Features

Teaching Tools

Students can submit any digital content (files), such as word-processed documents, spreadsheets, images, or audio and video clips. Alternatively, or in addition, the assignment may require students to type text directly into the text editor. An assignment can also be used to remind students of ‘real-world’ assignments they need to complete offline, such as art work, and thus not require any digital content. Students can submit work individually or as a member of a group.

The book module enables a teacher to create a multi-page resource in a book-like format, with chapters and subchapters. Books can contain media files, as well as text and, are useful for displaying lengthy passages of information which can be broken down into sections.

The chat activity module enables participants to have text-based, real-time synchronous discussions.
 
The chat may be a one-time activity or it may be repeated at the same time each day or each week. 

The checklist module allows a teacher to create a checklist/todo list/task list for their students to work through.

The choice activity module enables a teacher to ask a single question and offer a selection of possible responses.
 
Choice results may be published after students have answered, after a certain date, or not at all. Results may be published with student names or anonymously.

Organize your content type into a column layout. Content types that address similar material or share a common theme can now be grouped together to create a coherent learning experience. In addition, authors are free to be creative by combining almost all of the existing content types. 

Dialogues allow students or teachers to start two-way dialogues with another person. They are course activities that can be useful when the teacher wants a place to give private feedback to a student on their online activity. For example, if a student is participating in a language forum and made a grammatical error that the teacher wants to point out without embarrassing the student, a dialogue is the perfect place. A dialogue activity would also be an excellent way for counselors within an institution to interact with students – all activities are logged and email is not necessarily required

Dialog cards can be used as a drill to help learners memorize words, expressions or sentences. On the front of the card, there’s a hint for a word or expression. By turning the card the learner reveals a corresponding word or expression. 
 
Dialog cards can be used in language learning, to present math problems or help learners remember facts such as historical events, formulas or names. 
The documentation tool aims to make it easy to create assessment wizards for goal driven activities. It can also be used as a form wizard.
 
While editing, the author can add multiple steps to the wizard. In each step, the author can define which content goes into that step. Content can be plain text, input fields, goal definition and goal assessment. 
 
Once published, the end user will be taken through the steps of the wizard. On the last step of the wizard, the user can generate a document with all the input that has been submitted. This document can be downloaded.
 
The Documentation tool is fully responsive and works great on smaller screens as well as on your desktop. 

Drag and drop questions enable the learner to associate two or more elements and to make logical connections in a visual way. Create Drag and drop questions using both text and images as draggable alternatives. Drag and drop questions support multiply draggable to drop zone combinations; one-to-one, one-to-many, many-to-one, and many-to-many.

The text which students created will be scanned for keywords that have been defined by an author before. Several options allow making this rather simple approach still quite flexible for giving feedback.
 
Authors can restrict the number of characters that the students may use to cover all the important aspects of a given topic. This way they can stimulate cognitive efforts that are needed to distinguish between important facts and less relevant details. Also, authors cannot only award points for keywords that have been found (multiple times), but they can provide verbal feedback. If a crucial keyword is missing, one could e.g. point out that an important aspect seems to have been neglected and should be considered when writing the next iteration of the text. On the contrary, if a keyword is found, one could praise the student and confirm the significance of the aspect that the word represents.
 
The content type does not replace grading by teachers but could assist them.

The feedback activity module enables a teacher to create a custom survey for collecting feedback from participants using a variety of question types including multiple-choice, yes/no, or text input.

Learners fill in the missing words in a text. The learner is shown a solution after filling in all the missing words, or after each word depending on settings.
 
Authors enter text and mark words to be replaced with an asterisk. In addition to native and second language learning, Fill in the blanks can be used to test the learner’s ability to reproduce facts or produce mathematical inferences. 

This content type allows authors to create a single flash card or a set of flashcards that have both questions and answers. Learners are required to fill in the text field and then check the correctness of their solution.

The forum activity module enables participants to have asynchronous discussions i.e. discussions that take place over an extended period of time.
 
There are several forum types to choose from, such as a standard forum where anyone can start a new discussion at any time; a forum where each student can post exactly one discussion; or a question and answer forum where students must first post before being able to view other students’ posts. A teacher can allow files to be attached to forum posts. The attached images are displayed in the forum post.

An interactive book with a multi-media mix of informational content and tasks.

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Image hotspots make it possible to create an image with interactive hotspots. When the user presses a hotspot, a popup containing a header and text or video is displayed. Using the editor, you may add as many hotspots as you like. The following is configurable:
 
  • The number of hotspots
  • The placement of each hotspot, and the associated popup content
  • The color of the hotspot

The Image Sequencing content type challenges the learner to order a randomized set of images according to a task description. 

Videos may be enriched with interactivities like explanations, extra pictures, tables, Fill in the Blank and multiple choice questions. Quiz questions support adaptivity, meaning that you can jump to another part of the video based on the user’s input.  Interactive summaries can be added at the end of the video. Interactive videos are created and edited using the H5P authoring tool in a standard web browser.
 
  • Multiple choice questions with one or more correct answers
  • Free text questions
  • Fill in the blank questions
  • Drag and drop questions
  • Interactive summaries
  • Single choice question sets
  • Mark the word activities
  • Drag and drop text
  • Images
  • Tables
  • Labels
  • Texts
  • Links
 
All question types can be configured to perform adaptive behavior, meaning that a correct answer could cause the user to skip to a specified place in the video while an incorrect answer could take the user somewhere else in the video. Typically, submitting a wrong answer will cause the user to be directed to the place in the video where the answer to the question is presented.
 
You may also add bookmarks so that your users can skip to specified sections of the video on demand. 

The lesson activity module enables a teacher to deliver content and/or practice activities in interesting and flexible ways. A teacher can use the lesson to create a linear set of content pages or instructional activities that offer a variety of paths or options for the learner. In either case, teachers can choose to increase engagement and ensure understanding by including a variety of questions, such as multiple choice, matching and short answer. Depending on the student’s choice of answer and how the teacher develops the lesson, students may progress to the next page, be taken back to a previous page or redirected down a different path entirely. 

The quiz activity enables a teacher to create quizzes comprising questions of various types, including multiple-choice, matching, short-answer, and numerical.
 
The teacher can allow the quiz to be attempted multiple times, with the questions shuffled or randomly selected from the question bank. A time limit may be set.

ReadAloud is an activity designed to assist teachers in evaluating their students reading fluency. Students read a passage, set by the teacher, into a microphone. Later the teacher can mark words as incorrect and get the student WCPM(Words Correct Per Minute) scores.

The wiki activity module enables participants to add and edit a collection of web pages. A wiki can be collaborative, with everyone being able to edit it, or individual, where everyone has their own wiki which only they can edit.
 
A history of previous versions of each page in the wiki is kept, listing the edits made by each participant.
The workshop activity module enables the collection, review and peer assessment of students’ work.
 
Students can submit any digital content (files), such as word-processed documents or spreadsheets and can also type text directly into a field using the text editor.
 
Submissions are assessed using a multi-criteria assessment form defined by the teacher. The process of peer assessment and understanding the assessment form can be practised in advance with example submissions provided by the teacher, together with a reference assessment. Students are given the opportunity to assess one or more of their peers’ submissions. Submissions and reviewers may be anonymous if required.

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