mirror of
https://github.com/moodle/moodle.git
synced 2025-01-17 21:49:15 +01:00
towards XHTML compliance
This commit is contained in:
gustav_delius
parent
24f2b65a4d
commit
dcb1bd3c9a
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
// Display the whole course as "topics" made of of modules
|
||||
// In fact, this is very similar to the "weeks" format, in that
|
||||
// each "topic" is actually a week. The main difference is that
|
||||
|
||||
@ -48,7 +48,7 @@
|
||||
|
||||
|
||||
/// Layout the whole page as three big columns.
|
||||
echo "<table border=\"0\" cellpadding=\"3\" cellspacing=\"0\" width="100%">";
|
||||
echo "<table border=\"0\" cellpadding=\"3\" cellspacing=\"0\" width=\"100%\">";
|
||||
|
||||
echo "<tr valign=\"top\">\n";
|
||||
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
// admin.php - created with Moodle 1.2 development (2003111400)
|
||||
|
||||
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
// appointment.php - created with Moodle 1.0.5 dev (2002092300)
|
||||
|
||||
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
// assignment.php - created with Moodle 1.2 + (2004032100)
|
||||
|
||||
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP
|
||||
<?php
|
||||
|
||||
#------------------------------------------------------------
|
||||
$string['modulename'] = "Attendance";
|
||||
|
||||
@ -1,9 +1,9 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
// auth.php - created with Moodle 1.2 development (2003111400)
|
||||
|
||||
|
||||
$string['auth_dbdescription'] = 'This method uses an external database table to check whether a given username and password is valid. If the account is a new one, then information from other fields may also be copied across into Moodle.';
|
||||
$string['auth_dbextrafields'] = 'These fields are optional. You can choose to pre-fill some Moodle user fields with information from the <B>external database fields</B> that you specify here. <P>If you leave these blank, then defaults will be used.<P>In either case, the user will be able to edit all of these fields after they log in.';
|
||||
$string['auth_dbextrafields'] = 'These fields are optional. You can choose to pre-fill some Moodle user fields with information from the <b>external database fields</b> that you specify here. <p>If you leave these blank, then defaults will be used.<p>In either case, the user will be able to edit all of these fields after they log in.';
|
||||
$string['auth_dbfieldpass'] = 'Name of the field containing passwords';
|
||||
$string['auth_dbfielduser'] = 'Name of the field containing usernames';
|
||||
$string['auth_dbhost'] = 'The computer hosting the database server.';
|
||||
@ -40,12 +40,16 @@ $string['auth_ldap_update_userinfo'] = 'Update user information (firstname, last
|
||||
$string['auth_ldap_user_attribute'] = 'The attribute used to name/search users. Usually \'cn\'.';
|
||||
$string['auth_ldap_objectclass'] = 'The filter used to name/search users. Usually you will set it to something like objectClass=posixAccount . Defaults to objectClass=* what will return all objects from LDAP.';
|
||||
$string['auth_ldap_version'] = 'The version of the LDAP protocol your server is using.';
|
||||
$string['auth_ldapdescription'] = 'This method provides authentication against an external LDAP server.
|
||||
If the given username and password are valid, Moodle creates a new user
|
||||
entry in its database. This module can read user attributes from LDAP and prefill
|
||||
wanted fields in Moodle. For following logins only the username and
|
||||
$string['auth_ldapdescription'] = 'This method provides authentication against an external LDAP server.
|
||||
|
||||
If the given username and password are valid, Moodle creates a new user
|
||||
|
||||
entry in its database. This module can read user attributes from LDAP and prefill
|
||||
|
||||
wanted fields in Moodle. For following logins only the username and
|
||||
|
||||
password are checked.';
|
||||
$string['auth_ldapextrafields'] = 'These fields are optional. You can choose to pre-fill some Moodle user fields with information from the <B>LDAP fields</B> that you specify here. <P>If you leave these fields blank, then nothing will be transferred from LDAP and Moodle defaults will be used instead.<P>In either case, the user will be able to edit all of these fields after they log in.';
|
||||
$string['auth_ldapextrafields'] = 'These fields are optional. You can choose to pre-fill some Moodle user fields with information from the <b>LDAP fields</b> that you specify here. <p>If you leave these fields blank, then nothing will be transferred from LDAP and Moodle defaults will be used instead.<p>In either case, the user will be able to edit all of these fields after they log in.';
|
||||
$string['auth_ldaptitle'] = 'Use an LDAP server';
|
||||
$string['auth_manualdescription'] = 'This method removes any way for users to create their own accounts. All accounts must be manually created by the admin user.';
|
||||
$string['auth_manualtitle'] = 'Manual accounts only';
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
|
||||
$string['blockname'] = 'Course List';
|
||||
$string['allcourses'] = 'Admin user sees all courses';
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
|
||||
$string['blockname'] = 'Course Summary';
|
||||
$string['siteinfo'] = 'Site Information';
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
|
||||
$string['blockname'] = 'Online Users';
|
||||
$string['periodnminutes'] = 'last $a minutes';
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
|
||||
$string['blockname'] = 'Section Links';
|
||||
$string['topics'] = 'Topics';
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
|
||||
$string['blockname'] = 'Social Activities';
|
||||
?>
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
|
||||
$string['beep'] = 'beep';
|
||||
$string['chatintro'] = 'Introduction text';
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
// choice.php - created with Moodle 1.2 development (2003111400)
|
||||
|
||||
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
// countries.php - created with Moodle 1.2 development (2003111400)
|
||||
|
||||
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
// dialogue.php - created with Moodle 1.2 development (2003111400)
|
||||
|
||||
|
||||
@ -13,14 +13,21 @@ $string['confirmclosure'] = 'You are about to close a dialogue with $a. Closed d
|
||||
$string['deleteafter'] = 'Delete Closed Dialogues after (Days)';
|
||||
$string['dialogueclosed'] = 'Dialogue Closed';
|
||||
$string['dialogueintro'] = 'Dialogue Introduction';
|
||||
$string['dialoguemail'] = '$a->userfrom has posted a new entry in your
|
||||
dialogue entry for \'$a->dialogue\'
|
||||
|
||||
You can see it appended to your dialogue entry:
|
||||
|
||||
$string['dialoguemail'] = '$a->userfrom has posted a new entry in your
|
||||
|
||||
dialogue entry for \'$a->dialogue\'
|
||||
|
||||
|
||||
|
||||
You can see it appended to your dialogue entry:
|
||||
|
||||
|
||||
|
||||
$a->url';
|
||||
$string['dialoguemailhtml'] = '$a->userfrom has posted a new entry in your
|
||||
dialogue entry for \'<i>$a->dialogue</i>\'<br /><br />
|
||||
$string['dialoguemailhtml'] = '$a->userfrom has posted a new entry in your
|
||||
|
||||
dialogue entry for \'<i>$a->dialogue</i>\'<br /><br />
|
||||
|
||||
You can see it appended to your <a href=\"$a->url\">dialogue</a>.';
|
||||
$string['dialoguename'] = 'Dialogue name';
|
||||
$string['dialogueopened'] = 'Dialogue opened with $a';
|
||||
|
||||
@ -15,7 +15,7 @@
|
||||
Dougiamas</a> who continues to lead the project:</p>
|
||||
<blockquote>
|
||||
<p><em>I've been working on it, in some way or other, for several years. It
|
||||
started in the 90's when I was webmaster at <a target=_top href="http://www.curtin.edu.au/">Curtin
|
||||
started in the 90's when I was webmaster at <a target="_top" href="http://www.curtin.edu.au/">Curtin
|
||||
University of Technology</a> and a system administrator of their WebCT installation.
|
||||
I encountered many frustrations with the WebCT beast and developed an itch
|
||||
that needed scratching - there had to be a better way (no, not Blackboard
|
||||
|
||||
@ -74,13 +74,13 @@
|
||||
meaningful lowercase English words. If you really need more than one word
|
||||
then run them together, but keep them short as possible. Use
|
||||
plural names for arrays of objects.
|
||||
<p class="examplecode"><font color="#006600">GOOD: $quiz<br>
|
||||
GOOD: $errorstring<br>
|
||||
GOOD: $assignments (for an array of objects)<br>
|
||||
GOOD: $i (but only in little loops)<br>
|
||||
<p class="examplecode"><font color="#006600">GOOD: $quiz<br />
|
||||
GOOD: $errorstring<br />
|
||||
GOOD: $assignments (for an array of objects)<br />
|
||||
GOOD: $i (but only in little loops)<br />
|
||||
<br />
|
||||
BAD: $Quiz <br>
|
||||
BAD: $aReallyLongVariableNameWithoutAGoodReason<br>
|
||||
BAD: $Quiz <br />
|
||||
BAD: $aReallyLongVariableNameWithoutAGoodReason<br />
|
||||
BAD: $error_string</font></p>
|
||||
</li>
|
||||
<li class="spaced"><strong>Constants</strong> should always be in upper case,
|
||||
@ -93,7 +93,7 @@ GOOD: $assignments (for an array of objects)<br>
|
||||
lowercase words, and start with the name of the module to avoid conflicts between modules.
|
||||
Words should be separated by underscores. Parameters should always have sensible
|
||||
defaults if possible. Note there is no space between the function name and
|
||||
the following (brackets). <br>
|
||||
the following (brackets). <br />
|
||||
<p class="examplecode"> <font color="#007700">function </font><font color="#0000BB">forum_set_display_mode</font><font color="#007700">(</font><font color="#0000BB">$mode</font><font color="#007700">=</font><font color="#0000BB">0</font><font color="#007700">)
|
||||
{<br />
|
||||
global </font><font color="#0000BB">$USER</font><font color="#007700">,
|
||||
@ -123,11 +123,11 @@ GOOD: $assignments (for an array of objects)<br>
|
||||
}</font></p>
|
||||
</li>
|
||||
<li class="spaced"><strong>Strings</strong> should be defined using single quotes
|
||||
where possible, for increased speed.<br>
|
||||
where possible, for increased speed.<br />
|
||||
<p class="examplecode"> <font color="#006600">$var = 'some text without any
|
||||
variables';<br>
|
||||
$var = "with special characters like a new line \n";<br>
|
||||
$var = 'a very, very long string with a '.$single.' variable in it';<br>
|
||||
variables';<br />
|
||||
$var = "with special characters like a new line \n";<br />
|
||||
$var = 'a very, very long string with a '.$single.' variable in it';<br />
|
||||
$var = "some $text with $many variables $within it"; </font></p>
|
||||
</li>
|
||||
<li class="spaced"><strong>Comments</strong> should use two or three slashes
|
||||
@ -148,37 +148,37 @@ GOOD: $assignments (for an array of objects)<br>
|
||||
if (</font><font color="#0000BB">$rates
|
||||
</font><font color="#007700">= </font><font color="#0000BB">get_records</font><font color="#007700">(</font><font color="#DD0000">"forum_ratings"</font><font color="#007700">,
|
||||
</font><font color="#DD0000">"post"</font><font color="#007700">, </font><font color="#0000BB">$postid</font><font color="#007700">))
|
||||
{<br>
|
||||
{<br />
|
||||
</font><font color="#FF8000">//
|
||||
Process each rating in turn</font><font color="#007700"><br />
|
||||
foreach
|
||||
(</font><font color="#0000BB">$rates </font><font color="#007700">as </font><font color="#0000BB">$rate</font><font color="#007700">)
|
||||
{</font> <br>
|
||||
{</font> <br />
|
||||
....etc </p>
|
||||
</li>
|
||||
<li class="spaced"><strong>Space</strong> should be used liberally - don't be
|
||||
afraid to spread things out a little to gain some clarity. Generally, there
|
||||
should be one space between brackets and normal statements, but no space between
|
||||
brackets and variables or functions:<br>
|
||||
brackets and variables or functions:<br />
|
||||
<p class="examplecode"> <font color="#007700">foreach (</font><font color="#0000BB">$objects
|
||||
</font><font color="#007700">as </font><font color="#0000BB">$key </font><font color="#007700">=></font><font color="#0000BB">
|
||||
$thing</font><font color="#007700">)</font><font color="#006600"> {<br>
|
||||
$thing</font><font color="#007700">)</font><font color="#006600"> {<br />
|
||||
</font><font color="#007700"> </font><font color="#0000BB">process($thing);</font><font color="#006600">
|
||||
<br>
|
||||
} <br>
|
||||
<br>
|
||||
<br />
|
||||
} <br />
|
||||
<br />
|
||||
</font><font color="#007700">if (</font><font color="#0000BB">$x </font><font color="#007700">==
|
||||
</font><font color="#0000BB">$y</font><font color="#007700">)</font><font color="#006600">
|
||||
{<br>
|
||||
{<br />
|
||||
</font><font color="#007700"> </font><font color="#0000BB">$a
|
||||
</font><font color="#007700">= </font><font color="#0000BB">$b</font><font color="#007700">;</font><font color="#006600"><br>
|
||||
</font><font color="#007700">= </font><font color="#0000BB">$b</font><font color="#007700">;</font><font color="#006600"><br />
|
||||
} else if (</font><font color="#0000BB">$x </font><font color="#007700">==
|
||||
</font><font color="#0000BB">$z</font><font color="#006600">) {<br>
|
||||
</font><font color="#0000BB">$z</font><font color="#006600">) {<br />
|
||||
</font><font color="#007700"> </font><font color="#0000BB">$a
|
||||
</font><font color="#007700">= </font><font color="#0000BB">$c</font><font color="#007700">;</font><font color="#006600"><br>
|
||||
} else {<br>
|
||||
</font><font color="#007700">= </font><font color="#0000BB">$c</font><font color="#007700">;</font><font color="#006600"><br />
|
||||
} else {<br />
|
||||
</font><font color="#007700"> </font><font color="#0000BB">$a
|
||||
</font><font color="#007700">= </font><font color="#0000BB">$d</font><font color="#007700">;</font><font color="#006600"><br>
|
||||
</font><font color="#007700">= </font><font color="#0000BB">$d</font><font color="#007700">;</font><font color="#006600"><br />
|
||||
} </font></p>
|
||||
</li>
|
||||
</ol>
|
||||
@ -199,7 +199,7 @@ GOOD: $assignments (for an array of objects)<br>
|
||||
<li class="spaced">Boolean fields should be implemented as small integer fields (eg INT4) containing 0 or 1, to allow for later expansion of values if necessary.</li>
|
||||
<li class="spaced">Most tables should have a <strong>timemodified</strong> field (INT10) which is updated with a current timestamp obtained with the PHP <strong>time</strong>() function.</li>
|
||||
</ol>
|
||||
<hr>
|
||||
<hr />
|
||||
<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
|
||||
<p align="CENTER"><font size="1">Version: $Id$</font></p>
|
||||
</body>
|
||||
|
||||
@ -44,13 +44,13 @@
|
||||
<p>Thanks also to <strong>everyone</strong> of you who have
|
||||
</p>
|
||||
<ul>
|
||||
<li>donated via the <a target=_top href="http://moodle.org/donations">Donations
|
||||
<li>donated via the <a target="_top" href="http://moodle.org/donations">Donations
|
||||
page</a>,
|
||||
</li>
|
||||
<li>contributed to the <a target=_top href="http://moodle.org/bugs">bug tracker</a>,
|
||||
<li>contributed to the <a target="_top" href="http://moodle.org/bugs">bug tracker</a>,
|
||||
and
|
||||
</li>
|
||||
<li>participated in the <a target=_top href="http://moodle.org/community">Moodle
|
||||
<li>participated in the <a target="_top" href="http://moodle.org/community">Moodle
|
||||
Community</a> </li>
|
||||
</ul>
|
||||
</blockquote>
|
||||
@ -61,7 +61,7 @@
|
||||
over 1000 phrases to translate (plus hundreds of help files!). Many of the languages
|
||||
have more than one contributor, sometimes working together and sometimes working serially.
|
||||
</p>
|
||||
<p>Maintaining a list of all these wonderful people is too difficult, so please look at the <a target=_top href="http://moodle.org/download/lang/">Language
|
||||
<p>Maintaining a list of all these wonderful people is too difficult, so please look at the <a target="_top" href="http://moodle.org/download/lang/">Language
|
||||
download page</a> for names and details.</p>
|
||||
<p>The Translation Coordinator is Koen Roggemans (<a href="mailto:tra%6es%6ca%74%69o%6e%40%6d%6f%6f%64%6c%65.org">translation@moodle.org</a>).</p>
|
||||
<p> </p>
|
||||
@ -74,11 +74,11 @@
|
||||
<ul>
|
||||
<li><b>standard* and cordoroyblue</b>, by Martin Dougiamas
|
||||
</li>
|
||||
<li><b>oceanblue</b>, by Mitsuhiro Yoshida, <a target=_top href="http://mitstek.com">http://mitstek.com</a>
|
||||
<li><b>oceanblue</b>, by Mitsuhiro Yoshida, <a target="_top" href="http://mitstek.com">http://mitstek.com</a>
|
||||
</li>
|
||||
<li><b>brightretro, cornflower</b>, by Thomas Murdock, <a target=_top href="http://sand-paper.org/">http://sand-paper.org</a>
|
||||
<li><b>brightretro, cornflower</b>, by Thomas Murdock, <a target="_top" href="http://sand-paper.org/">http://sand-paper.org</a>
|
||||
</li>
|
||||
<li><b>garden</b>, by Spiggy, <a target=_top href="http://phpgirl.com">http://phpgirl.com</a> </li>
|
||||
<li><b>garden</b>, by Spiggy, <a target="_top" href="http://phpgirl.com">http://phpgirl.com</a> </li>
|
||||
<li><strong>formal_white</strong>, by Andrea Bicciolo</li>
|
||||
</ul>
|
||||
<p> </p>
|
||||
@ -94,142 +94,142 @@
|
||||
<blockquote>
|
||||
<p>Database abstraction library for MySQL, PostgreSQL, MSSQL, Oracle, Interbase,
|
||||
Foxpro, Access, ADO, Sybase, DB2 and ODBC.</p>
|
||||
<p>Version: 4.50<br>
|
||||
Copyright © 2000-2004 John Lim (jlim@natsoft.com.my)<br>
|
||||
License: Dual LGPL and BSD-style<br>
|
||||
URL: <a href="http://adodb.sourceforge.net" target="newpage">http://adodb.sourceforge.net</a><br>
|
||||
<p>Version: 4.50<br />
|
||||
Copyright © 2000-2004 John Lim (jlim@natsoft.com.my)<br />
|
||||
License: Dual LGPL and BSD-style<br />
|
||||
URL: <a href="http://adodb.sourceforge.net" target="newpage">http://adodb.sourceforge.net</a><br />
|
||||
</p>
|
||||
</blockquote>
|
||||
<p><b>Graph Class</b> - lib/graphlib.php </p>
|
||||
<blockquote>
|
||||
<p>Class to draw line, point, bar, and area graphs, including numeric x-axis
|
||||
and double y-axis.</p>
|
||||
<p> Version: 1.6.3 (with modifications)<br>
|
||||
Copyright © 2000 Herman Veluwenkamp, hermanV@mindless.com<br>
|
||||
License: LGPL<br>
|
||||
<p> Version: 1.6.3 (with modifications)<br />
|
||||
Copyright © 2000 Herman Veluwenkamp, hermanV@mindless.com<br />
|
||||
License: LGPL<br />
|
||||
</p>
|
||||
</blockquote>
|
||||
|
||||
<p><b>html2text</b> - lib/html2text.php</p>
|
||||
<blockquote>
|
||||
<p>PHP script to convert HTML into an approximate text equivalent</p>
|
||||
<p> Version: 1.0 (with modifications)<br>
|
||||
Copyright © 2002 Mark Wilton-Jones<br>
|
||||
License: <a href="http://www.howtocreate.co.uk/jslibs/termsOfUse.html">HowToCreate script license</a> with written permission<br>
|
||||
URL: <a href="http://www.howtocreate.co.uk/php/">http://www.howtocreate.co.uk/php/</a><br>
|
||||
<p> Version: 1.0 (with modifications)<br />
|
||||
Copyright © 2002 Mark Wilton-Jones<br />
|
||||
License: <a href="http://www.howtocreate.co.uk/jslibs/termsOfUse.html">HowToCreate script license</a> with written permission<br />
|
||||
URL: <a href="http://www.howtocreate.co.uk/php/">http://www.howtocreate.co.uk/php/</a><br />
|
||||
</p>
|
||||
</blockquote>
|
||||
|
||||
<p><b>htmlArea</b> - lib/editor</p>
|
||||
<blockquote>
|
||||
<p>Javascript/HTML script to put a GUI editor in textareas on Internet Explorer and Mozilla</p>
|
||||
<p> Version: 3.0 beta (with modifications)<br>
|
||||
Copyright © 2002 <a href="http://interactivetools.com">interactivetools.com</a>, inc.<br>
|
||||
License: htmlArea License (based on BSD license)<br>
|
||||
<p> Version: 3.0 beta (with modifications)<br />
|
||||
Copyright © 2002 <a href="http://interactivetools.com">interactivetools.com</a>, inc.<br />
|
||||
License: htmlArea License (based on BSD license)<br />
|
||||
</p>
|
||||
</blockquote>
|
||||
|
||||
<p><b>IP-Atlas</b> - lib/ipatlas</p>
|
||||
<blockquote>
|
||||
<p>PHP scripts to show the location of an IP address on a map.<br>
|
||||
<br>
|
||||
Version: 1.0 (with modifications)<br>
|
||||
Copyright © 2002 Ivan Kozik<br>
|
||||
License: GNU GPL<br>
|
||||
<p>PHP scripts to show the location of an IP address on a map.<br />
|
||||
<br />
|
||||
Version: 1.0 (with modifications)<br />
|
||||
Copyright © 2002 Ivan Kozik<br />
|
||||
License: GNU GPL<br />
|
||||
URL: <a href="http://www.xpenguin.com/ip-atlas.php" target="newpage">http://www.xpenguin.com/ip-atlas.php</a></p>
|
||||
</blockquote>
|
||||
|
||||
<p><b>kses</b> - lib/kses.php</p>
|
||||
<blockquote>
|
||||
<p>HTML/XHTML filter that only allows some elements and attributes</p>
|
||||
<p>Version: 0.2.1<br>
|
||||
<p>Version: 0.2.1<br />
|
||||
Copyright © 2002,2003 Ulf Harnhammar <br />
|
||||
License: GNU GPL<br>
|
||||
License: GNU GPL<br />
|
||||
URL: <a href="http://sourceforge.net/projects/kses" target="newpage">http://sourceforge.net/projects/kses</a>
|
||||
</p>
|
||||
</blockquote>
|
||||
|
||||
<p><b>mimeTeX</b> - filter/tex</p>
|
||||
<blockquote>
|
||||
<p>Compiled C program to convert TeX into GIFs<br>
|
||||
<br>
|
||||
Version: 1.4 <br>
|
||||
Copyright © 2002-2004 John Forkosh Associates, Inc<br>
|
||||
License: GNU GPL<br>
|
||||
URL: <a href="http://www.forkosh.com/mimetex.html">http://www.forkosh.com/mimetex.html</a><br>
|
||||
<p>Compiled C program to convert TeX into GIFs<br />
|
||||
<br />
|
||||
Version: 1.4 <br />
|
||||
Copyright © 2002-2004 John Forkosh Associates, Inc<br />
|
||||
License: GNU GPL<br />
|
||||
URL: <a href="http://www.forkosh.com/mimetex.html">http://www.forkosh.com/mimetex.html</a><br />
|
||||
URL: <a href="http://moodle.org/download/mimetex">http://moodle.org/download/mimetex</a></p>
|
||||
</blockquote>
|
||||
<p><b>overlibmws</b> - lib/overlib.js</p>
|
||||
<blockquote>
|
||||
<p>Javascript library to enable DHTML popups, floating windows, events etc<br>
|
||||
<br>
|
||||
Version: July 2004<br>
|
||||
Copyright © 2002-2004 Foteos Macrides<br>
|
||||
Copyright © 1998-2004 Erik Bosrup<br>
|
||||
License: Artistic Open Source License<br>
|
||||
URL: <a href="http://www.macridesweb.com/oltest/">http://www.macridesweb.com/oltest/</a><br>
|
||||
<p>Javascript library to enable DHTML popups, floating windows, events etc<br />
|
||||
<br />
|
||||
Version: July 2004<br />
|
||||
Copyright © 2002-2004 Foteos Macrides<br />
|
||||
Copyright © 1998-2004 Erik Bosrup<br />
|
||||
License: Artistic Open Source License<br />
|
||||
URL: <a href="http://www.macridesweb.com/oltest/">http://www.macridesweb.com/oltest/</a><br />
|
||||
</blockquote>
|
||||
<p><b>PclZip</b> - lib/pclzip</p>
|
||||
<blockquote>
|
||||
<p>Class to create, manage and unpack zip files.<br>
|
||||
<br>
|
||||
Version: 2.0 RC2<br>
|
||||
Copyright © 2003 Vincent Blavet <vincent@phpconcept.net><br>
|
||||
License: GNU GPL<br>
|
||||
URL: <a href="http://www.phpconcept.net" target="newpage">http://www.phpconcept.net</a><br>
|
||||
<p>Class to create, manage and unpack zip files.<br />
|
||||
<br />
|
||||
Version: 2.0 RC2<br />
|
||||
Copyright © 2003 Vincent Blavet <vincent@phpconcept.net><br />
|
||||
License: GNU GPL<br />
|
||||
URL: <a href="http://www.phpconcept.net" target="newpage">http://www.phpconcept.net</a><br />
|
||||
</p>
|
||||
</blockquote>
|
||||
<p><b>PHP mailer</b> - lib/class.phpmailer.php</p>
|
||||
<blockquote>
|
||||
<p>Class for sending email using either sendmail, PHP mail(), or SMTP.
|
||||
Methods are based upon the standard AspEmail(tm) classes.<br>
|
||||
<br>
|
||||
Version 1.71,<br>
|
||||
Copyright © 2003 Brent R. Matzelle <bmatzelle@yahoo.com><br>
|
||||
License: LGPL<br>
|
||||
URL: <a href="http://phpmailer.sourceforge.net" target="newpage">http://phpmailer.sourceforge.net</a><br>
|
||||
Methods are based upon the standard AspEmail(tm) classes.<br />
|
||||
<br />
|
||||
Version 1.71,<br />
|
||||
Copyright © 2003 Brent R. Matzelle <bmatzelle@yahoo.com><br />
|
||||
License: LGPL<br />
|
||||
URL: <a href="http://phpmailer.sourceforge.net" target="newpage">http://phpmailer.sourceforge.net</a><br />
|
||||
</p>
|
||||
</blockquote>
|
||||
<p><b>PHP Markdown</b> - lib/markdown.php </p>
|
||||
<blockquote>
|
||||
<p>Functions to convert from the Markdown text format into clean XHTML.</p>
|
||||
<p> Version: 1.0b9 (with modifications)<br>
|
||||
Copyright © 2003-2004 , John Gruber<br>
|
||||
Copyright © 2004 , Michel Fortin<br>
|
||||
License: LGPL<br>
|
||||
URL: <a href="http://www.michelf.com/projects/php-markdown/" target="newpage">http://www.michelf.com/projects/php-markdown/</a><br>
|
||||
<p> Version: 1.0b9 (with modifications)<br />
|
||||
Copyright © 2003-2004 , John Gruber<br />
|
||||
Copyright © 2004 , Michel Fortin<br />
|
||||
License: LGPL<br />
|
||||
URL: <a href="http://www.michelf.com/projects/php-markdown/" target="newpage">http://www.michelf.com/projects/php-markdown/</a><br />
|
||||
</p>
|
||||
</blockquote>
|
||||
<p>
|
||||
<p><b>Snoopy</b> - lib/snoopy</p>
|
||||
<blockquote>
|
||||
<p>A PHP net client<br>
|
||||
<br>
|
||||
Version: 1.0<br>
|
||||
Copyright © 1999-2000 Monte Ohrt <monte@ispi.net><br>
|
||||
License: GNU LGPL<br>
|
||||
URL: <a href="http://snoopy.sourceforge.com">http://snoopy.sourceforge.com</a><br>
|
||||
<p>A PHP net client<br />
|
||||
<br />
|
||||
Version: 1.0<br />
|
||||
Copyright © 1999-2000 Monte Ohrt <monte@ispi.net><br />
|
||||
License: GNU LGPL<br />
|
||||
URL: <a href="http://snoopy.sourceforge.com">http://snoopy.sourceforge.com</a><br />
|
||||
</p>
|
||||
</blockquote>
|
||||
<p><b>Spreadsheet::WriteExcel</b> - lib/excel</p>
|
||||
<blockquote>
|
||||
<p>A library for generating Excel Spreadsheets.<br>
|
||||
<br>
|
||||
Version: 2002-11-28<br>
|
||||
Copyright © 2002 Xavier Noguer <xnoguer@rezebra.com><br>
|
||||
License: GNU LGPL<br>
|
||||
URL: <a href="http://jeffn.users.phpclasses.org/browse.html/package/767.html" target="newpage">http://jeffn.users.phpclasses.org/browse.html/package/767.html</a><br>
|
||||
<p>A library for generating Excel Spreadsheets.<br />
|
||||
<br />
|
||||
Version: 2002-11-28<br />
|
||||
Copyright © 2002 Xavier Noguer <xnoguer@rezebra.com><br />
|
||||
License: GNU LGPL<br />
|
||||
URL: <a href="http://jeffn.users.phpclasses.org/browse.html/package/767.html" target="newpage">http://jeffn.users.phpclasses.org/browse.html/package/767.html</a><br />
|
||||
</p>
|
||||
</blockquote>
|
||||
<p><b>SMTP class </b>- lib/class.smtp.php</p>
|
||||
<blockquote>
|
||||
<p>Class that can be used to connect and communicate with any SMTP
|
||||
server. <br>
|
||||
It implements all the SMTP functions defined in RFC821 except TURN.<br>
|
||||
<br>
|
||||
Version: 03/26/2001 <br>
|
||||
server. <br />
|
||||
It implements all the SMTP functions defined in RFC821 except TURN.<br />
|
||||
<br />
|
||||
Version: 03/26/2001 <br />
|
||||
Copyright © 2001 Chris Ryan <chris@greatbridge.com></p>
|
||||
<p><br>
|
||||
<p><br />
|
||||
</p>
|
||||
</blockquote>
|
||||
</blockquote>
|
||||
|
||||
@ -23,12 +23,12 @@
|
||||
<ol>
|
||||
<li><a href="#1">Joining the project as a developer</a></li>
|
||||
<li><a href="#2">CVS Modules</a> </li>
|
||||
<li><a href="#3">Basic CVS Commands</a> <br>
|
||||
3.1. <a href="#3.1">CVS on Unix</a> <br>
|
||||
<li><a href="#3">Basic CVS Commands</a> <br />
|
||||
3.1. <a href="#3.1">CVS on Unix</a> <br />
|
||||
3.2. <a href="#3.2">CVS on Windows</a></li>
|
||||
<li> <a href="#4">Working with Branches</a><br>
|
||||
4.1. <a href="#4.1">Trunk development</a><br>
|
||||
4.2. <a href="#4.2">Stable branches for each release</a><br>
|
||||
<li> <a href="#4">Working with Branches</a><br />
|
||||
4.1. <a href="#4.1">Trunk development</a><br />
|
||||
4.2. <a href="#4.2">Stable branches for each release</a><br />
|
||||
4.3. <a href="#4.3">Feature branches for large changes</a> </li>
|
||||
</ol>
|
||||
<p> </p>
|
||||
@ -99,7 +99,7 @@ update -dP</div>
|
||||
<pre> :ext:<font color="#990000">myusername</font>@cvs.sourceforge.net:/cvsroot/moodle</pre>
|
||||
</li>
|
||||
<li>Under the "Module" field, type "<strong>moodle</strong>" to get the latest development version of Moodle, "<strong>contrib</strong>" to get the contributions directory, or "<strong>mysql</strong>" to get the MySQL Admin module.</li>
|
||||
<li>Press the button: "<strong>OK</strong>" and everything should be downloaded.<br>
|
||||
<li>Press the button: "<strong>OK</strong>" and everything should be downloaded.<br />
|
||||
</li>
|
||||
</ol>
|
||||
</ol>
|
||||
@ -111,7 +111,7 @@ update -dP</div>
|
||||
<ol>
|
||||
<ol>
|
||||
<li> Right-mouse-click on your Moodle folder (or any file) and select "<strong>CVS Update</strong>". </li>
|
||||
<li>Sit back and watch the logs scroll by. Take note of conflicts that may occur if your local code has changes that conflict with the incoming versions - you will need to edit these files and resolve the conflicts manually. <br>
|
||||
<li>Sit back and watch the logs scroll by. Take note of conflicts that may occur if your local code has changes that conflict with the incoming versions - you will need to edit these files and resolve the conflicts manually. <br />
|
||||
</li>
|
||||
</ol>
|
||||
</ol>
|
||||
@ -124,7 +124,7 @@ update -dP</div>
|
||||
<ol>
|
||||
<li> Right-mouse-click on your Moodle folder (or any file) and select "<strong>CVS Commit...</strong>".</li>
|
||||
<li>In the dialog box, type a clear description of the changes you are committing.</li>
|
||||
<li>Click "OK". Your changes will be sent to the server.<br>
|
||||
<li>Click "OK". Your changes will be sent to the server.<br />
|
||||
</li>
|
||||
</ol>
|
||||
</ol>
|
||||
@ -166,27 +166,27 @@ update -dP</div>
|
||||
<p>Periodically, bug fixes in the STABLE branch should be merged into the trunk so that they become available in future versions of Moodle. A floating tag called MOODLE_XX_MERGED will be maintained to keep track of the last merge. The procedure for such a merge is as follows:</p>
|
||||
<ol>
|
||||
<ol>
|
||||
<li>Get out the very latest trunk version.<br>
|
||||
<br>
|
||||
<li>Get out the very latest trunk version.<br />
|
||||
<br />
|
||||
<div class="commandline">cvs update -dPA</div>
|
||||
</li>
|
||||
<li>Merge everything on the branch since the last merge, into your trunk version<br><br>
|
||||
<li>Merge everything on the branch since the last merge, into your trunk version<br /><br />
|
||||
<div class="commandline">cvs update -kk -j MOODLE_13_MERGED -j MOODLE_13_STABLE</div>
|
||||
</li>
|
||||
<li>Carefully watch the update logs for conflicts, and fix every file that you see with a conflict</li>
|
||||
<li>Check the merged copy back into CVS trunk version<br>
|
||||
<br>
|
||||
<li>Check the merged copy back into CVS trunk version<br />
|
||||
<br />
|
||||
<div class="commandline">cvs commit</div>
|
||||
</li>
|
||||
<li>Go back to the branch version<br><br>
|
||||
<li>Go back to the branch version<br /><br />
|
||||
<div class="commandline">cvs update -dPr MOODLE_13_STABLE</div>
|
||||
</li>
|
||||
<li>Update the floating merge tag so that this process can be repeated next time<br><br>
|
||||
<li>Update the floating merge tag so that this process can be repeated next time<br /><br />
|
||||
<div class="commandline">cvs tag -RF MOODLE_13_MERGED</div>
|
||||
</li>
|
||||
</ol>
|
||||
</ol>
|
||||
<p><br>
|
||||
<p><br />
|
||||
Finally, the values for <em>$version</em> in all the Moodle version.php files within the stable branch should not be updated at all if possible (except the last digit if necessary). The reason is that someone updating from a very stable version to the next very stable version could miss database upgrades that happened on the trunk. </p>
|
||||
</blockquote>
|
||||
<p> </p>
|
||||
@ -200,17 +200,17 @@ update -dP</div>
|
||||
<ol>
|
||||
<li>Discuss with other developers to make sure it's necessary!</li>
|
||||
<li>Make a new tag on the <strong>trunk</strong> (for all of moodle) called <strong>MOODLE_XX_WIDGET_PRE</strong>
|
||||
<br><br>
|
||||
<br /><br />
|
||||
<div class="commandline">cvs tag -R MOODLE_XX_WIDGET_PRE</div></li>
|
||||
<li>Create your branch called <span class="style1"><strong>MOODLE_XX_WIDGET</strong></span>
|
||||
<br><br>
|
||||
<br /><br />
|
||||
<div class="commandline">cvs tag -Rb <span class="style1">MOODLE_XX_WIDGET</span></strong></div></li>
|
||||
<li>Work in that branch until the feature is reasonably stable. Commit as necessary.
|
||||
<br><br>
|
||||
<br /><br />
|
||||
<div class="commandline">cvs commit</div></li>
|
||||
<li>When ready, merge the whole branch into the trunk, fix conflicts, commit it to the trunk and then abandon the branch.
|
||||
<br>
|
||||
<br>
|
||||
<br />
|
||||
<br />
|
||||
<div class="commandline">
|
||||
<strong>cvs update -dPA</strong><br />
|
||||
<strong>cvs update -kk -j <span class="style1">MOODLE_XX_WIDGET</span></strong><br />
|
||||
|
||||
@ -31,20 +31,20 @@
|
||||
<p>From a system administrator's perspective, Moodle has been designed according
|
||||
to the following criteria:</p>
|
||||
<ol>
|
||||
<li><strong>Moodle should run on the widest variety of platforms</strong><br>
|
||||
<br>
|
||||
<li><strong>Moodle should run on the widest variety of platforms</strong><br />
|
||||
<br />
|
||||
The web application platform that runs on most platforms is PHP combined
|
||||
with MySQL, and this is the environment that Moodle has been developed in
|
||||
(on Linux, Windows, and Mac OS X). Moodle also uses the ADOdb library for
|
||||
database abstraction, which means Moodle can use <a href="http://php.weblogs.com/ADOdb_manual#drivers">more
|
||||
than ten different brands of database</a> (unfortunately, though, it can
|
||||
not yet <em><strong>set up tables</strong></em> in all these databases -
|
||||
more on this later). <br>
|
||||
<br>
|
||||
more on this later). <br />
|
||||
<br />
|
||||
</li>
|
||||
<li><strong>Moodle should be easy to install, learn and modify</strong><br>
|
||||
<br>
|
||||
Early prototypes of Moodle (1999) were built using <a target=_top href="http://www.zope.org/">Zope</a>
|
||||
<li><strong>Moodle should be easy to install, learn and modify</strong><br />
|
||||
<br />
|
||||
Early prototypes of Moodle (1999) were built using <a target="_top" href="http://www.zope.org/">Zope</a>
|
||||
- an advanced object-oriented web application server. Unfortunately I found
|
||||
that although the technology was pretty cool, it had a very steep learning
|
||||
curve and was not very flexible in terms of system administration. The PHP
|
||||
@ -55,28 +55,28 @@
|
||||
by libraries of clearly-named functions and consistent layout of script
|
||||
files. PHP is also easy to install (binaries are available for every platform)
|
||||
and is widely available to the point that most web hosting services provide
|
||||
it as standard.<br>
|
||||
<br>
|
||||
it as standard.<br />
|
||||
<br />
|
||||
</li>
|
||||
<li><strong>It should be easy to upgrade from one version to the next</strong><br>
|
||||
<br>
|
||||
<li><strong>It should be easy to upgrade from one version to the next</strong><br />
|
||||
<br />
|
||||
Moodle knows what version it is (as well as the versions of all plug-in
|
||||
modules) and a mechanism has been built-in so that Moodle can properly upgrade
|
||||
itself to new versions (for example it can rename database tables or add
|
||||
new fields). If using CVS in Unix for example, one can just do a "cvs
|
||||
update -d" and then visit the site home page to complete an upgrade.<br>
|
||||
<br>
|
||||
update -d" and then visit the site home page to complete an upgrade.<br />
|
||||
<br />
|
||||
</li>
|
||||
<li><strong>It should be modular to allow for growth</strong><br>
|
||||
<br>
|
||||
<li><strong>It should be modular to allow for growth</strong><br />
|
||||
<br />
|
||||
Moodle has a number of features that are modular, including themes, activities,
|
||||
interface languages, database schemas and course formats. This allows anyone
|
||||
to add features to the main codebase or to even distribute them separately.
|
||||
More on this below in the next section.<br>
|
||||
<br>
|
||||
More on this below in the next section.<br />
|
||||
<br />
|
||||
</li>
|
||||
<li><strong>It should be able to be used in conjunction with other systems</strong><br>
|
||||
<br>
|
||||
<li><strong>It should be able to be used in conjunction with other systems</strong><br />
|
||||
<br />
|
||||
One thing Moodle does is keep all files for one course within a single,
|
||||
normal directory on the server. This would allow a system administrator
|
||||
to provide seamless forms of file-level access for each teacher, such as
|
||||
@ -117,7 +117,7 @@
|
||||
<li>widget_user_outline() - given an instance, return a summary of a
|
||||
user's contribution</li>
|
||||
<li>widget_user_complete() - given an instance, print details of a user's
|
||||
contribution<br>
|
||||
contribution<br />
|
||||
</li>
|
||||
<li>To avoid possible conflict, any module functions should be named
|
||||
starting with widget_ and any constants you define should start with
|
||||
@ -168,9 +168,9 @@
|
||||
the themes for this will be a completely different format, but the advantage
|
||||
will be a much higher possible degree of customisation (including moving
|
||||
elements around the page).</p>
|
||||
<p>More discussion about this in the <a target=_top href="http://moodle.org/mod/forum/view.php?id=46">Themes
|
||||
<p>More discussion about this in the <a target="_top" href="http://moodle.org/mod/forum/view.php?id=46">Themes
|
||||
forum on Using Moodle</a>. If you create a nice theme that you think others
|
||||
might want to use, please post your zip file on the themes forum!<br>
|
||||
might want to use, please post your zip file on the themes forum!<br />
|
||||
</p>
|
||||
</blockquote>
|
||||
<h3><a name="languages" id="languages"></a>Languages</h3>
|
||||
@ -190,16 +190,16 @@
|
||||
<li>quiz.php - strings for quiz module</li>
|
||||
<li>resource.php - strings for resource module</li>
|
||||
<li>survey.php - strings for survey module</li>
|
||||
<li>.... plus other modules if any.<br>
|
||||
<br>
|
||||
<li>.... plus other modules if any.<br />
|
||||
<br />
|
||||
A string is called from these files using the <strong><em>get_string()</em></strong><em>
|
||||
</em>or<em> <strong>print_string()</strong> </em>functions. Each string
|
||||
supports variable substitution, to support variable ordering in different
|
||||
languages.<em><br>
|
||||
<br>
|
||||
languages.<em><br />
|
||||
<br />
|
||||
</em>eg $strdueby = get_string("assignmentdueby", "assignment",
|
||||
userdate($date)); <br>
|
||||
<br>
|
||||
userdate($date)); <br />
|
||||
<br />
|
||||
If a string doesn't exist in a particular language, then the equivalent
|
||||
in English will automatically be used instead.</li>
|
||||
</ul>
|
||||
@ -216,9 +216,9 @@
|
||||
<p>Note that you can edit languages online, using the administration web tools
|
||||
under "Check this language". This makes it easy to not to only
|
||||
create new languages but to refine existing ones. If you are starting a
|
||||
new language, please contact me, <a target=_top href="http://dougiamas.com/">Martin
|
||||
new language, please contact me, <a target="_top" href="http://dougiamas.com/">Martin
|
||||
Dougiamas</a>. </p>
|
||||
<p>You might also like to post in the <a target=_top href="http://moodle.org/mod/forum/view.php?id=43">Languages
|
||||
<p>You might also like to post in the <a target="_top" href="http://moodle.org/mod/forum/view.php?id=43">Languages
|
||||
forum on Using Moodle</a>. </p>
|
||||
<p>If you are maintaining a language an ongoing basis, I can give you <a href="?file=cvs.html">CVS
|
||||
write access to the Moodle source code</a> so that you can directly maintain
|
||||
@ -256,13 +256,13 @@
|
||||
<blockquote>
|
||||
<p>If you feel like writing a tutorial, an article, an academic paper or anything
|
||||
else about Moodle, please do! </p>
|
||||
<p>Put it on the web and make sure you include links to <a target=_top href="http://moodle.org/">http://moodle.org/</a></p>
|
||||
<p>Put it on the web and make sure you include links to <a target="_top" href="http://moodle.org/">http://moodle.org/</a></p>
|
||||
</blockquote>
|
||||
<p> </p>
|
||||
<h3><a name="bugs" id="bugs"></a>Participating in the bug tracker</h3>
|
||||
<blockquote>
|
||||
<p>Finally, I would like to invite you to register on the "bug tracker"
|
||||
at <a target=_top href="http://moodle.org/bugs/">http://moodle.org/bugs</a>
|
||||
at <a target="_top" href="http://moodle.org/bugs/">http://moodle.org/bugs</a>
|
||||
so you can file any bugs that you find and perhaps participate in discussing
|
||||
and fixing them. </p>
|
||||
<p>"Bugs" not only includes software bugs with current versions
|
||||
@ -276,9 +276,9 @@
|
||||
<blockquote>
|
||||
<blockquote>
|
||||
<blockquote>
|
||||
<p align="center">Thanks for using Moodle!<br>
|
||||
<br>
|
||||
<a target=_top href="http://dougiamas.com/">Martin Dougiamas</a>, Lead
|
||||
<p align="center">Thanks for using Moodle!<br />
|
||||
<br />
|
||||
<a target="_top" href="http://dougiamas.com/">Martin Dougiamas</a>, Lead
|
||||
Developer </p>
|
||||
</blockquote>
|
||||
</blockquote>
|
||||
|
||||
@ -259,7 +259,7 @@ reduced functionality due to a mis-configuration in the firewall settings.
|
||||
|
||||
|
||||
|
||||
files\easyphp\www\moodle\config.php on line 94 <br>
|
||||
files\easyphp\www\moodle\config.php on line 94 <br />
|
||||
|
||||
|
||||
|
||||
@ -415,7 +415,7 @@ reduced functionality due to a mis-configuration in the firewall settings.
|
||||
|
||||
|
||||
|
||||
<p class="answercode">magic_quotes_gpc = On<br>
|
||||
<p class="answercode">magic_quotes_gpc = On<br />
|
||||
|
||||
|
||||
|
||||
@ -521,7 +521,7 @@ reduced functionality due to a mis-configuration in the firewall settings.
|
||||
|
||||
|
||||
|
||||
<table class=generalbox cellspacing=0 cellpadding=5 align=center border=0>
|
||||
<table class="generalbox" cellspacing="0" cellpadding="5" align="center" border="0">
|
||||
|
||||
|
||||
|
||||
@ -756,7 +756,7 @@ This will be acceptable for the majority of users.
|
||||
<p class="answer">
|
||||
|
||||
|
||||
<hr>
|
||||
<hr />
|
||||
|
||||
|
||||
|
||||
@ -768,7 +768,7 @@ This will be acceptable for the majority of users.
|
||||
|
||||
|
||||
|
||||
<hr>
|
||||
<hr />
|
||||
|
||||
|
||||
|
||||
|
||||
@ -13,7 +13,7 @@
|
||||
<blockquote>
|
||||
<p>As Moodle gains in maturity, its directions are increasingly influenced by
|
||||
the community of developers and users. A dynamic database of proposed features
|
||||
and their status can be found at <a target=_top href="http://moodle.org/bugs/">moodle.org/bugs</a>.
|
||||
and their status can be found at <a target="_top" href="http://moodle.org/bugs/">moodle.org/bugs</a>.
|
||||
Your <a href="?file=credits.html">contributions</a> in the form of ideas, code,
|
||||
feedback and promotion are all very welcome - see the <a href="?file=developer.html">Developers
|
||||
manual</a> for more details. You can also pay to have certain features developed sooner- see <a href="http://moodle.com/development/" target="_top">moodle.com/development</a> for information and a quote. </p>
|
||||
|
||||
@ -132,7 +132,7 @@
|
||||
<p>To run the installer script (install.php), just try to access your Moodle main URL using a web browser, or access <strong>http://yourserver/install.php</strong> directly. </p>
|
||||
<p>(The Installer will try to set a session cookie. If you get a popup warning in your browser make sure you accept that cookie!) </p>
|
||||
<p>Moodle will detect that configuration is necessary and will lead you through some screens to help you create a new configuration file called <strong>config.php. </strong>At the end of the process Moodle will try and write the file into the right location, otherwise you can press a button to download it from the installer and then upload config.php into the main Moodle directory on the server. </p>
|
||||
<p>Along the way the installer will test your server environment and give you suggestions about how to fix any problems. For most common issues these suggestions should be sufficient, but if you get stuck, look below for more information about some of common things that might be holding you up. <br>
|
||||
<p>Along the way the installer will test your server environment and give you suggestions about how to fix any problems. For most common issues these suggestions should be sufficient, but if you get stuck, look below for more information about some of common things that might be holding you up. <br />
|
||||
</p>
|
||||
</blockquote>
|
||||
<blockquote>
|
||||
|
||||
@ -107,18 +107,18 @@
|
||||
it config.php</li>
|
||||
<li> Edit config.php using a text editor (Notepad will do, just be careful
|
||||
that it doesn't add unwanted spaces at the end). </li>
|
||||
<li>Put in all your new database info:<br>
|
||||
$CFG->dbtype = 'mysql';<br>
|
||||
$CFG->dbhost = 'localhost';<br>
|
||||
$CFG->dbname = 'moodle';<br>
|
||||
$CFG->dbuser = 'root'; <br>
|
||||
$CFG->dbpass = '';<br>
|
||||
$CFG->dbpersist = true;<br>
|
||||
<li>Put in all your new database info:<br />
|
||||
$CFG->dbtype = 'mysql';<br />
|
||||
$CFG->dbhost = 'localhost';<br />
|
||||
$CFG->dbname = 'moodle';<br />
|
||||
$CFG->dbuser = 'root'; <br />
|
||||
$CFG->dbpass = '';<br />
|
||||
$CFG->dbpersist = true;<br />
|
||||
$CFG->prefix = 'mdl_';</li>
|
||||
<li>And put in all your file paths:<br>
|
||||
<li>And put in all your file paths:<br />
|
||||
$CFG->wwwroot = 'http://localhost/moodle'; // Use an external address
|
||||
if you know it. <br>
|
||||
$CFG->dirroot = 'C:\Program Files\EasyPHP\www\moodle'; <br>
|
||||
if you know it. <br />
|
||||
$CFG->dirroot = 'C:\Program Files\EasyPHP\www\moodle'; <br />
|
||||
$CFG->dataroot = 'C:\moodledata';</li>
|
||||
<li>Save config.php - you can ignore the other settings if there are any.</li>
|
||||
<li>You're nearly there now! The rest of the setup is all web-based. Visit
|
||||
|
||||
@ -35,7 +35,7 @@
|
||||
an online course. Anyone who uses Moodle is a Moodler.</p>
|
||||
<p>Come <a href="http://moodle.org/community/" target="_top">moodle with us</a>!</p>
|
||||
</blockquote>
|
||||
<p><br>
|
||||
<p><br />
|
||||
</p>
|
||||
<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
|
||||
<p align="CENTER"><font size="1">Version: $Id$</font></p>
|
||||
|
||||
File diff suppressed because one or more lines are too long
@ -13,7 +13,7 @@
|
||||
<p class="normaltext"><a href="http://moodle.org/docs/">User-contributed documentation</a>
|
||||
- this page lists documentation contributed by Moodle users</p>
|
||||
<p align="center" class="normaltext"> </p>
|
||||
<hr>
|
||||
<hr />
|
||||
|
||||
<p align="center"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
|
||||
<p align="center"><font size="1">Version: $Id$</font></p>
|
||||
|
||||
@ -15,25 +15,25 @@
|
||||
<blockquote>
|
||||
<p>The design and development of Moodle is guided by a particular philosophy of learning, a way of thinking that you may see referred to in shorthand as a "<em>social constructionist pedagogy</em>". (Some of you scientists may already be thinking "soft education mumbo jumbo" and reaching for your mouse, but please read on - this is useful for every subject area!)</p>
|
||||
<p>This page tries to explain in simple terms what that phrase means by unpacking <strong>four main concepts</strong> behind it. Note that each of these is summarising one view of an immense amount of diverse research so these definitions may seem thin if you have read about these before.</p>
|
||||
<p>If these concepts are completely new to you then it is likely that these ideas will be hard to understand at first - all I can recommend is that you read it carefully, while thinking about your own experiences of trying to learn something.<br>
|
||||
<p>If these concepts are completely new to you then it is likely that these ideas will be hard to understand at first - all I can recommend is that you read it carefully, while thinking about your own experiences of trying to learn something.<br />
|
||||
</p>
|
||||
<h3>1. Constructivism</h3>
|
||||
<blockquote>
|
||||
<p>This point of view maintains that people actively <strong>construct</strong> new knowledge as they interact with their environment. </p>
|
||||
<p>Everything you read, see, hear, feel, and touch is tested against your prior knowledge and if it is viable within your mental world, may form new knowledge you carry with you. Knowledge is strengthened if you can use it successfully in your wider environment. You are not just a memory bank passively absorbing information, nor can knowledge be "transmitted" to you just by reading something or listening to someone.</p>
|
||||
<p>This is not to say you can't learn anything from reading a web page or watching a lecture, obviously you can, it's just pointing out that there is more interpretation going on than a transfer of information from one brain to another.<br>
|
||||
<p>This is not to say you can't learn anything from reading a web page or watching a lecture, obviously you can, it's just pointing out that there is more interpretation going on than a transfer of information from one brain to another.<br />
|
||||
</p>
|
||||
</blockquote>
|
||||
<h3>2. Constructionism</h3>
|
||||
<blockquote>
|
||||
<p>Constructionism asserts that learning is particularly effective when constructing something for others to experience. This can be anything from a spoken sentence or an internet posting, to more complex artifacts like a painting, a house or a software package.</p>
|
||||
<p>For example, you might read this page several times and still forget it by tomorrow - but if you were to try and explain these ideas to someone else in your own words, or produce a slideshow that explained these concepts, then I can guarantee you'd have a better understanding that is more integrated into your own ideas. This is why people take notes during lectures, even if they never read the notes again.<br>
|
||||
<p>For example, you might read this page several times and still forget it by tomorrow - but if you were to try and explain these ideas to someone else in your own words, or produce a slideshow that explained these concepts, then I can guarantee you'd have a better understanding that is more integrated into your own ideas. This is why people take notes during lectures, even if they never read the notes again.<br />
|
||||
</p>
|
||||
</blockquote>
|
||||
<h3>3. Social Constructivism</h3>
|
||||
<blockquote>
|
||||
<p>This extends the above ideas into a social group constructing things for one another, collaboratively creating a small culture of shared artifacts with shared meanings. When one is immersed within a culture like this, one is learning all the time about how to be a part of that culture, on many levels.</p>
|
||||
<p>A very simple example is an object like a cup. The object can be used for many things, but its shape does suggest some "knowledge" about carrying liquids. A more complex example is an online course - not only do the "shapes" of the software tools indicate certain things about the way online courses should work, but the activities and texts produced within the group as a whole will help shape how each person behaves within that group.<br>
|
||||
<p>A very simple example is an object like a cup. The object can be used for many things, but its shape does suggest some "knowledge" about carrying liquids. A more complex example is an online course - not only do the "shapes" of the software tools indicate certain things about the way online courses should work, but the activities and texts produced within the group as a whole will help shape how each person behaves within that group.<br />
|
||||
</p>
|
||||
</blockquote>
|
||||
<h3>4. Connected and Separate</h3>
|
||||
@ -41,11 +41,11 @@
|
||||
<p>This idea looks deeper into the motivations of individuals within a discussion. <strong>Separate</strong> behaviour is when someone tries to remain 'objective' and 'factual', and tends to defend their own ideas using logic to find holes in their opponent's ideas. <strong>Connected</strong> behaviour is a more empathic approach that accepts subjectivity, trying to listen and ask questions in an effort to understand the other point of view. <strong>Constructed</strong> behaviour is when a person is sensitive to both of these approaches and is able to choose either of them as appropriate to the current situation.</p>
|
||||
<p>In general, a healthy amount of connected behaviour within a learning community is a very powerful stimulant for learning, not only bringing people closer together but promoting deeper reflection and re-examination of their existing beliefs.</p>
|
||||
</blockquote>
|
||||
<hr>
|
||||
<hr />
|
||||
<p>Once you are thinking about all these issues, it helps you to focus on the experiences that would be best for learning from the learner's point of view, rather than just publishing and assessing the information you think they need to know. It can also help you realise how each participant in a course can be a teacher as well as a learner. Your job as a 'teacher' can change from being 'the source of knowledge' to being an influencer and role model of class culture, connecting with students in a personal way that addresses their own learning needs, and moderating discussions and activities in a way that collectively leads students towards the learning goals of the class.</p>
|
||||
<p>Obviously Moodle doesn't force this style of behaviour, but this is what it is best at supporting. In future, as the technical infrastructure of Moodle stabilises, further improvements in pedagogical support will be a major direction for Moodle development.</p>
|
||||
</blockquote>
|
||||
<hr>
|
||||
<hr />
|
||||
<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
|
||||
<p align="CENTER"><font size="1">Version: $Id$</font></p>
|
||||
</body>
|
||||
|
||||
@ -403,7 +403,7 @@
|
||||
</dd>
|
||||
</dl>
|
||||
</ul>
|
||||
<hr>
|
||||
<hr />
|
||||
<h3> New in Moodle 1.1.1 (10 September, 2003):</h3>
|
||||
<ul>
|
||||
<dl>
|
||||
@ -448,7 +448,7 @@
|
||||
</dd>
|
||||
</dl>
|
||||
</ul>
|
||||
<hr>
|
||||
<hr />
|
||||
|
||||
|
||||
|
||||
@ -624,7 +624,7 @@
|
||||
</dl>
|
||||
<dd> </dd>
|
||||
</ul>
|
||||
<hr>
|
||||
<hr />
|
||||
|
||||
<h3> New in Moodle 1.0.9 (29th May, 2003) :</h3>
|
||||
<ul>
|
||||
@ -744,7 +744,7 @@
|
||||
</dd>
|
||||
</dl>
|
||||
</ul>
|
||||
<hr>
|
||||
<hr />
|
||||
|
||||
|
||||
<p>Older releases can be seen in the <a href="http://moodle.org/mod/forum/view.php?f=1">Moodle.org announcement forum</a>.
|
||||
|
||||
@ -136,22 +136,22 @@
|
||||
page on which you can view each file (and how late or early it is), and then
|
||||
record a grade and a comment. Half an hour after you grade any particular
|
||||
student, Moodle will automatically email that student a notification. </dd>
|
||||
<br>
|
||||
<br>
|
||||
<br />
|
||||
<br />
|
||||
<dt><strong>Choice</strong></dt>
|
||||
<dd>A choice activity is very simple - you ask a question and specify a choice
|
||||
of responses. Students can make their choice, and you have a report screen
|
||||
where you can see the results. I use it to gather research consent from
|
||||
my students, but you could use it for quick polls or class votes.</dd>
|
||||
<br>
|
||||
<br>
|
||||
<br />
|
||||
<br />
|
||||
<dt><strong>Forum</strong></dt>
|
||||
<dd>This module is by far the most important - it is here that discussion
|
||||
takes place. When you add a new forum, yu will presented with a choice of
|
||||
different types - a simple single-topic discussion, a free-for-all general
|
||||
forum, or a one-discussion-thread-per-user.</dd>
|
||||
<br>
|
||||
<br>
|
||||
<br />
|
||||
<br />
|
||||
<dt><strong>Journal</strong></dt>
|
||||
<dd>Each journal activity is an entry in the whole course journal. For each
|
||||
one you can specify an open-ended question that guides what students write,
|
||||
@ -163,14 +163,14 @@
|
||||
will receive an automatic email informing them of your feedback. Journals
|
||||
are not designed to be continually added to - if you need to do that then
|
||||
add more journal activities.</dd>
|
||||
<br>
|
||||
<br>
|
||||
<br />
|
||||
<br />
|
||||
<dt><strong>Resource</strong></dt>
|
||||
<dd>Resources are the content of your course. Each resource can be any file
|
||||
you have uploaded or can point to using a URL. You can also maintain simple
|
||||
text-based pages by typing them directly into a form.</dd>
|
||||
<br>
|
||||
<br>
|
||||
<br />
|
||||
<br />
|
||||
<dt><strong>Quiz</strong></dt>
|
||||
<dd>This module allows you to design and set quiz tests, consisting of multiple
|
||||
choice, true-false, and short answer questions. These questions are kept
|
||||
@ -178,8 +178,8 @@
|
||||
courses. Quizzes can allow multiple attempts. Each attempt is automatically
|
||||
marked, and the teacher can choose whether to give feedback or to show correct
|
||||
answers. This module includes grading facilities. </dd>
|
||||
<br>
|
||||
<br>
|
||||
<br />
|
||||
<br />
|
||||
<dt><strong>Survey</strong></dt>
|
||||
<dd>The survey module provides a number of predefined survey instruments that
|
||||
are useful in evaluating and understanding your class. Currently they include
|
||||
@ -187,7 +187,7 @@
|
||||
in the course as a diagnostic tool and at the end of the course as an evaluation
|
||||
tool (I use one every week in my courses).</dd>
|
||||
</dl>
|
||||
<br>
|
||||
<br />
|
||||
<p>After adding your activities you can move them up and down in your course
|
||||
layout by clicking on the little arrow icons (<img src="../pix/t/up.gif" width="9" height="10">
|
||||
<img src="../pix/t/down.gif" width="9" height="10">) next to each one. You
|
||||
@ -228,14 +228,14 @@
|
||||
local site administrator.</p>
|
||||
<p>If you have some great ideas for improvements to Moodle, or even some good
|
||||
stories, come over to <a href="http://moodle.org/" target="_top">moodle.org</a>
|
||||
and join us in the course called "<a href="http://moodle.org/course/view.php?id=5" target=_top >Using
|
||||
and join us in the course called "<a href="http://moodle.org/course/view.php?id=5" target="_top" >Using
|
||||
Moodle</a>". We'd love to hear from you, and you can help Moodle improve.</p>
|
||||
<p>If you want to contribute to coding new modules, or writing documentation,
|
||||
or papers, contact me: <a href="http://moodle.org/user/view.php?id=1&course=1" target="_top">Martin
|
||||
Dougiamas</a> or browse the "bug tracker" site for Moodle, at <a href="http://moodle.org/bugs/" target="_top">moodle.org/bugs</a></p>
|
||||
<p>Finally, remember to use the help icons - here is an <a target="helpwindow" href="../help.php?file=index.html">index of all the help files in Moodle</a>.</p>
|
||||
<p align="center">Thanks for using Moodle - and good luck with your teaching!</p>
|
||||
<hr>
|
||||
<hr />
|
||||
<p> </p>
|
||||
</blockquote>
|
||||
<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
|
||||
|
||||
@ -34,7 +34,7 @@ These files contains short phrases, often called "<span style="font-style: itali
|
||||
|
||||
|
||||
<li><strong>help</strong>: containing the context-sensitive help files that pop-up when you click the help icons throughout Moodle
|
||||
</li><li><strong>docs</strong>: containing the basic documentation pages (such as this one!)<br>
|
||||
</li><li><strong>docs</strong>: containing the basic documentation pages (such as this one!)<br />
|
||||
</li>
|
||||
</ul>
|
||||
|
||||
@ -59,7 +59,7 @@ site's interface, you may want to start a new translation. </p>
|
||||
in the lang directory using the 2-letter code for your language. You
|
||||
can find these standard codes in lib/languages.php. If you are making a
|
||||
local variation of another language use the code of that language with
|
||||
an underscore and a meaningful two letter extension (e.g. <span style="font-style: italic;">pt </span>for Portuguese and <span style="font-style: italic;">pt_br</span> for Brasilian variation of the Portuguese language pack). If you are making a Unicode version add <span style="font-weight: bold;">_utf8</span> at the end (eg <span style="font-style: italic;">sr_utf8</span>).<br>
|
||||
an underscore and a meaningful two letter extension (e.g. <span style="font-style: italic;">pt </span>for Portuguese and <span style="font-style: italic;">pt_br</span> for Brasilian variation of the Portuguese language pack). If you are making a Unicode version add <span style="font-weight: bold;">_utf8</span> at the end (eg <span style="font-style: italic;">sr_utf8</span>).<br />
|
||||
</p>
|
||||
|
||||
|
||||
@ -67,7 +67,7 @@ an underscore and a meaningful two letter extension (e.g. <span style="font-styl
|
||||
<p style="margin-left: 40px;">Next, copy the moodle.php from another
|
||||
language into your new directory. The one from the "en" folder is
|
||||
usually best but it doesn't really matter as you are going to rewrite
|
||||
it anyway.<br>
|
||||
it anyway.<br />
|
||||
</p>
|
||||
|
||||
|
||||
@ -93,12 +93,12 @@ change that string, save the moodle.php file, then <span style="font-weight: bol
|
||||
|
||||
|
||||
|
||||
<h3 style="margin-left: 40px;">Making small customisations<br>
|
||||
<h3 style="margin-left: 40px;">Making small customisations<br />
|
||||
</h3>
|
||||
|
||||
|
||||
|
||||
<p style="margin-left: 80px;">If you just want to change a few things in the interface to suit your own site better, <span style="font-weight: bold;">don't start editing one of the standard language packs</span>. If you do then your changes will be overwritten next time you upgrade to a new Moodle.<br>
|
||||
<p style="margin-left: 80px;">If you just want to change a few things in the interface to suit your own site better, <span style="font-weight: bold;">don't start editing one of the standard language packs</span>. If you do then your changes will be overwritten next time you upgrade to a new Moodle.<br />
|
||||
</p>
|
||||
<p style="margin-left: 80px;">Instead, use the instructions above for
|
||||
making a brand new language pack, and set the parent language (in
|
||||
@ -106,14 +106,14 @@ moodle.php) to be the language that is most similar to yours. For
|
||||
example, a good name for a local english version would be "<span style="font-style: italic;">en_local</span>", and the parent language would be "<span style="font-style: italic;">en</span>" or "<span style="font-style: italic;">en_us</span>".</p>
|
||||
<p style="margin-left: 80px;">Note that for everyone on your site to
|
||||
see this new pack you have to select it as the site language and
|
||||
restrict the available languages on <span style="font-weight: bold;">Admin >> Configuration >> Variables</span>.<br>
|
||||
<br>
|
||||
restrict the available languages on <span style="font-weight: bold;">Admin >> Configuration >> Variables</span>.<br />
|
||||
<br />
|
||||
</p>
|
||||
|
||||
|
||||
|
||||
|
||||
<h3 style="margin-left: 40px;">Translating the Moodle interface language files (the "string" files)<br>
|
||||
<h3 style="margin-left: 40px;">Translating the Moodle interface language files (the "string" files)<br />
|
||||
</h3>
|
||||
|
||||
|
||||
@ -138,8 +138,8 @@ remembering to hit the "Save changes" button at the end of each form.</li>
|
||||
<li>It's OK to leave strings empty - Moodle will simply use the
|
||||
parent language for that string instead. You can define the parent
|
||||
language in moodle.php, otherwise English is always used by default. </li>
|
||||
<li>A quick way to see all the missing strings is by using the button to "Check for missing strings".<br>
|
||||
<br>
|
||||
<li>A quick way to see all the missing strings is by using the button to "Check for missing strings".<br />
|
||||
<br />
|
||||
</li>
|
||||
|
||||
|
||||
@ -181,20 +181,20 @@ language instead, so there is no need to leave copies of <strong>untranslated</s
|
||||
|
||||
<p style="margin-left: 40px;">Sharing your translation with Moodle will
|
||||
ensure that you help other people who speak your language.
|
||||
Your interface language will be available in future versions of Moodle.<br>
|
||||
Your interface language will be available in future versions of Moodle.<br />
|
||||
</p>
|
||||
|
||||
|
||||
<p style="margin-left: 40px;">Simply archive your whole new language directory as a <span style="font-weight: bold;">zip</span> file and email it to <a href="mailto:tra%6es%6ca%74%69o%6e%40%6d%6f%6f%64%6c%65.org">translation@moodle.org</a>.<br>
|
||||
<p style="margin-left: 40px;">Simply archive your whole new language directory as a <span style="font-weight: bold;">zip</span> file and email it to <a href="mailto:tra%6es%6ca%74%69o%6e%40%6d%6f%6f%64%6c%65.org">translation@moodle.org</a>.<br />
|
||||
</p>
|
||||
<p style="margin-left: 40px;">We will get back to you with further details.<br>
|
||||
<p style="margin-left: 40px;">We will get back to you with further details.<br />
|
||||
</p>
|
||||
|
||||
|
||||
<p> </p>
|
||||
|
||||
|
||||
<h2>Maintenance of a standard language pack<br>
|
||||
<h2>Maintenance of a standard language pack<br />
|
||||
</h2>
|
||||
|
||||
|
||||
@ -206,9 +206,9 @@ Your interface language will be available in future versions of Moodle.<br>
|
||||
</p>
|
||||
|
||||
<p style="margin-left: 40px;">Finally, to keep in touch with changes in the project on a day-to-day basis it is a very good idea to subscribe to the <a href="http://sourceforge.net/mail/?group_id=30935" target="_top">CVS mailing list</a>. This helps to keep your
|
||||
translation as close to the English text as possible.<br>
|
||||
translation as close to the English text as possible.<br />
|
||||
</p>
|
||||
<p style="margin-left: 40px;"><br>
|
||||
<p style="margin-left: 40px;"><br />
|
||||
</p>
|
||||
|
||||
<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
|
||||
|
||||
@ -24,7 +24,7 @@
|
||||
<blockquote>
|
||||
<p>Make a separate copy of these files before the upgrade, so that you can
|
||||
retrieve your config.php and any modules you have added like themes, languages
|
||||
etc<strong><br>
|
||||
etc<strong><br />
|
||||
</strong></p>
|
||||
</blockquote>
|
||||
<p><strong>2. Your data directory.</strong></p>
|
||||
@ -32,7 +32,7 @@
|
||||
<p>This is where uploaded content resides (such as course resources and
|
||||
student assignments) so it is very important to have a backup of these
|
||||
files anyway. Sometimes upgrades may move or rename directories within
|
||||
your data directory.<strong><br>
|
||||
your data directory.<strong><br />
|
||||
</strong></p>
|
||||
</blockquote>
|
||||
<p><strong>3. Your database</strong></p>
|
||||
@ -59,13 +59,13 @@
|
||||
way it to rename the current Moodle directory to something else, then unpack
|
||||
the new Moodle archive into the old location.</p>
|
||||
<blockquote>
|
||||
<p><font face="Courier New, Courier, mono">mv moodle moodle.backup<br>
|
||||
<p><font face="Courier New, Courier, mono">mv moodle moodle.backup<br />
|
||||
tar xvzf moodle-1.1.tgz</font></p>
|
||||
</blockquote>
|
||||
<p>Next, copy across your config.php and any other plugins such as custom
|
||||
themes:</p>
|
||||
<blockquote>
|
||||
<p><font face="Courier New, Courier, mono">cp moodle.backup/config.php moodle<br>
|
||||
<p><font face="Courier New, Courier, mono">cp moodle.backup/config.php moodle<br />
|
||||
cp -pr moodle.backup/theme/mytheme moodle/theme/mytheme</font></p>
|
||||
</blockquote>
|
||||
</blockquote>
|
||||
@ -87,7 +87,7 @@
|
||||
<h3 class="sectionheading">3. Finishing the upgrade</h3>
|
||||
<blockquote>
|
||||
<p>The last step is to trigger the upgrade processes within Moodle.</p>
|
||||
<p>To do this just visit <a target=_top href="../admin/index.php">the admin page of your
|
||||
<p>To do this just visit <a target="_top" href="../admin/index.php">the admin page of your
|
||||
installation</a>.</p>
|
||||
<blockquote>
|
||||
<p><font face="Courier New, Courier, mono">http://example.com/moodle/admin</font></p>
|
||||
@ -101,8 +101,8 @@
|
||||
<p> </p>
|
||||
<p> Assuming all goes well (no error messages) then you can start using your new
|
||||
version of Moodle and enjoy the new features!</p>
|
||||
<p>If you have trouble with the upgrade, visit <a target=_top href="http://moodle.org/">moodle.org</a>
|
||||
and post on the <a target=_top href="http://moodle.org/mod/forum/view.php?id=28">Installation
|
||||
<p>If you have trouble with the upgrade, visit <a target="_top" href="http://moodle.org/">moodle.org</a>
|
||||
and post on the <a target="_top" href="http://moodle.org/mod/forum/view.php?id=28">Installation
|
||||
Support Forum</a> in the Using Moodle course.</p>
|
||||
</blockquote>
|
||||
<p> </p>
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
// editor.php - created with Moodle 1.2 (2004032000)
|
||||
|
||||
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
|
||||
$string['enrolname'] = 'External Database';
|
||||
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
|
||||
$string['enrolname'] = 'Flat file';
|
||||
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
|
||||
$string['enrolname'] = 'Internal Enrolment';
|
||||
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
|
||||
$string['enrolname'] = 'Paypal';
|
||||
$string['description'] = 'The Paypal module allows you to set up paid courses. If the cost for any course is zero, then students are not asked to pay for entry. There is a site-wide cost that you set here as a default for the whole site and then a course setting that you can set for each course individually. The course cost overrides the site cost.';
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
// error.php - created with Moodle 1.2 development (2003122600)
|
||||
|
||||
$string['coursegroupunknown'] = 'Course corresponding to group $a not specified';
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
// exercise.php - created with Moodle 1.2 development (2003111400)
|
||||
|
||||
$string['absent'] = "Absent";
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
// forum.php - created with Moodle 1.2 development (2003111400)
|
||||
|
||||
|
||||
@ -91,7 +91,7 @@ $string['openmode1'] = 'No discussions, but replies are allowed';
|
||||
$string['openmode2'] = 'Discussions and replies are allowed';
|
||||
$string['parent'] = 'Show parent';
|
||||
$string['parentofthispost'] = 'Parent of this post';
|
||||
$string['postadded'] = 'Your post was successfully added.<P>You have $a to edit it if you want to make any changes.';
|
||||
$string['postadded'] = 'Your post was successfully added.<p>You have $a to edit it if you want to make any changes.';
|
||||
$string['postincontext'] = 'See this post in context';
|
||||
$string['postmailinfo'] = 'This is a copy of a message posted on the $a website.
|
||||
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<?PHP // $Id$
|
||||
<?php // $Id$
|
||||
// glossary.php - created with Moodle 1.2 development (2003111400)
|
||||
|
||||
|
||||
@ -86,10 +86,10 @@ $string['entryexported'] = 'Entry succesfully exported';
|
||||
$string['entryishidden'] = '(this entry is currently hidden)';
|
||||
$string['entryleveldefaultsettings'] = 'Entry Level Default Settings';
|
||||
$string['entryusedynalink'] = 'This entry should be automatically linked';
|
||||
$string['explainaddentry'] = 'Add a new entry to the current glossary.<br>Concept and definition are mandatory fields.';
|
||||
$string['explainaddentry'] = 'Add a new entry to the current glossary.<br />Concept and definition are mandatory fields.';
|
||||
$string['explainall'] = 'Shows ALL entries on one page';
|
||||
$string['explainalphabet'] = 'Browse the glossary using this index';
|
||||
$string['explainexport'] = 'A file has been generated.<br>Download it and keep it safe. You can import it anytime you wish in this or other course.';
|
||||
$string['explainexport'] = 'A file has been generated.<br />Download it and keep it safe. You can import it anytime you wish in this or other course.';
|
||||
$string['explainimport'] = 'You must specify the file to import and define the criteria of the process.<p>Submit your request and review the results.';
|
||||
$string['explainspecial'] = 'Shows entries that do not begin with a letter';
|
||||
$string['exportedentry'] = 'Exported entry';
|
||||
|
||||
@ -1,12 +1,12 @@
|
||||
<P ALIGN=CENTER><B>Assignment Type</B></P>
|
||||
<p align="center"><b>Assignment Type</b></p>
|
||||
|
||||
<P>There are different types of assignments</P>
|
||||
<p>There are different types of assignments</p>
|
||||
|
||||
<P><B>Offline activity</B> - this is useful when the assignment is performed outside
|
||||
<p><b>Offline activity</b> - this is useful when the assignment is performed outside
|
||||
of Moodle. Students can see a description of the assignment, but can't upload files or anything.
|
||||
Teachers can grade all students though, and students will see notifications of their grades.
|
||||
|
||||
<P><B>Upload a single file</B> - this type of assignment allows all students to upload a
|
||||
<p><b>Upload a single file</b> - this type of assignment allows all students to upload a
|
||||
single file, of any type. This might be a Word processor document, or an image, a
|
||||
zipped web site, or anything you ask them to submit. Teachers can grade submitted
|
||||
assignments online.
|
||||
|
||||
@ -1,7 +1,7 @@
|
||||
<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/assignment/icon.gif"> <B>Assignments</B></P>
|
||||
<UL>
|
||||
<P>Assignments allow the teacher to specify a task that requires students
|
||||
<p><img valign="absmiddle" SRC="<?php echo $CFG->wwwroot?>/mod/assignment/icon.gif"> <b>Assignments</b></p>
|
||||
<ul>
|
||||
<p>Assignments allow the teacher to specify a task that requires students
|
||||
to prepare digital content (any format) and submit it by uploading it
|
||||
to the server. Typical assignments include essays, projects, reports
|
||||
and so on. This module includes grading facilities.</P>
|
||||
</UL>
|
||||
and so on. This module includes grading facilities.</p>
|
||||
</ul>
|
||||
|
||||
@ -1,9 +1,9 @@
|
||||
<P ALIGN=CENTER><B>Resubmitting assignments</B></P>
|
||||
<p align="center"><b>Resubmitting assignments</b></p>
|
||||
|
||||
<P>By default, students cannot resubmit assignments once the teacher has graded them</P>
|
||||
<p>By default, students cannot resubmit assignments once the teacher has graded them</p>
|
||||
|
||||
<P>If you turn this option on, then students will be allowed to resubmit assignments
|
||||
<p>If you turn this option on, then students will be allowed to resubmit assignments
|
||||
after they have been graded (for you to re-grade). This may be useful if the
|
||||
teacher wants to encourage students to do better work in an iterative process.</P>
|
||||
teacher wants to encourage students to do better work in an iterative process.</p>
|
||||
|
||||
<P>Obviously, this option is not relevant for offline assignments.</P>
|
||||
<p>Obviously, this option is not relevant for offline assignments.</p>
|
||||
|
||||
@ -1,9 +1,9 @@
|
||||
<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/chat/icon.gif"> <B>Chats</B></P>
|
||||
<UL>
|
||||
<P>The Chat module allows participants to have a real-time synchronous
|
||||
<p><img valign="absmiddle" SRC="<?php echo $CFG->wwwroot?>/mod/chat/icon.gif"> <b>Chats</b></p>
|
||||
<ul>
|
||||
<p>The Chat module allows participants to have a real-time synchronous
|
||||
discussion via the web. This is a useful way to get a different
|
||||
understanding of each other and the topic being discussed - the mode
|
||||
of using a chat room is quite different from the asynchronous forums.
|
||||
The Chat module contains a number of features for managing and
|
||||
reviewing chat discussions.</P>
|
||||
</UL>
|
||||
reviewing chat discussions.</p>
|
||||
</ul>
|
||||
|
||||
@ -1,7 +1,7 @@
|
||||
<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/choice/icon.gif"> <B>Choices</B></P>
|
||||
<UL>
|
||||
<P>A choice activity is very simple - the teacher asks a question and specifies a
|
||||
<p><img valign="absmiddle" SRC="<?php echo $CFG->wwwroot?>/mod/choice/icon.gif"> <b>Choices</b></p>
|
||||
<ul>
|
||||
<p>A choice activity is very simple - the teacher asks a question and specifies a
|
||||
choice of multiple responses. It can be useful as a quick poll to
|
||||
stimulate thinking about a topic; to allow the class to vote on
|
||||
a direction for the course; or to gather research consent.
|
||||
</UL>
|
||||
</ul>
|
||||
|
||||
@ -1,7 +1,7 @@
|
||||
<P ALIGN=CENTER><B>Choice options</B></P>
|
||||
<p align="center"><b>Choice options</b></p>
|
||||
|
||||
<P>Here is where you specify the options that participants
|
||||
<p>Here is where you specify the options that participants
|
||||
have to choose from.
|
||||
|
||||
<P>You can fill in any number of these: it's OK to leave some blank
|
||||
<p>You can fill in any number of these: it's OK to leave some blank
|
||||
if you don't need the full 6 options.
|
||||
|
||||
@ -1,6 +1,6 @@
|
||||
<p align="center"><b>Restrict times</b></p>
|
||||
|
||||
<P>This setting allows you to define a time window within which
|
||||
<p>This setting allows you to define a time window within which
|
||||
participants are allowed to make a choice.</p>
|
||||
|
||||
<p>To set an open-ended close date just set the time very far in the future.</p>
|
||||
|
||||
@ -1,6 +1,6 @@
|
||||
<p align="center"><b>Course availability</b></p>
|
||||
|
||||
<P>This option allows you to "hide" your course
|
||||
<p>This option allows you to "hide" your course
|
||||
completely.</p>
|
||||
|
||||
<p>It will not appear on any course listings, except to
|
||||
|
||||
@ -1,11 +1,11 @@
|
||||
<P ALIGN=CENTER><B>Course Categories</B></P>
|
||||
<p align="center"><b>Course Categories</b></p>
|
||||
|
||||
<P>Your Moodle administrator may have set up several
|
||||
<p>Your Moodle administrator may have set up several
|
||||
course categories.
|
||||
|
||||
<P>For example, "Science", "Humanities", "Public Health" etc
|
||||
<p>For example, "Science", "Humanities", "Public Health" etc
|
||||
|
||||
<P>Choose the one most applicable for your course. This
|
||||
<p>Choose the one most applicable for your course. This
|
||||
choice will affect where your course is displayed on the
|
||||
course listing and may make it easier for students to
|
||||
find your course.
|
||||
|
||||
@ -1,24 +1,24 @@
|
||||
<P ALIGN=CENTER><B>Moodle course formats</B></P>
|
||||
<p align="center"><b>Moodle course formats</b></p>
|
||||
|
||||
<P><B>Weekly format</B></P>
|
||||
<UL>
|
||||
<p><b>Weekly format</b></p>
|
||||
<ul>
|
||||
The course is organised week by week, with a clear start date and a finish date.
|
||||
Each week consists of activities. Some of them, like journals, may have
|
||||
"open windows" of, say, two weeks after which they become unavailable.
|
||||
</UL>
|
||||
</ul>
|
||||
|
||||
<P><B>Topics format</B></P>
|
||||
<UL>
|
||||
<p><b>Topics format</b></p>
|
||||
<ul>
|
||||
Very similar to the weekly format, except that each "week" is called a topic.
|
||||
A "topic" is not restricted to any time limit. You don't need to specify any
|
||||
dates.
|
||||
</UL>
|
||||
</ul>
|
||||
|
||||
<P><B>Social format</B></P>
|
||||
<UL>
|
||||
<p><b>Social format</b></p>
|
||||
<ul>
|
||||
This format is oriented around one main forum, the Social forum, which appears
|
||||
listed on the main page. It is useful for situations that are more freeform.
|
||||
They may not even be courses. For example, it could be used as a departmental
|
||||
notice board.
|
||||
</UL>
|
||||
</ul>
|
||||
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<P ALIGN=CENTER><B>Course Full name</B></P>
|
||||
<p align="center"><b>Course Full name</b></p>
|
||||
|
||||
<P>The full name of the course is displayed at the top of the screen and in the course listings.</P>
|
||||
<p>The full name of the course is displayed at the top of the screen and in the course listings.</p>
|
||||
|
||||
|
||||
@ -1,6 +1,6 @@
|
||||
<p align="center"><b>Grades</b></p>
|
||||
|
||||
<P>Many of the activities allow grades to be set.</p>
|
||||
<p>Many of the activities allow grades to be set.</p>
|
||||
|
||||
<p>By default, the results of all grades within the
|
||||
course can be seen in the Grades page, available
|
||||
|
||||
@ -1,6 +1,6 @@
|
||||
<p align="center"><b>Course hidden sections</b></p>
|
||||
|
||||
<P>This option allows you to decide how the hidden sections in your course
|
||||
<p>This option allows you to decide how the hidden sections in your course
|
||||
are displayed to students.</p>
|
||||
|
||||
<p>By default, a small area is shown (in collapsed form, usually gray) to
|
||||
|
||||
@ -1,6 +1,6 @@
|
||||
<P ALIGN=CENTER><B>Course ID Number</B></P>
|
||||
<p align="center"><b>Course ID Number</b></p>
|
||||
|
||||
<P>The ID number of a course is only used when matching this course against
|
||||
<p>The ID number of a course is only used when matching this course against
|
||||
external systems - it is never displayed within Moodle. If you have an
|
||||
official code name for this course then use it here ... otherwise you can
|
||||
leave it blank.</p>
|
||||
|
||||
@ -1,15 +1,15 @@
|
||||
<P ALIGN=CENTER><B>Course News Items</B></P>
|
||||
<p align="center"><b>Course News Items</b></p>
|
||||
|
||||
<P>A special forum called "News" appears in the
|
||||
<p>A special forum called "News" appears in the
|
||||
"weekly" and "topics" course formats. It's
|
||||
a good place to post notices for all students
|
||||
to see. (By default, all students are subscribed
|
||||
to this forum, and will receive your notices by
|
||||
email.)
|
||||
|
||||
<P>This setting determines how many recent items
|
||||
<p>This setting determines how many recent items
|
||||
appear on your course home page, in a news box
|
||||
down the right-hand side.
|
||||
|
||||
<P>If you set it to "0 news items" then the news
|
||||
<p>If you set it to "0 news items" then the news
|
||||
box won't even appear.
|
||||
|
||||
@ -1,14 +1,14 @@
|
||||
<P ALIGN=CENTER><B>Course Number of Weeks/Topics</B></P>
|
||||
<p align="center"><b>Course Number of Weeks/Topics</b></p>
|
||||
|
||||
<P>This setting is only used by the 'weekly' and 'topics'
|
||||
<p>This setting is only used by the 'weekly' and 'topics'
|
||||
course formats.
|
||||
|
||||
<P>In the 'weekly' format, it specifies the number of weeks
|
||||
<p>In the 'weekly' format, it specifies the number of weeks
|
||||
that the course will run for, starting from the
|
||||
course starting date.
|
||||
|
||||
<P>In the 'topics' format, it specifies the number of topics
|
||||
<p>In the 'topics' format, it specifies the number of topics
|
||||
in the course.
|
||||
|
||||
<P>Both of these translate to the number of "boxes" down the
|
||||
<p>Both of these translate to the number of "boxes" down the
|
||||
middle of the course page.
|
||||
|
||||
@ -1,16 +1,16 @@
|
||||
<P ALIGN=CENTER><B>Recent Activity</B></P>
|
||||
<p align="center"><b>Recent Activity</b></p>
|
||||
|
||||
<P>Moodle can display "recent activity" on the course home page.
|
||||
<p>Moodle can display "recent activity" on the course home page.
|
||||
|
||||
<P>This shows the everything that has happened in the course since
|
||||
<p>This shows the everything that has happened in the course since
|
||||
the last time the viewer logged in to the course, including
|
||||
new posts, new users, submitted journals etc.
|
||||
|
||||
<P>It is highly recommended you leave this feature enabled in
|
||||
<p>It is highly recommended you leave this feature enabled in
|
||||
your courses, as it helps give a sense of activity in the course.
|
||||
Knowing what everyone else is doing also helps to promote a
|
||||
collaborative atmosphere in the class.
|
||||
|
||||
<P>You might want to disable this feature for extremely large or
|
||||
<p>You might want to disable this feature for extremely large or
|
||||
heavily used courses, as it may slow down the display of
|
||||
the course page.
|
||||
|
||||
@ -1,6 +1,6 @@
|
||||
<p align="center"><b>Activity Reports</b></p>
|
||||
|
||||
<P>Activity reports are available for each participant
|
||||
<p>Activity reports are available for each participant
|
||||
that show their activity in the current course. As
|
||||
well as listings of their contributions, these
|
||||
reports include detailed access logs.</p>
|
||||
|
||||
@ -1,7 +1,7 @@
|
||||
<P ALIGN=CENTER><B>Course short name</B></P>
|
||||
<p align="center"><b>Course short name</b></p>
|
||||
|
||||
<P>Many institutions have a shorthand way of referring to a course, such as
|
||||
<p>Many institutions have a shorthand way of referring to a course, such as
|
||||
BP102 or COMMS. Even you don't already have such a name for your course,
|
||||
make one up here. It will be used in several places where the long name
|
||||
isn't appropriate (such us in the subject line of email).</P>
|
||||
isn't appropriate (such us in the subject line of email).</p>
|
||||
|
||||
|
||||
@ -1,19 +1,19 @@
|
||||
<P ALIGN=CENTER><B>Course Start Date</B></P>
|
||||
<p align="center"><b>Course Start Date</b></p>
|
||||
|
||||
<P>This is where you specify the starting time of the
|
||||
<p>This is where you specify the starting time of the
|
||||
course (in your own timezone).
|
||||
|
||||
<P>If you are using a 'weekly' course format, this will
|
||||
<p>If you are using a 'weekly' course format, this will
|
||||
affect the display of the weeks. The first week will
|
||||
start on the date you set here.
|
||||
|
||||
<P>This setting will not affect courses using the
|
||||
<p>This setting will not affect courses using the
|
||||
'social' or 'topics' formats.
|
||||
|
||||
<P>However, one place this setting will be affect is
|
||||
<p>However, one place this setting will be affect is
|
||||
the display of logs, which use this date as the earliest
|
||||
possible date you can display.
|
||||
|
||||
<P>In general, if your course does have a real starting date
|
||||
<p>In general, if your course does have a real starting date
|
||||
then it makes sense to set this date to that, no matter
|
||||
what course formats you are using.
|
||||
|
||||
@ -1,8 +1,8 @@
|
||||
<P ALIGN=CENTER><B>Course upload size</B></P>
|
||||
<p align="center"><b>Course upload size</b></p>
|
||||
|
||||
<P>This setting defines the largest size of file that can be
|
||||
<p>This setting defines the largest size of file that can be
|
||||
uploaded by students in this course, limited by the site
|
||||
wide setting created by the administrator.
|
||||
|
||||
<P>It is possible to further restrict this size through
|
||||
<p>It is possible to further restrict this size through
|
||||
settings within each activity module.
|
||||
|
||||
@ -1,10 +1,12 @@
|
||||
<p>Dialogues</p>
|
||||
<ul>
|
||||
<li><a href="help.php?module=dialogue&file=addsubject.html">Add Subject to a Dialogue</a>
|
||||
<li><a href="help.php?module=dialogue&file=closedialogue.html">Close a Dialogue</a>
|
||||
<li><a href="help.php?module=dialogue&file=deleteafter.html">Delete Dialogues</a>
|
||||
<li><a href="help.php?module=dialogue&file=dialoguetype.html">Dialogue Types</a>
|
||||
<li><a href="help.php?module=dialogue&file=info.html">More Information</a>
|
||||
<li><a href="help.php?module=dialogue&file=maildefault.html">Mail Default</a>
|
||||
<li><a href="help.php?module=dialogue&file=multiple.html">Multiple Dialogues</a>
|
||||
</ul>
|
||||
<p>Dialogues</p>
|
||||
|
||||
<ul>
|
||||
<li><a href="help.php?module=dialogue&file=addsubject.html">Add Subject to a Dialogue</a>
|
||||
<li><a href="help.php?module=dialogue&file=closedialogue.html">Close a Dialogue</a>
|
||||
<li><a href="help.php?module=dialogue&file=deleteafter.html">Delete Dialogues</a>
|
||||
<li><a href="help.php?module=dialogue&file=dialoguetype.html">Dialogue Types</a>
|
||||
<li><a href="help.php?module=dialogue&file=info.html">More Information</a>
|
||||
<li><a href="help.php?module=dialogue&file=maildefault.html">Mail Default</a>
|
||||
<li><a href="help.php?module=dialogue&file=multiple.html">Multiple Dialogues</a>
|
||||
</ul>
|
||||
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<img valign=absmiddle src="<?php echo $cfg->wwwroot?>/mod/dialogue/icon.gif"> <b>Dialogues</b></p>
|
||||
<img valign="absmiddle" src="<?php echo $cfg->wwwroot?>/mod/dialogue/icon.gif"> <b>Dialogues</b></p>
|
||||
|
||||
<p>This module provides a simple communication method between pairs of users.
|
||||
A teacher can open an dialogue with a student, a student can open
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<p><img valign=absmiddle src="<?php echo $CFG->wwwroot?>/mod/dialogue/icon.gif"> <b>Dialogues</b></p>
|
||||
<p><img valign="absmiddle" src="<?php echo $CFG->wwwroot?>/mod/dialogue/icon.gif"> <b>Dialogues</b></p>
|
||||
<ul>
|
||||
<p>This module provides a simple communication method between pairs of users.
|
||||
A teacher can open an dialogue with a student, a student can open
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<P ALIGN=CENTER><B>Using Smilies (emoticons)</B></P>
|
||||
<p align="center"><b>Using Smilies (emoticons)</b></p>
|
||||
|
||||
<table border="1" align="center">
|
||||
<tr valign="top">
|
||||
@ -111,10 +111,10 @@
|
||||
</table>
|
||||
</table>
|
||||
|
||||
<P>When writing online, it can sometimes difficult to express emotion with plain text.
|
||||
<p>When writing online, it can sometimes difficult to express emotion with plain text.
|
||||
These little icons can help.
|
||||
|
||||
<P>To insert these icons in your text: just click the icon above, or type the associated text code directly in your text.</P>
|
||||
<p>To insert these icons in your text: just click the icon above, or type the associated text code directly in your text.</p>
|
||||
|
||||
<P>Note that the codes themselves are like little pictures - just turn your head to the left when looking at them</P>
|
||||
<p>Note that the codes themselves are like little pictures - just turn your head to the left when looking at them</p>
|
||||
|
||||
|
||||
@ -1,21 +1,21 @@
|
||||
<P ALIGN=CENTER><B>Course Enrolment Key</B></P>
|
||||
<p align="center"><b>Course Enrolment Key</b></p>
|
||||
|
||||
<P>A course enrolment key is what keeps unwanted people
|
||||
<p>A course enrolment key is what keeps unwanted people
|
||||
out of your course.
|
||||
|
||||
<P>If you leave this blank, then anyone who has created
|
||||
<p>If you leave this blank, then anyone who has created
|
||||
a Moodle username on this site will be able to enrol
|
||||
in your course simply by going in to it.
|
||||
|
||||
<P>If you put something here, then students who are trying
|
||||
<p>If you put something here, then students who are trying
|
||||
to get in for the FIRST TIME ONLY will be asked to supply
|
||||
this word or phrase.
|
||||
|
||||
<P>The idea is that you will supply the key to authorised
|
||||
<p>The idea is that you will supply the key to authorised
|
||||
people using another means like private email, snail mail,
|
||||
on the phone or even verbally in a face to face class.
|
||||
|
||||
<P>If this password "gets out" and you have unwanted people
|
||||
<p>If this password "gets out" and you have unwanted people
|
||||
enrolling, you can unenrol them (see their user profile page)
|
||||
and change this key. Any legitimate students who have already
|
||||
enrolled will not be affected, but the unwanted people won't be
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<P ALIGN=CENTER><B>Administration Page</B></P>
|
||||
<p align="center"><b>Administration Page</b></p>
|
||||
|
||||
<p>This page allows the teacher to see the one or more descriptions for the
|
||||
Exercise, the student assessments and the student submissions. These items
|
||||
|
||||
@ -1,6 +1,6 @@
|
||||
<P ALIGN=CENTER><B>Assessment Elements</B></P>
|
||||
<p align="center"><b>Assessment Elements</b></p>
|
||||
|
||||
<P>For ease of grading, a Exercise Assessment should have a reasonable
|
||||
<p>For ease of grading, a Exercise Assessment should have a reasonable
|
||||
number of "Assessment Elements". Each element should cover
|
||||
a particular aspect of the assessment. Typically an assessment will have
|
||||
something between 5 to 15 elements for comments and grading, the
|
||||
@ -8,21 +8,21 @@
|
||||
assignment with only one element is allowed and has a similar assessment
|
||||
strategy to the standard Moodle Assignment.
|
||||
|
||||
<P>The type of elements dependent on the assignment's grading strategy.
|
||||
<p>The type of elements dependent on the assignment's grading strategy.
|
||||
|
||||
<P><B>Not Graded.</B> The elements are descriptions of aspects of the assignment.
|
||||
<p><b>Not Graded.</b> The elements are descriptions of aspects of the assignment.
|
||||
The assessor is asked to comment on each of these aspects. As with all the grading
|
||||
strategies, there is also an area for general comments.
|
||||
|
||||
|
||||
<P><B>Accumulative Grading.</B> The elements have the following three features:
|
||||
<OL>
|
||||
<LI>The DESCRIPTION of the assessment element. This should clearly state what
|
||||
<p><b>Accumulative Grading.</b> The elements have the following three features:
|
||||
<ol>
|
||||
<li>The DESCRIPTION of the assessment element. This should clearly state what
|
||||
aspect of the assignment is being assessed. If the assessment is qualatative
|
||||
it is helpful to give details of what is considered excellent, average
|
||||
and poor.
|
||||
|
||||
<LI><p>The SCALE of the assessment element. There are a number of prefined
|
||||
<li><p>The SCALE of the assessment element. There are a number of prefined
|
||||
scales. These range from simple Yes/No scales, through multipoint scales to
|
||||
a full percentage scale. Each element has its own scale which should be choosen
|
||||
to fit the number of possible variations for that element. Note that the scale
|
||||
@ -38,11 +38,11 @@
|
||||
"Very Wet" at one end of the scale and "Dry" at the
|
||||
other.</p>
|
||||
|
||||
<LI>The WEIGHT of the assessment element. By default the elements are given the same
|
||||
<li>The WEIGHT of the assessment element. By default the elements are given the same
|
||||
importance when calculating the overall grade of the assignment. Weights can
|
||||
be assigned negative values, this is an experimental feature.
|
||||
</OL>
|
||||
<P><B>Error Banded Grading.</B> The elements will normally describe certain items
|
||||
</ol>
|
||||
<p><b>Error Banded Grading.</b> The elements will normally describe certain items
|
||||
or aspects which must be present in the assignment. The assessment is made on
|
||||
the present or absence of these items or aspects. The teacher must all set of
|
||||
grade table which give the suggested grades when all the items are present,
|
||||
@ -52,14 +52,14 @@
|
||||
"error count" is a weighted sum of the missing items. The assessor
|
||||
can always make a minor adjustment to these suggested grades.
|
||||
|
||||
<P><B>Criterion Grading.</B> The elements will give a set of "level"
|
||||
<p><b>Criterion Grading.</b> The elements will give a set of "level"
|
||||
statements which can be used to rank the assignment. The statements may be
|
||||
cumulative or they may each be self contained. The assessor must decide which
|
||||
statement best fits each piece of work. The teacher must also relate each
|
||||
criterion statement with a suggested grade. These should normally be in order.
|
||||
The assessor can make a minor adjustment to these suggested grades.</P>
|
||||
The assessor can make a minor adjustment to these suggested grades.</p>
|
||||
|
||||
<P><B>Rubric Grading.</B> This is similar to Criterion Grading but there is more
|
||||
<p><b>Rubric Grading.</b> This is similar to Criterion Grading but there is more
|
||||
than one criteria. The number of criteria is given in the assignment
|
||||
parameters. Within each criterion there can be up to five "level"
|
||||
statements. In a given assignment the number of levels can vary from criterion
|
||||
@ -68,4 +68,4 @@
|
||||
have three, up to five levels. The criteria can be weighted. The levels are
|
||||
scored 0, 1, 2, up to 4. The grade for the assessment is a weighted sum of
|
||||
these scores.
|
||||
</P>
|
||||
</p>
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<P ALIGN=CENTER><B>The Final Grades</B></P>
|
||||
<p align="center"><b>The Final Grades</b></p>
|
||||
|
||||
<p>The table on this screen lists the overall grades and their breakdown. The first grade is
|
||||
the grade for the (inital) assessment. This is added to the grades given to each
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<P ALIGN=CENTER><B>Grading of Assignments</B></P>
|
||||
<p align="center"><b>Grading of Assignments</b></p>
|
||||
|
||||
<p>In this Exercise the same Assessment Form is used by Students and Teachers
|
||||
to assess the work produced. The form is used at different stages of the
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<p align=center><b>Grade of Student Assessments</b></p>
|
||||
<p align="center"><b>Grade of Student Assessments</b></p>
|
||||
|
||||
<p>This is the maximum grade given to the assessments make by students of their
|
||||
own work. That is, the grade for their self assessments. The actual grades
|
||||
|
||||
@ -1,9 +1,9 @@
|
||||
<P ALIGN=CENTER><B>Grading Strategy</B></P>
|
||||
<p align="center"><b>Grading Strategy</b></p>
|
||||
|
||||
<P>An Exercise assignment is quite flexible in the type of grading scheme used. This can be:
|
||||
<p>An Exercise assignment is quite flexible in the type of grading scheme used. This can be:
|
||||
|
||||
<OL>
|
||||
<LI><B>No grading:</B> In this type of assignment the teacher is not
|
||||
<ol>
|
||||
<li><b>No grading:</b> In this type of assignment the teacher is not
|
||||
interested in quantative assessment from the students at all. The students
|
||||
make comments of the pieces of works but do not grade them. The teacher,
|
||||
however, can, if desired, grade the student comments. These
|
||||
@ -11,7 +11,7 @@
|
||||
If the teacher does not grade the student assessments then the assignment
|
||||
does not have any final grades.
|
||||
|
||||
<LI><B>Accumulative grading:</B> This is the default type of grading.
|
||||
<li><b>Accumulative grading:</b> This is the default type of grading.
|
||||
In this type of assignment the grade of each
|
||||
assessment is made up of a number of "assessment elements".
|
||||
Each element should cover
|
||||
@ -21,14 +21,14 @@
|
||||
exercise assignment with only one element is allowed and has a similar assessment
|
||||
strategy to the standard Moodle Assignment.
|
||||
|
||||
<P>Elements have the following three features:
|
||||
<OL>
|
||||
<LI>The DESCRIPTION of the assessment element. This should clearly state what
|
||||
<p>Elements have the following three features:
|
||||
<ol>
|
||||
<li>The DESCRIPTION of the assessment element. This should clearly state what
|
||||
aspect of the assignment is being assessed. If the assessment is qualatative
|
||||
it is helpful to give details of what is considered excellent, average
|
||||
and poor.
|
||||
|
||||
<LI><p>The SCALE of the assessment element. There are a number of prefined
|
||||
<li><p>The SCALE of the assessment element. There are a number of prefined
|
||||
scales. These range from simple Yes/No scales, through multipoint scales to
|
||||
a full percentage scale. Each element has its own scale which should be choosen
|
||||
to fit the number of possible variations for that element. Note that the scale
|
||||
@ -44,16 +44,16 @@
|
||||
"Very Wet" at one end of the scale and "Dry" at the
|
||||
other.</p>
|
||||
|
||||
<LI>The WEIGHT of the assessment element. By default the elements are given the same
|
||||
<li>The WEIGHT of the assessment element. By default the elements are given the same
|
||||
importance when calculating the overall grade of the assignment. This can be
|
||||
changed by giving the more importance elements a weight greater than one, and
|
||||
the less important elements a weight below one. Changing the weights does NOT
|
||||
effect the maximum grade, that value is fixed by the Maximum Grade parameter
|
||||
of the peer assignment. Weights can be assigned negative values, this is an
|
||||
experimental feature.
|
||||
</OL>
|
||||
</ol>
|
||||
|
||||
<LI><B>Error Banded Grading:</B> In this type of assignment the submissions are
|
||||
<li><b>Error Banded Grading:</b> In this type of assignment the submissions are
|
||||
graded on a set of Yes/No scales. The grade is determined by the "Grade
|
||||
Table " which gives the relationship between the number of
|
||||
"errors" and the suggested grade. For example an assignment may have six
|
||||
@ -67,7 +67,7 @@
|
||||
an assignment with 10 items.The assessor can adjust the suggested grade by up
|
||||
to 20% either way to give the submission's final grade.
|
||||
|
||||
<LI><B>Criterion Grading:</B> This is simpliest type of assessment to grade (although
|
||||
<li><b>Criterion Grading:</b> This is simpliest type of assessment to grade (although
|
||||
not necessarily the most straightforward to set up). The submissions are
|
||||
graded against a set of criteria statments. The assessor choses which statement
|
||||
best fits the piece of work. The grade is determined by a "Criteria
|
||||
@ -82,5 +82,5 @@
|
||||
up to five statements. The sets are given individual
|
||||
weights and the grade is a weighted combination of the scores from each set. There
|
||||
is <b>no</b> adjustment option in this assessment type.
|
||||
</OL>
|
||||
</P>
|
||||
</ol>
|
||||
</p>
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<p align=center><b>League Table</b></p>
|
||||
<p align="center"><b>League Table</b></p>
|
||||
|
||||
<p>This option controls the display of a League Table at the end of the
|
||||
exercise. If displayed, the league table displays a list of the best pieces
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<p align=center><b>League Table Names</b></p>
|
||||
<p align="center"><b>League Table Names</b></p>
|
||||
|
||||
<p>This option controls whether the student's names are displayed in the League
|
||||
Table shown at the end of the exercise. By default names are not shown,
|
||||
|
||||
@ -1,16 +1,16 @@
|
||||
<P ALIGN=CENTER><B>Managing an Exercise Assignment</B></P>
|
||||
<p align="center"><b>Managing an Exercise Assignment</b></p>
|
||||
|
||||
<P>An Exercise Assignment is slightly more complex than an ordinary assignment.
|
||||
<p>An Exercise Assignment is slightly more complex than an ordinary assignment.
|
||||
It involves three steps or phases. These are
|
||||
<OL>
|
||||
<LI><p><b>Set up Exercise </b> The assessment of the work produced in the
|
||||
<ol>
|
||||
<li><p><b>Set up Exercise </b> The assessment of the work produced in the
|
||||
exercise is made easier if it is broken into a number of assessment ELEMENTS.
|
||||
This makes the grading of an assignment less
|
||||
arbitary and gives the students a framework on which to make assessments.
|
||||
The teacher has the role of setting up the assessment elements thus making a
|
||||
grading sheet. (See that page for more details.)</p>
|
||||
|
||||
<P>With the assessment elements set up the teacher must submit a
|
||||
<p>With the assessment elements set up the teacher must submit a
|
||||
Word Document or HTML file which describes the exercise or task to be done
|
||||
by the students. This file is shown to the students in the second phase of
|
||||
the exercise. </p>
|
||||
@ -19,9 +19,9 @@
|
||||
Word Documents or HTML files, and upload those into the Exercise. Note that
|
||||
these exercises must be quite similar as the same Assessment Form is used
|
||||
for all of these variants. The submission of a multiple set of exercises by
|
||||
the teacher is optional and for certain assignments may not be appropriate.</P>
|
||||
the teacher is optional and for certain assignments may not be appropriate.</p>
|
||||
|
||||
<LI><p><b>Allow Students Assessments and Submissions</b> The assignment
|
||||
<li><p><b>Allow Students Assessments and Submissions</b> The assignment
|
||||
is now opened to the students. If the teacher has set up multiple exercises then
|
||||
the students see different exercises, otherwise all the students see the same
|
||||
exercise.</p>
|
||||
|
||||
@ -1,6 +1,6 @@
|
||||
<IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif"> <B>Exercise</B>
|
||||
<img valign="absmiddle" src="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif"> <b>Exercise</b>
|
||||
|
||||
<UL>
|
||||
<P>An Exercise is a simple but powerful assignment. In an exercise the teacher asks the students to do a piece of practical work. It could be writing an essay or a report, preparing a presentation, etc. When the student has done the task they must first self-assess their work before submitting it to the teacher. Once submitted the teacher assesses the piece of work itself. The teacher can give feedback to the student and ask the student to improve the work and re-submit it or not. The final grade is based on how well the student assessed their own work and the work itself.</p>
|
||||
</UL>
|
||||
<ul>
|
||||
<p>An Exercise is a simple but powerful assignment. In an exercise the teacher asks the students to do a piece of practical work. It could be writing an essay or a report, preparing a presentation, etc. When the student has done the task they must first self-assess their work before submitting it to the teacher. Once submitted the teacher assesses the piece of work itself. The teacher can give feedback to the student and ask the student to improve the work and re-submit it or not. The final grade is based on how well the student assessed their own work and the work itself.</p>
|
||||
</ul>
|
||||
|
||||
|
||||
@ -1,6 +1,6 @@
|
||||
<IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif"> <B>Exercise</B>
|
||||
<img valign="absmiddle" src="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif"> <b>Exercise</b>
|
||||
|
||||
<P>An Exercise is a simple but powerful assignment. In an exercise the teacher
|
||||
<p>An Exercise is a simple but powerful assignment. In an exercise the teacher
|
||||
asks the students to do a piece of practical work. It could be writing an
|
||||
essay or a report, preparing a presentation, or setting out a spreadsheet,
|
||||
etc. When the student has done the task they must first self-assess their
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<P ALIGN=CENTER><B>Number of Comments, Elements, Bands, Criteria or Rubrics</B></P>
|
||||
<p align="center"><b>Number of Comments, Elements, Bands, Criteria or Rubrics</b></p>
|
||||
|
||||
<p>The number entered here determines how many items will be used in
|
||||
the assessments. Depending on the type of grading strategy, this number
|
||||
|
||||
@ -1,6 +1,6 @@
|
||||
<P ALIGN=CENTER><B>Passwords</B></P>
|
||||
<p align="center"><b>Passwords</b></p>
|
||||
|
||||
<P>This field sets the "access" password for this exercise. The
|
||||
<p>This field sets the "access" password for this exercise. The
|
||||
password can be up to 10 characters long. The password can be reset at any
|
||||
time during the exercise. Whether students are asked for the password to
|
||||
enter the exercise is determined by the "Use Password" option.</P>
|
||||
enter the exercise is determined by the "Use Password" option.</p>
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<p align=center><b>Re-grading Student Assessments</b></p>
|
||||
<p align="center"><b>Re-grading Student Assessments</b></p>
|
||||
|
||||
<p>This link re-calculates the "Grading grades" of all the student
|
||||
assessments. Normally it is <b>not</b> necessary to action this
|
||||
|
||||
@ -1,12 +1,12 @@
|
||||
<P ALIGN=CENTER><B>Submission of Exercise Descriptions</B></P>
|
||||
<p align="center"><b>Submission of Exercise Descriptions</b></p>
|
||||
|
||||
<P>The teacher must submit at least one description of the exercise or task.
|
||||
<p>The teacher must submit at least one description of the exercise or task.
|
||||
The description can be held in a Word document or HTML file (or
|
||||
any other file type that will display satisfactorily in a browser). This file
|
||||
will be displayed to the students and should contain instructions for them
|
||||
to successfully complete the exercise.</p>
|
||||
|
||||
<P>It is permissible for the teacher to submit more than one description of
|
||||
<p>It is permissible for the teacher to submit more than one description of
|
||||
the exercise. These will be used at random and different students will see
|
||||
different versions of the exercise. These variants should be similar as the
|
||||
same Assessment Form is used to assess the work from these instructions.</p>
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<P ALIGN=CENTER><B>Take Ownership of the Exercises</B></P>
|
||||
<p align="center"><b>Take Ownership of the Exercises</b></p>
|
||||
|
||||
<p>This link allows the teacher to take ownership of the current set of exercise
|
||||
submissions. You will need to do this if you have imported an exercise from a
|
||||
|
||||
@ -1,6 +1,6 @@
|
||||
<P ALIGN=CENTER><B>Use Password</B></P>
|
||||
<p align="center"><b>Use Password</b></p>
|
||||
|
||||
<P>Normal an exercise is open, that is if an Exercise is visible, students can
|
||||
<p>Normal an exercise is open, that is if an Exercise is visible, students can
|
||||
see the contains of the exercise. The availability of an
|
||||
exercise within the course is normally best controlled through the
|
||||
Visible/Hide activity feature.</p>
|
||||
@ -12,4 +12,4 @@
|
||||
course and each group is set the exercise at different times. The access
|
||||
password is used to prevent the "second" group of students, say,
|
||||
from doing the exercise once the exercise has been opened up for the
|
||||
"first" group.</P>
|
||||
"first" group.</p>
|
||||
|
||||
@ -1,18 +1,18 @@
|
||||
<P ALIGN=CENTER><B>Allowing new posts</B></P>
|
||||
<p align="center"><b>Allowing new posts</b></p>
|
||||
|
||||
<P>This option allows you to restrict students from posting
|
||||
<p>This option allows you to restrict students from posting
|
||||
new content in this forum.
|
||||
|
||||
<P>For most forums you will want to leave students unrestricted
|
||||
<p>For most forums you will want to leave students unrestricted
|
||||
and choose the first option to allow them to start new discussion
|
||||
topics (threads), and also to post replies within those threads.
|
||||
|
||||
<P>Sometimes, however, you will want to disable this ability. For
|
||||
<p>Sometimes, however, you will want to disable this ability. For
|
||||
example, this is useful for the News forum when you only want
|
||||
teachers to post new items that appear on the course main page.
|
||||
In this case you might choose the third option "No discussions, no replies".
|
||||
|
||||
<P>Sometimes you might want to only allow teachers to start new
|
||||
<p>Sometimes you might want to only allow teachers to start new
|
||||
discussions, but still allow students to reply within those
|
||||
threads (for example within the news forum on the site home page).
|
||||
In this case you would choose the second option, "No discussions, but
|
||||
|
||||
@ -1,21 +1,21 @@
|
||||
<P ALIGN=CENTER><B>Attachments for posts</B></P>
|
||||
<p align="center"><b>Attachments for posts</b></p>
|
||||
|
||||
<P>You can optionally attach ONE file from your own computer
|
||||
<p>You can optionally attach ONE file from your own computer
|
||||
to any post in the forums. This file is uploaded to the
|
||||
server and stored with your post.
|
||||
|
||||
<P>This is useful when you want to share a picture, for example,
|
||||
<p>This is useful when you want to share a picture, for example,
|
||||
or a Word document.
|
||||
|
||||
<P>This file can be of any type, however it is highly recommended
|
||||
<p>This file can be of any type, however it is highly recommended
|
||||
that the file is named using standard 3-letter internet
|
||||
suffixes such as .doc for a Word document, .jpg or .png
|
||||
for an image, and so on. This will make it easier for others
|
||||
to download and view your attachment in their browsers.
|
||||
|
||||
<P>If you re-edit a posting and attach a new file, then any
|
||||
<p>If you re-edit a posting and attach a new file, then any
|
||||
previous attached files for that post will be replaced.
|
||||
|
||||
<P>If you re-edit a posting with an attachment and leave
|
||||
<p>If you re-edit a posting with an attachment and leave
|
||||
this space blank, then the original attachment will be
|
||||
retained.
|
||||
|
||||
@ -1,16 +1,16 @@
|
||||
<P ALIGN=CENTER><B>Forum Types</B></P>
|
||||
<p align="center"><b>Forum Types</b></p>
|
||||
|
||||
<P>There are several different types of forum to choose from:
|
||||
<p>There are several different types of forum to choose from:
|
||||
|
||||
<P><B>A single simple discussion</B> - is just a single topic, all on one page.
|
||||
<p><b>A single simple discussion</b> - is just a single topic, all on one page.
|
||||
Useful for short, focussed discussions.
|
||||
|
||||
<P><B>Standard forum for general use</B> - is an open forum where any one can
|
||||
<p><b>Standard forum for general use</b> - is an open forum where any one can
|
||||
start a new topic at any time. This is the best general-purpose forum.
|
||||
|
||||
<P><B>Each person posts one discussion</B> - Each person can post exactly one
|
||||
<p><b>Each person posts one discussion</b> - Each person can post exactly one
|
||||
new discussion topic (everyone can reply to them though). This is useful when
|
||||
you want each student to start a discussion about, say, their reflections on
|
||||
the week's topic, and everyone else responds to these.
|
||||
|
||||
<P>(More development to come in future versions of Moodle)
|
||||
<p>(More development to come in future versions of Moodle)
|
||||
|
||||
@ -1,8 +1,8 @@
|
||||
<P ALIGN=CENTER><B>Maximum attachment size</B></P>
|
||||
<p align="center"><b>Maximum attachment size</b></p>
|
||||
|
||||
<P>Attachments can be limited to a certain size file,
|
||||
<p>Attachments can be limited to a certain size file,
|
||||
chosen by the person who set up the forum.
|
||||
|
||||
<P>Sometimes it is possible to upload a file larger than
|
||||
<p>Sometimes it is possible to upload a file larger than
|
||||
this size, but the file will not be saved on the
|
||||
server and you might see an error.
|
||||
|
||||
@ -1,8 +1,8 @@
|
||||
<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/forum/icon.gif"> <B>Forums</B></P>
|
||||
<UL>
|
||||
<P>This activity can be the most important - it is here that most discussion takes place.
|
||||
<p><img valign="absmiddle" src="<?php echo $CFG->wwwroot?>/mod/forum/icon.gif"> <b>Forums</b></p>
|
||||
<ul>
|
||||
<p>This activity can be the most important - it is here that most discussion takes place.
|
||||
Forums can be structured in different ways, and can include peer rating of each posting.
|
||||
The postings can be viewed in a variety for formats, and can include attachments.
|
||||
By subscribing to a forum, participants will receive copies of each new posting
|
||||
in their email. A teacher can impose subscription on everyone if they want to.
|
||||
</UL>
|
||||
</ul>
|
||||
|
||||
@ -1,44 +1,88 @@
|
||||
Individual posts can be rated using a scale based on the theory of <strong>separate and connected knowing</strong>.
|
||||
|
||||
This theory may help you to look at human interactions in a new way. It describes two different ways that we can evaluate and learn about the things we see and hear.
|
||||
|
||||
Although each of us may use these two methods in different amounts at different times, it may be useful to imagine two people as examples, one who is a mostly separate knower (Jim) and the other a mostly connected knower (Mary).
|
||||
<ul>
|
||||
<li>Jim likes to remain as 'objective' as possible without including his feelings and emotions. When in a discussion with other people who may have different ideas, he likes to defend his own ideas, using logic to find holes in his opponent's ideas. He is critical of new ideas unless they are proven facts from reputable sources such as textbooks, respected teachers or his own direct experience. Jim is a very <strong>separate knower</strong>.
|
||||
</li>
|
||||
<li>Mary is more sensitive to other people. She is skilled at empathy and tends to listen and ask questions until she feels she can connect and "understand things from their point of view". She learns by trying to share the experiences that led to the knowledge she finds in other people. When talking to others, she avoids confrontation and will often try to help the other person if she can see a way to do so, using logical suggestions. Mary is a very <strong>connected knower</strong>.</li>
|
||||
</ul>
|
||||
Did you notice in these examples that the separate knower is male and the connected knower is female? Some studies have shown that statistically this tends to be the case, however individual people can be anywhere in the spectrum between these two extremes.
|
||||
|
||||
For a collaborative and effective group of learners it may be best if everyone were able to use BOTH ways of knowing.
|
||||
|
||||
In a particular situation like an online forum, a single post by a person may exhibit either of these characteristics, or even both. Someone who is generally very connected may post a very separate-sounding message, and vice versa. The purpose of rating each post using this scale is to:
|
||||
<blockquote>
|
||||
a) help you think about these issues when reading other posts
|
||||
b) provide feedback to each author on how they are being seen by others
|
||||
</blockquote>
|
||||
The results are not used towards student assessment in any way, they are just to help improve communication and learning.
|
||||
<hr>
|
||||
In case you're interested, here are some references to papers by the authors who originally developed these ideas:
|
||||
<ul>
|
||||
<li>Belenky, M.F., Clinchy, B.M., Goldberger, N.R., & Tarule, J.M. (1986).
|
||||
Women's ways of knowing: the development of self, voice, and mind. New York,
|
||||
NY: Basic Books.</li>
|
||||
<li>Clinchy, B.M. (1989a). The development of thoughtfulness in college women:
|
||||
Integrating reason and care. American Behavioural Scientist, 32(6), 647-657.</li>
|
||||
<li>Clinchy, B.M. (1989b). On critical thinking & connected knowing. Liberal
|
||||
education, 75(5), 14-19.</li>
|
||||
<li>Clinchy, B.M. (1996). Connected and separate knowing; Toward a marriage
|
||||
of two minds. In N.R. Goldberger, Tarule, J.M., Clinchy, B.M. &</li>
|
||||
<li>Belenky, M.F. (Eds.), Knowledge, Difference, and Power; Essays inspired
|
||||
by “Women’s Ways of Knowing” (pp. 205-247). New York, NY:
|
||||
Basic Books.</li>
|
||||
<li>Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., & Mansfield,
|
||||
A. F. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Towards
|
||||
Thinking and Learning Survey (ATTLS). Sex Roles, 40(9/10), 745-766.</li>
|
||||
<li>Galotti, K. M., Reimer, R. L., & Drebus, D. W. (2001). Ways of knowing
|
||||
as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-436.
|
||||
<br>
|
||||
</li>
|
||||
</ul>
|
||||
|
||||
Individual posts can be rated using a scale based on the theory of <strong>separate and connected knowing</strong>.
|
||||
|
||||
|
||||
|
||||
This theory may help you to look at human interactions in a new way. It describes two different ways that we can evaluate and learn about the things we see and hear.
|
||||
|
||||
|
||||
|
||||
Although each of us may use these two methods in different amounts at different times, it may be useful to imagine two people as examples, one who is a mostly separate knower (Jim) and the other a mostly connected knower (Mary).
|
||||
|
||||
<ul>
|
||||
|
||||
<li>Jim likes to remain as 'objective' as possible without including his feelings and emotions. When in a discussion with other people who may have different ideas, he likes to defend his own ideas, using logic to find holes in his opponent's ideas. He is critical of new ideas unless they are proven facts from reputable sources such as textbooks, respected teachers or his own direct experience. Jim is a very <strong>separate knower</strong>.
|
||||
|
||||
</li>
|
||||
|
||||
<li>Mary is more sensitive to other people. She is skilled at empathy and tends to listen and ask questions until she feels she can connect and "understand things from their point of view". She learns by trying to share the experiences that led to the knowledge she finds in other people. When talking to others, she avoids confrontation and will often try to help the other person if she can see a way to do so, using logical suggestions. Mary is a very <strong>connected knower</strong>.</li>
|
||||
|
||||
</ul>
|
||||
|
||||
Did you notice in these examples that the separate knower is male and the connected knower is female? Some studies have shown that statistically this tends to be the case, however individual people can be anywhere in the spectrum between these two extremes.
|
||||
|
||||
|
||||
|
||||
For a collaborative and effective group of learners it may be best if everyone were able to use BOTH ways of knowing.
|
||||
|
||||
|
||||
|
||||
In a particular situation like an online forum, a single post by a person may exhibit either of these characteristics, or even both. Someone who is generally very connected may post a very separate-sounding message, and vice versa. The purpose of rating each post using this scale is to:
|
||||
|
||||
<blockquote>
|
||||
|
||||
a) help you think about these issues when reading other posts
|
||||
|
||||
b) provide feedback to each author on how they are being seen by others
|
||||
|
||||
</blockquote>
|
||||
|
||||
The results are not used towards student assessment in any way, they are just to help improve communication and learning.
|
||||
|
||||
<hr />
|
||||
|
||||
In case you're interested, here are some references to papers by the authors who originally developed these ideas:
|
||||
|
||||
<ul>
|
||||
|
||||
<li>Belenky, M.F., Clinchy, B.M., Goldberger, N.R., & Tarule, J.M. (1986).
|
||||
|
||||
Women's ways of knowing: the development of self, voice, and mind. New York,
|
||||
|
||||
NY: Basic Books.</li>
|
||||
|
||||
<li>Clinchy, B.M. (1989a). The development of thoughtfulness in college women:
|
||||
|
||||
Integrating reason and care. American Behavioural Scientist, 32(6), 647-657.</li>
|
||||
|
||||
<li>Clinchy, B.M. (1989b). On critical thinking & connected knowing. Liberal
|
||||
|
||||
education, 75(5), 14-19.</li>
|
||||
|
||||
<li>Clinchy, B.M. (1996). Connected and separate knowing; Toward a marriage
|
||||
|
||||
of two minds. In N.R. Goldberger, Tarule, J.M., Clinchy, B.M. &</li>
|
||||
|
||||
<li>Belenky, M.F. (Eds.), Knowledge, Difference, and Power; Essays inspired
|
||||
|
||||
by “Women’s Ways of Knowing” (pp. 205-247). New York, NY:
|
||||
|
||||
Basic Books.</li>
|
||||
|
||||
<li>Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., & Mansfield,
|
||||
|
||||
A. F. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Towards
|
||||
|
||||
Thinking and Learning Survey (ATTLS). Sex Roles, 40(9/10), 745-766.</li>
|
||||
|
||||
<li>Galotti, K. M., Reimer, R. L., & Drebus, D. W. (2001). Ways of knowing
|
||||
|
||||
as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-436.
|
||||
|
||||
<br />
|
||||
|
||||
</li>
|
||||
|
||||
</ul>
|
||||
|
||||
|
||||
|
||||
|
||||
@ -1,8 +1,8 @@
|
||||
<P ALIGN=CENTER><B>Number of RSS recent articles</B></P>
|
||||
<p align="center"><b>Number of RSS recent articles</b></p>
|
||||
|
||||
<P>This option allows you to select the number of articles
|
||||
<p>This option allows you to select the number of articles
|
||||
to include in the RSS Feed.
|
||||
|
||||
<P>A number between 5 and 20 should be appropiate for
|
||||
<p>A number between 5 and 20 should be appropiate for
|
||||
most forums. Increase it if the forum is very used.
|
||||
|
||||
|
||||
@ -1,14 +1,14 @@
|
||||
<P ALIGN=CENTER><B>RSS feed for this forum</B></P>
|
||||
<p align="center"><b>RSS feed for this forum</b></p>
|
||||
|
||||
<P>This option allows you to enable RSS feeds in this forum.
|
||||
<p>This option allows you to enable RSS feeds in this forum.
|
||||
|
||||
<P>You can select between two types of forums:
|
||||
<p>You can select between two types of forums:
|
||||
|
||||
<UL>
|
||||
<LI><B>Discussions:</B> Using this, generated feeds will include
|
||||
<ul>
|
||||
<li><b>Discussions:</b> Using this, generated feeds will include
|
||||
new discussions in the forum with their initial post.
|
||||
|
||||
<LI><B>Posts:</B> Using this, generated feeds will include
|
||||
<li><b>Posts:</b> Using this, generated feeds will include
|
||||
every new post in the forum.
|
||||
</UL>
|
||||
</ul>
|
||||
|
||||
|
||||
@ -1,18 +1,18 @@
|
||||
<P ALIGN=CENTER><B>Forum Subscription</B></P>
|
||||
<p align="center"><b>Forum Subscription</b></p>
|
||||
|
||||
<P>When a person is subscribed to a forum it means that
|
||||
<p>When a person is subscribed to a forum it means that
|
||||
they will be sent email copies of every post in that forum
|
||||
(posts are sent about <?PHP echo $CFG->maxeditingtime/60 ?> minutes
|
||||
(posts are sent about <?php echo $CFG->maxeditingtime/60 ?> minutes
|
||||
after the post was first written).
|
||||
|
||||
<P>People can usually choose whether or not they want to be
|
||||
<p>People can usually choose whether or not they want to be
|
||||
subscribed to each forum.
|
||||
|
||||
<P>However, if a teacher forces subscription on a particular forum
|
||||
<p>However, if a teacher forces subscription on a particular forum
|
||||
then this choice is taken away and everyone in the class will get
|
||||
email copies.
|
||||
|
||||
<P>This is especially useful in the News forum and in forums
|
||||
<p>This is especially useful in the News forum and in forums
|
||||
towards the beginning of the course (before everyone has
|
||||
worked out that they can subscribe to these emails themselves).
|
||||
|
||||
|
||||
@ -1,24 +1,24 @@
|
||||
<P ALIGN=CENTER><B>Forum Subscription</B></P>
|
||||
<p align="center"><b>Forum Subscription</b></p>
|
||||
|
||||
<P>When a person is subscribed to a forum it means that
|
||||
<p>When a person is subscribed to a forum it means that
|
||||
they will be sent email copies of every post in that forum
|
||||
(posts are sent about <?PHP echo $CFG->maxeditingtime/60 ?> minutes
|
||||
(posts are sent about <?php echo $CFG->maxeditingtime/60 ?> minutes
|
||||
after the post was first written).
|
||||
</P>
|
||||
</p>
|
||||
|
||||
<P>People can usually choose whether or not they want to be
|
||||
<p>People can usually choose whether or not they want to be
|
||||
subscribed to each forum.
|
||||
</P>
|
||||
</p>
|
||||
|
||||
<P>However, if you choose to force subscription on a particular forum
|
||||
<p>However, if you choose to force subscription on a particular forum
|
||||
then all course users will be subscribed automatically, even those that
|
||||
enrol at a later time.
|
||||
</P>
|
||||
</p>
|
||||
|
||||
<P>This is especially useful in the News forum and in forums
|
||||
<p>This is especially useful in the News forum and in forums
|
||||
towards the beginning of the course (before everyone has
|
||||
worked out that they can subscribe to these emails themselves).
|
||||
</P>
|
||||
</p>
|
||||
|
||||
<p>If you choose the option "Yes, initially" then all current and future
|
||||
course users will be subscribed initially but
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<P ALIGN=CENTER><B>Keywords</B></P>
|
||||
<p align="center"><b>Keywords</b></p>
|
||||
|
||||
<p>Each entry in the glossary can have an associated list of keywords (or aliases).
|
||||
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<p align=center><b>Allow duplicated entries</b></p>
|
||||
<p align="center"><b>Allow duplicated entries</b></p>
|
||||
|
||||
<p>If you turn this option on, then multiple entries are allowed to
|
||||
use the same concept name.</p>
|
||||
|
||||
@ -1,6 +1,6 @@
|
||||
<P ALIGN=CENTER><B>Case sensitive matching</B></P>
|
||||
<p align="center"><b>Case sensitive matching</b></p>
|
||||
|
||||
<P>This setting specifies whether matching exact upper and lower case is
|
||||
<p>This setting specifies whether matching exact upper and lower case is
|
||||
necessary when performing automatic linking to these entries.</p>
|
||||
|
||||
<p>For example, if this is turned on, then a word like "html" in a forum
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<P ALIGN=CENTER><B>Approved by default</B></P>
|
||||
<p align="center"><b>Approved by default</b></p>
|
||||
|
||||
<p>This setting allows the teacher to define what happens to new entries added by students. They can be
|
||||
automatically made available to everyone, otherwise the teacher will have to approve each one.</p>
|
||||
|
||||
@ -1,4 +1,4 @@
|
||||
<P ALIGN=CENTER><B>Description</B></P>
|
||||
<p align="center"><b>Description</b></p>
|
||||
|
||||
<P>This field allows you to describe the purpose of the glossary, and
|
||||
<p>This field allows you to describe the purpose of the glossary, and
|
||||
to possibly provide instructions or background information, links etc.</p>
|
||||
|
||||
Some files were not shown because too many files have changed in this diff Show More
Loading…
x
Reference in New Issue
Block a user