1. LESSON – NEW & PRIOR LEARNING The lesson activity enables you to deliver content and activities in a way that is highly ‘scaffolded’. You can create a linear set of content pages or instructional activities that offer students a variety of paths or options ; choose to increase engagement and ensure understanding by including a variety of questions, such as multiple choice, matching and short answer placed in-between the content pages. Depending on the student's choice of answer and how you develop the lesson, students may progress to the next page; be taken back to a previous page; Be redirected down a different path entirely, e.g. back to prior learning. The lesson can be self-paced by the learner themselves. Resources in multiple formats can be contextualised in this way rather than uploading several resources separately followed by a final quiz.

2. FORUM - DISCUSSION & ROLE PLAY The forum activity enables participants to have asynchronous discussions. You (or a student) can start up a discussion by uploading the stimulus material or asking a question and then leave the other participants to contribute. Some students are not confident enough to speak out in face to face classes but are willing to contribute to online discussions. A discussion forum gives a student time to reflect on their thoughts before contributing, so is more suitable for some students. You can also use role play or get students to respond to a particular challenge, e.g. apply for a job, defend a political standpoint. In literature, performance studies and film, students can assume the role of a character. Online discussions allow students to work on their reply and check for grammar and spelling before posting. They allow students to practice their writing skills in a more informal way, which is essential for digital literacy. Forum posts can be rated by teachers or students (peer evaluation).

3. GLOSSARY - TERMINOLOGY A glossary enables participants to create and maintain a list of definitions, like a dictionary. It can be a collaborative activity for teachers and students to create a glossary together. Multiple definitions can be rated by you and by the students, with the highest-rated definitions accepted for the final subject glossary. You can allow files to be attached to glossary entries. Students can comment and/or rate other entries. Entries can be searched or browsed alphabetically or by category, date or author. Entries can be approved by default or require approval by you before they are viewable by everyone. If the glossary auto-linking filter is enabled, entries will be automatically linked where the concept words and/or phrases appear within the course. The Random Glossary block can be used to display random entries on your subject page.

4. CLICKVIEW – EMBED VIDEO The ClickView Video module is an external plugin which allows you to search for and embed any ClickView video into your course page. Videos may be downloaded from one of the Freeview TV channels or created by you or your students. You can edit videos, e.g. break down into ‘chapters’, cut out adverts etc. The ClickView app is included as part of our college subscription and gives the best browsing experience to explore new content in the college ClickView Library. The Library is administered by LRC staff. You can record videos using your iOS, Android or Windows device, upload them to ClickView and share them with the whole college. To create a video: download the ClickView app onto your mobile device and start filming.

5. CALENDAR - HOMEWORK The Calendar block can display the following events: Course events viewable only to course members - created by you and other teachers. Groups events viewable only by members of a group - created by you and other teachers. Individual personal events created by the individual and viewable only by them. You can set up homework activities in advance with clear instructions, attach handouts and include links to the appropriate topic section. The calendar uses the standard editor, so anything you can do normally on Moodle, you can do in the calendar. If you want to target the homework to one particular class group, you need to set up groups beforehand so that other students are not confused.

6. ASSIGNMENT – GROUP ACTIVITY An assignment enables you to communicate tasks, collect work and provide grades and feedback. Students can submit digital files, e.g. word-processed docs, spreadsheets, images or audio/video clips. type text directly into Moodle online. submit work individually or as a member of a group. You can set the option "Students submit in groups" to Yes. Once one student has submitted, the assignment will be flagged as submitted even if the others haven't contributed. If you want to ensure everyone has an input, set "Require students click submit button" to Yes and then change "Require all group members to submit" to Yes. The assignment will only be classed as submitted when each member has contributed, and once one student has submitted, the remaining members' names will be displayed for the group to see who still needs to add their input.

7. QUIZ – AUTOMATIC MARKING The quiz activity enables you to create quizzes comprising questions of various types, including multiple choice, matching, short-answer, numerical and with images. You can allow the quiz to be attempted multiple times, with the questions shuffled or randomly selected from the question bank. A time limit may be set. If the questions are carefully phrased, each attempt can be marked automatically, with the exception of essay questions, and the grade is recorded in the gradebook. You can choose when and if hints, feedback and correct answers are shown to students. If you have a glossary with auto-linking turned on, you can disable the glossary links in a quiz. Feedback is an essential part of Moodle, so the quiz activity has numerous review options built in.

8. FLOWCHART

9. FOLDER – UPLOADING FILES The folder is a resource that enables you to display a number of related files inside a single folder and thereby reduce scrolling on the course page. A folder may be used for a series of files on one topic, e.g. a set of past examination papers in pdf format, with accompanying mark schemes and model answers. As students need to get used to the look and layout of exam papers, this is probably the best method to use for this task. Other methods are possible, e.g. create sample questions for specific topics, but not for real-time exam practice. You can drag and drop files from your desktop or user drive straight into a folder individually or in bulk. The pdf documents are not Moodle documents and so the glossary auto-linking will not work. It’s also harder to label individual documents in a folder in the same way that you can with a Moodle resource. Make sure you label the folder clearly describing the contents so that students know what they will find inside.

10. CONDITIONS AND BADGES - INDUCTION Conditional activities enable you to restrict the availability of any activity according to certain conditions such as dates, grade obtained, or activity completion. Basic example: Students are required to undertake 3 tasks in a precise order: 1.Take part in an online lesson; 2.Complete a quiz in which requires a 75% pass rate; 3.Complete a past exam paper online. If conditions are set, the student will only be able to move on to the 2 nd task if they have completed the lesson; they can then only move on to the 3 rd task if they get a 75% pass on the quiz. When a student has completed a series of induction activities, you can award them a digital badge.

11. DIFFERENTIATION – ROLES AND PERMISSIONS It would be easy to create an extension activity for higher achieving students so that you can concentrate on helping those that are struggling. However, this may not seem to you to be the best strategy as it may appear to be ‘streaming’ – separating more able students from less able students. 1. In order to keep students together, you could create groups with a mix of abilities assigned to each group. Groups can be as small as 2 students and are easy to set up mid-course. You can then create a group activity such as an assignment and make sure that students are given a ‘role’ that will benefit both category of student. The more able student could guide the less able if the assignment is designed with due consideration. 2. Moodle has a number of default roles with permissions attached. The combination of roles and context define a specific user's ability to do something on any page. We could explore the idea of creating a student mentor role in future and train students to become academic peer mentors.

12. DATABASE – SHARING WORK The best activity to use if you want students to contribute resources would be one of the collaborative activities, e.g. wiki, glossary or database. This means less work for you and more of a feeling of a shared environment that everyone has ownership of. The database allows you and your students to build, display and search a bank of record entries about any topic. The format and structure of these entries can be almost unlimited, including images, files, URLs, numbers and text amongst other things. It is controlled by templates. Once you have created the template, it should be easy for students to upload their work. Creating templates can be tricky if you’re unused to databases, so you may need to seek help initially. Another options for more visual subjects could be the Lightbox Gallery for photos and images.

13. WIKI - COLLABORATION A wiki page is a web page that everyone in your class can create together without needing to know HTML (the software used to create web pages). A wiki starts with one front page and each author can add other pages to the wiki by simply creating a link to a new page that doesn't exist yet. The standard Moodle editor is used. It can be collaborative, with everyone being able to edit it, or individual, where everyone has their own wiki which only they can edit. A history of previous versions of each page in the wiki is kept, listing the contributions made by each participant. It can be used for collaborative storytelling or poetry creation, where each participant writes a line or verse, for study notes or to publish research carried out and shared by the whole class. Getting started may be tricky if you’re not used to this type of activity, so you may want to seek help in the initial stages.

14. WORKSHOP - PEER REVIEW The workshop is a peer assessment activity with many options. Students submit their work via an online text tool including attachments. There are two grades for a student: their own work and their peer assessments of other students' work. It is probably more suited to Year 2 students as it requires more advanced skills from the student. Submissions are assessed using a multi-criteria assessment form defined by you. The process of peer assessment and understanding the assessment form can be practised in advance with example submissions provided by you, together with a reference assessment. Students are given the opportunity to assess one or more of their peers' submissions. Submissions and reviewers may be anonymous if required. If you use the workshop activity, make sure you read carefully pages explaining workshop grading and grading strategies.