CHAPTER – I

ABSTRACT

In early days, learning was in a room only. If any reference then is done by the teachers,
books and through library only. But, today, the situations are entirely changed where we can
learn our lessons anywhere and anytime. There are many Learning Management systems on the
internet; some of these are moodle, joomla, canvas, DoceboLMS. Here, We have used Moodle
Learning Management System in our project. The purpose of Learning Management System
(Moodle) is to develop an online educational portal which serves as a platform (Moodle) to
teach and study through online, conduct online exams, quiz and assignments and to provide
learning materials. This system will help the students to study their respective courses anytime,
anywhere through online. It is the promising technology in distance education allowing the users
to access this system. Additionally this system provides the users to post comments. It also
provides latest facilities in virtual learning environments such as Virtual lab and Virtual
Classroom to strengthen their practical skills.

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 CHAPTER – II

SYSTEM SPECIFICATION

2.1. HARDWARE SPECIFICATION:

Xeon X300/8GB/320GB

2.2. SOFTWARE SPECIFICATION:

Nix OS/Moodle 3.6.3+/PHP 7.1.27/Mariadb/Apache 10.2.23

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 CHAPTER – III

SOFTWARE DESCRIPTION

3.1 INTRODUCTION TO MOODLE:

Moodle is designed to support a style of learning called Social Constructionism. This

style of learning is interactive. The social constructionist philosophy believes that people learn
best when they interact with the learning material, construct new material for others, and interact
with other students about the material. The difference between a traditional class and a class
following the social constructionist philosophy is the difference between a lecture and a
discussion.

Moodle was originally developed by Martin Dougiamas to help educators create online
courses with a focus on interaction and collaborative construction of content, and it is in
continual evolution. The first version of Moodle was released on 20 August 2002.Nowadays the
Moodle Project is led and coordinated by Moodle HQ, an Australian company of 50 developers
which is financially supported by a network of eighty-four Moodle Partner service companies
worldwide. Moodle's development has also been assisted by the work of open-source
programmers.

Moodle as a learning platform can enhance existing learning environments. As an E-

learning tool, Moodle has a wide range of standard and innovative features such as a calendar
and a Gradebook. Moodle is a leading virtual learning environment and can be used in many
types of environments such as education, training and development and in business settings.

3.1.1 PLUGINS

Plugins are a flexible tool set, allowing Moodle users to extend the features of the site.
There are hundreds of plugins for Moodle, extending the features of Moodle's core
functionality. Each plugin is maintained in the Moodle plugins directory.

3.1.2 THEMES

Graphical themes for Moodle can be installed to change the look and functionality of a
Moodle site or of an individual course.

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3.1.3 MOODLE FRONT PAGE:

The Front Page of your site is the first thing that most visitors will see. This section takes
you on a tour of the Front Page of my demonstration site.

3.1.4 ANONYMOUS, GUEST, and REGISTERED ACCESS:

 Anonymous access allows anyone to see the contents of your site’s Front Page. Notice
that there is no Anonymous access for courses. Even if a course is open to Guests, the
visitor must either manually log in as the user Guest, or you must configure the site to
automatically log in a visitor as Guest.
 Guest access requires the user to login as Guest. This allows you to track usage, by
looking at the statistics for the user Guest. However, as everyone is logged in as the
user Guest, you can’t track individual users.

 Registered access requires the user to register on your site. You can allow people to
register with or without e-mail confirmation, require a special code for enrolment,
manually create their accounts yourself, import accounts from another system, or use
an outside system (like an LDAP server) for your accounts.

3.1.5 MAIN MENU:

Returning to the Front Page, notice the Main menu in the upper-left corner. This menu
consists of two documents that tell the user what the site is about, and how to use it.

3.1.6 RESOURCES

In Moodle, icons tell the user what kind of resource will be accessed by a link. In this
case, the icon tells the user that the first resource is a PDF (Adobe Acrobat) document, and the
second is a web page. Course material that students observe or read, such as web or text pages,
hyperlinks and multimedia files are called resources.

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3.1.7 ADVANTAGES:

 Designed to support both teaching and learning:

Moodle delivers a powerful set of learner-centric tools and collaborative learning

environments that empower both teaching and learning.

 Easy to Use:

A simple interface, drag-and-drop features, and well- documented resources along

with outgoing usability improvements make moodle easy to learn and use.

 Free with No Licensing fees:

Moodle is provided freely as Open Source software, under the GNU General
Public License. Anyone can adapt, extend or modify Moodle for both commercial and
non-commercial projects without any licensing fees and benefit from the cost-
efficiencies, flexibility and other advantages of using Moodle.

 Always up-to-date:

The Moodle project’s open-source approach means that Moodle is continually

being reviewed and improved on to suit the current and evolving needs of its users.

 Moodle in your Language:

The Moodle community has begun translating Moodle into more than 120
languages ,so users can easily localise their Moodle site, along with plenty of resources,
support and community discussions available in various languages.

 All-in-One Platform:

Moodle provides the most flexible tool-set to support both blended learning and
100% online courses. Configure Moodle by enabling or disabling core features, and
easily integrate everything needed for a course using its complete range of built-in
features, including external collaborative tools such as forums, wikis, chats and blogs.

 Highly Flexible and fully Customizable:

Because it is open-source, Moodle can be customized in any way and tailored to

individual needs. Its modular set up and interoperable design allows developers to create
plugins and integrate external applications to achieve specific functionalities.

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  Scalable to any Size:

Moodle can be scaled to support the needs of both small classes and large
organizations. Because of its flexibility and scalability.

 Extensive Resources:

Access extensive Moodle documentation and user forums in multiple languages,

free content and courses shared by Moodle users across the world, as well as hundreds of
plugins contributed by a large global community .

3.2 PHP

Hypertext Preprocessor is a general-purpose programming language originally designed

for web development. It was originally created by Rasmus Lerdorf in 1994, the PHP reference
implementation is now produced by The PHP Group.

PHP is an HTML-embedded scripting language. Much of its syntax is borrowed from C,

java and perl with a couple of unique PHP-specific features thrown in. The goal of the language
is to allow web developers to write dynamically generated pages quickly.

PHP is an acronym for “PHP: Hypertext Preprocessor”. It is a widely-used, open source

scripting language. PHP scripts are executed on the server. It is free to use and download and
use. It can generate dynamic page content. It can create, open, read, write, delete, and close files
on the server. It can collect from data. It can send and receive cookies. It can add, delete, and
modify data in your database. It can be used to control user-access. It can encrypt data.

Features

 Authenticate and track users

 Run threaded discussions on your site
 Serve different pages to people using different browsers or devices
 Publish an entire website using just a single layout template

PHP code may be embedded into HTML code, or it can be used in combination with
various web template systems, web content management systems ad web frameworks. PHP code
is usually processed by a PHP interpreter implemented as a module in the web server or as a
Common Gateway Interface (CGI) executable.

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 The web server combines the results of the interpreted and executed PHP code, which
may be any type of data, including images, with the generated web page.PHP code may also be
executed with a command-line interface (CLI) and can be used to implement standalone
graphical applications.

The standard PHP interpreter, powered by the Zend Engine, is free software released
under the PHP license. PHP has been widely ported and can be deployed on most web servers on
almost every operating system and platform, free of charge.

3.2 MariaDB

A database application exists separate from the main application and stores data
collections. Every database employs one or multiple APIs for the creation, access, management,
search, and replication of the data it contains. Databases also use non-relational data sources such
as objects or files. However, databases prove the best option for large datasets, which would
suffer from slow retrieval and writing with other data sources. Relational database management
systems, or RDBMS, store data in various tables. Relationships between these tables are
established using primary keys and foreign keys.

 They enable you to implement a data source with tables, columns, and indices.
 They ensure the integrity of references across rows of multiple tables.
 They automatically update indices.
 They interpret SQL queries and operations in manipulating or sourcing data from
tables.

RDBMS Terminology

 Database − A database is a data source consisting of tables holding related data.

 Table − A table, meaning a spreadsheet, is a matrix containing data.
 Column − A column, meaning data element, is a structure holding data of one type; for
example, shipping dates.
 Row − A row is a structure grouping related data; for example, data for a customer. It is
also known as a tuple, entry, or record.
 Redundancy − this term refers to storing data twice in order to accelerate the system.
 Primary Key − this refers to a unique, identifying value. This value cannot appear twice
within a table, and there is only one row associated with it.
 Foreign Key − A foreign key serves as a link between two tables.

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  Compound Key − A compound key, or composite key, is a key that refers to multiple
columns. It refers to multiple columns due to a column lacking a unique quality.
 Index − an index is virtually identical to the index of a book.
 Referential Integrity − this term refers to ensuring all foreign key values point to existing
rows.

MariaDB Database
MariaDB is a popular fork of MySQL created by MySQL's original developers. It grew
out of concerns related to MySQL's acquisition by Oracle. It offers support for both small data
processing tasks and enterprise needs. It aims to be a drop-in replacement for MySQL requiring
only a simple uninstall of MySQL and an install of MariaDB. MariaDB offers the same features
of MySQL and much more.
Key Features of MariaDB
 All of MariaDB is under GPL, LGPL, or BSD.

 MariaDB includes a wide selection of storage engines, including high-performance

storage engines, for working with other RDBMS data sources.

 MariaDB uses a standard and popular querying language.

 MariaDB runs on a number of operating systems and supports a wide variety of

programming languages.

 MariaDB offers support for PHP, one of the most popular web development languages.

 MariaDB offers Galera cluster technology.

 MariaDB also offers many operations and commands unavailable in MySQL, and
eliminates/replaces features impacting performance negatively.

3.4 XAMPP

XAMPP is a free and open source cross-platform web server solution stack package
developed by Apache Friends, consisting mainly of the Apache HTTP server, MariaDB database,
and interpreters for scripts written in the PHP and perl programming languages.

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` XAMPP stands for Cross-Platform (X), Apache (A), MariaDB (M), PHP (P), and Perl
(P). It is a simple, lightweight Apache distribution that makes it extremely easy for developers to
create a local web server for testing and deployment purposes. Everything needed to set up a web
server – server application (Apache), database (MariaDB), and scripting language (PHP) – is
included in an extractable file. XAMMP is also cross-platform which means it works equally
well on Linux, Mac and Windows. Since most actual web server deployments use the same
components as XAMPP, it makes transitioning from a local test server to a live server extremely
easy as well.

XAMPP has four primary components. These are:

1. Apache

Apache is the actual web server application that processes and delivers web content to a
computer. Apache is the most popular web server online, powering nearly 54% of all websites.

2. MariaDB

MariaDB is a community based project of the MySQL relational database

management system. It is open source and relational database technology. It is a great
replacement of MySQL.
3. PHP
PHP stands for Hypertext Preprocessor. It is a server side scripting language that powers
some of the most popular websites in the world, including Wordpress and Facebook. It is open
source, relatively easy to learn, and works perfectly with MariaDB making it a popular choice
for web developers.

4. Perl

Perl is a high-level, dynamic programming language used extensively in netwrk

programming, system admin, etc. Although less popular for web development purposes, perl has
a lot of niche applications.

Usage

Officially, XAMPP’s designers intended it for use only as a development tool, to allow
website designers and programmers to test their work on their own computers without any access
to the internet. To make this as easy as possible, many important security features are disabled by
default. XAMMP has the ability to serve web pages on the World Wide Web. A special tool is
provided to password- protect the most important parts of the package.

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 XAMPP also provides support for creating and manipulating databases in MariaDB and
SQLite among others.

Once XAMPP is installed, it is possible to treat a localhost like a remote host by

connecting using an FTP client. Using a program like FileZila has many advantages when
installing a content management system (CMS) like Joomla or wordpress. It is also possible to
connect to local host via Ftp with an HTML editor.

CHAPTER – IV

SYSTEM ANALYSIS

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4.1 EXISTING SYSTEM

The existing system is truly based on manual classroom learning and teaching. Bringing
Discussions from various experienced staff members at the same time in a venue are very
difficult. News and information cannot be delivered to a large number of users manually within
limited time. The existing system does not provide virtual lab and virtual classroom, local mail.

The existing system has no facility to get latest updates. Here, students are not able to
share their documents in the course. At the same time, it lacks the feedback activities also.

4.2 PROPOSED SYSTEM

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 The proposed system overcomes the drawbacks of the existing system mentioned above
by sending alerts to users about the updates. Comments of one user can be shared, viewed,
discussed by many other users registered thereby it acts as a News Forum.

The proposed system has various functions like group chat and private chat. In group
chat, the message will be easily conveyed to all site users whereas the private chat is
individualized to site users in order to share their unique opinions. It has an effective theme
which is adjustable to all the devices such as tablets, personal computer and Smart phones. It
includes Wikipedia block in the site and it is available in 50 languages and it is easy to get
information.

The proposed system has allowed the self enrollment to access the course easily. From
this enrollment, the users get valuable learning materials and the users can undergo experiments
like assignments, quiz, forum, feedback, virtual lab, and virtual class, local mail, chat and so on.

The virtual class (BigBlueButton) has effective measures of chat activity, Rich text editor,
Screen sharing, Youtube video sharing, Audio sharing, Recording and playback. The virtual lab
also has the features of editing the program source code, processing the program and the users
can submit the justified programs to Manager and it avoids the external text pasting from other
documents and browsers.

This proposed system enables the students to upload relevant course files to the course
Manager and which can be shared with tother students to interact with themselves. This system
provides glossary which is like dictionary and the users can clarify their doubts regarding their
courses. Quiz can be conducted within time limits and user can get the grade points and at the
same time the respected answers will be displayed after finishing the quiz. Here, the assignments
of the students are posted in the course and later course Manager evaluates the assignments and
the students get grade points. After finishing the course, the users are provided with certificates
by course Manager, if they satisfy the criteria stipulated for the course.

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 CHAPTER – V

SYSTEM DESIGN

5.1 MODULE DESCRIPTION

Our project has three major roles. Each role has several modules.

They are,

1. Administrator

2. Manager

3. User

5.1.1 ADMINISTRATOR

Administrator has full access to the entire site and to all courses. He creates and manages
user accounts to enable manual accounts and self registration accounts. By enabling this method,
the user can create own accounts in site and the new user accounts must be confirmed by the site
administrator.

Administrator enables permissions to assign roles in the site. Administrator manages

enrollment methods using self enrollment and manual enrollment methods in each course. Self
enrollment method uses to enroll the course without any cost. Manual enrollment method allows
manager only to add the users for the course.

Administrator also adds the new course in the site. If any course can be added in the site
then that default course settings is enabled in creating course. Administrator also edits the grade
letters as well as our college grades.

He also edits the user reports then it will be helpful to view these fields such as average,
rank, feedback, grades, and percentage in user report.

Administrator also customizes the appearance to enable themes using slideshow in front
page, giving various options like header, footer settings. Administrator includes inactive user
cleanup option and the admin can delete the inactive user accounts for 365 days in the website.

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 Fig 5.1.1.0 Administrator

.1.2 MANAGER

Manager can create new course and also teach the students. Managers can do anything
within a course, includes changing activities and grading students. Manager uses manual and self
enrollment methods. In manual method, manager adds the other staff members in course and in
self enrollment method, the students have to enroll for a course such as ‘Programming in C’
course and it will be active for 30 days. If any user is not active for more than 2 weeks then they
are automatically unenrolled from the course. At the end of 14 days, the notification is sent to the
user.

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 Fig 5.1.1.1 Staff Login (Manager)

5.1.3 USER

If the manager gives the rights to self enrollment for the students then the students can
enroll their details by using Email_Based_Self_Registration, view the course by using their login
id , attempt the quiz and assignment, attend virtual lab, learn via virtual class, and sent messages
using chat and local mail.

5.2 CREATE USER ACCOUUNT

Add New User

 Authentication

Every student using this LMS site must have an account, admin can allow
students to create their own account using Email-Based-Self registration, or add new users
individually or bulk and create accounts via CSV file or choose from a number of other
authentication methods.

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 Adding New user

An administrator or manger can create a new user account in site administration >
users >Accounts > Add new user.

 Username

The user will use this username to log in to the Moodle instance. It needs to be
unique. This may be changed. A user's name can only contain alphabetical letters in
lowercase, numbers, hyphen '-', underscore '_', period '.', or an at character '@' - unless
you enable 'Allow extended characters in usernames' (Site Administration > Security >
Site Policies)

 Authentication Method

The setting specifies how Moodle will check whether the user's specified
password is correct.

 Suspended Account

Suspended user accounts cannot log in to the site.

 Password

This is the user's password. It is subject to the password policy in Site policies. A
user can change their password via User menu > Preferences.

 First Name

The user’s First Name. It is displayed along with the last name in messages,
forum, participants list, reports and anywhere where something about the user is shown
on the page.

 Sure Name

The user’s Sure Name. It is displayed along with the First Name in messages,
forum, participants list, report and anywhere where something about the user is shown on
the page.

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 Email Address

Password reset notices, forum digests and other messages are sent to this email
address from this site.

 City and Country

The user’s city and country.

 Time Zone

This setting is used to adjust the times of messages and assignment/quiz due dates
to match the user's local time.

 User Picture

The user’s picture can be uploaded.

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 Fig 5.2.0 Create User Account

5.2.1 UPLOAD USER PROCESS

1. Create file for Uploading

 File format

1. The file has fields separated by comma

2. No space within fields

3. The first line contains the valid field names

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  Valid upload file for testing

Fig 5.2.1 upload file format for user details

2. Go to site administration > users > Accounts > Upload users

3. Add file to upload

4. Users preview - click "Upload users“

5.2.2 CREATE COURSE

To add a new course to Moodle, you need to have either Administrator, Course Creator
or Manager rights. From the Site administration link, click Courses>Manage courses and
categories. Click the "New course" link. Enter the course settings and then choose either to “Save
or return" to go back to your course, or "Save and display" to go to the next screen. On the next
screen, if you have chosen "Save and display", choose your students/teachers to assign to the
course.

Course Settings

1. Course full name – Full name of the course (Internet Programming)

2. Short name – short name of the course(IP)

3. Course category – category of the course. The administrator may have created
course categories. Students and teachers find their course easily.

4. Course start date – Start date of the course.

5. Course end date – end date of the course

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 6. Course visibility – hide your courses.

7. course id number – Alphanumeric field, it can be used to match this course against an
external system's ID, as your course catalogue ID or can be used in the certificate module
as a printed field.

8. Course format

A course format refers to a layout of the course

 Weekly format - The course is organized week by week, with a clear start date and
a finish date.

 Topics format - the course is organized into topic sections that a teacher can give
title to, in this moodle version this the default course format.

9. Course layout

The Course layout setting determines whether the whole course is

displayed on one page or split over several pages.

10. Role renaming

For example, you may wish to rename the Teacher role as "Staff", "Guide".

Add Participants - Manger

 Site home -> Click the course link -> open the course

 Participants -> enroll users -> search-> type the user name

 Select the users that are shown in the suggestion list.

 Assign roles to the selected participants by using drop down menu

 Click enrolls users to add the participants into the course.

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 Fig 5.2.2 Enrollment Options

 The courses are now visible to the students

 The students can open the course and access it.

Course Overview

Fig 5.2.3 course overview

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 Fig 5.2.4 Course Content

Fig 5.2.5 Course content – Common uses of PHP

22
 Fig 5.2.6 Course Content for Multimedia

5.3 PLUGINS

Download Plugin

 Download plugins from moodle.org/plugins

Install Plugin

 Admin can only install and uninstall plugins

 Site administration > install plugins

 Upload zip file > click “ install plugin from the zip file”

 Another way click “Install plugins from the moodle plugins directory”

 Redirect to moodle.org/plugins

 Then click and install the plugin

Plugins overview

 Installed plugins and their settings – It shows the previously installed plugins and their
settings

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  Check for the available updates – it shows any updates are needed in our site.

Fig 5.3.1 Plugin installation

5.3.2 Check for available updates

5.4 ASSIGNMENT

Adding on Assignment

1. Go to the course where you want the assignment; turn on the editing, and in the section
you want the assignment, click 'Add an activity or resource'.
2. From the Activity chooser, click the Assignment button and click 'Add'.

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 3. If you want to edit an existing assignment, click the Edit link to its right and choose the
action you wish to take, example 'Edit settings'.

Assignment Settings

General

Give your assignment a name and, if required, a description. If you want the description
to display on the course page, check the box.

Availability

(i) Allow submissions from

This stops students from submitting before the shown date but it doesn't hide the
assignment and any included instructions or materials.

(ii) Due date

Submissions are still allowed after this date but will be marked as late. Disable it
by unticking the checkbox. Assignments without a due date will appear on the dashboard
with 'No Due Date' displayed.

(iii) Cut-off date

After this date, students will not be able to submit and the submit button will disappear.

(iv) Remind me to grade by

A date needs to be entered here in order for the assignment to be displayed on the teacher's
Course overview block and in the Calendar. It will be displayed when at least one student has
submitted.

Submission Types

(i) Submission types

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 (i) Online text

Students type their responses directly in Moodle using a text editor.

(ii) File Submissions

Students can upload one or more files of any type the teacher can open. The
teacher can annotate uploaded PDFs, docx and odt files within the browser, and on saving, the
annotated file is made available to the student.

(ii) Word limit

If we click online text, we must choose enable, then enter the word limit.

(iii) Maximum number of uploaded files

We also give a maximum number, if you want to get the uploaded file.

Maximum submission size

The maximum upload size refers to each file a student uploads. It cannot be larger than
the limit in the Course settings.

Accepted file types

The teacher can specify the types of file the students may upload to the assignment. A
file type selector appears upon clicking 'Choose', offering a choice of different file types.
Leaving the field blank will allow all file types.

Submission settings

(i) Require students to click the submit button

If this is set to 'No' students can make changes to their submission at any time. If this is
set to 'Yes' students cannot change their submission at any time.

(ii) Require that students accept the Submission statement

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 An administrator can define a "Submission statement", ie, a statement where students
promise the work is their own and which they must agree to before submitting their work. If the
administrator has forced the statement throughout the site, a manager will not have this option in
the settings but a student will see the statement when accessing their assignment.

(iii) Attempts reopened

If 'require students to click submit' is enabled, then students may only submit once. You
can change this here to 'Manually' and reopen it for students to resubmit, or you can change it to
'Automatically until pass', for the students to keep resubmitting until they get a pass grade.

(iv) Maximum attempts

Here you can decide how many attempts to allow if students can resubmit. If a student
has to keep trying until they get a pass grade, you might decide to limit the attempts even though
they have not yet passed or they might be trying for ever.

Group submission settings

These settings allow students to collaborate on a single assignment. When grading, the
teacher may choose to give a common grade and feedback to all students in the group or to give
individual grades and feedback to each member.

(i) Require group to make submission

Students not in a group can still submit assignments unless this is forced in Site
administration > Plugins > Assignment > Assignment settings. Moodle will then display a
message You are not a member of any group; please contact your Manager or Teacher, and the
student will not be able to submit the assignment.

(ii) Require all group members submit

This setting will only appear if the teacher has ticked the "Require students click submit
button" earlier. The assignment will not be classed as "submitted" until all members of the group
have made a contribution. When one student has submitted, the other members of the group will
be able to see who still has to submit.

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(iii) Grouping for student groups

If a particular grouping is selected here, then the gradebook will display any other groups
and non-grouped students in the "default group", while naming the groups that are in the chosen
grouping. If "none" is selected, then the gradebook will display the names of all groups and put
any non-grouped students in the "default group".

Notifications

Please note that if you are using group mode then course teachers need to be members of
the group in order to receive submission and late submission notifications.

Grade

(i)Use marking (grading) workflow

Enable Marking Workflow if you need to:

(i) Keep grades and feedback hidden until you are ready to release them .
(ii) State where you are up to in your grading.
(iii) Coordinate multiple markers.

(ii) Use marking allocation

If marking workflow is set to Yes, it is possible to enable marking allocation. This means
that teachers can be selected to grade or review the submitted work of specific students.

Common module settings

(i) Availability

If manager is set to “Show on course page”, the assignment will be visible to students.
Otherwise it is hidden for students.

(ii) Id number

We can enter the id number. It is optional one.

(iii) Grouping

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 If you select any group, the assignment will display a particular grouping. Otherwise it will
display all grouping.

Activity Completion

 Expect completed on

(i) In this we have to fix the assignment’s dead line.

(ii) Students have to finish the assignment before the dead line.

Fig 5.4.1 Assignement

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 Fig 5.4.2 Grading summary

User

 Login and open the course, click the assignment link

 Click “Add Submission” button.

 Students can submit the assignment using online text or File submissions.

 Click “Submit assignment” button.

Fig 5.4.3 view of user side Assignment Question

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 Fig 5.4.4 Assignment Submitting

Fig 5.4.5 Assignment submit via online text editor

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 Fig 5.4.6 Guide’s feedback for the submitted assignment

5.5 QUIZ

Adding on Quiz

1. Go to the course where you want the Quiz; turn on the editing, and in the section you
want the Quiz, click 'Add an activity or resource'.
2. From the Activity chooser, click the Quiz button and click 'Add'.

3. If you want to edit an existing Quiz, click the Edit link to its right and choose the action
you wish to take, example 'Edit settings'.

Quiz Settings

General

Give your Quiz a name and, if required, a description. If you want the description to be
displayed on the course page, check the box.

Timing

(i) Open the quiz

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 You can specify times when the quiz is accessible for people to make attempts. Before the
opening time the quiz will be unavailable to students. They will be able to view the quiz
introduction but will not be able to view the questions.

(ii) Close the quiz

After the closing time, the students will not be able to start new attempts. Answers that
the student submits after the quiz closing date will be saved but they will not be marked. Even
after the quiz has closed students will still be able to see the quiz description and review their
attempts

Time limit

By default, quizzes do not have a time limit, which allows students to take as much time
as they need to complete the quiz. If you do specify a time limit, several things are done to try
and ensure that quizzes are completed within that time:

1. A countdown timer is shown in the quiz navigation block

2. When the timer has run out, the quiz is submitted automatically with whatever
answers have been filled in so far
3. If a student manages to cheat and goes over the allotted time, no marks are awarded
for any answers entered after the time ran out

When time expires...

There are three options as to what will happen when the time limit is up. Choose the one
you need from the dropdown menu:

(i) Open attempts are submitted automatically.

(ii) This is a grace period when open attempts can be submitted, but no more questions
answered.

(iii) Attempts must be submitted before time expires, or they are not counted.

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Submission grace period

If you select "there is a grace period..." then you can check the box to enable the
"Submission grace period" and specify a period of time during which learners may still submit
the quiz after the time is up.

Grade

(i) Grade category

If you have categories in your gradebook, select the one you wish the quiz to be in here.

Attempts allowed

Students may be allowed to have multiple attempts in a quiz. Type the count, if how
many times to attend the quiz.

Grading method

When multiple attempts are allowed, there are different ways you can use the grades to
calculate the student's final grade for the quiz.

(i) Highest grade - the final grade is the highest (best) grade in any attempt
(ii) Average grade - the final grade is the average (simple mean) grade of all attempts
(iii) First grade - the final grade is the grade earned on the first attempt (other attempts are
ignored)
(iv) Last grade - the final grade is the grade earned on the most recent attempt only

Layout

New page

All questions are displayed in one page, If we set Never, all questions are in one page.
Otherwise we set the number of questions to be displayed in one page.

Question behaviour

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 Shuffle within questions

If manager sets ‘yes’, the questions will be shuffled. Otherwise it is not shuffled.

Review options

This section controls what information will be shown to the students when they review
their past attempts in the quiz, and during the attempt in adaptive mode. It is a matrix with
checks the boxes.

(i) The attempt

Will show how the student responded to each question.

(ii) Whether correct

Displays whether the students’ responses to each question is correct or incorrect.

(iii) Marks

Reveals the marks awarded to students and the grade for the quiz.

Extra restrictions on attempts

 Require password

This field is optional. If you specify a password here then the participants must
enter the same password before they are allowed to make an attempt for the quiz. This is useful
to give only a selected group of students access the quiz.

 Browser security

This is by default an advanced field, visible by clicking "Show advanced".

Manager can select the “Full screen pop-up with some JavaScript security” option.

Common module settings

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 The common module settings of the Quiz are same like as quiz.

Activity Completion

Completion tracking

 Expect completed on

When a date is entered here for a Quiz activity, or for a resource, such as a Page or Folder, the
expected completion date will be displayed on the new Course overview block.

Click “Save and display” button.

Edit Quiz

Manager clicks “Edit quiz button” and then clicks “Add questions” button.

Fig 5.5.1 Add quiz question

(i) If manger, Clicks “a new question” option

Manager can type the questions and choices. In the grade, select 100% for the correct
choice.

(ii) If manger, Clicks “from question bank” option

Manager can select all questions or particular question from question bank. Then click
“add selected questions to the quiz” button.

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(iii) If manger, Clicks "a random Question” option

Manager can select all questions from question bank. Then click “add random
questions” button.

Question bank format

Manager can choose Quiz administration > question bank > import option. Then manager
can choose file format (Aiken format). Manager can import questions from file. Click “import”
button.

Fig 5.5.2 Import question from files

Aiken format

 .txt file
 option must be capital letter
 two options are allowed in one line
 We have to give some spaces between two questions.

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 Fig 5.5.3 question format for quiz

User

 Login and open the course, click the quiz link. Then click “Attempt quiz now” button.
 Then Click “finish” button. After finishing the quiz the grade will appear.

Fig 5.5.4 Start Attempt

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Fig 5.5.5 Attend the Quiz

Fig 5.5.6 Quiz mark

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 Fig 5.5.7 Admin side view attempts

Fig 5.5.8 attending the quiz

It shows the quiz conducted on 19 March 2019 at 1:30 Pm, via Learning Management
System (Moodle).

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5.6 FORUM

Adding on Forum

1. Go to the course where you want the Forum; turn on the editing, and in the section you
want the Forum, click 'Add an activity or resource'.
2. From the Activity chooser, click the Forum button and click 'Add'.

3. If you want to edit an existing Forum, click the Edit link to its right and choose the action
you wish to take, example 'Edit settings'.

Adding a new Forum

General

 Forum name and Description

Give the Forum a name and a description if required. If manager clicks the
checkbox, the description will be displayed to all users.

Attachments and word count

 Maximum attachment size

The maximum file size that may be attached to a forum post depends on the
Moodle site settings. The manager may want a smaller size limit for the forum and should
bear in mind the download speeds of the course participants.

 Maximum number of attachments

Manager can enter the limit of the attachments.

 Display word count

If “Display word count" is enabled, then the number of words in forum posts will
be shown at the bottom of each post.

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 Discussion locking

 Lock discussions after period of inactivity

Forum threads may be automatically locked after a certain period of inactivity.

This is done from the setting 'Discussion locking' when creating or editing a new forum. If
do not lock the forum, manager can set “Do not lock discussions” option.

Post threshold for blocking

 Time period for blocking

Manager can enter the time period for blocking on Forum.

Common module settings

The common module settings of the forum is same like as quiz.

Activity completion

 Require posts
Manager can enter the limit of the posts.
 Require discussions
Manager can enter the limit of the discussions.
 Require replies
Manager can enter the limit of the replies.

Click “Save and display” button.

Add a Topic

Manager has to click the Forum link and click “Add a new discussion topic” button and share
the information.

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 Fig 5.6.1 Summary of forum

User

Login and open the course, click the Forum link. Students can click “Add a new
discussion topic” button. Then students can share the information.

Fig 5.6.2 Forum discussion

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 Fig 5.6.2 Forum reply

5.7 CHAT

Adding a Chat to your course

The editing will be turned on in the section you wish to add your chat. Click the "Add an
activity or resource" link and Chat All settings may expanded by clicking the "Expand all" link
top right.

General Settings

 Name of this chat room – Name of the chat room is helpful to give it a name that
suggests its purpose
 Description

Type the description of the chat here. Include precise instructions for students
regarding the subject of the chat. Click the icon on the left to expand the toolbar, and drag
the bottom right of the text box out to expand it.

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  Display description on course page

If this box is ticked, the description will appear on the course page just below
the name of the Chat.

Chat Sessions
These settings are collapsed by default.

 Next chat time

 The day and hour of the next chat session. This will appear in the calendar
so students know the schedule but it doesn't stop them accessing the
chatroom at any other time.

 If you don't want them in the chatroom at other times, then hide it or use
Conditional activities to restrict access.

 If you don't wish to schedule chat times then ignore this and choose from
the next settings.

 Repeat/publish sessions

There are four options for scheduling future chat sessions:

Don't publish any chat times- there are no set times and students are welcome
to chat at any time.

No repeats - publish the specified time only- only the Next chat time will be
published. This could be used to schedule special events or meetings or simply to help
learners identify a common time in which they can expect to find other learners in the
chat room.

At the same time every day- Daily chats are useful for scheduling daily office
hours or work sessions with learners.

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 At the same time every week--This setting will schedule a chat for the same day
and time every week, which could be useful for instance for meeting and reviewing
key ideas and questions related to the week’s content/assessment.

 Save past chat sessions

Choose from the dropdown how many days to save - or save everything by selecting
Never delete messages

If you have any concerns about discussions that might take place in your chat room,
you may want to keep transcripts to check the suitablility of what is discussed. If your
learners are using the chatroom to collaborate on a group project you won't want to
delete the messages until the project is complete.

 Everyone can view past sessions

Decide here whether or not allow everyone to view past chat sessions.

Fig 5.7.1 Common Module settings of chat

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Restrict access/Activity completion

 These settings are collapsed by default

 These settings are visible if Conditional activities and Activity completion has been
enabled in the site and the course.

Locally assigned roles

 In Administration > Chat administration > Locally assigned roles selected users can
be given additional roles in the activity, such as the capability to delete chat logs.
 Role permissions for the activity can be changed in Administration > Chat
administration > Permissions.

Site administration settings

 The chat module has additional settings which may be changed by an

administrator in Administration > Site administration > Plugins > Activity
modules > Chat.

User

 Click the chat room link

 Start chat

 If the manager gives rights to students to view the past session, then the students can
view their past session activities.

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 Fig 5.7.2 Chat

We use moodle chat activity for our project discussion, file sharing and clarify our
doubts.

5.8 VIRTUAL PROGRAMMING LAB

Virtual Programming Lab supports 57 languges.

List of Supported Programming Languages

Adding a VPL Activity

The editing turned on in the section you wish to add your vpl, click the "Add an activity or
resource" link and choose VPL. All settings may be expanded by clicking the "Expand all" link
top right.

General Settings

 Give your Virtual Programming Lab name and, if required, a description

to display on the course page, check the box.

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 Fig 5.8.1 Settings for VPL

Submission Restrictions Settings

 Submissions are still allowed after this Submission date .

 The maximum number of files that every student can upload.
 Type of Work to Submit.
 Group Work
 Individual Work

Fig 5.8.2 Grade and Restrict access

Execution Options

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 Depending on the action (run, debug or evaluate) the script file set by the teacher is taken. If
there is no script, the system takes a default script by detecting the programming language used
based on the extension of filenames.

Fig 5.8.3 Execution Options

Process of a student's program execution

The following steps are performed:

 Files submitted by the student are taken

 Files set by the teacher in "Execution files" are taken (this can replace files of student
with same name)

 In the case of evaluation, if there is no script, the VPL program for automatic assessment
is also added. This program is based on the input and output of the program and requires
that you specify the test cases in the file "vpl_evaluate.cases".

 This collected files are sent to a execution server

 The módule informs the browser that the execution has begun

 If the request is an evaluation, when the task is finished, the result of the evaluation is
retrieved from the execution server.

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Request File

Fig 5.8.4 Requested file for programming in JAVA

User

 User only can create a New File.

 Edit program file and Save it.
 User runs a program.

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 Fig 5.8.5 programming in JAVA

Fig 5.8.6 program Execution

5.9 VIRTUAL CLASS (BigBlueButton)

Adding a BigBlueButton Activity

The editing turned on, in the section you wish to add your BigBlueButton, click the "Add an
activity or resource" link and choose BigBlueButton. All settings may be expanded by clicking
the "Expand all" link top right.

Add BigBlueButton Settings:-

1. General

 Give your Virtual classroom name name and, if required, a session description to
display on the course page, check the box.

2. Participants

 Add Participants to enroll in the session .

 Add Participants type

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 • All users enrolled

• Role

• User

 View All Participants list.

3. Schedule for Session

 Open Session Time.

 Close Session Time.

Manager

 Manager can start the session to Join all users.

 Click the Join Session to start the Session.

Fig 5.9.1 JAVA class room

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Home Page of BigBlueButton

Fig 5.9.2 Home page of BigBlueButton

User

 User can join the Session.

 Staff’s screen is shared with all the students ‘ screen so that students can watch what the
staff does.

 Chat – send messages and share files

 Video call

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Fig 5.9.3 Video call, screen sharing, Chat

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 CHAPTER – VI

CONCLUSION

In the 21st century, we, Z generations become net savvy and therefore, teaching, learning
and evaluation processes must be transformed with online usage in different and creative ways.
Here, Moodle, the very popular social LMS is used to customize almost all features in it to be
used in our campus to make teaching, learning and evaluation effective and enjoyable.

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 CHAPTER –VII

FUTURE ENHANCEMENT

 The ability to use our own branding and/or create custom themes for the LMS user
interface.

 The ability to extend the platform's features with our own custom scripts and plugins,
based on a publicly available and well documented API.

 The ability to use the LMS with mobile devices (smartphones and tablets).

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