This stream is for presentations relevant to Moodle teachers and course creators.

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I've been involved with Moodle for over 10 years as a Moodle Partner.

Over the past few years we have seen developments which are a threat to Moodle.

I just want to share some thoughts, and ideas, and use this as a discussion space for learning from others about the opinions and thoughts out there?

The historically grown diversity of our courses and the use of Moodle as a resource repository needed addressing. We focused on quality content, good web design and user-friendly navigation. We provided guides, help, tailored workshops, and template examples to support a three stage approach to ensure a high quality student experience:

Stage one aimed at separating course information from course content, ensuring all essential information was provided and content organised, and applying basic best practice web design for a clear and consistent course. Mandatory. for semester one 2015

Stage two design and implement programme wide template for a consistent look and feel by the end of 2015.

Stage three will focus on best practice in teaching and learning in Moodle in highly blended courses.

Gamification design is achieving outstanding success globally. Watch this demonstration of some basic Moodle skills to get you started down this road, well up and down. The fun is in the risk, choice, surprise and challenge. Are you game? Once you have mastered a few basics then step up to the challenge of creating a learning journey using Campbell's Mythological 'Hero's Journey' and Tolkien's classic 'Hobbit' as an example. The presentation will briefly explain how the techniques used by Game Designers have been independently validated  by research from Psychology, Theatre Studies, Neuroscience and Mathematics.

Moodle is the ideal gamification platform. You could use a 'pre-assembled' software that offers points for a certain sequence of activities. This system may have shorter learning curve and be easier to set up than a blank 'DIY' Moodle Course. However, like any software wizard, you will become frustrated when you are locked in where changes you require can't be made or can only be made site-wide (admin) rather than at a course (teacher)  level. It's like the difference between a fast food simple menu or a home cooked meal with fresh ingredients selected from the local markets. There is a time and place for rapid development tools but this presentation will convince you that learning to 'cook' with Moodle will be well worth your investment in time for the versatility available to you.

You often see case studies from mainstream colleges and universities sharing their experiences of learning technologies, but you rarely see examples from those that support the continued professional development of the world's Armed Forces. Based at the Defence Academy for the United Kingdom, Learning Technologists Aurelie Owens and Sam Taylor advise and support academics and students studying post graduate degrees from Cranfield University in the use of TEL.

Cranfield Defence and Security uses Moodle and Turnitin to support teaching and learning, and will be soon looking into the use of Mahara ePortfolios. This case study will showcase how Aurelie and Sam approach the many challenges that working on a secure military base offers, as well as how they have overcome issues in the use of physical and online technologies to enhance the students' learning experience.

Digital natives, problem-based learning, MOOCs, learning styles, socio-economic factors, brain use and big data; which of these ed-tech related ideas are supported by evidence? Should we follow these ideas as we utilise educational technologies? If not, what should we do instead?

Creating a fun and engaging learning experience in moodle, with just a plugin or two. Exploring gamification and its benefits and how you can gamify your moodle by just installing a plugin.
Lindy Klein (@moodlechick) looks at the evolution of Moodle use at ACN, and how this has impacted the support provided for staff and students. This session shares changes in look and feel of courses over time, with a variety of screenshots (for the sake of confidentiality, we won't look at the live site!), including discussion of key theme and course format changes. We also look at screenshots of our ticketing system and discuss how the two are related.

This presentation is aimed at Moodlers who want to explore using pictures in Moodle for various purposes. Although the web is becoming more and more visual and less text-based, a lot of Moodle courses are lagging behind in this respect.

During this iMoot15 session we will explore the question of when it is good practice to use images in Mooodle, how images can make using Moodle easy and possibly even fun and how to get images that are free to use in our Moodle courses.

The integration of remote labs for Physics experiments and Moodle platform is presented in this work still in progress, however some conclusions are presented. One of the premises was to achieve the integration with the Moodle campus through a booking system that allows the automatic access to the remote lab without any teacher intervention in the organization of the online experience.
Another premise of the project was to use open-source elements in the design of
both software and hardware in order to minimize the cost of the implementation.

Home schooling has become mainstream in the USA - parents teaching children is especially attractive in parts of Alaska where transportation is challenging, or where educational opportunities fall short of parent and student desires. Using Moodle for home schooling is beneficial for both the individual family and for school districts that offer a home school track.

This case study describes a rural school district that has offered content and communications for home-schooled students and their parents for nearly 15 years. Adopting Moodle, growing with Moodle, and most recently upgrading to Moodle 2.0+ has been part of the process - but so has content development, matching state educational requirements, and working around connectivity challenges.

How the content has updated during the 2.0+ conversion will be described in this case study, and how school administration, parents, students, and teachers have grown in reliance upon Moodle will be reviewed as an indication of moodle success.

Homework is sometimes viewed as a necessary evil in education. It is necessary because students need additional practice beyond the time during the school day. However, there have been many expressions of the failings of homework, most notably by Alfie Kohn.

This presentation will discuss a wide variety of components necessary to making homework an effective tool to promote student learning. Using Moodle quizzes as the backbone (along with progress bars and forums), students can have a productive homework experience that solves many of the identified issues with homework. The presentation will focus on my experience teaching chemistry in an American high school but will be relevant to anyone who uses practice style homework.

I run a school for an indigenous (tribal) community of children in western India, close to the city of Mumbai.

Tamarind Tree  is situated in a small village in Dahanu, Maharashtra, India. The school has 150 children from Nursery (Pre K) to Class 4. We offer schooling in the medium of English to a group of first generation learners.

We are ardent supporters of the open source world and our school is an attempt at building equity. Even as Mumbai has amazing braodband connectivity, poor regions like ours remain at the far end of the digital divide with no last mile connectivity. Moreover, lack of skilled human resource for teachers pushed us to explore techological options to providing an individualised and high quality education to the underprivileged.

We dabbled with moodle for over a year and have recently launched MY BIG CAMPUS our virtual learning environment where kids are coming in and logging on to their courses supported by a teacher. So currently as is a Blended environment.

We offer courses in English, Geography and are moving towards digitising all our curriculum slowly. To see underprivileged kids who are 8 and 9 years old and just about reading and speaking English to able to comfortably navigate a system like moodle has been thrilling and exciting for us. To have teachers whose first language is not english understand the value of a digital education and teach using moodle and other digital resources is another area of sucess and pride.

Our work was nominated for an award here in India.

We'd like to share our experiences of using moodle and how we are aiming to build contextual curriculum for tribal children whose track record of staying in school is very poor. The presentation would cover some of these challenges and discuss our currect use and future use of the Virtual Learning Space.

I appreciate your attempt at inclusiveness and think we have come to the Moot at the right time! smile

The Workshop module in Moodle allows a teacher to set up a peer assessment activity, in which students evaluate their colleagues' work. This activity presents tantalizing prospects, but it can be challenging to use.

The first challenge is in setting up a peer assessment activity with
proper instructions and settings for the submission, assessment (including the assessment form), and
conclusion phases. The second challenge is in orchestrating the activity
in a live course.

Done right, a peer assessment activity can motivate students in an online course to assess their colleagues' works and they may get meaningful feedback on their own work. But this activity can also confuse and disappoint students if it's not handled well.

Last year, I was the sole facilitator in a Moodle course with more than 250 students. I used three peer assessment activities in the course, and the results were encouraging. Most students took part in the peer assessments, enjoyed doing them, and liked the feedback they received from their peers. I simply wouldn't have been able to do the assessments myself given the size of the student group!

During this talk, I will share tips on how to effectively set up and run a peer assessment activity using the Workshop module.

Creating content in Moodle is demanding, making your learners to come back can be a real challenge. Moodle offers a series of block which can turn your moodle course more engaging and dynamic in a few clicks. This presentation will highlight 5 simple use of blocks which could make the difference. 

After a basic presentation of blocks potential issues we'll go through case studies in different fields (language, softskills, business, history). I will try to demonstrate how in a few click to enrich your course page with dynamic resources.

1. Main block issues

2. Glossary / blocks

3. Remote RSS

4. Podcasts / blocks

5. Social media / block

All of these themes will be detailled with screenshots and tutorials to practice these case studies after the presentation and adapt them to your needs (html code for layout, backup of glossary items, xml files when needed). Ideally you'll have a local version of Moodle to test them.

Why are you creating a Moodle Course? What are you trying to achieve? Who will it benefit? What problems and challenges are you trying to address?

As educators, we use lots of different approaches to try and answer these sorts of questions. Design Thinking is a problem-solving approach that has been used in the business world for a while, but is now gaining momentum in eLearning.

Design thinking is about people - getting to know them, how they think, and including them in ways that help create solution that means success for them.

During this presentation, I will take you through the stages of design thinking:

  • Defining the current problem and challenges, and really getting to know your audience.
  • Exploring some solutions and inviting everyone to come up with ideas.
  • Creating some prototypes to play with and see which one has the best "wow" factor.
  • Launching your best fit solution on a small scale, and analysing the data to see what works.

By using a design-thinking approach, you can make sure that your Moodle courses will be innovative and hit the sweet spot every time.

In this presentation I will outline a case study done over the past 4 years. In this case study, I have examined the concept of using Moodle in a flipped classroom environment. At our university, I have set up and maintain a Moodle-based ICT
contents platform which contains full courses and self study courses.
The ICT content is for students to learn English for their
careers, meaning that the courses are taught using English, they do not
study English as a subject in itself.
The students of this case study are first year university students in Northern Japan and are from the faculties of Agriculture and Engineering. They are studying General English. In this presentation I will outline the following:

-The logistics of the course in Moodle.
-The use of online tools for communication
-The classroom face-to-face environment
-Student generated content
-Underlying theories (Dynamic assessment and Sociocultural Theory)

I will show data that outlines the behavior of students in a flipped classroom environment and shows the effectiveness of this kind of environment. I will also propose a new definition for what a flipped classroom should be.

If you've been thinking about putting your tests online in Moodle but have been a bit overwhelmed by all the copying and pasting you would have to do, this session is for you.

You'll see how to use Respondus, a Windows-based quiz building tool, to convert your exams - including embedded images - and upload them directly into your Moodle course. With the click of a few buttons, you'll save hours creating a test.

Do you think Moodle is just about uploading documents? There is so much more that Moodle can do! Are you ready to go beyond the basic features? In this fast paced session, geared to K-12 Moodlers, you will learn 25 marvelous, innovative ways to make the most of your Moodle.


  • Role-playing with Forum Module

  • Enabling students to rate forum posts

  • Podcasting with Forum Module

  • Book Clubs and Literature Circles


  • Collaborative TV Watching

  • Create a "back channel" for lectures

  • Collaborative notetaking

  • Bubble Theme

  • Create a progressive poem

  • Vocabulary building


  • Allowing students to embed

  • Collection of resources

  • Book review

  • Student publishing tool

  • Language learning

  • Collections and Random Glossary Block


  • Export Quizlet Flashcard Sets to Moodle Questions

  • Quiz as an interactive study guide

  • Building speed of knowledge quiz

  • Monitoring Video watching in Flipped Classrooms


  • Student selection of project group

  • Tracking compliance

  • Project status monitoring


  • Feedback for beginning of year survey
  • Anonymous Parent Survey without parent accounts
Wrap up and Q and A

How to change Learning with an ePortfolio

Adding an 'e' to learning or changing from analog to digital does not necessarily mean better instruction or learning. To make learning successful and a lasting process there is more that needs to be changed.

In my presentation I would like to demonstrate how the group centered features of a Moodle courseroom can be extended to individualized learning in a Mahara ePortfolio and how Mahara can empower individual learners to show their competencies, reflect about their learning and share results with specific target groups.

Moodle is a great benefit to organisations, but often it needs a single teacher to start out providing such a course and leading by example.  This presentation will look at how a single teacher can set up a Moodle at little to no cost and start using it with a small group of learners.  Examples will be taken from my own experience in introducing Moodle to a small, underfunded German school to teach English as a foreign language, and how the site was built up to serve learners from major international companies and organisations.  The focus will be on leveraging the resources available within Moodle to allow even single teachers to automate some of the learning process for their students.

Although the examples are mostly from teaching languages, the presentation is suitable for teachers looking to provide support in any subject matter.  There will be time set aside in the presentation to answer direct questions and the forum coupled to the presentation will also be an important place for attendees of the presentation to get support.

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