The Book of ViLLE
ErkkiKaila,EinariKurvinen&ErnoLokkila Teacher’s manual Authors ErkkiKaila,EinariKurvinen&ErnoLokkila ViLLE Team TeemuRajala ErkkiKaila RikuHaavisto RikuKajasilta VilleKaravirta MarkusKitola EinariKurvinen AliLeino RolfLindén ErnoLokkila Mikko-JussiLaakso Online http://ville.utu.fi http://ville.cs.utu.fi [email protected] ©2015.ViLLETeam.Copyingthisbook,completeandunmodifiedisallowedforteachingpurposes only. Latestmodification:11.3.2015Thenewestversioncanalwaysbefoundatville.cs.utu.fi 1 Table of Contents 1 2 Introduction............................................................................................................6 1.1 Technicaldetails.......................................................................................................7 1.2 TerminologyinViLLE..............................................................................................8 1.3 TheGUIelementsinViLLE...................................................................................11 Courses...................................................................................................................14 2.1 Creatinganewcourse...........................................................................................15 2.2 Editingcourses........................................................................................................17 2.2.1 Addingroundstocourses......................................................................................................18 2.2.2 Editingrounds.............................................................................................................................19 2.2.3 Coursesettings............................................................................................................................20 2.3 Addingautomaticallyassessedassignmentstoacourse............................22 2.4 Addingmanuallygradedassignments.............................................................24 2.4.1 Addingdemonstrationstorounds....................................................................................25 2.4.2 Collectingattendancedata....................................................................................................26 2.4.3 Markingattendance..................................................................................................................27 2.4.3.1 MarkingattendanceusinganRFIDreaderorastudentid...................................28 2.4.3.2 Attendancemarkedbytheteacher...............................................................................29 2.4.4 Addingastudyjournal............................................................................................................29 2.4.5 Addingamanuallygradedexam.......................................................................................30 2.4.6 Addingcourseassignments..................................................................................................32 2.4.7 Addinganessayexercise.......................................................................................................33 2.4.8 Addingamanuallygradedexternalactivity................................................................33 2.5 Addinganexercisepooltoaround...................................................................33 2.6 Addingaturn-inexercise.....................................................................................34 2.7 Addingapeer-reviewedexercise.......................................................................36 2.8 Addingassistingteachers.....................................................................................38 2.9 Groups.......................................................................................................................39 2.10 Olemassaolevankurssinkäyttäminen............................................................40 2.11 Buildignanewcoursefromexistingexercisesandrounds.......................42 2.12 Roundsettings.........................................................................................................43 2.12.1 Rounddefaults.......................................................................................................................43 2.12.2 Roundandassignmentsettings....................................................................................43 2.12.3 Settingsforanexamround.............................................................................................45 2 2.12.4 Exammonitors......................................................................................................................48 2.12.5 Personaldeadlines..............................................................................................................49 2.13 3 Addingstudentstocourses..................................................................................50 2.13.1 Usingtheregistrationlink...............................................................................................50 2.13.2 Usingane-mailaddress....................................................................................................52 2.13.3 Usingothermeans...............................................................................................................53 Exercises................................................................................................................57 3.1 Browsingandfilteringexercises........................................................................57 3.1.1 Browsingoptions.......................................................................................................................60 3.1.2 Searchingforexercises...........................................................................................................61 4 3.2 Utilizingexercises..................................................................................................62 3.3 Managingexercisesandfolders.........................................................................62 Creatingexercises...............................................................................................64 4.1 Savingexercisesandversioncontrol................................................................65 4.1.1 Exerciseeditors..........................................................................................................................66 4.2 Generalexercises...................................................................................................68 4.2.1 CreatinganewQuiz..................................................................................................................68 4.2.2 CreatinganewSurvey............................................................................................................72 4.2.3 CreatinganewGeneralsortingexercise.......................................................................76 4.2.4 CreatinganewFillinExercise............................................................................................80 4.2.5 CreatinganArrangesentencesexercise........................................................................82 4.2.6 CreatingaMatchpairsexercise.........................................................................................83 4.2.7 Creatingavocabularytest.....................................................................................................83 4.2.8 Creatingadialogexercise......................................................................................................84 4.2.9 Creatingacompoundexercise............................................................................................85 4.2.10 CreatingaPunctuationandcaseexercise...............................................................85 4.2.11 CreatingaSelectwordsexercise..................................................................................86 4.2.12 CreatingaMatrixselectionexercise..........................................................................86 4.2.13 CreatinganImagetagexercise.....................................................................................88 4.3 Programmingexercises........................................................................................89 4.3.1 CreatingaViLLEClouds&Boxesexercise...................................................................89 4.3.2 CreatingaViLLEvisualizationexercise.........................................................................92 4.3.3 CreatingaViLLESortingExercise.....................................................................................94 4.3.4 CreatinganewViLLEprogrammingexercise.............................................................96 4.3.5 CreatinganewRobotexercise...........................................................................................99 3 4.3.6 Creatinganewconversionexercise..............................................................................101 4.3.7 CreatinganewBinarycalculationexercise...............................................................101 4.4 Mathematicalexercises.....................................................................................102 4.4.1 Solvingquadraticequations...............................................................................................103 4.4.2 Fillthesequence.......................................................................................................................103 4.4.3 What’smissing?........................................................................................................................104 4.4.4 Combineequalitems..............................................................................................................105 4.4.5 Tunnistaluku.............................................................................................................................106 4.4.6 Longdivision..............................................................................................................................106 4.4.7 Calculateinacolumn.............................................................................................................106 4.4.8 Calculatedecimals...................................................................................................................107 4.4.9 Barchartexercise....................................................................................................................108 5 4.4.10 Calculatefractions.............................................................................................................108 4.4.11 Convertfractionstodecimalsandviceversa......................................................109 4.4.12 Firstdegreeequations.....................................................................................................109 4.4.13 Mathaudioarithmetic.....................................................................................................110 4.4.14 Filleuqation..........................................................................................................................110 4.4.15 Timedleveltest...................................................................................................................111 4.4.16 Drillinggames......................................................................................................................112 4.4.17 Memorygame......................................................................................................................113 4.4.18 Roundingexercise.............................................................................................................113 4.4.19 Fuzzymathgame................................................................................................................113 4.4.20 Unitconversionexercise................................................................................................114 4.4.21 Expresionexercise.............................................................................................................114 4.4.22 Geometryexercise.............................................................................................................115 4.4.23 Numberlineexercise.......................................................................................................115 4.4.24 Percentageexercise..........................................................................................................115 Materials.............................................................................................................117 5.1 Attachingmaterialstoresources....................................................................117 5.1.1 Attachingamaterialtocourses........................................................................................117 5.1.2 Addingamaterialtorounds..............................................................................................118 5.1.3 Attachingmaterialstoanassignment...........................................................................118 5.1.4 Attachingpreviouslyuploadedmaterials...................................................................119 5.2 Managingownmaterials...................................................................................119 5.3 Browsingpublicmaterials................................................................................121 5.4 Publicorprivatematerial?...............................................................................122 4 6 Tutorials.............................................................................................................123 6.1 Usingexistingtutorials......................................................................................123 6.2 Modifyingtutorials..............................................................................................125 6.2.1 Creatingandeditingtutorialcomponents..................................................................126 6.2.1.1 Addingtext.........................................................................................................................126 6.2.1.2 Addinganimage...............................................................................................................126 6.2.1.3 Addingavideoclip..........................................................................................................127 6.2.1.4 Addinganobject...............................................................................................................127 6.2.1.5 Addingatable....................................................................................................................127 6.2.2 Tutorialsections.......................................................................................................................129 6.2.3 Addingcontenttothetutorial...........................................................................................130 6.2.4 Addingexercisestotutorials.............................................................................................131 6.2.5 Stylesettings..............................................................................................................................132 6.3 7 Tutorialsettings..................................................................................................133 Statisticsandassessment...............................................................................135 7.1 Studentperformance..........................................................................................135 7.2 Manuallygradedassignments.........................................................................136 7.2.1 Markingattendance................................................................................................................137 7.2.2 Markingdemonstrations.....................................................................................................137 7.2.3 Gradingcourseassignment................................................................................................138 7.2.4 Gradingessays...........................................................................................................................139 8 9 7.3 Coursestatistics...................................................................................................141 7.4 Surveys...................................................................................................................141 7.5 Exportingstatistics.............................................................................................142 7.6 Inspectingsubmissions.....................................................................................143 Profile,Messagesandsettings......................................................................146 8.1 Messages................................................................................................................146 8.2 Settings...................................................................................................................147 8.3 Bookmarks............................................................................................................148 8.4 Contacts..................................................................................................................149 Suffix1:Quickguide........................................................................................151 5 1 Introduction ViLLEisalearningenvironmentdevelopedintheUniversityofTurkutodiversify, visualize and assist teaching. The exercises in ViLLE are crafted such, that they can be utilized when teaching students of any age. Diverse exercise types makeitstraightforwardtofocusothercontenttoaselectedtargetoragegroup. Inadditiontoready-madeexercises,thestrengthofViLLEisinitscollaborative design.Studentsandteachers are broughttogethertointeractandbrainstorm, which means the social aspect oflearning is also employed. ViLLE is not just a teaching aid, but also a tool for teachers to improve and share their expertise withcolleagues.Sharingresourcesavoidshavingtoreinventthewheel,andthe techniques found good can be shared. Receiving feedback from colleagues also helpsimprovetheteacherintheirprofession. ViLLEismorethanjustalearningenvironment.Itisalsoatoolforplanningand controllingstudiesforboththestudentandtheteacher.Thestudybehaviorand attainmentsofstudentsarestoredonViLLE,whichmeansboththeteacherand the student know what has been learned so far, and what still needs to be learned. For the student, this means constant, and consistent, feedback on the progressionoftheirstudiesateverystepoftheway.Fortheteacherthismeans feedback on what the students really know and the chance to focus on recognizedproblem-areas. Controlling and evaluating studies takes advantage of all the possibilities broughtforthbymoderntechnology.Keeping trackofattendanceandpossible preliminary assignments is effortless at lectures and classes. Paperwork is noticeablydecreasedwhenitisnolongernecessarytocollectandmaintainpapers onlytotheninputthemtothecomputerbyhand.Furthermore,allthecollected datacanbeusedasafoundationforfutureplanningofeducation,evaluationand especiallymotivatingstudents. Informationtechnologymakesstudymaterialsflexibleandeasilyadaptedtothe needsofthecurrentclass.Thepossibilitiesforvisualizationincreasemany-fold 6 when compared to traditional study materials. Information technology allows morevisualization,notonlyinquantity,butalsoinquality. Mostexercisetypescanbeautomaticallyassessed.Afterassessment,immediate feedback can be given to the student regarding the assignment. The feedbackcangentlyshowthestudentswheretheysucceededandwheretheydidnot alongwithaconcreteexampleofthecorrectanswer.Forexample,inmathematics:whensummingthedecimalnumbers0.1and0.1,theresultis0.2.IntheimmediatefeedbackinViLLE,thiscalculationcanbeshownasafractionandapie chart,tofacilitatedeeplearningandformingtheconceptofadecimalnumber. InformationTechnologyallowstheusageofopenassignmentswithoutsacrificingrelevantfeedback automaticassessment.Anotherexamplefrommathematics:Whatnumberssummedgives16?Enumeratingallpossibleanswersissomethingthereoftenisnoroominprintedmaterials(especiallyifrealnumbersare allowed).However,ViLLEcaneasilyassesstheinputofthestudentandinform whethertheinputtednumberswerecorrectornot. ThisdocumentismeantasamanualforusingViLLEandtogivenewthoughtson howtoplanstudies.Thisintroductionconcentratesonthegeneralaspectsand features, each of which is covered in their own chapter. This document and ViLLEareconstantlyunderdevelopment,sothatlearningandteachingwouldbe aseffortlessandefficientaspossible.ThelatestversionofthisBookofVillecan bedownloadedfromhttp://villeteam.com. 1.1 Technical details It's worth noting that ViLLE is moreof an online application than a traditional website. In practice, this means that browser features, such as the back & forwardbuttons,bookmarksandfavoritesmaynotworkasyouexpect.Inorderto protectyourinformation,usersareautomaticallyloggedoffafter30minutesof idletime. 7 ViLLE supports all modern browsers, but it is recommended to use the latest version of Firefox or Google Chrome. The newest version of Internet Explorer (IE11atthetimeofwriting)canalsobeused,butduetodefectsinolderversions of the browser, some of the mathematical features have been disabled for IE. ViLLEdoesworkonOperaandSafari,andcanalsobeusedonsufficientlypowerfuliPadsandAndroidtablets. 1.2 Terminology in ViLLE WhilenotaprerequisiteforusingViLLE,itisworthwhiletofamiliarizeoneselfto the structure and most common terms of ViLLE. This helps in getting maximal benefitfromusingViLLE:creatingdiverseandeffectivecourses.ViLLEisdivided intotwoviews:theteacherandstudentviews.Thisbookismeanttoillustrate how to effectively use the teacher side. For help on the student view, see the guideonViLLEhomepage(http://villeteam.com/howto/). Figure 1 visualizes the structure of ViLLE and relations between the common termsusedinViLLE. Illustration1Relationsbetweenthecommonterms AcourseisthebasegroupofViLLE,towhichstudentsenroll.Theconceptofa courseisquitestraightforwardinhighereducation,whereinacourse-basedsystemisused.However,inschoolswheresuchasystemisnotused,coursesmay 8 bethoughtofasthematicwholes,orperiods.Examplesofthesethematicwholes are”Fractions”or”Finnishhistory1900-1921”. Coursesconsistofrounds,whichareapart,or”asection”,ofacourse.Rounds areacollectionofexercisesandmaterialsappropriatefortheselectedthematic whole.Thetimearoundisopencanbesetseparatelyfromotherroundsandthe course.Inadditiontothetime,alsothevisibilityofaroundcanbeset;invisible roundsareonlyshowntoteachersandassistingteachers,butnotstudents.For example, rounds”Additionof fractions” and ”Subtractionof fractions” could be found on a ”Fractions” course, conversely, on a course named ”Programming 1.01”,roundsnamed”Loops”and”If-clauses”arelikelytoappear. Exercise types are templates for exercises that can be created; it creates the frame upon which the teacher can build an exercise. The exercise type determinesthetypeoftheexercise.Severaldozensofexercisetypescanbefoundon ViLLE,fromwhichteacherscancreatenewexercises.Anexercisetypebecomes anexerciseaftertheteacherdefinestheparametersfortheexercisetype.Anexampleoftheseparametersarethequestionandansweringoptionsforquizzes, ortherangefornumbersandtheamountofquestionsina mathematicalexercisetype. Anexerciseisbasedonanexercisetypeandiscreatedbyeitheryouoranother teacher.Aftera teacherhascharacterizedanexercisetype,i.e.givenita name, descriptionandparameters,theexercisetypebecomesanexercise.Thisallows one exercise type to be used as a base for multiple exercises for different subjects. An assignment is an exercise added to a round. There are several differences betweenanassignmentandanexercise,buttherearetwonotableones.Firstly, becauseanassignmentisaddedtoa round,itmayhavea descriptionordirectionsshownspecificallytostudentswhichanexercisecannothave.Secondly,an assignment also has a maximum number ofpoints, which an exercise does not 9 have.Asa generalruleofthumb,oneexercisecanbeusedformultipleassignments. Materials are additional materials designed for a course, round or exercise. Thesecanbethoughtofasillustrativehandouts,excepttheycanbeanything:an image,avoiceclip,anarticleorevenvideo.Themostcommonuseformaterials is to provide study materials for a round or course. This material can then be usedbythestudentsasabasetosolveassignmentsorprovideadditionalinformation.Thesamematerialcanbeusedmultipletimesondifferentinstancesof theround(orcourse),souploadingasinglematerialmultipletimesisnotnecessary.Thisalsomakesitstraightforwardtosharematerialswithotherteachers. A resource is an umbrella term for all exercises, courses and materials. Resources may be public, which means all teachers can utilize, comment on and evaluatethem.Resourcescanbedefinedasprivatebytheowneroftheresource. Privateresourcescannotbeseenbyothersusers.ExercisesbasedontheexercisetypesinViLLEarealwayspublic. A browser is a basic tool in the teacher viewused to browse public resources madebyotherteachers.Therearefourseparatebrowserviews:exercisebrowser, course browser, materials browser and a tutorial browser view. The basic functionalityofeachbrowseristhesame,onlywhatisbrowseddiffers. Allresourceshaveanowner.Theownerofaresourceistheuserwhohascreatedthatresource.Donotethatoncearesourceiscopied,theuserwhocopiedthe resourcebecomesthenewownerofthatcopiedresource;theowneroftheoriginal resource is not changed. Copied resources have no link to the original, so evenifthecopyismodifiedtheoriginalremainsunchanged. 10 1.3 The GUI elements in ViLLE The teacher view in ViLLE contains three main elements, which are often referred to in this manual. The picture below demonstrates these parts of the teacherview. Illustration2Userinterfaceelementsintheteacherview 1. Username,whichcanbeclickedtoopenamenutoswitchbetweenthe studentandteacherviews,changesettingsorlogoutofViLLE. 2. Side menu, which is used to navigate the teacher side of ViLLE. Many menu items contain submenus, which can be opened by clicking on the item. The presence of an unfolded sub menu is indicated with a plus, whileaminussignindicatesanunfoldedsubmenu.Thesidemenucanbe minimized to free screen space by pressing the button. The samebuttoncanbeusedtorestorethesidemenu. 3. Contentarea,showsthecurrentlychosencontent.Agrey actionbaris shown above the content area, from which all possible actions on the contentcanbeperformed. 11 Illustration3AbrowserviewinViLLE Illustration 3 shows the browserview in ViLLE, which is used when browsing publicresources 1. The browsing mode is chosen from the top left corner. The menu has optionstobrowseeitherthebest,mostpopular,mostusedorthenewest resources.Insomebrowsersthewaytheresultsareshowncanbechosen totheleftofthismenu.Availablechoicesaretoshowtheresultsinalist orasatable. 2. Using the search field it is easy to find resources of interest. Write the searchterminthefieldandpress<enter>.Toreturntotheoriginalstate, clearallcharactersfromthefieldandpress<enter>. 3. Filteringisahandyfeaturewhenonlyresourcesofacertaintypeareof interest. To open the filtering menu, click on the Filter button. It is possible to filter resources by type, difficulty, programming or exercise language. 4. The search results are shown below the search options. To inspect a resource,justclickonitintheresultsview. 12 5. The pager appears whenever there is more search results than what is chosentobeshown. 6. Thechosenresourceisshownintheframetotherightofthescreen. Clickingoneithertheusernameortheprofilepictureonthetoprightcornerof thescreenwillopentheactionmenu(illustration4). Illustration4theactionmenu Theactionmenuallowsyoutoswitchbetweentheteacherandstudentview, navigatedirectlytotheprofilepageorsettings.Theactionmenualsoallowsyou togethelporlogoutofViLLE. 13 2 Courses CoursesarethebasictoolsofteachersinViLLE.Thebasicworkflowconsistsof fivesteps.First,createacourse.Second,sharetheregistrationlinktostudentsso they can join the course. Third, teach the course. Fourth, grade any manually graded exercises. Fifth and lastly, grade the course and give each student their grade. Most exercises in ViLLE are automatically graded, which decreases the amountoftimeittakestogradecourses.Itisalsopossibletooptimizethetakeit takestocreatecoursesandexercises byutilizingtheexistingpoolofresources availabletoallViLLEteachers.Noteveryteacherneedstoreinventthewheel. Createa course Teach students Grade After registering yourself to ViLLE, it is possible to create your own courses. CoursesarethebasicunitinViLLEandisagoodanalogytothecoursesincollegesanduniversities.Onamorestrictlycurriculum-basedsystems,acoursecanbe thoughtofathematicwhole,suchas”Fractions”or”Crossingthetensboundary”. Therearethreewaystocreateanewcourse.Onewayistocreateacompletely new course from scratch. Another way is to copy an existing course. The third wayistocreateanewcourse,butuseresourcesfromexistingcourses.Theseexistingcoursesmayhavebeenmadebyeitheryouorsomeoneelse.Thisallows teachers to e.g. improve the course they kept last year, or improve on a good coursekeptbyateacherinaneighboringschool.Thisrecyclingofcoursesallows forsharingandapplyingnewworkingideas.Italsofreestimeandfocusonthe teacher'sparttoworkonthesmalldetailsofthecourse.Thus,therecyclingdone inViLLEmakesforbettercourses.Allthesethreeoptionsarefurtherexplained inthefollowingchapters. 14 2.1 Creating a new course Inthefollowingexample,acourseaboutfractionsiscreatedfor3 rdgrademathematics.Whiletheexampleisaboutcreatingacourseaboutfractions,thedifferent steps and options for creating a course and how they affect the course are explainedindetail.ViLLEcoursescanbeusedinanysubject,suchaslanguages andhistory,butViLLEhasastrongsupportspecificallyforlearningandteaching mathematicsandprogramming.Becauseofthisbreadth,thereareseveraldifferent options to consider when creating a course in either mathematics or programming. Creating a new course is as easy as navigating to Profile àMy courses and clickingonNewcourse. Givethecourseaname,”3rdgradeFractions,2014”.Itisgoodpracticetoname coursesappropriately,especiallywhencreatingpubliccourses.Itisoftenfitting to append information about the instance of the course (e.g. the year) so the courseheldondifferentyearswillbeorganizedinchronologicalorder. Itispossibletomakethiscoursepublicbychecking visibletootherteachers. ThismeansthatthiscoursewillbevisibletootherViLLEusers.Studentactivity isnotandwillneverbevisibletootherteachers,butthecourseitselfandall publicresourceswithinitwillbe.Checkingthisoptionishighlyrecommended, asitenablesotherteacherstoevaluateandcommentonthecourse.Thisallows theownertoreceivefeedbackanduseitnotonlytoimprovethecourse,butimproveyourteachingaswell.Feedbackmayalsocontaincompletelynovelideas forfuturerevisionsonthecourse. IfAddroundischecked,thenanemptyroundwillbeaddedtothiscourseupon creationautomatically. Thedescriptionfieldcontainsapublicdescriptionofthecourse.Thisdescription is visible to students and teachers alike. For our example course, the de- 15 scription will be ”Third grade fractions. Let's practice converting fractions to decimalnumbersandviceversa,addition,subtractionandexpandingfractions.” The”Coursekey”fieldisa'password'forthecourse.ViLLEasksforthecourse keyonlyoncewhenregisteringtothatcourse.Itisthusimpossibletoregisteron acoursewithoutthekey.Thepurposeofthecoursekeyistoensurenounwantedpeopleenrolloncourses.Donotethatsettingacoursekeyismandatory,regardless of the method used to add students to the course. For our example course, the course key is set to the name of the class mascot, ”Blacky”, so it is easyenoughtoremember. Inadditiontothecoursekey,registrationforthecoursecanbelimitedbyhaving awindowoftimewhenregistrationisallowed.Registrationbeginsisthetime whenitisfirstpossibletoregister,i.e.enroll,tothecourse.Registrationendsis the time and date when it is no longer possible to register on the course anymore.Thetimemaybeenteredbymanuallytypingit,orbyclickingonthecalendar buttonto the right of the field.On ourexample course, practically every student,bartheonessickorotherwiseabsent,registeronthecourseonthefirst lessontogetherwiththeteacherpresent.Becauseofpossibleabsentees,theregistration is allowed for two weeks. The duration of the registration window is possibletobesetatwill.In somecasesitis suitabletohavethecourse accept newstudentsthroughoutthecourse,whileinothersitmaybebeneficialnotto. The Language is set according to the teaching language. E.g. if the majority of assignments are in English, then English is the appropriate choice. For our examplecourse,thelanguagewillbeFinnish.Thelanguagecanbechangedatalaterdate.Donotethatthislanguagechoicehasaneffectontheregistrationofnew students:whenstudentsregisterontheirfirstcourseforthefirsttime,theuser interfacelanguageofViLLEforthestudentissettothesamelanguageasthatof thecourse.Thisonlyappliestostudentswhohaveneverbeforeregisteredtoa course. 16 For programmingcourses,it is obligatory to choose the programming language usedonthecourse.Asourexamplecourseisformathematics,thereisnoprogramminglanguageand”–”isselected. Thesavebuttonwillletyouaddtagstothecourse.Tagsarewordsrepresentativeofthecontentofthecourse.TagshelpusersofViLLEfindresourcesrelated toaspecifictopic.Itispossibletochoosefromanexistingpooloftagsorcreate tagsofyourown.Choosingtagsisdonebyselectinganappropriatetagfromthe tag-listwhichappearsasyoustarttypingatag.Ifnosuitabletagswereinthetag pool,finishwritingthetagandonewiththatnamewillbecreated.Onceataghas beenchosen,pressentertofinalizetheselectionandpossiblyaddmoretags.Finalizedtagsturnblueandaremovedtotheleftofthetextfield.Removingtagsis done by pressing the x to the right of the tag-to-be-removed. For our example coursethefollowingtagsareadded:”3 rdgrade”,”fractions”,”addition”,”subtraction”,”expanding”and”reducing”. PressingSavenowwillsavethecourseinyourcourses.Thenewcoursewillappearonyourcourselist.Thenextstepistostartmakingassignments. Clicking onthenameofthecoursewillstarteditingthecourse. 2.2 Editing courses The course edit view is divided into sub views which are used to manage the rounds in the course, its settings, assignments, assistant teachers, groups and news.Itisalsopossibletoaddassignmentstothecoursefromoneofthesubmenus. 17 Illustration5Courseeditview 2.2.1 Adding rounds to courses Beforeassignmentscanbeaddedtoacourse,theremustbeatleastoneround. Roundsarelikechaptersinabook:theycontainasingletopic.Thistopiccanbe a thematic one, our example course couldhave a roundlike: ”Addition of fractions with the same denominator”, or a chronological topic: ”Week 4”. Rounds dividecoursesintosensiblepartsandgiveaclearindicationofhowthecourse progresses. It has been found to be good practice to commit students to completing a course by having them complete a few assignments at the beginning of a course.Theassignmentsshouldbefairly,asthemainideaistoactivatestudents. AddingroundsisdoneintheRoundsincoursetab.ClickingontheCreatenew round-linkbelowanyexistingroundswillopenamenutochoosethetypeofthe newround: 1. Normalround:ThisroundtypeisusedfornormalstudyinginViLLE. 18 2. Exam round: This round type is used for exams; feedback and correct answersarehiddeninassignmentsaddedtothisround. 3. Conditionalround:Thisroundopensnewassignmentstostudentsashe orshegathersenoughpointsfromthepreviousassignments. Afterchoosingthetypeoftheround,anew”empty”roundiscreatedatthebottomoftheroundlist.Thenewlyaddedroundisautomaticallyineditmode. Illustration6Anewroundaddedtotheroundlist 2.2.2 Editing rounds Anewroundisautomaticallyineditmode,andexistingroundscanbeeditedby first expanding it by clicking on its name and pressing the Edit button onthat round. 19 Thenameoftheroundcanbesetinthetextfieldintheupperleftcornerofthe round editor. The name should be descriptiveof both the contents and assignmentsofthatround.Roundsarecourse-specific,whichmeansthereisnoneedto repeatthenameorthemeofthecourse.Thetypeoftheroundcanbechanged fromthedropdownmenutotherightofthenamefield. The opening and closing dates can be set for each round separately. Rounds areopenoneweekbydefault.Settingtimelimitsonroundscanhelptoenforce studentsmaketheirsubmissionsontime.Timelimitsalsoclarifytheprogression ofthecourse.Whethertheroundisopenorclosedhasadifferenteffectonthe rounddependingonthetypeoftheround: Roundtype Normalround Beforeopening Assignments Examround are Assignments unavailable Roundopen unavailable Assignments are Assignments available available Conditionalround are Assignments are unavailable are Assignments available, are provided the previous assignmentsaredone Roundclosed Assignments are Assignments available, no unavailable available, are the previous assign- but submissions saved are Assignments are provided ments are done, but no submissions are saved Illustration7Differencesbetweenthepossibletypesofrounds Afterallinformationforaroundhasbeeninputted,pressSave. 2.2.3 Course settings ItispossibletoeditthesettingsforthecoursefromtheCoursesettingstab. 20 Illustration8Coursesettingstab Thesettingsforacoursehavebeendividedintothreesubsections: 1) The course information –section contains basic information about the course. Basic information contains the name, course key, public descriptionandnotesvisibletootherteachers.Allthesecanbemodified. This section also contains the registration link for the course, which allowsstudentstoregistertothiscourse.IfyourschoolusestheHAKAloginsystem,checktheShowHAKAregistrationlinkbeforecopyingthe registrationlink. 2) TheSettings-sectioncontainsthebasicsettingsforthecourse.Thestart and end dates for registration can be set here. The minimum score required -setting sets the minimum score forpassing the course. Other modifiable settings are the course language, and the programming 21 language used on the course. If you include yourself in the course as student,youareshowninthecoursestatistics,whichmaymakeiteasier to e.g. test the course. Students assess assignment difficulty allows studentstoranktheassignmentstheydo.Visibleforotherteacherssets thecourseaseitherpublicorprivate. 3) IntheTagssectionthetagsforthecoursecanbemodified.TheAttached materials section can be used to add study materials to the course, like slideshowsorvideos.Itisalsopossibletoattachmaterialstoroundsand assignments. 2.3 Adding automatically assessed assignments to a course Thissubchapterdemonstrateshowtoaddassignmentstocourses.Assignments arealwaysaddedtoaroundonthecourse.Iftherearenoroundsonthecourse yet,seetheprevioussubchapter.Assignmentsareaddedwhileinthecourseedit modefromtheAddassignmentstab. Illustration9Addassignmentstab The most effortless assignments for the teacher are the automatically assessed assignments in ViLLE. ViLLE automatically assesses the correctness of the answergivenbythestudenttothecorrectanswerandgradestheexercise.Automaticallyassessedexercisescontain,butarenotlimitedtothefollowing:mathematical,programming,sorting,Fill-in,andmultiplechoiceexercises.Briefopen questionscanalsobeautomaticallyassessed,butlongeropenendedquestions, suchasessaysrequiremanualgradingbyateacher. 22 Beforeanyautomaticallyassessed exercisescanbeaddedtoacourse,there mustbeatleastoneexistingexerciseinyourexercisefolders.Creatingand usingexercisesarefurtherexplainedinthefollowingchapters. Inordertoaddanautomaticallyassessedassignmenttoacourse,selecttheexercisefromthecorrectfolder(1).Afterselectingtheexercise,thenameandmaximumpointscanbechanged(2).Itisalsoappropriatetosetadescriptionofthe assignment,sothestudentsknowwhattodobeforetestingtheexerciseyourself (3). When the name, score and description have been set, select the round the assignmentistobeaddedfromtherightside(4),andclickonthegreenarrow (5). Illustration10Addingandautomaticallyassessedassignment 23 Inadditiontoyourownexercises,youmayalsoaddonesfromyourbookmarks. To open your bookmarks list, select Bookmarked exercises from the dropdownmenuabovetheexercisefolders. TIP:Exercisescanalsobeaddedfromtheexercisebrowserbyfirstselecting theexerciseandthenpressingtheUtilizebutton. 2.4 Adding manually graded assignments Manuallygradedexercises canalso be addedtorounds.Manuallygradedexercises include for example, class attendance, demonstrations, file uploads and writingexercises,likeessays.NavigatetotheAddassignmentstabasexplained intheabovesubchapterandclickontheManuallygradedbutton.Theexercise isaddedthesamewayasinchapter2.3. Illustration11Addingmanuallygradedassignments 24 2.4.1 Adding demonstrations to rounds Inhighereducation,teachinginsmallgroupsisoftenpreferred.ViLLEcallsthese sessions demonstrations, or demos for short. Demonstrations proceed as follows: Before each demo session, students receive homework which should be donetothebestoftheirabilitiesforthedemo.Thishomeworkisreviewedatthe demosbyselectingonestudenttopresenthisorhersolutiontotheproblemin frontoftheclass.Otherstudentsareencouragedtoaskclarifyingquestionsregarding the solution. The attending teacher, called the demonstrator, helps in solving the problems if necessary. Demos are a learning environment, which providestheopportunitytoanalyzeproblemstogetherwithotherstudentsand a teacher. Often courses have one demonstration a week. ViLLE helps demonstrations by keeping track of the attendees, the problems they solve and the timestheywereinfrontoftheclass. To add a new demonstration to a round, Navigate to the add manually graded assignments view as described in chapter 2.4, and click on Demonstrations. Addinganexistingdemonstrationisdonethesamewayasanyexercise,asdescribedinchapter2.3.Tocreateanewdemonstration,clickonNewdemonstrationwhichopenstheEditdemonstrationdialog. Givethedemonstrationaname,forexample”Demo1”. ThefirstrequiredfieldisforAttendance.Ithasan empty Maxpointsfieldby default,whichmeansthatattendanceisrecorded,butnopointsaregiven. Exercise fields are for the exercises given to the students before the demos. Each preliminary assignment is listed separately and the maximum points for that assignment is marked to the Maxpointsfield. To avoidrepetitive manual fillingofthesefields,itispossibletouseanAutofillfeature.TheAutofillbutton opensanewwindowwhichasksforthenumberofexercisesandthename.The nameis”Exercise”bydefault,whichmeanstheaddedexercisesarenamed”Ex- 25 ercise1”,”Exercise2”,”Exercise3”,etc.,dependingonhowmanyexerciseswere chosen.Themaximumscoreforeachexerciseisalsogivenhere.Thesamemax scoreisusedforeachexercise.AcceptthechangesbypressingOK. SavethedemonstrationbypressingSave. Toaddthenewlycreateddemo,selectitfromthelistofdemonstrations,inthis example”Demo1”.Theviewchangestoshowtheexercisesandpointsawarded forthemintheselecteddemo.Nextclickontheroundthisdemonstrationisto beaddedto,andclickonthegreenarrow. Note,thatthesamedemonstrationtemplatecanbeusedinmultipledemonstrations.Onedemonstrationtemplateisenoughforeachcoursethathasthesame numberofexercisesandpointsawardedforthem.Touseademotemplate,just selectthedemofromthelistontheleft,thenselecttheroundyouwishtoaddit toandpressthegreenarrowforallroundsthatthedemonstrationwillbekept on. 2.4.2 Collecting attendance data It is often beneficial to collect attendance data from students. This data can be used, for example, as data for research studying how active attendance affects learningresults. Collectingdatacanalsobeusedtomotivatestudents.Activeparticipationin lecturescanberewardedinmanyways, suchasgivingbonuspointsorthe possibility to answer one less question in the exam. Multiple studies have foundtheproverbialcarrottobemoreeffectivethanthestick. IncaseyoureducationalinstituteusestheRFIDsystembyViLLE,attendancecan beregisteredautomaticallybyflashingacardtoanRFIDreaderinstalledineitherthecomputerusedbytheteacherorthelecturehall.IfnoRFIDsystemis available,itisalsopossibletoinputattendancesmanuallytoViLLE. 26 AnattendanceneedsaName.”Lecture1”issuitableforourexample. Anattendancecanalsobescoredbygivingitamaximumscore.Thegreaterthe maximum score is compared to other performances on the course, the more weightisputonthatparticularattendance. It is recommended to add a description to an attendance by pressing the Edit description button.Anappropriatedescriptionisthelocationandtopicofthe lecture,forexample. Attendancesareaddedtoroundsthesamewayasassignmentsare.Firstselect theroundtheattendanceistobeaddedto,thenclickonthegreenarrow.There maybeseveralattendancesforagivenround.Inourexample,oneroundcorrespondstoa week,andbecausetherearetwolecturesperweekonourcourse, eachroundwillhavetwoattendancesaddedtothem. 2.4.3 Marking attendance Asdescribedinthepreviouschapter,attendancecanbecollectedfromlectures, demonstrations, or any event defined by the teacher. In case your educational instituteusesanRFIDsystem,markingattendancebystudentsisdoneaseasily asflashingtheRFID-cardofthe studenttoan RFIDreader.Shouldtherebeno RFIDsysteminuse,attendancecanalsobeinputtedtoViLLEdirectlybywriting studentIDstoViLLE.Thiscaneasilybedonealongarollcalloraftereachstudenthasmarkedtheirattendanceonapaper.Eveniftheattendancedatahasto beinputtedmanually,thebenefitisthatallattendancedataiscollectedtoaunified database, so all data pertaining to the course is in a single location. This chapterexplainshowtogatherattendancedatausingRFIDreadersandhowto inputattendancedatamanually. 27 Illustration12InputattendancedatausinganRFIDreaderorstudentid 2.4.3.1 Marking attendance using an RFID reader or a student id LogontoViLLEandnavigatetoStatistics–Manuallygraded.Selectthecorrect courseandassignmentfromtheassignmentdropdownmenu(1).Thestatistics forthatattendancearenowshownintable(3).Nowitispossibletomovetoa view,wherestudentsmarktheirownattendance,bypressingtheStudentinput mode (2) button. ViLLE will open a view wherein students can input their attendancebyeither 1) UsinganRFID-cardortagonanRFIDreader. 2) Writingtheirstudentidinatextfieldandpressing<enter>. Rememberthatclosingtheinputviewrequiresateacherpassword.Thisfeature isimplementedsothatitissafetoleavestudentsmarktheirattendanceswithIfyouhaveloggedonusingHAKA-login,youcannotusetheHAKApassword to close the attendance window. If you are unable to close the attendance window, ask ViLLE Team for a local password. Our contact information is foundonthefirstpage 28 outsupervision. 2.4.3.2 Attendance marked by the teacher Attendancecanalsobemarkedbytheteacheroranyassistingteacher.Logonto ViLLE and navigate to Statistics– Manuallygraded. Select the correct course andassignmentfromthedropdownmenus(Illustration12,1).Attendancescan be manually marked by checking the boxes from the Attendance column (3). ViLLE saves the state after each click, so a separate save is not required after eachclick. 2.4.4 Adding a study journal Astudyjournalcanbeusedtoconvenientlygatherthelearningexperiencesof students. Study journals in ViLLE can containone ormore entry pages, for exampleoneforeachroundonthecourse.Theteacherofthecoursealwayssees thejournalsofthestudentsonacourseasawhole. Begin adding a study journal by navigatingto Addassignments in course edit mode, then click on manually graded and Study journal. Create a new Study journal by clicking on the Create a new journal link. Give the journal a name andpress<enter>toaddthejournaltothelist.Clickingonthenameofthenewly createdjournalentersthejournaleditmode. 29 Illustration13Aselectedstudyjournal EntrypagesmaybeaddedtoaroundbyclickingontheAddentrypagesbutton. Selectthesurveythisentrypagecontains(Creatingsurveysisexplainedinchapter4),andchecktheroundsthisentrypagewillbeadded.Entrypagescanalso beaddedtoroundsatalaterdate,shouldmoreroundsbeaddedtothecourse. After selecting the survey and rounds, click on the OK button to add the entry pages. In addition to the entry pages, a grading assignment has to be added to the course.Thisgradingassignmentcollectsallentrypagesofthestudentandcreates a journal, which the teacher can read and assess. To add the grading assignment,giveitanameandmaximumpoints,andclickonthegreenarrowto addittoaround. 2.4.5 Adding a manually graded exam Amanuallygradedexamcanbeusedtocollectingexamresultsandnotifyingof their results within ViLLE. One exam can contain more than one attempt; the studentwillalwaysseethebestreturnashisorherfinalgrade. 30 Beginaddinganexambynavigatingtothe Addassignmentstabinthecourse edit mode and clickingon Manuallygraded and Exam. Create a new exam by clickingonNewexam. Illustration14Editinganexam Anexamconsistsofdemonstrations(seechapter2.4.1),eachofwhichisrepresentative of one exam attempt. Ensure the maximum score for each attempt is thesame,tomakesuretheexamsworkproperly.Examattemptsareaddedusing theAddinstancebutton.Anexamwillalsorequireagradescale.Itispossible to use a ready-made template by pressing the Grading templates button, or make a scale of your own. The grade scale is created by giving a commaseparated list of the grades in ascending order, i.e. starting from the lowest. A gradescalecouldthusbeforexample:“Fail,1,2,3,4,5”.Afterhavingdefinedthe name,gradescaleandexamattempts,theexammustbesavedbypressingSave. After having created the exam template, it is possible to add it to a course by clickingonitsname,givingtheexamaname,selectingtheroundtoaddtheexam toandclickingonthegreenarrow. 31 2.4.6 Adding course assignments Withcourseassignments,itisconvenienttogroupseveralstagesofalargerassignment under one ViLLE assignment. A course assignment could be divided intoaplan,theactualassignmentandafinaldocumentation.Eachstageiscompletedseparatelyandinorder,thatis,thefollowingstageopensonlyafterthe previous has been completed and approved by the teacher. The course assignmentcanbegradedasawhole,oreachstageindividually,orboth.Additionally, theteachercangivethestudentfeedbackonthecompletedwork. BeginaddingacourseassignmentbynavigatingtotheAddassignmentstabin thecourseeditmode,thenclickonManuallygradedandCourseassignment. CreatethenewcourseassignmentbyclickingonNewcourseassignment. Illustration15Editingacourseassignment Toaddstagesintothecourseassignment,clickontheAddstagebutton.Suitable stagesareeitherafileuploadoranysurveyexercise.Creatingsurveysisfurther explainedinchapter4.Afterallthestageshavebeendefinedandthecourseassignmenthasbeengivenaname,pressSave. Nowthatthecourseassignmenttemplatehasbeencreated,itisreadytobeadded to courses. Click the assignment on the list, give it a name, and click on the greenarrow. 32 2.4.7 Adding an essay exercise Essays in ViLLE are a survey with a textbox survey component. Creating new surveysisexplainedindetailinchapter4.Afterthesurveyhasbeencreated,it canbeaddedtoacourseinthesamemannerasanyotherexercise(seechapter 2.3).Whenaddingthesurvey,adialogwillappear,inwhichViLLEasksthetype ofgrading.BychoosingManualgrading,anyteachercangradethereturnedessay. 2.4.8 Adding a manually graded external activity At times it is convenient to add an exercise where no actual submission is involved,butstudentscanbegivenpointsforregardless.Externalactivities(such asclassroomactivity)canberegisteredintoViLLEusingtheexercisetype Other. BegincreatinganassignmentlikethisbynavigatingtotheAddassignmentstab inthecourseeditmodeandclickingonManuallygraded,thenonOther.Give this activity a name and a maximum score, click on the round this activity belongstoandclickonthegreenarrow. 2.5 Adding an exercise pool to a round Insomecasesitispracticalnottohaveeachstudentdothesameexercises.Itis possibletodefineanexercisepoolinViLLE,whichallowsspecificexercisestobe giventospecificstudents.Theexercisesinexercisepoolsfordifferentstudents donotneedtobebasedonthesameexercisetype,insteaditmaycontainforinstancecalculationforsomestudents,andamultiplechoicequestionforothers, basedontheteacher’sdiscretion. Anexercisepoolcanbecreatedbymovingtothecourseeditmode,openingthe Add assignments tab and clicking on Exercise pool. The exercise pool must thenbegivenanameandthemaximumscore.Adescriptioncanalsobegiven bypressingtheEditdescriptionbutton. 33 Illustration16Addingexercisestoanexercisepool Toaddassignmentsfortheexercisepool,firstselecttheroundthepoolshould be added, then clickon the green arrow. A window appears which contains all yourexercises.Selectanexercise andclickonthegreen arrowtoaddittothe pool. Repeat, until the pool contains all exercises that should be shown to students.Exercisescanbedeletedfromthepoolbyclickingontheredcrosstothe rightoftheexercise.Thereisnoneedtosavetheexercisepoolwhenitiscomplete; it is saved after every added or removed exercise. To close the window, clickonthecrossinthetoprightcornerofthedialogwindow. 2.6 Adding a turn-in exercise Teachers may, at their discretion, have students return submissions as Word documents,Excelsheets,Powerpointslideshowsorimages.Itisgoodpractice tokeepallturn-insrelatedtoonecourseinthesameplace.Asitisoftennotfun tosearchthroughone’se-mailforaspecificturn-in,ViLLEhasanuploadexercise. 34 An upload exercise can be created by first navigating to the Addassignments tabincourseeditmode,thenclickingonAssignmentsubmission. Illustration17Assignmentsubmission ItisrequiredtochoosetheMaximumfilesizeforthesubmission.Thesizeisin kilobytes.Thesizelimitistopreventoversizedfilesbeingsent.Especiallyimages andPowerpointslideshowswilleasilybecometoolarge.Atextualsubmission willeasilyfitinto512kilobytes.Incasethedocumentcontainsimages,1024or 2048kilobytesisareasonablechoice. Anassignmentsubmissionmusthaveadescriptivename.Givingtheassignment amaximumscoreisalsoprudent,shouldthedefaultof10pointsproveinappropriate.ThedescriptionshowntostudentscanalsobechangedfromtheEditdescriptionbutton. Finally, the assignment must be added to a round by clicking on the correct roundandthenclickingonthegreenarrow. 35 2.7 Adding a peer-reviewed exercise Only a submission type exercise (see 2.6) can be peer-reviewed. Students first turnintheirassignments,thenpeer-reviewersareassigned,eitherautomatically orasdeterminedbytheteacher. Peerreviewisanexcellenttoolinateacher’stoolbox.Thistechniqueisespeciallysuitableforstudentsinhighereducation,butcanbeusedwithyounger studentsaswell.Peerreviewingteacherstudentsvaluablesoftskills,asitis imperative to think about one’s own stance and how to justify it. Because reasonable assessment requires justification, the reviewer must also be knowledgeable in the topic of the assignment. As the student assesses the topic,heorshemustalsoreflectonhisorheronviewpointtotheassignment,inadditiontothepossibleconflictsandwhytheseconflictsmightexist. ApeerreviewexercisecanbecreatedbynavigatingtotheAddassignmentstab inthecourseeditmodeandclickingonPeerreviewed. Illustration18Peerrevision 36 Apeerrevisioncanbedoneforonestudentatatime,sothatallothers,butthe submitter, review a submitted assignment. This feature allows assessment of group works so that each group reviews the submissions of all other groups. Choosethestudent(s)whoseassignmentistobepeerreviewedfromtheSelect usetoreviewdrop-downmenu. Illustration19Creatinganewevaluationset Each and every peer reviewed exercise must have an evaluationset. If an appropriateevaluationsetexists,itcanbechosenfromthe Selectevaluationset drop down menu. A selected evaluation set can be edited with the Edit button anddeletedwiththeDeletebutton. Ifnoappropriateevaluationsetshavebeencreated,clickontheNewbutton. Thefirstthingtodoistogiveanevaluationsetits nameanddescription.The description may define any criterion for evaluation and give general advice on howtoperformpeerreviewing.Thisdescriptionisshowntoallstudents. 37 In addition to thegeneral description, an evaluation set may contain questions whicheachrevieweranswers.Examplequestionsare:“Howwellcanyoudiscern theexpertiseofthewriter?”,“Canthewriter’sownthinkingbeseeninthetext?” or“Howfluentlydoesthewriterexpresshimorherself?”.Eachquestionmustbe giventhemaximumofascaleusedtogradethequestions.Theminimumisone. If“2”ischosen,thenthereviewerwillseetheoptions“yes/no”. Itispossibletonestquestionsbysettinganestedquestionasaheader.Finally, savetheevaluationsetbyclickingonSave. A peerreviewexercisemustalsobegivena nameandmaximumscore.Adescriptionisoptional,andcanbeinputbypressingtheEditdescriptionbutton. Addthepeerreviewingexercisetoaroundbyclickingonaroundandclicking onthegreenarrow. 2.8 Adding assisting teachers Acoursemaycontainassistingteachersinadditiontotheowner.Theassisting teacherswillalwayshaveaccesstotheperformancerecordsofthestudentson thecourse,andtheownerofthecoursemaygivetheassistingteachersediting rightstothecourse.Inpractice,assistingteachersmaybedemonstrators,tutors orothercoursepersonnel.Inprimaryschool,specialeducationteachersmayrequireaccesstothestudent’sstatistics,orincasethespecialeducationteacheris usingViLLE,itisvitalfortheclass’teachertoknowofthestudents’progress A user must be registered to ViLLE before they can be added as an assisting teacher.Toeditassistingteachers,navigatetothecourseeditmodeandclickon theAssistantteacherstab. 38 Illustration20Theassistantteacherstab AddingassistingteachersisdonebyclickingontheAddbutton.Thisopenadialog, to which the ViLLE user id of the assistant teacher. It is also possible to choose whether to grant this user editing rights to the course; with no editing rights,theassistantteachercanonlyaccessstudents’performance(statisticsand evaluations)inViLLE. To remove an assisting teacher from a course, select the user and click on the Delete button. Modifying a teaching assistant’s rights is done by selecting the user,andclickingonModify. 2.9 Groups Itisoftennecessarytodividestudentsintogroups.Anexamplesituationcould beaViLLEcoursethatisbeingusedbyseveraldifferentclasses. Tocreategroups,navigatetothecourseeditviewandclickontheGroupstab. 39 Illustration21Editinggroups Tocreateanewgrouponacourse,clickonNewgroup.Adialogopensthatasks foragroupname.Afterenteringthename,clickOk.Thenameofthegroupcan bechanged bypressing Editgroup;the Deletebuttondeletesagroupandassignsthestudentsinthatgroupintotheunassignedpool. Groups can also be created randomly, if there are no existing groups outside ViLLE, by pressing the Assign automatically button. This will divide the studentsintogroupssothatthegroupswillbeasevenlysizedaspossible.Itisalso possible to divide the students into groups manually: after having created the groups,addstudentstothembydragginganddroppingstudentsfromtheliston therighttothecorrectgroup.Morethanonestudentcanbechosenanddragged fromthestudentlistpressingandholdingthe<ctrl>-keyastheyareselected. 2.10 Reusing an existing course Reusing an existing course will noticeably decrease the time spent on creating newcoursematerial.Thiswayitispossibletoapplytheknow-howandexpertise of colleagues. It is also problem-free tomodify the courses to make them your own and create assignments appropriate for precisely your students. The next paragraphsexplainhowtosearchandreuseexistingcourses. 40 Remember to as for feedback and suggestions from your students to keep improvingthecourse. Utilizinganexistingcourseismuchlikecreatinganewcourse;byloggingonto ViLLEandnavigatingtoCourses–Browse.Thefeaturesandfunctionalityofthe browserisexplainedindetailinchapter1.3. Illustration22Thecoursebrowseview The course browser shows the name, number of rounds and assignments, the gradegiventothecourseandhowmanycopieshavebeencreatedofthatcourse. Agradeof0meansthatcoursehasnotbeengraded. ItispossibletotestcourseswithinterestingnamesbypressingtheViewbutton. Thisallowsyoutopreviewthecourse,evenifitisclosed.Anysubmissiondone inpreviewmodearenotsavedorrecordedinanyway.Thisviewalsoallowsthe copyingoftheroundsandassignmentsinthiscourse(seechapter2.11). 41 Afterafittingcoursehasbeenfound,itmaybecopiedbypressingtheCopybutton.Copyingacoursewillcreateacopyoftheexistingcourseandtheownership ofthecopywillbetransferredtothecopier.Thecopiedcoursewillalsoappear inthelistunderProfile-Mycourses.Rememberthattheoriginalcoursewillbe separate from the new copy; no changes made on the copy will be reflected in theoriginal. TIP:Youcanalsocopyyourowncourses.Thismakesiteasytocreateanew courseinstanceforanewsemester.TheeasiestwayistonavigatetoProfile –Owncoursesandclickonthecopybutton. 2.11 Building a new course from existing exercises and rounds Thereisanalternativetobuildingacoursefromscratch;sometimestheeasiest andmostreasonablethingtodoistousewelldesignedroundsorexercisesfrom severalothercourses.Howthisisachieved,isexplainedindetailinthischapter. First a course must be created (see chapter Error! Reference source not ound.). After an empty course is created, existing exercises and rounds can be searchedforinthedifferentbrowserviewsofViLLE.Analternativeistosearch for existing courses for the same subject, then copy the good assignments and roundstoyourcourse.ViewingthecoursecanbedonebypressingtheViewbutton. Tocopyacompleteround,clickonthecopybuttonlocatedtotheright ofthenameoftheround: ViLLEwillthenrequirethedestinationcourse.Copyingassignmentsisdonethe sameway:clickonthecopybuttonandselecttheroundtocopytheassignment to. 42 2.12 Round settings Asharedopeningandclosingdatecanbesettoallroundsonacourse,ascana common maximum score. Chapter 2.12.1 explains setting round defaults, and chapter2.12.2furtherdemonstratessettingroundspecificsettings,suchasvisibility, ordering and assignment scoring. Chapter 2.12.3 explains how exam rounds function, while chapter 2.12.4 illustrates how exams are monitored. Chapter2.12.5demonstrateshowtosetpersonaldeadlinesforstudents. 2.12.1 Round defaults A shared opening and closing date, along with a minimum score (as a percentage) can be set in the Courseeditmode, after pressing on the Setround defaultsbutton.Whenroundvaluesaresetthisway,thenewvalueswillaffect allroundsonthecourse.Thevaluescanalwaysbechangedlateronforindividualrounds. 2.12.2 Round and assignment settings Noteveryroundsharesitsopeningandclosingdateorminimumscorestopass theroundwithotherrounds.Oftentheorderingandvisibilityofroundsmustbe adjustedaswell.Thischapterwillfirstexplainhowtoadjustroundsettings,then howtomodifyroundscoring,orderingandupdatingrounds.Illustration6containstherelevantelementsforthissection. 43 Illustration23Modifyingroundsettings OpenthecourseeditmodeandtheRoundsincoursetab. Allroundsareunfoldedinthebasicview.Theorderofroundscanbechanged usingthearrowbuttons(4). Ifanyroundsshouldbeinvisibletostudents, theycanbehiddenfromthestudentviewbypressingthe eyeicon(4).Theeyeiconwillturngreyandhavea redslashoverit.Hidingroundssimplifiesthestudentviewbyreducingclutter, butalsomakesithardertograspthecoreofthecourse.Itmaybeeasierforstudentstofollowtheprogressionofthecoursewithcompletedroundsvisible. TIP:Theabilitytohideroundsishandywhenyouneedtoeditthecourseafterteachinghasbegun.Hidingallowsyoutofinishtheroundbeforestudents haveaccesstoit.Youwillalwaysseeallroundsoncoursesyouown,whether theyareclosedoropen. 44 Roundsettingscanbemodifiedfromtheroundeditmode.Toenterroundedit mode,clickontheroundsotheroundunfoldsandallinformationpertainingto theroundisvisible.TheEditbutton(3)turnsallfieldsintheroundeditablesoit ispossibletochangethename,type,description,openingandclosingdates, therequiredminimumscoreandthemaximumscoreofassignments.Itisoftenbettertogiveagenerousnumberofpointsforassignments,becauseagreater number of points give the feeling of a greater achievement. The feeling of achievementmotivatesstudentsandcommitsthemtocompletingthecourse.All changesaresavedbypressingSave. Theassignmentsonaroundarelistedabovethesettingsfortheround(Illustration13,1.).Theorderoftheassignmentscanbemodifiedwiththeblackarrows (2).Itisalsopossibletomoveanassignmenttoanotherroundwiththe icon. The destination round is chosen from the dialog window. Pressing OK will movetheassignmenttothatround.Thetrashbinicon canbeusedtoremove anassignmentfromthecourse. 2.12.3 Settings for an exam round Exam round have several features other rounds do not have. For example, the amount of feedback can be chosen on exam rounds or whether to include the scoreoftheexamroundinthecoursetotalscore.Thesesettingscanbemodified fromthedialogwindowthatopensafterpressingthe Examsettingsbuttonon anexamround: 45 Illustration24Examsettings Examsettingshavebeendividedintofivedifferentcategories,thefirstofwhich isdevotedtothegeneralsettingsfortheexamandtheremainingfourforspecificexercisetypes. Generalsettings · Includeincoursetotalscore:determineswhetherthepointsfromthisexamroundareincludedinthecoursetotalpointsonthestudentandstatisticsview.Ifthisisthefinalexaminationforthecourse,itisadvisableto nocheckthisbox. · Showuser’spreviousanswersinassignments:determines whether to hide or show the previous answer on a resubmit. Unless there is a specific 46 need to now show the previous answer, this checkbox should remain checked. · Showsubmissionfeedbacktostudent:determineswhethertogivethestudent immediate feedback when submitting answers. In exams, students generallydonotreceivefeedback. · Showsubmissionscoretostudent:determineswhethertohideorshowthe student’s points in the assignment, round and course views. The points areshowntotheteacherregardless. · Students see the best submission instead of the last: determines whether thisassignmentsavesthebestorthemostrecentsubmission. Settingsforquizassignments: · Showquizquestionsinrandomorder:determines whether the questions areshownintheordergivenintheexerciseeditororinarandomorder. Arandomordermaybejustifiedinanexam,forexampletohindercheaters. · Quizquestionscanbeansweredinanyorder:determineswhetherthequiz questionsareansweredinorderstartingfromthefirstone,orifthestudentmayanswerinanyorder. Settingsforvisualizationassignments: · Showoutput/variables/codelineexplanations: determines which componentsofthevisualizationexerciseareshowntothestudentonthisexam round. It may be appropriate to hide some of the help shown to the studentinanexam. Settingsforsortingassignments: · Indentcodelines:Ifthisoptionischecked,ViLLEwillindentcodelinesaccording to the original code input to the editor. Indentation helps tremendouslywhensolvingcodingproblems,especiallywhenthecodecontainsloops,if-clausesorotherblocks. · Allowcodevisualizationaftersorting: determines whether the visualizationofthestudent’sanswerisshownafterthesubmission. 47 Settingsforprogrammingassignments: · Showstudentoutput:determines whether thestudent sees the output of theprogramheorshewrote.Generallythereisnoreasontohidetheoutput, since debugging a program without output is generally considered extremelyhard. · Show correct output: determines whether the student sees the output fromthemodelanswernexttotheoutputofhisorherprogram. · Showruntimeerrors: determines whether runtime errors are shown to thestudent.Compilationerrorsareshownregardlessofthischoice. 2.12.4 Exam monitors It is possible to start an exam monitor from the exam round view. The exam monitormonitorstheprogressofindividualstudentontheexamroundinreal time.OpenthemonitorviewbypressingtheExammonitorbuttonintheexam roundview: Illustration25Monitoringanexamwiththeexammonitor 48 The view is refreshed automatically every 60 seconds, but it is possible to refreshityourselfbyclickingontheUpdatebutton.Thefirstcolumnofthetable showsthestatusofstudents:Startedmeansthestudenthasopenedtheviewin studentmode,FinishedmeansthestudenthasclosedtheexamroundbypressingtheFinishexambutton,andNotstartedmeansthestudenthasregisteredon thecourse,butnotyetopenedtheexamround. You can change the status of a student by clicking on the link in the status column.Forexampleyoucanreopenanexamshouldastudentaccidentally closeit. TheStartedandFinishedcolumnstotherightofthenamecolumnindicatewhen thestudenthasstartedandfinishedtheexam.Furthertotheright,thedeadline columnindicatesthelastpossibletimetoturnintheexam.Theexamclosesat the same time for each student when the round is set to close by default. It is, however, possible to extend the time allotted for the exam on a student-tostudentbasisbyclickingonthedeadlinelinkandselectinganewdeadline.Press Savetoapplythenewdeadline. 2.12.5 Personal deadlines Students can be given personal deadlines forrounds. This makes it possible to givecertainstudentsextratimetofinisharoundoranexam.Personaldeadlines canbesetfromboththeStudentstabandtheroundview.OpeningthePersonal deadlinedialogisdonebypressingthe PersonaldeadlinesbuttonontheStudentstab. 49 Illustration26Managingpersonaldeadlines To add a new personal deadline for a student, press the Adddeadline button. Thenewlyopeneddialogwindowwillaskforthee-mailaddressofthestudent andthenewdeadline.AnymodificationsaresavedbypressingSave.Toeditan existingdeadline,presstheEditbutton,andtodeleteadeadline,usetheDelete button.TheClosetheroundforastudentbuttonclosestheroundimmediately fortheselectedstudent. TIP:Thedeadlinescanalsobecontrolledfromtheexammonitorview.In fact,ifaroundisanexamround,controllingdeadlinesisofteneasierfrom there.Theinsandoutsoftheexammonitorareexplainedintheprevious chapter. 2.13 Adding students to courses ViLLEprovidesavarietyofwaystoaddstudentstocourses.However,notevery methodisavailabletoallteachers:forinstance,primaryschoolteacherscanadd studentstoViLLEwhoseinformationisnotsaved. 2.13.1 Using the registration link Meantforstudentswhohaveaworkinge-mailaddressandwhosenamescan besavedtoViLLE. 50 Themoststraightforwardwaytoaddstudentsistousearegistrationlink.Itcan befoundbyfirstloggingontoViLLEandnavigatingtoCourses–Owncourses andclickingonthenameofacourseyouwanttoaddstudentsto. Illustration27ClickonthenameofthecourseintheOwncoursesviewtomovetothecourseedit mode. TheregistrationlinkcanbefoundundertheCoursesettingstab,whichcanbe giventostudents: Illustration28TheregistrationlinkontheCoursesettingstabincourseeditmode Thecoursekeyrequiredforregisteringtothecoursecanbefoundinthesame viewunderthecoursename. Donotethatthesameregistrationlinkcanbeusedby allstudents;itdoesnot matterwhetherthey’veusedViLLEbefore.Pre-existingViLLEusersgivetheiremailandpasswordwhenregisteringonacourse,whilethosewhoarenotregisteredtoViLLEwilladditionallygivetheirnameandeducationalinstituteaswell aschoosingapassword. TIP:Checkingthe”ShowHAKAregistrationlink”willchangetheregistration linksothatregistrationcanbedonethroughtheHAKAsystem,ifyourinstituteusesHAKA-logins.Notethatit’spossibletousebothformstoregister studentsonyourcourse,asbothformsleadtothesamecourse.However,onlystudentswithHAKA-loginscanregistertothecourseusingtheHAKAlink. 51 2.13.2 Using an e-mail address Meantforstudentswhohaveaworkinge-mailaddress;thestudent’sname canbesavedtoViLLE. StudentscanbeaddedtoViLLEbytheteacheraswell.Addingstudentsmanually isdonebyfirstnavigatingtoStudents,thenpressingtheEnrollbuttonintheactionmenu: Illustration29TheenrollbuttonintheStudentsview SelectEmailfromthenewlyopeneddialogwindow(iftherewasnodialog,the emailselectionwillopenautomatically).Thenextdialogwillallowaddinganalreadyregisteredusertoyourcoursebyenteringtheemailofthestudentintothe textfield.Iftheenterede-mailaddressisnotregisteredtoViLLE,theoptionexiststoaddthestudent. 52 Illustration30TheEnrollwindow Enter the required information and press OK. Remember to write down the password(oraskthestudentto)!Itisnotpossibletoretrievethepasswordafter ithasbeenadded. 2.13.3 Using other means Meant for students, who do not have a working e-mail address or whose emailcan(orwill)notbeusedwhenregistering;itisnotnecessarytogivethe student’snameorotherinformation. Addingstudentsbyusinganotheridentifierthan[email protected]institution_id.Theidcanbearbitrarily chosen, but must be unique. The option to add students like this is offered to teachersinprimaryandsecondarylevelsofeducation. In case a student partakes in more than one ViLLE course, it is extremely recommendedtousethesameidentifierforeachofthesecourses.Thestudentmust then only memorize one password, furthermore, all statistics on the student’s performanceiscollectedunderoneaccount(evenifteachersgettoseestatistics ononlythecoursestheyteachin). 53 NavigatetotheStudentsviewandclickonEnroll: Illustration31Thestudentsviewandtheenrollbutton ChooseOtheridfromtheopeneddialogwindow: Illustration32Selectingtheregistrationtype.Ifthisdialogwindowdoesnotopenafterpressingthe Enrollbutton,youronlyoptionistoaddstudentsbytheiremail. The opened dialog window asks for the registration information pertaining to the students-to-be-registered. If the inputted user id is already registered to ViLLE,thatuserisaddedtothechosencourse.Iftheuseridisnotfound,anew userwillbecreatedaccordingtothefollowingrules: 1) Ifboththeuseridandnamehavebothbeeninputted,anewuseriscreatedusingtheinputtedvalues. 2) Ifonlyauseridhasbeeninputted,thatidwillalsobeusedasthenameof thestudent. 3) Ifonlythenamewasinputted,a useridwillbegeneratedautomatically basedonthename. 4) Eachnewuserisalsogeneratedauniquepassword.Thedifficultyofthe passwordscanbechosen,alternativelysome(orall)ofthepasswordcan bemanuallyinputted. 54 Illustration33Adialogwindowforinputtingthestudentregistrationinformation. Afterhavinginputtheuserinformation,chooseNextfrombelowthetable.It is now possible to preview the generated user ids. If there are any errors, pressPrevioustofixthem,otherwiseSavethenewlygenerateduseridsand addthemtotheselectedcourse. Illustration34Apreviewofthenewstudents 55 AfterhavingpressedSave,atextfilecanbedownloaded,whichcontainsall thenewuserinformationandpasswords.Ifyouchoosetodownloadthisfile, remembertokeepitinasafeplacetopreventmisuse. 56 3 Exercises Theexercisesmenuitemhasoptionsforcreatinganewexercise,examiningexercisesyouownandbrowsingexercisescreatedbyothers.Anexerciseiscreatedbygivingparametersto an exercisetypeusingan exerciseeditor.Forexample, an exercise on fractions could be parametrized by giving the available numberrangesandavailablemathematicaloperators,aquizexercisebydefining the questions and answering options, or a programming exercise by giving the modelanswerandtheproblemdescription. AllexercisesinViLLEarepublic.Thismeansthatallteacherscanuseexercises createdbyanyoneelse.Furthermore,everyteachercanuseanyexerciseontheir own courses. Exercises are used to create assignments (creating assignments are explained in the previous chapter). One exercise can be used in more than oneassignment;converselyanexercisecanbecreatedwithoutitbeingusedin anyassignment,forexampleforotherteachers. ViLLEhasabuilt-inversioncontrolforexerciseswhichensuresthatallexercises are always synchronizedwith their corresponding assignments. Whenever you modifyanexerciseyouown,ViLLEwillalwaysaskwhichassignmentsshouldbe updated toreflect the changes. When utilizing an exercise created by someone elseinyourowncourse,theversioncontrolinViLLEwillmakesureanychanges madebytheoriginalteacherarenotreflectedintheexercisesonyourcourses; youcanalwayscountontheexercises stayingliketheywerewhenyoucopied them. Thischapterillustratesbrowsing,filteringandutilizingexistingexercises.Creatingnewexercisesiscoveredonthenextchapter. 3.1 Browsing and filtering exercises Theexercisebrowserisusedtobrowseexistingexercises.Touseit,navigateto Exercises–Browse. 57 Illustration35Theexercisebrowser Thedetailsofusingthebrowserviewhavebeencoveredinchapter1.3,sohere thefocusisonbrowsingexercisesspecifically.ViLLEshowsthe25topranking exercisesbydefault.Thebrowsingcriterioncanbechangedfromthedropdown menu in the top left corner of the view. The options are Best, Most popular, NewestandMostcommented.Thedefaultviewforbrowsingisthethumbnail view: Illustration36Thethumbnailgivesallpertinentinfoonanexercise 58 Thethumbnailsshowtheiconfortheexercisetypeatthetop.Theiconsaredepictedwiththeexerciseeditorsinthenextchapter.Thenameoftheexercise,difficulty,programminglanguage(incaseofaprogrammingexercise),andthelanguageusedintheexerciseare shownbelowtheicon.Thebottom-mostfieldin thethumbnailgivestheaverageoftheratingsgiventothisexercise. Clickingonathumbnailwillshowfurtherinformationabouttheexercisein an infopaneltotherightofthescreen: Illustration37Exerciseinformationinaninfopanel This panel provides information on the owner, date of creation, the public descriptionandnotesmeantforotherteachers.Thesameinformationasshownon thethumbnailisdisplayedbelow;thedifficulty,languageandprogramminglanguage.Belowtheprogramminglanguage,tagsareshown.Tagsareusedtoannotate,orcategorize,exercises.Belowthetags,exerciseratingandanycomments 59 byotherteachersabouttheexerciseareshown.Ifyouseeagoodexercise,please leaveacommentonit. 3.1.1 Browsing options ExercisesonViLLEcanbebrowsedintwodifferentviews.Browsingisdoneas thumbnails(describedinchapter3.1).Theotheroptionistobrowseasatable. Theviewscanbechangedfromthebuttonsinthetopleftcornerofthebrowser. Thetableviewshowsexactlythesameexercisesasthethumbnailview,butasa tableinstead. Illustration38Browsingexercisesinatableview 60 The number of shown exercises and changing the display pages can be done throughthebuttonsbelowthebrowser.Itispossibletolimitthenumberofexercises being shown by filtering the results. Filtering is done by unfolding the Filterview: Illustration39Theunfoldedfilterview Thefilteringtaballowsthefilteringofexercisesbytype,difficulty,languageor programming language. It is possible to pick and choose options, for instance showonlyeasyexerciseswritteninEnglish. 3.1.2 Searching for exercises Searchingforexercisesisdonethroughasearchfieldinthetoprightcorner.You canbegina searchbytypingthesearchtermintothesearchfieldandpressing <enter>. The search is done through the name, description, tags and notes for teachers. Illustration40Searchfield ViLLE will suggest search terms as you type your search. When you are done searchingandwishtoviewallexercises,clearthesearchfieldandpress<enter>. 61 3.2 Utilizing exercises After an interesting exercise has been found either by browsing or searching, therearethreechoicesonhowtousetheexercise: 1) Immediatelystartusingtheexerciseononeofyourcourses:iftheexercise is suitable as-is for a course youown, just press the Utilize button, choose the course and round the assignment is to be added, and click Save.Theexercisewillbeaddedasanassignmenttotheroundyouchose. 2) Add a bookmark: if the exercise is well done,but there is no immediate needtouseitonacourseyouown,abookmarkshouldbeaddedtothe exercise.PresstheAddbookmarkbutton,choosethebookmarkfolderto saveitinandpressSave.Youmayalsorenameandgivethebookmarkits own description before saving it. Saved bookmarks can be browsed by navigatingtoProfile–Bookmarks.Youcanaddexercisestoyourrounds directlyfromyourbookmarks. 3) Copytheexercise:inordertomodifyanexercisetobesuitabletoacourse oryoursitneedstobecopied.Tocopyanexercise,presstheCopybutton. ViLLEwillsaveacopyoftheexercisetothefirstexercisefolderinyour exercise browser. Note that copying an exercise explicitly is often not necessary; ViLLE creates a copy when the exercise is added to a round. Theaddedassignmentcanbemodifiedfromyourcourseeditviewunder the Rounds tab. Press the Edit button to the right of the added assignment. Wheneveranexercisemadebyothersisutilized,itispolitetogivetheoriginal exercisearatingand,ifpossible,leaveacomment. 3.3 Managing exercises and folders The exercises you own can be examined from the main menu by navigating to Exercises–Ownexercises. 62 Illustration41theownexercisesview Thisviewcontainsallyourexercisesfolders.ViLLEcreatesafoldernamed”Exercises”onyourfirstloginbydefault.Toseethecontentsofafolder,clickoneitherthenameoritsiconinthefolderview.Noticethatitispossibletomoveexercises to other folders by dragging an exercise over another folder. Creating new folders isdone from the Newfolder button, giving the folder a name and clickingOK. Thisviewcontainsallthesamebuttonsforcopyingandutilizingexercisesasthe exercisebrowseview.IntheOwnexercisesview,exercisescanbedeletedbyselectingitfromafolder,thenclickingonDelete.Shouldtheexerciseyouareattemptingtodeletebeinusebyeitheryourownorsomeoneelse’scourse,ViLLE willremoveitfromthefolderview,butwillnotpermanentlydestroytheexercisesothatitisstillusablebyanyonewhohasaddedittoaround.Thedelete 63 button will also remove folders, on the condition that the folder is empty. To modifyanexistingexercise,selectitfromtheviewandpresstheEditbutton. 4 Creating exercises Exercises are parts of a course that are added to rounds so students can solve them. Any answers submitted by students will be stored in ViLLE for later inspection and assessment. There are three types of exercises in ViLLE, each of whichisdescribedbelow: 1. Generalexercises Generalexercisescanbeconvenientlyusedwithanysubjectmatter.Someof the exercises have been designed with a particular subject in mind (for example,thefillinexerciseisacommonexercisetypeintheFinnishmatriculationexam),butwithsomeimagination,alltheseexercisetypescanbeused whenteachinganysubject. 2. Programmingexercise Programmingexercisesaredesignedwithaparticularfocusinprogramming. ViLLEcurrentlysupportsseveralprogramminglanguages(e.g.Java,Python, C#andC++).Someoftheseexercisetypesareparticularlyusefulinteaching programmingbasics(e.g.thevisualizationexercise),whiletheotherscanbe usedonanylevel. 3. Mathematicalexercises There are several different mathematical exercise types in ViLLE. Some of these exercises are aimed directly at teaching primary school mathematics, whilesomearemoresuitableinhigherlevelmath. Inthischapter,creatingnewexercisesusingtheabovementionedexercisetemplatesare explained.Beforeshowingthenutsandboltsoftheexercise editors, let’sfamiliarizeourselveswithsavingexercisesandtheversioncontrolsystem inViLLE. 64 4.1 Saving exercises and version control Oneexercisecanbeusedinmultipleassignments.Itisalsoverylikelythatother teachers are using an exercise you have created. To prevent possible conflicts created by the situation, ViLLE has a separate mechanism for keeping track which exercise is used in which assignment. The below table describes all the possiblecombinations: The exercise Action New exercise Save the exercise in the chosen folder A modified exercise which is not used in Save the exercise in the chosen folder any assignments A modified exercise used in one or more ViLLE will ask which assignments should assignments owned by you be updated with the modified exercise; the old assignment will be used in exercises which were not chosen, and the modified version will be applied to the chosen assignments A modified exercise used in one or more ViLLE will automatically create a copy of assignments in use by other teachers. the old version so the assignments owned by other teachers are not modified. The modified assignment is saved in the chosen folder. AttheendofthesavingprocessViLLEwillaskfortags.Tagsallowforannotating,orcategorizing,exercisessothatothersmayeasilyfindexercisesofinterest. 65 Illustration42savinganexercise Itispreferredtoaddthesubjectbeingtaught,butmorecontent-specifictagsare alsorecommended.Longdescriptionsshouldbedividedintoseveraltags.Toadd moretags,press<enter>afterhavingwrittenatag. 4.1.1 Exercise editors Creatinganewexerciseispossiblefromtwoplaces:eithernavigatetoExercises –Newexerciseor to Exercises– Ownexercises andpressing the Newexercisebutton.Bothleadtothesameplace;theexerciseselectionview,whereinthe exercisetypeofthenewexercisecanbeselected.Choosethecategoryoftheexercisefromtheleftandtheexercisetypefromthelisttotheright.Toviewthe full description of exercises, click on the button. Therearesomesharedfeaturesinallexerciseeditors.Theeditorviewcontainsa field for the name and description for the exercise. Additionally, a text area meantfornotesforotherteacherscanbefoundbelowthese.Notesforteachers mayconsistof,forexample,thetargetdemographicorwhatthematicwholethe exerciseispartof. 66 Three buttons can be found in each editor view: test, save and close. The test buttonwillallowpreviewingtheexercisebeingcreated. Illustration43Thetestingviewforaquizexercise Toreturntotheexerciseeditor,clickonExit. TheSavebuttonwillsavetheexercise.Savingexercisesisexplainedinmoredetailinchapter4.1.Note,thatunlikeinearlierversionsofViLLE,savingtheexercisewillnotautomaticallyexittheeditor.Thisistomakeitmoreconvenientto makeintermediatesaves.ExitingtheeditorisdonebypressingtheClosebutton. 67 4.2 General exercises Unlike the programming and mathematical exercises, the general exercises in ViLLEareverygeneralandnottiedtoaspecifictopicorsubject.Yourimaginationisthelimitwhenusingtheseexercises.Thischapterexplainshowtocreate differenttypesofgeneralexercisesandalsogivesafewpointersonhowtouse them. 4.2.1 Creating a new Quiz A ViLLE quiz the student is quizzed on questions made by the teacher. Teacherscanalsoattachimagesandtexttothequizandmakequestions basedonthese.Questionsmayalsobeopenquestions,towhichthestudentmust type in a short answer. The answer to these questions is predefined by the teacher.ThesequestionsarecalledShortanswerquestions. To create a new ViLLE Quiz Exercise, navigate to Exercises – New exercise. Choose Generalexerciseson the left and ViLLE QuizExercise from the list to theright. Itisoftenworthwhiletoaddfeedbacktoquizquestions.Feedbackinquizzescan beaterseexplanationofwhytheanswerwaseitherrightorwrong.Goodfeedback allows for an effective learning situation whether the student knows the answerornot. Whenwritingfeedback,rememberthatitisoftennotenoughtorationalize thecorrectanswer.Fromalearningpointofview,oftenreasoningwhythe answerwaswrongcanbehugelybeneficial.Thisexpandstheunderstanding termorphenomenabetterforthestudentmorethanjustgivingthecorrect answer. Theshortanswerquestionsareappropriateforallquestionswhereaterse,one- or two-word answer is sufficient. There is only one correct answer so the studentsmustwritetheiranswercorrecttotheletter. 68 The short answer questions can be frustrating to the student due to lost points because of a simple typo. The correct answer should be simple enoughsothereisnoconfusionastothespellingoftheanswer.Agoodoption is to have the answer mentioned in the study materialor alternatively giveaprecisedescriptionofthecorrectspelling.Iftheanswerisinflectedin anyway,this shouldbementionedinthequestion(i.e.theanswermustbe writteninthepasttense). As with all other exercises, a ViLLE quiz exercise is also gives certain basic information.Inthefollowingexample,aquizonfractionswillbecreated.Thus,the exerciseisnamed”AQuizonFractions”. A short description should be written to the description field. This description willalsobevisibletoallstudentsdoingthequiz,soasuitabledescriptionis:“A quizonfractionsandarithmeticoperationsperformedonthem.” Thenotesforteachers-fieldisoptional,andcancontaincommentsthatarenot showntostudents. 69 Illustration44CreatingaViLLEquizexercise Toaddmorequestions,clickonthe Addquestionlinktoopenapopupmenu containingallthepossiblequestiontypes.Thechoicesareatraditionalmultiple choice question, short answer, math multiple choice and multiple choice questionswithmultipleweightedcorrectanswers. An ordinary multiple choice question is created by clicking on the Multiple choiceoptioninthepopupmenu.Thefirstthingtodoittowritethequestion, forexample“Theorderingoftwofractionsiseasilydiscernible.”Givingfeedback tothestudentoneitheracorrectorwronganswerisattheteacher’sdiscretion. Thefeedbackisshownafterthestudenthasgivenananswer.Thequestionmust begivenoneCorrectanswerandatmostfiveOtheranswers.Theorderofthe answerswillberandomizedoneachattempttopreventcheating. A Math multiple choice is created exactly as above, but there will be a math toolbartoassistinwritingmathematicalformulae.ItisalsopossibletowriteLaTeX-codetothetextfields. Amultiplechoicequestionwithpercentagescanbecreatedbychoosing Multiplechoicepercentagesselectmanyfromthepopupmenu.Thisquestionwill 70 allow there to be multiple correct answers with a different weight. A possible scenario is a question with three correct answers, one of which will give 50% andtheothertwo25%;thecombinedscoremustalwaysbe100%. A short answer question can be created by choosing the Short answer option from the pop up menu. As with the multiple choice questions the Question is writtenfirst,andthenthepossiblefeedbacktothestudentforboththecorrect andincorrectanswers.ThecorrectanswermustbeinputtedtotheCorrectanswerfield.BycheckingAnswercasesensitivetheanswerbythestudentmust contain the same capitalization as in the correct answer. When left unchecked, bothAnSWErandanswerwillbeaccepted,ifthecorrectansweris“answer”. TIP:Itispossibletogivemultiplecorrectchoicestoashortanswerbyseparatingthealternativeswithahashtag#.Forexample,ifthequestionis“Name ofanephewofDonaldDuck’s”thecorrectanswerfieldcouldcontain “huey#dewey#louie”soanysingleoneofthemwillbeacceptedasthecorrectanswer. Thequestioncanbemodifiedbyselectingaquestionfromthetableandclicking ontheEditQuestionbuttonandremovedfromthequizbypressingtheDelete questionbutton. Animageortextcanbeattachedtoaquizfromthe Attachedmaterialspanel. ImagescanbeattachedusingtheUploadbutton,andtextcanbewrittentothe textfieldtotherightoftheimageupload.Theuploadbuttonwillopenadialog windowtoselecttheimagefromyourharddrive.Theimagecanbedeletedby pressingtheDeletebuttontotherightofthenameofthefile. ThequizcanbepreviewedbypressingtheTestbuttoninthetopleftcornerof theeditor.Thisallowsyoutoseehowthequizlooksliketothestudents. Remembertosavethequizwhenitisdone.Tosavethequiz,presstheSavebuttoninthetopleftcorneroftheeditor.Thesaveexercisedialogwillallowyouto 71 choosethefoldertheexerciseistobesaved,itsdifficultyandlanguage.Theprogramminglanguagecanbeleftat“-”.Itisadvisabletoaddtagstotheexerciseso otherteacherscansearchforit. 4.2.2 Creating a new Survey Asurveyisaveryversatileexercisetype,becauseitcombinesseveraldifferentmethodsofcollectinganswers;e.g.multiplechoice,openquestions, scalesandfileuploads.Thesurveyexerciseisveryeffectiveforcollectingopinions,feedbackandgeneralinformationfromstudents.Surveyscanalsobeused toreturnessaysandpracticalwork. Notethatsurveyscanbedesignedtobeverygeneral,sothesamesurveycan beusedonmultiplecourses.Aoncewelldesignedsurveycanbeatimesaver. AnewsurveyiscreatedbyselectingExercises–NewexerciseandSurveyfrom theGeneralExercises Firstthegeneralinformationfortheexerciseneedstobeenteredtothepanelon theleft.TheExercisenamecanbe“Coursefeedback”forthisexample.TheDefault description for this survey is “2014 Course feedback for fractions”. The Notesforteachersfieldcanbeusedtogiveanextradescriptionvisibleonlyto teachers. ComponentscanbeaddedtothesurveybyclickingontheAddnewcomponent tosurveylinkbutton.Itisnotnecessarytouseeverycomponentinasurvey,insteaditisoftenbettertopickandchoose.Next,allthedifferentoptionsandhow tousethemarecoveredindetail. 72 Illustration45creatinganewsurvey Options is a multiple choice question. After clicking on this choice, the Add a questionwithmultipleoptionsdialogisopened.First,thequestioniswritten down,forexample“Themostimportanttopiconthiscoursewere”.Eachquestion can be given six options. This example provides the options “Reduction”, “Expansion”,“Arithmeticoperationsonfractions”.Bycheckingthe Thisfieldis requiredfield,ViLLEmakessurethisanswerisprovidedbythestudentbefore itcanbesubmitted.BycheckingSelectmultipleoptions,thestudentisallowed toselectmultipleoptions,ifleftunchecked,thestudentcanonlypickoneoption. Intheexamplesurvey,bothboxesarechecked,becausewewantthestudentto haveansweredthisquestion,possiblywithmultipleoptions.Pressing Savewill addthequestiontothesurveyandCancelwillclosethewindowanddiscardall changes. Checkboxisayes/notypeofquestion,wherethequestionshouldbeposedso that a simple yes or no is sufficient. The answering is done by either ticking a box,orleavingitunticked. Thisquestionshouldnotbeusedhaphazardly,asitgivesnoexplanationfor thechoice,andthustheinformationcontentoftheanswerisrelativelylow. Forexample.thequestion“Thiscoursewastooeasy”isnotagoodquestion. Abetteroptionwouldbeascale.Acheckboxis,however,agoodchoicefor examplethefollowingquestion:”Ihavecompletedthiscoursebefore”. 73 The Textfield gives the student anoption towrite a short,one line long, open answer.Firstthequestionmustbewrittendown.Inthisexample,thequestion is ”The name of your math book.” A maximum length can be given, which defaultsto16characters.Inaddition,thisquestioncanbesetmandatorybyselectingThisfieldisrequired. TheTextboxissimilartothetextfield,exceptthetextboxacceptsalongeranswer.Thetextboxmustbegivenaquestionandthenumberofrows,whichdefaultsto3.Donotethatthenumberofrowsonlylimitsthevisiblesizeofthetext box,notthelengthoftheanswer.Thequestionforourexampleis“Howwould youimprovethiscourse?”andthenumberofrowsissetto10,sostudentshave enoughspacetoanswer. Thisfieldisrequiredisalsoselected,soallstudents givetheirinput. Scalequestionsareexceptionallywellsuitedforaskingstudent’sopinions.First thequestionforthescaleiswrittendown,forexample“Howusefuldothinkthis coursewas?”Thescaleissetnext:From,Toandthesizeofonestep.Bydefault thescaleisthenormalLikertscaleof1-5withastepofone.Theextremesofthe scalecanbegiventitlesinthetextfieldsforScalelefttitleandScalerighttitle for the left and right titles respectively. Naming the extremes is recommended unlessthequestionclearlystateswhateachstepstandsfor.Oftenthelefttitleis “Completelydisagree”andtherighttitle“Completelyagree”.Itisgenerallyconsideredgoodpracticetonameeachsteptoavoidambiguities,thenamescanbe definedafterthequestion.ThisquestioncanbesetmandatorybyselectingThis fieldisrequired. When using a Likert scale of 1–5, 3 is in the middle and as such the informationvaluemightnotbegreat.Itisworthconsideringgrowingthescaleto 1–6, which obscures the midpoint and the scale provides a higher informationload. An Explanation field is used to give further information or guide in filling the survey. There are no components the studentcan interact withon an explana- 74 tioncomponent.Thesolepurposeofanexplanationfieldistogiveinformation tothepersonfillingthesurvey. Optionswithtextareaisamultiplechoicequestionwithanoptionalshortanswer.ThisquestioniscreatedlikethenormalOptionsquestion,butashortansweroptionmustalsobegiven.Thedefaultis”Other,pleasespecify”.Thisquestiontypeisespeciallyusefulwhengatheringbackgroundinformationandmost oftheanswerershaveapre-specifiedfeature,butotheroptionsarealsoofinterest.Inourexamplesurvey,thisquestionwillbe”Haveyoucalculatedwithfractionsbefore?Ifso,where?”Theansweringoptionsaresetto”Atschool”,”Home”, ”Pre-school” and the open question is set to ”Somewhere else, where?”. This question is not mandatory, as the students may not have any previous experiencewithcalculatingwithfractions,soThisfieldisrequiredisleftunchecked, but Select multiple options is checked, since they might have calculated with fractionsatmultiplelocations. TheAnswergridcomponentwillcreateagridoftextfields,eachofwhichwill acceptonecharacter.Theanswergridisespeciallysuitableformathematicalexercises,wherethestudentsarerequiredtoformtheequationthemselves. TheUploadfieldisbestsuitedforcollectinglargeworksorvisualmaterialfrom students.TheDescriptionfieldshouldcontainthepurposeoftheexercise;what theuploadedfileshouldcontain.Ourexamplesurveyisinterestedinimagesof differentfractions,sothedescriptionis“Uploadanimageofacircle,½ofwhich iscolored.”ItispossibletospecifytheMaximumfilesizefortheupload.Thedefaultsizeis0,i.e.unlimited.Torequireafileupload,checkthe Thisfieldisrequiredcheckbox. Pagebreakwilladdapagebreaktothesurvey.Tomovethepagebreaktothe correctlocationonthesurvey,thegreenarrowsmustbeused.Apagebreakwill preventadvancinginthesurveyuntilallrequiredfieldsarecompleted. 75 The Picture component can be used to upload an image from the teacher’s computertoshowtothestudent.Itworksmuchlikeanexplanationcomponent, butwithanaddedpicture. A long survey should be divided into multiple pages, so the answerers can easily keep track of their progress. Filling thesurvey also feels more fluent whentherearecheckpoints. Thequestioncomponentsareenteredtothesurveyintheorderthey’readded. Tomovethecomponents,eitherdraganddropthemtotheircorrectplaceoruse the buttons Removing a question from the survey is done with the button Toeditacreatedquestioncomponent,clickonthe icon 4.2.3 Creating a new General sorting exercise TheGeneralsortingexercisehastwoseparatestates:ImagePuzzleand Text Shuffle. Both require that the objects provided by the teacher be sortedtotheorderspecifiedbytheteacher.InTextShuffle,rowsoftextareshuffled and they must be reordered, whereas in the Image puzzle the teacher uploadsanimageandspecifieshowmanypiecesitshouldbedividedto.Theimage pieces arethenshuffledandthestudentneedstoreorderthem,muchlikeina jigsawpuzzle. AnimagepuzzleiscreatedbynavigatingtoExercises–NewexerciseandclickingonGeneralsortingexerciseintheGeneralexercisescategory.ChooseImage Puzzlefromtheopeningdialogwindow. 76 Illustration46Thedialogwindowtochoosethetypeofthesortingexercise firsttheexercisemustbegiventhebasicinformation;name,defaultdescription visible to students and optionally notes for teachers, which are visible only to otherteachers. Illustration47Creatinganimagepuzzle ThejigsawimagecanbeuploadedtotheeditorbypressingtheUploadbutton. 77 Illustration48ThejigsawimageisuploadedusingtheUploadfiledialogwindow. UsetheRowsandColsdropdownmenustodeterminethenumberofrowsand columnsthejigsawimagewillbesplitinto.Afterselectingthenumberofpieces, uploadtheimagefromyourfilesystembypressingtheSelectfilebutton.Press OKaftertheimagehasbeenuploaded. Thepiecesinthejigsawpuzzlecanbelockedtoplacebyclickingonthe button Textshuffleisanexercisetypewhererowsoftext,writtenbytheteacher,are shuffledandthestudentmustreorganizethembacktothecorrectorder. ThisexercisetypecanbeusedforexampleinEnglish,whereinasensiblestoryshouldbecreatedbyreorganizingthetext,orinbiology,whereanimals mustbeorderedbysizeinascendingorder. Thetextshuffleexercisemustbegivenaname,adefaultdescriptionvisibleto students,whichshouldalsoincludeinformationonhowthelinesshouldbeorganized (e.g. alphabetically). Notes for teachers can also be added, which are notvisibletostudents. 78 Illustration49Creatingatextshuffleexercise Thelinestobeorganizedarewrittentothepanelontheright.Theelementsthat needtobeorganizedbythestudentarewrittentothetextareaontheright.The elementsmustbewritteninthecorrectorder.Thelinesareshownasplaintext bydefault,buttheycanbestylizedfromtheStylesettingswindow. ThestylesettingswindowhasaPresetsdropdownmenu,whichcontainsseveralreadystylesthatcanbeusedasatemplateforyourownstyles.Forexample theTableTitleroundedlargepaddingstylestylizesthemovableelementsinto rounded rectangles with a yellow background, bolded text and plenty of room betweenthetextandborders.StylesareappliedbypressingSaveatthebottom oftheStylesettingsdialogwindow. YoucanpreviewthegeneralsortingexercisebypressingtheTestbutton.Thisis theeasiestwaytoseetheappliedstyling. 79 4.2.4 Creating a new Fill in Exercise TheFillinexerciseconsistsofatextwithgapsofoneormorewords,that thestudentmustfillin.Thegapscanbefilledinbyeitherwritingorselectingfromapoolofgivenoptions. Fillinexercisesareespeciallysuitableforlearninglanguages. Gapexercises testnotonlyknowledgeofaword,butalsothecontextandinflection. However,gapexercisesarenotlimitedtolearningforeignlanguages,because theycanalsobeusedtocreatediverseappliedexercisesina widerangeof subjects,suchashistory,sciencesorgeography,tonameafew. AFillinexerciseiscreatedbyfirstnavigatingtoExercises–Newexerciseand clickingonFillinexercisefromtheGeneralexercisescategory. Illustration50Creatingafillinexercise Creating a new exercise is done in three phases. The first phase consists of providingthecompletetextusedintheexerciseandselectingthelocationsfor 80 thegaps.Tocreateagap,painttheword(s)inonegapwiththemousebydraggingoverthemandpresstheInsertholebuttoninthetoolbarabove.Thechosen area will be colored to indicate a gap. Toremove a gap, repaint the words andclickonthe Insertholebuttonagain.Afterallgapsareinserted,pressthe Nextbuttontomovetothenextphase. The second phase contains settings for the functionality of the exercise. There aretwooptions:Onelargeanswerpoolorgapspecificoptions.Thefirstone haveonelargecollectionofpossibleanswers,andthestudentmustpickthecorrectoneforeachgap.Thelatterhasgapspecificoptions,whichallowsforalargernumberofansweroptions.Thisoptionisalsousedwhenthestudentsshould writetheirownanswertoagap. Havingonelargeanswerpoolallowsforhoaxoptionsinadditiontothecorrect answer. These wrong answers are written to the Hoaxoptions text area. Only thewronganswersshouldbewrittenhere,asthecorrectonesareautomatically addedtothelist. Pooloptionscanbe setto eitherhavethe answersdisappear fromthepoolwhenusedinagap(Draggable),orremaininthepoolallowing formultipleusesofthesameoption(Replenishingpool). Choosing Gapspecific,itisalsopossibletochoosewhethertheusewritesthe answer(Userinput)orpickstherightoneoutofadropdownmenu(Gapspecific pool). Because the answer options are now gap specific, each gap can be either one of these types. Moving between the gaps is done with the previous andnextgapbuttonsorthedropdownmenubetweenthem.Incaseagapuses thegapspecificpoolofanswers,eachgapmustbespecifieditsownpoolofanswers.Thecorrectanswersareaddedautomaticallysoonlythewronganswers needbeadded:eachoptionmustbewrittenonitsownline.Press Savetosave theansweroptions. WhenthegaptypeisUserinput,theprecisionusedtogradetheanswermust alsobedefined.Therearethreeoptions:Case-sensitiverequiresthecapitalizationtobeexactlyasthemodelanswer,butnopunctuationistakenintoaccount. 81 Exact requires both the capitalization and punctuation to be exactly as in the model answer. Finally, the Noformatting option does not take punctuation or capitalizationintoaccount. Afterallsettingsforeachgaphasbeenset,the Testbuttoncanbeusedtopreviewtheexercise.Aftertheexercisehasbeenpreviewed,presstheNextbutton toenterthefinalphaseofexercisecreation. Inthelastphase,theexerciseisgivenanameandadefaultdescription,which thestudentssee.Optionallyyoucanleavenotesforteachers,whicharenotvisible to students. After all data has been set, press Save, choose the folder to save the exercise in, the difficulty and the language used in the exercise. The programminglanguagecanbeleftatthedefault“-“andpressOK.Lastlyenter sometagstomakeiteasierforotherteacherstofindit. 4.2.5 Creating an Arrange sentences exercise Thearrangesentencesexercisecanbeusedtopracticewordorder.One exercisecanconsistof1-10sentences.TheteacherinputsthemodelanswersintotheeditorandViLLEwillshufflethewordswithinthesentences.The studentmustthenreorderthewordsinthesentencesbydraggingeachwordin itscorrectposition. Tocreateanarrangesentencesexercise,navigateto Exercises–Newexercise andchooseArrangesentencesfromtheGeneralexercisescategory. Theleftsideoftheeditorisreservedforthegeneralproperties(name,description,notesforteachers)oftheexerciseandtherightsideconsistsoftheactual exercise editor. The sentences are written into the table one at a time starting fromtheuppermostrow;donotskipanyrows!Oneexercisecancontain1-10 sentences,albeit10sentencesisalotforoneexercise. 82 4.2.6 Creating a Match pairs exercise Inthematchpairsexercise,studentsmustcombinethecorrectanswer withthecorrectquestion.Thequestionsareshowninonecolumnonthe left,andtheanswersareshuffledinacolumnontheright.Thisexercisetypeis especiallysuitableforlearningvocabulary,butcanbeusedinanysubject,where wordsorshortsentencesneedtobecombined. AMatchpairsexerciseiscreatedbyfirstnavigatingtoExercises–Newexercise andselectingMatchpairsfromtheGeneralExercisescategory. The left side of the editor is reserved for the general properties of an exercise (name, description, notes for teacher), and the actual exercise editor is located ontheright.Theleftcolumnintableintheeditorismeantforthestaticwords (questions)andtherightcolumnwhatthestudentshouldenter(answers). 4.2.7 Creating a vocabulary test AVocabularytestcanbeusedtoeasilypracticevocabulary.Thetestconsistsof1-60words,whichthestudentsmusttranslatefromonelanguage to another. It is possible to randomly pick words from a larger pool of word pairs. TheexerciseiscreatedbynavigatingtoExercises–Newexerciseandselecting VocabularytestfromtheGeneralExercisescategory. Theleftsideoftheexerciseeditorisreservedforthegeneralpropertiesofanexercise(name,description,notesforteachers)andtheactualexerciseeditorison therightside.Wordpairsareinputtothetablesothatthestaticword(question) iswrittentocolumnontheleftandthecorrectanswertotherightside. TIP:Thereisoftenmorethanoneappropriatetranslationforaword.Togive alternativeanswers,separatethealternativeswithasemicolon.Forexample the translations for the Finnish word ’koira’ would be dog; hound. Having donethis,ViLLEwillacceptanyoneofthewordslistedasthecorrectanswer. 83 Theoptionsunderthewordpairtable: - Askallwordinassignment:Ifthisisselected,eachwordpairinthetablewillbeaskedeverytime. - Numberofwordsinassignment:Thisoptiondeterminesthenumberof wordsaskedfromthestudentsandisonlyenabledwhentheaboveselectionisunchecked.Ifthisnumberislessthanthenumberofwordsinthe table, the questions will be randomly selected from all available word pairs. - Wordsinrandomorder:Ifthisoptionisselected,thequestionswillbe shuffledandrandomizedwheneveranewexerciseisstarted(orthereset buttonispressed). - Wordscasesensitive:Ifthisoptionischecked,theanswerswrittenby studentsmustmatchthemodelanswerexactly.Thismeanscapitalization matters. If the model answer is ”car” and the student enters ”Car”, no pointswillbeawarded.Ifthisoptionsisunchecked,capitalizationwillnot matterandtheaboveexamplewouldgivefullpoints. The exercise can be previewed at any time by pressing the Test button in the upperleftcorneroftheeditor. 4.2.8 Creating a dialog exercise ThedialogexercisehasbeencreatedtobeusedintheFinnishmatriculationexamination,andisthereforenotanautomaticallyassessedexercise. Theexerciseisvisualizedtothestudentsothatifthereisevenoneballooncomponent, the answering areas, headings and speech bubbles are all organized to their own columns to imitate a dialog. When the speech balloons are not used (e.g.completingadialog),allthecomponentsareshowninonecolumn. Thecomponentsprovidedbythedialogexercise,thespeechballoonalwaysreferstothecommentmadebytheotherperson(notthestudent)andtherefore doesnotprovideanymethodtomodifyoraddtext.TheAnswerareacomponent 84 allowsbothaddingastatictextandlettingthestudentfillinhisorheranswer. Additionally,itispossibletoaddahinttoan answerarea(e.g.atranslationof thereply)andthefeedbackgiventothestudentafterasubmission(e.g.acorrect answer). 4.2.9 Creating a compound exercise Inthecompoundexercise,studentsneedtorecognizecompoundwords andeitherconnectthemorbreakthemapart.Anexerciseofthistypeis created by first navigating to Exercises – New exercise and clicking on CompoundexerciseintheGeneralExercisescategory. 1-10 sentences can be added to one exercise. The teacher must input the sentence so that any possible compound word ismarked with an underscore (e.g. snow_storm)Ifthereareanywordsthatshouldn’taffectthegrading,theyneed to be marked with a star. It is also possible to form the exercise by writing all wordsseparately,thenpressingtheEditbuttontomarkthecompounds. Below the sentences are two checkboxes that affect the exercise. Checking the Studentanswersmustmatchthemodelanswerexactlytoscorepoints option means what it says: unless the answer given by the student matches the model answer exactly, no points are awarded; no fractions are awarded. By checkingtheRandomizetheorderofsentencesoption,allsentencesprovided bytheteacherareshuffledbeforepresentingthemtothestudent. 4.2.10 Creating a Punctuation and case exercise Thepunctuationandcaseexercisecanbeusedtopracticepunctuationand capitalization. The exercise is created by first navigating to Exercises – New exercise and clicking on Punctuation and caseexercise in the General exercisescategory. 85 Tocreateapunctuationandcaseexercise,itissufficienttowritethemodelanswertotheeditor,completewithpunctuationandcasing.ViLLEwillautomaticallyswitchallcapitalizedletterstolowercaseandremoveallpunctuationlisten under All punctuation characters stripped. This allows practicing specific punctuation. There are two options at the bottom of the editor. The Student answer must match the model answer exactly to gain points option means points are awardedonlywhentheanswerprovidedbythestudentmatchesthemodelanswerexactly;fractionsofpointsarenotawarded.TheoptiontoShowdetailed feedbacktostudentdetermineswhethertoshowcharacterspecificfeedbackto thestudent;notethatthefeedbackisalwaysdisabledregardlessofthisoption. 4.2.11 Creating a Select words exercise The select words exercise has the students picking words out of a text based on certain criteria. This exercise type is designed with English in mind(topracticee.g.wordclasses),butissuitableforothersubjectsaswell.A SelectwordsexerciseiscreatedbyfirstnavigatingtoExercises–NewExercise andclickingonSelectwordsexerciseintheGeneralexercisescategory. One or more questions can be input in the exercise editor. Each question involvesadescription(question)andatext,fromwhichthewordsarepickedout. Firstbothtextareasshouldbefilled,andthenpressthe Selectwordbuttonto selectthewordsfromthesecondtextareathestudentneedstopickoutofthe text.PresstheEdittextbuttontoswitchback toeditmodetoinputmoretext. AddingmorequestionsisdonebypressingtheAddquestionbuttonatthebottomoftheeditor.ThenewestquestioncanberemovedbypressingtheRemove questionbutton. 4.2.12 Creating a Matrix selection exercise IntheMatrixselectionexercisethestudentneedstoselectoneormore answers(incolumns)toaquestion(onrows).TheMatrixselectionexer- 86 ciseallowsformorefreedominsettingthequestionsandanswersthanatraditionalmultiplechoicequiz.Theexercisedescriptioncouldbeforexample:“combinewordstotheirrespectivewordclasses”,thequestionsthewordclassesand theanswerswordtobeclassified.Soevenifthefirstcolumnisformallynamed thequestions(andconverselythefirstrowtheanswers),thecontentsoftheexercisecanbecompletelyuptothecreatoroftheexercise.AMatrixselectionexerciseatitsbesthasmultiplequestionsofthesametopicwithseveralpossible correctanswers. TocreateaMatrixselectionexercise,navigateto Exercises–Newexerciseand selectMatrixselectionexercisefromtheGeneralexercisescategory. Theleftsideoftheeditorpanelisreservedforthegeneralpropertiesoftheexercise(name,descriptionandnotesforteachers)andtherightsideistheactual exerciseeditor. ThetopmostSettingspanelcontainsthescoringoptions.Themaximumnumber of selections per row can be set using a dropdownmenu. This limitation is in place to allow prevention of cheating, by first selecting all options, and then checking the immediate feedback to see which options were the correct ones. Columnsthestudentdidnotchooseareignoredinthefeedback.Thescoringcan bebalancedusingtheprovidedslider: setting ittothefarrightmakesthestudent lose a point (as much as is received from the correct answer) for each wronganswer.Naturallythefinalscorecanneverdropbelowzero. Theheadermenucanbeusedtosetquestionsandanswersdescriptiveheaders (e.g.wordclasses&words).Theheadersareshownonthetopleftcornerafter pressingtheUpdateheadersbutton.Ifthinkingofheadersseemsdifficult,they maybeleftempty. Theshufflepanelcanbeusedtoshuffleeitherthequestionsoranswers,orboth. Theyareshuffledbydefaultsothattheexercisevariesslightlyforeachstudent. 87 Ifthequestions(oranswers)haveanexplicitordering,theshufflingmaybedisabled. The matrix itself is formed in the Matrix selection exercise panel. The default valuesare5columnsandrows,howeveritispossibletoaddandremovethem using the buttons below. The Addrow and Addcolumn buttons add a row at thebottomoracolumntotherightrespectively.Similarly,the Deleterowand Deletecolumn buttons remove the bottommost rowor the rightmost column, respectively. The question and answer titles can be modified by clicking on it. Additionally,thecorrectanswersareinputtothematrixbyclickingonthecorrectoptions. ImagesandtextcanbeaddedfromtheAttachedimageandtextpanel.Images areuploadedfromtheteacher’scomputerbyclickingonUpload,thenselecting thecorrectimage.TheimagecanbedeletedbypressingtheDeletebutton.Text canalsobeattachedtothematrixexercise;thistextshouldbewrittentothetext arearightoftheimageupload.Itwillbeshownabovethepossiblyattachedimage. 4.2.13 Creating an Image tag exercise Intheimagetagexercisestudentsneedtotaganimage,whichisprovided byeithertheteacherorthestudenthim(orher)self,accordingtotheexercise description. The tags may contain additional commentary by the student. Imagetagexercisesarealwaysassessedmanually;thereisnoautomaticassessment. Tocreateanimagetagexercise,navigatetoExercises–Newexerciseandclick onImagetagexerciseintheGeneralexercisescategory. Tocreateanexercisewherethestudentsmarkanimageprovidedbytheteacher,theimagewillhavetobeuploadedusingtheUploadbutton.Itisalsorecom- 88 mendedtowriteadescriptionofwhatisexpectedofthestudentstotheDefault descriptiontextarea. Tocreateanexercisewherethestudentsfindataganimageontheirown,itis sufficienttowritetheexercisedescriptiontotheDefaultdescriptiontextarea. Beforesavingtheexercise,anamewillhavetobeprovided. 4.3 Programming exercises ViLLE programming exercises are, as their name suggests, meant for teaching andpracticingprogramming.ViLLEcontainsanin-builtsupportforvariousprogramminglanguages,suchasJava,Python,JavaScript,C++,PSEUDO-language,C, C#andPHP.Theideabehindtheseprogrammingexercisesistobringforththe executionofprogramcodethroughvisualization. 4.3.1 Creating a ViLLE Clouds & Boxes exercise IntheViLLEClouds&Boxes(CAB)exercise,thestudent’staskistosimulatetheexecutionofacomputerprogrambymaintainingthestateofthe programasitisexecuted.Thegoalistoclarifyhowprogramsareexecuted,built andhowthepreviousstateinvariablyaffectsthefollowing.Theillustrationbelowshowsthegeneralview,whichissharedbetweenthefirstthreeprograming exercises. 89 Illustration51Creatingaprogrammingexercise 1. Thephasesincreatinganewexercise.ThePreviousandNextbuttons areusedtomovebetweenthedifferentphases. 2. The program code field. The program code involved in the exercise is writtenhere. 3. Theoutputfieldshowstheoutputofthewrittenprogram. 4. Testing, saving and closing. Testing the exercise is only possible from thethirdphaseonwards,andsavinginthelast. TocreateaViLLEClouds&Boxesexercise,navigateto Exercises–NewexerciseandclickonViLLEClouds&BoxesintheCodingexercisescategory. TheprogramcodeusedintheCABexerciseiswritteninJavatotheCodingarea. AnyoutputgivenbytheprogramwillbeshownintheOutputpanel.Ourexampleprogramwillcontainthefollowingprogramcode: public static void main(String[] args){ int a = 1; int b = 2; int c = 3; 90 } int d = a+b+c; if(d==6) { System.out.println("Goal!"); } Fourintegervariables a,b,canddarecreatedinthecode.Thevariablesa,b andcaregivenvalues1,2and3.Thevariabledformsitsvaluefromthesumof thevariablesa,b,andc.Thenifthevalueofvariabledequalssix,thetext“Goal!” isoutput.Aftertheprogramcodehasbeenwritten,theTranslatebuttoninthe toprightcornermustbepressed.Iftheprogramcompiles,the Nextbuttoncan beusedtomoveontothenextphase. Thenextphaseconsistsofexaminingtheprogramcodetranslations(toPython, JavaScript,PHP,C,C#,PSEUDO)made byViLLE.Anynecessarychangescan be performedtothecode,althoughitisoftennotnecessary.Afterperformingany necessary changes, and checking the correctness of the translated code, press Nexttomoveontothenextphase. Thetypeofthesimulationprogramischoseninthethirdphase.Therearethree types: 1) Nocodelinehighlight–Thecurrentlyexecutingcodelineisnothighlighted.Thestudentmustformthestatesoftheprograminthecorrectorder withnohelp. 2) Currentlineofcodehighlighted–Thecurrentlyexecutinglineofcodeis highlighted.Thestudentmustformthestatesoftheprograminthecorrectorderwithnohelp. 3) Completeeachstatebeforecontinuing–Thecurrentstatemustbecorrect beforethestudentisallowedtomovetothefollowingstate. Thetypesarelistedindescendingorderofdifficulty;fromthehardesttoeasiest. Thefirstoptionrequiresindependentthinkingandknowledgeofhowprograms areexecuted.Thethirdoptionisbestforthebeginner,asitconstantlyguidesthe studentandwillnotlethimorhermoveonbeforecompletingeachstatecorrectly. 91 EachtypecanbetestedbypressingtheTestbutton. For this example, the third type is selected, and the Next button is pressed to moveontothenextphase. The Nameand Defaultdescriptionoftheexercisearegiveninthelastphase. Additional notesforteachers can be given; these are only shown to teachers, whereasthedefaultdescriptionisshowntostudents. Savetheexercise,choose the folder to save it in, the difficulty level and the language of the exercise. Choose the programminglanguage the exercise should be given in and press OK.Finally,addtagstotheexercisesootherteacherscanfinditeasier. 4.3.2 Creating a ViLLE visualization exercise Thevisualizationexerciseisa veryversatileexercisetype,whereinthe execution of the program is combined with multiple choice or array questionscreatedbytheteacherandplacedonarbitrarylinesofcode.Visualizationconcretizestheexecutionofaprogramandlearningcanbeenhancedwith questionscreatedbytheteacher. Avisualizationexerciseiscreatedbyfirstnavigatingto Exercises–NewexerciseandclickingonViLLEVisualizationExerciseintheCodingexercisescategory. A visualization exercise is built in4 phases. As with the CAB exercise, the programcodeiswritteninthefirstphase.Theprogramcodeusedisthesameasin the previous chapter. Before moving to the next phase, the code must be compiledusingtheTranslatebutton.TheNextbuttonbeginsthenextphase. ViLLE automatically translates the code to the following programming languages:Python,JavaScript,PHP,C,PSEUDOandC#.Thesecondphaseistocheck thetranslationforthelanguagetheexerciseismeanttobeusedwithiscorrect. Ifthetranslationiscorrect,presstheNextbuttontomoveontothenextphase. 92 Illustration52Addingaquestiontoavisualizationexercise Thethirdphaseconsistsofaddingquestionstolinesofcode.AnArrayquestion canonlybeusedonlineswhereanarrayoperationtakesplace.Theotherquestionstypescanbeusedonanyline. AMultiplechoicequestioncanbeaddedbypressingthe Newmultiplechoice questionbutton.Thequestion,feedback,correctanswerandotheranswers are input in the newly opened dialog window. For a more thorough look into creatingamultiplechoicequestion,seechapter4.2.1. Inadditiontoamultiplechoicequestion,aShortanswerquestioncanbeadded fromtheShortanswerbutton.Ashortanswerquestionisansweredbywriting inafewwords.Formoreinformationontheshortanswerquestion,seechapter 4.2.1. Theaddedquestionsareshowninthetablebelowtheprogramcodearea.Clickingaquestionwillmovetheexecutiontothestatethequestionwasadded.SelectingaquestionandpressingtheEditbuttonwillbegineditingaquestion.The Deletebuttonwilldeleteaquestioncompletely,whereastheDetachbuttonwill onlydetachthequestionfromtherow,sothequestioncanbemovedtoanother 93 one.Re-addingaquestionisdonebyfirstselectingthestateatwhichthequestionshouldbeshown,thenpressingAttach. PreviewingtheexerciseisdonebypressingTest.Afterallquestionsareaddedto theirrespectiverows,pressNexttomoveontothenextphase. The Nameand Defaultdescriptionoftheexercisearegiveninthelastphase. Additional notesforteachers can be given; these are only shown to teachers, whereasthedefaultdescriptionisshowntostudents. Savetheexercise,choose the folder to save it in, the difficulty level and the language of the exercise. Choose the programminglanguage the exercise should be given in and press OK.Finally,addtagstotheexercisesootherteacherscanfinditeasier. 4.3.3 Creating a ViLLE Sorting Exercise In a ViLLE Sorting Exercise the lines of code input by the teacher are shuffledandstudentsmustreorganizethemsothattheprogramresults intherequiredoutcome.Thisexercisetypecanbeusedtotestthestudents’understandingofprogramcodeexecutionandstructureofasimpleprogram. AViLLEsortingexerciseiscreatedbyfirstnavigatingtoExercises–NewexerciseandclickingonViLLESortingExerciseintheCodingexercisescategory. The creation of a ViLLE Sorting Exercise is done in four phases. The program codeiswrittenandcompiledinthefirstphase.Forexample,thefollowingcode couldbewritten: public static void main(String[] args){ int a = 5; while (a<10) { a++; System.out.println(a); } } 94 The integer variable a is initialized with the value 5. The value is increased by oneuntilitreachesthevalueof10Thevalueofthevariableisoutputeachtime isitincreasedbyone,thuscreatingtheoutput6,7,8,9,10.Compilethecodeby pressingtheTranslatebuttoninthetoprightcorner.Aftercompilingthecode, movetothenextphaseusingtheNextbutton. ViLLE automatically translates the code to the following programming languages:Python,JavaScript,PHP,C,PSEUDOandC#.Thesecondphaseistocheck thetranslationforthelanguagetheexerciseismeanttobeusedwithiscorrect. Ifthetranslationiscorrect,presstheNextbuttontomoveontothenextphase. Thethirdphaseconsistsofselectingthelineswhichwillbeshuffledforthestudents.ThelinesarechosenusingtheFromandToselectors.Thebluehighlight indicateswhichlineswillbeshuffled.Thecorrectnessisdeterminedbycomparingtheoutputsofthestudent’sandteacher’sprogramsbydefault.Ifthe Exact matchoptionisselected,thecorrectnesswillinsteadbedeterminedbytheorderingofthelinesofcode.Topreviewtheexercise,presstheTestbuttoninthe topleftcorner.Whentheexerciseiscomplete,presstheNextbuttontomoveon tothenextphase. Illustration53Selectingthelinesto-be-shuffled 95 The Nameand Defaultdescriptionoftheexercisearegiveninthelastphase. Additional notesforteachers can be given; these are only shown to teachers, whereasthedefaultdescriptionisshowntostudents. Savetheexercise,choose the folder to save it in, the difficulty level and the language of the exercise. Choose the programminglanguage the exercise should be given in and press OK.Finally,addtagstotheexercisesootherteacherscanfinditeasier. 4.3.4 Creating a new ViLLE programming exercise InaViLLEprogrammingexercisethetaskofthestudentistowriteaJava program, whose outcome – the output – must match that of the model answer. AnewViLLEprogrammingexerciseiscreatedbynavigatingtoExercises–New exerciseandselectingViLLEProgrammingExercisefromtheCodingExercisescategory. Thisexercisetypetakesintoaccountthecreativityinvolvedinprogramming; thesameendresultcanbe achievedinmultipleways.Thestudentisgiven relativelyfreehandsinthisexercisetypetoexploreandbecreativewithout sacrificingtheabilitytoautomaticallyassesstheexercise andprovidefeedbackontheanswer. A programming exercise needs a program code, which results in one or more lines of output. The programming languages available depend on user rights; everyonecancreateprogrammingexercisesinJava,buttheothersupportedlanguages (C, C++, C#, JavaScript. MySQL, MATMAB) are only visible to specific teachers. If the programming listdoes not contain a language you need, please contacttheViLLETeam. Ourexampleexercisehascodetooutputthemultiplicationtableof3withmultiplicands of 0-10. Compile the program by pressing the Translate button in the toprightcorneroftheeditor.TheOutputfielddisplaystheoutputgivenbythe 96 program.PresstheNextbuttontomovetothenextphaseafterthecodeiscomplete. public class Test{ public static void main(String[] args){ for(int i=0; i<11; i++) { System.out.println(i*3); } } } Tip: There are several language independent tags available for the ViLLE programmingexercise: Codebetween<hide>and</hide>tagsarehiddenfromthestudent: <hide>random.setSeed(Long.parseLong(args[0])); </hide> The<ignore>tagscanbeusedtomarkoputputwhichisignoredwhencomparingthestudent’sandthemodelanswer’soutput.Itispossibletooutput thecontentsofanarraybeforethestudentneedstosortit: print "<ignore>Elements of a list ", list Inthesecondphase,ViLLEtranslatesthejavacodetootherlanguages(Python, javascript, PHP, C, C#, PSEUDO). It is possible to modify these translations, shoulda needarise.Afterhavingdonealltherequiredchanges,pressthe Next buttontomovetothenextphase. Illustration54Settingsforaprogrammingexercise 97 Inthenextphase,thehiddenlinesarechosen.Itisusuallyrecommendedtogive studentsatleasttheclass,whichneedstobeimplemented.Thebluelineswillbe hidden,andtheselectioncanbechangedusingtheToandFromselectors. TheShowoutputoptioncanbeusedtoshowtheoutputsofthewrittenprogram andthemodelanswersidebysideafterasubmission. TheoptiontoHidenonselectedcodelineswillhideallthoselinesofcodethat havenotbeen selected,i.e.thestudenthas anemptytextareatowriteto.Itis notgenerallyrecommendedtocheckthisoption,butitcanbeusedtoe.g.hide the class. If this option is not checked, all non-highlighted lines of code will be showntothestudent. The Indentstudentcode option can be used to indent the student code automatically when submitted. This choice is recommended when programming in Python,orotherlanguagesthatdependsyntacticallyontheindentation. Previewingtheexerciseisdonebypressingthe Testbutton.Previewingallows youtomakesuretheexerciselookexactlyyouwantitto. When all the appropriate rows are selected, press the Next button in the top rightcorneroftheeditor. The Nameand Defaultdescriptionoftheexercisearegiveninthelastphase. Additional notesforteachers can be given; these are only shown to teachers, whereasthedefaultdescriptionisshowntostudents. Savetheexercise,choose the folder to save it in, the difficulty level and the language of the exercise. Choose the programminglanguage the exercise should be given in and press OK.Finally,addtagstotheexercisesootherteacherscanfinditeasier. 98 TIP:Itisrecommendedtouserandomnessinprogrammingexercises,sothe studentscannothard-codevaluesintheiranswers.Forinstance,aJavaprogrammingexercisereceivesavariableoftypeLongasitsfirstparameterand thatvariablecanbeusedasaseedfortherandomgenerator.Thismeansthe sameseedisgiventothemodelandstudent’sanswer. Havingthesameseedmeansthatthesamerandomnumberwillbeoutputin boththemodelanswerandthestudent’sanswer: final Random r = new Random(); <hide>r.setSeed(Long.parseLong(args[0]));</hide> System.out.println(r.nextInt(100)); 4.3.5 Creating a new Robot exercise IntheRobotexercise,thetaskofthestudentistocreateaprograminJava, whichusingthecranerobotonscreen,willmovetheboxesintheircorrectlocations.ThefocusontheRobotexerciseistousemethodsincreatingalgorithmsandteachloopsspecifically.Theeditorlooksasfollows: 99 Illustration55TheeditorfortheRobotexercise TheeditorspecifiestheNumberofboxesandtheirstartandendpoints.The controls below the crane can be used to define the starting position of the crane.Itisalsopossibletoaddemptyboxes(onesthatareignoreswhenchecking the submission) using the Number of empty boxes slider. The Max drop sliderdefinesthemaximumdropacratecanhandlewithoutbreaking.TheCost limits slider can be used to set a ‘cost limit’ for the answer; if the solution exceedsthisnumberofmoves,itwillbepenalized.Solutionsarescoredaccording to the code and movements of the crane: the more code and movement of the crane,themoreexpensivethesolutionis. ThestudentwillsolvetherobotexercisebywritingaJavaprogramwhichmoves the crane. The exercise provides an instance of the RobotCommander class, namedrc,whichistheinterfacetomovethecrane.Therobotacceptsthefollowingcommands: rc.up() rc.down() Movesthecraneup Movesthecranedown 100 rc.extend() Movestheclawofthecraneright rc.withdraw() Movestheclawofthecraneleft rc.grab() Grabsaboxifpossible rc.drop() Dropsagrabbedbox 4.3.6 Creating a new conversion exercise Intheconversionexercise,decimal,hexandbinarynumbersareconvertedfromonebasetoanother.Thestudentcanpracticeconvertingnumbers from a given base to a specified base. Binary and hex numbers are often seen whenprogramming. AnewconversionexerciseiscreatedbyfirstnavigatingtoExercises–NewexerciseandclickingonConversionExerciseintheCodingexercisescategory. Theactualconversionexerciseismadebychoosinghowmanyconversionsare donefrom onebasetoanotherandthe minimumandmaximumvaluesfor thenumbersthatareconverted. The exercise should be previewed before saving to make sure the settings are appropriate.PreviewingtheexerciseisdonefromthePreviewbutton. Whentheexerciseiscomplete,giveitanameandadefaultdescription,which thestudentssee.Optionallyyoucanleavenotesforteachers,whicharenotvisible to students. After all data has been set, press Save, choose the folder to save the exercise in, the difficulty and the language used in the exercise. The programminglanguagecanbeleftatthedefault“-“andpressOK.Lastlyenter sometagstomakeiteasierforotherteacherstofindit. 4.3.7 Creating a new Binary calculation exercise In the binary calculation exercise, basic arithmetic operations are performedonbinarynumbers.Becausecomputersoftenoperateinthebina- 101 rynumbersystem,beingfamiliarwiththeseoperationsisoftennecessary.This exercisetypestrengthenstheaddition,subtractionandmultiplicationofbinary numbers. A new binary calculation exercise is created by first navigating to Exercises – NewexerciseandclickingonBinarycalculationsintheCodingexercisescategory. Youcansethowmanybinary multiplication,additionandsubtractionquestionsareaskedintheexercise.Additionally,the minimumandmaximumvaluesoftheoperandsaresetasdecimalnumbers.Thenumberiscappedat15for all binary multiplication questions. Before saving the exercise, it is prudent to previewitbypressingPreview. Whentheexerciseiscomplete,giveitanameandadefaultdescription,which thestudentssee.Optionallyyoucanleavenotesforteachers,whicharenotvisible to students. After all data has been set, press Save, choose the folder to save the exercise in, the difficulty and the language used in the exercise. The programminglanguagecanbeleftatthedefault“-“andpressOK.Lastlyenter sometagstomakeiteasierforotherteacherstofindit. 4.4 Mathematical exercises ViLLEmathematicalexercisesaremeanttopracticemathoneverylevelofeducation. Some of the exercise types are designed with primary school in mind, whereasothersaremeantforhigherleveleducation.Inmostmathexercisesitis possibletoindividualizeexercisestostudentsofdifferentskilllevels.Individualizingisdonebygivingthethreedifficultysettingsofeachexercisedifferentsettings.Thedifficultylevelcanbevariedbygivingdifferentstartingvaluesoroperations. 102 Illustration56Individualizingmathexercisesisdonebygivingdifferentparameterstodifferent difficultysettings.TheEasysettingisselectedintheillustration. Whenstudentsstarttheexercise,theycanchoosethemostappropriatedifficulty settingforthemselves.Thiswaythestudentswillnotbefrustratedwithexercisestoodifficultoreasyforthem.Remembertotestexercisesonalldifficultysettingsbeforeusingit! 4.4.1 Solving quadratic equations InaSolvingquadraticequationsexercise,theteacherdefinesrangesfor equations that the student needs to solve. The equations are randomly generatedbasedontheseranges.Itisoftenrequiredtohaveapen(cil)andpaper whensolvingtheseexercises.Theimmediatefeedbackgivenbythisexercisenot onlyguidesstudentstosolvequadraticequationsindependentlybutalsodraws agraphoftheequationinquestion.Simplecubicequationscanalsobepracticed usingthisexercisetype. First the numberof roots, i.e. answers, for the equation is chosen. Next choose whether to solve quadratic or cubic equations. After these settings, the special propertiesoftheequationsarechosen.Usingtheseproperties,specialcasescan be practiced. The choice of root characterizes the difficulty of an equation and canthusbeusedtocontrolthedifficultyofanequation.Thegeneraloptionscan beusedwhethertoshowthepolynomialinitspossiblyreducedformorexpanded. Finallytherangesfortherootsandthenumberofrepetitionsarechosen. 4.4.2 Fill the sequence The fill the sequence exercise has the students practice arithmetic pro- 103 gressionandtheconceptofnumberquantity.Movingforward,backwardandin differentstepsispracticedonanumberline.Thisstrengthensthestudent’sabilitytorealizethenaturalorderofnumbers,quantitizenumbersandunderstand thepropertiesofnaturalnumbers. Naturalnumbersbegin,dependingonthesource,fromoneorzero;inprimary schoolmath,oftenfromzero.Thereisnogreatestnumber,asonecanbeadded toanynumber.Notwodifferentnumbershavethesamenextnumber. Theteachercandefinethenumberrangeforthenumberlinebymodifyingthe smallest and greatest value. The addition, subtraction, multiplication and divisionoptionsdefinehowthenextelementinthenumberlineiscalculated.Inaddition, the first element is added arandom number from the numberrange, in multiplication the first element is multiplied by a random number, etc. The lengthofthenumberlineoptiondetermineshowmanynumbersareshownon screentothestudent.Thenumberofholesdetermineshowmanygapsareput inthenumberline.Thegapscanbeinsertedintorandompositionsinthelineto maketheexercisemorechallenging;thegapsareputtotheendofthelinebydefault. 4.4.3 What’s missing? Recognizingthemissingnumberadvancesthemathematicalthinkingof students, because the correct answer is not clearly calculated from the expressionbutthelocationofthetermsandtheoperationneedtobe‘switched’. These exercises form the basis of solving equations. These exercises can turn quitedifficultifthelengthoftheexpressionisincreased. Finding the right answer can be practiced by visualizing the options and dragging and dropping the correct answer. With small numbers, small circles work wellwithvisualizing.Thedifferentobjectsusedintheexerciserepresentquantities:Circles,blocksandmoneymakequantitiesobvioustothestudent.Thewrit- 104 tenformofthenumberstrengthenstheconnectionbetweenthenumbersymbol andthenumberword. Moredifficultandformalexercisescanbedonebyturningofftheoptiontodrag answers. The answer area then turns into a text field where the student can writetheanswer.Whenusinglargenumbersthevisualizationoptionshouldbe turnedoff,soastoshowonlythenumbers.TheoptionPracticeten-pairscanbe turnedonfortheyoungeststudents,sotheresultofadditionisalways10and the student must recognize the missing number. Subtraction exercises always subtractfrom10. Largenumberscanbemadeeasiertocomprehendbyusingnumbersdivisibleby 10or100.TheoptiontoMakeallnumbersevenmakesallnumbersintheexpressioneven.Withoutthisoption,onlythefirstnumberiseven. 4.4.4 Combine equal items The combine equal items exercise builds up the student’s concept of number, in which quantity, the number word and symbol combine. Theseskillsareaprerequisitefornumberlineskills. Thisexercisetypeisbuilttoenforcethestudent’sunderstandingofnumerosity and clarify the connection between numerosity, the word and symbol for the number.Theobjectsusedintheexerciserepresentquantities.Circles,blocksand moneyconcretizethemeaningofnumerosityforthestudent.Thewrittenform orthenumberstrengthenstheconnectionbetweenthesymbolandthenumber word. Thenumberofboxesisthenumberofwrongoptionsincludedintheanswering options. 105 4.4.5 Tunnista luku Thecombineequalitemsexercisebuildsupthestudent’sconceptofnumber,inwhichquantity,thenumberwordandsymbolcombine.Theseskills areaprerequisitefornumberlineskills. Thisexercisetypeisbuilttoenforcethestudent’sunderstandingofnumerosity and clarify the connection between numerosity, the word and symbol for the number.Theobjectsusedintheexerciserepresentquantities.Circles,blocksand moneyconcretizethemeaningofnumerosityforthestudent.Thewrittenform orthenumberstrengthenstheconnectionbetweenthesymbolandthenumber word. Itispossibletoinfluencethedifficultyoftheexercisebyvaryingtheobjectsbeing asked. Money is more challenging than circles, because it is not enough to merelycountthenumberofcoinsornotes.However,thequantityofcirclescan behardtocountiftheamountislargeenough.Thequestionscanconcentrateon a specific property of numbers, such as the connection between the word and symbolfornumbers,orvarythequestionsevenmore. 4.4.6 Long division IntheLongdivisionexercise,thestudentspracticedivisionstepbystep. The editor settings contain options to set the number of questions, the number range for the division and the minimum and maximum of the answer. Additionallytheoptionatthebottomcanbeusedtodecideshouldthedivision leavearemainderornot. 4.4.7 Calculate in a column Calculatinginacolumnmakesiteasiertoperformbasicarithmeticoperations with large numbers, as they can be divided into smaller operationsonmorefamiliarnumberranges.Thisexercisetypemakesitpossibletodo addition,subtractionandmultiplicationcalculations.Ineachofthelattertheun- 106 derstandingofthedecimalsystemisheightened(positionandcrossingthetens boundary),evenifitisnotalwayssoobvious. Whencalculatinginacolumn,thenumbersarearrangedsuchthattheones,tens, hundreds,etc.areintheirrespectivecolumns.Thecalculationisdonefromright toleft,whichiscontrarytotheusualdirectionofcalculating,andthisissomething topay attention to. When borrowing, it is important to say that any borrowing is done from the tens or hundreds (not from the neighbor, or from the left),soastomaintaintheconnectiontothedecimalsystem. Thecalculationinacolumnexercisecanbeusedtopracticememorynumbersas wellbycheckingtheGradememorynumbersoption.Thiswillalsoincludethe memorynumbersinthegradingprocess.Inmultiplicationexercises,themultiplier can be chosen tohave either oneor more numbers. If there is more than onenumberinthemultiplier,thecalculationwillalsoincludeanaddingphase. Incasethecalculationshouldbedoneon,forexamplenumbersdivisibleby10, thentheSeparatetermrangesandForcedivisibilityoptionsmustbecheckedon bothterms.Thedivisibilityshouldbe10.0.Thetermsmayhaveseparatedivisibilityfromoneanother. 4.4.8 Calculate decimals Calculationisdoneondecimalnumbersinthesamemannerasonnatural numbers,withthedifferenceofthesmallestlocationbeingthetenthsinstead of ones. Crossing the tens boundary is difficult for many young students, andifthisisthecase,thencrossingtheonesboundarywillmostlikelybehard here as well. Calculation strategies work equally well for decimal numbers as theydofornaturalnumbers.Itisworthwhiletopayattentiontothese. Theoptionsinthisexerciseareadditionorsubtractionandwhethertoshowany visualization.TheAnswerbychoosingoptionallowsthestudenttoclickonan appropriate number of bars, whereas the normal method of answering is to 107 write the answer to a text field. It is not recommended to use visualization for decimalsnumbersover2. Visualizationcanbeusedtohelpinthecalculation,becausegreenbarsturnto redonesbyclickingwiththemouse.Itisthuspossibletovisualizethecalculation0.8-0.4byfirstcoloring4barsredfromthefirstnumberandthencounting thegreenbars. 4.4.9 Bar chart exercise Readingagraphteachesinterpretingthemandgivesthestudentsideas onthescalesofnumbers.Thegraphcontainsascalebasedontherandomizednumbers.Tomakethetaskeasier,thesettingscanbesetsothatallvaluesofthebarsare shownatalltimes,oronlywhenthemousehoversonthe,. Both of them can be turned off, which really tests the number and chart interpretingskillsofthestudent! Thedescriptioncanbeanytopicthatiscontemporaryorinterestingtothestudents.Thenamescanalsobemodifiedsothattheyaremorefamiliartothestudents.Thenumberrangesusedforthenumbersusedintheexpressionandthe solutioncanbe setintheeditor.Thesecanbeusedtonoticeablyinfluencethe difficultyoftheexercise. Whenwritingnamesfortheexercisedescription,@1standsforthefirstname, @2forthesecondandsoforth.Forexample,ifthefirstnameis“Mike”,“Mike’s” [email protected]’s. 4.4.10 Calculate fractions Fractionsareanewwaytowritenumbers.Afractioncorrespondstoa division and the value of a fraction corresponds to the dividend of the division. Still, 1/3 is not equal to 0.3333..., because 1/3 is the exact value and 0.3333…isjustanestimate. 108 Calculating with fractions is more difficult because there are more rules than whencalculatingwithwholenumbers.Inadditionandsubtraction,thedenominators must be the same, if not the fractions will have to be expanded so that theyhavethesamedenominator.Inmultiplication,thenominatorsandthedenominatorsaremultipliedseparately.Divisionisperformedas amultiplication withthedifferencethatoneofthefractionsis‘upsidedown’. Therangesforthevalueofthefractionsarechosenintheeditor.Inadditionto thevalue,alsorangesforthenominatoranddenominatorareset.Withoutthese ranges, a fraction 4/1 is quite likely. When the maximum value of a fractionis cappedatone,theresultisbetterfractionsforcalculation.Theoptiontohavethe samedenominatoralsoexists,withanadditionaloptiontochoosewhichoperationsareallowed.Thefractionscanalsobedisplayedasmixedfractions,where thewholesaredisplayedinfrontofthefraction,e.g.21/2. 4.4.11 Convert fractions to decimals and vice versa Theconversionexerciseiscreatedtopractice convertingbothdecimals tofractionsandfractionstodecimals.Thenumberofquestionsandthe number range is chosen in the editor. Notice that the range is given as whole numbers. Theteachercanadditionallychoosewhichconversionsareperformed,orifboth aredoneandhowmanyvisibledecimalsareshown.IftheAnswerbychoosing option is checked, the correct answer will be given by coloring the required numberofbarsinthegivenimage;otherwisetheansweriswritteninnormally. 4.4.12 First degree equations Intheeditorforthefirstdegreeequations,theequationsaregivenranges fortheequationspresentedtothestudents.Theequationsarefirstgiven 109 thetypeofroots;youcanchooseoneormoretypes.Afterthisthevaluerange for the root is given. The answer will always be within this range. Finally the numberofrepetitions(howmanyquestionsthestudentwillbegiven)ischosen. 4.4.13 Math audio arithmetic In this exercise type, addition, subtraction, multiplication and division canbepracticedonnaturalnumbers.This exerciseallowsdisplayinga calculationnormally,butalsotolistentoitspokenoutloud.Currentlyallaudiois onlyinFinnish.Boththecalculationandtheresultcanbevisualizedgraphically. The number of questions, range for numbers and the minimum and maximum valuesforthesolutioncanbechosenintheeditor.Theoperatorsusedinthecalculationsarealsochosen.Theoptionsbelowthesecanbeusedtochoosewhethertheexpressionisshown,iftheexpressionisspokenoutloudandwhetherto visualizethenumbers. 4.4.14 Fill euqation This exercise type can be used to display simple equations, which the student must complete. The teacher enters the complete equations and chooseswhichpartsarehidden.Thestudentwillthensolvetheequationsbyeitherdraggingorenteringnumbersandoperatorstothegaps.Oneexercisemay consistofmorethanoneequation. Theequationscontaintwonumbers,anoperatorbetweenthemandtheresult. Thenumbers,operatorandsolutionarewrittentothebluerectangles: 110 Illustration57TheFillEquationeditor.Theteacherhasenteredtheequation1+2=3. Theequationcanbecontinuedonthefollowinglinestartingwiththesolutionof thepreviousequationbypressingAdd.TheUpdatevaluesbuttonwillcheckthe equationholds. Thesettingsforthisexercisearefoundundertheblueeditorscreen.Extravalues canbeenteredintheNumberfield.Similarly,theOperatorfieldcanbeusedto addextraoperatorsavailabletothestudent.Itisalsopossibletochoosewhethertoallowreusingtheequationelementsornot. 4.4.15 Timed level test Theideainthetimedleveltestistocomputeasmanybasicarithmetic operationsaspossibleinagiventime.Thistestcaneasilyshowanylevel differences between students, and it is especially suitable for individualizing teaching.Theeditorcanbeusedtosetthetimeavailableforthetest,andwhethertoshowthequestionsindividuallyorallatonce.Theeditoralsoallowsdefin- 111 ing the value ranges for the terms and the solutions andthe operators used in thecalculations. 4.4.16 Drilling games ViLLE offers several different games to practice primary school math. Gamesmakeroutinecalculationmoreinterestingandincreasestudents’ motivation.Thecompetitiveelementprovidedbygamesalsomakesthemmore interesting. Therearesixdifferentgames: · Laddergame:Theobjectofthegameistoclimbladdersbychoosingthe ladderthatshowsthecorrectanswertoagivencalculation. · Flyingobjects: Calculations fly at the player, and the player’s task is to choosethecorrectsolutiontothegivencalculationasfastaspossible. · Droppingnumbers:Acalculationisshownatthetopofthescreen,and the player must choose the correct solution from balls that are falling down. · Racer/Racersand/Racersunset:Inthegame,theplayerdrivesarace carandisrequiredtochangelanessothattheracerhitsthecorrectanswertothegivencalculation.Therearedifferentbackdropsfortheracing game. Allgamesletyouchoosewhetherthequestionsaregeneratedonthefly,orifa pre-made set is used. If the questions are pre-made, the games can be used to practicesubjectsotherthanmath. By selecting the Randomize calculations option at the top of the editor, the typesandvaluerangesforthecalculationscanbesetfortherandomgenerator. Ifthisisnotchecked,the calculationscanbeinputmanually.Pressingthe Add questionsbuttonwillincreasethenumberofquestionsinthegame.The Gen- 112 erate calculations button allows you to generate templates for the questions andthenmodifythemtosuityourneeds. 4.4.17 Memory game TheMemorygameistheclassiccardgame,wherecardsareflippedover inordertofindmatchingpairs.InViLLE,thecardscanhaveeithertextor an image, which allow this exercise type to be used in most subjects. The card pairscouldbedefinedinmathsothatonecardcontainsthemathematicaloperationandtheotherthesolution.Inbiology,thepairscouldbedefinedsothatone cardcontainstheimageofaplantandtheotherthename. Inthememorygameeditorthenumberandtheircontentisdefined.Thecontent maybeeithertextoranimage.ByclickingtheGeneratequestionsthecardscan easilybefilledwithmathematicalcomputations. 4.4.18 Rounding exercise Theroundingexerciseisusedtopracticeroundingintegersanddecimal numbers. The exercise can be answered in two ways, specified by the teacher:eitherdraggingthenumberontothecorrectalternative,orwritingthe correctanswer.Bothmethodscanalsobeusedinthesameexercise. Thenumberofchoiceandopenquestionsisfirstdecidedonintheeditor.Then, the rounding targets are chosen; by choosingfor instance 100, the given numberswillhavetoberoundedtothenearest100. 4.4.19 Fuzzy math game Thefuzzymathgameisusedtopracticerecognizingnumbersandquantities.Thestudentisshownballsof2-4colorsforapre-specifiedtime,and 113 thenaskedtoassesshowmany(orhowbigaportion)oftheballswasofacertain color. E.g. “Howmany of the balls were blue?” or “What percentage of the ballsweregreen?” Theeditorcanbeusedtodeterminethegroupingoftheballs.Theycaneitherbe showninagridorplacedrandomlyonthescreen.Then,thenumberofgroups (i.e.colors)ischosen.Theteachercanalsodecideonwhethertheballsareorganizedbycolor,orshuffledandchoosingthetypesofthequestions. 4.4.20 Unit conversion exercise The unit conversion exercise is used to practice time, length, volume, weightandareaconversions.Theteachercanchosewhichunitsareused intheconversionsandoneexercisecanhavemultipleunits,thusitispossibleto haveanexercisewherebothweightandareaconversionsarepracticed. Theeditorcanbeusedtoaddconversionquestionsbyfirstselectingthedesired quantityandtasktypeandthenclickingonAddtask.Noticethattheexercise needsatleastonetaskoneachdifficultyfortheexercisetobeusable.Afteradding a task, its parameters can be modified, for example by choosing the units, theirminimumandmaximumvaluesandtheprecisionoftheconversion.Asalways,itisrecommendedtopreviewtheexercisebeforesavingtoensuretheexerciseisdiverseenoughandpedagogicallysuccessful. 4.4.21 Expresion exercise Theexpressionexercisecan beusedtopracticebasic arithmeticoperations(addition,subtraction,multiplicationanddivision)andtheorderof calculation within a given range. The teacher can choose the number of questions,thevaluerangeforthesolutionandthetermsindependentlyofoneanother.Itisalsopossibletochoosewhichoperatorsareincludedinthecalculations. TheElementtohideoptioncanbeusedtodecidewhichpartoftheequationthe studentneedstofillin. 114 4.4.22 Geometry exercise Thegeometryexerciseisusedtopracticegeometricshapesandbasicoperations on them. The exercise currently contains basic geometric shapes, suchascircles,trianglesandrectangles.Thepossiblequestionsinclude calculatingtheareaorperimeter. Theteachermustfirstselectthenumberofquestionsandtheirtype.Thenitis possibletochoosewhichshapesareincludedintheexerciseandwhethertoallowdecimalsorshouldthenumbersbeforcedtointegers.Thereisalsoanoption to limit the size of the shape on the coordinate system to prevent e.g. the creationofhugeshapes. 4.4.23 Number line exercise Thenumberlineexerciseshelpstudentstoperceivenumbersandtheir natural order. This exercise type strengthens the number skills of the studentandgivesthefoundationforlatermathematicalskills,suchascrossing thetensboundaryinbothdirectionsandmultiplication. This exercise type asks the student to choose a number from within the given range.Thisrangecanbedeterminedfromtheeditorusingaslider.Thenumbers shouldremainonthepositiveside,soiftherangeis4,thenthesmallestvalue should also be 4. When the asked range is 4, a possible question is “Choose a numbergreaterthan2butsmallerthan10.”Thestudentmustthenclickonan appropriatespotonthenumberline. 4.4.24 Percentage exercise Thepercentageexercisecanbeusedtopracticetherelationshipbetween percentages,fractionsanddecimalnumbers.Theexercisegivesanumber eitheraspercentageorafractionandasksthestudenttofillagridappropriately. 115 Thegivenfractionorpercentagecanalsobeconvertedtoeitherafraction,percentageoradecimalnumber.Whethertoreducethefinalfractionornotcanalso bechosenformtheeditor. 116 5 Materials Even though the focal point of ViLLE is exercises and constructivist learning, teaching can be reinforced through providing various study materials. This chapter explains how touse materials and attach them to courses, rounds and assignments.Thischapteralsocovershowtomanagematerialsandutilizematerialscreatedbyotherteachers. 5.1 Attaching materials to resources Materials uploaded to ViLLE can be used as a part of any resource; courses, rounds and assignments. Any material can be uploaded to ViLLE: text, images, videoandsoforth.Anuploadedmaterialcanbeusedinmultipleresources,diminishingtheneedtouploadamaterialtoViLLEmultipletimesjustaddittoa differentresource. 5.1.1 Attaching a material to courses AmaterialcanbeattachedtoacoursebyenteringthecourseeditmodebynavigatingtoProfile–Owncoursesandclickingonthenameofthecourseonthe list.OpentheCoursesettingstab.Attachingthematerialisdonefromthepanel locatedinthelowerrightcorner: Illustration58materialscanbeaddedtoacoursebydraggingittotheAddedmaterialspanel. 117 MaterialscanbedeletedbyclickingontheDeletebuttontotherightofthematerial.Notethatthematerialisaddedtothefirstmaterialfolderuponupload.Managingmaterialsisfurtherdetailedinchapter5.2. 5.1.2 Adding a material to rounds Ifamaterialisonlyrelevanttoaround,andnotthewholecourse,itisrecommendedtoaddthematerialtothatspecificroundinsteadofthewholecourse.To add materials to a round, navigate to Profile – Own courses and click on the coursenamethatcontainstheround.Thematerialisaddedtotheroundinthe samewayastoacourse;draggingthematerialtotheAttachedMaterialspanel locatedinthelowerrightcorneroftheroundeditor. 5.1.3 Attaching materials to an assignment Materials can also be attached to an assignment. Attaching materials to an assignment is done by first navigating to the course edit mode (Profile – Own courses, click on the name of the course) and then opening the Rounds in course tab. Click on the assignment the material needs to be attached to open theEditassignmentdialogwindow.: Illustration59Editassignmentdialogwindow 118 AttachingthematerialisdonebydraggingtotheDraganddropfileherefield intheAttachedmaterialspanel. 5.1.4 Attaching previously uploaded materials ToattachapreviouslyuploadedmaterialtoViLLEtoanyresource,seethecorresponding chapter above, but rather than dragging the material to the panel, presstheEditbutton: Illustration60Addingexistingmaterialsfromfolders DragtherequiredmaterialstotheDraganddropfileherefield. 5.2 Managing own materials Add uploaded materials are automatically added to your material folders. To browsethesematerials,navigatetoMaterials–Ownmaterials. 119 Illustration61Ownmaterialsview Thematerialbrowserisdividedintotwosectionsmuchliketheotherbrowser viewsinViLLE:Thematerialfoldersontheleft,andthedetailsofthechosenmaterialontheright.Touploadanewmaterial,butnotattachittoanyresource, theAddmaterialbuttoncanbeused.Afteruploadingthematerial,giveitaname andadescription.Additionally,thevisibilityofthematerialcanbechosen:public isvisibletoallotherteachers,whereas a privatematerialis visibletoonlythe owner. Notice that if a private material is added to a course, round or assignment,itisshowntothestudents,regardlessofthevisibilitychoice. ToactuallyuploadthematerialtoViLLE,draganddropthefiletothebottommostfield.Ifthewrongfileisuploadedbyaccident,clickingthe buttonwill deletetheuploadedfile IfalotofmaterialisuploadedtoViLLE,itisprudenttosortthematerialstodifferent folders. To create new material folders, click on the Newfolder button. GivethefolderanameandpressSave. ItispossibletodownloadtheselectedmaterialbypressingtheDownloadbuttoninthetoolbar.Additionallyitispossibletomodifythepropertiesofyourma- 120 terial – the name, description and visibility setting – by selecting the material andpressingtheEditbutton.Todeleteamaterialorafolder(mustbeempty), selectitandpresstheDeletebutton.Tomovematerialsfromonefoldertoanother,simplyperformadraganddrop. 5.3 Browsing public materials AnyuploadedmaterialcanbesetpublicinViLLE.Thisallowsteacherstoshare materialswithouthassle;anuploadedlectureslideornotescaneasilybefound inthesamesystemastheassignments.Tobrowsepublicmaterials,navigateto Materials–Browse. Illustration62Thematerialbrowseview The material browser works the same way as all other browsers (See chapter Error! Reference source not found.). To download a material to your own omputer,selectitfromthelistandclicktheDownloadbutton.Ifyoufindaninteresting material, it can be added to your bookmarks by clicking the Add bookmarkbutton.Bookmarksmakeitpossibletoaddamaterialtoaresource directly from the bookmarks browser (see chapter 5.1.4), and choosing Bookmarkedmaterialsfromthedropdownmenu. 121 5.4 Public or private material? AccordingtotheEndUserLicenseagreementofViLLE,youareonlyallowedto uploadmaterialstowhichyouhavecopyrights.Thisappliestomaterialssetprivate.However,youareallowedtouploadmaterialstowhichonlyyouhavethe copyright. In fact the option to set materials private, and thus hide them from otherteacherswasimplementedforthisexactreason.Anyprivatematerialsattachedtocourseswillnotbecopied,ifthecourse,roundorassignmentiscopied byanotherteacher. Whenshouldyousetamaterialpublic?OneofthegoalsofViLLEistoimprove collaborationbetweenteachers,andthisisachievedbestbysharing,ratingand commentingonpublicresources.TheViLLETeamopenlyrecommendsopening allstudymaterialsforpeerreviewandusebyothers! 122 6 Tutorials TutorialsinViLLEmeanapedagogicwholecomprisedofassignmentsandmaterials.Tutorials,then,allowcombiningtext,imagesandvideostotheautomaticallyassessedassignmentsofViLLE.AswithanyotherViLLEresource,usersmay sharetheirtutorialswithotherusers. 6.1 Using existing tutorials BrowsingexistingtutorialsispossiblefromtheTutorialbrowser.Tobrowsetutorialsmadebyothers,navigatetoTutorials–Browse. Illustration63Publictutorialbrowser Inspectingatutorialispossiblebyfirstselectingitfromthelist. 123 Illustration64Tutorialdetails Thetutorialdetailspanelcontainsthefollowingsections: 1. Thetutorialnameandownerareshownontop. 2. Thepublicdescriptionandnotesforteachersareshownbelowthename andowner. 3. Thenextsectioncontainsthetagsattachedtothetutorialalongsidewith the comments and rating of the tutorial. The comments and rating are partofthesocialaspectofViLLE. Topreviewatutorial,selectitfromthebrowserandclickontheViewbutton.It isalsopossibletocopyatutorialsoitcanbeusedonacourseyouownbyclickingtheUtilizebutton. 124 TutorialsareroundsinViLLE–onetutorialoftencontainsmorethanoneassignment.NotethatuponintroductionViLLEcreatesacopyofthetutorialso anymodificationsmadetotheintroducedtutorialwillnotbereflectedinthe originaltutorial. 6.2 Modifying tutorials NavigatetoTutorials–Owntutorialsinordertoviewtutorialsownedbyyou. ClickonNewtutorialtocreateanewtutorialorchooseanexistingtutorialand clickonEdittoenterthetutorialeditmode. Illustration65Tutorialeditor Thetutorialeditorisdividedintothreeareas: - The library can be used to collect resources that can easily be reused. Addinganimageortextherewillmakeiteasytouseitonmultipletutorials. 125 - The Outline shows the current outline of the tutorial being edited; the panel shows all theheadings of the tutorial by default, but checking the ShowcontentinOutlineoptionalsoshowsthecontentsections. - The components of the tutorial are shown on the large panel to the right.Thispanelisusedtoconstructthetutorialitself. 6.2.1 Creating and editing tutorial components Atutorialcomprisesofseveraldifferentcomponents.Thesecomponentsinclude text, images, videos, assignments or tables. Components can be embedded straightintothetutorialitself,ortheycanbeaddedtothelibraryfirstandadded tothetutorialfromthere.Componentsaddedtothelibrarycanalsobeusedin othertutorials.Toaddanewcomponenttothelibrary,clickonthe button. Thecomponentmenuisopened: Illustration66Addingacomponenttothelibrary Choose the component type you wish to add to the tutorial toopen the editor view.Eachoftheseeditorsrequiresthecomponentbegivenaname.Thisname isnotshowninthetutorialitself,insteadthisnameisshownintheLibrarypanel andthetutorialeditor.Thenextsubchaptersdiscussthepropertiesoftheavailabletutorialcomponentsbriefly. 6.2.1.1 Adding text TheeditorusedtocreateatextcomponentissimilartoanyotherViLLEtexteditor.Thecommonformattingoptionsarepresent,ande.g.linkscanbeembedded inthetext. 6.2.1.2 Adding an image Animagecomponentcanbeusedtoshowanimagefromtheteacher’sowncomputer(orfromDropboxorGoogleDrive).Therequiredimageischosenbypress- 126 ingtheSelectfilebutton.Aftertheimagehasbeenchosen,presstheOKbutton. Theimagestillrequiresanamebegiveninthepreviewwindow. ViLLEdoesnorestricttheimageformatsbeingused. However,donotethat theimagesaddedtothetutorialsareshownas-is,soitisbesttouseoneof thecommonimageformats:png,jpegandgifthatarecertaintoworkonall browsers. 6.2.1.3 Adding a video clip Videoscanbeaddedtothetutorialwiththevideocomponent.CurrentlyViLLE will only show videos available on YouTube. This means, if you want to add a video to your tutorial, it must be uploaded to YouTube first. When adding the videotothetutorial,a URLisrequired,whichcanbecopiedfromtheYouTube page.IftheowneroftheYouTubevideohasforbiddenembeddingthevideo,that videocannotbeaddedtothetutorial. 6.2.1.4 Adding an object An Object in this context means any resource available online. In practice it is possibletoadd,e.g.anotherwebsite–orapartofit–toyourtutorial.Remember toonlyusematerialthatyouhavetherighttouse!Addinganobjectisdoneby givingtheURLoftheobjectandgivingthecomponentaname. 6.2.1.5 Adding a table Tablescanbecreatedtothetutorialeitherbyembeddingthemasobjectsorcreatingthemwiththetutorial’stableeditor.Firstthenumberofrowsandcolumns ischosen: 127 Illustration67Selectingthenumberofrowsandcolumns Note that it is possible to modify the numberof rows and columns later. After clickingtheOKbutton,thetableeditorisopened: Illustration68Thetableeditor Thetoolstopreviewandmodifythenumberofrowsandcolumnscanbefound underthename.TheStylesettingsbuttoncanbeusedtomodifythestyleofthe wholetable(e.g.thedistanceofthetabletoothercomponentsorthebordersurrounding the table itself). The Cell master style allows modifying the style of everycellinthetable.Thestylesettingsarecoveredinmoredetaillater. Therearetwowaystoeditatable: 128 1) Ifthecontentofthecellisrelativelyshort–afewwords–itcanbewrittendirectlytothetextareainthecell. 2) Forlongercontentsitismostlikelyeasiertousethecelleditor:toeditthe contents of a cell, press the edit button . The style of a single cell, the wholeroworcolumncanbemodifiedbyclickingonthe button.Deletingaroworacolumnisdonewiththe button. After the content of the table has been entered and named, it is ready to be saved.Tomodifythecontentsata laterpoint,selectitfromthe Librarypanel andclickonthe button. 6.2.2 Tutorial sections Tutorialsarealwayscomprisedofsections.Thesectionsfunctionascontainers of the actual tutorial content. Tutorials have three kinds of sections: headers, contentsectionsandpagebreaks.AddinganewcontentsectionisdonebyclickingtheAddsectionlinkbuttonbelowthecurrentlyaddedtutorialcomponents. Themenubelowwillbeopened: Illustration69Choosingthetutorialsectiontoadd Headersareusedtodefinestructureinthetutorial.Whenaddingaheading,its nameandlevelaregiven.Thedifferentlevelsoftheheadingsareautomatically nestedwithintheOutlinepanel(thatis,allleveltwoheadersarebelowtheprevious level one header etc.). The page break section will, as its name implied, createapagebreakforthetutorial. 129 Therestofthesectionsarecontentsections.Thenames(andicons)ofthesectionscanbeusedtodeducehowmanycomponentseachsectioncontains.These sectionscanbeusedtodefinewherethedifferentcomponentsofthetutorialare positionedrelativetoeachother:ifthereisneedtohavetwocomponentssideby side,theDoublesectionisagoodchoice. Addingasectionintroducesanemptyframeinthetutorialeditor. Illustration70ADoublesectionaddedtoatutorial Sectionscanberenamed,movedupordownwardsusingthesettingsicon .– Anystylesettingscanbesetbyclickingonthe icon.Deletingasectionandall contentrelatedtoitcanbedonebyclickingonthe icon. 6.2.3 Adding content to the tutorial Afteratleastonesectionhasbeenaddedtothetutorial,contentcanbeaddedto it.Therearetwooptionstointroducecontent: 1) Addanexistingcomponentfromthelibrary 2) Createanewcomponentdirectlyintothetutorial Itisoftenbettertocreateanycontentcomponentintothelibrarysotheycanbe reusedinothertutorials.Thenagain,averyspecificexplanationtextthisspecific tutorialisbettertobeaddeddirectlytothetutorial. To add content to the tutorial, click on the Add content link button inside an emptyframe: 130 Illustration71Addingcontenttotutorials Addingcomponents(text,images,video,objectsortables)hasbeencoveredearlier.Whencreatingacomponentdirectlyintoaframedoesnotsavethatcomponenttothelibrary,unlessthisisspecificallydefinedintheeditor. Acomponentchoseninthelibrarywillbeaddedtothetutorialbyselectionthe optionFromlibrary.Notethatthesamecomponentcanbeaddedtothetutorial severaltimes. Notethatwhenacomponentisaddedtothetutorialfromthelibraryitisno longerlinkedtotheinstanceinthelibrary–Thismakesitpossibletomodify the instance in the tutorial without having the changes reflected in the instance in the library. Vice versa, modifying a component in the library will havenoeffectinthecopiesaddedtotutorials. 6.2.4 Adding exercises to tutorials Atutorialnaturallyneedsexercises.Itispossibletoaddalmostanyautomatically assessed assignment to a tutorial in addition to the file upload assignments. Currentlythetutorialsdonothavesupportformanuallygradedexercises,peer reviewedexercisesnorexercisepools 131 Anassignmentisaddedbyselectingtheassignmentoptionfromthemenu(see illustration72).Thiswillopenadialogwindowwhereinyouaregivenachoice towhetheruseanexerciseyouownorhavebookmarked.Theassignmentisgivenaname,descriptionandamaximumscoreaswithanyotherassignment.All thesecanbemodifiedlater.Noticethatitisnotpossibletomodifyanassignment attachedtoatutorialdirectly;theonlywaytomodifyanassignmentaddedtoa tutorialistodeletetheassignment,modifyitnormallyusingtheViLLEexercise editorandreattachittothetutorial. 6.2.5 Style settings Tutorialscanbegivenstylesettingsonmultipledifferentlevels:foracomplete content section, the frame(s) within a section or specific components within a section(suchastables).Thestyledialogwindowcanbeopenedbypressingthe iconontheelementthestyleshouldbeaddedto: Illustration72Thestylesettingswindow Thesectionsforthisdialogwindowfromthetop: - Presets:Itispossibletousepreviouslysavedpresetsorsavethecurrent settingsasanewpreset.Previouslycreated(andtheonesreadymadeby 132 ViLLE)canbeappliedfromthedropdownmenu.Thecurrentsettingscan be saved by clicking the icon. The dialog window can be reset to its startingvaluesfromthereset button. - Colors: This section defines the colors for the background and text. Changing the color is done by pressing the button. If Transparent is checked,nobackgroundcolorisused. - Border:Thissectiondefinesthetypeoflineusedtoborderthecomponent. The style can be NONE, SOLID or DOTTED. Additionally, the color and width of the border can be set in pixels. Rounding determines how manypixelsareroundedoffthecorners. - Font:Thissectiondeterminesthefontusedinthecomponent;itssizeand possible bolding or italics. Notice that any font settings in a component withinthisone,theirfontsettingsmayoverridethesesettings. - Margin: This section determines how far apart this element is from its surroundingelements.IfSymmetricisnotchecked,marginsforeachside canbedefinedseparately. - Padding:Thissettingdefinesthespacebetweentheborderandthecontentoftheelement.Symmetryworksasitdoeswithmargins. Illustration73Therelationshipbetweenmargins,bordersandpaddingtothecontent 6.3 Tutorial settings TutorialsettingscanbemodifiedbyselectingSettingsfromthetoolbar: 133 Illustration74Tutorialsettings Tutorialsaregiventhesamebasicpropertiesasanyotherresource: TheNameisshowntobothstudentsandteachers,descriptiongivesfurtherinformation of the tutorial to the students, and notes for teachers give information about the tutorial to other teachers only; notes for teachers are not showntostudents.Ifthetutorialisnotpublic,notesforteacherscanbeusedto givenotestoyourself.TheSettingsdialogwindowcontainsthesettingstosetthe visibility,language,possibleprogramminglanguageanddifficultyofthetutorial. 134 7 Statistics and assessment Accessingstudentstatisticsandprogressionduringacourseisanindispensable sourceofinformation.Forthispurpose,ViLLEoffersmulti-facetedstatisticson every course. These statistics are accessible to the course owner and assisting teachersalike. StatisticsinViLLEaredividedintofourdifferentsections: 1. Studentperformance 2. Assignmentsgradedmanuallybytheteacher 3. Coursestatistics 4. Surveys Remember that the course statistics are accessible to both the course owner andallassistingteachers(seechapter2.8)onthecourse.Itisalsoworthnoting thatonmasscourseswithmanystudentsandassignments,computingthestatisticsmaytakeanoticeableamountoftime(overtenseconds). 7.1 Student performance TheStudentperformancesectionispossiblythesinglemostimportantoneofthe statisticsviewsinViLLE.Thissectionallowsexaminingthepointsandtimeusage of each student for rounds and assignments alike. To examine the performanceofstudents,navigatetoStatistics–Studentperformance: Illustration75Studentperformance 135 Thecourseandroundcanbeselectedfromabovethetable.Thesamemenubar canbeusedtoselectwhichareaofthecourseistobeinspected.Therearefour options: 1. Scores – Shows the scores the student has achieved. Each assignment showsthebestsubmissionbydefault. 2. Number of submissions – Displays the number of submissions to the assignmentorroundinquestion. 3. Time used – Displays the combined time spent by the student on the assignmentorroundinquestion. 4. Scorepersecondratio–Displaystheratioofscoretotimespent.This metriccanbeusedtomeasurethedifficultyofanassignment:themore points per second, the easier the assignment is. The values are often between0.01:1–0.5:1. Therightmostdropdownmenucanbeusedtochoosewhichvaluestoinspect. Forinstance,thelatestsubmissioncanbeexaminedinsteadofthebestoneinthe scoringview(usefulinexamswhenthelatestsubmissionisassessedinsteadof the latest) or the averages of all submissions. In the time view itis possible to examinetheaverageorthetimespentonthelatestsubmission. 7.2 Manually graded assignments Submissionstomanuallygradedassignments(seechapter2.4)canbeexamined andgradedbynavigatingtoStatistics–Manuallygraded.Thecontentsofthe viewdependonthechosenexercisetype.Thetoolbaratthetopoftheviewcan beusedtochoosethecorrectcourseandassignment: Illustration76Choosingthecourseandassignment Gradingdifferenttheexercisetypesareexplainedinthenextchapter. 136 7.2.1 Marking attendance Attendancecanbemarkeddirectlyintothetable: Illustration77Markingattendance Notthatthereisnoneedtoperformaseparatesave,astheyaresavedautomaticallybyViLLEeachtimeacheckboxisclicked.Thisfeatureisexplainedinmore detailinchapter2.4.3. 7.2.2 Marking demonstrations Demonstrationscanbemarkedintwodifferentways: 1) TheteachersentersthedemonstrationscorestoViLLE 2) Thestudentsentertheirowndemonstrationattendance,andtheteacher savesthemtoViLLE. Thelatteroptionisrecommendedespeciallyforlargercourses.Thestudentscan entertheirattendanceinthestudentinputviewwhichcanbeopenedbypressingStudentinputmode. Studentscanentertheirattendanceby 1. UsingtheirRFIDtagorcardonareader;thisfunctionalityrequiresthat theschoolhasanactiveRFID-feature. 2. Writingtheirstudentnumberandpressing<enter>. 3. Clickingontheirnameinthelist. 137 Thestudentthencheckstheassignmentsheorshehasdoneintheopeneddialog windowandpressesOK. After all students have input their attendance, the input view can be closed by pressingClose.Closingthestudentviewrequiresateacherpassword;thepasswordisthelocalpasswordusedforViLLE,ifHAKA-loginhasbeenused,thelocal passwordcanbesetfromProfile–Settings. Thenextviewisacompilationoftheattendancedatainputbythestudents.Studentscanbedividedtosmallergroupsbyclicking Assignstudygroups.ViLLE willdoitsbesttocreatethegroupssothateachgrouphastheanswertoeach assignment. Thesameviewcanbeusedtochoosethestudentstopresenttheirassignments by pressing Assign presenters. ViLLE takes into account previous presentations, so the same student should not have to present his or her assignments multipletimesinarow.BypressingShowpresenters,ViLLEwillshowacompilationofeachassignmentandtheirpresenter;thisishandytoshowtothestudentsusingaprojector. Theattendancemarkingscanbemodifiedorenteredbytheteacherbyclicking onthenameofthestudent,makingthemodificationsandclickingOk. 7.2.3 Grading course assignment Thegradingviewforacourseassignmentisfurtherdividedintothree:theOverall,Stageandfinalgradingviews.ChangingtheviewisdonefromtheViewdrop drownmenu.TheOverallviewdisplaystheoverallprogressofeachstudentor group: 138 Illustration78Gradingcourseassignments:theoverallview To examine each stage separately, choose that stage from the Viewdrop down menu.Toexaminethesubmissionsmadebythestudents,clickonthelinkinthe Submission column. Evaluating the stage is done by clicking on the Evaluate link. Note that students are not allowed to advance to the next stage until a teacherhasacceptedthepreviousstage. Inadditiontoevaluatingeachstageseparately,a finalgradecanbegivenfrom theFinalgradingviewfromthedropdownmenu. 7.2.4 Grading essays Students’essayscanconvenientlybegatheredinViLLEusingtheSurveyexercise type (see chapter 4.2.2). When the exercise is added to a round as Manually graded,thesubmissionscanbeannotatedandgradedbyhandafterthesubmissionhasbeenmade.Firstchoosethecoursetheessayison,thentheessayassignmentfromtheassignmentlist.ClickontheEvaluatelinkintheSubmission columntobeginevaluation.Theevaluationwindowisopens: 139 Illustration79Submissionevaluatingdialogwindow Youcangradetheexerciseinthe Gradeselectorandcommentonthesubmission in the Comment textbox. The student’s submission can be annotated by movingthecursorontothestudent’ssubmission.Ahighlighterappears,which allows the highlighting and annotation of the submission. After highlighting a portionoftheanswer,adialogwindowappearstotherightofthescreen: Illustration80Annotatingananswer Clickingthe +Addanotebuttonletsyouattachanotetotheannotatingcolor. Thesamedialogallowschangingthehighlightercoloraswell. 140 SavetheannotationandgradingbyclickingSaveatthetopofthedialogwindow. Toviewthesubmissionsofeitherthenextorpreviousstudent,simplyclickon thePreviousorNextbuttons. 7.3 Course statistics The course statistics view shows a condensed compilation of the statistics for roundsandassignments.ViewthestatisticsbynavigatingtoStatistics–Course statistics. Illustration81Coursestatisticsview To examine the total statistics for the course, open the Coursetotalstatistics tab. Viewing individual rounds is possible by unfolding the corresponding tab. The show statistics for all assignments link button displays all statistics on assignments:submissions,scoringandaveragesoftimespent. 7.4 Surveys ThereisasectionreservedforViLLEsurveys.BynavigatingtoStatistics–Surveys, all surveys on a specific course can be examined. There are two views available for surveys: a compilation of all answers from all students in a table view,oraviewforviewinganswersforindividualstudents.Themostappropri- 141 ateviewdependsonthekindofsurvey:surveyswithshortanswers(scales,or multiple choices) are best viewed in table mode, whereas surveys with long, openanswers,suchasessays,arebestviewedindividually.Toopentheindividualview,clickonthenameofastudent. 7.5 Exporting statistics Even though ViLLE provides a plethora of views to examine student performance, post processing the statistics is often easier on external tools. Statistics canbeexportedeitherasanExcelsheetoraCSVtextfile. Illustration82Exportingstudentperformanceasanexcelsheet The file format and statistics to export can bechosen depending on the export view.Thedefaultistheviewshowninillustration82. TheFilenamefieldcontainsthenameofthefilethatthedatashouldbesaved in.Avoidusingspecialcharactersinthefilename;numbers,letters(a-z)andthe 142 underscore are characters that are guaranteed to work with all operating systemsandbrowsers. TheExportfileformatchoicedeterminesthetypeofthedatabeingexported.If Textfileischosen,thedelimitermustalsobeenteredintotheDelimitfieldsby textfield.Alwaysuseacharacterthatisnotusedinanysubmissions,asthedelimiterisusedtoseparatelinesinthedata. TIP:Notethatduetobrowserlimitations,downloadingthefilemaynotwork correctlyinolderbrowsers.Ifthereisaproblemwhendownloading,trythe newest version of Mozilla Firefox or Google Chrome – these browsers are guaranteedtowork. 7.6 Inspecting submissions Submissionstoindividualassignmentscanbeviewedbyfirstselectingastudent, thenpressingtheSubmissionsbutton: 143 Illustration83Submissions It is only possible to inspect submissions by navigating to Statistics – Student performanceandthenbyselectinganexerciseround.Astudentalsoneedstobe selected;iftherearemanystudentsonthecourse,searchingforaspecific studentispossiblebyinputtinganameoruseridtothefieldsabovethetableand pressing<enter>. The assignment to be inspected is chosen from the Assignments drop down menu. The panel below the drop down menushows the scores and number of submissions for the assignment in addition to the student’s basic information. Overridingthescoreforanassignmentcanbedonebyenteringthenewscoreby pressingtheEditbutton.Thisallowsyouto,forinstance,givesomepointsfora submissionthatwaspartiallycorrect,butnopointsweregivenbytheautomatic 144 assessment (e.g. a partially correct programming exercise, or a quiz where the answerswerealmostcorrect). TheExportdatabuttonwillexportselectedassignmentdataofchosenstudents toatextfile.Thisenablesyoutoe.g.archiveanswersorgivethesubmissionsto theassistingteachersforgrading. ClickingtheExitbuttonwillreturntotheStudentperformanceview. 145 8 Profile, Messages and settings Sections for changing settings, bookmarks and browsing contacts can be found undertheProfilemenuitemInadditiontoownedcourses.Thecurrentversion hasmovedMessagesasitsownsectioninthemainmenu. 8.1 Messages ViLLEhasaninbuiltmessagingsystemwithwhichyoucansendmessagestoeitheryourteachercolleaguesorthestudentsenrolledtoyourcourses.Messages canonlybesenttoteachersonyourcontactlistandtheemailsoftheenrolled students. Toviewmessagesyouhavereceived,navigatetoMessages–Inbox. Illustration84MessageInbox Sending a reply or a new message is possible from this view. Notice that only peopleaddedtoyourcontactscanreceivemessagesfromyou. TheNewmessageviewisopenedwhenevera newmessageora replyisbeing written: 146 Illustration85Newmessageview ClickingontheSelectrecipient(s)buttonletyouchoosetherecipientsforyour message.BycheckingtheSendalsoasE-mailoption,thesamemessageissent totheemailaddressoftherecipientsinadditiontotheinboxinViLLE;whether the message is received as an email depends on whether the recipient has allowedmessagestobesenttotheiremailaddressfromViLLE. 8.2 Settings AllsettingsrelatedtoViLLEcanbechangedbyeithernavigatingtoProfile–SettingsorselectingSettingsfromthedropdownmenuontheusername. Illustration86SettingsinViLLE Thesettingsfromthetop: 1. Name 147 2. Studentiforotheridcode:incaseyouarenota student,chooseanyid you remember; in case you forget the password, you can ask ViLLE to sendyouanewpasswordusingViLLEviaemail. 3. Educationalinstitute:TheeducationalinstitutefromwhichViLLEisbeing used. 4. Language:ThelanguageusedintheViLLEuserinterface;notethatifyou are a teacher, the languages can be set separately for the student and teacherviews. 5. Dateformat:DetermineshowalldatesaredisplayedinViLLE. 6. Profile visible to otherusers: Determines whether your public profile is showntootherusers. 7. Preferreddecimalseparator:determineswhetherthecommaora dotis usedtoseparatedecimals. 8. Password:IftheHAKAloginsystemisnotbeingused,yourpasswordcan bechangedfromthispanel. Additionally,aprofilepicturecanbesetforyourViLLEaccountfromtheUpload button on the left side of the Settings view. This picture is shown in comment threadsandthecontactview.RemovingtheprofilepictureisdonefromtheRemoveyourprofilepicture. RemembertofinallypresstheSavebutton,ifanysettingshavebeenmodified. 8.3 Bookmarks Bookmarksareahandytoolformarkinginterestingresources;courses,assignments and materials for later use. Adding a bookmark is done in any browser viewbyselectingtheresourceandclickingontheAddbookmarkbutton. 148 TIP:BecauseViLLEisanonlineapplicationworkingundervirtuallyoneaddress, it is not possible to use the browser’s bookmarks and favorites featurestosaveapagewithinViLLE.Anytimeaninterestingresourceisfound, itisworthwhiletosetabookmark.Thisletsyouaddthatresourceeasilylateronwithouthavingtospendextratimesearchingforitagain. Tobrowseandmanageyourbookmarks,navigatetoProfile–Bookmarks. Illustration87Bookmarks ThebookmarkbrowserworksjustlikeanyotherbrowserviewinViLLE.Topreviewtheresourceabookmarkreferences(e.g.acourseorassignment)clickthe Viewbutton.DeletingabookmarkisdonebypressingDeleteandmodifyingthe bookmark details (name and description of the bookmark, not the resource it pointsto)isdonefromtheEditbutton.Creatingnewbookmarkfoldersisdone bypressingNewfolderandgivingitaname,thenpressingOK. Selecting a bookmark will open an info panel which has two tabs: Bookmark and Bookmarked resource. The Bookmark tab displays the information you haveaddedtothebookmark(i.e.itsnameanddescription),whereastheBookmarked resource tab displays the information of the resource the bookmark pointsto. 8.4 Contacts Inspecting contacts can be done by navigating to Profile– Contacts. Note that the contacts list shows only those teachers you have added as contacts; the 149 teacherswhohaveaddedyouasacontact,butyouhavenotaddedthemwillnot beshownonthelist. Choosingacontactfromthelistwillshowyouthatperson’spublicprofile,which showsallthepubliccoursesandassignmentsofthatuser. Toaddauserasacontact,clickontheuser’s nameinanybrowserwindowin ViLLE.Clickingthenameoftheuserwillopenadropdownmenu: Illustration88Themenuthatopensafterclickingonauser’sname. Themenuinillustration88allowsaddingtheuserasacontact,viewthisuser’s profile(ifitispublic)orsendhimamessage. 150 9 Suffix 1: Quick guide Thequickguideshowsbuttons,linksandbuttonsin boldandtargetsasitalics. Thus,thepathProfile>Owncourses>chooseacourse>courserounds>Create newround,meansfirstclickonProfileinthemainmenu,Owncoursesunderit andpresstheNewcoursebuttoninthetoolbar. Courses and rounds Action Instructions Creatinganewcourse Profile>Owncourses>Newcourse Creatingaround Profile > Own courses > Choose a course > Rounds in course > Create newround Copyingaround(owncourse) Profile > Own courses > Choose a course>Test>Press on the roundyouwanttocopy Copyingaround(publiccourse) Courses>Browse >Choose a course > View > Press on the round youwanttocopy Deletingaround Profile > Own courses > Choose a course > Rounds in course > Open theround-to-be-deletedbyclickingits name>Delete Togglingroundvisibility Profile > Own courses > Choose a course > Rounds in course > Click ontheroundtotogglevisibility Registrationlinkforstudents Profile > Own courses > Choose a course > Course settings > The link can be found at “Registration link for students” 151 Exams Action Instructions Creatinganewexamround Profile > Own courses > Choose a course > Rounds in course > Create newround>Choose“Examround”as theroundtype. Definingtheopeningandclosing Profile > Own courses > Choose a datesforexams course>Roundsincourse>Opena roundbyclickingitsname>Edit>Set theopeningandclosingdates>Save Monitoringanexam Profile > Own courses > Choose a course > Rounds in course > Open a round by clicking its name > Exam monitor Reopeninganexamforastudent(in Profile > Own courses > Choose a caseclosedbyaccident) course > Round in course > Open a round by clicking its name > Exam monitor > Click the link under State forthestudent. Extendingadeadlineforastudent Profile > Own courses > Choose a course>Roundsincourse>Opena round by clicking its name > Monitor view > Click the link under Closing date>Setnewclosingdate>Save Exercises Action Instructions Creatinganewexercise Exercises>Newexercise Selecting an owned exercise from Exercises > Own exercises > Open a thebrowser folder by clicking its name > Click on thenameoftheexercise 152 Modifyinganexercise Exercises> Ownexercises>Choose the exercise>Edit Adding an owned exercise to a Exercises> Ownexercises>Choose the course exercise>Utilize Addingapublicexercisetoacourse Exercises > Browse > Choose the exercise>Utilize Removing an assignment from a Profile > Own courses > Choose the course course>Roundsincourse>Aopen the round you want by clicking its name > Click on the assignment whichshouldberemoved Statistics and assessment Action Instructions Examiningscoresforaround/ex- Statistics > Student performance > am Choosethecourse>Choosetheround Publishinigexamresults Statistics > Student performance > Choose the course > Choose the exam round > Select “Visible to students” frombelowthetable Evaluatingassignments(e.g.essays) Statistics > Manually graded > Choose thecourse> Choosethe assignment> Begin the evaluation by clicking Evaluateonthestudent’srow Modifyingautomaticassessments Statistics > Student performance > Choosethecourse>Choosetheround >Submissions 153
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