VIDEO
HIGHLIGHT
Log InSign up
MESMTEIA I - VIRTUAL - MOD 12 - SESION 5 : 8-2-26
SummaryTranscriptChat

MESMTEIA I - VIRTUAL - MOD 12 - SESION 5 : 8-2-26

Getting Started with Learning Studio

Introduction and Setup

  • The session begins with greetings and confirmation of audio functionality.
  • The speaker confirms visibility of the screen and initiates a walkthrough of the Learning Studio platform, referencing a link previously shared.

Account Creation Process

  • Instructions are provided for logging in; first-time users will need to create an account instead of logging in directly.
  • Users are guided to fill out their full name, email, workplace, role, and password during account creation.

Confirmation Steps

  • After entering details, users must check their email for a confirmation message to complete the registration process.
  • The speaker demonstrates filling out personal information as part of the account setup.

Troubleshooting Email Issues

  • If users do not receive the confirmation email promptly, they are advised to refresh their inbox or resend the confirmation link from Learning Studio.
  • Emphasis is placed on activating the email link; failure to do so will prevent access to Learning Studio.

Finalizing Registration

  • Once registered, users should see a welcome message in their email with options for activation or direct access.
  • A reminder is given that without completing this step, access to Learning Studio will be restricted.

Accessing Subscription Emails and Platform Navigation

Email Notification and Access Issues

  • The speaker discusses the arrival of a specific email notification, prompting participants to check their inboxes for confirmation.
  • Emphasizes the importance of patience regarding email delivery, particularly in relation to spam folders where some emails may end up.
  • Clarifies that the email contains a subscription link, which is essential for accessing services related to privacy settings.
  • Mentions that access is granted for a trial period of 7 days, urging users to validate their accounts through the provided link.

Troubleshooting Access Problems

  • A participant shares their experience of finding the email in their spam folder rather than the main inbox, highlighting common issues with email filtering.
  • The speaker notes that previous access methods have changed; now users are directed straight to pricing plans without trial options.
  • Discusses restrictions on free trials and mentions difficulties in confirming account verification via email links.

Transitioning from Learn Studio

Limitations of Free Access

  • The speaker concludes that Learn Studio has significantly restricted its free version, requiring payment for continued use.
  • Plans to switch tools next week are mentioned; however, these will require installation on personal computers instead of being web-based.

Future Learning Tools

  • Indicates that upcoming sessions will focus on different software solutions for generating packages but acknowledges they won't be as user-friendly as Learn Studio was previously.

Navigating Moodle Credentials

Accessing Course Materials

  • Participants are instructed to log into Moodle where materials for Unit 3 have been uploaded. They should download all relevant content provided by the instructor.

Instructions for Login

  • Detailed instructions are given on how to access individual classrooms using personal credentials (ID number and password).

Classroom Assignments

  • Each participant will find assigned classrooms based on registration details; they must locate their names within designated groups.

Technical Difficulties During Presentation

Screen Sharing Issues

  • The presenter experiences technical difficulties with screen sharing while demonstrating Moodle credentials, leading to interruptions in communication.

Accessing Virtual Classrooms and Credentials

User Credentials for Access

  • Users must enter their identity card number as the username, without any extensions. The password format is the identity card number followed by an asterisk, uppercase 'L', lowercase 'a', and another uppercase letter. This structure is crucial for successful login.

Classroom Access Instructions

  • Each participant should have access to their assigned virtual classrooms using the provided credentials. If there are any issues accessing the platform, users are advised to send messages only to the module group chat rather than personal messages.

Important Login Details

  • It’s essential that usernames and passwords do not contain any spaces; even unintentional spaces can prevent access. Users should be cautious when copying credentials from documents like Word, as hidden characters may be included inadvertently.

Classroom Assignment Notification

  • By tomorrow night, all participants will receive notifications regarding their assigned classrooms in Moodle for practical work. Any queries about credentials were addressed with no further questions raised at this point.

Navigating Moodle: Roles and Environment

Initial Classroom Experience

  • Upon first entering a classroom in Moodle, users will see a designated classroom name that should not be altered; this helps instructors identify students easily among many classes created on the platform. Users are instructed to focus solely on their assigned workspace moving forward.

Understanding Roles within Moodle

  • Different roles exist within Moodle: teacher, student, and administrator (or manager). Each role has specific permissions; teachers can edit content while students have limited capabilities such as uploading or downloading materials. Administrators manage deeper functionalities of the LMS system including plugin installations necessary for advanced features like AI evaluations.

Limitations of User Roles

  • Teachers face limitations based on their roles; they cannot create certain assessments or install plugins without administrative privileges which restricts some functionalities needed for enhanced teaching methods or evaluation processes within Moodle's environment. Students primarily engage with course materials under these constraints as well.

Moodle Structure: Blocks and Content Organization

Layout of Course Materials

  • The left side of the Moodle interface is organized into blocks which can be categorized by themes or dates depending on how the course was set up by administrators or educators during creation phases of courses in Moodle environments. The central area displays all course content clearly laid out for user interaction and engagement with learning materials presented therein.

Introduction to Course Elements

  • The introduction block serves various purposes such as outlining work plans, evaluation systems, links to Zoom meetings, etc., allowing easy navigation through units one through four along with final projects and assessment sections directly accessible from this introductory space within each course layout in Moodle's design framework.

Course Organization and Editing in Moodle

Introduction to Course Structure

  • The speaker emphasizes the importance of organizing course content by sections, starting with a presentation and introduction, followed by units one through three.
  • A menu is available at the top for accessing course options and configurations, including participant details and grading types.

Editing Mode Features

  • The editing mode can be activated via a switch on the right side, allowing users to create additional topics or sections within the course.
  • Users can add new sections for unit four or other components like final projects and module evaluations.

Managing Student View

  • It’s crucial to preview how students will see the course; if no content is uploaded, it appears empty.
  • The speaker advises hiding incomplete topics while working on them to prevent students from seeing unfinished material.

Content Development Process

  • To hide sections, users can click on three dots next to each section and select "hide topic," ensuring only completed materials are visible to students.
  • The speaker introduces a shared file titled "bloques moodle participantes" as a resource for filling in course content.

Visual Elements in Course Design

  • Starting with visual elements like banners is essential; tools like Canva can be used for creative designs.
  • A main banner should be complemented by sub-banners that provide additional information about the course structure.

Adding Activities and Resources

  • Users have options to add activities or resources within Moodle; understanding icons associated with these functions is important for efficient navigation.
  • Frequently used items can be starred for easy access under "featured," streamlining workflow when setting up courses.

Uploading Course Materials

  • When uploading images or files, users must navigate their computer directories to select prepared materials relevant to their courses.
  • After selecting files, users need to confirm uploads while being mindful of size previews displayed during this process.

How to Adjust Image Sizes for Moodle Banners

Setting Up the Main Banner

  • To set an image as decorative, click on the option that states "the image is only decorative." This allows for automatic sizing adjustments.
  • The default size provided is 2363 x 720. Users can manually adjust this size; for example, reducing it to 1000 will automatically calculate a new dimension of 1000 x 305.
  • Be cautious of margins when adjusting sizes. An excess margin can lead to a distorted view in student mode, making the banner appear elongated and unappealing.
  • To edit the banner, enter editing mode and click on the three dots next to the image settings. Select "edit settings" to make adjustments.
  • After resizing, ensure that dimensions are practical (e.g., trying sizes like 800 or 850). Always check if the final size fits well within the designated area.

Optimizing Banner Upload Process

  • For quicker uploads of banners, consider adding text areas or media directly instead of navigating through files on your computer. Copying and pasting images into Moodle saves time.
  • When adjusting sizes again after pasting, remember to tick "the image is only decorative" box each time you modify dimensions.
  • Continue refining until achieving a balanced look; aim for dimensions around 760 or 770 pixels wide for optimal appearance.

Adding Sub-Banners

  • After setting up the main banner, proceed with creating a sub-banner by copying it from another source and pasting it into Moodle using similar steps as before.
  • Ensure that sub-banners also have their dimensions adjusted appropriately (e.g., starting at 600 x 89), while always marking them as decorative images.
  • If necessary, resize sub-banners further down to about 500 pixels wide for better aesthetics within Moodle's layout.

Presentation Module Setup

  • Focus on organizing content within sections effectively; start with visible elements like banners and module presentations which students will first encounter upon entering.
  • Create a technical sheet containing essential information such as instructor details, session timings, and course duration. This aids students in understanding module logistics quickly.

By following these guidelines meticulously while utilizing timestamps effectively throughout your process in Moodle setup ensures clarity and efficiency in managing course materials.

How to Use Canva and Moodle for Course Design

Integrating Canva Designs into Moodle

  • The speaker discusses using Canva for course design, highlighting the option of a free version available in a Word document (file 4.1).
  • Instructions are provided on how to insert an iframe code into Moodle by navigating through specific options.
  • Users must delete existing code in the HTML editor before pasting new content from their Word document.
  • The process involves copying (Ctrl+C) from Word and pasting (Ctrl+V) into Moodle after clearing previous code.
  • After saving changes, users can see the generated image or design within their course module.

Editing Course Content in Moodle

  • The speaker explains how to edit course details such as objectives and dates directly within Moodle's interface.
  • A step-by-step guide is given on accessing the editing feature, emphasizing the importance of saving changes after modifications.
  • The visual mode allows educators to manage content without needing extensive coding knowledge, making it user-friendly.
  • Educators can customize class schedules easily by inputting specific days and times for sessions.
  • Reference is made to a work plan that contains essential information like objectives which can be copied directly into Moodle.

Finalizing Course Materials

  • The speaker demonstrates how to paste objectives into Moodle while ensuring formatting is correct for clarity.
  • Emphasis is placed on reviewing pasted content and making necessary adjustments before finalizing it with "save changes."
  • Two methods of creating technical sheets are discussed: one using Canva designs and another via iframes in HTML format.

Presenting Instructor Information

  • Guidance is provided on including instructor details within the course presentation section, enhancing student engagement with personal touches.
  • Steps are outlined for copying iframe codes related to instructor presentations and integrating them back into Moodle effectively.

Organizing Course Sections

  • The speaker transitions between sections of the course layout, indicating how to label different parts clearly for better organization.
  • Discussion includes adding a work plan section where detailed documents like syllabi can be uploaded or linked for student access.

How to Create a Work Plan in Moodle

Setting Up the Subbanner

  • The speaker discusses the importance of adhering to specific dimensions for a subbanner, confirming it should be 500 by 74 pixels.
  • They emphasize the need to respect these dimensions while adding activities or resources in Moodle.

Adding Resources and Files

  • The process of uploading a PDF work plan is outlined, highlighting its placement within the resources section of Moodle.
  • A subtitle is added to clarify that the uploaded file is indeed a work plan, ensuring users understand its purpose.

Efficient File Management

  • The speaker recommends using parallel windows for easier file management, allowing users to drag and drop files directly into Moodle.
  • They explain how to utilize existing designs as templates for creating new work plans, making it easier for users to structure their documents effectively.

Enhancing User Engagement

  • Suggestions are made on incorporating animated GIFs (like thumbs up/down icons) into descriptions to make content more engaging.
  • Instructions are provided on how to find and insert GIF images into Moodle, enhancing visual appeal and interactivity.

Finalizing Course Presentation

  • The speaker demonstrates formatting text in bold within descriptions for better visibility and emphasis on important information.
  • Adjustments are made so that descriptions appear correctly on course pages, ensuring all elements are visible and functional.

Evaluation System Integration

  • Discussion shifts towards integrating an evaluation system within Moodle, with references made to shared design examples.
  • Users are guided through modifying HTML code related to activity weighting in evaluations, emphasizing user customization options.

Reviewing Course Layout

  • The speaker changes roles in Moodle to preview how participants will view the course layout including banners and interactive elements like GIF animations.
  • Questions from participants arise regarding obtaining necessary codes for further customization.

How to Change Images in Code?

Accessing the Code

  • The code for generating content is available in a file named "bloques" within a WinRAR archive. It has already been provided to participants.

Changing Images in HTML

  • To change an image, you need to modify specific parts of the code. A highlighted section (marked in yellow) indicates where changes should be made. This includes routing the correct image path from your computer.

Caution with HTML Code

  • Be careful when altering HTML code; removing or changing certain elements can lead to distorted outputs or errors. It's essential to maintain integrity while working on the codebase.

Creating Unique Educational Content

Ethical Considerations

  • Participants are reminded that they must create unique banners and materials for their classrooms, as copying directly from shared resources violates ethical standards set by the institution. Each classroom should reflect individual creativity and design principles.

Practical Application of Design

  • The instructor demonstrates how to copy and edit sections within their educational platform, emphasizing that images can be integrated into headers effectively while maintaining size specifications for consistency across units.

Organizing Course Materials Effectively

Importance of Structure

  • Proper organization of course materials is crucial for clarity and effectiveness in teaching environments. The instructor plans to showcase various university layouts, highlighting differences between well-organized versus poorly structured courses based on LMS usage knowledge among faculty members.

Visual Presentation Techniques

  • Different universities utilize various visual strategies, such as iconography, which enhances user engagement and aesthetic appeal in course presentations (e.g., Kipus). Understanding these techniques can improve one's own course design significantly.

Understanding Learning Management Systems (LMS)

Customization Options

  • The discussion touches upon customizing themes within Moodle-based systems, noting that while themes can enhance appearance, they may not always align with existing structures if not implemented correctly by administrators or educators themselves.

Material Organization Within Units

  • Each unit should contain organized blocks for study materials and supplementary resources, allowing instructors to present information clearly and systematically according to their designed curriculum structure. This approach aids both teaching efficiency and student comprehension.

Designing Instructional Materials for the Classroom

Integrating Design into the Classroom

  • The speaker emphasizes the importance of integrating instructional design within the classroom, focusing on creating a cohesive unit.
  • A specific example is provided where a banner labeled "material de estudio" (study material) is prepared to enhance educational resources using UPE platform materials.

Adjusting Activity Sizes

  • The speaker discusses adjusting the size of activities in their instructional design, ensuring that new elements are smaller than previous ones for visual differentiation.
  • Specific dimensions are mentioned (500x90 and 400x72), highlighting attention to detail in formatting educational materials.

Content Delivery and Presentation

  • The discussion shifts to content delivery, specifically referencing meteorology as an example topic.
  • The speaker mentions utilizing previously saved microcontent and presentations, indicating a systematic approach to lesson preparation.

Utilizing Moodle Effectively

  • Instructions are given on how to add resources in Moodle, including enabling HTML code for better presentation integration.
  • The speaker critiques sharing PDF files directly, preferring dynamic formats that enhance user engagement with content.

Final Project Clarifications

  • A participant asks about extracting codes from tools like notebook ALM for use in Moodle and seeks clarification on whether current work represents the final project.
  • The instructor clarifies that the final project involves designing classrooms with personalized elements based on earlier discussions and designs shared by participants.

Activities and Registration Updates

Overview of Unit Three Activities

  • The speaker discusses the upcoming activities for Unit Three, indicating that they will involve evidence from previous work done in class.
  • Emphasis is placed on the importance of submitting evidence related to the activities conducted over the past few days.

Student Interaction

  • A student named Gladis attempts to ask a question but faces technical difficulties with her microphone. The speaker encourages her to use the chat feature instead.

Registration Instructions

  • The speaker reminds students who have not registered in the provided form that they must do so through "1000 aulas."
  • It is noted that the registration form has been closed earlier than initially indicated, highlighting a sense of urgency for those who missed it.

Accessing Course Materials

  • Olivia expresses difficulty receiving a code to access Modle. The speaker reassures her that all necessary instructions are available in a PDF file.
  • Students are informed that their classrooms will be enabled by tomorrow night, and they can log in using their user credentials provided.