I need to grade my students if they watch a video inside my Moodle Course. Is this possible? Which activity or resource can I use?
They cannot interact, they need only to watch a video or read a PDF and this action should be computed in the grade book.
the workshop module might be useful, if the video is used as a stimulus for review and peer review that can be graded.
If you are keen for no interaction, then mmmmmm.......not quite sure about that, but if a necessity I think in an ideal world, it would be good to have a check list in line with check boxes....but the list at the end of course/activity/module whatever- would enable the learner to attempt/engage with items in their own way.
For example, say you have a PDF or video that you want them to watch, then you set a quiz, say a lesson and so on...in terms of follow up activities/assessment....it may be some wish to go straight to the end and apply what they know....could be a lot-already! I guess by having a non-linear pathway...where self -checks can be done at the end ....might reflect more honest outcomes about whether stuff has been read or not. Don't get me wrong, an iterative approach is worth its weight in gold for learning...would not like to see that disappear for sure.
Anotherv suggestion=you can manually create a weighted grade column in gradebook-once they tick the check box (activity completion) you could track that way-how you connect those two things seemlessly within Moodle, I honestly do not know .
Yes. There are two options:
- You trust them. Then you can enable and use Activity completion (students mark the activity as completed).
- You think that it would be best to at least know that they clicked on the activity (and then have that action taken as a grade). Then you could use the SCORM module, where the learning material would be in a SCO.
I agree with Guillermo and reckon that activity completion's the simplest. There isn't actually any way to verify that learners have watched a video; they can let it run in the background with the sound off while they check their emails, Facebook, the news, etc.
Comprehension questions run the risk of turning an enjoyable learning experience into a chore.
Tis Friday and there is an air of 'entertainment Friday' in the forum today, can I play?
Both- Guillermo and Matt,
I think between you both-you have sussed it, brilliant! Just a couple of additions from here.
Yes. There are two options:
1.You trust them. Then you can enable and use Activity completion (students mark the activity as completed).
*so, students won't choose to read/skim/scan or not bother then? They can be trusted not to be aware that they actually have choices? INTERESTING, FASCINATING EVEN.
2.You think that it would be best to at least know that they clicked on the activity (and then have that action taken as a grade). Then you could use the SCORM module, where the learning material would be in a SCO.
* as for clicking for a grade with no eviednce of engagement -utter balderdash if you ask me!
@Matt, it is always nice to see you agree with others, I notice in so doing you appear to agree with my point here too:
My question, both, do you think such high jinks is appropriate for a lady when she is in her curlers!
Being a self-learning individual it is clear to me that those who want to learn will do it, regardless of anything else; this doesn't mean that they will do it with the material they are supposed to use, if that material is actually uninteresting, but if it is at least mildly interesting, they'll study it. As for those who don't want to study, they will almost certainly not do it, at least not from a virtual environment, and they'll use most of their creativity to find ways to circumvent each and every activity and or test. This kind of students definitely need engaging with a real teacher and with their peers; in this way, hopefully, some of them will get motivated and discover that learning can actually be a pleasurable experience.
From my point of view, virtual learning environments are tools for those who want to learn; for those who don't, they are just a nuisance. Actually, VLE could be equated with books, in the sense that they can represent one of the best experiences for some, but for others it will be something to avoid at all costs.
Given the stated requirement: "I need to grade my students if they watch a video... they need only to watch a video or read a PDF and this action should be computed in the grade book", would you then say that there's actually a difference between using the Activity completion and the SCORM? I'll pose an even better and more productive question: how, based on the initial premise, would you ascertain that students engaged with the learning material? So getting back to the Activity completion vs. SCORM issue, as I see it, in either case it is exactly as Matt said, "There isn't actually any way to verify that learners have watched a video; they can let it run in the background with the sound off...". Being that the case, if I were a teacher and I had the same goal, I would certainly go for the Activity completion because as a teacher I would be expected to know which students did actually see the video and which didn't. So, Activity completion is the simplest and fastest option. Expecting them all to see the video or read the PDF, without adding quizzes, etc., is wishful thinking.
In curlers or not, there's nothing a lady could do that could be defined as inappropiate
Teachers definitely have one of the toughest challenges, getting information into the heart and mind of their students so they can turn it into knowledge. In the end, then, it is just a matter of creating the best possible learning material, trying to find the best way to engage students and then hope for the best.
How does one get information into the heart and mind of another such that the other turns it into knowledge? Thousands of years of accumulative wisdom and we don't really have an answer yet. The instructor provides students with information, and let's grant for the sake of argument that it is the best possible information. Then the instructor defines the learning outcome as the acquisition of certain knowledge. There is a clear problem of misalignment here. Students essentially receive one thing and are assessed on another without knowing how to transition from one to the other. So, I'm inclined to think that it is students rather than teachers who have one of the toughest challenges, that is, resolving the misalignment between the materials and the expected outcomes. Creating aligned learning is also a challenge but not quite as tough.
I think your statement, "How does one get information into the heart and mind of another such that the other turns it into knowledge? Thousands of years of accumulative wisdom and we don't really have an answer yet." is provocative. There are many developmental psychologists that would disagree with you on that one. Although, they also tend to disagree with each other on the specifics of how learning occurs too.
... which after all seems to suggest that the observation that we don't have an answer yet is not provocative. The rising popularity in recent years of cognitive science research programs and institutions also suggests that the observation is not provocative. It's premise is that while many disciplines, such as developmental psychology, may have important contributions to understanding how this thing called us works, each discipline in itself may not be sufficient for a systematic understanding, let alone when the discipline is far from unified.
I'd rephrase and say, "of accumulative so-called wisdom", and therein lies the problem. Each culture through history has had different theories and approaches, but after all that, and just as you said, here we are without answers. I'd say the real answer resides not in striving to develop information or in finding better or more sofisticated ways to deliver it, but in the capacity to establish a link or a connection with each student, something that maybe we haven't yet learned to fully do, even if we classify ourselves as a social species. I do agree about the transitioning, about the difficulty of finding the way to transform information into knowledge, but that is an individual problem, something each of us has to find, and I'm not sure there's much anyone can do for anyone else in this regard.
I like this discussion so much, I've started a new thread here: https://moodle.org/mod/forum/discuss.php?d=260864 I hope you find it as stimulating as I've found your contributions here
What I do for instances like this is to put a short quiz that will only open if they view the video/file. Then I make sure the questions can only be answered if they watched the video./read the file. Hope that helps...
That's a good idea, Lori. I have teachers who embed the video in a quiz. It has to have at least 1 question. Nice thing is it also shows in the results whether they were in there long enough to watch the video.