05070nam 2200721 a 450 991097543050332120240516182906.09781282501867128250186097818495100731849510075(CKB)2400000000001013(EBL)944970(OCoLC)796383986(SSID)ssj0000332263(PQKBManifestationID)12082723(PQKBTitleCode)TC0000332263(PQKBWorkID)10333454(PQKB)10330983(Au-PeEL)EBL944970(CaPaEBR)ebr10442995(CaONFJC)MIL250186(PPN)165701250(FR-PaCSA)88852001(MiAaPQ)EBC944970(FRCYB88852001)88852001(DE-B1597)722020(DE-B1597)9781849510073(EXLCZ)99240000000000101320110222d2010 uy 0engur|n|---|||||txtccrMoodle 1.9 teaching techniques creative ways to build powerful and effective online courses /William Rice and Susan Smith Nash1st ed.Birmingham, U.K. Packt Pub.20101 online resource (216 p.)Includes index.9781849510066 1849510067 Cover; Copyright; Credits; About the Authors; About the Reviewer; Table of Contents; Preface; Chapter 1: Developing an Effective Online Course; The Moodle advantage; What will we accomplish with this book; Some Moodle requisites; Standard modules; Instructional principles and activities; How does learning take place in an online course?; How people learn; Categories, classifications, schemata; Social learning; Emulatory learning; Communities of practice; Social practice; Experiential learning; Conditions of learning; Behaviorism; Course-building components in Moodle; Resources; BookLink to a file or websiteActivities; Assignment; Choice; Database; Forum; Glossary; Quizzes; Journal; Lessons; Wiki; Course Timetable; Instructional principles and activities mapped to Moodle features; Summary; Chapter 2: Instructional Material; Selecting and organizing the material; Creating a separate group for each student; Enrolling students; Creating a group for each student; Guiding and motivating students; Creating the learning environment; Asking permission and setting a policy; Type of forum; Single simple discussion forum; Standard forum; Keeping discussions on trackUse a custom scale to rate relevanceSplit discussions; Will splitting change the meaning; Will splitting move replies you want to keep in place; Monitoring student participation in a forum; Who has posted to a forum; What postings has a student made; Summary; Chapter 3: Collaborative Activities; Interaction involves collaboration; Uses of chat; Test preparation and online study groups; Creating study groups; Groups carried over to other activities; Key settings for study groups in chat; Assigning review topics; Kinds of questions; Reviewing papers and other assignmentsCreating a one-on-one chatGuest speakers; Including chats from previous classes; Copying a transcript; Foreign language practice; Preparation for foreign language chat; Compiling and reviewing chat transcripts; Copying chat transcripts; Assigning a chat transcript as an editing exercise; Tips for a successful chat; Basic chat etiquette; Prepare for a definite starting and ending time; Limit the number of participants; Prepare a greeting for latecomers; Focus; Insert HTML; Summary; Chapter 4: Assessment; Keys to successful assessment; Taking the fear out of assessmentAssessment with quizzes and distributed practiceAdvantages and limitations of distributed practice; Opening and closing quizzes at predetermined times; Indicating that a quiz is closed; Use quizzes for frequent self-assessment; Exclude self-assessment quizzes from the Gradebook; Making a quiz-a learning tool; Questions must be specific; Adding feedback to quiz questions; Feedback for a multiple choice question; Feedback for a numeric question; Reinforce expertise with timed quizzes; Host a proctored, timed test from a secure location; Different kinds of network addresses; Full IP addressesPartial IP addresses and private networksCreative ways to build powerful and effective online coursesComputer-assisted instructionComputer programsHandbooks, manuals, etcOpen source softwareHandbooks, manuals, etcComputer-assisted instructionComputer programsOpen source software371.334Rice William1608196Nash Susan Smith1958-262348MiAaPQMiAaPQMiAaPQBOOK9910975430503321Moodle 1.9 teaching techniques4339187UNINA