Matt Bury による投稿

Moodle in English -> Teaching with Moodle -> One-to-many relational prerequisite questions -> Re: One-to-many relational prerequisite questions

- Matt Bury の投稿
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Hi Greg,
It sounds like you have a course completion certificate, UoF, which has an expiry date 2 years after date of issue, & that participants need a valid certificate to take further, dependent courses. I hope I've understood that correctly.

One possible solution is to allow participants to enrol on the course but then require them to submit a valid UoF certificate in order to proceed to the rest of the course material. You could make it automatic (on submission of the certificate) & tutors manually follow up afterwards, which is faster/immediate, or if you prefer, require tutors to approve the certificate before they can access the rest of the course.

I hope this helps!
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Moodle in English -> Teaching with Moodle -> Can I get your advice about choosing a course structure? -> Re: Can I get your advice about choosing a course structure?

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I'd say it depends on the nature of the intended learning outcomes (ILOs) & the tasks you use to achieve them. For example, why impose the additional overhead (& cognitive load) of online collaboration, as well as the assessment issues that such tasks raise, when the ILOs can be achieved more quickly & efficiently with quizzes & assignments?

However, there may be advantages to including social elements, such as shared tasks on discussion forums, for example to reduce the perceived social distance among cohorts of learners, improve teacher presence, & to improve course completion rates.

For a course that is intended to last 14 hours, I doubt that there'd be much time for effective "community building" & it's unlikely that the students would feel that it's worthwhile unless the course is part of a larger programme in which whole cohorts are studying together. Even for "Carnegie unit" courses (i.e. 12-14 weeks), community building tends to be brief, shallow, & not all that beneficial in terms of students acting as useful resources for each other, e.g. recommending useful resources & helping each other with academic issues.

Just my 0.02€!
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Moodle in English -> Quiz and question banks -> AI Text Question Type: (Essay with auto marking) -> Re: AI Text Question Type: (Essay with auto marking)

- Matt Bury の投稿
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Hi Marcus,
Thanks for all your hard work & for coming up with ideas to leverage LLMs in Moodle!
In you haven't seen them, here's a couple of projects that have been around since before publicly available LLMs, like ChatGPT, became a thing & they use more primitive back-end tools. However, because they've been around for a while & have been developed in response to users' feedback, I think there may be some useful ideas in them to further develop a Moodle GenAI formative plugin.

Cambridge English's "Write & Improve": https://writeandimprove.com/
Nick Walker's "Virtual Writing Tutor" (who's also a Moodler at Concordia or McGill University, Montreal): https://virtualwritingtutor.com/

I think it's also important to avoid using sledgehammers to crack nuts, i.e. GenAI is very expensive & power-hungry to use, so if there's a simpler, quicker, more efficient way to do something, that should be an option too.

There's always the issue of GenAI "hallucinations" too, e.g. 


& I particularly like this one:

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Moodle in English -> Quiz and question banks -> AI Text Question Type: (Essay with auto marking) -> Re: AI Text Question Type: (Essay with auto marking)

- Matt Bury の投稿
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Hi Marcus,
This looks particularly useful but as you say, it has some caveats about how it should be used both practically & ethically. Perhaps changing the name to something like "Formative English Question" or "Question with Formative Feedback" would make this more explicit? Maybe include a strong warning that it is not intended for & is inappropriate for use in summative tests, e.g. end of course, for credit exams?

I've met too many teachers who seem to believe that LLMs are some kind of oracle & trust them implicitly, regardless of any warnings & explanations they may hear.

You know, I'm thinking about user expectations when they're browsing the plugins repository in de-contextualised circumstances & maybe not sufficiently aware of what the differences between formative & summative assessments are, their purposes, & appropriate uses. I think it'd be a good idea to at least point this out.

Just my €0.02!
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Moodle in English -> Lounge -> Is digital text a good idea for reading instruction?

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I was reading Tim Shanahan's blog as usual (on literacy instruction) and this paragraph got me thinking about how we use Moodle. From the article:

"Unfortunately, many electronic books are not particularly flexible or supportive of highlighting, marginal notes, or annotation. Electronic publishers interested in the children’s market should be thinking how to facilitate better such reader-text interaction. Likewise, as helpful as the dictionary assistance is (it has been found to improve children’s vocabulary), it isn’t doing much to either improve comprehension or to help young readers to independence – such as guiding them to use context to determine word meanings or providing more precise and helpful definitions."

Link: https://www.shanahanonliteracy.com/blog/is-digital-text-a-good-idea-for-reading-instruction 

I was wondering which of Moodle's features & functions you use to scaffold reading & facilitate text analyses (intensive reading), e.g. selecting low-frequency vocabulary & useful expressions & creating Glossary entries to auto-link to them.

What about highlighting, margin notes, annotation, bimodal input, & other reader-text interactions? What do you get your students to use & how & if you have an explicit rationale, would you be willing to share that with us here?

TIA! 笑顔

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