moodle docs assignment

How to Submit an Assignment

Jan 14, 2024 • knowledge, article summary, article body.

1. Click on the assignment that you need to complete.

2. Click Add Submission button on the Assignment page

3. If the assignment requires you to submit Online Text as your response, you can compose or copy/paste your response into the Online text field.

4. If the assignment requires a File Submission, you can drag and drop the correct file into the File Submission box, or click on the Add Document button at the top right of the File Submission Box to add the file.

• There are preferred fonts for file submissions to be viewed correct. Please have use the following supported fonts: Cambria, Calibri, Courier New, Arial, Arial Narrow and Times New Roman

• Click Save Changes

5. You will now see a message for Submission Status that will list Submitted for Grading highlighted in green.

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UNE myLearn

Search results: 7, elite athlete program.

UNE is part of the  National Network of Elite Athlete Friendly Universities , which supports Australia's elite athletes to achieve academic excellence whilst also pursuing a sporting career. The University supports Students who are formally recognised Elite Athletes and provides strategies that ensure that they are not unduly disadvantaged academically or financially as a consequence of participation in their sporting commitments.

An Elite Athlete is a Student who is identified and recognised by one of the following organisations as an Elite Athlete representing Australia, or a State or Territory of Australia:

• Australian Institute of Sport
• State Institutes or Academies of Sport
• Australian Cricketers' Association
• Rugby Union Players' Association
• AFL Players’ Association
• Rugby League Professionals' Association
• Australian Professional Footballers' Association
• Alternatively, they must be a national squad member from Australian Sports Commission funded sports

Once you have registered with the Elite Athlete Program and provided relevant documentation, we will develop an Elite Athlete Study Plan (EASP). 

The EASP is the formal document, developed for each registered student individually, that outlines the study and assessment adjustments available. 

You are requested to forward your EASP to your unit coordinators, should you require any in-class reasonable adjustments, such as extra time for Moodle tests or extensions on assessments.

Please note that your unit coordinators need to approve and implement all in-class adjustments as well as requests for extensions of time for assignments.

• Unit Coordinator: Jay Alter
• Unit Coordinator: Lisa Rice
• Unit Coordinator: Jane Stening

Myanmar 2016 sandpit

This is a site for representatives of Yezin Agricutural University, Myanmar to explore features of Moodle as it's deployed at UNE .

• Unit Coordinator: Nyein Htwe
• Unit Coordinator: Adam Landow
• Unit Coordinator: Neelam Narayan
• Unit Coordinator: Julian Prior

Overseas Study @ UNE

Many UNE Students have the option of undertaking a variety of overseas study options as part of their course.  

This moodle site will explain:

who can go; different options available; at what point in AN award can students study overseas; for how long; and, where you might be able to go.  

Once students have read the initial information, and have made a choice, they can then apply online for their choice of overseas study program.

• Unit Coordinator: John McKinnon
• Unit Coordinator: Joseph Zayar Tun

Research @ UNE - Cattle and Small Ruminants Online Training

This course is for researchers and their assistants who perform any work with cattle and small ruminants. Completion of the UNE Animal Welfare and Ethics Course, or equivalent through an alternative institution, is pre-requisite. 

The Animal Ethics Committee listed ruminant skills are grouped into Topics within this module. There are a variety of presentations and resources to help you gain a theoretical understanding of each skill. 

Each skill has an associated quiz. A grade of 100% is required; you will be allowed three attempts to obtain this grade. The first Topic (Handling and Examination) is compulsory to complete, while the others need to be completed only if you plan to perform that skill or procedure as part of your research work.  

Once you have completed the quiz (or quizzes), please contact the Animal Welfare Officer or CART Operations and Training Manager who will arrange an assessor/trainer for your face-to-face practical training (if required) and competency assessment:

Sarah Radford, Veterinarian/AWO:  sradfor3@ une .edu.au

Tim Elliott, CART Operations and Training Manager:  tellio22@ une .edu.au

Once you have have been assessed as competent in a skill, your assessor will complete your competency assessment form in the Moodle Assignment portal. Please take note of any feedback or comments recorded. 

You will then receive a badge for the skill, which indicates you are proficient - you are eligible to perform this procedure unsupervised as part of an approved ARA.

No person is permitted to perform these listed skills or procedures, unless they are supervised by an authorised person, at any UNE site until they have been assessed as competent by the Animal Welfare Officer or approved assessor.

• Unit Coordinator: Cesar Jayashi Flores
• Unit Coordinator: Sarah Radford

Research @ UNE - Rodents Online Training

This course is for researchers and their assistants who perform any work with rodents. Completion of the UNE Animal Welfare and Ethics Course, or equivalent through an alternative institution, is pre-requisite. 

The Animal Ethics Committee listed rodent skills are grouped into Topics within this module. There are a variety of presentations and resources to help you gain a theoretical understanding of each skill. 

Once you have completed the quiz (or quizzes), please contact the Animal Welfare Officer who will arrange an assessor/trainer for your face-to-face practical training and competency assessment.

Contact details for the Animal Welfare Officer are:

You will need to download a copy of the relevant Training and Competency Form(s), which can be found within each Topic. Ensure you complete the first page of the form and email it to your assessor prior to beginning face-to-face training and/or competency assessment. 

Once you have have been assessed as competent in a skill, your assessor will upload the form to the Moodle Assignment portal. Please take note of any feedback or comments recorded. 

• Unit Coordinator: Adam Hamlin

UNE Business School EDAF Project

A School based non teaching Moodle site for collaboration for the EDAF Project

• Unit Coordinator: Derek Baker
• Unit Coordinator: Alana Blackburn
• Unit Coordinator: Oscar Cacho
• Unit Coordinator: Rowena Childs
• Unit Coordinator: Gabriel Donleavy
• Unit Coordinator: Adam Edwards
• Unit Coordinator: Josie Fisher
• Unit Coordinator: Martin Hovey
• Unit Coordinator: James Hunter
• Unit Coordinator: John Rice
• Unit Coordinator: Peter Shanahan
• Unit Coordinator: Alison Sheridan
• Unit Coordinator: Victor Edward Wright

UNE Sydney Moodle Training Site

• Unit Coordinator: Elise Dale
• Unit Coordinator: Robert Field
• Unit Coordinator: Leisa Rayner

End of Academic Year Support and Summer Changes

As our academic year and spring term come to a close, please remember how you can connect with Academic Technology and how to limit access to content in your Moodle course. 

End of Term and Final Exams

Academic Technologists will be available by appointment throughout final exams and the submission of final grades

Even if you do not choose to connect with us, for Moodle quizzes , please consider these two points:

• In the Introduction to your quiz, please remind students to SUBMIT the quiz at the very end (or it won’t record their effort).
• Immediately after you know students are done with their final exam, please take a moment to go into Moodle to verify that all students submitted their quiz. If you see that a student did not submit a quiz, please submit it for them. Submitting Unfinished Quiz Attempts on Behalf of Students

Managing Access to Course Content after Final Exams

By default, Moodle courses remain accessible for students who were enrolled in a particular course. If you want additional security for the materials (quizzes, assignments, lecture notes) of a concluded course, please check out Moodle: Options for restricting student access with suggestions for hiding your Moodle course or making specific parts of your Moodle course invisible for your past students.

Getting Ready for the New Academic Year

July 15:   Deadline for changes/additions to software in classrooms and computer labs. Please submit a Helpdesk ticket before July 15. Any requests that come in after July 15 may need to be delayed until Winter term, especially if the request requires purchasing and/or extensive testing for new software applications. You do not need to submit a request for existing software.

August 1st:   Deletion of  the oldest courses from the Moodle server, from the 2018-19 Academic Year . If you would like to save a copy of your course materials, we recommend that you create a backup file of your course and download that to your favorite file storage location. Instructions for how to create a backup file are available in this short video or this Knowledge Base article .

We also suggest you use your browser’s print function to save a visual copy of your page as PDF so that you can quickly see how your Moodle course was organized. 

Summer Break and Planning Fall Courses

The AT team will remain available via emails and through the ITS ticketing system throughout the break. PEPS will offer support by appointment only; send an email to [email protected].  

If you want to have longer conversations around the pedagogical strategies of your 2024-25 classes, please consider reaching out to Jennifer Ross-Wolff, Director of the LTC, or Wiebke Kuhn, Director of Academic Technology. 

Teaching and learning tools and ideas about teaching and learning have been coming at us faster than in previous years — which of these lessons do you want to keep using? 

• Zoom office hours? 
• Online resources in Moodle to provide asynchronous learning opportunities?
• More equitable grading using Gradescope ? 
• More interactive reading using Hypothes.is ? 
• More collaboration using Google docs and other tools in the Google suite?
• Integrating strategies to use of generative AI tools?

For additional flexibility, please also consider our web-based content: Moodle documentation pages, Teaching and Learning Service Catalog , and our Moodle Micro-Skills course (self enrollment). The LTC pages also have valuable information.

Stay tuned for more opportunities in July for some workshops sponsored by the LTC and for announcements in August when everyone is starting to think about what technologies may be useful for fall term. This will include more opportunities to learn and practice with classroom technology.

If you are interested in a classroom technology refresher , please reach out to Paul Bernhardt or Wiebke Kuhn. 

Please remember : ITS will be making updates this summer to computers at some instructor stations and in some computer labs. The full list will be posted on the Classroom Technology Support page.

Remember that not all classrooms have an instructor computer, so check out your rooms in late August.

• Classroom Technology
• Teaching and Learning

Google Forms Assignment

مامۆستایانی بەرێز هەر بەرێزێک فۆرمێک دروستبکات بە ناوی خۆیەوە، کە ئەم خاڵانەی خوارەوە لە خۆگرێت:  ١- خانەی وەلامی تێدا ىێت ٢- وێنەی تێدابێت ٣- مەلتیپل چۆیسی تێدا بێت ٤- سەرجەم جۆرە جیاوازەکانی پرسیاری تێدابێت. لینکەکەی لێرە دانێن.   https://www.youtube.com/watch?v=xsoGDFTpEE4  

https://docs.google.com/forms/d/e/1FAIpQLSchhzAtGBxoaben4SuHMgygImYWzIrKOKeoJYYnLgP0M8wEDQ/viewform

Documentation

Página principal.

• Sugerencias para principiantes
• Ojee características
• Guía rápida del profesor
• Guia rápida del administrador
• Guía rápida de instalación

Gestione su curso

• Configure su curso
• Añada estudiantes
• Monitoree el progreso
• Suba archivos

Añada actividades

• Use tareas para evaluar
• Discuta en foros
• Evalúe estudiantes con un examen
• Evalúe por pares con un taller

Qué hay de nuevo

• Para profesores
• Para estudiantes
• Para administradores
• Móvil

Gestione su sitio

• Añada usuarios
• Añada cursos
• Cambie la apariencia
• Instale plugins
• Vea características de la App
• Manténgase actualizado con notificaciones
• Cree sitios amigables-para-mobile
• Añada más características de la App
• ¿Desea usar Moodle para actividades de su escuela o curso de actualización? - ¡Haga clic aquí!
• ¿Desea ver la documentación para la página principal del sitio ?

Vea la Tabla de Contenidos completa, las FAQs , la Antigua Guía de estilo en español y la nueva content style guide (en inglés) , los asuntos relacionados con la documentación en Español para más detalles.

Si no encuentra la documentación que estaba buscando, por favor consulte la versión en inglés (elija English en el recuadro inferior 'EN OTROS IDIOMAS') y si tampoco allí la encuentra, entonces escriba en el foro de Moodle en español o en el foro en inglés de Moodle community sites forum .

Si le es posible, por favor, ayúdenos a traducir estas pocas páginas que urge traducir ; por favor, ayúdenos a actualizar estas páginas que urge actualizar y finalmente ayúdenos a traducir estas muchísimas páginas aun pendientes de traducir . Para hacerlo mejor, amablemente le solicitamos que primeramente lea las normas para colaboradores y la Guía de estilo . GRACIAS

Vea también

• Las Nuevas características de Moodle 4.4 y las Notas de Moodle 4.4 en idioma inglés para conocer lo más nuevo a partir del 03 de abril del 2024 .
• Las Nuevas características de Moodle 4.3 y las Notas de Moodle 4.3 en idioma inglés para conocer lo más nuevo a partir del 03 de noviembre del 2023 .
• Las Nuevas características de Moodle 4.2 y las Notas de Moodle 4.2 en idioma inglés para conocer lo más nuevo a partir del 03 de abril del 2023 .
• Las Nuevas características de Moodle 4.1 y las Notas de Moodle 4.1 en idioma inglés para conocer lo más nuevo a partir del 28 de noviembre del 2022 .
• Las Nuevas características de Moodle 4.0 y las Notas de Moodle 4.0 para conocer lo más nuevo a partir del 30 de marzo del 2022 .
• Las Nuevas características de Moodle 3.11 y las Notas de Moodle 3.11 para conocer lo más nuevo a partir del 30 de mayo del 2021 .
• Manuales de Moodle - enlaces a manuales, tutoriales, libros y otra documentación (impresa o multimedia) realizado por moodlers de todo el mundo.
• Moodle gratuito (alojamiento), incluyendo alojamiento de prueba por 45 días en la nube de Moodle.org .
• Es posible descargar los archivos de la documentación de Moodle en varios idiomas para alojarlos fuera-de-línea.
• 29/Página Principal para Moodle 2.9 y anteriores, en Español
• Página Principal (2007) en Español, con documentación escrita entre 2006 y 2007 (principalmente de Moodle 1.6 a 1.9)
• Documentación original completa en idioma inglés para
• Moodle 4.4 , Moodle 4.3 , Moodle 4.2 , Moodle 4.1 , Moodle 4.0 , Moodle 3.11 , Moodle 3.10 , Moodle 3.9 , Moodle 3.8 , Moodle 3.7 , Moodle 3.6 , Moodle 3.5 , Moodle 3.4 , Moodle 3.3 , Moodle 3.2 , Moodle 3.1 , Moodle 3.0 , Moodle 2.9 , Moodle 2.8 , Moodle 2.7 , Moodle 2.) , Moodle 2.5 , Moodle 2.4 , Moodle 2.3 , Moodle 2.2 , Moodle 2.1 , Moodle 2.0 y Moodle 1.9
• Moodle developer documentation - documentación MODERNA (2022) para programadores desarrolladores (en inglés)
• OLD (2021) Moodle developer documentation - documentación ANTIGUA para programadores desarrolladores (en inglés)
• Documentation overview - lista de toda la documentación en diferentes idiomas
• Páginas nuevas recientemente añadidas a la documentación en español

Homework: Moodle Assignment Assignment: Does Europe Hate Us Quiz –Watch the accompanying videos...

Moodle Assignment

• Assignment: Does Europe Hate Us Quiz– Watch the accompanying videos and

answer the questions.– Do not hit Submit all and finish until you

have answered all 20 Question

• Due Date: February 3rd by midnight

The Age of Imperialism

1875-1914Red-coated British soldiers stand at attention around a royal pavilion

during a ceremony in India. Britain’s Queen Victoria took the title Empress on India in 1876.

• Imperialism =

a policy of conquering and ruling other lands

Nations competed for overseas empires. Britain’s lead was challenged.

• In the mid-1800s, Britain was the most powerful nation in the world.– It’s factories produced more good than those of any other country.

– The British Navy guarded the oceans so that those goods could be shipped safely to ports around the globe.

– British banks loaned the money needed to build factories, mines, and railroads worldwide.

• By the late 1800s, however, Germany and the United States were challenging Britain’s economic leadership.

• Faced with possible decline, Britain looked increasingly to its colonies for markets and resources.

Nations competed for overseas empires.Imperialism fostered rivalries.

• Other countries followed Britain’s lead and came to see colonies as necessary for their economic well-being.– The French and Dutch expanded their holdings and by 1900 France

had an empire second in size only to Britain’s.– Spain and Portugal attempted to build new empires in Africa.– Austria-Hungary moved into the Balkans.– Russia expanded into the Caucasus, Central Asia, and Siberia.

• Countries that had no colonies set out to acquire them.– Belgium, Italy, and Germany all took over lands in Africa (with

Germany also taking an interest in East Asia & the Pacific islands).

(continued)• Two non-European countries, the United States and

Japan, also became involved in overseas expansion during this period. – Both the U.S. and Japan were interested in East Asia.– The U.S. was also deeply tied to Latin America.

• Increasingly, Europeans viewed an empire as a measure of national stature.

• Thus, the race for colonies grew out of a strong sense of national pride as well as from economic competition.

Nations competed for overseas empires.Europe believed in its own superiority.

• Following the Industrial Revolution, Europeans regarded their new technology (weaponry, telegraphs, railroads etc.) as proof they were better than other peoples.

• This attitude is a reflection of racism, the belief that one race is superior to others.

• Europeans believed that they had the right and duty to bring the results of their progress to other countries.

(continued)• Some of this push for expansion of the European way

of life came from missionaries.– One of the most famous of these missionaries was David

Livingstone, a minister from Scotland who went to Africa to preach the Gospel and helped to end the slave trade there.

Nations competed for overseas empires.

Imperialism had mass appeal.

• In the late 1800s, Europeans and Americans were eager to read about adventures in distant places.

• Newspapers competed for readership by hiring reporters to search the globe for stories.– One of the most famous reporters of the day was Henry

Stanley. • Stanley was hired in 1871 to find David Livingstone who had

traveled deep into the heart of Africa and hadn’t been heard from in some years.

• Ten months later, Stanley caught up with Livingstone and his account of their meeting made headlines around the world. Stanley became an instant celebrity.

Nations competed for overseas empires.Imperialism had mass appeal.

(continued)• Novels and poetry also glorified Imperialism .

– The most popular writer of the day was Joseph Rudyard Kipling (1865-1936).

– Kipling appealed not only to his readers’ sense of adventure but also the their feelings of superiority.

– He saw imperialism as a mission to “civilize non-Europeans” and urged his readers to:

Take up the White Man’s Burden-

Send forth the best ye breed-

Go bind your sons to exile-

To serve your captives’ need…

• In answering the call of imperialism, Europeans altered the way of life on every continent.

• How do you think European imperialism affected the rest of the world?

• Questions to Consider1. (a) What countries challenged Britain’s economic

leadership? (b) How was the search for colonies a response to Britain’s declining share in world trade?

2. What part did each of the following play in imperialism? (a) markets (b) raw materials (c) national pride

3. What attitude did people in industrialized countries have toward other peoples?

4. (a) What part did missionaries play in imperialism? (b) How did newspapers and writers encourage imperialism?

5. Reread the lines from Kipling’s poem. (a) What did he mean by “the White Man’s Burden”? (b) What was the exile of which he spoke? (c) What does the word captives indicate?

• Resources– Krieger, Neill,& Reynolds. World History: Perspectives on the

Past, 5th Ed. McDougall Littell, 1997.– www.personal.psu.edu/.../ imperialism.htm – http://www.warandpeace.agnostos-theos.net/cartography.ht

ml– www.bbc.co.uk/.../ stan_livingstone.shtml – www.englisch.schule.de/ auster/group5/stanley.htm – www.theotherpages.org/ poems/faces.html

Basic guide to using Moodle Gradebook 3.1 - EQUELLA · Moodle assignment, the Gradebook automatically creates space (called a grade item) for that activity’s grades. As you or the

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Handing in Work through Moodle - static.packt-cdn.com€¦ · Handing in Work through Moodle [2 ] Handing in the work Work can be handed in through Moodle using the assignment activity.

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Moodle - California State University, Northridge example, a 100-point assignment has a weight of 100; a 10-point assignment a weight of 10. PROS ... Moodle – Gradebook 3/2/11 Page

What’s new in Moodle 2.7 Lecturers. What is new in Moodle 2.7 1.New module editing menuNew module editing menu 2.Single assignment moduleSingle assignment.