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Activity completion has been enhanced in Moodle 4.0 with completion requirements now showing on the right of the activity and completion indicators in the course index on the left. Now when a student accesses a course on Moodle, they will see the activities and resources neatly displayed in the central area. It also describes to the student what they need to do to complete the activity. When an item has a completion requirement, this is now shown on the right hand side with a corresponding completion indicator in the course index. Once they have completed an activity it is displayed as 'Done' in the course central area. It also changes colour, to green, on the completion indicator in the course index on the left hand side. This gives students a quick display of their progress in the course. Using activity completions are a great way to guide your students through a course, and they visually remind them of their progress. These new tools allow for a clearer display of completion requirements which help students manage their learning more effectively.

It's not long until Moodle 4.0 goes live for the students and staff for WCS. This new version has a contemporary, clean look that feels more intuitive, tabbed navigation and a more fluid course layout. This will enable a much better learning experience for staff and students both in creating and completing courses online. Simplified navigation, dashboard and calendar. Moodle 4.0 has a much cleaner login page which has a customisable background image. Once logged in you will notice a much cleaner and modern version of Moodle for easier navigation. The students will still have quick access to their courses on the updated dashboard, which now has a searchable timeline and an updated calendar tool. User tour Once a student logs into a course on Moodle for the first time it will start an interactive guided tour will begin to help students explore the new settings, this can be turned off or on by using the question mark in the lower right corner. Collapsible course index within courses. The course index on the left can be collapsed to free up more space if needed. It also now scrolls independently from the main central area, this should allow quicker and more intuitive navigation especially on larger courses. Students can now with a glance can see what parts of a course they have completed and what they still have to do with activity completion indicators in the course index. Expandable block draw and collapsible course sections. If blocks have been added to a course they can now be expanded to access them with ease. Any activity completion conditions are now located to the right of the activity instead of taking up valuable space underneath. All sections may now be collapsed and expanded giving students more control of their course space, this function is especially useful when using Moodle 4.0 on a tablet or phone. We look forward to bringing you more of Moodles new features in our next Blog! If you have any questions or need additional support please sign up to our Moodle 4.0 webinars below. MOODLE 4.0 WEBINAR In anticipation of this new version of Moodle we are offering dedicated webinars to all staff, To help learn more about Moodle 4.0. This will give staff opportunity to engage with the Learning Technology team to get the best out of these new features. You can sign up the Moodle 4.0 webinars on the Digital First page

You may have already seen the Moodle update announcements that WCS Moodle is being upgraded to Moodle 4.0. In this series of blogs, we will look at what this means for you and your students. We will cover the basics and also go into more detail about Moodles new features. This first video will give you some insights from the creators and developers of Moodle on what this new version of Moodle has to offer and why we are very excited to deliver it to you. Insights into Moodle 4.0 from Moodle HQ Our upcoming blogs will cover some new and updated Moodle features: Week 1: Find your way around Want to know how to navigate Moodle 4.0 read this blog! Week 2: Course editing New features that have been introduced to help you editing a course. Week 3: Activity completion Learn how to setup completion triggers when students complete tasks. Week 4: Assignments New features in Moodle assignments. Week 5: Question bank Sharing and re-using questions on multiple courses. Week 6: Moodle 4.0 Custom reports Create your own student participation reports easily. MOODLE 4.0 WEBINAR In anticipation of this new version of Moodle we are offering dedicated webinars to all staff, To help learn more about Moodle 4.0. This will give staff opportunity to engage with the Learning Technology team to get the best out of these new features. You can sign up the Moodle 4.0 webinars on the Digital First page

Are you unsure on how to create accessible hyperlinks when creating content? Then why not have a look at NC State University's resource on creating accessible hyperlinks. You will learn a few simple concepts to keep in mind that will help you write descriptive hyperlinks. You can find more accessibility information on our Centre of Learning Technologies accessibility page.

ClickView is the leading video content resource for primary schools, secondary schools and further education settings. Access visually stunning, curriculum-aligned video content and teacher resources, plus contextual on-demand TV, your own video library and interactive question layers for formative assessment. ClickView have added 199 new videos to our Library of resources. Some of the new videos include: · ENGLISH: LANGUAGE STRUCTURE - Grammar and Adjectives · ENGLISH: LANGUAGE STRUCTURE - Verbs and Adverbs · ENGINEERING AND MANUFACTURING - Adjustments to Manufacturing Operations · ENGINEERING AND MANUFACTURING - Allocating Roles Have a look at the new February content releases by downloading the file below. Or browse all of the 199 new videos added to our library of resources.

We have made some new and exciting changes to our E-Learning enhancement units, have you seen them? We have added personalisation into each course by using html tags. All graphics are accessible via the use of ALT text. All SCORMS open within the same browser window eliminating problems with pop ups. Every topic has a meaningful heading. Course progress can be tracked by the introduction of a course progress bar at the top of each course. Graphics have been added to every topic so that the units are more visually pleasing for staff and students. If you would like to download our eLearning units recent updates poster, please visit the Posters section on our Cheer Your Peer Website.

Now that everyone has got over the shock of returning to work after the festive break, I thought it would be a good time to give you a quick recap of the “Cheer your Peer” week-long event, that we held last year (13th to 17th December), before we start promoting the next round of WITs webinars. We had 6 live sessions delivered by our colleagues, covering a wide range of topics including Richard Tullett sharing his experience on making his teaching Hybrid and Amanda Ford showing us how to use Microsoft Sway for learning, teaching and assessment. We even had Kenji Lamb from the College Development Network (CDN) warning us about his lack of filter (which is always amusing), sharing his school experiences, and why you should keep things simple during his session: Education for all, breaking down and giving tips on accessibility using the SCULPT Method. All the sessions have been recorded and are now available via Stream on the Cheer Your Peer Website which is available to all staff. You may need to log into Microsoft Stream using your college Office 365 account to watch the sessions. Not only that, but we also included the recordings of all the WITs Webinars that we delivered last year for anyone that missed them. Plus, information on the Moodle Academy, Virtual Bridge Sessions and some posters and pdf’s that you may find useful, as we begin to be a bit more confident at using online resources and teaching online. Keep an eye out for the next programme of WITs webinars which we will be promoting in the next few weeks. Until then please take a few minutes (to watch) a video that, you never know, might blow your mind!

These days using video is an expectation and the norm for most of our students. They are using video in their everyday life and why should college be any different. We should be trying to engage our students in whatever medium they are used to especially in an introduction.​ ​ An welcome video provides a good first impression for your students. Whether this is your first foray into videos or a tiktok star, you can add an engaging introductory video to welcome your students. A short video is an easy way to make a connection with your students.​ ​ Your introductory video can humanize the online experience for all students, but especially for the more hesitant and new users. You can help students realize that their instructor is a real person that has enthusiasm for the subject matter. When you establish a social presence with videos, you build rapport with students and foster a sense of community.​ ​ Instructor videos can replicate the face-to-face interactions in the traditional classroom. You can ignite excitement about your course and explain how relevant the content is to them. You can give students a taste of your personality and dispel fears about the online learning environment, whether you are delivering fully online or using a hybrid model. What should I include in an intro video?​ Don't overload students with too much information. Short and concise is best. Try to make your videos no longer than three or four minutes. When is the last time you watched an instructional video that was longer than five minutes that held your attention? If you have more to say, record more videos.​ ​ Short and engaging. Remember, you want to motivate your students and not overload them with too much information. Don't discuss specifics or add dates.​ Show your personality. You might want to include a section with photos or clips of your life. What do you do in your free time?​ Follow the rules. Include your expectations for behaviour and participation, you could mention the etiquette video (but don’t go through the guidelines) – and that the video is included in the Developing confidence to learn online course and the student intranet.​ Add notables. Include special instructions or requirements, such as virtual class meetings, or where they will find the Developing confidence online course (Link within every Moodle course). You could mention that you will be using Moodle for uploading assessments and course materials etc and teams for communication and synchronous activities. ​ When are you available? List your availability and communication expectations. Let students know your expected response time for emails and posts, and when results will be available after the due date.​ Include your virtual office hours. Let them know that questions and concerns are welcomed.​ Help is available. Direct students to available tech support to show that you want everyone to be successful. Again some of this info is included in the Developing confidence to learning online course however it is not a bad idea to reiterate this information in your video also.​ Start here. Show students exactly how to get started in your course, you could share your screen in your video showing your Moodle course to give them a quick overview of how to use it. (you could switch your role to student if you have hidden items in your course while doing this). Example of a good welcome video What doesn't belong in an intro video?​ Some information isn't necessary in a welcome video. These specific details could be added into a page on Moodle: Course timetable – online or offline​. Your contact information​. Plagiarism and netiquette guidelines​. Grading policies​. Textbooks​. Specific assignment list and important due dates​. Example of a warm and personal introduction video Tips for success​ ​ With a little effort and planning, you can produce a high-quality video. You might feel more comfortable reading a script or referring to it as needed. Remember to make multimedia in your course accessible and to add captions. ​ Create a script or detailed outline to help keep your video brief.​ Sit close to the camera (but not too close – no-one wants to see up your nose) - this helps students read your nonverbal cues and facial expressions.​ Make eye contact with your audience by looking into the camera or webcam. Don't concentrate on the script or watch yourself in the computer.​ Check microphone settings.​ Use a plain, light background and wear dark, contrasting clothing with little pattern.​ Add a light in front of you instead of behind you. Your face and background will be crisp and clear. However, if you can use lighting from multiple points in the room, you will look even better.​ Find a quiet place to record where you and your audience won't be distracted.​ Schedule time to practice and film multiple times.​ Speak as you do in class-engaged, with enthusiasm for the subject.​ Add visual aids whenever possible.​ So jump in and create a welcome video for you course!

College Development Network (CDN) have worked with Jon from Playful Communications to produce a series of 8 videos to support online delivery, building on the Baseline Lecturer Digital Capabilities resource launched in August 2021. Why not take a look

Literature Review investigating the effect of using the game-based learning platform Kahoot! in the classroom. Highlights • Focus on learning performance, classroom dynamics, students' and teachers' attuites and perceptions, and student anxiety. • Includes 93 quantitative and or qualitative studies including experiments, crosssectional, mixed method, and case studies. • Main conclusion is that Kahoot! has a positive effect on learning performance, classroom dynamics, attuites, and anxiety. • Main challenges include technical problems, see questions and answers, time stress, afraid of losing, and hard to catch up.