External tool - Enables students to interact with learning resources and activities on other web sites. External tools differ from URLs as it supports updating Moodle grades, provides information to the user who launched the tool to the site and provides a secure connection between the student and site. To create an external tool activity, a tool provider which supports LTI (Learning Tools Interoperability) is required.

• Lesson - Lessons can be used to create programmed learning units in which each correct answer brings up a new piece of information and a new question. Lessons can simply be used to enforce sequential viewing of various pieces of content. Moodle’s Lesson tool lets you create quite complex branching lessons.

• SCORM Package - SCORM Packages allow teaching staff to upload any Packages of SCORM which are a collection of specifications that enable interoperability, accessibility and reusability of web-based learning content. This type of content is created using HTML, JavaScript, SWF files and (for non-technical users) SCORM authoring software.

• H5P - Provides interactive content such as presentations, videos, games and quizzes and other multimedia to be uploaded to the course. Any question attempts are marked automatically, and the grade is recorded in the gradebook.

• Pearson Custom Link - Directly access MyLab/Mastering or Course Connect experience without the need for the user to create a new account, a course, or to log in a second time. Instructors can work with their Pearson representative to design the course experience they wish their students to have.

• Reading game - The game challenges players to craft interesting questions on the course's content knowledge and activities that other players can learn from and improve upon. The Reading Game's design includes a windowed leaderboard, targeted progress bar, leveling-up, differentiated rewards and a stepped feedback system to motivate students in a similar way to online games played purely for fun. The challenge of creating questions requires that students have read, watched, listened, discussed, or experienced the content knowledge.

• UNSW Lecture Recordings+ - A service based on Echo360 technology, that supports learning and teaching in a range of teaching modes with tools that can be used by students before, during and after class. When activated for a course, it enables automated capture of lectures with recordings available to students via their Moodle course site. This tool will provide teaching staff with a direct link to lecture recordings.

These are the main activities which can be used to engage a student's understanding of the course material, usually through grading submissions.

• Active quiz - Enables teaching staff to create and conduct quizzes in real-time. Group attendance is possible so points given during the active quiz will only be applied to the participants that attended the session.

• Feedback - The feedback activity can be used as a student-survey tool. Teaching staff can set responses to be anonymous and view responses as a summary, analysis format or by individual users.

• Quiz - Can be used to create quizzes with flexible options as to how they are conducted. Allow students to answer randomly from a pool of questions or attempt the quiz multiple times if necessary.

• Assignment - Create gradable items which students can then digitally upload their submissions on. Set additional options such as reminders and activity completion requirements. 

• Turnitin Assignment - Creates a Turnitin Moodle Direct assignment which links an activity in Moodle to an assignment / assignments on Turnitin. Once linked, the activity allows instructors to assess and provide feedback for student's written work using the assessment tools available within Turnitin's Document Viewer.

• Workshop - A peer review/peer assessment tool, the UNSW Workshop tool allows the instructor to define several aspects of a task by setting up multi-criterion evaluation or rubrics. Students submit their own work; then they assess others' submissions, considering each task aspect separately, giving feedback, and suggesting a grade. They are then graded on both their own submission and their effectiveness in assessing their peers' work.

• Collaborate Ultra - a virtual classroom system that allows for complex online interaction. Sessions can be large, open group presentations that can easily break into smaller groups for discussion and group work.

As the name suggests, these activities provide methods in which staff and students are able to communicate with one another. Additionally, forums provide the most common method for staff to post crucial announcements  or provide staff a thread to answer FAQs. 

• Announcement Forum - An announcement forum is automatically created alongside the creation of the course. Only teaching staff may post in this forum which is used to post general announcements.

• Forum - An online discussion board which enables staff and students to post messages to each other publicly. 

• Chat - The Chat tool allows students and teachers to have real-time synchronous text-based discussion in an online chat room.

• Dialogue - A two-way text-based communication tool which enables teaching staff and students to privately talk individually or with a group.

• OU Blog - Allows for the creation of blogs within a module. These blogs can be module-wide blogs, group blogs or individual blogs. The activity can be renamed to reflect its use case.

These activities allow teaching staff to collaboratively work with students through discussion or contributing to the course learning materials.

• Glossary - A tool for embedding glossaries of terms used by practitioners in your area of study. Glossaries can be created interactively, with students contributing terms and definitions.

• Media Collection - A tool for creating galleries of images, audio and video, which students can contribute to and be assessed on.

• Wiki - a collection of collaboratively authored web pages, beginning with a home page that students can edit, and to which they can link more pages. Wikis can be created at course, group and individual level.

• OU Wiki - an alternative to the Moodle 'Wiki' activity. The OU wiki is more flexible than the standard Moodle wiki in many ways, teachers can mark OU wiki and the marks sent to the Moodle Gradebook, time limits can be set for users editing wiki pages, teachers can create reusable templates, an annotation system allows teachers to provide feedback on students' contributions, OU Wiki has an extended page history management tool (per page and activity-wide).

• StudentQuiz - Allows students to add questions for the crowd. In the StudentQuiz overview, students can filter questions. They also can use the filtered questions in the crowd to practice. The teacher has an option to anonymize the created by column.

Whilst not directly impacting a student's learning, these activities can be used to re-enforce their engagement and participant regarding course content. Additionally, students can have the option to form groups with each other.

• Certificate - allows automatically generated certificates for students who meet conditions set by teaching staff.

• Choice - Present students with a single question and a number of answers to choose from. Choice is one of 3 survey-type tools in Moodle - visit this comparison page before you choose which to use.

• Questionnaire - The Questionnaire tool is for data-gathering, not for assessment. Use it to obtain student feedback or opinion. This tool offers a variety of question types: for example, check boxes, radio buttons, essay boxes, rating/scaling.

• Group Selection - After setting up groups, let students choose which group they want to join. You can specify maximum numbers for the groups.

• Team Builder - Team Builder is a tool to assign students to Moodle groups based on their answers to a series of questions that teaching specifies. This tool can be used to group students based on similar interests or ensuring that each role in a team is filled out.

• Attendance - The attendance activity module enables a teacher to take attendance during class and students to view their own attendance record. The teacher can create multiple sessions and can mark the attendance status needed. Reports are available for the entire class or individual students.

• Scheduler - Helps set up appointments with students, teaching staff can choose time slots they are available which students can then choose to book a time slot for discussion.