Archive for the ‘moodle’ Category



The purpose of the action research assignment is use of an Action Research approach in an exploration of the ways to increase students’ engagement in the use of the Colleges Virtual Learning Environment (VLE), Moodle.

VLEs or virtual learning environments have been at the forefront of learning technology for much of the 21st century. Forming the back bone of institutional ‘Learning Management Systems’ (LMS); with the commonly accepted driver of this move being the Dearing Report of 1997 and their increased use was encouraged in the Government’s 2005 strategy paper Harnessing technology – transforming learning and children’s services. (Ofsted, 2009).

The rationale behind the research is the perceived decline in the use and student uptake of the VLE by AS Geography Sixth Form students and a national trend in the perceived negative views of VLEs.


This is a demo of a basic e-learning scenario using Adobe Captivate 6.
The basic design was done in  Captivate 6 where I created the interactive elements and slide jumps. Below is the YouTube video output.

This is the link to the swf:

Open access to my developing Moodle Course, free resources and examples of how to make Moodle more engaging for Students and Staff alike.

Click on the Link@ below, create an account and have a play.

If you would like Mark to give you advice or if you require staff development we specialize in the following:-

  • Moodle (Virtual Learning Environment)
  • Adobe Captivate
  • In class Learning Technology
  • Creating and disseminating digital resources
  • Mobile Learning.
  • Instructional design/building of online courses
  • Blended learning/online/distance teaching and learning

We can help you create your Moodle Courses, Moodle course template, quizzes or create an entire course  for you.

Contact me on the following adrress:-

What is a knowledge survey

A standard Knowledge Surveys consists of many questions that cover the entire content of a course. Questions cover all levels of Bloom’s scale of thinking. (From low-level to high-level cognition, the scale goes from knowledge, comprehension, application, analysis, to synthesis.)”

Knowledge surveys maybe formative (at the start of a course) or summative (at the end of the course).

Why use knowledge Surveys?

They help students learn, help faculty improve their classrooms, and aid departments and programs as they explore new curricula or pedagogies. (Wirth and Perkins).

In the power point presentation given by Perkins and Wirth they state the following reasons for supporting use of knowledge surveys

  • Knowledge surveys are indispensable tools for instructors and for students.
  • They aid instructors as they design courses.
  • Allow for mid course corrections
  • The surveys provide students with full disclosure of the course objectives and serve as study guides.
  • Help students develop self-assessment skills
  • Evaluate the effectiveness of alternative pedagogies.

How do you use a Knowledge Survey?

Students at the start of the course or topic are given a series of question up to 200 in some cases; the students do not answer the question, but give a score of how confident they would be at answering the question. This provides a baseline information about their base knowledge preparation needs.

How do you create one.

Generally a tutor would refer to a bank of exam papers going back over several years. To ensure all parts of the topic/subject are covered a range of questions are sorted in to topics. To ensure all levels of thinking are assessed, the tutor scores the question from one to six based on Blooms Taxonomy.

A useful resource/website divides Blooms Taxonomy in to tabular form with exemplars of terminology and use.

Blooms Taxonomy

Higher Order Thinking
  • Creatingdesigning, constructing, planning, producing, inventing, devising, making
  • EvaluatingChecking, hypothesising, critiquing, Experimenting, judging, testing, Detecting, Monitoring
  • AnalysingComparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating
  • ApplyingImplementing, carrying out, using, executing
  • UnderstandingInterpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying
  • RememberingRecognising, listing, describing, identifying, retrieving, naming, locating, finding
Lower Order Thinking

Sample Knowledge Survey Questions.

Blooms Taxonomy Level
  Blooms Taxonomy Level 1
What is the definition of a flood plain?
Blooms Taxonomy Level 2
Outline the basic characteristics of a meandering channel.
  Blooms Taxonomy Level 3
Explain why the outer bend of a meander has faster stream flow.
Blooms Taxonomy Level 4
Compare the river regime of a temperate climate with that of an Alpine regime.
Blooms Taxonomy Level 5
Judge the success of a river management scheme using an example from the British Isles.
Blooms Taxonomy Level 6
Design and flood management scheme for your local river system assuming a 1 in 100 year flood event

Using Moodle Feedback with a Knowledge Survey

The Feedback module can be downloaded from

To find out how to create the feedback survey full detail are here……

Understanding What Our Geoscience Students Are Learning: Observing and Assessing

Applying Blooms Taxonomy

Moodle Documents

Blooms Taxonomy
 Blooms Taxonomy is a classification of learning objectives used in education. It is derived from the work of Benjamin Bloom et al. “The Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain”.
The original books was only intended to focus on the three main domains; the Active, psychomotor and Cognitive domains.

“Within the taxonomy learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels” (Orlich, et al. 2004).

 The goal of this approach was to enable educators to create a more holistic form of education.

Within the three main domains developed a set of six sub-domains, initially as nouns then modified and rearranged using verbs

Blooms Verbs
  • Creating
  • Evaluating
  • Analysing
  • Applying
  • Understanding
  • Remembering

 Using the main domains and verb associated with these I created a visual map of each set of verbs using Wordle, for example the figure below shows the the verbs associated with Remembering.

Wordle: Understanding
© 2009 Jonathan Feinberg Terms of Use subscribe

Following on from Wordle and with the aid of Andrew Church’s (Blooms Digital Approach), I devised a hierarchy type diagram linking Moodle activities and assessment to Blooms Domains. From this platform I hope to design Moodle course using appropriate activities and resources to cover Lower Order Thinking Skills to Higher Order Thinking Skills.

 One thing to remember is that the processes of remembering, understanding are often intrinsic components of Higher Order Thinking Skills (HOTS) and there are no hard and fast rules to say you must progress through Blooms Taxonomy from lower order skills to higher order.

Krathwohl, D. R, Anderson, L. W. (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives
Blooms Revised Taxonomy Digital Approach (Andrew Church)