Difference between revisions of "Moodle e-Learning Community Wiki"
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| − | Welcome! | + | Welcome! |
| − | + | We are in the process of MOVING OVER our FAQs from another site ... <br> | |
| − | + | <br> | |
| − | |||
| − | + | == Getting Started == | |
| − | + | The Getting Started section contains information for those who have never created a course in Moodle before. It includes: How to log in, how to request a new course space, and the basic steps in adding materials to a course space. | |
| − | + | == First few weeks == | |
| − | + | This section contains FAQs and information about topics that are frequently encountered during the first semester of using Moodle with students. Examples include: My students can't post to the News Forum - why not? | |
| − | This section contains information for those who have finished their initial semester of working with Moodle, and are interested in exploring ways of refining Moodle use to match a particular pedagogical goal or teaching context. | + | == Extra Topics == |
| + | |||
| + | This section contains information for those who have finished their initial semester of working with Moodle, and are interested in exploring ways of refining Moodle use to match a particular pedagogical goal or teaching context. Examples include: embedding online videos, etc. | ||
Revision as of 18:53, 19 December 2008
Welcome!
We are in the process of MOVING OVER our FAQs from another site ...
Getting Started
The Getting Started section contains information for those who have never created a course in Moodle before. It includes: How to log in, how to request a new course space, and the basic steps in adding materials to a course space.
First few weeks
This section contains FAQs and information about topics that are frequently encountered during the first semester of using Moodle with students. Examples include: My students can't post to the News Forum - why not?
Extra Topics
This section contains information for those who have finished their initial semester of working with Moodle, and are interested in exploring ways of refining Moodle use to match a particular pedagogical goal or teaching context. Examples include: embedding online videos, etc.
