Matt Bury

Using spreadsheets as databases is done even more massively. However, that doesn't make it a good idea.

Kinda reminds me of 1990s & 2000s Microsoft: https://en.wikipedia.org/wiki/Embrace,_extend,_and_extinguish It's FOSS & can be forked, right? Didn't that happen with OpenOffice > LibreOffice a while back?

IMHO, H5P repeats many of the problems with "learning objects" & self-contained packages that SCORM suffers from. I try to use it as little as possible since I don't relish the unenviable task of going through large numbers of H5P packages to edit features that should be doable with a single change in code.

The Essay question type allows quiz designers to present text in the editable text window as a "response template." See: https://docs.moodle.org/404/en/Essay_question_type#Response_template However, it doesn't have any automated grading functions so tutors would need to manually review & grade the student submissions. You can also include correct answers in the item feedback (seen after the student has submitted) if you wish.

AFAIK, the standard Moodle video media embed filter uses VideoJS (See: https://docs.moodle.org/404/en/Video#Embedding_a_video_in_its_own_player ) It should be dynamic & automatically adjust to different sized screens, windows, etc.. This is especially useful if students are likely to view video on mobile devices (phones & tablets), which is also one of the ways many students find most convenient, e.g. they often have Bluetooth earbuds/headphones handy for convenient, higher quality audio.

Hi Ookeditse,
It sounds like what you're describing is a whole programme rather than a course, i.e. a series/group of courses, collated together. If this is the case, I'd set up course categories (See: https://docs.moodle.org/404/en/Course_categories), e.g.

• Parent category: BSc Health Promotion and Education: 3 Year programme
  • Sub-category: BSc Health Promotion and Education: Year 1
    • Course: Communication and Study Skills CS S 101: Semester 1
    • Course: Basic Computer Applications BCA-101: Semester 2
    • Course: Anatomy and Physiology ANP-101: Semester 3
  • Sub-category: BSc Health Promotion and Education: Year 2
    • Course: Introduction to Public Health: Semester 1
    • Course: etc..
  • Sub-category: BSc Health Promotion and Education: Year 3
    • Course: etc..

This way of working makes it easier to see the progression & relationships between courses on the programme & also gives greater flexibility with things like requiring passing course grades in order to enrol on the next course, e.g. students must pass "Communication and Study Skills CS S 101" in order to access/enrol on "Basic Computer Applications BCA-101." or you can allow some students to take 2 or more courses simultaneously, i.e. fast-track students.

It also makes grade weighting & calculations more manageable, & to assign specific teachers to specific courses & cohorts, e.g. if there is more than one particular course at a time which have different start/end dates, e.g. intensive or re-take courses.

I hope this makes sense & is helpful.

Cheers!

Matt