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Wire Framing with Moodle

Before teaching a Moodle course it is critical that a teacher design what they want to do. For many teachers, they believe that they begin the design process by going to Moodle and adding activity and other resources to their class. For someone who is thoroughly familiar with Moodle and have developed courses before this might work. However, for the majority online teachers they need to wire frame what they want their moodle course to look like online.

Why Wire frame a Moodle Course

In the world of  web developers a wire frame is a prototype of what a potential website will look like. The actual wire frame can be made in many different platforms from Word, powerpoint, and even just paper and pencil. Since Moodle is online a Moodle course in many ways is a website so wire framing applies to this context.

It doesn’t matter how a you wire frames their Moodle course. What matters is that you actually do this. Designing what you want to see in your course helps you to make decisions much faster when you are actually adding activities and resources to your Moodle course. It also helps your Moodle support to help you if they have a picture of what the you wants rather than wild hand gestures and frustration.

Wire farming a course also reduces the cognitive load on the teacher. Instead of designing and building the course a the same time. Wire framing splits this task into two steps, which are designing, and then building. This prevents extreme frustration as it is common for a teacher just to stare at the computer screen when trying to design and develop a Moodle course simultaneously.

You never see and architect making his plans while building the building. This would seem careless and even dangerous because the architect doesn’t even know what he wants while he is throwing around concrete and steel. The same analogy applies with designing Moodle courses. A teacher must know what they want, write it down, and then implement it by creating the course.

Another benefit of planning in Word is that it is easier to change things in Word when compared to Moodle. Moodle is amazing but it is not easy to use for those who are not tech-savvy. However, it’s easiest for most of us to copy, paste, and edit in Word.

One Way to Wire Frame a Moodle Course

When supporting teachers to wire frame a Moodle course, I always encourage them to start by developing the course in Microsoft Word. The reason being that the teacher is already familiar with Word and they do not have to struggle to make decisions when using it. This helps them to focus on content and not on how to use Microsoft Word.

One of the easiest ways to wire frame a Moodle course is to take the default topics of a course such as General Information, Week 1, Week 2, etc. and copy these headings into Word, as shown below.

Screenshot from 2017-01-20 09-15-19.png

Now, all that is needed is to type in using bullets exactly what activities and resources you want in each section. It is also possible to add pictures and other content to the Word document that can be added to Moodle later.  Below is a preview of a generic Moodle sample course with the general info and week 1 of the course completed.

Screenshot from 2017-01-20 09-26-00.png

You can see for yourself how this class is developed. The General Info section has an image to serve as a welcome and includes the name of the course. Under this the course outline and rubrics for the course. The information in the parentheses indicate what type of module it is.

For Week 1, there are several activities. There is a forum for introducing yourself. A page that shares the objectives of that week. Following this are the readings for the week, then a discussion forum, and lastly an assignment. This process completes for however many weeks are topics you have in the course.

Depending on the your need to plan, you can even planned other pages on the site beside the main page. For example, I can wire frame what I want my “Objectives” page to look like or even the discussion topics for my “Discussion” forum.

Of course, the ideas for all these activities comes from the course outline or syllabus that was developed first. In other words, before we even wire frame we have some sort of curriculum document with what the course needs to cover.


The example above is an extremely simple way of utilizing the power of wire framing. With this template, you can confidently go to Moodle and find the different modules to make your class come to life. Trying to conceptualize this in your head is possible but much more difficult. As such, thorough planning is a hallmark of learning.


Using Groups and Groupings in Activities in Moodle

Making groups and groupings are two features in Moodle that can be used for collaboration and or for organizational purposes in a class. This post will provide examples of how to use groups in an activity in Moodle

Using Groups/Groupings in a Forum

Groups and Groupings can be used in a Forum in order to allow groups to interact during a discussion topic. It is assumed that you already know how to make a forum in Moodle.  Therefore, the instruction in this post will start from the settings window for forums in Moodle.

  1.  The option that we need to adjust to use groups in forums is the “Common Module Settings”. If you click on this, you will see the following.

Screenshot from 2016-12-05 09-43-54.png

2. Depending on your goals there are several different ways that groups can be used.

  • Group mode can be set to visible or separate groups. If groups are visible different groups can see each others discussion but they can only post in their own groups discussion.
  • If separate group is selected. Groups will only be able to see their own group’s discussion and no other.
  • If the grouping feature is used. Only the groups that are a part of that grouping are added to the forum. The group mode determines if the groups can see each other or not.

In this example we will select group mode set to “visible groups” and groupings to “none once you click “save and display” you will see the following.

Screenshot from 2016-12-05 11-24-56.png

3. To see what each group said in their discussion click “all participants” and a drop down menu will be displayed that shows each group.

Using Grouping for Assignments

To use groups in assignments you repeat the steps above. In this example, we will use the grouping feature.

  1. The features are viewable in the picture below. I selected “separate groups” and I selected the grouping I wanted. This means only groups in the grouping will have this assignment available to them


2. Another set a features you want to set for an assignment is the “group submission settings”. The options are self-explanatory but here is what I selected.

Screenshot from 2016-12-05 11-31-12.png

3. Click save a display and you will see the following

Screenshot from 2016-12-05 11-32-33.png

The red messages just states that some people are in more than one group or not in any group. For this example, this is not a problem as I did not assign all students to a group.


The concepts presented here for forums and assignments apply to most activities involving groups in Moodle. Group is very useful for large classes in which students need a space in which they can having meaningful communication with a handful of peers.

Making Auto-Groups and the Grouping Feature in Moodle

In a prior post, we looked at how to make groups manually in Moodle. In this post, we will look at two additional features in making groups and they are

  • The Auto-group feature
  • The Grouping feature

Making Auto-Groups

Auto-groups allows you to have Moodle make groups based on a criteria you give it. If the  characteristics of the groups doesn’t matter that is a fast convenient way to put students in groups. Below are the steps

  1. After logging in and going to a course where you have administrative privilege go to course administration->users->groups. If you do this correctly you should see the following


2. Click on Auto-Create Groups and you will see the following

Screenshot from 2016-12-02 08-07-05.png

3. The page is mostly self explanatory. Groups can be formed based on the number of groups you want or the number of people per group. Group formation can also be limited by role in the class or by last name, ID, etc. Before groups are finalized you can use the preview button to look at the potential groups. Below is an example of a completed group formation

Screenshot from 2016-12-02 08-12-52.png

The auto-group feature made 12 groups and the names of the members are listed in the table. Once you are satisfied you click submit and return to the previous page

Screenshot from 2016-12-02 08-14-02.png

Using Groupings

Groupings allows you to place several groups into a “grouping” this allows you to add several groups to an activity at once. In order to use groupings you must first make groups which we have already done. Just like with the group feature in which the same person can be a member of several groups so can one group be a member of several groupings. Below are the steps to making groupings

  1. On the groups page, click on grouping and you will see the following

Screenshot from 2016-12-02 08-22-03.png

2. Click on  create grouping and you will see the following

Screenshot from 2016-12-02 08-23-26.png

3. We will give the grouping a name and click save changes and this will send you to the previous page shown below

Screenshot from 2016-12-02 08-34-43.png

4. To add a group to the grouping, you need to click on the people icon under the edit column and you will see the following

Screenshot from 2016-12-02 08-36-06.png

5. Now we will pick several groups to add to our grouping and click add as shown below


6. When you are done adding groups you click on back to groupings to finish the process as shown below

Screenshot from 2016-12-02 08-38-46.png


We now know how to make groups manually and automatically. We also know how to create groupings. However we have not yet learn how to actually using groups and or groupings in Moodle learning experiences. This will be a topic of a future post

Making Groups in Moodle

One of the many features available for teachers to use is the group mode for activities within a course in Moodle. This post will look at how to setup groups in a Moodle course.

What to Use the Group Mode For?

As with other features in Moodle, the challenge with the group mode is that you can use it for almost anything. The unlimited variety in terms of the application of the group mode makes it challenge for novices to understand and appreciate it. This is because as humans we often want a single clear way  to use something. Below are several different ways in which the group mode can be used in a Moodle course.

  • If the same Moodle course is used for two or more different sections the group mode can be used to put students in the same moodle course into different groups by section. For example, if a teacher is teaching two sections of English 101, section 1 would be one group and section 2 would be the other group.
  • Groups can also be used so that only certain groups see certain things in a Moodle course. In Moodle, you can limit who sees what be restricting to a certain group.
  • A more traditional use is to have students placed in groups to complete group assignments. Placing them in groups allows the group to submit one assignment that Moodle gives all members of the group credit for when it is marked.

If this is not confusing enough, you can also have students in several different groups simultaneously if you wanted. Therefore, whenever you are trying to use Moodle you need to consider what your goal is rather than whether it is possible to do it in Moodle. As stated before, the problem is the flexibility of Moodle and not its inability to facilitate a learning task.

In this post, we are only going to learn how to make groups. In a future post, we will look at using groups in terms of teaching and assignments.

Creating Groups in Moodle

  1. After logging into Moodle and selecting a course, you need to go to course administration->users->groups. If you do this correctly you should see the following

Screenshot from 2016-11-30 08-19-06.png

2. There are several things to mention before continuing

First, there are two different ways to create groups. You can create them manually by clicking on “create groups” or you can have Moodle make the groups using the “Auto-create groups” button. The auto-group option will be explained in a later post as welling as the grouping feature.

Second, there is a tab called “grouping” this is a feature that allows you to create a group of groups. In other words, several groups can be assigned to a grouping.  This allows you to assign several groups to an activity simultaneously rather than having to add each on manually. This is a great feature for a course that has two sections and each section has group activities. For now we will learn how to make groups manually.

Lastly, the column on the left, called “groups” will display the name of any groups that are created while the column on the left, called “members of” will contain the names of people who are a part of the group. Right now both are empty because there are no groups yet.

3. Click on the “create group” group button and you will see the following.

Screenshot from 2016-11-30 08-26-46.png

4. You now need to give the group a name. You also have the privilege to add other information if you want such as description or even a picture to represent the group. After providing the needed information you need to click “save changes” in order to see the following.

Screenshot from 2016-11-30 08-30-37.png

5. To add members to our practice group we need to click on the “add/remove” button. After doing this, you will see the following.

Screenshot from 2016-11-30 08-33-46.png

6. There are two columns, “potential members” and “group members.” To add people to the “group members” section just highlight whoever you want in the “potential members” side and click “add”. Below is an example of this

Screenshot from 2016-11-30 08-53-02.png

Just a note, at the bottom of both the “group member” and “potential member” list is a search function that can be used to find specific people in either section.

7. After placing people in the group, you can click on the “back to group” button. You will see the following.

Screenshot from 2016-11-30 09-01-57.png

The group name is displayed on the left and the members of the group are displayed on the right.


In this post we learned how to create groups. However, we have not learned yet how to use groups in a moodle course yet. This will be explained in a future post.

Making a Database in Moodle

For those of us who are not tech-savvy, the idea of making a database can sound very intimidating. However, a database is not as mysterious or difficult to create as you may think.

A database is strictly is just an organized way of collecting and storing records. If you ever made a list of your CD or book collection this is in many ways a highly simplified database.

Moodle allows a teacher to create a database to allow students to upload and or share information for whatever purpose. The secret to developing a database is to know what information you want it to store. After this, you just select the fields in Moodle to complete the database.

This post will explain how to develop a database in Moodle based on particular needs. We will make a database that stores information about Asian food.

  1. After logging into Moodle you need to turn editing on, click “add resources” and select database. As shown in the picture below.

Screenshot from 2016-09-14 09:10:35.png 2. After clicking “add”, you need to give the database a name and if you want, a description. The options are mostly familiar except for “entries”. The “entries”” options allows you to control when an entry is viewable. Below is a picture of the database.

Screenshot from 2016-09-14 09:15:31.png

3. After clicking “save and display” you will be taken to the next page where you add the fields you want. The fields are simply the different forms of information you want the database to store. There are 12 of them  as listed below and next to each is a description of how we will use them in the example

  • Date-Date you tried the food
  • Text input-Name of Asian food
  • Picture-Picture of Asian food
  • Menu-Meal when the food was eaten
  • Number-Rate the level of spiciness
  • Multi-menu-Who eats the food
  • Checkbox-Where is the food prepared at
  • Radio button-Recommendation of the food
  • Text area-Comments about the food
  • file-Upload recipe
  • URL-Website about the food
  • Latlong-Location of where the food was eaten

Screenshot from 2016-09-14 09:18:09.png

We will now use all twelve in making  a database

4. First, we will create a date field so the student can indicate when they tried the food. To do this click on the drop down box to add a new field . Type in the information and click “add”.

Screenshot from 2016-09-14 09:29:52.png

5.We will now make a text input. This is a single line of space for inputting text. In this field, the students will be able to put the name of the Asian food. There are also two options for making this field required and to autolink it throughout the course. Below is a visual

Screenshot from 2016-09-14 09:22:25.png

6. The picture field allows the students to upload a picture. For us, we want to be able to see the food that the students eat. You can set the options if you desire for the size of the picture


7. We will now create a menu field. This field will allow the student to indicate one of several options. For our example, the student will select if the meal was for breakfast, lunch, or dinner. In the options, you must put one choice per line

Screenshot from 2016-09-14 09:38:15.png

8. We will use the number field to indicate the level of spiciness of the food


9. The multimenu allows you to select several options at once. For our example, we want to know who eats this type of food foreigner, local, or both.

Screenshot from 2016-09-14 09:46:24.png

10. The checkbox field allows for multiple choices to be selected. For our example, we want to know where the food is prepared.

Screenshot from 2016-09-14 09:51:48.png


11. The radio button allows a person to make a single choice. For example, we want the students recommendation about the food

Screenshot from 2016-09-14 09:56:29.png

12. The text area allows for anything to be added. It is also possible to determine the size of this box. For us, we want to allow the student to share additional comments about the food.

Screenshot from 2016-09-14 09:59:48.png

13. The file field allows for attachments. We are going to have the students upload the recipe of the food.

Screenshot from 2016-09-14 10:04:11.png

14. The url field allows for a link. For the example, the students will put a website that explains more about the food

Screenshot from 2016-09-14 10:13:35.png

15. Lastly, the Latlong field allows for the inclusion of location. You have to indicate the external map services you want to use. For our example, we are asking for the location where the student ate the food.


16. After completing the various fields, you need to click on “templates’ in order to set the template.

Screenshot from 2016-09-14 10:19:05.png

Below are two more pictures, the first picture shows what an empty entry looks like. This can be accessed by clicking on “add entry”. The second picture is a picture of a completed entry. This can be seen be clicking on “view single”

Screenshot from 2016-09-14 10:20:42.png

Screenshot from 2016-09-14 10:22:38.png


This post explain how to create databases in Moodle. All that is required is an idea of what exactly you want the students to input. From there, clicking on several different fields is not to complicated for any teacher. The benefit of the database is that it is a highly structured way of collecting data. This is useful for students who require a greater degree of support.

Using the Attendance Module in Moodle

The attendance module in Moodle is yet another excellent tool for learning management. Unlike other Moodle modules, the attendance feature is still simplistic and is surprisingly simple to setup. With this module you can do some of the following.

  • Take daily attendance
  • Track overall percentage of attendance
  • Contact students about attendance
  • See students attendance in other classes

This post will provide a step-by-step procedure for setting up the attendance module in Moodle.

1. Log in to Moodle, select the course, and turn editing on

2. Click “add activity” select “attendance” and click “add”

2.jpg3. For the grade option consider the following

  • If you give points for attendance set the type to “points” and select a grade category
  • If you do not give points for attendance select “none”
  • After making a decision about these two options click “save and display”


4. Click “add session” and complete the following

a. Start date of the semester
b. Time of the class
c. Check the box “Repeat the session above as follows” because we want to use the attendance module more than once
d. Check the boxes for the days the class is held
e. Make sure class repeats every 1 week if this is how your class works
f. For “repeat until” select the last day of the semester
g. Click “add”
h. NOTE: You can have multiple sessions in a day if you repeat these steps. This is valuable for teachers who see the same students several times in a day.

4.jpg5. The next page shows the attendance there are five different views

  • All-see every session of attendance in the course
  • All-past-see session before the current date
  • Month-See the current month sessions
  • Weeks-See the current weeks sessions
  • Day-See today’s session
  • NOTE moodle will remember the view you select for the next time you log in


The next step is for customizing the features of your attendance. The example below is from one school but you can modify the settings however you want

6. Click on settings

a. Delete the “excused” column as it is not applicable in our example school
b. Change the number of points for being present from 2 to 1
c. Change the value of late from 1 to 0.65
* The school’s policy is 3 tardies is one absence
* Students should lose 1/3 of a point for be late or about 0.33
* When this happens three times it is the equivalent of losing a full point
* 1/3 + 1/3 + 1/3 = 1 absence


7. Click on “sessions” and take attendance by finding the day you want and clicking on the green circle


  • After taking attendance click “save attendance”


  • You will return to the previous screen and the green circle will become a green arrow.

7c.jpg8. To check a students attendance do the following

  • Click “reports” and click “summary”
  • below is some of the information on this page
    • Taken sesssions-days attendance was taken (useful to know if you took attendance)
    • Points-number of points earned (1 per session)
    • Percentage-points earned divided by total points
    • Total number of sessions
    • Points over all sessions
    • Percentage over all sessions
    • Max possible points
    • Max possible percentage

You can view attendance on individual days by selecting any of the following

  • All
  • All-past
  • Month
  • Week
  • Days

8_censored.jpg9. If a students attendance is not acceptable and you want to send a message through moodle do the following

a. Go to “reports”
b. Off to the right hand size are check boxes select the student(s) you want to send a message to
c. Click “send message” in the lower left of the screen
d. Enter your message and click “send message”


9b.jpg11. To check the attendance of a student in their other classes that use this module do the following

  • Click on a student’s name (Do not click on their picture)
  • Click on “all courses”



The attendance module provides teachers and administrators with a tool to see how students are doing not only in their class but across the campus. This assumes that everyone uses it. As such, modules such as the attendance module in Moodle requires support of all the teachers in order to reach full functionality.

Providing Quiz Feedback in Moodle

Like all of it’s other features in Moodle, the quiz module has so many options as to make it difficult to use. In this post, we are going to look at providing feedback to students for their participation in a quiz.

In the example used in this post, we are going to use a quiz that was already developed in a prior post as the example for this blogpost.

The first step is to click on “edit settings” to display all of the various options available for the quiz. Once there, you want to scroll down to “review options”. After doing this you will see the following

Screenshot from 2016-09-02 08:09:36.png

As you can see, there are four columns and under each column there are 7 choices. The columns are about the timing of the feedback. Feedback can happen immediately after an attempt, it can happen after the student finishes the quix but is still available for others to take, or it can happen after everyone has taken the quiz and the quiz is no longer available.

Which type of timing you pick depends on your goals. If the quiz is for learning and not for assessment perhaps “immediately after the attempt” is best. However, if this is a formal summative assessment it might be better to provide feedback after the quiz is closed.

The options under each column are the same. By clicking on the question mark you can get a better explanation of what it is.

Overall Feedback

One important feedback feature is “Overall Feedback”. This tells the student a general idea of their understanding. You can set it up so that different overall feedback is given based on their score. Below is a screen shot of overall feedback

Screenshot from 2016-09-02 08:44:25.png

In the example, the first boundary is for scores of 100 and above and the second boundary is for scores 1-99. Students who get 100 know they are OK while students with less than 100 will get a different feedback. You have to add boundaries manually. Also, remember to add the percent sign after the number

General Feedback and Specific Feedbackfor a Question

General feedback for a question is the feedback a person gets regardless of their answer. To find this option you need to either create a question or edit a questions.

Specific feedback depends on the answer they pick. Below is a visual of both general and specific feedback.

Screenshot from 2016-09-02 08:31:17.png

Below is an example of the feedback a student would get taking the example quiz in this post. In the picture below, the student got the question wrong and received the feedback for an incorrect response.

Screenshot from 2016-09-02 08:46:48.png


The quiz module is a great way to achieve many different forms of assessment online. Whether the assessment is formative or summative the quiz module is one option. However, due to the complex nature of Moodle it is important that a teacher knows exactly what they want before attempting to use the quiz module.

Creating a Quiz in Moodle

In this post, we will look at how to setup a quiz through importing questions from the question bank. Quizzes can serve many different functions within Moodle depending on the goals and objectives of the instructor.

After logging into Moodle and selecting a class that you are a teacher in. You need to click on “activity and resources” and click on “quiz”. You should see the following screen.

Screenshot from 2016-08-29 10:24:44.png

Give your quiz a name. Below there are many different options that are very confusing for people new to Moodle. Below are some brief explanations.

  • Timing is how long the quiz last as well as when it is available.
  • Grading allows you to determine what category to place the assessment as well as how many times the student can take it.
  • Layout is important as it determines how the quiz is displayed. It is usually best to have one question per page because if the computer freezes the student will only lose the information of the current question as the others were saved.
  • Question behavior refers to the action of the questions. The answers can be shuffled and or the the feedback can be adjusted as well.
  • Review options explains how the computer communicates feedback after a quiz response and both when the quiz is open and closed.
  • Appearance allows you to see the students profile picture during the exam if the exam is proctored.
  • Extra restrictions allows you to set a password or limit the IP addresses that can access the quiz
  • Overall feedback allows you to share with the students a general idea of how well they did based on their score.

Obviously the options are staggeringly confusing. Before trying to make a quiz it is always important to determine exactly what you want the students to do and the role the assignment plays in achieving this. For the example in this post, we want to make a quiz that assesses the students understanding of some content. As such, here are the options used in Moodle to achieve this

  • Timing: 10 minutes, pick date to open and close the quiz
  • Layout: New page every question
  • Question behavior: shuffle questions and deferred feedback
  • Review options: Clear the following
    • All under “immediately after the attempt”
    • All under “later while the quiz is still open”
    • We don’t want students to see the results until the quiz is closed
  • Extra restrictions: None
  • Overall feedback: none

Once the setting are determined you click “save and display” and you will see the following.

Screenshot from 2016-08-29 10:49:05.png

Now click “edit quiz” and you will see the image belowScreenshot from 2016-08-29 10:50:25.png

We will now add questions. The questions we will add were created in a prior post. To do this click “add” and select “from question bank”. From there, select as many questions as you want and click “add questions to the quiz.” You will see the following

Screenshot from 2016-08-29 10:52:51.png

In a future post, we will learn about providing feedback  for quizzes.


Quizzes provide a way for teacher to determine the progress of their students. This post provide some basic insights into setting up a quiz in Moodle.


Making Quiz Questions in Moodle

One of Moodle’s many features is the quiz activity, which allows a teacher to assess a student’s knowledge in a variety of ways. However, before developing a quiz, a teacher needs to have questions developed and ready to be incorporated into the quiz.

The purpose of this post is to explain how to develop questions that are available to be used in a quiz.

Make a Category

When making questions it is important to be organized and this involves making categories in which to put your questions. To do this you need to click on course administrator|questions bank|Categories. After doing this you will see something similar to the image below.

Screenshot from 2016-08-24 09:40:53.png

You want to click add category and type a name for your category. In the picture below we named the category “example”. When you are finished click “add category and you will see the following.

Screenshot from 2016-08-24 09:43:36.png

Finding the Question Bank

Now that we have a question category we need to go to the question bank. To do so click on  course administrator|question bank. You should see something similar to the following.

Screenshot from 2016-08-24 09:36:40.png

Select the “example” category you made and then “click create new question.” You should see the following.

Screenshot from 2016-08-24 09:50:39.png

As you can see, there are many different forms of questions available. The type of questions you should ask depends on many factors. For now, we will make a true or false example question. Once you select the option for T/F question you will see the following.

Screenshot from 2016-08-24 09:54:15.png

The question name is for identifying the question in the bank and not on the quiz. Therefore, avoid calling your questions “question 1, 2,3 etc.” because if you have multiply quizzes you will not know which question one to take from your bank. You need to develop some sort of cataloging system for your questions such as the following

1 Q1 TF 2016

This means the following

  • 1 means this is number 1
  • Q1 means this is quiz 1
  • TF means the question is true false
  • 2016 is the year the question was developed

How you do this is your own decision and this is just an example.

The other boxes on this page are self-explanatory. General feedback is what the student receives whether they are right or wrong. The other feedback is given depending on the response. After making a question selecting if it is true or false you will see the following.

Screenshot from 2016-08-24 10:10:01.png

In a future post, we will learn how to take questions from the question bank and incorporate them into an actually quiz.

Using the Lesson Module in Moodle

The lesson module in Moodle provides a way for a teacher to share content in an interactive way through the use pages that provide text and questions at the discretion of the teacher.

This post will provide basic information on how to setup and deliver content through a lesson.

Planning a Lesson

Lessons take a lot of planning. You have to determine what you want you students to do while also deciding how they will navigate through the lesson. This is not easy. For our example, we are going to have a brief lesson on two theories in education (perennialism and essentialism. Below is an outline of the structure of the lesson.

  1. Greeting page
  2. Perennialism
  3. Essentialism
  4. Question

Types of Pages in a Lesson

There are several types of pages you can use in a lesson there are explained as the following.

  • Content pages-These pages contain content or the learning material
  • Question page-These are for assessing learning
  • Cluster/end of cluster-This page is use to randomize several question pages
  • Branch/end of branch-Use to provide a different order in which content pages appear

In our sample lesson, we have the following types of pages

  1. Greeting page (Content)
  2. Perennialism (Content)
  3. Essentialism (Content)
  4. Question (Question)

Below are the steps for setting up a lesson

  1. Select the “lesson” option in the “activity and resources” menuScreenshot from 2016-08-19 09:01:30.png
  2. Give the lesson a name. There are a lot of other options available that are mostly self-explanatory. For now, we will just give the lesson a name and click “save and display”
    Screenshot from 2016-08-19 09:04:08.png
  3. On the next page, we want to add our first content page by clicking “add content page”. After you click you will see the following
    Screenshot from 2016-08-19 09:07:01.png
  4. On the content page we need to add some information. The name of the page is “understanding theories of education. This goes in the “page title”. In the “page contents” we put the following

    Welcome to the lesson on Theories in Education. Click on the button perennialism to learn about this theory.

5. You need to scroll down and find the “content 1” box. In the “description” type “perennialism and set the jump to the next page as shown in the picture below. Then click save page

Screenshot from 2016-08-19 09:11:11.png

When you click “save page” you should see the web page below

Screenshot from 2016-08-19 09:12:55.png

Under the heading actions select “add content page”. In the new page call it “perennialism”. You can give a brief definition of  perennialism. In addition, you can add a video on perennialism as my example did. Under “content 1” type “essentialism” and have this page jump to the next page. Below is what the page should look like.

Screenshot from 2016-08-19 09:15:42.png

We now repeat this process for the “essentialism page” The only difference is that for “content 1” we will have this page jump to a page called “summary questions”. Below is a visual of this step

Screenshot from 2016-08-19 09:18:12.png

The final page we need to create is a question page. This allows us to assess student understanding of the lesson. On the home page for the lesson under “action” after the “essentialism” page select “question. This is shown in the picture below.

Screenshot from 2016-08-19 09:21:59

On the next page select “Essay” as shown below

Screenshot from 2016-08-19 09:23:36.png

You can now give the page a name and ask whatever question you want. Make sure you set the jump to “end of lesson” and you can also determine how many points the question is worth. Below is my example.

Screenshot from 2016-08-19 09:26:47.png

You can see how your lesson looks using the “preview” tab. After your students have completed the lesson you can click on the grade essays tab to mark the essays. Below is an example.

Screenshot from 2016-08-19 09:29:43.png

The reports tab give you the results for all students.


The lesson module is a great feature in Moodle. It is important to keep lessons short, focused and lively in order to keep student motivated. The only limit to a lesson is your own imagination and the ability to plan systematically.  As progress in elearning continues lessons may be replaced in the near future with the development of authoring tools and other forms of interactive content.