Faculty Resources

Site: Online Learning & Educational Technology (OLET)
Course: Online Learning & Educational Technology (OLET)
Book: Faculty Resources
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Date: Monday, September 25, 2023, 7:09 PM

2023-24 Moodle News

What's New?
  • Upgraded to Moodle 4.1
  • Applied the 2023 Course Structure Template
What Has Changed?

OVERVIEW: Most notably, Moodle 4.1 has separated the Dashboard and My courses (as seen in the red bar at the top of any Moodle page). The Dashboard is designed with student success in mind, keeping students on track with its Timeline and Calendar. Additionally, each course has a Course Index and a Block Drawer which are collapsible via blue tabs on either side of the Main page. Course navigation has also been simplified by replacing the Nav Drawer and the blue gear icon with Secondary menus. See more details below:

  • The Moodle Dashboard:
    • Academic Support & Essentials: From Microsoft Office 365 FREE software to online Tutoring Services, these links directly access many of the resources students need to succeed at CCC.
    • Timeline: This block can display due dates that have been assigned. Students can choose whether to view those activities over the next week, month, or further into the future. This block also states the activity completion requirement and takes anyone directly to that activity in the course.
    • Recently accessed courses: The block shows the courses that were last visited, allowing anyone to quickly jump back in.
    • Calendar: Course assignments, quizzes, etc. may be configured to automatically populate this block. However, anyone can also create their own reminders too. Simply click on the month (e.g. June), then on the New event button in the right-hand corner of the month view.

  • Moodle My courses:
    • My courses: All of your courses can be found under this link—to the right of the Dashboard link—at the top of every Moodle page. (Remember, you can still filter the Course Overview to show those courses In progress, Future, Past, Starred, and Removed from View.)

  • Moodle 4.1:
    • Automatic Course Visibility: Courses will be made visible to students automatically on the first day of the course and hidden approximately 7 days after the course ends.
    • Course Description Image: Add a meaningful image (widescreen orientation) to your My courses listing to engage students and distinguish your individual course sections.
    • Course Index: Navigate your course with this collapsible drawer. The Course Index also displays completion indicators (solid green and empty circles) showing which activities have been completed and which still must be done.
    • Collapse All weeks, modules, or topics in both the Course Index or the course Main page to reduce scrolling.
    • Activity Completion: Completion criteria are now clearly defined and tracked, as well as fed to the Timeline and Calendar when deadlines are applied.
  • Moodle 2023 Course Structure Template:
    • Course Essentials is designed to support students with a consistent user experience and the essentials needed to succeed:
    • Module Overview prepares students for learning with Module Learning Outcomes that are clearly defined, measurable, and aligned to learning activities and assessments.
    • Contact Information encourages and supports student-instructor interaction.

What About My Courses?

  • Will I lose my course content when I import my existing course into Moodle 4.1?
    • NO. Moodle 4.1 will import everything from your original course.

  • Will the new template impact my course layout?
    • NO.  Your course format (weekly or topic) and content will appear in the same order as in your original course. However, the General section will now be called Course Essentials which includes a sample syllabus Moodle Book and other recommended items. Any integrated 2023 Course Structure Template items, such as a learning outcomes label, are hidden from students by default.

      NOTE: The 2023 Course Structure Template will only be applied to empty Moodle shells.

  • Will I need to update my course content?
    • MAYBE. You may need to update any student resource that addresses course navigation since Moodle 4.1 has simplified the user experience. You'll also want to review the Start of Term Procedures since they have been updated as well.
If you have any additional questions, please email online@clackamas.edu

What Can You Do?

  • Watch the Introduction to Moodle 4.0 Video:

OLET Learning Opportunities

Thursdays 1:00-3:00 pm

Weekly topic discussions and open workspaces held on Zoom ONLY

Past Sessions:

Can't make one of our LIVE sessions? Request a custom or specialized group training/workshop through our Online Learning/Moodle Support ticketing system.

Need 1:1 Help?

Submit a ticket to Online Learning/Moodle Support for closed-captioning, Moodle troubleshooting, training/workshops, and Zoom accounts/toubleshooting, or...

Schedule a Zoom appointment with the Online Learning & Educational Technology (OLET) team:

We can also send you resource materials and/or design a session for your department or program.

LOOK! 2023 Faculty Professional Development Opportunities are now available through the Online Learning Consortium. Registration is on us!

NEW! Ramp-Up Week
Self-Enroll Trainings

Remember... you can always submit a ticket to discuss your specialized training/workshops needs.

2023-24 OLC Workshops

The Online Learning & Educational Technology (OLET) department has again partnered with the Online Learning Consortium (OLC) to provide all CCC faculty with an opportunity to improve their professional practice. Access the full Institute 2023 Schedule for additional details about the scheduled and self-paced workshops (links provided below) for more information.

If you are interested in this optional professional development opportunity, select two (2) workshops from the OLC list, then email your selection to dw.wood@clackamas.edu. Registration is on us! 

The following workshops have been popular choices with CCC faculty:

Scheduled Workshops

  • Artificial Intelligence Demystified
    • October 16-22, 2023
    • March 4-10, 2024

  • Applying the Neuro, Cognitive, and Learning Sciences to Instruction
    • September 11-October 08, 2023
    • January 22-February 18, 2024
  • Competency-Based Education
    • October 2-8, 2023
    • September 30-October 6, 2024
  • Facilitating Live, Online Sessions
    • December 6-8, 2023
    • January 22-24, 2024
  • Gamification Principles and Strategies
    • November 27-December 03, 2023
    • February 5-11, 2024

  • Giving Effective Feedback
    • November 6-12, 2023
    • February 5-11, 2024

  • Hybrid-Flexible (HyFlex) Course Design
    • October 30-November 5, 2023
    • January 22-28, 2024

  • Increasing Interaction & Engagement
    • November 27-December 3, 2023
    • February 12-18, 2024

  • Liquid Syllabus Design
    • November 8-10, 2023
    • January 10-12, 2024
  • Practical Applications for Universal Design for Learning (UDL)
    • November 27-December 30, 2023
    • January 8-14, 2024
  • Reframing Disability: Language, Media, and Universal Design
    • October 16-22, 2023
    • March 25-31, 2024
Self-Paced Workshops

Look for an opportunity to share your learning experiences at the SHOW AND TELL: Summer Professional Development Roundtable this fall. Until then, watch what was shared last year.

NOTE: OLET will handle the workshop registration. OLC will then follow up 1-4 days before the start of the workshop with access information via email.

Scheduled Workshops are asynchronous with possibly 1 or 2 optional synchronous sessions during the week. You will need to log in early on Day 1 to avoid being administratively dropped.

Self-Paced Workshops provide asynchronous access for 1 year.

Contact Moodle Support

Prioritized service: Submit a ticket to Online Learning/Moodle Support  for closed-captioning, Moodle troubleshooting, training/workshops, and Zoom accounts/troubleshooting.

Schedule a Zoom appointment:

Phone: 503-594-6618

Email: online@clackamas.edu

Still need help? Contact our extended support team for after hours, weekend and/or bilingual support (English/Español).

Online Teaching Best Practices

Online courses must be equivalent to face-to-face courses in content and quality—but what does that mean? It’s more than just using the same class plans in an online format. Aligned with CCC ISP (Instructional Standards & Procedures) 150: Online Courses, this handout explores how you can create and run an online course with student engagement, interaction, and reflection in mind.

Course Design

Crucial elements of a well-designed online course leading to high-quality education and student success include: 

  • Deliberate focus on the learning outcomes, especially while choosing readings and materials and designing assignments. Active learning and student engagement are key to student success. Consider the sequence of readings, materials, and assignments in order to scaffold learning toward the attainment of the outcomes. Additionally, visually reflect this sequence in your course (e.g., Label, Book, Completion Tracking).
  • Awareness of both accessibility and copyright law, making sure that all readings are legally available for students and that proper means of access are provided for diverse learners (e.g., closed caption videos, webpages that will work well with screen readers, and so on). Consider a variety of modes and instructional materials to align with the nontraditional delivery method.
  • A prominent and easily navigable syllabus. This must meet all requirements listed in CCC ISP 160A: Course Syllabus Information and Format, including the following: 
    • Schedule of readings, assignments, and tests with accurate and current dates;
    • Clear parameters and expectations for grade calculation;
    • Office hours for the instructor, as well as contact information (email and office phone);
    • List of readings, texts, or course materials;
    • Learning outcomes for the course;
    • Available resources such as the Disability Resource Center and the Learning Center;
    • Other important policies such as academic honesty and late work.
  • An online gradebook so that students have access to their progress. 

Course Start

To set students up for success in the potentially difficult beginning of an online class, instructors should:

  • Check all links and video/audio clips to make sure they are current and functioning properly before making the course visible to students.
  • Open the course by (at the latest) the start of the first day of the course. The course syllabus information, especially the means for contacting the instructor, should be visible on that first day.
  • Notify students that class has started (for example, via email, through a News Update on Moodle, or through other means), with particular attention to their expectations for interaction, as well as to the fact that they have access to technical and academic support should they need it.
  • Provide an introduction to the course, including its overall objectives, its general operating structure, and a clear path for getting started. This can be on the course homepage itself, though it can also be provided in an email. An introduction to the instructor is also recommended.
  • Make the syllabus both prominent and online-friendly. Students should be guided through reading the syllabus and showing they understand the requirements (as a face-to-face class might take the first class session to discuss the syllabus).
  • Provide an introduction activity for students. Online learning can be isolating, but it is both possible and desirable to build a community for learners to relate to and interact with one another.
  • Communicate actively with students as they begin the course. This includes frequent check-ins with the class website, but also vigilant email communication in the opening days. See also the next point, “Communicating.”

Course Communication

To maximize student engagement through effective online communication, instructors should:

  • Make your presence a visible and integral part of the class, participating in discussions and responding directly to student questions.
  • Respond to emails and discussion board questions in a timely matter, ideally within 2 business days.
  • Make every effort to provide grades and feedback on assignments within one week of receiving completed work so that students are able to apply and build on course concepts and skills.
  • Promote a sense of community within the class, encouraging students to respond to each other to deepen understanding and engagement.
  • Consider online office hours as well as in-person ones.

Course Management

How an instructor manages an online class requires as much mindful attention and effort as any face-to-face class. It is important to consider both how course materials are delivered and how student progress is monitored. To manage online courses effectively, instructors should consider the following:
  • Contact inactive students, in a timely manner, ideally no later than the end of the first week.
  • Pay particular attention to student progress early in the course. Communicate directly with students when they fall behind or seem to be underperforming.
  • Make weekly announcements, reminders, or posts of new material to help keep students engaged.
  • Facilitate discussion with strong instructor presence, including meaningful responses and commentary.
  • Intervene to re-direct inappropriate behavior or unsatisfactory comments.
  • Refer students to the appropriate learning services and resources as needed.
  • Design learning opportunities to promote interaction and active learning.
  • Provide timely and personalized feedback early enough for students to adjust their performance.
  • Perform frequent assessments of student learning, and be willing to make changes based on such assessments.
  • Provide access to current grade status and keep the gradebook current.
  • Fix broken links, typos, and mistakes or otherwise update the course content as appropriate.
  • Provide opportunities for students to ask questions about or give feedback on the course and be willing to adapt as necessary.

Recommended Term Timline

  Activity Details
Pre-Term Start 1 - Get help with Moodle and/or Zoom

Visit the red bar on any Moodle page under Faculty > *Remote/Online Instruction FAQ* to access resources, upcoming Moodle and Zoom training, and/or email online@clackamas.edu for assistance.

2 - Create your remote teaching plan

You'll want to assemble your course assets: syllabus, learning outcomes, assessments, required textbooks, resource materials, etc. before you begin working in Moodle. Take some time to consider how you want your course structured—with a weekly or module/topics format.

3 - Update your syllabus

Include your communication and new course details as necessary. Be sure to include a link to CCC Resources and Information for Students During the COVID-19 Pandemic and CCC Support and Emergency Funding Resources too. When you're ready, upload it to Moodle or add it to your welcome email.

4 - Identity essential material to distribute

Check your remote teaching plan - what are the essential components for week one? What are your goals for this week, and do any of those goals rely on materials that need to be converted to a digital format?

5 - Send first welcome message

Send your welcome message to students to inform them how you will communicate throughout the term, through what medium, and how often.

6 - Distribute student remote readiness survey

In your welcome message, consider including this short survey to students. While this will not ultimately be the determinate of how you teach, having a better idea of your students' technology capabilities can inform important decisions you need to make.

Are you ready for online learning?

For example, if less than half of the class has reliable home internet, requiring synchronous sessions on Zoom might not be successful and an asynchronous option should be considered.

7 - Review week one

By now you have completed a review of your course content for the first week or two of class, considered how you will deliver your essential content, and communicated critical information to your students. (Take a deep breath.)

Before the class automatically opens on the first day of the term, consider the information you have gathered. Is there anything glaringly missing? Are there stakeholders (your chair, admin, online learning staff) who you need to contact for any information? Remember that you can hide course elements from student view until you are ready to release them.

First Week 1 - Post welcome and syllabus

Welcome your students through your established communication method (as you outline in your course syllabus). Introduce yourself and the class.

2 - Take attendance

You'll need to use an asynchronous attendance activity to record attendance such as:

3 - Manage late enrollments

As usual, there is likely to be much shuffling of students during the first week of the term. If a student approaches you requesting a late add to your course, you will need to contact Registration.

If you have students who are struggling with technology and access, you can refer them to the Cougar Connect Information Desk.

4 - Get started teaching!

Hopefully, by day two or three of the term you can start diving into the real curriculum of the course. Remember that there are best practices, pedagogical recommendations, and more technology resources available via the red bar on any Moodle page under Faculty.

Ongoing 1 - Host office hours

Host virtual office hours. This means being available for student questions and consultation during a specific, predetermined period of time. You can host virtual office hours through Zoom video conferencing, or simply be readily available through email or phone...whatever works for you and your class.

2 - Deliver content

Keep calm and carry on: deliver your lectures, assess student comprehension, provide grade information and feedback, and engage with your class to the best of your ability.

3 - Get help with Moodle and/or Zoom

Visit the red bar on any Moodle page under Faculty > *Remote/Online Instruction FAQ* to access resources, see upcoming Moodle and Zoom training, and/or email online@clackamas.edu for assistance.


Creating Community Online

Preferred Name

Communicate with your students about which name they prefer to use. If names are inaccurate, they can be updated as follows:

  • Contact Registration on the Oregon City Campus (in Roger Rook) to change the Display name across the institution

NOTE: All Display, Username, and Email can be changed between terms via Registration.

Moodle Profile Image

Upload a picture to your Moodle Profile so your students can easily identify you. Then, ask your students to do the same.

  1. Login to Moodle
  2. Click the down arrow (top-right) to open the User Menu
  3. Select Profile
  4. Click Edit profile under User details
  5. Scroll to User picture and upload an image
  6. Scroll to click Update profile to save changes

Welcome Students

Welcome each student to your Moodle course by name.

  1. Login to the designated course in Moodle and Turn editing on
  2. Choose the desired content item, then click on the Edit menu > Edit settings option
  3. Type and/or [lastname] (in lowercase as shown) within the course content, heading, or forum post to automatically reference each student by name
  4. Click the Save changes button at the bottom of the page


Create a Forum (public) or Assignment (private) Activity within Moodle asking students to introduce themselves; and/or…

Introduce yourself to your students with a welcoming video using Zoom Video Conferencing.

  1. Login to Moodle via online.clackamas.edu
  2. Within the red bar at the top of Moodle open the Faculty menu
  3. Select Zoom Video Conferencing
  4. Select Recording Content (PDF)
  5. Follow the instructions provided:
    • Activate your account
    • Record a video
    • Upload a video to YouTube
    • Embed a YouTube video in Moodle

Learn Faces and Names

Learn faces and names as you use Zoom Video Conferencing.

  1. Login to Moodle via online.clackamas.edu
  2. Within the red bar at the top of Moodle open the Faculty menu
  3. Select Zoom Video Conferencing
  4. Select Best Practices (PDF)
  5. Follow the instructions provided under Best Practices > Session Recording
  6. Select and check Video Recordings > Meeting > Always display participants’ names on their videos

Working with Question Banks

Import Questions

  1. Download and (if needed) unzip the question bank(s) from the publisher's site
  2. Log in to Moodle and enter the designated course
  3. Locate the Actions menu (gear icon) from the top-right corner and select the More option
  4. Scroll down to the Question bank section, then click the Import link
  5. Select the appropriate File format (most commonly Aiken, Blackboard, or Examview)
  6. If you have Gradebook Categories already established:
    a. Expand the General section
    b. Select the Import category destination (i.e. generally the current course)
  7. NOTE: If you do not have Gradebook Categories already established, see Reusable Question Pools: Categories next.
  8. Drag and drop each question bank file into the box under the Import questions from file section one file at a time.
  9. Click the Import button and wait
  10. NOTE:Two green notices signify success. If you see a red alert or an error message or a blank line instead of imported question text, contact ISPD for help.
  11. Preview your results, then click Continue to review the individual questions (see Edit an Existing Quiz Question)
NOTE: Ask your textbook representative or CCC course lead to supply you with a question bank that can be imported into Moodle.

Edit an Existing Quiz Question

  1. Login to Moodle
  2. Locate the question in the quiz or question bank in the designated course
  3. Click the Edit icon (represented by a gear symbol)
  4. Make any desired changes, then Preview the changes
  5. Close the Preview window and click Save changes
NOTE: You may want to edit an existing question to clarify the text or add feedback, etc.

Reusable Question Pool: Categories

  1. Log in to Moodle and enter the designated course
  2. Locate the Actions menu (gear icon) from the top-right corner and select the More option
  3. Scroll down to the Question bank section, then click the Categories link
  4. Scroll to the bottom of the page to the Add category form:
    a. Parent category: use Default for (course name)
    b. Name: use textbook title with edition/year and (subsequently) textbook topics/chapters
    c. Category info: N/A
  5. Repeat to add new categories
NOTE: You may want to place multiple chapter categories in a parent/book category with edition or version information to form a comprehensive question pool.

Convert MC Questions from Document/PDF

  1. Open a plain text editor (e.g. Windows Notepad or Apple TextEdit)
  2. Copy and paste your questions from the document/PDF into the text editor
  3. Reformat as needed to comply with the instructions below:
    • Each question must be on its own line without any numbering 
    • All options must: 
      • begin with a capital letter: A, B, C, etc.
      • follow each capital letter with a period and a single space
      • be continuous text, i.e. without a forced line break 
      • ANSWER must be in all caps, followed by a colon, a single space, (see example below) and a capitalized correct answer letter.
      • Separate each question with a single line break.
Each multiple-choice (MC) question is composed of a stem followed by four options—one correct option and four distracters.
Special characters (such as é, ñ, “”) may cause the question bank import to fail or the question text to display incorrectly. So… either remove the special characters prior to the import or replace them once the questions appear in Moodle.

  1. Click the File > Save or Save As option (.txt) in the text editor
  2. Locate the Plain Text Encoding drop-down menu and select Unicode (UTF-8)
  3. Click the Save button (see Import Questions for next steps)

Tips for Writing Good Multiple-Choice Questions 

These tips are adapted from the Item Developers Guide published by the Professional Testing Corporation. 

  •  A good question stem:
    •  focuses on important learning objectives and avoids testing trivia.
    • presents a problem situation clearly.
    • is stated positively rather than negatively.
    • avoids the use of the pronouns it, he, she, and you.

    • is presented as simply as possible, including only information that is necessary to understand the problem.
    • includes all words that have to be repeated in each option.

    • specifies the authority or standard upon which the correct option is based if the question calls for a judgment (e.g. According to the American Medical Association).
    • poses a problem to which the correct answer is not likely to change over time.
  • Correct options are unquestionably correct! Distractors are unquestionably wrong!
  • All options are grammatically related to the stem. If the stem asks a question, each of the four options provides a plausible answer to the question. If the stem is an incomplete statement, each option serves to complete the statement.
  • All options are homogeneous in terms of structure and content. • The correct option is similar in length to the distracters.
  • Absolute terms are avoided (e.g. all, none, always, never, generally, often, likely).
  • Options are mutually exclusive.
  • The correct option includes no incorrect information.
  • Avoid None of the above and All of the above.

Instructor Presence

NOTE: This guide is adapted from the book Effective Online Teaching: Foundations and Strategies for Student Success by Tina Stavredes and the QM Teaching Online Certificate required course Creating Presence in Your Online Course.

Regular and substantive interaction (RSI) through online instructor presence

There are five types of interactions that can create instructor presence in your online classroom. Consider what strategies you would implement for each opportunity:

  • Encourage learner participation
  • Monitor learner progress
  • Communicate feedback on learner performance
  • Encourage learner knowledge construction and critical thinking
  • Encourage learner self-directness

1 - Encourage Learner Participation

  • Welcome your learners at the beginning of the course (i.e. when their feelings of isolation and transactional distance are at their greatest)
  • Work to develop a rapport with your learners through individual, personalized communications
  • Call your learners by name at every opportunity
  • Encourage your learners to participate and interact with you
  • Post a personal introduction (i.e. express your personality, teaching style, and passion for your subject area) and encourage your learners to do the same
  • Share information on both a professional and personal level so your learners identify you as an expert and as an individual

2 - Monitor Learner Progress

  • Monitor your learners’ progress and performance on a weekly basis with built-in Moodle features (i.e. Completion Tracking and Reports)
  • Intervene with just-in-time communications to help learners overcome any issues
  • Provide proactive guidance and opportunities for learners to improve their performance
  • Interact on a regular basis with learners who are inactive or fall behind
  • Motivate your learners with a phone call or one-on-one Zoom meeting to discuss their progress and troubleshoot any issues
  • Follow-up with an email that details the issue(s) discussed and the specific plan/timeline your learners need to action to overcome those challenges
  • Ask your learners to confirm that they agree with the plan/timeline and the actions they need to take

3 - Communicate Feedback

  • Deliver formative feedback that specifically discusses how your learners can improve their performance (i.e. exactly where to invest additional time and effort)
  • Interact with your learners on a weekly basis at the beginning of the course to assess performance and clarify expectations
  • Be clear, specific, and positive in your recommendations for improvement to keep your learners motivated and on track with meeting expectations
  • Stress strategic and well-placed effort over ability (i.e. growth mindset)
  • Encourage learners to assess their own work through Moodle Rubrics and Checklists
  • Grade assignments promptly to reduce learners’ anxiety
  • Post grades in the Moodle Gradebook so learners can monitor their progress over time

4 - Encourage Knowledge Construction

Use the following strategies to encourage knowledge construction and critical thinking in your online discussion forums:

    • I have been monitoring the forum and have not seen any posts, so I wanted to give you a little more information to get you started. Consider the following elements as you compose your discussion response this week [list elements]. For example …
    • Consider the following scenario [to put the discussion in context] …
    • Let me give you a concrete example …
    • From my experience, an example to help you understand the concept is …
    • You have a great start on the discussion this week. Can you elaborate on your thoughts and ideas and consider the following in your response [list areas where the learner has not responded fully to the discussion question]?
    • I appreciate your comments about …
    • Can you clarify your response, so we can clearly understand your thoughts and ideas?
    • Can you provide an illustration or example?
    • Can you state this in a different way?
    • I appreciate your comment; however, I am unclear how this relates to the discussion question. Can you provide more information to help us see the connection to the topic we are discussing this week?
    • I really appreciate the multiple perspectives on the issue we are discussing this week. John, Sue, and Nancy believe … while Paul, Jerry, and Carrie believe …
    • How do you reconcile the different views? • Is there compelling evidence to support one view over the other?
    • Are there other ways of viewing this issue that have not been considered?
    • For example, in my experience …
    • One aspect of the readings that has not been discussed is … What impact does this have?
Off-Topic Weaving
    • I really appreciate the points that have been on the issue including … it appears that some of the points do not relate specifically to this topic such as …, so please be sure that you consider … as you discuss the topic to ensure that all of your comments help us develop a deeper understanding of the topic or issue.
    • Consider the following alternative scenario … How would this influence your view of the issue?
    • According to … there is another side to this issue. They cite … as evidence for their perspective. How does this information fit with your perspective on the issue? • Is there another way of looking at this perspective from a different lens? What if you were faced with …? What would you do if … occurred? How would you feel if …? From my experience, I have found …
Inferences and Assumptions
    • Can you discuss the specific inferences and assumptions you are making from this perspective?
    • For this to be true, then … would also have to be true. Have you considered this?
    • For this to be true, then you must also believe that …
    • What evidence do you have to support the inferences and assumptions you are making?
    • What inferences and assumptions does the author make to lead to his/her conclusions?
    • Can you discuss the implications of your line of reasoning on this issue?
    • If this is true, how will this influence the present conditions? What will that mean for the future?
    • If this is true, what actions must be taken today? In the future?
    • What groups will this line of reasoning affect?

5 - Encourage Self-Directedness

Use the appropriate strategies to encourage self-directedness in your learners:

Stage 1: Dependent Learner
  • Learners require more frequent feedback to let them know how they are doing and if they are meeting your expectations.
  • Feedback should include prompts to help dependent learners become more independent.
  • Include processes for overcoming roadblocks as they engage in learning activities, including road maps, checklists, due date documents, outlines, rubrics, and any other resources available to support a dependent learner.
Stage 2: Lack of Confidence and Motivation
  • Be encouraging and acknowledge that the learners’ willingness and enthusiasm for learning will help them be successful.
  • Help learners build their confidence so that they can accomplish the objectives of the course.
  • Help learners expand on explanations and encourage learners to review their work prior to submitting it for grading.
  • Encourage learners to ask questions early on instead of struggling with activities and assignments; this can help alleviate frustration and stress from not being sure of the requirements or the activities.
Stage 3: Confident and Motivated
  • Help learners expand their thinking by having them explore higher levels of thinking on the subject.
  • Help learners apply their understanding in novel ways.
Stage 4: Self-Directed
  • • Provide specific feedback on learners’ assignments that points out excellence and why it is excellent.
  • • Help learners self-evaluate their performance to enhance critical thinking skills and determine any gaps in learning. From the self-evaluation, they can develop a plan to fill any gaps to continue to build their knowledge and skills.


Universal Design for Learning

Universal Design for Learning (UDL) is a framework for educational practices that reflect a high value for both diversity and inclusiveness. Review the resources below to learn more about UDL and its practical application in your online course.


AT LEFT: UDL Academy How to Read the UDL Guidelines (YouTube Video)

AT LEFT: Applying UDL with Professor Tom Tobin (YouTube Video)

Zoom Video Conferencing

Zoom is a synchronous online collaboration tool that can be used to conduct and record online lectures, host office hours, set up group meeting spaces, and more—all with annotation and whiteboard capabilities.

NOTE: Zoom is continuously updating its platform security and features. For the latest information, visit the Zoom Help Center at support.zoom.us

Zoom and Moodle

See Zoom in action by enrolling yourself in our Zoom with Moodle course.

FACULTY TIP: Students who Zoom on a Chromebook do not have the Annotate option on shared screens. However, the remaining functionality is comparable to that on a computer or laptop... although the video/audio quality is somewhat diminished.
NOTE: For the latest information, review the device comparison chart.

FACULTY TIP: Be sure to log out of your Zoom account after use. If you sign into a duplicate device (such as a computer and laptop) you will be logged out automatically on the first device.

How to Access Zoom Recordings from MediaSpace

  1. Go to video.clackamas.edu to activate your MediaSpace account
  2. Click Not Logged In
  3. Click Login
    NOTE: Login with Single Sign-On (SSO) if you are using a CCC laptop or computer.
  4. Click your profile name in the top right
  5. Click My Media
    NOTE: New users will not see any content. Existing Kaltura users may see their Moodle content.

NOTE: You must sign in to Zoom using SSO prior to recording your Zoom meeting.

Zoom Cloud-Recordings Retention Plan

NEW! Effective February 27, 2023

Zoom Video Cloud Recording links made after February 27 will remain functional for a total of 3 months with permanent copies of the linked videos automatically saved to Kaltura and available through MediaSpace.

For Cloud Recordings recorded between May 3, 2021 - February 27, 2023

  • AFTER 1.25 YEARS: ALL cloud-recorded Zoom video will be automatically moved to Zoom Trash 1.25 years after creation. Once a video has been moved to Zoom Trash, it will remain there for 30 days before it is permanently deleted.
  • BEFORE 1.25 YEARS: You may manually remove any of your own cloud-recorded Zoom video that is less than 1.25 years old. The removed video will be stored in your Zoom Trash for 30 days before it is permanently deleted.
  • RECOVERY: At this time we do not have a method to restore permanently-deleted video. However, if you would like to keep a Zoom-recorded video longer than 1.25 years, we ask that you instead download the Zoom video recording (.mp4 file) and other associated files (audio transcript .vvt file, audio only .mp4 file, etc.) to your computer and upload all to Kaltura.

Zoom Management Links

How to Enable/Disable Sound Notifications

Enabling Sound notification allows the host to play sound when someone joins or leaves a scheduled meeting with video turned on. If the sound notification is disabled, no sound will be played when someone joins or leaves the meeting.

  • Enable
  • Disable
    1. Sign in to the Zoom web portal
    2. Scroll down to Sound notification when someone joins or leaves and click the toggle to off

How to Secure Zoom Meeting Links on External Sites and Social Media

If you would like to make access to your meeting links private to reduce the risk of disruption, do one (or more) of the following actions:

  1. Remove or report the public post to the site administrator (if you are not the account owner)
  2. Delete the meeting and create a new one with a unique meeting ID
  3. Enable these security settings: 
  1. Send the new meeting information only to people you know