Matt Bury

Yeah, but most people are lazy & don't think things through. You know, it's not like there's a convenient direct link to the relevant documentation included in the plugin... oh, wait... 🤪

Hi Kamal,

Some OER repositories offer course content in Moodle formats, e.g. https://help.openstax.org/s/article/Downloading-the-Moodle-Course-Cartridge

Essentially, if you're looking for course content, it may not be in a convenient format for Moodle or other popular LMS' so it'll need some work/adaptation to make it work.

Since commercial learning resources are typically, "All rights reserved" the process of adaptation is fraught with issues, requiring legal consultation, which can be very expensive.

In contrast, any content that is openly licensed, e.g. Creative Commons, has none of these issues. OERs are openly licensed resources that allow anyone to retain, use, adapt, remix, & redistribute them without consultation or paying fees.

I wrote an article here, aimed at the ELT industry, but it's principles are broadly applicable in other areas of education & training: https://matbury.com/wordpress/index.php/2025/06/23/the-transformative-potential-of-open-educational-resources-in-english-language-teaching-benefits-for-organisations-teachers-students/

I hope this helps!

Hi Visvanath, I'm not sure I understand what you want to do. What is it exactly that you want students to see, i.e. the end result? As far as I understand it, it'd make the concepts infeasibly long.

Also, if this helps at all for quickly generating glossary definitions that help students to understand & use new language, I use ChatGPT to do the following...

I input:

1. a complete source text, in order to give context to the vocabulary lists (This makes the definitions & examples more accurate & helpful),
2. the target vocabulary list,
3. & the following prompt: "Using the above text for context, for each of the items in the vocabulary list, write a brief definition, two example sentences, and  a brief, controversial, provocative discussion question which uses the vocabulary item."

The generated output typically only needs minor adjustments so that everything makes sense & doesn't contain more challenging/difficult vocabulary that the items themselves.

The "brief, controversial, provocative discussion" part seems to get questions that'll actually encourage students to think deeply about what the items mean, & so process them more deeply, connect them with prior knowledge (AKA schema-building), & ultimately remember & be able to use them better (AKA transfer of learning).

I usually copy & paste the output into a text editor & use search & replace to get it into a CSV format (tabs as delimiters) that'll load into LibreOffice Calc & go from there.

Looking forward to your clarification