The document discusses how to create and manage groups and groupings within a Moodle course. It explains that groups can be automatically generated or manually assigned, and describes various grouping options like random, alphabetical, or predefined. The document also covers editing group settings, assigning groups to groupings, setting a default grouping, and associating activities with specific groupings. The goal is to help instructors organize students into meaningful collections to facilitate collaboration and activities within Moodle.
This document provides a critical route for new Moodle administrators using version 2.4. It lists important administration paths and settings for new admins to focus on, organized into a table. These include using the dock and blocks, managing languages, notifications, courses, users, plugins, themes, and more. It is intended to serve as an easy reference for new admins. The document also mentions plans to create mobile apps for the critical route for different Moodle versions to help admins on tablets and smartphones.
Moodle es un sistema de gesti坦n de aprendizaje (LMS) que permite administrar cursos en l鱈nea y comunidades acad辿micas. Originalmente era un acr坦nimo para "Entorno Modular de Aprendizaje Din叩mico Orientado a Objetos". Moodle 2.3 incorpora todas las caracter鱈sticas de Moodle 2.2 adem叩s de nuevas funciones como libros como m坦dulo est叩ndar, edici坦n inmediata de t鱈tulos de recursos y actividades, y repositorios externos. Se recomienda practicar con Moodle 2.2 antes
Este documento explica c坦mo editar el perfil de usuario en Moodle 2.3. Se detalla que el perfil se puede editar a trav辿s del bloque de Ajustes y describe las diferentes secciones que se pueden editar como General, Usar Imagen e Intereses. Tambi辿n proporciona consejos sobre opciones como ocultar o mostrar el correo electr坦nico y recibir notificaciones de los foros.
El documento resume las diferentes versiones de Moodle desde la 1.9 hasta la 2.5, destacando nuevas caracter鱈sticas como la presentaci坦n de recursos en la 2.3, el recurso Libro y la actividad External Tool, y la encuesta como nueva actividad en la 2.4 y 2.5. Recomienda instalar varias versiones de Moodle localmente para llevar un seguimiento de sus caracter鱈sticas y proporciona enlaces para descargar diferentes versiones de Moodle.
Using Moodle 2.2 in College (case study)Maria Moodle
油
Using Moodle 2.2 in College. Case study
Maryel Mendiola
The speaker discusses their experience using Moodle 2.2 at ESIME Culhuacan college in Mexico. They have been using Moodle for many years to supplement face-to-face classes. All students access Moodle daily and provide quality feedback in forums. The speaker encourages updating to newer Moodle versions and customizes Moodle for their courses, which have 4 groups of around 20 students each. Activities include forums, databases, and groups are used to display student grades. The top features highlighted are the dock, navigation block, and backup of activities and resources.
El documento describe la estructura b叩sica de un curso en Moodle, incluyendo secciones, bloques, barras laterales, iconos de edici坦n y finalizaci坦n de actividades. Explica elementos como la cabecera, men炭s de navegaci坦n, formatos de cursos y opciones de paginaci坦n.
Understanding Groups and Groupings for Moodle 1.9Maryel Mendiola
油
The document discusses setting up groups and groupings in Moodle. There are 10 participants in a course who will work in groups based on numbers and letters. The instructor creates 5 groups using Moodle's auto-create feature and then edits each group, assigning them names and logos. Two groupings are then formed - one for numbers and one for letters. Activities can be assigned to these groupings. Setting a default grouping allows activities to show a grouping by default.
The document provides instructions for creating groups and groupings in Sloodle, a learning management system. It explains that groups and groupings allow teachers to restrict resources and activities to only their students. It outlines the steps to create a group, add students to it manually or from the enrolled users list, and then create a grouping and assign an existing group to it to restrict access. The purpose is to differentiate instruction for classes covering different material or students requiring additional support.
LMS groups allow teachers to organize students into separate groups for activities like assignments and quizzes. Teachers can create groups, add students to groups manually or automatically, and set the group mode at either the site or activity level. Groups can be further organized into groupings, and activities or resources can be assigned to specific groupings so that only students in those groupings will see them.
1. The LMS Grouping Module allows instructors to create student groups and groupings to organize assignments, quizzes, and projects.
2. Instructors can create groups, add students, and configure group settings. They can then create groupings and assign groups of students to each grouping.
3. Content like files can then be shared selectively with individual groups or all groups depending on the grouping configuration. This allows dividing classes into focused groups for different tasks.
Implementing the Pyramid-based educational scenario using Web Collage: Works...Yannis
油
The document describes how to use the Web Collage tool to implement a pyramid-based educational scenario for a computer networking course involving 12 students. It provides step-by-step instructions on configuring the general options, selecting the pyramid pattern, defining roles, creating group structures, defining activities and tools, importing participant data from a test LMS, and assigning participants to groups. Examples of existing designs in Web Collage and their automatic deployment to Moodle courses are also referenced.
How to manage Users information with the Docebo E-Learning platform - Part 03...DoceboElearning
油
The document discusses how to manage users in Docebo using groups. It explains that the Groups Management tool allows dividing users into groups based on characteristics or common tasks. It provides instructions on how to create a new group by selecting Main - Groups Management, filling out the form with a name and description, and then assigning users to the group from the user list. The goal is to teach how to categorize users into customized groups within the Docebo platform.
This document provides an overview of a Bloomerang Academy webinar on managing groups in Bloomerang. The webinar covered the importance of segmentation using groups, the different types of groups in Bloomerang, policies for managing groups, efficient ways to create and manage groups using the Bloomerang interface, and next steps for applying what was learned to the participant's own organization. The webinar included polls, presentations on specific group features, and a question and answer session.
The document discusses various tools that can be used in online groups. It begins by introducing Lynley Clark, the presenter, and edna Groups. The main body then describes and provides instructions for over 20 different tools available in edna Groups, including forums, assignments, books, chat, choice, databases, blogs, feedback, glossaries, slideshows, meta groups, profiles, RSS feeds, YouTube, ClustrMaps, Frappr, Feedjit, VoiceThread, Flickr badges, and help resources. It concludes by mentioning the relationship between edna groups and me.edu.au and differences between groups and communities in me.edu.au.
The document discusses how to administer groups in Windows Server 2008, covering topics such as creating different types of groups like global, universal, and domain local groups; managing group membership; using groups through nesting and assigning policies; modifying group scope and type; and utilizing default groups that come preconfigured in Active Directory domains. Upon completing this course, administrators will gain skills in strategic group management to simplify user permissions and access control.
Participants in online groups can be renamed by first clicking on "Groups" and selecting the group to edit. In the group settings window, the group name can be changed and saved. Group members can also be modified by clicking "add/remove users" to move users between available and selected lists. Forum group names may be changed by deleting the topic and creating a new one with the updated group name.
1. Select "Create" in the left panel and provide a name, grade, and subject for the new group.
2. A 6-digit code will be displayed to invite students to join.
3. Within the new group, select "Manage" and then "Create Small Group" to make a small discussion group and add members.
There are two major types of groups: formal and informal. Formal groups are consciously created by an organization to serve its objectives, and can be divided into command groups, task groups, and functional groups. Informal groups develop naturally among people without organizational direction, and include interest groups, friendship groups, and reference groups. Groups in general are defined as collections of individuals who interact, share characteristics, have a sense of unity, and influence each other's thoughts and behaviors.
This document describes how to manage groups and group projects using the GroupConcept software. It outlines 9 steps for adding groups, editing group information, viewing group details and hierarchies, adding group members, inviting members, and adding projects to a group. The key functions are adding and editing groups, viewing group summaries and details, and managing group membership and projects through addition and invitation.
Think about Small Discussion Groups, Study Groups, Lab Groups, Reading Groups, Differentiated Learning, Flip Learning, etc. and you have another great resource to help your students reach their full potential.
The document discusses UML class diagrams and the different elements that can be depicted in them, including classes, attributes, operations, relationships between classes like associations, aggregations, compositions, and inheritance. It provides examples to illustrate concepts like class types, attributes, multiplicity, group characteristics like overlapping/disjoint and complete/incomplete, and how these elements come together in a class diagram to model a domain or problem space.
The document discusses using collaborative groups in teaching and learning. It provides reasons for setting up groups, such as students learning more and retaining information longer when working collaboratively. It also describes different types of learning groups like informal ad hoc groups, formal task-oriented groups, and long-term study teams. Examples are given for setting up groups on the D2L platform for specific classroom scenarios.
This document discusses groups and their types. It defines a group as a collection of two or more individuals who interact and are interdependent for a common purpose. Groups can be formal or informal. Formal groups include command groups, task groups, and project groups, which are created by an authority to accomplish specific tasks. Informal groups include friendship groups and interest groups, which are based on personal relationships rather than defined roles. The document provides examples and descriptions of different formal and informal group types.
This document discusses the foundations of group behavior. It defines what a group is and explores the nature and types of groups, including primary/secondary, formal/informal, small/large, and more. It also examines why people join groups, group roles, and the five stages of group formation and development: forming, storming, norming, performing, and adjourning. In summary, it provides an overview of the key concepts and classifications related to understanding groups and group dynamics.
This document defines groups and discusses different types of groups. It states that a group consists of two or more individuals interacting to accomplish a common goal. Groups are either formal, which are established by managers to achieve organizational goals, or informal, which form naturally among employees to meet social or other needs. Formal groups include command groups overseen by a single manager, task groups working on a project, interest groups around a specific topic, and friendship groups among employees.
This document provides instructions for a wiki group assignment. Students are to be assigned to group pages to work collaboratively on creating a team page. Requirements for the team page include renaming the page to relate to mathematics, creating a table with linked member names and usernames, and adding links, photos and color to represent the group. The page must be completed by a deadline and groups will be graded both as a group and individually.
exportar libro a paquete de contennido imsMaria Moodle
油
Este documento proporciona un tutorial en 7 pasos para permitir que los profesores exporten recursos de libros a IMS en Moodle 3.5, comenzando con ingresar a la administraci坦n del sitio, buscar "IMS" en el filtro para ver d坦nde aparece la opci坦n, y hacer clic en "Permitir" para habilitarla para los profesores.
Usando Moodle 2.2 en ESIME Culhuacan. Caso de estudioMaria Moodle
油
Este documento describe el uso de Moodle 2.2 por Maryel Mendiola con sus estudiantes en la Escuela Superior de Ingenier鱈a Mec叩nica y El辿ctrica Culhuacan en M辿xico. Mendiola ha personalizado Moodle para cuatro grupos de estudiantes de ingenier鱈a, utilizando nuevos bloques como Comentarios y Estatus de Finalizaci坦n de Curso. Ella tambi辿n crea recursos reutilizables y aprovecha las nuevas actividades como Base de Datos y Encuesta.
The document provides instructions for creating groups and groupings in Sloodle, a learning management system. It explains that groups and groupings allow teachers to restrict resources and activities to only their students. It outlines the steps to create a group, add students to it manually or from the enrolled users list, and then create a grouping and assign an existing group to it to restrict access. The purpose is to differentiate instruction for classes covering different material or students requiring additional support.
LMS groups allow teachers to organize students into separate groups for activities like assignments and quizzes. Teachers can create groups, add students to groups manually or automatically, and set the group mode at either the site or activity level. Groups can be further organized into groupings, and activities or resources can be assigned to specific groupings so that only students in those groupings will see them.
1. The LMS Grouping Module allows instructors to create student groups and groupings to organize assignments, quizzes, and projects.
2. Instructors can create groups, add students, and configure group settings. They can then create groupings and assign groups of students to each grouping.
3. Content like files can then be shared selectively with individual groups or all groups depending on the grouping configuration. This allows dividing classes into focused groups for different tasks.
Implementing the Pyramid-based educational scenario using Web Collage: Works...Yannis
油
The document describes how to use the Web Collage tool to implement a pyramid-based educational scenario for a computer networking course involving 12 students. It provides step-by-step instructions on configuring the general options, selecting the pyramid pattern, defining roles, creating group structures, defining activities and tools, importing participant data from a test LMS, and assigning participants to groups. Examples of existing designs in Web Collage and their automatic deployment to Moodle courses are also referenced.
How to manage Users information with the Docebo E-Learning platform - Part 03...DoceboElearning
油
The document discusses how to manage users in Docebo using groups. It explains that the Groups Management tool allows dividing users into groups based on characteristics or common tasks. It provides instructions on how to create a new group by selecting Main - Groups Management, filling out the form with a name and description, and then assigning users to the group from the user list. The goal is to teach how to categorize users into customized groups within the Docebo platform.
This document provides an overview of a Bloomerang Academy webinar on managing groups in Bloomerang. The webinar covered the importance of segmentation using groups, the different types of groups in Bloomerang, policies for managing groups, efficient ways to create and manage groups using the Bloomerang interface, and next steps for applying what was learned to the participant's own organization. The webinar included polls, presentations on specific group features, and a question and answer session.
The document discusses various tools that can be used in online groups. It begins by introducing Lynley Clark, the presenter, and edna Groups. The main body then describes and provides instructions for over 20 different tools available in edna Groups, including forums, assignments, books, chat, choice, databases, blogs, feedback, glossaries, slideshows, meta groups, profiles, RSS feeds, YouTube, ClustrMaps, Frappr, Feedjit, VoiceThread, Flickr badges, and help resources. It concludes by mentioning the relationship between edna groups and me.edu.au and differences between groups and communities in me.edu.au.
The document discusses how to administer groups in Windows Server 2008, covering topics such as creating different types of groups like global, universal, and domain local groups; managing group membership; using groups through nesting and assigning policies; modifying group scope and type; and utilizing default groups that come preconfigured in Active Directory domains. Upon completing this course, administrators will gain skills in strategic group management to simplify user permissions and access control.
Participants in online groups can be renamed by first clicking on "Groups" and selecting the group to edit. In the group settings window, the group name can be changed and saved. Group members can also be modified by clicking "add/remove users" to move users between available and selected lists. Forum group names may be changed by deleting the topic and creating a new one with the updated group name.
1. Select "Create" in the left panel and provide a name, grade, and subject for the new group.
2. A 6-digit code will be displayed to invite students to join.
3. Within the new group, select "Manage" and then "Create Small Group" to make a small discussion group and add members.
There are two major types of groups: formal and informal. Formal groups are consciously created by an organization to serve its objectives, and can be divided into command groups, task groups, and functional groups. Informal groups develop naturally among people without organizational direction, and include interest groups, friendship groups, and reference groups. Groups in general are defined as collections of individuals who interact, share characteristics, have a sense of unity, and influence each other's thoughts and behaviors.
This document describes how to manage groups and group projects using the GroupConcept software. It outlines 9 steps for adding groups, editing group information, viewing group details and hierarchies, adding group members, inviting members, and adding projects to a group. The key functions are adding and editing groups, viewing group summaries and details, and managing group membership and projects through addition and invitation.
Think about Small Discussion Groups, Study Groups, Lab Groups, Reading Groups, Differentiated Learning, Flip Learning, etc. and you have another great resource to help your students reach their full potential.
The document discusses UML class diagrams and the different elements that can be depicted in them, including classes, attributes, operations, relationships between classes like associations, aggregations, compositions, and inheritance. It provides examples to illustrate concepts like class types, attributes, multiplicity, group characteristics like overlapping/disjoint and complete/incomplete, and how these elements come together in a class diagram to model a domain or problem space.
The document discusses using collaborative groups in teaching and learning. It provides reasons for setting up groups, such as students learning more and retaining information longer when working collaboratively. It also describes different types of learning groups like informal ad hoc groups, formal task-oriented groups, and long-term study teams. Examples are given for setting up groups on the D2L platform for specific classroom scenarios.
This document discusses groups and their types. It defines a group as a collection of two or more individuals who interact and are interdependent for a common purpose. Groups can be formal or informal. Formal groups include command groups, task groups, and project groups, which are created by an authority to accomplish specific tasks. Informal groups include friendship groups and interest groups, which are based on personal relationships rather than defined roles. The document provides examples and descriptions of different formal and informal group types.
This document discusses the foundations of group behavior. It defines what a group is and explores the nature and types of groups, including primary/secondary, formal/informal, small/large, and more. It also examines why people join groups, group roles, and the five stages of group formation and development: forming, storming, norming, performing, and adjourning. In summary, it provides an overview of the key concepts and classifications related to understanding groups and group dynamics.
This document defines groups and discusses different types of groups. It states that a group consists of two or more individuals interacting to accomplish a common goal. Groups are either formal, which are established by managers to achieve organizational goals, or informal, which form naturally among employees to meet social or other needs. Formal groups include command groups overseen by a single manager, task groups working on a project, interest groups around a specific topic, and friendship groups among employees.
This document provides instructions for a wiki group assignment. Students are to be assigned to group pages to work collaboratively on creating a team page. Requirements for the team page include renaming the page to relate to mathematics, creating a table with linked member names and usernames, and adding links, photos and color to represent the group. The page must be completed by a deadline and groups will be graded both as a group and individually.
exportar libro a paquete de contennido imsMaria Moodle
油
Este documento proporciona un tutorial en 7 pasos para permitir que los profesores exporten recursos de libros a IMS en Moodle 3.5, comenzando con ingresar a la administraci坦n del sitio, buscar "IMS" en el filtro para ver d坦nde aparece la opci坦n, y hacer clic en "Permitir" para habilitarla para los profesores.
Usando Moodle 2.2 en ESIME Culhuacan. Caso de estudioMaria Moodle
油
Este documento describe el uso de Moodle 2.2 por Maryel Mendiola con sus estudiantes en la Escuela Superior de Ingenier鱈a Mec叩nica y El辿ctrica Culhuacan en M辿xico. Mendiola ha personalizado Moodle para cuatro grupos de estudiantes de ingenier鱈a, utilizando nuevos bloques como Comentarios y Estatus de Finalizaci坦n de Curso. Ella tambi辿n crea recursos reutilizables y aprovecha las nuevas actividades como Base de Datos y Encuesta.
Re usabilidad de Recursos y Actividades en Moodle 2.2Maria Moodle
油
Desde Moodel 2.2 podemos re utilizar recursos o actividades a partir de crear copias de seguridad particulares de cada una. Esta presentaci坦n muestra un ejemplo y ocmo hacerlo
Este documento define los resultados (outcomes) en Moodle y explica c坦mo crearlos y asociarlos a cursos y actividades. Los resultados son descripciones de lo que se espera que los estudiantes aprendan y puedan hacer. Antes de crear resultados, se deben definir escalas para cada uno. Luego, los resultados se agregan a los cursos y se pueden asociar a calificaciones num辿ricas y descriptivas de las actividades.
Documentaci坦n Moodle sobre CalificacionesMaria Moodle
油
Este documento, es una recopilaci坦n de la documentaci坦n Moodle que describe el libro de calificaciones para Moodle 1.9 en
adelante.
Moodle 2.0 plantillas de Base de DatosMaria Moodle
油
El documento explica los pasos para crear una plantilla en la actividad Base de Datos de Moodle. Estos incluyen 1) ir a la pesta単a de Ajustes Previos, 2) dar un nombre a la plantilla y guardarla, y 3) verificar que la plantilla est辿 disponible para usar en cualquier curso de Moodle. Opcionalmente se puede 4) exportar la plantilla como un archivo zip para reutilizarla en otros sitios de Moodle.
Ser MCCC, mis experiencias como MentoraMaria Moodle
油
Este documento describe la experiencia de Maryel Mendiola obteniendo su certificaci坦n MCCC y sirviendo como mentora para otros candidatos latinoamericanos. En 2009, decidi坦 obtener su certificaci坦n MCCC a trav辿s del Moodle Partner Central HRDNZ, a pesar de que los cursos solo estaban disponibles en ingl辿s. M叩s tarde, coincidi坦 con su mentor Stuart Mealor en la idea de ofrecer la certificaci坦n en espa単ol para eliminar la barrera del idioma para los candidatos latinoamericanos. Desde entonces, ha servido como mentora para
El documento describe los cambios en el sistema de archivos en Moodle 2.0, incluyendo que cada actividad y texto tiene su propia 叩rea de archivos asociada directamente. Los archivos pueden seleccionarse f叩cilmente desde repositorios internos y externos y copiarse a Moodle. Se proporciona un 叩rea privada de archivos para cada usuario. El documento tambi辿n discute planes futuros como la sincronizaci坦n de archivos y la capacidad de vincular archivos desde repositorios.
Este documento proporciona una compilaci坦n de la documentaci坦n oficial de Moodle 2.0 en espa単ol. Resume las principales nuevas caracter鱈sticas de Moodle 2.0 como comunidades, repositorios, portafolios, completado de cursos, actividades condicionales, cohortes, servicios web y nuevos bloques. Tambi辿n describe mejoras importantes a caracter鱈sticas existentes como copias de seguridad, bloques, blogs, comentarios, matriculaci坦n y uso de archivos.
El documento describe c坦mo convertir una presentaci坦n de OpenDocument (ODP) creada en Impress a un archivo Flash (.swf) para compartirla en un chat. Se recomienda asegurarse de que la presentaci坦n de Impress est辿 completamente terminada antes de exportarla a Flash para compartirla en l鱈nea.
Moodle was created by Martin Dougiamas in 2002 as an open-source learning management system (LMS) to address frustrations with other LMSs. It was designed to be modular, online, and dynamic to facilitate a lazy meandering approach to learning. Dougiamas continues to lead the Moodle project, which has grown to include a global community of contributors developing new features and localizing Moodle for different contexts. While originally intended for university classes, Moodle is now used widely in education from K-12 to corporate training.
Moodle fue creado originalmente por Martin Dougiamas como una alternativa de c坦digo abierto a los sistemas de gesti坦n del aprendizaje propietarios. Dougiamas contin炭a dirigiendo el proyecto Moodle de forma activa y ha desarrollado varias versiones que agregan nuevas caracter鱈sticas y mejoras. Moodle ahora se usa a nivel mundial no solo en universidades sino tambi辿n en escuelas, organizaciones y empresas, y cuenta con una gran comunidad de desarrolladores y usuarios que contribuyen constantemente.
The document provides information about outcomes in Moodle courses. It defines outcomes as specific descriptions of what a student is expected to be able to do or understand at the completion of an activity or course. It notes that outcomes can be set at the site or course level and must have an associated scale. The document then provides steps for adding a new outcome, including creating a scale, selecting the scale when adding the outcome, and using the outcome when grading assignments. It encourages using outcomes as part of student assessment.
exportar libro a paquete de contennido imsMaria Moodle
油
Usando Moodle 2.2 en ESIME Culhuacan. Caso de estudioMaria Moodle
油
Re usabilidad de Recursos y Actividades en Moodle 2.2Maria Moodle
Paper 110A | Shadows and Light: Exploring Expressionism in The Cabinet of Dr...Rajdeep Bavaliya
油
Dive into the haunting worlds of German Expressionism as we unravel how shadows and light elevate The Cabinet of Dr.油Caligari and Nosferatu: A Symphony of Horror into timeless masterpieces. Discover the psychological power of chiaroscuro, distorted sets, and evocative silhouettes that shaped modern horror. Whether youre a film buff or a budding cinephile, this journey through postWWI trauma and surreal visuals will leave you seeing movies in a whole new light. Hit play, share your favorite shockandawe moment in the comments, and dont forget to follow for more deepdives into cinemas most influential movements!
M.A. Sem - 2 | Presentation
Presentation Season - 2
Paper - 110A: History of English Literature From 1900 to 2000
Submitted Date: April 1, 2025
Paper Name: History of English Literature From 1900 to 2000
Topic: Shadows and Light: Exploring Expressionism in The Cabinet of Dr.油Caligari and Nosferatu: A Symphony of Horror
[Please copy the link and paste it into any web browser to access the content.]
Video Link: https://youtu.be/pWjHqo6clT4
For a more in-depth discussion of this presentation, please visit the full blog post at the following link:
Please visit this blog to explore additional presentations from this season:
Hashtags:
#GermanExpressionism #SilentHorror #Caligari #Nosferatu #Chiaroscuro #VisualStorytelling #FilmHistory #HorrorCinema #CinematicArt #ExpressionistAesthetics
Keyword Tags:
Expressionism, The Cabinet of Dr. Caligari, Nosferatu, silent film horror, film noir origins, German Expressionist cinema, chiaroscuro techniques, cinematic shadows, psychological horror, visual aesthetics
How to create and manage blogs in odoo 18Celine George
油
A blog serves as a space for sharing articles and information.
In Odoo 18, users can easily create and publish blogs through
the blog menu. This guide offers step-by-step instructions on
setting up and managing a blog on an Odoo 18 website.
How to Use Owl Slots in Odoo 17 - Odoo 際際滷sCeline George
油
In this slide, we will explore Owl Slots, a powerful feature of the Odoo 17 web framework that allows us to create reusable and customizable user interfaces. We will learn how to define slots in parent components, use them in child components, and leverage their capabilities to build dynamic and flexible UIs.
Order Lepidoptera: Butterflies and Moths.pptxArshad Shaikh
油
Lepidoptera is an order of insects comprising butterflies and moths. Characterized by scaly wings and a distinct life cycle, Lepidoptera undergo metamorphosis from egg to larva (caterpillar) to pupa (chrysalis or cocoon) and finally to adult. With over 180,000 described species, they exhibit incredible diversity in form, behavior, and habitat, playing vital roles in ecosystems as pollinators, herbivores, and prey. Their striking colors, patterns, and adaptations make them a fascinating group for study and appreciation.
How to Configure Subcontracting in Odoo 18 ManufacturingCeline George
油
Subcontracting in manufacturing involves outsourcing specific production tasks to external vendors or subcontractors. These tasks may include manufacturing certain components, handling assembly processes, or even producing entire product lines.
The philosophical basis of curriculum refers to the foundational beliefs and values that shape the goals, content, structure, and methods of education. Major educational philosophiesidealism, realism, pragmatism, and existentialismguide how knowledge is selected, organized, and delivered to learners. In the digital age, understanding these philosophies helps educators and content creators design curriculum materials that are purposeful, learner-centred, and adaptable for online environments. By aligning educational content with philosophical principles and presenting it through interactive and multimedia formats.
Understanding-the-Weather.pdf/7th class/social/ 2nd chapter/Samyans Academy n...Sandeep Swamy
油
Weather shapes our world and daily lives. This presentation explores how we measure weather conditions and use predictions to prepare for various weather events. "A change in the weather is sufficient to create the world and oneself anew." - Marcel Proust, French novelist by sandeep swamy
Protest - Student Revision Booklet For VCE Englishjpinnuck
油
The 'Protest Student Revision Booklet' is a comprehensive resource to scaffold students to prepare for writing about this idea framework on a SAC or for the exam. This resource helps students breakdown the big idea of protest, practise writing in different styles, brainstorm ideas in response to different stimuli and develop a bank of creative ideas.
New syllabus entomology (Lession plan 121).pdfArshad Shaikh
油
*Fundamentals of Entomology*
Entomology is the scientific study of insects, including their behavior, ecology, evolution, classification, and management. Insects are the most diverse group of organisms on Earth, with over a million described species. Understanding entomology is crucial for managing insect pests, conserving beneficial insects, and appreciating their role in ecosystems.
*Key Concepts:*
- Insect morphology and anatomy
- Insect physiology and behavior
- Insect ecology and evolution
- Insect classification and identification
- Insect management and conservation
Entomology has numerous applications in agriculture, conservation, public health, and environmental science, making it a vital field of study.
This article explores the miraculous event of the Splitting of the Moon (Shaqq al-Qamar) as recorded in Islamic scripture and tradition. Drawing from the Qur'an, authentic hadith collections, and classical tafsir, the article affirms the event as a literal miracle performed by Prophet Muhammad 鏃 in response to the Qurayshs demand for a sign. It also investigates external historical accounts, particularly the legend of Cheraman Perumal, a South Indian king who allegedly witnessed the miracle and embraced Islam. The article critically examines the authenticity and impact of such regional traditions, while also discussing the lack of parallel astronomical records and how scholars have interpreted this event across centuries. Concluding with the theological significance of the miracle, the article offers a well-rounded view of one of Islams most discussed supernatural events.
2. There is a Course with 10 participants (teachers
included) and they are going to work in groups.
The groups will be:
Odd Numbers
Even Numbers
Consonants
Vowels
And need to be grouping into:
1. Numbers grouping
2. Letters grouping
We need groups with 2 persons each one.
Let's do it !!!
By Maryel Mendiola & MariaMoodle
3. First Steps
First of all, we need to create
Groups.
Administration Block Groups
There are 2 ways:
1) Create group one by one
Or
2) Auto-create groups
We are going to create the groups with
second choice
By Maryel Mendiola & MariaMoodle
4. Select members from
role: This option is for
select who is going to be at
Groups, within all roles
defined in it.
All?, students? Teachers?
Other role?
Specify : if we would like
to create N number of
Groups or have each
group contain N number
of students, i.e. We want
2 members in each Group
or we want 5 Groups.
The How is set in Specify,
How much (a Number) is set in Group/Member count
If we select Members per group the Prevent last small group will
allocate additional members to an existing group rather than create a
new group with fewer members than N
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5. Allocate members: with this option we
choose the method that Moodle is going
to create Groups: Naming scheme: with these
Randomly options, we are defining
naming scheme by Letter or
Alphabetically by first name, last name
Number e.g.
Alphabetically by last name, first name
Group @ {Group A, Group B,
Alphabetically by ID number Group C Group Z}
Group # {Group 1, Group 2,
Group 3 Group n}
Create in grouping
and
Grouping name
allows us to create a new
grouping and allocate the
groups to be created to it.
In Auto create groups we have an awesome button: Preview
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6. Indeed, the Preview button let us see how could be created our groups.
If we are not satisfy, we can change settings again and again and see
previews before we Submit the final settings
Maybe you
should practice
with all options
and view what
happen
By Maryel Mendiola & MariaMoodle
7. Have you noticed the 3 tabs?
One for the list of our Groups, other for the list of our Groupings, and the
last one, Overview, where we can see together and organized Groups
and Grouping . . . (we shall see forward)
When we submit the
chosen settings, we
have the result as
this graphic
And now, what?
We are clearly which
groups we need. So
next step is Edit each
group changing the
name and assign
graphics individually
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8. To edit each group, we have to:
1. Select a group (in this
example we selected Group
A)
2. choice Edit group settings
3. Change group name to one
of our first list
Odd Numbers
Even
Numbers
Consonants
Vowels
And another
one for
Teachers
At this point, we should have ready all graphics were going to
use:
35 X 35 px for Group logo (that its showed at Forums);
134 X 46 px for Group List;
220 X 37 px for Grouping logo.
Although this is optional, it is good to have always a good looking work :p
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9. Editing a Group
New Name
Graphic Group
This is Group
description that
everybody can
see when need
info about some
Group
Group Logo
This logo is shown bellow the
picture profile person at Forums
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10. Look our 5 groups edited.
We set Groups by choose
Auto-create groups way.
Then we edit each one
changing name
we passed
from this
To this
Editing the Groups
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11. Grouping Time !!!
OK, we already have our 5 Groups created and edited and a
Grouping Scheme. So, next step is begin to grouping (a piece
of cake! )
Grouping Scheme
of
Y(our) Course
Grouping
Grouping Grouping
Letters
Letters Numbers
Group
Group Group
Group Group Group
Vowels
Vowels Consonants
Consonants Odd Numbers Even Numbers
Group
Teachers
Without Grouping
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12. To create group: Go to Groups through
Administration Block Groups
This time you must select Groupings Tab
Click on Create grouping button
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13. This is setting page to create
Groupings.
It looks like Resources and
Activities, has:
A text line for Name, and
a box text with editor to write
Grouping description
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14. Now we need to Add Groups to Grouping
Click on groups icon to enter
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15. Numbers has no Groups, lets add them
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16. Lets see Overview Tab
Here it is!!! ;D
The two Groupings
with its respective
groups
and a Group (Teachers)
without Grouping
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17. Before we see how to assign some activities to our Groupings, please
read this metaphor that explain the logic of Groups and Groupings.
It was taken from http://docs.moodle.org/en/Groupings
One metaphor that has worked well in training is this: At the
Olympics, there are many sportsgymnastics, swimming, trackand
many countries.
In this way, there are two levels of being categorized as an Olympian:
by your sport, and by your nationality.
To be on the United States Olympic Team, you must first be a
swimmer, a gymnast, a runner, etc.; you cannot be on the US Team
without first being an athlete in a certain sport.
Your sport is your group. Your country is your grouping.
You must belong to a group before joining a grouping.
grouping
Does this make sense?
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18. Now is Time to get ready for assign activities to Groupings
1) We need to Set the Default Grouping
2) Assigning an activities to Groupings
To set the default Grouping, go to course settings In the
Groups section select the default grouping
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19. We set default Grouping because in activities must be show a
Grouping by default, we can change it or leave it so.
Every time we add an activity, we must edit some settings. The edit
activity page has in the Common module settings:
Grouping (there appear the default grouping)
Available for group members only
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20. And everything is ready to add an activity and choice which grouping is
going to do it.
The Common module settings always are going to have this 2
options: Grouping and Available for group members only.
As you see, these are the Advanced options, you can Hide or
Show them
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21. Finally we can check how many activities has a Grouping in
Administration block Groups Grouping Tab
Lets Keep Moodle-ing
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22. That's all for now. I
will see you at next
tutorial
Dont forget to visit
MariaMoodle
ds http://moodleblog.mmendiola.net/
ar
R eg
Best
By Maryel Mendiola & MariaMoodle