Create Workshop Activity Full Guide Moodle (v3.1) Learning, Teaching and Curriculum, Educational Design, 2016 KEY FEATURES The Moodle Workshop activity is designed as an integrated set of activities to facilitate self and peer review of students' work. Figure 1 Workshop activity phases and workflow (adapted with permission from Watkins, S 2015, Enabling Peer Review in Moodle: A Look at the Workshop Activity, DELTAwire NC State University) INTRODUCTION Student submissions are assessed using a structured assessment form defined in advance by the instructor. The Workshop activity supports several types of assessment forms, and supports multiple criteria assessment. For peer assessment, students are assigned other students’ submissions to assess, and they do so using the assessment form provided by the instructor. The Workshop activity coordinates the collection and distribution of these assessments as well as an option for students to practice peer assessment with exemplars.
Transcript
Create Workshop Activity Full Guide
Moodle (v3.1)
Learning, Teaching and Curriculum, Educational Design, 2016
KEY FEATURES
The Moodle Workshop activity is designed as an integrated set of activities to facilitate self and peer review of students' work.
Figure 1 Workshop activity phases and workflow (adapted with permission from Watkins, S 2015, Enabling Peer Review in Moodle: A Look at the Workshop Activity, DELTAwire NC State University)
INTRODUCTION
Student submissions are assessed using a structured assessment form defined in advance by the instructor. The Workshop activity supports several types of assessment forms, and supports multiple criteria assessment. For peer assessment, students are assigned other students’ submissions to assess, and they do so using the assessment form provided by the instructor. The Workshop activity coordinates the collection and distribution of these assessments as well as an option for students to practice peer assessment with exemplars.
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Students receive two grades. They receive a grade for their own submission and a grade for their assessment of others’ work. The Workshop activity creates two grade items in the Moodle Gradebook that can be aggregated further as needed.
The instructor can, if desired, include one or more example submissions that students can assess as practice, to help them understand the assessment form and the process of peer assessment. Exemplar assessments can also be provided for students as references for what is expected from their own assessments.
The instructor can publish selected submissions to the rest of the class, so they are available to other students at the end of the Workshop activity.
Group submission and assessment of contributions to a group assignment is not available but groups can be defined as a way to filter access to a Workshop activity.
GETTING STARTED WITH WORKSHOP
The first step in setting up the Workshop activity for a peer assessment task is to add the link to the activity and select the settings and options.
1. In Moodle, turn Editing on and go to the section you want to add the Workshop activity to. 2. Click Add an activity or resource. 3. Select Workshop from the list and click Add.
Figure 2 – Add an activity or resource
WORKSHOP ACTIVITY
PLANNING
Decide grading strategy
Decide allocation method
Decide grades for submission and
assessment
Create Workshop activity
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4. On the Workshop settings page, click Expand all at the upper right to open all settings options.
Figure 3 – Add a new workshop
General Settings The general category provides general information to students about the activity and displays it on the site page.
Workshop name (required): will be the link the students will see to start the activity. The name should suggest the purpose e.g. Assessment 1 Peer Review.
Description: is a brief description of the activity that you can choose to show to the students.
Display description on site page: displays the description of the activity to the students.
Figure 4 - Add name and description
Grade Settings The grading settings determine the grading strategy and weightings for the submission and assessment marks allocated. If the instructor is marking the submissions elsewhere e.g. in Turnitin, and only the peer reviews are being marked in Workshop, the weighting for submissions would be 0/100. The grade settings can be changed at any phase of the activity.
GRADING STRATEGY determines the assessment form students will use and the method of grading submissions.
There are four options. Click the Help icon next to the item for more information.
• Accumulative grading: comments and a grade are given regarding specified aspects. • Comments: comments are given regarding specified aspects but no grade can be given. For example, use
Comments for a non-assessable, process-oriented item. • Number of errors: comments and a yes/no assessment are given regarding specified assertions. • Rubric: a level assessment is given regarding specified criteria.
PHASE 1: SETUP
Create Workshop
description
Create Submission Instructions
Create Assessment
Form
Create example submissions and
assessments (optional)
Advance Workshop to Submission
phase
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Figure 5 – Grading strategy field
Grade for submission: sets the maximum grade a student can attain from an instructor for a given submission. It is scaled between 0 – 100.
Submission grade to pass: This setting determines the minimum grade required to pass. The value is used in activity and site completion, and in the gradebook, where pass grades are highlighted in green and fail grades in red
Grade for assessment: sets the maximum grade a student can receive for assessing other students’ work. It is scaled between 0 – 100.
Assessment grade to pass: With the field above, this setting determines the minimum grade required to pass. The value is used in activity and site completion, and in the gradebook, where pass grades are highlighted in green and fail grades in red
Decimal places in grades: decide how many decimal places are allowed in the grade up to a maximum of 5.
More information on Grading Strategies (at Moodle.org)
Figure 6 - Grading settings
Submission Settings Submission settings will be applied in the submission phase.
• Instructions for submission: explains what students must submit. Provide instructions and any other information students need to know to submit their work for peer review.
• Maximum number of submission attachments: if the submission is a file that students will upload, select the number of files up to a maximum of 7. Include in the submission instructions, how many files are allowed and
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what format they should be. If you leave it at 0 then students will not have the option to upload files. They will need to paste their submission directly into a Moodle text field and, since Workshop does not have autosave, students should be instructed to create a draft elsewhere and paste into Moodle.
• Submission attachment allowed file types: Submission attachment allowed file types can be restricted by entering a comma-separated list of file extensions, for example 'mp4, mp3, png, jpg'. If the field is left empty, then all file types are allowed.
• Maximum submission attachment size: decide the maximum size of the file the students can upload. The maximum limit for UOW is 200MB per file.
• Late submissions: ticking this checkbox will allow students to submit after the deadline for submissions or during the assessment phase. If late submissions are allowed there is no way to automatically allocate peer markers to them. You will need to manually allocate markers to these late submissions, or mark them yourself. A late submission cannot be edited by the student because the submission deadline has passed. Late submissions may delay the review process.
Note: The submission settings can be accessed and modified by the instructor in the Workshop Planner after the Workshop activity has been created.
Figure 7 - Submission settings
Assessment Settings
Assessment settings will be applied in the assessment phase.
• Instructions for assessment: provide instructions for students to complete the peer review. Ensure the instructions explain exactly what students need to do and how they will be reviewing the submission.
• Use self-assessment: ticking this box will allocate a student their own work to assess. If enabled, a user may be allocated their own submission to assess and will receive a grade for assessment in addition to a grade for their submission.
Note: The assessment settings can be accessed and modified by the instructor in the Planner after the Workshop activity has been created.
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Figure 8 - Assessment settings
Feedback Settings
Feedback options apply to the elements on the assessment page that will display to the instructor and students.
• Overall feedback mode: if this is enabled, a text box appears at the bottom of each assessment form for reviewers to post an overall comment about the submission. Depending on whether is it set to Enabled and optional or Enabled and required, reviewers will either have the choice of leaving overall feedback or they will be required to do so.
• Maximum number of overall feedback attachments: this may be set to none. Decide how many files you want reviewers to attach to their overall feedback, up to a maximum of 7. Attachments are useful for example if you want students to comment directly onto the work. You can also use this for peer reviewers to upload a completed marking sheet but the Workshop activity provides an online marking sheet (assessment form) that you can create and make available to all reviewers.
• Feedback attachment allowed file types: Feedback attachment allowed file types can be restricted by entering a comma-separated list of file extensions, for example 'mp4, mp3, png, jpg'. If the field is left empty, then all file types are allowed.
• Maximum overall feedback attachment size: this is the maximum feedback file size students can upload up to the institutional (UOW) maximum of 200MB per file.
• Conclusion: some text can be added here that will display to students after the activity has closed, i.e. when they collect their feedback and marks. This might be a general thankyou to the students and/or suggestions on what happens next, such as writing a blog post to reflect on the peer assessment experience.
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Figure 9 - Feedback settings
EXAMPLE SUBMISSIONS
If enabled, users can try assessing one or more example submissions and compare their assessment with a reference assessment. The grade is not counted in the grade for assessment.
Options include
- Assessment of example submission is voluntary - Examples must be assessed before own submission - Examples are available after own submission and must be assessed before peer assessment.
Figure 10 – Adding example submission for students
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AVAILABILITY
• Open for Submission /Assessment from and deadline dates -. This is when students can start submitting as well as the deadline for submitting, and the time peer reviews start and finish.
All dates selected for Availability will be shown in the Calendar block if available on the site.
• Availability lets the instructor decide if the activity should have a final completion date or left open and ongoing.
• To set the opening time and deadline for either submissions or assessments, click the enable button next to the option you want to set to activate the date and time drop down selections.
• Switch to the next phase after the submissions deadline: this begins the Assessment phase automatically at the Submission deadline (the alternative is to manually switch phases when you're ready). If this option is enabled, it is recommended to set up the scheduled allocation method as well. If the submissions are not allocated to reviewers, the assessment can't be done when the activity switches to the assessment phase.
Note: Keep in mind that these dates appear to students in the Workshop Planner, and they may plan by them accordingly so aim to commit to these dates.
Figure 11 - Availability settings
GROUPS AND VISIBILITY
If groups and groupings have been set up for this activity in the Users – Groups section, the options in the groups and visibility category will link the activity to the groups and groupings.
Note: The Groups option should be used with caution in the Workshop activity. You will need to activate group mode in your Moodle Site Settings and create your groups and groupings before you can set up this section. The group mode defined at Moodle site level is the default mode for all activities within the site. Each activity that supports groups can also define its own group mode, though if the option is chosen to force group mode at site level, the group mode setting for each activity will be ignored.
• Visible: choose whether to Show or Hide the Workshop activity to students on the Moodle site homepage. • ID number: setting an ID number provides a way of identifying the activity for grade calculation
purposes. You can choose to leave this field blank if you are not using formulas for grading in the Gradebook. The ID number can only be set and edited on the activity settings page.
• Group Mode - This setting has 3 options:
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- No groups - There are no sub groups, everyone is part of one big community - Separate groups - Each group member can only see their own group, others are invisible - Visible groups - Each group member works in their own group, but can also see other groups
The group mode defined at site level is the default mode for all activities within the site. Each activity that supports groups can also define its own group mode, though if the group mode is forced at site level, the group mode setting for each activity is ignored.
• Grouping - A grouping is a collection of groups within a site. If a grouping is selected, students assigned to groups within the grouping will be able to work together.
Figure 12 - Groups and Visibility settings
RESTRICT ACCESS
The restrict access section asks for the conditions when the activity should be visible. This can be based on dates, and/or score ranges of other activities and/or if other activities are considered completed.
Note that ALL access restrictions (date, grade condition, activity completion condition) have to be met in order for the activity to be made available and that access may be restricted to an actual time and not just a date.
Generally access is prevented before the conditions are met, however if 'Allow access until' is enabled, then access is prevented after the specified date.
Access from/to dates determine when students can access the activity via the link on the site homepage.
The difference between access from/to dates and availability settings for the activity is that outside the set dates, access from/to prevents access completely, while availability allows students to view the activity description.
Figure 13 - Restrict Access
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TAGS
Instructor can tags within the Moodle site applicable to this workshop activity. The tag “words” will show as hyperlinked text in the site. The students are able to click on these hyperlinks to be taken to the workshop activity.
Figure 14 - Tags
SITE COMPETENCIES AND UPON ACTIVITY COMPLETION
Site competencies that can be linked to this activity, are set up through Administration settings. The competencies set up via Administration, will display when clicking on the search drop down arrow under Site Competencies.
Figure 15 - Competencies screen.
Activity completion provides the instructor with a method of monitoring student progress for completing the activity. The Activity completion option will need to be made active in Site Administration before it is available as an option in the activity. These include what to do upon activity completion - attach evidence, send for review or complete the competency
Figure 16 - Upon activity completion options
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SAVE SETTINGS
• Save and return to site: save your settings and return to the site homepage. • Save and display: save your settings and display the Workshop Planner. • Cancel: cancel your changes/settings and return to the site homepage.
Once you have saved your Workshop activity settings, you should be able to view a link to the activity on your Moodle site.
The next step in setting up a Workshop activity is to click on the Workshop activity name to view the Workshop Planner which can be used to prepare the assessment form and example submissions. The Workshop Planner is visible to instructors and students and is where the instructor manages the submission, review and reviewer allocation activity. The instructor can switch phases in the Planner at any time.
Australian Catholic University Library 2016, Adding Resources & Activities: Workshop, viewed 16 May 2016, <http://libguides.acu.edu.au/c.php?g=233995&p=1554192>.
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Colonna, P 2012, Workshop Setup Phase 1/3 , 17 December, YouTube, viewed 8 April 2016, <https://youtu.be/19oFfDbh0wQ?list=PLCfu7jwBz6S3PR5sHtkJtcHIzO0g3Sf90>.
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Strang KD 2013, ‘Exploring summative peer assessment during a hybrid undergraduate supply chain course using Moodle’, in H Carter, M Gosper and J Hedberg (eds.), Electric Dreams. Proceedings ascilite 2013 Sydney, pp. 840-853, viewed 8 April 2016, <http://www.ascilite.org/conferences/sydney13/program/papers/Strang.pdf>.
Thomas, G, Martin, D, & Pleasants, K 2011, ‘Using self- and peer-assessment to enhance students' future- learning in higher education’, Journal of University Teaching & Learning Practice, vol. 8, no. 1, pp. 1-17, viewed 8 April 2016, <http://ro.uow.edu.au/jutlp/vol8/iss1/5>.
University of New South Wales 2016, Create a UNSW Workshop Activity in Moodle, viewed 8 June 2016, <https://teaching.unsw.edu.au/moodle-unsw-workshop>.
University of South Australia 2014, Peer Assessment using Moodle Workshop, viewed 8 April 2016, <https://lo.unisa.edu.au/mod/book/view.php?id=296017&chapterid=48913>.
University of Technology Sydney 2013, Giving and receiving feedback, viewed 8 April 2016, <http://www.uts.edu.au/research-and-teaching/teaching-and-learning/assessment-futures/key-assessment-elements/giving-and>
University of Wisconsin 2016, Moodle KnowledgeBase – Moodle – Workshop Module, viewed 8 June 2016, <https://kb.wisc.edu/moodle/page.php?id=32663>.
Watkins, S 2015, Enabling Peer Review in Moodle: A Look at the Workshop Activity, DELTAwire NC State University, weblog post, 26 February 2015, viewed 26 April 2016, <https://delta.ncsu.edu/deltawire/enabling-peer-review-in-moodle-a-look-at-the-workshop-activity/>
