Student guide

1. Welcome to Inclusive CloudLearnHub

Inclusive CloudLearnHub is the online learning platform of the Erasmus+ KA220-HED project "Inclusive CloudLearnHub – Sustainable and Inclusive digital skills for Higher education" (2025-1-BG01-KA220-HED-000357134). The project is coordinated by the University of Architecture, Civil Engineering and Geodesy (UACEG, Sofia) together with Palacký University Olomouc, the University of Niš and DISKORDIA Ltd., which develops the platform.

The platform is built on Moodle, the most widely used open-source learning management system in European universities, with its own CloudLearnHub design and additional tools for accessibility, video meetings and community forums. If you have used Moodle at your university, most things will look familiar.

What you can do on the platform

• Take part in courses – GIS for sustainable urban planning, remote sensing, green skills for civil engineers, digital foundations and the green-skills modules developed in the project.
• Learn with the flipped classroom – prepare with short materials before class and use the class time for discussion and practice.
• Submit work and be assessed – assignments with rubrics, quizzes, peer assessment in workshops.
• Work in teams – team chat, a one-click video room for every course and every project team, group wikis and forums.
• Practise in the lab – web maps, notebooks and (when connected) remote access to specialised GIS and CAD software.
• Use open educational resources – the Resource hub is open even without an account.
• Make your learning visible – competencies, learning plans and digital badges that you can download.

Languages

The whole platform works in four languages: English, Bulgarian (Български), Czech (Čeština) and Serbian in Latin script (Srpski). Course texts, pages, forum posts and quizzes prepared by the project are stored in all four languages and are shown automatically in the language you choose. Posts written by other users appear in the language in which they were written.

Who this guide is for

This guide is written for students of UACEG, Palacký University Olomouc and the University of Niš, and for all other learners who use the platform. It explains, step by step, everything you can do as a student – from creating an account to downloading your badges. Teachers and administrators have their own guides.

How to use this guide

• Open the guides at any time from the Help menu in the top bar (guides hub). You only see the guides that match your role.
• Use the table of contents to jump to a chapter and the previous/next buttons to move through the chapters. The "print whole guide" view shows all chapters on one page – useful for printing or saving as PDF.
• Names of buttons, menus and fields are printed in bold exactly as they appear on the screen in your language.
• The sign › separates menu steps, for example avatar menu › Preferences.

Tip: If you are new, read chapters 2–8 first (account, orientation, dashboard, profile, messages, enrolment and the course page). The chapters on individual activities can be read when you first meet that activity in a course.

Note: The platform is currently a pilot (alpha) version. Some integrations – for example the BigBlueButton virtual classroom, JupyterHub notebooks and remote desktop access to lab computers – only work after the university's servers are connected. This guide says clearly where a feature depends on the administrator.

Roles on the platform

Your role is set per course: you are a student in the courses in which you are enrolled as a student.

2. Creating an account, first login and guest access

To take part in courses you need your own account. You can create it yourself in a few minutes. If you only want to look at the open learning resources, you can enter as a guest without an account.

The login page

The login page shows a project illustration on the left and the login form on the right. There you find:

• the fields Username and Password and the button Log in;
• the link Lost password?;
• the button Create new account (self-registration);
• the button Access as a guest.

Creating a new account

1. On the login page click Create new account.
2. First the platform shows the Privacy notice and the Terms of use. Read them (you can scroll through the full text) and continue to the next page.
3. On the consent page tick the boxes confirming that you agree with both documents and continue. Without this consent an account cannot be created.
4. Fill in the registration form:
   • Username – only lower-case letters, digits and the characters . - _ @; for example ivan.petrov. You cannot change it later yourself.
   • Password – the form shows the password rules (minimum length, digits, capital letters, special characters). Choose a password you do not use anywhere else.
   • Email address and Email (again) – preferably your university address. It is needed to recover a forgotten password and to receive notifications.
   • First name and Last name – as you want teachers and classmates to see them.
   • City/town and Country (if shown).
   • Institution (required) – choose UACEG, Palacký University Olomouc, University of Niš, DISKORDIA or Other.
5. Click Create my new account.
6. What happens next depends on how the platform is configured:
   • If the platform sends e-mail, you receive a message with a confirmation link. Open the link within a few days; your account becomes active and you are logged in.
   • While the platform does not send e-mail (pilot phase), the account is confirmed automatically and you are logged in straight away.

Note: The field Institution is important. Based on it you are added automatically to the group of your university (for example INST-UACEG, INST-UPOL, INST-UNI). Teachers use these groups to enrol whole cohorts in a course and the project uses them for anonymous statistics. Choose Other only if you do not study at one of the partner universities.

Tip: If your university gave you an account (for example for a pilot course), do not create a second one – log in with the username and password you received. Two accounts mean that your grades and badges would be split.

Logging in

1. Enter your Username and Password. The username is not case-sensitive, the password is.
2. Click Log in. You are taken to your Dashboard (or back to the page you wanted to open).

First login: accepting the policies

The first time you log in – and every time a new version of a policy is published – the platform asks you to accept the policies before you can continue:

1. The first page shows the Privacy notice. It explains who processes your data (UACEG as controller, DISKORDIA as processor), which data, why and for how long, and what your rights are. Read it and continue.
2. The second page shows the Terms of use – acceptable behaviour, licensing of content, academic integrity and rules for AI tools (see chapter 21).
3. On the Consent page tick the box for each policy (I agree to the …) and confirm.

You can reread the accepted policies at any time in your profile under Privacy and policies › Policies and agreements, or via the footer link Privacy notice.

Note: If you do not agree with a policy you cannot use the platform. If you have questions about your data, contact the data protection officer (chapter 20) before you decide.

Forgotten password

1. On the login page click Lost password?.
2. Enter your username or your e-mail address and click Search.
3. If the account exists, the platform sends an e-mail with a link to set a new password. The link is valid for a limited time (usually 30 minutes).

Note: Password recovery works only when the platform can send e-mail. During the pilot phase this may not yet be set up. In that case contact your teacher or the support (footer link Contact support); an administrator can set a temporary password for you.

Guest access

Click Access as a guest on the login page to look around without an account. As a guest you can:

• open the Resource hub (open educational resources) and the Help course;
• read materials and the public community forums.

As a guest you cannot post in forums, submit assignments, take graded quizzes, join teams, save progress or earn badges. Nothing you do as a guest is stored. When you decide to take part, click Log in in the top right corner and create an account.

Logging out

Open the avatar menu (your picture or initials in the top right corner) and choose Log out. Always log out on shared or public computers.

Tip: For security the platform logs you out automatically after a longer period of inactivity. Save longer texts (forum posts, online text submissions) regularly, or write them in a text editor first.

3. Language and finding your way around

Choosing the language

You can switch the language at any time; the choice is saved in your account.

1. Click your avatar (picture or initials) in the top right corner.
2. Choose Language and then English, Български, Čeština or Srpski.
3. The page reloads in the chosen language – menus, buttons, course texts and these guides.

Before logging in (and as a guest) use the language menu in the top bar. To set the language permanently, open avatar menu › Preferences › Preferred language.

Note: Texts written by other users (forum posts, messages, submissions) are not translated – they are shown in the language in which they were written. In international teams agree on a common language, usually English.

The top bar

The dark blue bar at the top of every page is your main navigation. From left to right:

On the right side of the bar there are three icons:

• Bell – notifications (grades, forum posts, deadlines, badges). A number shows how many are unread (chapter 6).
• Speech bubble – messages: opens the messaging drawer with the sections Starred, Group and Private (chapter 6).
• Avatar – your personal menu.

Tip: On a narrow screen (phone, small window) the menu items are collapsed into the "hamburger" icon (three lines) or under More.

The avatar (user) menu

• Profile – your public profile, courses, badges, privacy (chapter 5).
• Grades – your grades in all courses (chapter 15).
• Calendar – the month calendar.
• Private files – your personal file storage (you can use files from here in submissions).
• Accessibility and display – high contrast, large text, readable font, reduced motion (chapter 5).
• Reports – reports shared with you (usually empty for students).
• Preferences – all your settings.
• Language – switch the language.
• Log out.

The home page

The home page (click the logo) contains:

1. a large introductory block with the buttons Create an account and Browse open resources;
2. key numbers of the platform (courses, resources, participants);
3. four feature cards: Learn in structured course spaces, Find resources by competence, Practise GIS and green skills and Accessible by design, each with a link;
4. a list of available courses and the latest discussion from the community forums.

The footer

At the bottom of every page you find the EU funding statement (Co-funded by the European Union) and links to: Accessibility statement, Report an accessibility barrier, Open educational resources, Privacy notice, Contact support and Moodle app.

Getting help

• Help in the top bar – guides for your role, frequently asked questions, accessibility statement and contacts.
• Question-mark icons next to form fields – click them for a short explanation of the field.
• Your teacher – for questions about course content, deadlines and grades (use the course forum or a private message).
• Contact support in the footer – for technical problems with your account or the platform.

Using the keyboard

The whole platform can be used without a mouse. Press Tab to move to the next link or button and Shift+Tab to go back; the focused element has a strong visible outline. Enter activates links and buttons, Space ticks check boxes. The first Tab press on every page shows the link Skip to main content.

4. Your Dashboard and My courses

After you log in, the platform opens your Dashboard. It is your personal start page: it collects in one place what is happening in all your courses. You can always return to it with Dashboard in the top bar.

What you see on the Dashboard

Depending on the settings of the platform you may also see Timeline (a list of upcoming activities with due dates, which you can filter by Next 7 days, Next 30 days or Overdue) and Recently accessed courses.

Tip: Make the Dashboard your daily starting point. Check Upcoming events at the beginning of every week and plan your preparation for the flipped-classroom sessions accordingly.

Working with the course overview

1. Use the first filter to choose which courses to show: All, In progress, Future, Past, Starred or Removed from view.
2. Use the search field to find a course by name.
3. Use the sort menu to sort by Course name or Last accessed.
4. Use the display menu to switch between Card, List and Summary.
5. Click the three dots (⋮) on a course card to Star this course (it appears first and in the Starred filter) or to Remove from view (hides the card on the Dashboard only – you stay enrolled).
6. Click the course name or image to open the course.

Note: The progress bar is shown only in courses where the teacher has switched on completion tracking. It counts the activities with completion conditions, not the time you have spent in the course.

The My courses page

The page My courses (in the top bar or on the Dashboard, depending on the screen width) shows the same course overview on a full page. It is the quickest way to see all your courses with their progress side by side.

Customising the Dashboard

If your account is allowed to customise the Dashboard, the button Edit mode appears in the top bar on the Dashboard page. With it you can move, hide or add blocks. Reset page to default returns the original layout. Most students do not need to change anything.

Frequently asked questions

• A course is missing on my Dashboard. Check the filter (select All) and Removed from view. If the course is not there either, you are not enrolled yet (chapter 7) or the teacher has not yet made the course visible.
• A deadline is missing in Upcoming events. Only activities with a set date appear. Always check the activity itself and the course announcements.
• The course is shown under Past. The course end date has passed. You can still open it and see your grades as long as you remain enrolled.

5. Profile, preferences and accessibility modes

Your profile

Open avatar menu › Profile. The profile page shows your name, picture, institution, the courses you are enrolled in, your badges and links to reports, privacy settings and login activity. Teachers and classmates in your courses see a part of it (name, picture, description; the e-mail address only if you allow it).

Editing your profile

1. On the profile page click Edit profile.
2. Check your First name, Last name and Email address. Under Email visibility choose who can see your e-mail address – for privacy we recommend Visible to course participants or Hidden.
3. Optionally write a short Description about yourself (study programme, interests, languages you speak) – it helps in international teams.
4. Under User picture drag a photo into the New picture box, or click it and upload a file (JPG or PNG, square format works best). Fill in the Picture description – it is read by screen readers.
5. Check the field Institution. If it is wrong, contact the support – it determines your institution group.
6. Click Update profile.

Tip: A real photo and a short description make team work much easier, especially when team members from Sofia, Olomouc and Niš meet only online.

Preferences

All personal settings are collected under avatar menu › Preferences. The most important ones:

Accessibility and display modes

CloudLearnHub has four display modes that you can switch on for your account. They can be combined freely, are saved in your account and therefore apply on every computer and phone where you log in. They work without JavaScript.

How to switch a mode on

1. Open avatar menu › Accessibility and display (or Preferences › Accessibility and display, or directly the page Accessibility and display).
2. Tick one or more modes.
3. Click Save changes. The message Your display settings have been saved. appears and the change is visible immediately.
4. To switch a mode off, untick it and save again.

Tip: Browser zoom (Ctrl and + / Ctrl and −, on a Mac Cmd and + / −) works on every page as well and can be combined with Large text. The layout adapts up to 400 % zoom without horizontal scrolling.

Other accessibility features

• Every page can be used with the keyboard only; the focused element has a strong visible outline and click targets are large.
• The platform works with screen readers (NVDA, JAWS, VoiceOver, TalkBack). Headings, landmarks and form labels are structured for them.
• Teachers are asked to provide alternative text for images, captions for videos and a clear heading structure in their materials.
• The public Accessibility statement describes the level of accessibility (target WCAG 2.2 AA) and known limitations.

Reporting an accessibility barrier

If you cannot use a part of the platform or a learning material, use the footer link Report an accessibility barrier. Say which page it is, what happened and which assistive technology you use (for example screen reader, magnifier, voice control). The team answers within 10 working days. For a barrier in a specific course material you can also write to the teacher, who can provide an alternative format.

Note: If you need individual adjustments because of a disability (for example more time in quizzes), contact the disability or student support office of your university and your teacher. Teachers can grant individual time extensions for quizzes and assignments.

6. Notifications and messages

The platform keeps you informed in two ways: notifications (automatic messages from the system – bell icon) and messages (conversations between people – speech-bubble icon).

Notifications (bell icon)

You receive a notification, for example, when:

• a teacher posts in the Announcements forum of your course;
• somebody posts in a forum or discussion you are subscribed to;
• your assignment has been graded or has received feedback;
• a deadline is approaching or an assignment is overdue;
• you have earned a badge or your competency has been rated;
• your data request has been processed.

1. Click the bell in the top bar. A panel with the latest notifications opens; unread ones are highlighted.
2. Click a notification to read it in full and to go to the related activity.
3. Use Mark all as read to clear the counter, or See all to open the full notification page.
4. The gear icon in the panel leads to Notification preferences.

Choosing how you are notified

1. Open avatar menu › Preferences › Notification preferences.
2. For each type of notification (grouped by component: Assignment, Forum, Quiz, Badges …) you can switch the delivery channels on or off: Web (the bell), Email and Mobile (the Moodle app).
3. The changes are saved automatically.

Note: E-mail notifications are sent only when the administrator has configured the outgoing mail of the platform. Until then, all notifications are shown only in the bell and in the mobile app. Check the bell regularly.

Messages (speech-bubble icon)

Click the speech bubble in the top bar to open the messaging drawer on the right. You can also open messaging on a full page: /message/index.php. The drawer has three sections:

Sending a private message

1. Open the messaging drawer and type a name into Search people and messages, or open the person's profile (for example from Participants in a course) and click Message.
2. Type your message into the field at the bottom and press the send button (paper plane) or Enter (if Use enter to send is on).
3. New messages appear without reloading the page. The number on the speech bubble shows unread conversations.

Working with a conversation

Click the three dots (⋮) in the header of a conversation to:

• Star conversation – keep it at the top in Starred;
• Mute – stop notifications for this conversation (useful for busy team chats);
• Add to contacts or Block user;
• Delete conversation – deletes it for you only; the other person still sees it;
• in a group chat: Group info – shows the list of participants.

Contacts and privacy

In the messaging drawer open the gear icon (Settings). Under Privacy choose who may message you: My contacts only, My contacts and anyone in my courses or Anyone on the site (if allowed). Here you can also switch Use enter to send on or off. Contacts are added by sending a contact request, which the other person accepts.

Tip: For questions about course content that may interest others, use the course forum "Questions and answers" instead of a private message – the answer then helps the whole group. Use private messages for personal matters.

Note: Messages are not anonymous – they are stored on the platform under your name, and misuse (for example harassment) can be reported and investigated. Please follow the netiquette in chapter 21 in messages as well.

7. Finding and enrolling in courses

The course catalogue

Click Catalogue in the top bar (course catalogue). The courses are organised in categories:

1. Click a category to see its courses, or use Search courses at the top of the catalogue (search by a word from the course name or description, for example GIS, NDVI or energy).
2. Each course shows its name, teachers, a short description and icons for the enrolment methods (for example a key icon for a course with an enrolment key, a person icon for guest access).
3. Click the course name to open the enrolment page or the course itself.

Ways to get into a course

Self enrolment step by step

1. Open the course from the catalogue. If you are not yet enrolled, the page Enrolment options appears with the course description.
2. If a field Enrolment key is shown, type the key exactly as you received it (it is case-sensitive). Click the eye icon to check what you typed.
3. Click Enrol me.
4. The course page opens and the course appears on your Dashboard and under My courses.

Note: The enrolment key is given by the teacher – usually in the first class, by e-mail from the university or in the university's information system. Do not share the key with people outside the course.

Tip: If a course says You cannot enrol yourself in this course, self enrolment is switched off or the enrolment period has ended. Write to the teacher; they can enrol you manually.

Leaving a course

If you enrolled yourself, you can also leave the course: open the course, then More (or the course menu) › Unenrol me from this course, and confirm. If the teacher enrolled you, only the teacher can remove you.

Note: When you unenrol, your submissions, forum posts and grades in the course may be removed or become invisible to you. Unenrol only if you are sure, and download your work before that.

Pilot courses and institutions

During the pilot phase (WP3) each partner university runs its own pilot courses. Your teacher will tell you which courses you should enrol in. You can also enrol in courses of the other partner universities if self enrolment is open – this is a good opportunity for international exchange, but check the language of instruction and the workload first.

8. Inside a course: structure, flipped classroom, completion and progress

Parts of the course page

• Course header – the course name and, below it, the secondary menu of the course.
• Video meeting box – at the top of every course, with the button Join the video meeting (chapter 16).
• Course index – the panel on the left with all sections and activities. It shows where you are and which activities you have completed. Close or open it with the button at its top edge; on a phone it is hidden behind an icon.
• Sections – the main area. Each section groups materials and activities, usually one topic or one week. Click the arrow next to a section name to collapse or expand it; Collapse all / Expand all work for all sections at once.

The secondary menu of the course

How courses are organised: the flipped classroom

Most CloudLearnHub courses follow the flipped classroom model. It changes the order of learning:

1. Before class – in the section Preparation before class (flipped learning) you study short materials on your own: a page or book, a short video, an interactive H5P exercise and a short self-check quiz.
2. In class (on site or in the video meeting) – the time is used for questions, discussion, solving tasks and lab work, because everybody already knows the basics.
3. After class – you apply what you have learned in an assignment, group project or peer assessment, and reflect on your learning in a short survey.

Tip: Plan the preparation 2–3 days before the class. The self-check quiz shows you what you have not yet understood – bring these questions to the class or post them in the forum Questions and answers.

Symbols next to activities

• The icon and the coloured square show the type (for example a page, a forum, an assignment, a quiz).
• Dates under the name – for example Opened:, Due:, Closes:.
• Restricted (a lock) – the activity becomes available only when a condition is met, for example after a date, after you complete another activity or reach a certain grade, or only for a certain group. The text explains the condition, for example Not available unless: The activity "Preparation quiz" is marked complete.

Activity completion

If the teacher has switched on completion tracking, every activity shows its completion state.

Course progress and course completion

• The percentage on the course card on your Dashboard shows the share of completed activities.
• Some courses define course completion criteria (for example all activities in the course completed, a minimum grade). When you meet them, the course is marked as completed and a badge may be issued automatically.
• Completed activities are also marked in the course index on the left, so you can quickly see what is still missing.

Note: Manual completion (Mark as done) is your own record of progress; teachers can see it. Mark an activity as done only when you have really worked through it – some activities that follow are released only after completion.

9. Learning materials: pages, books, files, links, H5P and lessons

Courses contain two kinds of elements: resources, which you read, watch or download, and activities, in which you do something (submit, answer, discuss). This chapter covers the resources and the interactive learning activities H5P and Lesson.

Overview of resources

Working with a book

1. Open the book. On the left (or at the top on a phone) you see the Table of contents; the current chapter is highlighted.
2. Use Next and Previous at the bottom of the chapter, or click a chapter in the table of contents.
3. If printing is enabled, use Print book or Print this chapter in the More menu of the book. In the print dialogue of the browser you can also choose "Save as PDF".
4. After the last chapter click Exit book to return to the course.

Tip: The book counts as "viewed" as soon as you open it, but read all chapters – the self-check quiz usually covers the whole book.

Files: formats and downloading

• PDF files open in the browser. Use the browser's download button to save them.
• Office documents and data files are usually downloaded. Open GIS data with QGIS or in the lab (chapter 18).
• All learning materials are published under the CC BY 4.0 licence unless stated otherwise – you may reuse them if you name the author (chapter 17).

H5P – interactive content

H5P activities (shown as Interactive content) are small interactive exercises directly in the course: interactive video with questions, course presentation, drag and drop, fill in the blanks, question set, flash cards and more.

1. Open the H5P activity and work through the content. In an interactive video the video stops at questions; answer to continue.
2. Use the buttons inside the content: Check shows whether your answer is correct, Retry starts again, Show solution shows the correct answer (if allowed).
3. If the activity is graded, your result is saved automatically when you finish. Open My attempts to see your previous attempts and scores.
4. Under the content there may be buttons such as Reuse (download the .h5p file), Embed and Fullscreen.

Note: Most H5P content types can be used with the keyboard. If an exercise (for example drag and drop) is difficult for you with your assistive technology, tell the teacher – they can provide an alternative task.

Lesson – learning path with questions

A Lesson leads you through a series of pages. After a content page there is often a question; depending on your answer you continue, go back to repeat the explanation, or take a different branch. The template module contains for example the lesson "From data to decision".

1. Open the lesson and read the first page. Use Continue or the buttons at the bottom of the page to move on.
2. Answer the question and click Submit. The platform tells you That's the correct answer or That's the wrong answer and may show an explanation.
3. A Progress bar (if enabled) shows how far you are. A timed lesson shows the remaining time.
4. At the end you see Congratulations – end of lesson reached and, in a graded lesson, your grade. Depending on the settings you may retake the lesson.

Tip: If you leave a lesson in the middle, the platform usually asks you next time whether you want to continue where you stopped.

Other resources

Occasionally you may meet SCORM packages or IMS content packages – ready-made e-learning units from other systems. Open them like any other activity; they may open in a new window and save your progress automatically.

10. Course forums and announcements

Forums are the main place for written discussion in a course. Unlike chat, a forum discussion stays organised by topic and can be read later by everybody in the course.

Types of forums you will meet

Reading a forum

1. Open the forum from the course page. You see the list of discussions with the author, the number of replies and the date of the last post. Unread posts are marked if tracking is on.
2. Click a discussion to open it. Replies are shown nested under the post they answer; you can change the display (for example Display replies in nested form or flat, with oldest first).
3. Use Search forums to find older posts by keyword.

Starting a new discussion

1. In the forum click Add discussion topic.
2. Write a short, specific Subject (for example "Georeferencing: the map shifts by 100 m – why?" instead of "Question").
3. Write your text in Message. You can format it, add links, images and formulas with the editor.
4. For attachments or more options click Advanced: here you can add files in Attachment (drag and drop, maximum size shown next to the field) and choose whether you want notifications for this discussion.
5. Click Post to forum.

Note: After posting you have a limited time (usually 30 minutes) to Edit or Delete your post. During this time other participants do not receive a notification yet. After that time only a teacher can change the post.

Replying

1. Under the post you want to answer click Reply.
2. A short reply field opens directly under the post. Write your answer and click Post to forum.
3. For a longer reply with attachments click Advanced in the reply field.

Teachers can also send a private reply that only you see (marked accordingly) – useful for individual feedback on a post.

Subscriptions – how you are notified

• Subscribe to forum – you receive a notification about every new post in the forum. Use the forum menu (or the bell toggle next to the forum) to subscribe or Unsubscribe from forum.
• Discussion subscription – the bell icon next to a single discussion: you receive notifications only about that discussion.
• In Announcements subscription is forced – you cannot unsubscribe, so that you do not miss important information.
• In Preferences › Forum preferences choose whether you get single e-mails or a daily digest (when e-mail is available).

Tip: Subscribe at least to the forum Questions and answers of each course. Many questions are answered there before you even ask them.

Ratings and forum grades

In some forums teachers (or classmates) may rate posts, and a forum may be graded as a whole (for example for active and constructive participation). Your rating or grade then appears in Grades. The forum description tells you if and how posts are assessed.

Good forum posts

• One topic per discussion; check first whether the question has already been asked.
• Describe what you tried, what you expected and what happened; attach a screenshot if useful (and describe it in words for classmates using screen readers).
• Be respectful and constructive; respond to arguments, not to persons (see chapter 21).
• When your question has been answered, reply with a short "thank you, solved" – it helps others with the same problem.

11. Assignments: submitting work, rubrics and feedback

In an Assignment you submit a piece of work – a report, a map, a calculation, a project plan – as a file or as text written directly on the platform. The teacher grades it, often with a rubric, and gives you feedback.

Before you start: read the assignment page

Open the assignment. At the top you see the task description and attached files (templates, data). Below it:

• Opened / Due – from when you can submit and the Due date;
• possibly a Cut-off date – after it no submissions are accepted at all;
• the rubric or marking guide (if used) – the criteria and levels by which your work will be assessed;
• the Submission status table: Submission status, Grading status, Time remaining, Last modified.

Tip: Read the rubric before you start working. It tells you exactly what the teacher expects for each criterion (for example "Data quality", "Method", "Interpretation", "Accessibility of the map") and what distinguishes an excellent from a satisfactory answer.

Submitting your work step by step

1. Click Add submission.
2. Depending on the assignment you see:
   • Online text – write directly in the editor; you can format the text and insert images and links.
   • File submissions – drag your files into the box, or click the file icon › Upload a file › Choose file › Upload this file. You can also pick a file from your Private files. The maximum number of files, the maximum size and the accepted file types are shown next to the box.
3. Click Save changes. Your work is now saved as a Draft (not submitted) – if the assignment requires you to confirm the submission.
4. Check the summary: the file names and the text. Open the files once to make sure you uploaded the right version.
5. Click Submit assignment. If a Submission statement is shown (for example "This work is my own, except where I have acknowledged the use of the works of other people"), tick it.
6. Confirm with Continue. The status changes to Submitted for grading.

Note: In some assignments there is no separate Submit assignment button – then your work counts as submitted as soon as you save it, and you can still change it until the due date. If the button exists, the teacher will usually grade only work that has been submitted; a draft left in the system may count as not submitted.

Changing or removing a submission

• As long as your work is a draft (or if the assignment does not require confirmation), click Edit submission, change files or text and click Save changes. Remove submission deletes the content.
• After Submit assignment you cannot change anything. If you made a mistake, write to the teacher immediately – they can revert the submission to draft.

Deadlines, late submissions and extensions

• After the Due date the status shows how late you are (Assignment is overdue by: …). Late submissions may be accepted until the cut-off date but are marked as late.
• If you cannot meet a deadline for a serious reason (illness, a technical problem), contact the teacher before the deadline. The teacher can grant you an individual extension; the new date is then shown on the assignment page.

Group submissions

In a group assignment one member submits for the whole team and all members see the same submission. Agree in the team who uploads the final version. If the assignment requires that all members click Submit assignment, the work is submitted only after everybody has confirmed – check the status.

Grades, rubric and feedback

1. When the teacher releases the grade you receive a notification. Open the assignment.
2. In the Feedback section you see the Grade, Graded on and Graded by.
3. If a rubric was used, the rubric table is shown with the level the teacher selected for each criterion highlighted and possibly a comment per criterion.
4. Read the Feedback comments, open any File feedback and, if the teacher used Annotate PDF, open the annotated PDF with the comments written directly in your document.
5. If the assignment allows Submission comments, you can reply to the teacher there.

Some assignments allow another attempt: the teacher may reopen your submission so that you can improve it according to the feedback. The page then shows a new attempt and the previous attempts remain visible.

Tip: Keep a copy of every submitted file on your own computer or cloud storage. The platform is a pilot version (see the terms of use) – important work should always exist in more than one place.

Common problems

• The upload fails. Check the file size and type limits shown next to the box; compress large maps or data (ZIP, lower image resolution) or split them into several files.
• The button Add submission is missing. The assignment is not yet open, the cut-off date has passed, or you are not enrolled as a student. Check the dates and write to the teacher.
• I submitted the wrong file. Contact the teacher before the deadline.

12. Quizzes: attempts, timer and review

A Quiz is used both for self-checking (for example the short quiz in the preparation section of the flipped classroom) and for graded tests. Questions are taken from the course question bank and can be of many types.

Question types you may meet

Before you start

The quiz page shows the important rules: when the quiz opens and closes, the Time limit, the Attempts allowed and the Grading method (for example Highest grade, Average grade, First attempt or Last attempt). In Moodle 5.3 a quiz may also have a due date that appears in your calendar.

Tip: For a timed quiz use a stable internet connection, close other programs and do not start the attempt on a phone with a weak signal. Have the allowed materials (formula sheet, calculator) ready before you click the start button.

Taking the quiz step by step

1. Click Attempt quiz. For a timed quiz a confirmation window shows the time limit; click Start attempt. From that moment the time runs – even if you close the browser.
2. Answer the questions on the page. On the right (or at the top on a phone) the Quiz navigation shows all questions: answered questions are shaded, the current one is outlined. Click a number to jump to a question.
3. Use Flag question to mark a question you want to come back to; flagged questions show a red corner in the navigation.
4. Click Next page / Previous page to move between pages. Your answers are saved each time you change the page.
5. When you have answered all questions, click Finish attempt ....
6. The page Summary of attempt lists all questions with their status (Answer saved, Not yet answered). Use Return to attempt to complete missing answers.
7. Click Submit all and finish and confirm in the dialogue. After this you cannot change your answers.

The timer

• In a timed quiz the Time left is shown in the navigation block. It turns red in the last minutes.
• When time runs out, the attempt is usually submitted automatically with the answers saved so far. Depending on the settings there may be a short grace period during which you can only submit.
• If you have a documented right to extra time, the teacher can set an individual time limit for you – ask before the quiz.

Note: If your connection drops during an attempt, log in again and open the quiz – click Continue your attempt. Answers saved before the interruption are kept. The time limit continues to run during the interruption, so reconnect as quickly as possible and inform the teacher.

Reviewing your attempt

After submitting you usually see the review page (depending on what the teacher allows and when):

• your points (Marks) and grade for the attempt;
• for each question whether your answer was correct, partially correct or incorrect, the correct answer and specific feedback;
• the Overall feedback for your result range.

Click Finish review to return to the quiz page. The table Your attempts lists all attempts with state, marks, grade and a Review link. Below it you see Your final grade for this quiz is …. If more attempts are allowed, the button Re-attempt quiz appears.

Tip: In self-check quizzes use the review actively: read the explanations for wrong answers and look at the related part of the preparation material again before the class.

Essay questions

Essay answers are graded by the teacher later. Until then the attempt shows Requires grading and the final grade may be incomplete. You receive a notification when the grade is available.

Academic integrity in quizzes

Unless the teacher explicitly allows it, work alone, do not share questions or answers and do not use AI tools during a quiz (see chapter 21). Quizzes that count towards your grade may have restrictions such as a password, a limited time window or a required browser.

13. Workshop: peer assessment

In a Workshop you not only submit your own work, you also assess the work of your classmates according to an assessment form prepared by the teacher – and receive their assessments of your work. Peer assessment helps you understand the quality criteria, see different solutions and learn to give constructive feedback.

The five phases

A workshop runs in phases, which the teacher switches. At the top of the workshop you see the Workshop planner: a table with the phases, the current phase highlighted, and a list of your tasks in each phase (done tasks are ticked).

1. Submitting your work (submission phase)

1. Read the Instructions for submission and note the Submissions deadline.
2. Click Add submission.
3. Enter a Title, write the text in the editor and/or add files (attachments).
4. Click Save changes. Until the deadline you can use Edit submission to improve it.

Note: If the teacher has enabled anonymity, reviewers do not see your name and you do not see the names of the authors you assess. Do not write your name into the file or the text in that case.

Sometimes the teacher first asks you to assess Example submissions. You then compare your assessment with the teacher's reference assessment – it is a good way to calibrate before you assess real submissions.

2. Assessing the work of others (assessment phase)

1. When the assessment phase starts, the section Assigned submissions to assess lists the works you should assess (usually 2–4).
2. Read the Instructions for assessment.
3. Click Assess next to a submission. The submission is shown at the top, the Assessment form below.
4. For each aspect of the form choose a grade or level and write a comment. Depending on the grading strategy the form can be a rubric, a list of criteria with points, a yes/no checklist or comments only.
5. Add an Overall feedback for the author.
6. Click Save and close (or Save and continue editing to continue later). Until the Deadline for assessment you can open and change your assessment.

How to give good peer feedback

• Be specific: refer to a concrete part of the work ("the legend of the map does not explain the colour scale").
• Be balanced: name what is good and what could be improved, and suggest how.
• Use the criteria in the form, not your personal taste.
• Be respectful – write as you would like to be assessed yourself.

3. Your grades (closed phase)

In a workshop you receive two grades:

• Grade for submission – for your own work, usually the (weighted) average of the assessments you received, possibly adjusted by the teacher.
• Grade for assessment – for the quality of your assessments: how close they were to the assessments of other reviewers of the same work. Careful and fair assessing therefore improves your own grade.

When the workshop is closed, open it: under Your submission you see the received assessments with all comments (Feedback by …) and under Your grades both grades. The grades are also transferred to Grades.

Tip: Read all received assessments, not only the grade. Different reviewers often notice different things – together they give you a precise picture of what to improve in the next assignment.

14. Lab booking, surveys, group wiki, glossary and database

Choice – booking a lab session

The Choice activity asks one question with several options. On CloudLearnHub it is used above all to book a seat in a supervised lab session (for example "Book a supervised lab session – week 41"), because every option can have a limited number of places.

1. Open the choice activity. You see the options (for example Tuesday 10:00–12:00, Thursday 14:00–16:00) and, if limits are set, the number of places available next to each option.
2. Select one option. Options that are (Full) cannot be selected.
3. Click Save my choice. Your booking is confirmed on the page.
4. If changes are allowed, you can select another option and save again, or click Remove my choice to free your place for others.

Tip: Book early and cancel your place with Remove my choice as soon as you know you cannot come – somebody on the waiting list will be grateful. Depending on the settings you may see how many (or which) classmates chose each option.

Feedback – surveys and the SUS usability survey

The Feedback activity is a survey. The project uses it for short reflections after lessons, course evaluations and the Platform usability survey (System Usability Scale). Your answers help the partner universities to improve the courses and the platform and are used (in aggregated form) in the Erasmus+ project reports.

1. Open the survey. At the top it states whether it is Anonymous (your name is not stored with the answers) or not.
2. Click Answer the questions.
3. Answer the questions; required questions are marked. Use Next page / Previous page for longer surveys.
4. Click Submit your answers. The message Your answers have been saved. Thank you. confirms it.

The SUS survey

The System Usability Scale consists of 10 short statements about the platform (for example "I thought the system was easy to use"), each answered on a scale from 1 (strongly disagree) to 5 (strongly agree). It takes about 3 minutes. The statements alternate between positive and negative wording – read each one carefully. The result is a usability score from 0 to 100 for the whole platform; individual answers are not evaluated.

Note: Evaluation surveys are anonymous and are not linked to your account (see the privacy notice). Please answer honestly – critical answers are the most useful for improving the platform.

Wiki – group project documentation

A Wiki is a set of linked web pages that several people write together. In the template module, for example, the wiki for the group project uses separate groups: each project team has its own wiki that other teams do not see.

1. Open the wiki. If you belong to several groups, choose your group in the menu at the top.
2. The first time, the team may have to create the first page: enter the title and click Create page.
3. Use the tabs: View (read), Edit (change the page), Comments, History (all versions, who changed what, restore an older version), Map (overview of all pages) and Files.
4. To create a new page, write its name in double square brackets in the text, for example [[Data sources]], and save. The link appears in red; click it and create the page.
5. Click Save after editing.

Tip: While one person edits a page, it is locked for the others for a short time. Divide the work into separate pages (for example one page per chapter of the project report) so that team members can work at the same time.

Glossary

A Glossary is a shared dictionary of terms (for example GIS, remote sensing or sustainability terms). Browse it alphabetically or search. If the teacher allows it, click Add entry, fill in the Concept and the Definition, optionally Keyword(s) and an attachment, and save. Entries may need the teacher's approval before others see them. Glossary terms can be linked automatically wherever they appear in the course.

Database

A Database activity collects structured entries from all participants, for example a collection of case studies, map examples or open data sources. Click Add entry, fill in the fields defined by the teacher (text, links, images, files) and save. Use List view and Search to browse the entries of others; entries may be commented on and rated.

15. Grades, feedback, calendar and deadlines

Your grades in one course

1. Open the course and click Grades in the secondary menu. The User report opens.
2. The table lists every graded item (assignments, quizzes, workshops, forums …) grouped in categories, with the columns Grade, Range, Percentage, Feedback and possibly Weight, Letter grade and Contribution to course total.
3. Click the name of an item to open the activity and see the detailed feedback (for example the rubric of an assignment or the review of a quiz).
4. The last row, Course total, shows the overall result calculated according to the rules set by the teacher.

Note: An empty cell or a dash means that the item has not been graded yet. Teachers may hide some grades until all works are assessed, so the course total can change. The grade in the university's official records is decided by the teacher according to your university's rules; the platform total is a working result.

Your grades in all courses

Open avatar menu › Grades. The Overview report lists all your courses with the course total. Click a course name to open its user report.

Understanding feedback

• Assignments – grade, rubric levels, comments, annotated PDF, feedback files (chapter 11).
• Quizzes – marks per question, correct answers, overall feedback in the review (chapter 12).
• Workshops – assessments of classmates and the grade for your assessments (chapter 13).
• Competencies – ratings of your proficiency with evidence (chapter 19).

Tip: If you think a grade is wrong, first read the feedback and the rubric carefully, then write a polite private message to the teacher with a concrete reference (which criterion, which part of your work).

The calendar

Click Calendar in the top bar (month view). The calendar collects all dates that concern you:

1. Switch between the views Month, Week, Day and Upcoming events with the menu at the top.
2. Use the course filter to show the events of one course only.
3. Click an event to see details and a link to the activity (for example Go to activity).

Adding your own event

1. In the calendar click New event.
2. Enter the Event title and the date and time. As a student you can create a user event (only for you) and, where allowed, a group event for your team.
3. Optionally click Show more... to add a description, location, duration or repetition.
4. Click Save.

Exporting to your own calendar

You can see your platform deadlines in Outlook, Google Calendar or on your phone:

1. In the calendar click Export calendar (at the bottom of the page or in the menu).
2. Choose which events to export (for example All events or Events related to courses) and the period (for example Recent and next 60 days).
3. Click Export to download an .ics file for one-time import, or Get calendar URL and Copy URL to subscribe – your external calendar then updates automatically.

Note: The calendar URL contains a personal key. Do not share it; anybody with the URL can see your events.

Planning your deadlines

• Check Upcoming events on the Dashboard at least once a week.
• Remember time zones in international courses: dates are shown in the time zone of your profile (Sofia is one hour ahead of Olomouc and Niš all year round – EET vs. CET).
• Do not rely on e-mail reminders – they may not yet be switched on. The bell notifications and the calendar are always up to date.
• Plan to submit at least a few hours before the deadline to leave time for technical problems.

16. Team work: groups, team chat and video meetings

Many courses include project work in international teams. The platform gives every team three tools: a team chat, a video room and team spaces such as a group forum or group wiki.

Groups

Teachers put students into groups (for example Project team A, Project team B). You cannot join a group yourself – unless the teacher uses a self-selection activity. You can see your groups in the course under Participants (filter by group) and in your profile. Activities can work in three group modes:

• No groups – everybody works together.
• Separate groups – you see only the work and discussions of your own group.
• Visible groups – you work in your group but can read the other groups' work.

Team chat

If the teacher has switched on Group messaging for your group, the group automatically gets a group conversation that all members share.

1. Click the speech bubble in the top bar (or open messages).
2. Open the section Group and click the conversation of your team (it has the name of the group).
3. Write your message at the bottom and send it. Messages appear for all members immediately, without reloading the page. You can use emoji.
4. Use the three-dot menu of the conversation to see the Group info (members), to Star conversation (keeps it at the top) or to Mute it.

Tip: Use the team chat for quick coordination ("Who uploads the final map?"), and the group forum or wiki for decisions and results that must stay findable. Agree on a common language in international teams.

Note: If the section Group is empty, group messaging has not been switched on for your group or you have not yet been added to a group. Ask your teacher.

Video meeting with one click

Every course has its own video room. At the top of the course page there is a box with the button Join the video meeting; the same page is available via More › Video meeting. It is built on Jitsi Meet – free, open-source software that runs in the browser without installation.

Joining the course meeting

1. Click Join the video meeting. The meeting opens in a new browser tab. Your name and language are filled in automatically.
2. Check your name on the pre-join screen, then allow the camera and microphone when the browser asks.
3. Click the join button. You are in the meeting.

Team rooms

On the meeting page (More › Video meeting) the section Rooms of the project teams shows one button Join the team room for each group you belong to. Each team therefore has its own permanent room for team meetings – nobody from other teams gets in by accident.

Who opens the room

On the free public Jitsi server (meet.jit.si) the first person in a room must sign in once with a Google, GitHub or Facebook account to open the room – usually this is the teacher. Everybody else joins without an account. In a team room without the teacher, one team member must therefore do this step. If the university runs its own Jitsi server, this step may not be needed.

Note: If the teacher has set their own meeting link (Google Meet, Microsoft Teams or Zoom), the button leads there instead; the page then says Your teacher has set the link for the video meetings of this course. The team rooms still use Jitsi.

Controls in the meeting

On a phone

Install the free Jitsi Meet app (Android or iOS). When you click the button on the platform on your phone, the link opens in the app automatically.

Tip: Use headphones to avoid echo, test the camera and microphone a few minutes before the meeting and close other programs that use the camera. If the browser does not ask for permission, click the camera icon in the address bar and allow access.

BigBlueButton sessions

Some courses also contain a BigBlueButton activity (for example a weekly online consultation). It is a virtual classroom inside Moodle with presentation, whiteboard, polls, breakout rooms and recording.

1. Open the activity at the scheduled time; the page shows whether the session is open.
2. Click Join session and choose whether to join with the microphone or listen only; do the echo test.
3. Recordings (if made) are listed on the activity page after the session.

Note: BigBlueButton works only after the administrator has connected a BigBlueButton server. Until then, use the video meeting button described above.

17. Community forums, the Resource hub and open licences

Community forums

Besides the forums inside each course, the platform has community forums that are open to all logged-in users of all partner institutions – students and staff of UACEG, Olomouc and Niš together. Open them with Forum in the top bar (community forums).

The page Community forums shows the topic forums with the number of discussions and the latest post, for example:

• General discussion – anything about studying, the project and cooperation between universities;
• a forum on GIS and geospatial topics;
• Green skills and sustainability;
• Digital teaching and learning;
• Platform feedback and accessibility – report ideas, problems and barriers with the platform itself.

Administrators may add further forums on specific topics (for example geodetic surveying). The latest community discussion is also shown on the home page.

1. Click a forum to open it; click a discussion to read it.
2. Start a discussion with Add discussion topic or reply with Reply – exactly as in a course forum (chapter 10).
3. Subscribe to the forums that interest you to receive notifications.

Note: Guests can read the community forums but cannot post. Posts are visible to users of all partner institutions – write in English if you want to reach everyone, and never post personal data of others.

Tip: The forum Platform feedback and accessibility is read by the project team. Concrete reports ("on page X, button Y does not work with the keyboard") help most.

The Resource hub (open educational resources)

Click Resource hub in the top bar. It opens the course Open Educational Resources – CloudLearnHub catalogue, which is open to everybody, including guests without an account. It collects openly licensed materials produced in the project: notebooks, data, glossaries, short texts and references to frameworks such as GreenComp.

Every resource is tagged with:

The resources are grouped into sections by domain and level (for example GIS and geospatial (levels 1–3)), so you can follow a learning pathway from basic to advanced. Click a tag to see all resources with the same tag.

Open licences – what you may do

Unless stated otherwise, learning content on the platform is published under Creative Commons Attribution 4.0 International (CC BY 4.0). This means you may:

• share – copy and redistribute the material in any format;
• adapt – remix, transform and build upon it, even commercially;

on condition that you give attribution: name the author and the source, give the licence and indicate whether you made changes.

How to cite a resource

Use the pattern Title – Author – Source – Licence – changes, for example:

"NDVI from Sentinel-2" by the Inclusive CloudLearnHub consortium, Inclusive CloudLearnHub platform, licensed under CC BY 4.0. Adapted: translated and shortened.

• In a report or presentation put the attribution under the figure or in the list of sources.
• Materials from third parties (for example satellite images, maps, datasets) may have their own licences and citation rules – always check the note on the resource (for example © OpenStreetMap contributors, Copernicus Sentinel data).
• Your own submissions remain your work; the terms of use only allow the project partners to show them within the course for teaching, assessment and feedback.

Tip: Citing correctly is also part of academic integrity (chapter 21): whenever you use a figure, text or data you did not create yourself, give the source – even if the licence is open.

18. The GIS and Green Skills Lab

The lab is a special course – GIS and Green Skills Lab – cloud services – that you open with Labs in the top bar. It is the entry point to the practical tools of the project: web maps, Python notebooks, remote desktops with specialised software and the booking of supervised lab sessions.

Note: The lab services run in the local cloud of UACEG. During the pilot phase some of them are still being connected. The table below shows what you can use now and what depends on the administrator.

Working with the web map

1. Open the page with the web map in the lab course.
2. Drag the map with the mouse (or use the arrow keys when the map has focus) and zoom with the + and − buttons or the mouse wheel.
3. Click objects on the map to see their information (if available) and use the map as a basis for the lab tasks.

Tip: When you use map screenshots in your work, always give the attribution © OpenStreetMap contributors.

JupyterHub notebooks

The activity JupyterHub – GIS lab (UACEG) is an External tool. When the server is connected:

1. Click the activity. You are signed in to JupyterHub automatically with your platform account – no separate password.
2. Your personal notebook environment starts (it may take up to a minute the first time).
3. Open a notebook template (for example Coordinate systems and georeferencing, Buffer analysis of green infrastructure, NDVI from Sentinel-2) and run the cells one by one with Shift+Enter.
4. Save your work regularly; download the finished notebook (.ipynb) or export it as HTML/PDF and submit it in the corresponding assignment.

Until the server is available, you can download the notebooks from the Resource hub and run them on your own computer (for example in Anaconda or VS Code) or in another Jupyter environment.

Remote desktop with specialised software

Some software (for example ArcGIS Pro or CAD programs) needs licences and powerful computers. The remote desktop gives you such a machine in your browser:

1. Book a seat for the session (see below) – the number of seats is limited by the software licences.
2. At the booked time open the remote-desktop link in the lab course and log in.
3. Work in the virtual desktop as on a normal computer; save files in the folder indicated in the lab instructions and download your results before you log out.

Note: The remote desktop is available only after the administrator has connected the gateway and the lab machines. Until then, use QGIS (free) on your own computer or the computers in the university lab.

Booking a supervised lab session

1. In the lab course open Book a supervised lab session – week 41 (or the current week).
2. Choose a free time slot and click Save my choice (chapter 14).
3. The session appears among your commitments; come on time (on site or online as stated in the description).
4. If you cannot come, click Remove my choice as early as possible.

Good practice in the lab

• Read How to use the lab in the course before your first session.
• Keep data and results well named (for example 2026-10_NDVI_Sofia_team-A.tif) and keep copies outside the lab environment.
• Use only data you are allowed to use and respect their licences.
• Log out of the remote desktop and JupyterHub when you finish, so that resources are freed for others.

19. Competencies, learning plans and badges

CloudLearnHub makes visible not only your grades but also the competencies you develop – for example in GIS, green skills and digital skills. This helps you plan your learning and show your skills to future employers.

The competency frameworks

• Project framework (WP2) – the framework developed in the project with 5 areas (for example GIS and geospatial, green and sustainability skills, general digital competences) and 38 sub-areas.
• DigComp 2.2 – the European Digital Competence Framework (21 competences).
• GreenComp – the European sustainability competence framework (12 competences).

Each competency of the project framework lists the related European competences, so you can see how your course work relates to DigComp and GreenComp.

The proficiency scale

Competencies in a course

1. In the course click Competencies in the secondary menu.
2. You see the competencies linked to the course, and for each one the activities that develop it and your current Rating and whether you are Proficient.
3. Click a competency to see its description, the related EU competences and the Evidence – the record of how your rating came about (for example completion of an activity, a teacher's rating with a comment).

Competencies are rated by the teacher or automatically, for example when you complete an activity linked to the competency.

Learning plans

A learning plan is a list of competencies you should achieve, usually for a study programme or the pilot pathway (for example GIS and green skills pathway (pilot)). Plans are created for you by teachers or administrators from a template.

1. Click Learning plans in the top bar (or use the block on the Dashboard).
2. Open your plan. You see its status (Active, Complete …), the Learning plan competencies, your rating and progress for each and the courses in which you can develop them.
3. Click a competency to see the evidence and the related courses and activities.

Evidence of prior learning

You can document skills you gained outside the platform – in another course, an internship, a project, a certificate – and ask for them to be recognised.

1. Open Learning plans and go to Evidence of prior learning (link on the learning plans page or in your profile).
2. Click Add new evidence.
3. Enter a Name and Description (what you did, when, where, what your role was), upload Files (for example a certificate or a project report) and/or enter a URL (for example a portfolio or a published map). Save.
4. Click Link competencies and select the competencies the evidence supports.
5. Click Request review. The competency status changes to Waiting for review; a teacher reviews your evidence and rates the competency.

Tip: Good evidence is concrete and verifiable: a certificate with a date, a report you wrote, a link to your work. Explain in the description exactly which part shows which competency.

Badges

Badges are digital certificates for achievements – for example the badge Geospatial Explorer. They are issued automatically when you meet the criteria (for example completing certain activities or the whole course) or manually by the teacher. You receive a notification when you earn a badge.

1. See your badges in Profile › Badges (or My badges) and in the Latest badges block on the Dashboard. A course's badges are listed under More › Badges in the course, together with the criteria for earning them.
2. Click a badge to see its details: issuer, criteria, date of issue and, if set, the expiry date.
3. Click Download to save the badge as an image file (PNG) that contains the badge data (Open Badges 2.1). The file can be verified.
4. If the administrator allows it, you can connect an external backpack (for example Badgr/Canvas Credentials) and Add to backpack – there you can collect badges from different institutions and share them, for example on LinkedIn or in your CV.

Note: European Digital Credentials (EDC) – digitally sealed certificates recognised across Europe – are planned for later; they require a qualified electronic seal of UACEG. Until then badges are the digital record of your achievements on the platform.

20. Privacy, your data and the mobile app

Who processes your data and why

The data controller is UACEG (Sofia), the project coordinator. DISKORDIA Ltd. operates the platform technically as a processor, only on UACEG's instructions. The platform processes:

• Account data – name, e-mail, institution, language, country;
• Learning data – activity and progress, submissions, grades and feedback, forum posts, competency ratings and badges;
• Technical logs – IP address, time of access, browser, actions on the platform (kept 12 months);
• Surveys – evaluation surveys are anonymous and not linked to your account.

Your university sees the data of its own students; teachers see the data of participants in their courses. Only aggregated, anonymised statistics are reported to the Erasmus+ National Agency. Data are not sold or used for advertising, and only essential session cookies are used. Account and learning data are kept until you delete your account, at the latest 12 months after the end of the project. The full details are in the Privacy notice (footer link).

The platform is hosted in the EU. The only transfer outside the EU/EEA is access of the University of Niš to the data of its own students and staff; it is based on the partnership agreement with standard contractual clauses, because there is no EU adequacy decision for Serbia.

Your policies and consents

1. Open avatar menu › Profile.
2. In the section Privacy and policies click Policies and agreements.
3. You see the policies you have accepted (Privacy notice, Terms of use), the version and the date of acceptance. Click a policy to read the full text.

When a new version of a policy is published, you are asked to accept it at your next login.

Data requests: export or deletion

Under the GDPR you have the right of access, rectification, erasure, restriction, portability and objection. On the platform you can make the most common requests yourself:

1. Open Profile › Privacy and policies › Data requests.
2. Click New request.
3. Under Type choose:
   • Export all of my personal data – you receive a ZIP file with your data (profile, posts, submissions, grades …) in a machine-readable form;
   • Delete all of my personal data – your account and data are deleted.
4. Optionally write a comment in Comments and click Save changes.
5. The request is shown with its status (for example Awaiting approval, Approved, Complete). The privacy officer processes it – at the latest within one month. You receive a notification; an export can then be downloaded from the same page for a limited time.

The shortcut Delete my account in the same section creates a deletion request directly.

Note: Deletion is final. Before requesting it, download your submissions and badges and make an export. Some data may be kept longer where the university is legally obliged (for example official grade records) – the privacy officer will inform you.

Contacting the data protection officer

In Privacy and policies click Contact the privacy officer, write your question and send it. The link Data retention summary shows how long which kind of data is kept. You also have the right to complain to the Bulgarian Commission for Personal Data Protection or the supervisory authority of your country.

Protecting your own account

• Use a strong, unique password and never share it (the terms of use forbid sharing accounts).
• Log out on shared computers.
• In Profile check Browser sessions (if shown) and log out sessions you do not recognise; change the password if in doubt.
• Do not publish other people's personal data in forums, wikis or submissions.

The Moodle mobile app

You can use the platform on your phone in two ways:

• In the mobile browser – the CloudLearnHub design adapts to small screens; all functions are available.
• In the free Moodle app (Android and iOS, publisher Moodle Pty Ltd) – with offline access to downloaded materials and push notifications.

1. Install Moodle from Google Play or the App Store (the footer link Moodle app leads there).
2. Open the app and enter the address of the platform (the same address you use in the browser), or scan the QR code shown in your profile (if available).
3. Log in with your username and password and accept the policies if asked.
4. In Preferences › Notification preferences switch on the Mobile channel for the notifications you want on your phone.

Note: The app can connect only when the platform runs on a public HTTPS address and the administrator has enabled mobile access. During the pilot phase, when the platform runs on a temporary or local address, the app may not work – then use the mobile browser. Some features (for example the CloudLearnHub display modes or H5P content types) may look different in the app.

21. Good practice: netiquette, academic integrity and AI

By creating an account you accepted the Terms of use. This chapter explains in practical terms what they mean for your everyday work on the platform. The full text is available in your profile under Privacy and policies.

Acceptable use

• Treat other users with respect. Harassment, discrimination and hate speech are not allowed.
• Do not upload or share illegal, offensive or infringing content (for example copyrighted material without permission).
• Keep your password confidential and do not share your account with anyone.
• Do not try to disrupt the platform or to access data you are not authorised to see.

Accounts that breach the terms may be suspended or deleted.

Netiquette – communicating well in an international community

• Be clear and friendly. Written messages lack tone of voice; a greeting and a "thank you" prevent misunderstandings.
• Remember the language diversity. Many participants write in their second or third language. Use simple sentences, avoid slang and be patient with mistakes.
• Stay on topic. One question per discussion, a meaningful subject line, and the right place (course forum for course content, community forum for general topics, private messages for personal matters).
• Criticise ideas, not people. Disagreement is welcome in academic discussion when it is argued and respectful.
• Protect privacy. Do not post personal data, photos or screenshots of other people without their consent, and do not forward private messages.
• Think about accessibility. Describe images in words, use headings in longer texts, do not rely on colour alone in your maps and charts, and add captions to videos you share.
• In video meetings mute your microphone when not speaking, use "raise hand", and ask before recording anybody.

Academic integrity

The terms of use say: Submit only your own work and cite all sources. In practice:

1. Everything you submit as your own must be written or created by you (or by your team in group work).
2. Whenever you use text, figures, maps, data or code of others, give the source – also for openly licensed material (see chapter 17).
3. Quotations are marked as quotations; paraphrases are cited as well.
4. Do not share your solutions of graded tasks with others and do not use the solutions of others.
5. In group work contribute fairly and make clear who did what if the teacher asks.

Note: Each partner university applies its own rules on plagiarism and academic misconduct. A breach on the platform is handled according to the rules of your university.

Responsible use of AI tools

The terms of use contain clear rules for tools based on artificial intelligence (for example chatbots, text or image generators, translation or coding assistants):

Note: The AI features built into Moodle are currently switched off on this platform until the consortium approves an EU-based provider and an AI policy. The rules above therefore apply to external tools you use yourself.

Tip: Used well, AI can help you learn – for example to explain a concept in other words or to generate practice questions. Use it as a tutor, not as a ghost-writer.

Pilot status – keep copies

The platform is an alpha/pilot version, provided "as is". Features may change and the service may be interrupted for maintenance. Keep copies of important work (submissions, project files, badges) outside the platform.

22. Troubleshooting, FAQ and glossary

Frequently asked questions

I forgot my password.

Click Lost password? on the login page and enter your username or e-mail address. This works only if the platform can send e-mail. If you receive nothing within 15 minutes (check the spam folder), contact your teacher or Contact support; an administrator can set a temporary password.

I cannot see a course.

• Check My courses with the filter All and Removed from view.
• Search the Catalogue. If the course is there, enrol yourself (with the enrolment key, if needed) – chapter 7.
• If the course is not in the catalogue, it may be hidden until the teacher publishes it, or the course has not yet started. Ask the teacher.
• Make sure you are logged in with your own account and not as a guest.

I cannot see an activity or it is locked.

Read the restriction text under the activity (for example a date, a group or a previous activity that must be completed). Complete the condition or wait until the date. If you belong to the wrong group, contact the teacher.

The file upload fails.

• Check the maximum file size and the accepted file types next to the upload box.
• Reduce the size: export maps as PDF or PNG in lower resolution, compress data as ZIP, split large submissions into several files.
• Avoid special characters in file names (use letters, digits, - and _).
• Try another browser or a more stable connection; wait until the upload bar has finished before you click Save changes.

My camera or microphone does not work in the video meeting.

1. Click the camera/lock icon in the browser's address bar and allow the camera and microphone for the meeting page; reload.
2. Close other programs that use the camera (Teams, Zoom, another browser tab).
3. In the meeting, open the arrow next to the microphone/camera button and select the correct device.
4. Check the operating system privacy settings (Windows: Settings › Privacy › Camera/Microphone; macOS: System Settings › Privacy & Security).
5. Use a current version of Chrome, Edge or Firefox; on a phone use the Jitsi Meet app.
6. If the room says it is waiting for the host, the first participant must sign in once to open it (chapter 16).

I do not receive notifications by e-mail.

E-mail may not yet be configured on the platform. Check the bell icon and the calendar; install the Moodle app for push notifications when it is available.

The page looks strange or buttons do not react.

Reload the page (Ctrl+F5 / Cmd+Shift+R), clear the browser cache, disable browser extensions that block scripts, or try another browser. Check whether a display mode (for example high contrast) is switched on in Accessibility and display.

I was logged out while writing a long text.

Sessions end after a period of inactivity. Write long texts in a text editor first and paste them, or save drafts regularly.

Who to contact

Tip: When you report a problem, give the page (address or course and activity name), what you did, what happened (exact error message or a screenshot), the browser and device, and the time.

Glossary of terms