We are observing now emerging of a new way of teaching-e-learning. It is quite natural that the new approach is based on the experiences gained from traditional teaching. But it is also worth mentioning that the new approach should not be treated as a rejection of the traditional way of teaching. Not only both of them may (and should) coexist but also traditional teaching may gain a lot adopting tools and solutions from e-learning. In this paper it is showed how Moodle-a tool designed entirely

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... or e-learning-can prove itself to be extremely useful in traditional teaching. INTRODUCTION Thanks to enormous progress in available technology new methods of teaching became available in recent years. Without a doubt the most important new teaching approach is e-learning (or in a broader sense distance learning). E-learning gives millions of people a chance to find better teaching possibilities (or even just the teaching possibility) than using conventional approach (for example because of a lack of proper teaching infrastructure on their place of living). It also gives much broader opportunities of adjusting the teaching process for ones limitations (such as time constraints for example). But it is also important to observe that e-learning cannot solve all problems of education and that it should not be considered as a replacement for the traditional way of teaching, There are just cases where e-learning suits better to the educational demands and in other cases the traditional way of teaching will give better results. This observations lead also to the idea of blended learning-composing the teaching process from the traditional and the new approach. But this is not the only way in which the newer and the older approach may collaborate. While it is self understood that the newer one borrows a lot from experiences of the older one it is also interesting to note that an influence in the opposite direction is not only possible but it does appear nowadays in many cases. In this paper we show on an example taken from teaching at the University of Warsaw that not only stationary learning and e-learning may be used together, but also that the traditional approach itself may be enriched by the use of tools developed solely for e-learning. We concentrate here on an example based on object-oriented programming teaching. There are quite a few reasons for selecting this example. One is the popularity of the object-oriented approach. It is nowadays so dominating in software industry, that almost all (or maybe all) higher schools with software engineering curricula have lectures devoted to object-oriented programming or design. Hence such example may be interesting for many universities. Other important reason for such a choice is the fact that the teaching of object-oriented programming is quite difficult (more on that topic we have written in [2]) so the exchange of experiences of a broad range of computer science departments is vital. Next reason for selecting this example is connected to the wide range of possible interactions between the lecturer and students-in particular the diversity of possible kinds of assignments given to students. We show here that all these tasks may be easily handled by Moodle [3]-the tool selected here.