Person Entry for Instructor materiel is mylab

https://portal.mypearson.com/course-home#/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/education-training/post-secondary-education/institution-resources-administration/budget-letters

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Curriculum development

https://www.coursera.org/lecture/university-teaching/module-overview-B16kq

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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/our-services/what-we-do/

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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/forms-guides-manuals/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 floating-point 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	Base-10 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 sub-questions 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 in-line 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 radio-buttons,
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:

Demosophy.org

Teaching links