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Moodle 3 E-Learning Course Development

Moodle 3 E-Learning Course Development

By : Susan Smith Nash, William Rice
5 (3)
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Moodle 3 E-Learning Course Development

Moodle 3 E-Learning Course Development

5 (3)
By: Susan Smith Nash, William Rice

Overview of this book

Moodle is a learning platform or Course Management System (CMS) that is easy to install and use, but the real challenge is in developing a learning process that leverages its power and maps the learning objectives to content and assessments for an integrated and effective course. Moodle 3 E-Learning Course Development guides you through meeting that challenge in a practical way. This latest edition will show you how to add static learning material, assessments, and social features such as forum-based instructional strategy, a chat module, and forums to your courses so that students reach their learning potential. Whether you want to support traditional class teaching or lecturing, or provide complete online and distance e-learning courses, this book will prove to be a powerful resource throughout your use of Moodle. You’ll learn how to create and integrate third-party plugins and widgets in your Moodle app, implement site permissions and user accounts, and ensure the security of content and test papers. Further on, you’ll implement PHP scripts that will help you create customized UIs for your app. You’ll also understand how to create your first Moodle VR e-learning app using the latest VR learning experience that Moodle 3 has to offer. By the end of this book, you will have explored the decisions, design considerations, and thought processes that go into developing a successful course.
Table of Contents (16 chapters)
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To get the most out of this book

These are the things you'll need to keep in mind in order to get the most of this book:

  1. You need to be able to use basic HTML
  2. You'll need a good text editor, such as Google Docs or Microsoft Word
  3. You'll need to be able to use photo editing programs, either Cloud-based (GIMP, for example), or installed on-premise (MS-Paint, for example)
  4. You'll need to be able to use spreadsheet programs (Excel or Google Sheets) for importing and exporting student records and questions to test banks in quiz

Conventions used

There are a number of text conventions used throughout this book.

CodeInText: Indicates code words in text, database table names, folder names, filenames, file extensions, pathnames, dummy URLs, user input, and Twitter handles. Here is an example: "Note the full course name in the <title> and <meta> tags. Many search engines give a lot of weight to the title tag. If your Moodle system is open to search engines, choose your course title with this in mind."

A block of code is set as follows:

<head>
<title>Course: Non-Surgical Anti-Aging Services </title>
<link rel="shortcut icon"
href="http://localhost/moodle/theme/image.php/standard/theme/1359480837/favicon" />
<meta http-equiv="Content-Type" content="text/html;
charset=utf-8" />
<meta name="keywords" content="moodle, Course: Non-Surgical Anti-
Aging Services" />

When we wish to draw your attention to a particular part of a code block, the relevant lines or items are set in bold:

<head>
<title>Course: Non-Surgical Anti-Aging Services </title>
<link rel="shortcut icon"
href="http://localhost/moodle/theme/image.php/standard/theme/1359480837/favicon" />
<meta http-equiv="Content-Type" content="text/html;
charset=utf-8" />
<meta name="keywords" content="moodle, Course: Non-Surgical Anti-
Aging Services" />

Any command-line input or output is written as follows:

$ git clone -b MOODLE_{{Version3}}_STABLE git://git.moodle.org/moodle.git  

Bold: Indicates a new term, an important word, or words that you see onscreen. For example, words in menus or dialog boxes appear in the text like this. Here is an example: "To use conditional activities, your system administrator must enable the feature Enable conditional access under Site administration | Advanced Features."

Warnings or important notes appear like this.
Tips and tricks appear like this.
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