×
I'm not in it for the income. I'm in it for the outcome.

I'm not in it for the income. I'm in it for the outcome.

× New To Moodle

Hints and Tips for Setting Up Online Learning

More
3 years 3 months ago - 3 years 3 months ago #1234 by DigitalTeacher
Replied by DigitalTeacher on topic Hints and Tips for Setting Up Online Learning
RSS feeds can be used to get mail from a Moodle Activity

https://docs.moodle.org/29/en/Using_RSS_feeds
Last edit: 3 years 3 months ago by DigitalTeacher.

Please Log in or Create an account to join the conversation.

More
10 months 4 weeks ago #1931 by DigitalTeacher
Replied by DigitalTeacher on topic Hints and Tips for Setting Up Online Learning

E-Learning Update

Ten ways to improve online learning for students

By Cathy Stone

http://www.aare.edu.au/blog/?p=2618


Attachments:

Please Log in or Create an account to join the conversation.

More
3 weeks 3 days ago - 3 weeks 3 days ago #1977 by DigitalTeacher
Replied by DigitalTeacher on topic Hints and Tips for Setting Up Online Learning
How to write better multiple choice quizzes: An evidence-informed approach
(From Teaching with Moodle)

Hi Moodlers,

A recent paper examined the effects of multiple choice quizzes (MCQs) on students' learning* and best practices for optimising learning from MCQs (Butler, 2018). Simply put, Moodle's quiz module can be leveraged to produce substantial learning gains, especially with frequent low/no-stakes quizzes to review previously studied material. I've summarised and elaborated on the paper's findings as follows:

1- Don’t use complex (multi-stage) MCQs. Too complex, too easy to get it wrong, less reliable than simple, don’t add anything to learning/test validity.

2- Target specific (and hopefully authentic) cognitive processes with MCQs, e.g. individual definitions (item specific) and compare & contrast (relational). What decisions/distinctions do learners have to make in practice?

3- Don’t use “None of the above” or “All of the above” (see #1 = complex MCQs).

4- Only 3 options = 1 correct + 2 high quality (plausible) distractors. More aren’t necessary and can have negative effects.

5- MCQs should be challenging to learners but not too difficult (or too easy), i.e. should test ILOs at the level taught.

6- Extra: Provide appropriate feedback on wrong answers. Feedback can be:
corrective (i.e. give the correct answer),
directive (i.e. tell the learner how to get to the correct answer; the process),
or epistemological (i.e. use further questions to elicit the learners’ relevant knowledge about the
question item),
depending on learners’ proficiency/knowledge in the subject matter.
*Also see the testing effect (e.g. Roediger & Karpicke, 2006), also known as retrieval practice (e.g. Agarwal, Roediger, McDaniel, & McDermott, 2018)
Last edit: 3 weeks 3 days ago by DigitalTeacher.

Please Log in or Create an account to join the conversation.

Time to create page: 0.219 seconds

   2017 T.E.C. 

thumb Tasmania-white map-245

Designability Logo

2018-01-02 7-37-55-FLAT-REPORT

 

 

digital teacher add banner-3

Register and Login

 to

get the latest updates 

RSS your Favourite Topics