Person Entry for Instructor materiel is mylab
https://portal.mypearson.com/coursehome#/tab/active
MCGrawhill Right Entry For Instructors
https://www.mheducation.com/highered/platforms
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Past 201 research topics
Airbnb
Virtual reality glass
bitcoin
youtube
3d printing
AWS
wordpress
SSD
LAMP
Android
IOS APP
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BC university budgets:
https://www2.gov.bc.ca/gov/content/educationtraining/postsecondaryeducation/institutionresourcesadministration/budgetletters
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Curriculum development
https://www.coursera.org/lecture/universityteaching/moduleoverviewB16kq
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A syllabus is a planning tool. Writing it guides the instructor’s development of the course. Instructors can set course goals, develop student learning objectives, create and align assessment plans, as well as establish a schedule for the course.
A course outline is a document that benefits students and instructors.
Course outline sections:
Course Description from the Academic Calendar
The University Calendar has a description of the course.
Students use to determine if they wish to take your course or not.
Course Goals
What are the big ideas that you are going to cover in your course?
What are the essential understandings that students will take away
determine what you expect from your students, and what your students can expect from the course.
Student Learning Objectives/Outcomes
verb oriented statements directed at the students.
For example: “Students will be able to identify …….”
Assessment Overview
Quizzes: 50%
Participation: 5%
Journal Assignments: 20%
Team Assignment: 10%
Final Exam: 15%
Assessment Plan
Assessment plans are built in line with student learning objectives. Student learning objectives state what students will learn while your assessment plan states how you, as an instructor, will gather evidence for achievement of the objectives.
The assessment plan will detail the type of assessments that will occur within the course structure, how they will be marked, and how they provide evidence of student learning. Your assessment plan will more than likely consist of multiple assessments ranging from online examinations to essays and group projects.
Different assessments can and should be used to find evidence for multiple outcomes.
Schedule of Activities
Lectures, readings, small group and whole group discussions can all be activities that help the student meet their learning objectives.
Plagiarism Announcement
Due to student privacy issues, if you wish to submit your student’s work through a plagiarism detection service such as Turnitin, you must inform your students that you are going to do so. Furthermore, if students request an alternative method of plagiarism detection because of privacy concerns, you must provide them with an alternate option.
Reading List
It is a good idea to put the readings for the course within the syllabus. What you include may simply be a reference to a textbook, or it may be many references to online readings. Listed readings will allow students, administrators, and other educators see what content will is to be covered within the course.
Listed readings also allow students to prepare for your course and acquire the texts needed.
If the location of your readings is within a Learning Management System such as Moodle, it is still a good idea to list these readings within the syllabus.
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Jobs
https://demosophy.org/universities/
http://www.theheadhunters.ca/ourservices/whatwedo/
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Moodle
Cut and paste directly from clipboard in TinyMce in Moodle works only in firefox
Bonus questions in Moodle
Online test bank for Pearson Experiencing MIS http://mylabs.px.pearsoned.com/Pegasus/Modules/PegasusTest/PaperTestUX.aspx http://frontlines.capilanou.ca/formsguidesmanuals/scheduling.html McGrawhil Eztest https://www.eztestonline.com/mycourses.tpx Moodle
Given an exam which should be graded out of 50 marks but you want to include 10 bonus marks such that:
 If a student gets more than 50 marks, they will earn 100% on the quiz;
 If a student gets less than 50 marks, whatever mark they do get will be out of 50.
Write an exam containing 60 marks. Make this the “maximum grade” value for the quiz. Then set the “Multiplicator” value for this test to 1.2 (60 possible marks/50 marks).
Multiplier can only be applied to the activity itself not to the aggregation levels.
Students will then have their actual grade (out of 60) multiplied by 1.2 to a maximum of 60/60.
For example: a student gets 53/60. 53*1.2=63.60 which will max out to 60/60 or 100%.
A student gets 30/60. According to the formula, this student should receive a 60% and not a 50% since the grade should be 30/50. Multiplying 30*1.2 = 36 and 36/60 is indeed 60%.
A student gets 45/60 which appears like a 75% without the multiplicator but should be 90% (45/50). By multiplying 45*1.2, the student will now get 54/60 which is 90%.
The multiplier affect the percentage calculation. If you go to the setting of the gradebook and set the overall theme to be percentage instead of real, then the student will only see the correct result.
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Moodle Calculated questions
https://docs.moodle.org/2x/pl/Calculated_question_type
Available functions
Calculated questions can use more than simple arithmetic operators. The following functions are allowed in versions 1.5 and newer.
Function  Explanation 

abs  Absolute value 
acos  Arc cosine — output in radians. 
acosh  Inverse hyperbolic cosine — output in radians. 
asin  Arc sine — output in radians. 
asinh  Inverse hyperbolic sine.– output in radians. 
atan2  Arc tangent of two variables — pass in two values like (y, x), and you’ll get the atan(y/x), adjusted to the proper quadrant. (Note: The variables are in the reverse order to atan2(x,y) in Excel) Output is radians. 
atan  Arc tangent — output in radians. 
atanh  Inverse hyperbolic tangent– output in radians. 
bindec  Binary to decimal 
ceil  Round fractions up 
cos  Cosine — in radians!!! Convert your degree measurement to radians before you take the cos of it. 
cosh  Hyperbolic cosine — in radians!!! Convert your degree measurement to radians before you take the cosh of it. 
decbin  Decimal to binary 
decoct  Decimal to octal 
deg2rad  Converts the number in degrees to the radian equivalent 
exp  Calculates the exponent of e 
expm1  Returns exp(number) – 1, computed in a way that is accurate even when the value of number is close to zero 
floor  Round fractions down 
fmod  Returns the floatingpoint modulus of two numbers – i.e. the remainder when the first is divided by the second. 
is_finite  Finds whether a value is a legal finite number 
is_infinite  Finds whether a value is infinite 
is_nan  Finds whether a value is not a number 
log10  Base10 logarithm 
log1p  Returns log(1 + number), computed in a way that is accurate even when the value of number is close to zero 
log  Natural logarithm (ln) 
max  Find highest value 
min  Find lowest value 
octdec  Octal to decimal 
pi()  Get value of pi – the function does not take an argument, like in Excel. 
pow (number to Raise, Power )  pow({a},2)=a^2 power only works this way 
rad2deg  Converts the radian number to the equivalent number in degrees 
rand  Generate a random integer 
round  Rounds a float 
sin  Sine — in radians!!! Convert your degree measurement to radians before you take the sin of it. 
sinh  Hyperbolic sine — in radians!!! Convert your degree measurement to radians before you take the sinh of it. 
sqrt  Square root 
tan  Tangent — in radians!!! Convert your degree measurement to radians before you take the tan of it. 
tanh  Hyperbolic tangent — in radians!!! Convert your degree measurement to radians before you take the tanh of it. 
Synchronization
You could use shared wild cards to get the same values across questions in a quiz.
A simple example will be to use the same radius in a first question asking for the perimiter of a circle of {radius}cm and a second question asking for the surface of a circle of {radius}cm.
When the quiz will be shown to the student the two questions will shown the same {radius} value.
However the synchronization will work ONLY if the questions are kept in the SAME category and have the SAME NUMBER OF DATASETS .
If you need to move the synchronized questions to another category, you need to do it by editing the questions.
(This restriction should be released by sept. 2010).
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Embedded Answers (Cloze) question type
Questions consist of a passage of text (in Moodle format) that has various subquestions embedded within it, including
 short answers (SHORTANSWER or SA or MW), case is unimportant,
 short answers (SHORTANSWER_C or SAC or MWC), case must match,
 numerical answers (NUMERICAL or NM),
 multiple choice (MULTICHOICE or MC), represented as a dropdown menu inline in the text,
 multiple choice (MULTICHOICE_V or MCV), represented as a vertical column of radio buttons, or
 multiple choice (MULTICHOICE_H or MCH), represented as a horizontal row of radiobuttons,
 multiple choice (MULTIRESPONSE or MR), represented as a vertical row of checkboxes
 multiple choice (MULTIRESPONSE_H or MRH), represented as a horizontal row of checkboxes
The number between the opening brace and the first colon {1: is the weight of that item; if it is set at 1 for all the items, it needs not be specified, so you can have {:.
After the first colon we have the item question type: MULTICHOICE, SHORTANSWER, NUMERICAL.
Each answer is preceded a percentage enclosure tag %100% for example if the answer is 65
{1:NM:%100%65}
Any other answer will get zero marks
Answers are separated with ~
If the following example the question has 2 marks and 65 will get the 2 marks but 65 will get half the mark
{2:NM:%100%65~%50%65}
The absolute amount of accepted error (tolerance) for each answer is indicated after a : that follows that answer: Below 64.9 to 65.1 will get 100% and 64.5 to 65.5 will get 50%
{2:NM:%100%65:0.1~%50%65:0.5}
What is the best estimate for the average age of all the patients? {:NM:=30} type in the box The 95% Confidence Interval for average age of all the patients is from {:NM:=23.8080} to {:NM:=36.1920} type in boxes What is the distribution you used to find the confidence interval? {:MULTICHOICE:Poisson#Wrong~Normal#Wrong~%100%T#OK~Binomial#Wrong} click the arrows to choose an answer If he wanted to find 95% Confidence Interval of the average age of all the patients with a narrower range he should take {:MULTICHOICE:Smaller Sample Size#Wrong~%100%Larger Sample Size} click the arrows to choose an answer The manager claims that the average age of patients is more than 20. Is his claim reasonable? {1:MULTICHOICE_V:~%100%Yes~No} 
At 0.1 level of significance can he conclude that, on average, products made by Chromium are less durable than products made by Titanium? What is the distribution you used to make a judgment? (.5 mark) {1:MULTICHOICE_V:Poisson~Normal~%100%T~HyperGeometric} What is/are the Critical Value(s) of rejection area (z or t critical)? (1 mark) {1:NM:=1.292~%100%1.292~%100%1.291~%100%1.291} type in the box What is the observed statistic in the sample (z or T of observation) (1 mark) {1:NM:=1.5135:0.001~%100%1.5135:0.001} type in the box

Single line per question! Match the following cities with the correct state:
* San Francisco: {1:MULTICHOICE:=California#OK~Arizona#Wrong}
* Tucson: {1:MULTICHOICE:California#Wrong~%100%Arizona#OK}
* Los Angeles: {1:MULTICHOICE:=California#OK~Arizona#Wrong}
* Phoenix: {1:MULTICHOICE:%0%California#Wrong~=Arizona#OK}
The capital of France is {1:SHORTANSWER:%100%Paris#Nice~%50%Marseille#That is the second largest city~*#OOPS}.
23+ 0.8 = {2:NUMERICAL:=23.8:0.1#Feedback for correct answer 23.8 ~%50%23.8:2#Feedback for ½credit near correct answer}.
You can even include pictures in the feedback popup, but you must clean out all ” characters and save while still in source code mode (not WYSIWYG). So, this works in feedback popup:
#See this picture:<br><img src=Something.gif />}
https://docs.moodle.org/24/en/Embedded_Answers_(Cloze)_question_type
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Moodle: to hide courses from students who are not enrolled in them but are logged in?
How to display only enrolled courses in Moodle
To hide courses from students who are not enrolled, I did the following things and save the changes:
Step 1:
Site administration > Front page settings > Front page: None
Front page items when logged in: None
AND
Step 2:
remove from navigation panel, do below settings:
Site administration >Appearance > Navigation > Uncheck “Show all courses”
When you do the above steps, “All Courses” will still be showing under the “My Courses” blog on the Navigation. And students can still go through that to view all the courses.
And
Step 3:
Site administration > Plugins > Blocks > Courses > Hide ‘All courses’ link.
Uncheck that and viola, the courses are all hidden from the students except for the ones they are enrolled in.
***Note that a brand new user to a Moodle site, who has not enrolled in any course, will see the block title as “Course Categories” in the Navigation and will be able to open that and see all the courses and will be asked to enroll.
The avoid them from never seeing that, keep them perpetually signed up to one of the courses, like the Orientation Course.
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You may be able to solve the problem of needing to keep someone perpetually signed up into a course by Hiding Categories as shown below. I haven’t tried it to see if the solution is effective or not.
Hiding categories
Categories may be easily hidden or shown via Administration>Site administration>Courses>Manage courses and categories and clicking the ‘eye’ icon of the category you wish to hide. Hidden categories are only visible to site administrators or those with the capability to “view hidden courses”.
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Accessing Moodle Files from Cpanel file manager
Theme:
Enlightlite – Responsive Free Moodle Theme made my moodle extremely slow