2. Features of KnowxBox

2.4. Course features

Dashboard < Courses

  • Design and manage courses to meet various requirements. 

  • Different course formats.

  • Track completion.

  • Create Gamified Courses.

  • Manage enrollment of employees.

  • Create your own learning path.

  • Upload your course.


It is an activity that learners are required to complete as part of their training. It analyzes the learner's learning, provides effective feedback, and promotes active learning. Assignments can take many forms, such as essays, quizzes, projects, or presentations.

Learners can submit any digital content (files), such as word-processed documents, spreadsheets, images, or audio and video clips. Alternatively, or in addition, the assignment may require learners to type text directly into the text editor. An assignment can also be used to remind learners of 'real-world' assignments they need to complete offline, such as artwork, and thus not require any digital content. Learners can submit work individually or as a member of a group.

When reviewing assignments, instructors can leave feedback comments and upload files, such as marked-up learner submissions, documents with comments, or spoken audio feedback. Assignments can be graded using a numerical or custom scale or an advanced grading method such as a rubric. Final grades are recorded in the gradebook.

In organisations, you can use assignments for your “Performance review” or conduct any exam.


The book module enables an instructor to create a multi-page resource in a book-like format, with chapters and subchapters. Books can contain media files as well as text and are useful for displaying lengthy passages of information that can be broken down into sections.

A book may be used

  • To display reading material for individual modules of study

  • As a staff departmental handbook

  • As a showcase portfolio of learner work

In organisations, it can be used to create a “Code of Conduct” or “User manual of anything” or “Induction program” and many more things. Add any e-book up to 500 MB. It helps learners to get access to e-books.


The chat activity module enables participants to have text-based, real-time synchronous discussions.

The chat may be a one-time activity or it may be repeated at the same time each day or each week. Chat sessions are saved and can be made available for everyone to view or restricted to users with the capability to view chat session logs.

Chats are especially useful when the group chatting is not able to meet face-to-face, such as

  • Regular meetings of learners participating in online courses to enable them to share experiences with others in the same course but in a different location

  • A learner temporarily unable to attend in person chatting with their instructor to catch up with work

  • Learners out on work experience getting together to discuss their experiences with each other and their instructor

  • Younger children use the chat at home in the evenings as a controlled (monitored) introduction to the world of social networking

  • A question-and-answer session with an invited speaker in a different location

  • Sessions to help learners prepare for tests where the instructor, or other learners, would pose sample questions

In organisations, when the session is online and participants want to ask their queries after the session. They can chat.


The choice activity module enables an instructor to ask a single question and offer a selection of possible responses.

Choice results may be published after learners have answered, after a certain date, or not at all. Results may be published with learner names or anonymously (though instructors always see learner names and their responses).

  • A choice activity may be used

  • As a quick poll to stimulate thinking about a topic

  • To quickly test learners' understanding

  • To facilitate learner decision-making, for example allowing learners to vote on a direction for the course

In organisations, you can use “choice” for having a poll on any topic.


This module allows for the dynamic generation of PDF certificates. 

In organisations, the learners get a certificate after the completion of training. The best part is that the certificate is customizable by the organisation.


The database enables participants to create, maintain, and search a collection of entries.

The structure of the entries is defined using different types of fields, such as short text, dropdown list, text area, URL, image, or file.

As an instructor, you can comment and rate entries. You can also allow learners to rate and comment on entries (peer evaluation). Ratings can be aggregated to form a final grade, which is recorded in the gradebook.

If the Database auto-linking filter is enabled, any entries in a database will be automatically linked where the words or phrases appear within the course.

You can use the Database to:

  • Create a collaborative collection of links, books, book reviews, journal references, etc.

  • Display learner-created photos, posters, websites, or poems for peer comment and review.

In Organisation, the database feature can be used for getting input (information) from the employees regarding anything. It helps you to save your time and paper.


The feedback activity enables an instructor to create a custom survey for collecting feedback from participants using a variety of question types including multiple choice, yes/no, or text input.

Feedback responses may be anonymous if desired, and results may be shown to all participants or restricted to instructors only. Any feedback activities on the site home may also be completed by non-logged-in users.

Feedback activities may be used

  • For course evaluations, helping improve the content for later participants

  • To enable participants to sign up for course modules, events, etc.

  • For guest surveys of course choices, school policies, etc.

  • For anti-bullying surveys in which learners can report incidents anonymously

In organisations, the instructor gets feedback about the training. This feedback is crucial to make the next training better.


The file module enables an instructor to provide a file as a course resource. Where possible, the file will be displayed within the course interface; otherwise, learners will be prompted to download it. The file may include supporting files, for example, an HTML page may have embedded images.

Note that learners need to have the appropriate software on their computers to open the file.

A file may be used

  • To share presentations given in class

  • To include a mini website as a course resource

  • To provide draft files of software programs so learners can edit and submit them for assessment

In organisation, the file feature can be used as a document related to policies or a manual that can be downloadable. You can upload assignments, store training material, and share files.


The folder module enables an instructor to display several related files inside a single folder, reducing scrolling on the course page. A zipped folder may be uploaded and unzipped for display, or an empty folder created and files uploaded into it.

A folder may be used

  • For a series of files on one topic, for example, a set of past examination papers in PDF format or a collection of image files for use in learner projects

  • To provide a shared uploading space for instructors on the course page (keeping the folder hidden so that only instructors can see it)

In organisations, the folder can be used to save documents in one place.


The forum activity module enables participants to have asynchronous discussions i.e., discussions that take place over an extended period.

There are several forum types to choose from, such as a standard forum where anyone can start a new discussion at any time; a forum where each learner can post exactly one discussion; or a question-and-answer forum where learners must first post before being able to view other learners' posts. An instructor can allow files to be attached to forum posts. The attached images are displayed in the forum post.

Participants can subscribe to a forum to receive notifications of new forum posts. An instructor can set the subscription mode to optional, forced, or auto, or prevent subscription completely. If required, learners can be blocked from posting more than a given number of posts in a given period; this can prevent individuals from dominating discussions.

Forum posts can be rated by instructors or learners (peer evaluation). Ratings can be aggregated to form a final grade which is recorded in the gradebook.

Forums have many uses, such as

  • A social space for learners to get to know each other

  • For course announcements (using a news forum with a forced subscription)

  • For discussing course content or reading materials

  • For continuing online an issue raised previously in a face-to-face session

  • For instructor-only discussions (using a hidden forum)

  • A help center where tutors and learners can give advice

  • A one-on-one support area for private learner-instructor communications (using a forum with separate groups and with one learner per group)

  • For extension activities, for example, ‘brain teasers’ for learners to ponder and suggest solutions to

In organisation, forums allow learners to collaborate to discuss a common topic, share ideas and insights, and provide feedback.


The glossary activity module enables participants to create and maintain a list of definitions, like a dictionary, or to collect and organise resources or information.

An instructor can allow files to be attached to glossary entries. The attached images are displayed in the entry. Entries can be searched or browsed alphabetically or by category, date, or author. Entries can be approved by default or require approval by an instructor before they are viewable by everyone.

If the glossary auto-linking filter is enabled, entries will be automatically linked where the concept words and/or phrases appear within the course.

An instructor can allow comments on entries. Entries can also be rated by instructors or learners (peer evaluation). Ratings can be aggregated to form a final grade which is recorded in the gradebook.

Glossaries have many uses, such as

  • A collaborative bank of key terms

  • A ‘getting to know you’ space where new learners add their names and personal details

  • A ‘handy tips’ resource of best practice in a practical subject

  • A sharing area of useful videos, images or sound files

  • A revision resource of facts to remember

In organisation, a glossary can be used to help learners understand the meaning of unfamiliar terms and to refer back to them for clarification.



H5P is an abbreviation for HTML5 Package - interactive content such as presentations, videos and other multimedia, questions, quizzes, games, and more. The H5P activity enables H5P to be uploaded and added to a course.

The organisation can create its content according to its requirements.

Any question attempts are marked automatically, and the grade is recorded in the gradebook.

IMS Content Package

An IMS content package is a collection of files that are packaged according to an agreed standard so they can be reused in different systems. The IMS content package module enables such content packages to be uploaded as a zip file and added to a course as a resource.

Content is usually displayed over several pages, with navigation between the pages. There are various options for displaying content in a pop-up window, with a navigation menu or buttons, etc.

An IMS content package may be used for presenting multimedia content and animations.


The label module enables text and multimedia to be inserted into the course page in between links to other resources and activities. Labels are very versatile and can help to improve the appearance of a course if used thoughtfully.

Labels may be used

  • To split up a long list of activities with a subheading or an image

  • To display an embedded sound file or video directly on the course page

  • To add a short description to a course section


The lesson activity module enables an instructor to deliver content and/or practice activities in interesting and flexible ways. An instructor can use the lesson to create a linear set of content pages or instructional activities that offer a variety of paths or options for the learner. In either case, instructors can choose to increase engagement and ensure understanding by including a variety of questions, such as multiple choice, matching, and short answer. Depending on the learner's choice of answer and how the instructor develops the lesson, learners may progress to the next page, be taken back to a previous page, or be redirected down a different path entirely.

A lesson may be graded, with the grade recorded in the gradebook.

Lessons may be used

  • For self-directed learning of a new topic

  • For scenarios or simulations/decision-making exercises

  • For differentiated revision, with different sets of revision questions depending upon answers given to initial questions


The page module enables an instructor to create a web page resource using the text editor. A page can display text, images, sound, video, web links, and embedded code, such as Google Maps.

Advantages of using the page module rather than the file module include the resource being more accessible (for example to users of mobile devices) and easier to update.

For large amounts of content, it's recommended that a book is used rather than a page.

A page may be used

  • To present the terms and conditions of a course or a summary of the course syllabus

  • To embed several videos or sound files together with some explanatory text

In Organisations, you can create your own page for sharing ideas like innovations, L & D, projects, and many more.


The quiz activity enables an instructor to create quizzes comprising questions of various types, including multiple-choice, matching, short-answer, and numerical.

The instructor can allow the quiz to be attempted multiple times, with the questions shuffled or randomly selected from the question bank. A time limit may be set.

Each attempt is marked automatically, except for essay questions, and the grade is recorded in the gradebook.

The instructor can choose when and if hints, feedback, and correct answers are shown to learners.

Quizzes may be used

  • As course or interview exams

  • As mini-tests for reading assignments or at the end of a topic

  • As exam practice using questions from past exams

  • To deliver immediate feedback about performance 

  • For self-assessment

SCORM Package

A SCORM package is a collection of files which are packaged according to an agreed standard for learning objects. The SCORM activity module enables SCORM or AICC packages to be uploaded as a zip file and added to a course.

Content is usually displayed over several pages, with navigation between the pages. There are various options for displaying content in a pop-up window, with a table of contents, navigation buttons, etc. SCORM activities generally include questions, with grades being recorded in the gradebook.

SCORM activities may be used

  • For presenting multimedia content and animations

  • As an assessment tool


The survey activity module provides several verified survey instruments that have been found useful in assessing and stimulating learning in online environments. An instructor can use these to gather data from their learners that will help them learn about their class and reflect on their teaching.

Note that these survey tools are pre-populated with questions. Instructors who wish to create their survey should use the feedback activity module.

In organizations, the survey allows course educators to create surveys for their learners. This can be used to collect feedback on several topics, such as course content, teaching methods, or learner satisfaction.

Training Event

A training event allows for face-to-face training workshops to be added to a course. It uses company-defined training locations and can have a complex booking and approval method to allow access for users.


The URL module enables an instructor to provide a web link as a course resource. Anything that is freely available online, such as documents or images, can be linked to; the URL doesn’t have to be the home page of a website. The URL of a particular web page may be copied and pasted or an instructor can use the file picker and choose a link from a repository such as Flickr, YouTube, or Wikimedia (depending upon which repositories are enabled for the site).

There are several display options for the URL, such as embedded or opening in a new window, and advanced options for passing information, such as a learner's name, to the URL if required.

Note that URLs can also be added to any other resource or activity type through the text editor.


The wiki activity module enables participants to add and edit a collection of web pages. A wiki can be collaborative, with everyone being able to edit it, or individual, where everyone has their wiki which only they can edit.

A history of previous versions of each page in the wiki is kept, listing the edits made by each participant.

Wikis have many uses, such as

  • For group lecture notes or study guides

  • For members of a faculty to plan a scheme of work or meeting agenda together

  • For learners to collaboratively author an online book, creating content on a topic set by their tutor

  • For collaborative storytelling or poetry creation, where each participant writes a line or verse

  • As a personal journal for examination notes or revision (using an individual wiki)


The workshop activity module enables the collection, review, and peer assessment of learners' work.

Learners can submit any digital content (files), such as word-processed documents or spreadsheets, and can also type text directly into a field using the text editor.

Submissions are assessed using a multi-criteria assessment form defined by the instructor. The process of peer assessment and understanding the assessment form can be practiced in advance with example submissions provided by the instructor, together with a reference assessment. Learners are allowed to assess one or more of their peers' submissions. Submissions and reviewers may be anonymous if required.

Learners obtain two grades in a workshop activity - a grade for their submission and a grade for their assessment of their peers' submissions. Both grades are recorded in the gradebook.