diff --git a/course/format/topics/format.php b/course/format/topics/format.php index 1883ec24b3a..2d154eadf16 100644 --- a/course/format/topics/format.php +++ b/course/format/topics/format.php @@ -1,4 +1,4 @@ -"; + echo ""; echo "\n"; diff --git a/lang/en/admin.php b/lang/en/admin.php index 714316d4ee5..81418df9caa 100755 --- a/lang/en/admin.php +++ b/lang/en/admin.php @@ -1,4 +1,4 @@ -external database fields that you specify here.

If you leave these blank, then defaults will be used.

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 external database fields that you specify here.

If you leave these blank, then defaults will be used.

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 LDAP fields that you specify here.

If you leave these fields blank, then nothing will be transferred from LDAP and Moodle defaults will be used instead.

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 LDAP fields that you specify here.

If you leave these fields blank, then nothing will be transferred from LDAP and Moodle defaults will be used instead.

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.'; $string['auth_manualtitle'] = 'Manual accounts only'; diff --git a/lang/en/block_course_list.php b/lang/en/block_course_list.php index 570f6794c2a..2be986b4e00 100644 --- a/lang/en/block_course_list.php +++ b/lang/en/block_course_list.php @@ -1,4 +1,4 @@ - diff --git a/lang/en/chat.php b/lang/en/chat.php index 47b6dd70744..d82b00d3798 100644 --- a/lang/en/chat.php +++ b/lang/en/chat.php @@ -1,4 +1,4 @@ -userfrom has posted a new entry in your -dialogue entry for \'$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'] = '$a->userfrom has posted a new entry in your -dialogue entry for \'$a->dialogue\'

+$string['dialoguemailhtml'] = '$a->userfrom has posted a new entry in your + +dialogue entry for \'$a->dialogue\'

+ You can see it appended to your url\">dialogue.'; $string['dialoguename'] = 'Dialogue name'; $string['dialogueopened'] = 'Dialogue opened with $a'; diff --git a/lang/en/docs/background.html b/lang/en/docs/background.html index da03dd07b60..1e094bbddc5 100644 --- a/lang/en/docs/background.html +++ b/lang/en/docs/background.html @@ -15,7 +15,7 @@ Dougiamas who continues to lead the project:

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 Curtin + started in the 90's when I was webmaster at Curtin University of Technology 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 diff --git a/lang/en/docs/coding.html b/lang/en/docs/coding.html index a64537b73ab..cdd53a4a5ce 100755 --- a/lang/en/docs/coding.html +++ b/lang/en/docs/coding.html @@ -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. -

GOOD: $quiz
- GOOD: $errorstring
-GOOD: $assignments (for an array of objects)
- GOOD: $i (but only in little loops)
+

GOOD: $quiz
+ GOOD: $errorstring
+GOOD: $assignments (for an array of objects)
+ GOOD: $i (but only in little loops)

- BAD: $Quiz
- BAD: $aReallyLongVariableNameWithoutAGoodReason
+ BAD: $Quiz
+ BAD: $aReallyLongVariableNameWithoutAGoodReason
BAD: $error_string

  • Constants should always be in upper case, @@ -93,7 +93,7 @@ GOOD: $assignments (for an array of objects)
    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).
    + the following (brackets).

    function forum_set_display_mode($mode=0) {
        global     $USER, @@ -123,11 +123,11 @@ GOOD: $assignments (for an array of objects)
    }

  • Strings should be defined using single quotes - where possible, for increased speed.
    + where possible, for increased speed.

    $var = 'some text without any - variables';
    - $var = "with special characters like a new line \n";
    - $var = 'a very, very long string with a '.$single.' variable in it';
    + variables';
    + $var = "with special characters like a new line \n";
    + $var = 'a very, very long string with a '.$single.' variable in it';
    $var = "some $text with $many variables $within it";

  • Comments should use two or three slashes @@ -148,37 +148,37 @@ GOOD: $assignments (for an array of objects)
            if (    $rates = get_records("forum_ratings", "post", $postid)) - {
    + {
                    // Process each rating in turn
                foreach (    $rates as $rate) - {
    + {
    ....etc

  • Space 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:
    + brackets and variables or functions:

    foreach ($objects as $key => - $thing) {
    + $thing    ) {
        process($thing); -
    - }
    -
    +
    + }
    +
    if ($x == $y) - {
    + {
        $a - = $b;
    +     = $b;
    } else if (    $x == - $z) {
    +     $z) {
        $a - = $c;
    - } else {
    +     = $c;
    + } else {
        $a - = $d;
    +     = $d;
    }

    • @@ -199,7 +199,7 @@ GOOD: $assignments (for an array of objects)
  • Boolean fields should be implemented as small integer fields (eg INT4) containing 0 or 1, to allow for later expansion of values if necessary.
  • Most tables should have a timemodified field (INT10) which is updated with a current timestamp obtained with the PHP time() function.
    • -
    +

    Moodle Documentation

    Version: $Id$

    diff --git a/lang/en/docs/credits.html b/lang/en/docs/credits.html index bb19795b97a..75bb7b75289 100644 --- a/lang/en/docs/credits.html +++ b/lang/en/docs/credits.html @@ -44,13 +44,13 @@

    Thanks also to everyone of you who have

    @@ -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.

    -

    Maintaining a list of all these wonderful people is too difficult, so please look at the Language +

    Maintaining a list of all these wonderful people is too difficult, so please look at the Language download page for names and details.

    The Translation Coordinator is Koen Roggemans (translation@moodle.org).

     

    @@ -74,11 +74,11 @@

     

    @@ -94,142 +94,142 @@

    Database abstraction library for MySQL, PostgreSQL, MSSQL, Oracle, Interbase, Foxpro, Access, ADO, Sybase, DB2 and ODBC.

    -

    Version: 4.50
    - Copyright © 2000-2004 John Lim (jlim@natsoft.com.my)
    - License: Dual LGPL and BSD-style
    - URL:  http://adodb.sourceforge.net
    +

    Version: 4.50
    + Copyright © 2000-2004 John Lim (jlim@natsoft.com.my)
    + License: Dual LGPL and BSD-style
    + URL:  http://adodb.sourceforge.net

    Graph Class   -  lib/graphlib.php

    Class to draw line, point, bar, and area graphs, including numeric x-axis and double y-axis.

    -

    Version: 1.6.3 (with modifications)
    - Copyright © 2000  Herman Veluwenkamp, hermanV@mindless.com
    - License: LGPL
    +

    Version: 1.6.3 (with modifications)
    + Copyright © 2000  Herman Veluwenkamp, hermanV@mindless.com
    + License: LGPL

    html2text   -  lib/html2text.php

    PHP script to convert HTML into an approximate text equivalent

    -

    Version: 1.0 (with modifications)
    - Copyright © 2002  Mark Wilton-Jones
    - License: HowToCreate script license with written permission
    - URL: http://www.howtocreate.co.uk/php/
    +

    Version: 1.0 (with modifications)
    + Copyright © 2002  Mark Wilton-Jones
    + License: HowToCreate script license with written permission
    + URL: http://www.howtocreate.co.uk/php/

    htmlArea   -  lib/editor

    Javascript/HTML script to put a GUI editor in textareas on Internet Explorer and Mozilla

    -

    Version: 3.0 beta (with modifications)
    - Copyright © 2002  interactivetools.com, inc.
    - License: htmlArea License (based on BSD license)
    +

    Version: 3.0 beta (with modifications)
    + Copyright © 2002  interactivetools.com, inc.
    + License: htmlArea License (based on BSD license)

    IP-Atlas  -   lib/ipatlas

    -

    PHP scripts to show the location of an IP address on a map.
    -
    - Version: 1.0 (with modifications)
    - Copyright © 2002   Ivan Kozik
    - License: GNU GPL
    +

    PHP scripts to show the location of an IP address on a map.
    +
    + Version: 1.0 (with modifications)
    + Copyright © 2002   Ivan Kozik
    + License: GNU GPL
    URL: http://www.xpenguin.com/ip-atlas.php

    kses   -  lib/kses.php

    HTML/XHTML filter that only allows some elements and attributes

    -

    Version: 0.2.1
    +

    Version: 0.2.1
    Copyright © 2002,2003  Ulf Harnhammar
    - License: GNU GPL
    + License: GNU GPL
    URL: http://sourceforge.net/projects/kses

    mimeTeX  -   filter/tex

    -

    Compiled C program to convert TeX into GIFs
    -
    - Version: 1.4
    - Copyright © 2002-2004   John Forkosh Associates, Inc
    - License: GNU GPL
    - URL: http://www.forkosh.com/mimetex.html
    +

    Compiled C program to convert TeX into GIFs
    +
    + Version: 1.4
    + Copyright © 2002-2004   John Forkosh Associates, Inc
    + License: GNU GPL
    + URL: http://www.forkosh.com/mimetex.html
    URL: http://moodle.org/download/mimetex

    overlibmws  -   lib/overlib.js

    -

    Javascript library to enable DHTML popups, floating windows, events etc
    -
    - Version: July 2004
    - Copyright © 2002-2004   Foteos Macrides
    - Copyright © 1998-2004   Erik Bosrup
    - License: Artistic Open Source License
    - URL: http://www.macridesweb.com/oltest/
    +

    Javascript library to enable DHTML popups, floating windows, events etc
    +
    + Version: July 2004
    + Copyright © 2002-2004   Foteos Macrides
    + Copyright © 1998-2004   Erik Bosrup
    + License: Artistic Open Source License
    + URL: http://www.macridesweb.com/oltest/

    PclZip  -   lib/pclzip

    -

    Class to create, manage and unpack zip files.
    -
    - Version: 2.0 RC2
    - Copyright © 2003  Vincent Blavet <vincent@phpconcept.net>
    - License: GNU GPL
    - URL: http://www.phpconcept.net
    +

    Class to create, manage and unpack zip files.
    +
    + Version: 2.0 RC2
    + Copyright © 2003  Vincent Blavet <vincent@phpconcept.net>
    + License: GNU GPL
    + URL: http://www.phpconcept.net

    PHP mailer   -  lib/class.phpmailer.php

    Class for sending email using either sendmail, PHP mail(), or SMTP.  - Methods are based upon the standard AspEmail(tm) classes.
    -
    - Version 1.71,
    - Copyright © 2003 Brent R. Matzelle <bmatzelle@yahoo.com>
    - License: LGPL
    - URL:   http://phpmailer.sourceforge.net
    + Methods are based upon the standard AspEmail(tm) classes.
    +
    + Version 1.71,
    + Copyright © 2003 Brent R. Matzelle <bmatzelle@yahoo.com>
    + License: LGPL
    + URL:   http://phpmailer.sourceforge.net

    PHP Markdown   -  lib/markdown.php

    Functions to convert from the Markdown text format into clean XHTML.

    -

    Version: 1.0b9 (with modifications)
    - Copyright © 2003-2004 , John Gruber
    - Copyright © 2004 , Michel Fortin
    - License: LGPL
    - URL: http://www.michelf.com/projects/php-markdown/
    +

    Version: 1.0b9 (with modifications)
    + Copyright © 2003-2004 , John Gruber
    + Copyright © 2004 , Michel Fortin
    + License: LGPL
    + URL: http://www.michelf.com/projects/php-markdown/

    Snoopy  -   lib/snoopy

    -

    A PHP net client
    -
    - Version: 1.0
    - Copyright © 1999-2000 Monte Ohrt <monte@ispi.net>
    - License: GNU LGPL
    - URL: http://snoopy.sourceforge.com
    +

    A PHP net client
    +
    + Version: 1.0
    + Copyright © 1999-2000 Monte Ohrt <monte@ispi.net>
    + License: GNU LGPL
    + URL: http://snoopy.sourceforge.com

    Spreadsheet::WriteExcel  -   lib/excel

    -

    A library for generating Excel Spreadsheets.
    -
    - Version: 2002-11-28
    - Copyright © 2002  Xavier Noguer <xnoguer@rezebra.com>
    - License: GNU LGPL
    - URL: http://jeffn.users.phpclasses.org/browse.html/package/767.html
    +

    A library for generating Excel Spreadsheets.
    +
    + Version: 2002-11-28
    + Copyright © 2002  Xavier Noguer <xnoguer@rezebra.com>
    + License: GNU LGPL
    + URL: http://jeffn.users.phpclasses.org/browse.html/package/767.html

    SMTP class   -  lib/class.smtp.php

    Class that can be used to connect and communicate with any SMTP - server.
    - It implements all the SMTP functions defined in RFC821 except TURN.
    -
    - Version: 03/26/2001
    + server.
    + It implements all the SMTP functions defined in RFC821 except TURN.
    +
    + Version: 03/26/2001
    Copyright © 2001  Chris Ryan <chris@greatbridge.com>

    -


    +


    diff --git a/lang/en/docs/cvs.html b/lang/en/docs/cvs.html index 26381268588..a9731e77925 100644 --- a/lang/en/docs/cvs.html +++ b/lang/en/docs/cvs.html @@ -23,12 +23,12 @@
    1. Joining the project as a developer
    2. CVS Modules
      3. -
    3. Basic CVS Commands
      - 3.1. CVS on Unix
      +
    4. Basic CVS Commands
      + 3.1. CVS on Unix
      3.2. CVS on Windows
      5. -
    5. Working with Branches
      - 4.1. Trunk development
      - 4.2. Stable branches for each release
      +
    6. Working with Branches
      + 4.1. Trunk development
      + 4.2. Stable branches for each release
      4.3. Feature branches for large changes

     

    @@ -99,7 +99,7 @@ update -dP 
     :ext:myusername@cvs.sourceforge.net:/cvsroot/moodle
  • Under the "Module" field, type "moodle" to get the latest development version of Moodle, "contrib" to get the contributions directory, or "mysql" to get the MySQL Admin module.
    • -
  • Press the button: "OK" and everything should be downloaded.
    +
  • Press the button: "OK" and everything should be downloaded.
    • @@ -111,7 +111,7 @@ update -dP
      1. Right-mouse-click on your Moodle folder (or any file) and select "CVS Update".
        2. -
      2. 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.
        +
      3. 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.
    @@ -124,7 +124,7 @@ update -dP
    1. Right-mouse-click on your Moodle folder (or any file) and select "CVS Commit...".
    2. In the dialog box, type a clear description of the changes you are committing.
      3. -
    3. Click "OK". Your changes will be sent to the server.
      +
    4. Click "OK". Your changes will be sent to the server.
    @@ -166,27 +166,27 @@ update -dP

    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:

        -
      1. Get out the very latest trunk version.
        -
        +
      2. Get out the very latest trunk version.
        +
        cvs update -dPA
        3. -
      3. Merge everything on the branch since the last merge, into your trunk version

        +
      4. Merge everything on the branch since the last merge, into your trunk version

        cvs update -kk -j MOODLE_13_MERGED -j MOODLE_13_STABLE
      5. Carefully watch the update logs for conflicts, and fix every file that you see with a conflict
        6. -
      6. Check the merged copy back into CVS trunk version
        -
        +
      7. Check the merged copy back into CVS trunk version
        +
        cvs commit
        8. -
      8. Go back to the branch version

        +
      9. Go back to the branch version

        cvs update -dPr MOODLE_13_STABLE
        10. -
      10. Update the floating merge tag so that this process can be repeated next time

        +
      11. Update the floating merge tag so that this process can be repeated next time

        cvs tag -RF MOODLE_13_MERGED
    -


    +


    Finally, the values for $version 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.

     

    @@ -200,17 +200,17 @@ update -dP
    1. Discuss with other developers to make sure it's necessary!
    2. Make a new tag on the trunk (for all of moodle) called MOODLE_XX_WIDGET_PRE -

      +

      cvs tag -R MOODLE_XX_WIDGET_PRE
    3. Create your branch called MOODLE_XX_WIDGET -

      +

      cvs tag -Rb MOODLE_XX_WIDGET
    4. Work in that branch until the feature is reasonably stable. Commit as necessary. -

      +

      cvs commit
    5. When ready, merge the whole branch into the trunk, fix conflicts, commit it to the trunk and then abandon the branch. -
      -
      +
      +
      cvs update -dPA
      cvs update -kk -j MOODLE_XX_WIDGET
      diff --git a/lang/en/docs/developer.html b/lang/en/docs/developer.html index 16a511b8c83..a87b5595792 100644 --- a/lang/en/docs/developer.html +++ b/lang/en/docs/developer.html @@ -31,20 +31,20 @@

      From a system administrator's perspective, Moodle has been designed according to the following criteria:

        -
      1. Moodle should run on the widest variety of platforms
        -
        +
      2. Moodle should run on the widest variety of platforms
        +
        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 more than ten different brands of database (unfortunately, though, it can not yet set up tables in all these databases - - more on this later).
        -
        + more on this later).
        +
        3. -
      3. Moodle should be easy to install, learn and modify
        -
        - Early prototypes of Moodle (1999) were built using Zope +
      4. Moodle should be easy to install, learn and modify
        +
        + Early prototypes of Moodle (1999) were built using Zope - 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.
        -
        + it as standard.
        +
        5. -
      5. It should be easy to upgrade from one version to the next
        -
        +
      6. It should be easy to upgrade from one version to the next
        +
        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.
        -
        + update -d" and then visit the site home page to complete an upgrade.
        +
        7. -
      7. It should be modular to allow for growth
        -
        +
      8. It should be modular to allow for growth
        +
        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.
        -
        + More on this below in the next section.
        +
        9. -
      9. It should be able to be used in conjunction with other systems
        -
        +
      10. It should be able to be used in conjunction with other systems
        +
        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 @@
      11. widget_user_outline() - given an instance, return a summary of a user's contribution
      12. widget_user_complete() - given an instance, print details of a user's - contribution
        + contribution
      13. 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).

        -

        More discussion about this in the Themes +

        More discussion about this in the Themes forum on Using Moodle. If you create a nice theme that you think others - might want to use, please post your zip file on the themes forum!
        + might want to use, please post your zip file on the themes forum!

        Languages

        @@ -190,16 +190,16 @@
      14. quiz.php - strings for quiz module
      15. resource.php - strings for resource module
      16. survey.php - strings for survey module
        17. -
      17. .... plus other modules if any.
        -
        +
      18. .... plus other modules if any.
        +
        A string is called from these files using the get_string() or print_string() functions. Each string supports variable substitution, to support variable ordering in different - languages.
        -
        + languages.
        +
        eg $strdueby = get_string("assignmentdueby", "assignment", - userdate($date));
        -
        + userdate($date));
        +
        If a string doesn't exist in a particular language, then the equivalent in English will automatically be used instead.
        19. @@ -216,9 +216,9 @@

        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, Martin + new language, please contact me, Martin Dougiamas.

        -

        You might also like to post in the Languages +

        You might also like to post in the Languages forum on Using Moodle.

        If you are maintaining a language an ongoing basis, I can give you CVS write access to the Moodle source code so that you can directly maintain @@ -256,13 +256,13 @@

        If you feel like writing a tutorial, an article, an academic paper or anything else about Moodle, please do!

        -

        Put it on the web and make sure you include links to http://moodle.org/

        +

        Put it on the web and make sure you include links to http://moodle.org/

         

        Participating in the bug tracker

        Finally, I would like to invite you to register on the "bug tracker" - at http://moodle.org/bugs + at http://moodle.org/bugs so you can file any bugs that you find and perhaps participate in discussing and fixing them.

        "Bugs" not only includes software bugs with current versions @@ -276,9 +276,9 @@

        -

        Thanks for using Moodle!
        -
        - Martin Dougiamas, Lead +

        Thanks for using Moodle!
        +
        + Martin Dougiamas, Lead Developer

        diff --git a/lang/en/docs/faq.html b/lang/en/docs/faq.html index 52d94b4c0bd..557821e9f92 100644 --- a/lang/en/docs/faq.html +++ b/lang/en/docs/faq.html @@ -259,7 +259,7 @@ reduced functionality due to a mis-configuration in the firewall settings. - files\easyphp\www\moodle\config.php on line 94
        + files\easyphp\www\moodle\config.php on line 94
        @@ -415,7 +415,7 @@ reduced functionality due to a mis-configuration in the firewall settings. -

        magic_quotes_gpc = On
        +

        magic_quotes_gpc = On
        @@ -521,7 +521,7 @@ reduced functionality due to a mis-configuration in the firewall settings. -

    +
    @@ -756,7 +756,7 @@ This will be acceptable for the majority of users.

      -

    +
    @@ -768,7 +768,7 @@ This will be acceptable for the majority of users. -
    +
    diff --git a/lang/en/docs/future.html b/lang/en/docs/future.html index 8672f8df0b2..92233048241 100644 --- a/lang/en/docs/future.html +++ b/lang/en/docs/future.html @@ -13,7 +13,7 @@

    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 moodle.org/bugs. + and their status can be found at moodle.org/bugs. Your contributions in the form of ideas, code, feedback and promotion are all very welcome - see the Developers manual for more details. You can also pay to have certain features developed sooner- see moodle.com/development for information and a quote.

    diff --git a/lang/en/docs/install.html b/lang/en/docs/install.html index f06f1df0157..411b3cc808e 100644 --- a/lang/en/docs/install.html +++ b/lang/en/docs/install.html @@ -132,7 +132,7 @@

    To run the installer script (install.php), just try to access your Moodle main URL using a web browser, or access http://yourserver/install.php directly.

    (The Installer will try to set a session cookie. If you get a popup warning in your browser make sure you accept that cookie!)

    Moodle will detect that configuration is necessary and will lead you through some screens to help you create a new configuration file called config.php. 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.

    -

    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.
    +

    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.

    diff --git a/lang/en/docs/installamp.html b/lang/en/docs/installamp.html index 76d87174fbb..bbab7711be1 100755 --- a/lang/en/docs/installamp.html +++ b/lang/en/docs/installamp.html @@ -107,18 +107,18 @@ it config.php
  • Edit config.php using a text editor (Notepad will do, just be careful that it doesn't add unwanted spaces at the end).
    • -
  • Put in all your new database info:
    - $CFG->dbtype = 'mysql';
    - $CFG->dbhost = 'localhost';
    - $CFG->dbname = 'moodle';
    - $CFG->dbuser = 'root';
    - $CFG->dbpass = '';
    - $CFG->dbpersist = true;
    +
  • Put in all your new database info:
    + $CFG->dbtype = 'mysql';
    + $CFG->dbhost = 'localhost';
    + $CFG->dbname = 'moodle';
    + $CFG->dbuser = 'root';
    + $CFG->dbpass = '';
    + $CFG->dbpersist = true;
    $CFG->prefix = 'mdl_';
    • -
  • And put in all your file paths:
    +
  • And put in all your file paths:
    $CFG->wwwroot = 'http://localhost/moodle'; // Use an external address - if you know it.
    - $CFG->dirroot = 'C:\Program Files\EasyPHP\www\moodle';
    + if you know it.
    + $CFG->dirroot = 'C:\Program Files\EasyPHP\www\moodle';
    $CFG->dataroot = 'C:\moodledata';
  • Save config.php - you can ignore the other settings if there are any.
  • You're nearly there now! The rest of the setup is all web-based. Visit diff --git a/lang/en/docs/intro.html b/lang/en/docs/intro.html index 11308951de3..bcc25f1763f 100644 --- a/lang/en/docs/intro.html +++ b/lang/en/docs/intro.html @@ -35,7 +35,7 @@ an online course. Anyone who uses Moodle is a Moodler.

    Come moodle with us!

    • -


    +


    Moodle Documentation

    Version: $Id$

    diff --git a/lang/en/docs/licence.html b/lang/en/docs/licence.html index bcb1d82c665..8aa51e21f8e 100644 --- a/lang/en/docs/licence.html +++ b/lang/en/docs/licence.html @@ -12,24 +12,24 @@

    Copyright License for Moodle

    -

    The name Moodle™ is a registered trademark of The Moodle Trust.
    - You have permission to use this name for any activity related to the
    +

    The name Moodle™ is a registered trademark of The Moodle Trust.
    + You have permission to use this name for any activity related to the
    Moodle software described below.

    Moodle software is Copyright © 1999-2004, Martin Dougiamas.

    -

    This program is free software; you can redistribute it and/or modify
    - it under the terms of the GNU General Public License as published by
    - the Free Software Foundation; either version 2 of the License, or
    +

    This program is free software; you can redistribute it and/or modify
    + it under the terms of the GNU General Public License as published by
    + the Free Software Foundation; either version 2 of the License, or
    (at your option) any later version.

    -

    This program is distributed in the hope that it will be useful,
    - but WITHOUT ANY WARRANTY; without even the implied warranty of
    - MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. See the
    - GNU General Public License for more details (attached below).
    +

    This program is distributed in the hope that it will be useful,
    + but WITHOUT ANY WARRANTY; without even the implied warranty of
    + MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. See the
    + GNU General Public License for more details (attached below).

    -
    +
    - 
    		    GNU GENERAL PUBLIC LICENSE
    		       Version 2, June 1991

     Copyright (C) 1989, 1991 Free Software Foundation, Inc.
     59 Temple Place, Suite 330, Boston, MA  02111-1307  USA
     Everyone is permitted to copy and distribute verbatim copies
     of this license document, but changing it is not allowed.

    			    Preamble

      The licenses for most software are designed to take away your
    freedom to share and change it.  By contrast, the GNU General Public
    License is intended to guarantee your freedom to share and change free
    software--to make sure the software is free for all its users.  This
    General Public License applies to most of the Free Software
    Foundation's software and to any other program whose authors commit to
    using it.  (Some other Free Software Foundation software is covered by
    the GNU Library General Public License instead.)  You can apply it to
    your programs, too.

      When we speak of free software, we are referring to freedom, not
    price.  Our General Public Licenses are designed to make sure that you
    have the freedom to distribute copies of free software (and charge for
    this service if you wish), that you receive source code or can get it
    if you want it, that you can change the software or use pieces of it
    in new free programs; and that you know you can do these things.

      To protect your rights, we need to make restrictions that forbid
    anyone to deny you these rights or to ask you to surrender the rights.
    These restrictions translate to certain responsibilities for you if you
    distribute copies of the software, or if you modify it.

      For example, if you distribute copies of such a program, whether
    gratis or for a fee, you must give the recipients all the rights that
    you have.  You must make sure that they, too, receive or can get the
    source code.  And you must show them these terms so they know their
    rights.

      We protect your rights with two steps: (1) copyright the software, and
    (2) offer you this license which gives you legal permission to copy,
    distribute and/or modify the software.

      Also, for each author's protection and ours, we want to make certain
    that everyone understands that there is no warranty for this free
    software.  If the software is modified by someone else and passed on, we
    want its recipients to know that what they have is not the original, so
    that any problems introduced by others will not reflect on the original
    authors' reputations.

      Finally, any free program is threatened constantly by software
    patents.  We wish to avoid the danger that redistributors of a free
    program will individually obtain patent licenses, in effect making the
    program proprietary.  To prevent this, we have made it clear that any
    patent must be licensed for everyone's free use or not licensed at all.

      The precise terms and conditions for copying, distribution and
    modification follow.
    
    		    GNU GENERAL PUBLIC LICENSE
       TERMS AND CONDITIONS FOR COPYING, DISTRIBUTION AND MODIFICATION

      0. This License applies to any program or other work which contains
    a notice placed by the copyright holder saying it may be distributed
    under the terms of this General Public License.  The "Program", below,
    refers to any such program or work, and a "work based on the Program"
    means either the Program or any derivative work under copyright law:
    that is to say, a work containing the Program or a portion of it,
    either verbatim or with modifications and/or translated into another
    language.  (Hereinafter, translation is included without limitation in
    the term "modification".)  Each licensee is addressed as "you".

    Activities other than copying, distribution and modification are not
    covered by this License; they are outside its scope.  The act of
    running the Program is not restricted, and the output from the Program
    is covered only if its contents constitute a work based on the
    Program (independent of having been made by running the Program).
    Whether that is true depends on what the Program does.

      1. You may copy and distribute verbatim copies of the Program's
    source code as you receive it, in any medium, provided that you
    conspicuously and appropriately publish on each copy an appropriate
    copyright notice and disclaimer of warranty; keep intact all the
    notices that refer to this License and to the absence of any warranty;
    and give any other recipients of the Program a copy of this License
    along with the Program.

    You may charge a fee for the physical act of transferring a copy, and
    you may at your option offer warranty protection in exchange for a fee.

      2. You may modify your copy or copies of the Program or any portion
    of it, thus forming a work based on the Program, and copy and
    distribute such modifications or work under the terms of Section 1
    above, provided that you also meet all of these conditions:

        a) You must cause the modified files to carry prominent notices
        stating that you changed the files and the date of any change.

        b) You must cause any work that you distribute or publish, that in
        whole or in part contains or is derived from the Program or any
        part thereof, to be licensed as a whole at no charge to all third
        parties under the terms of this License.

        c) If the modified program normally reads commands interactively
        when run, you must cause it, when started running for such
        interactive use in the most ordinary way, to print or display an
        announcement including an appropriate copyright notice and a
        notice that there is no warranty (or else, saying that you provide
        a warranty) and that users may redistribute the program under
        these conditions, and telling the user how to view a copy of this
        License.  (Exception: if the Program itself is interactive but
        does not normally print such an announcement, your work based on
        the Program is not required to print an announcement.)
    
    These requirements apply to the modified work as a whole.  If
    identifiable sections of that work are not derived from the Program,
    and can be reasonably considered independent and separate works in
    themselves, then this License, and its terms, do not apply to those
    sections when you distribute them as separate works.  But when you
    distribute the same sections as part of a whole which is a work based
    on the Program, the distribution of the whole must be on the terms of
    this License, whose permissions for other licensees extend to the
    entire whole, and thus to each and every part regardless of who wrote it.

    Thus, it is not the intent of this section to claim rights or contest
    your rights to work written entirely by you; rather, the intent is to
    exercise the right to control the distribution of derivative or
    collective works based on the Program.

    In addition, mere aggregation of another work not based on the Program
    with the Program (or with a work based on the Program) on a volume of
    a storage or distribution medium does not bring the other work under
    the scope of this License.

      3. You may copy and distribute the Program (or a work based on it,
    under Section 2) in object code or executable form under the terms of
    Sections 1 and 2 above provided that you also do one of the following:

        a) Accompany it with the complete corresponding machine-readable
        source code, which must be distributed under the terms of Sections
        1 and 2 above on a medium customarily used for software interchange; or,

        b) Accompany it with a written offer, valid for at least three
        years, to give any third party, for a charge no more than your
        cost of physically performing source distribution, a complete
        machine-readable copy of the corresponding source code, to be
        distributed under the terms of Sections 1 and 2 above on a medium
        customarily used for software interchange; or,

        c) Accompany it with the information you received as to the offer
        to distribute corresponding source code.  (This alternative is
        allowed only for noncommercial distribution and only if you
        received the program in object code or executable form with such
        an offer, in accord with Subsection b above.)

    The source code for a work means the preferred form of the work for
    making modifications to it.  For an executable work, complete source
    code means all the source code for all modules it contains, plus any
    associated interface definition files, plus the scripts used to
    control compilation and installation of the executable.  However, as a
    special exception, the source code distributed need not include
    anything that is normally distributed (in either source or binary
    form) with the major components (compiler, kernel, and so on) of the
    operating system on which the executable runs, unless that component
    itself accompanies the executable.

    If distribution of executable or object code is made by offering
    access to copy from a designated place, then offering equivalent
    access to copy the source code from the same place counts as
    distribution of the source code, even though third parties are not
    compelled to copy the source along with the object code.
    
      4. You may not copy, modify, sublicense, or distribute the Program
    except as expressly provided under this License.  Any attempt
    otherwise to copy, modify, sublicense or distribute the Program is
    void, and will automatically terminate your rights under this License.
    However, parties who have received copies, or rights, from you under
    this License will not have their licenses terminated so long as such
    parties remain in full compliance.

      5. You are not required to accept this License, since you have not
    signed it.  However, nothing else grants you permission to modify or
    distribute the Program or its derivative works.  These actions are
    prohibited by law if you do not accept this License.  Therefore, by
    modifying or distributing the Program (or any work based on the
    Program), you indicate your acceptance of this License to do so, and
    all its terms and conditions for copying, distributing or modifying
    the Program or works based on it.

      6. Each time you redistribute the Program (or any work based on the
    Program), the recipient automatically receives a license from the
    original licensor to copy, distribute or modify the Program subject to
    these terms and conditions.  You may not impose any further
    restrictions on the recipients' exercise of the rights granted herein.
    You are not responsible for enforcing compliance by third parties to
    this License.

      7. If, as a consequence of a court judgment or allegation of patent
    infringement or for any other reason (not limited to patent issues),
    conditions are imposed on you (whether by court order, agreement or
    otherwise) that contradict the conditions of this License, they do not
    excuse you from the conditions of this License.  If you cannot
    distribute so as to satisfy simultaneously your obligations under this
    License and any other pertinent obligations, then as a consequence you
    may not distribute the Program at all.  For example, if a patent
    license would not permit royalty-free redistribution of the Program by
    all those who receive copies directly or indirectly through you, then
    the only way you could satisfy both it and this License would be to
    refrain entirely from distribution of the Program.

    If any portion of this section is held invalid or unenforceable under
    any particular circumstance, the balance of the section is intended to
    apply and the section as a whole is intended to apply in other
    circumstances.

    It is not the purpose of this section to induce you to infringe any
    patents or other property right claims or to contest validity of any
    such claims; this section has the sole purpose of protecting the
    integrity of the free software distribution system, which is
    implemented by public license practices.  Many people have made
    generous contributions to the wide range of software distributed
    through that system in reliance on consistent application of that
    system; it is up to the author/donor to decide if he or she is willing
    to distribute software through any other system and a licensee cannot
    impose that choice.

    This section is intended to make thoroughly clear what is believed to
    be a consequence of the rest of this License.
    
      8. If the distribution and/or use of the Program is restricted in
    certain countries either by patents or by copyrighted interfaces, the
    original copyright holder who places the Program under this License
    may add an explicit geographical distribution limitation excluding
    those countries, so that distribution is permitted only in or among
    countries not thus excluded.  In such case, this License incorporates
    the limitation as if written in the body of this License.

      9. The Free Software Foundation may publish revised and/or new versions
    of the General Public License from time to time.  Such new versions will
    be similar in spirit to the present version, but may differ in detail to
    address new problems or concerns.

    Each version is given a distinguishing version number.  If the Program
    specifies a version number of this License which applies to it and "any
    later version", you have the option of following the terms and conditions
    either of that version or of any later version published by the Free
    Software Foundation.  If the Program does not specify a version number of
    this License, you may choose any version ever published by the Free Software
    Foundation.

      10. If you wish to incorporate parts of the Program into other free
    programs whose distribution conditions are different, write to the author
    to ask for permission.  For software which is copyrighted by the Free
    Software Foundation, write to the Free Software Foundation; we sometimes
    make exceptions for this.  Our decision will be guided by the two goals
    of preserving the free status of all derivatives of our free software and
    of promoting the sharing and reuse of software generally.

    			    NO WARRANTY

      11. BECAUSE THE PROGRAM IS LICENSED FREE OF CHARGE, THERE IS NO WARRANTY
    FOR THE PROGRAM, TO THE EXTENT PERMITTED BY APPLICABLE LAW.  EXCEPT WHEN
    OTHERWISE STATED IN WRITING THE COPYRIGHT HOLDERS AND/OR OTHER PARTIES
    PROVIDE THE PROGRAM "AS IS" WITHOUT WARRANTY OF ANY KIND, EITHER EXPRESSED
    OR IMPLIED, INCLUDING, BUT NOT LIMITED TO, THE IMPLIED WARRANTIES OF
    MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE.  THE ENTIRE RISK AS
    TO THE QUALITY AND PERFORMANCE OF THE PROGRAM IS WITH YOU.  SHOULD THE
    PROGRAM PROVE DEFECTIVE, YOU ASSUME THE COST OF ALL NECESSARY SERVICING,
    REPAIR OR CORRECTION.

      12. IN NO EVENT UNLESS REQUIRED BY APPLICABLE LAW OR AGREED TO IN WRITING
    WILL ANY COPYRIGHT HOLDER, OR ANY OTHER PARTY WHO MAY MODIFY AND/OR
    REDISTRIBUTE THE PROGRAM AS PERMITTED ABOVE, BE LIABLE TO YOU FOR DAMAGES,
    INCLUDING ANY GENERAL, SPECIAL, INCIDENTAL OR CONSEQUENTIAL DAMAGES ARISING
    OUT OF THE USE OR INABILITY TO USE THE PROGRAM (INCLUDING BUT NOT LIMITED
    TO LOSS OF DATA OR DATA BEING RENDERED INACCURATE OR LOSSES SUSTAINED BY
    YOU OR THIRD PARTIES OR A FAILURE OF THE PROGRAM TO OPERATE WITH ANY OTHER
    PROGRAMS), EVEN IF SUCH HOLDER OR OTHER PARTY HAS BEEN ADVISED OF THE
    POSSIBILITY OF SUCH DAMAGES.

    		     END OF TERMS AND CONDITIONS
    + 
    		    GNU GENERAL PUBLIC LICENSE
    		       Version 2, June 1991

     Copyright (C) 1989, 1991 Free Software Foundation, Inc.
     59 Temple Place, Suite 330, Boston, MA  02111-1307  USA
     Everyone is permitted to copy and distribute verbatim copies
     of this license document, but changing it is not allowed.

    			    Preamble

      The licenses for most software are designed to take away your
    freedom to share and change it.  By contrast, the GNU General Public
    License is intended to guarantee your freedom to share and change free
    software--to make sure the software is free for all its users.  This
    General Public License applies to most of the Free Software
    Foundation's software and to any other program whose authors commit to
    using it.  (Some other Free Software Foundation software is covered by
    the GNU Library General Public License instead.)  You can apply it to
    your programs, too.

      When we speak of free software, we are referring to freedom, not
    price.  Our General Public Licenses are designed to make sure that you
    have the freedom to distribute copies of free software (and charge for
    this service if you wish), that you receive source code or can get it
    if you want it, that you can change the software or use pieces of it
    in new free programs; and that you know you can do these things.

      To protect your rights, we need to make restrictions that forbid
    anyone to deny you these rights or to ask you to surrender the rights.
    These restrictions translate to certain responsibilities for you if you
    distribute copies of the software, or if you modify it.

      For example, if you distribute copies of such a program, whether
    gratis or for a fee, you must give the recipients all the rights that
    you have.  You must make sure that they, too, receive or can get the
    source code.  And you must show them these terms so they know their
    rights.

      We protect your rights with two steps: (1) copyright the software, and
    (2) offer you this license which gives you legal permission to copy,
    distribute and/or modify the software.

      Also, for each author's protection and ours, we want to make certain
    that everyone understands that there is no warranty for this free
    software.  If the software is modified by someone else and passed on, we
    want its recipients to know that what they have is not the original, so
    that any problems introduced by others will not reflect on the original
    authors' reputations.

      Finally, any free program is threatened constantly by software
    patents.  We wish to avoid the danger that redistributors of a free
    program will individually obtain patent licenses, in effect making the
    program proprietary.  To prevent this, we have made it clear that any
    patent must be licensed for everyone's free use or not licensed at all.

      The precise terms and conditions for copying, distribution and
    modification follow.
    
    		    GNU GENERAL PUBLIC LICENSE
       TERMS AND CONDITIONS FOR COPYING, DISTRIBUTION AND MODIFICATION

      0. This License applies to any program or other work which contains
    a notice placed by the copyright holder saying it may be distributed
    under the terms of this General Public License.  The "Program", below,
    refers to any such program or work, and a "work based on the Program"
    means either the Program or any derivative work under copyright law:
    that is to say, a work containing the Program or a portion of it,
    either verbatim or with modifications and/or translated into another
    language.  (Hereinafter, translation is included without limitation in
    the term "modification".)  Each licensee is addressed as "you".

    Activities other than copying, distribution and modification are not
    covered by this License; they are outside its scope.  The act of
    running the Program is not restricted, and the output from the Program
    is covered only if its contents constitute a work based on the
    Program (independent of having been made by running the Program).
    Whether that is true depends on what the Program does.

      1. You may copy and distribute verbatim copies of the Program's
    source code as you receive it, in any medium, provided that you
    conspicuously and appropriately publish on each copy an appropriate
    copyright notice and disclaimer of warranty; keep intact all the
    notices that refer to this License and to the absence of any warranty;
    and give any other recipients of the Program a copy of this License
    along with the Program.

    You may charge a fee for the physical act of transferring a copy, and
    you may at your option offer warranty protection in exchange for a fee.

      2. You may modify your copy or copies of the Program or any portion
    of it, thus forming a work based on the Program, and copy and
    distribute such modifications or work under the terms of Section 1
    above, provided that you also meet all of these conditions:

        a) You must cause the modified files to carry prominent notices
        stating that you changed the files and the date of any change.

        b) You must cause any work that you distribute or publish, that in
        whole or in part contains or is derived from the Program or any
        part thereof, to be licensed as a whole at no charge to all third
        parties under the terms of this License.

        c) If the modified program normally reads commands interactively
        when run, you must cause it, when started running for such
        interactive use in the most ordinary way, to print or display an
        announcement including an appropriate copyright notice and a
        notice that there is no warranty (or else, saying that you provide
        a warranty) and that users may redistribute the program under
        these conditions, and telling the user how to view a copy of this
        License.  (Exception: if the Program itself is interactive but
        does not normally print such an announcement, your work based on
        the Program is not required to print an announcement.)
    
    These requirements apply to the modified work as a whole.  If
    identifiable sections of that work are not derived from the Program,
    and can be reasonably considered independent and separate works in
    themselves, then this License, and its terms, do not apply to those
    sections when you distribute them as separate works.  But when you
    distribute the same sections as part of a whole which is a work based
    on the Program, the distribution of the whole must be on the terms of
    this License, whose permissions for other licensees extend to the
    entire whole, and thus to each and every part regardless of who wrote it.

    Thus, it is not the intent of this section to claim rights or contest
    your rights to work written entirely by you; rather, the intent is to
    exercise the right to control the distribution of derivative or
    collective works based on the Program.

    In addition, mere aggregation of another work not based on the Program
    with the Program (or with a work based on the Program) on a volume of
    a storage or distribution medium does not bring the other work under
    the scope of this License.

      3. You may copy and distribute the Program (or a work based on it,
    under Section 2) in object code or executable form under the terms of
    Sections 1 and 2 above provided that you also do one of the following:

        a) Accompany it with the complete corresponding machine-readable
        source code, which must be distributed under the terms of Sections
        1 and 2 above on a medium customarily used for software interchange; or,

        b) Accompany it with a written offer, valid for at least three
        years, to give any third party, for a charge no more than your
        cost of physically performing source distribution, a complete
        machine-readable copy of the corresponding source code, to be
        distributed under the terms of Sections 1 and 2 above on a medium
        customarily used for software interchange; or,

        c) Accompany it with the information you received as to the offer
        to distribute corresponding source code.  (This alternative is
        allowed only for noncommercial distribution and only if you
        received the program in object code or executable form with such
        an offer, in accord with Subsection b above.)

    The source code for a work means the preferred form of the work for
    making modifications to it.  For an executable work, complete source
    code means all the source code for all modules it contains, plus any
    associated interface definition files, plus the scripts used to
    control compilation and installation of the executable.  However, as a
    special exception, the source code distributed need not include
    anything that is normally distributed (in either source or binary
    form) with the major components (compiler, kernel, and so on) of the
    operating system on which the executable runs, unless that component
    itself accompanies the executable.

    If distribution of executable or object code is made by offering
    access to copy from a designated place, then offering equivalent
    access to copy the source code from the same place counts as
    distribution of the source code, even though third parties are not
    compelled to copy the source along with the object code.
    
      4. You may not copy, modify, sublicense, or distribute the Program
    except as expressly provided under this License.  Any attempt
    otherwise to copy, modify, sublicense or distribute the Program is
    void, and will automatically terminate your rights under this License.
    However, parties who have received copies, or rights, from you under
    this License will not have their licenses terminated so long as such
    parties remain in full compliance.

      5. You are not required to accept this License, since you have not
    signed it.  However, nothing else grants you permission to modify or
    distribute the Program or its derivative works.  These actions are
    prohibited by law if you do not accept this License.  Therefore, by
    modifying or distributing the Program (or any work based on the
    Program), you indicate your acceptance of this License to do so, and
    all its terms and conditions for copying, distributing or modifying
    the Program or works based on it.

      6. Each time you redistribute the Program (or any work based on the
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    You are not responsible for enforcing compliance by third parties to
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      7. If, as a consequence of a court judgment or allegation of patent
    infringement or for any other reason (not limited to patent issues),
    conditions are imposed on you (whether by court order, agreement or
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    excuse you from the conditions of this License.  If you cannot
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    License and any other pertinent obligations, then as a consequence you
    may not distribute the Program at all.  For example, if a patent
    license would not permit royalty-free redistribution of the Program by
    all those who receive copies directly or indirectly through you, then
    the only way you could satisfy both it and this License would be to
    refrain entirely from distribution of the Program.

    If any portion of this section is held invalid or unenforceable under
    any particular circumstance, the balance of the section is intended to
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    It is not the purpose of this section to induce you to infringe any
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    to distribute software through any other system and a licensee cannot
    impose that choice.

    This section is intended to make thoroughly clear what is believed to
    be a consequence of the rest of this License.
    
      8. If the distribution and/or use of the Program is restricted in
    certain countries either by patents or by copyrighted interfaces, the
    original copyright holder who places the Program under this License
    may add an explicit geographical distribution limitation excluding
    those countries, so that distribution is permitted only in or among
    countries not thus excluded.  In such case, this License incorporates
    the limitation as if written in the body of this License.

      9. The Free Software Foundation may publish revised and/or new versions
    of the General Public License from time to time.  Such new versions will
    be similar in spirit to the present version, but may differ in detail to
    address new problems or concerns.

    Each version is given a distinguishing version number.  If the Program
    specifies a version number of this License which applies to it and "any
    later version", you have the option of following the terms and conditions
    either of that version or of any later version published by the Free
    Software Foundation.  If the Program does not specify a version number of
    this License, you may choose any version ever published by the Free Software
    Foundation.

      10. If you wish to incorporate parts of the Program into other free
    programs whose distribution conditions are different, write to the author
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    			    NO WARRANTY

      11. BECAUSE THE PROGRAM IS LICENSED FREE OF CHARGE, THERE IS NO WARRANTY
    FOR THE PROGRAM, TO THE EXTENT PERMITTED BY APPLICABLE LAW.  EXCEPT WHEN
    OTHERWISE STATED IN WRITING THE COPYRIGHT HOLDERS AND/OR OTHER PARTIES
    PROVIDE THE PROGRAM "AS IS" WITHOUT WARRANTY OF ANY KIND, EITHER EXPRESSED
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    PROGRAM PROVE DEFECTIVE, YOU ASSUME THE COST OF ALL NECESSARY SERVICING,
    REPAIR OR CORRECTION.

      12. IN NO EVENT UNLESS REQUIRED BY APPLICABLE LAW OR AGREED TO IN WRITING
    WILL ANY COPYRIGHT HOLDER, OR ANY OTHER PARTY WHO MAY MODIFY AND/OR
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    INCLUDING ANY GENERAL, SPECIAL, INCIDENTAL OR CONSEQUENTIAL DAMAGES ARISING
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    		     END OF TERMS AND CONDITIONS
    diff --git a/lang/en/docs/other.html b/lang/en/docs/other.html index 5999d14739f..39dc73562c2 100755 --- a/lang/en/docs/other.html +++ b/lang/en/docs/other.html @@ -13,7 +13,7 @@

    User-contributed documentation - this page lists documentation contributed by Moodle users

     

    -
    +

    Moodle Documentation

    Version: $Id$

    diff --git a/lang/en/docs/philosophy.html b/lang/en/docs/philosophy.html index a0a8af5ac15..c1542ce9be0 100755 --- a/lang/en/docs/philosophy.html +++ b/lang/en/docs/philosophy.html @@ -15,25 +15,25 @@

    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 "social constructionist pedagogy". (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!)

    This page tries to explain in simple terms what that phrase means by unpacking four main concepts 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.

    -

    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.
    +

    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.

    1. Constructivism

    This point of view maintains that people actively construct new knowledge as they interact with their environment.

    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.

    -

    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.
    +

    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.

    2. Constructionism

    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.

    -

    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.
    +

    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.

    3. Social Constructivism

    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.

    -

    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.
    +

    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.

    4. Connected and Separate

    @@ -41,11 +41,11 @@

    This idea looks deeper into the motivations of individuals within a discussion. Separate 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. Connected 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. Constructed 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.

    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.

    -
    +

    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.

    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.

    -
    +

    Moodle Documentation

    Version: $Id$

    diff --git a/lang/en/docs/releaseold.html b/lang/en/docs/releaseold.html index d3017cc8c36..c66a4c8468a 100644 --- a/lang/en/docs/releaseold.html +++ b/lang/en/docs/releaseold.html @@ -403,7 +403,7 @@ -
    +

    New in Moodle 1.1.1 (10 September, 2003):

    -
    +
    @@ -624,7 +624,7 @@
     
    -
    +

    New in Moodle 1.0.9 (29th May, 2003) :

    -
    +

    Older releases can be seen in the Moodle.org announcement forum. diff --git a/lang/en/docs/teacher.html b/lang/en/docs/teacher.html index 6726f5ee3f8..c3e4d6c4714 100644 --- a/lang/en/docs/teacher.html +++ b/lang/en/docs/teacher.html @@ -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. -
    -
    +
    +

    Choice
    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.
    -
    -
    +
    +
    Forum
    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.
    -
    -
    +
    +
    Journal
    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.
    -
    -
    +
    +
    Resource
    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.
    -
    -
    +
    +
    Quiz
    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.
    -
    -
    +
    +
    Survey
    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).
    -
    +

    After adding your activities you can move them up and down in your course layout by clicking on the little arrow icons ( ) next to each one. You @@ -228,14 +228,14 @@ local site administrator.

    If you have some great ideas for improvements to Moodle, or even some good stories, come over to moodle.org - and join us in the course called "Using + and join us in the course called "Using Moodle". We'd love to hear from you, and you can help Moodle improve.

    If you want to contribute to coding new modules, or writing documentation, or papers, contact me: Martin Dougiamas or browse the "bug tracker" site for Moodle, at moodle.org/bugs

    Finally, remember to use the help icons - here is an index of all the help files in Moodle.

    Thanks for using Moodle - and good luck with your teaching!

    -
    +

     

    Moodle Documentation

    diff --git a/lang/en/docs/translation.html b/lang/en/docs/translation.html index 5beafbfab81..02ece1b8c04 100755 --- a/lang/en/docs/translation.html +++ b/lang/en/docs/translation.html @@ -34,7 +34,7 @@ These files contains short phrases, often called "pt for Portuguese and pt_br for Brasilian variation of the Portuguese language pack).  If you are making a Unicode version add _utf8 at the end (eg sr_utf8).
    +an underscore and a meaningful two letter extension (e.g. pt for Portuguese and pt_br for Brasilian variation of the Portuguese language pack).  If you are making a Unicode version add _utf8 at the end (eg sr_utf8).

    @@ -67,7 +67,7 @@ an underscore and a meaningful two letter extension (e.g. 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.
    +it anyway.

    @@ -93,12 +93,12 @@ change that string, save the moodle.php file, then Making small customisations
    +

    Making small customisations

    -

    If you just want to change a few things in the interface to suit your own site better, don't start editing one of the standard language packs.  If you do then your changes will be overwritten next time you upgrade to a new Moodle.
    +

    If you just want to change a few things in the interface to suit your own site better, don't start editing one of the standard language packs.  If you do then your changes will be overwritten next time you upgrade to a new Moodle.

    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 "en_local", and the parent language would be "en" or "en_us".

    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 Admin >> Configuration >> Variables.
    -
    +restrict the available languages on Admin >> Configuration >> Variables.
    +

    -

    Translating the Moodle interface language files (the "string" files)
    +

    Translating the Moodle interface language files (the "string" files)

    @@ -138,8 +138,8 @@ remembering to hit the "Save changes" button at the end of each form.
  • 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.
    • -
  • A quick way to see all the missing strings is by using the button to "Check for missing strings".
    -
    +
  • A quick way to see all the missing strings is by using the button to "Check for missing strings".
    +
    • @@ -181,20 +181,20 @@ language instead, so there is no need to leave copies of untranslatedSharing 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.
    +Your interface language will be available in future versions of Moodle.

    -

    Simply archive your whole new language directory as a zip file and email it to translation@moodle.org.
    +

    Simply archive your whole new language directory as a zip file and email it to translation@moodle.org.

    -

    We will get back to you with further details.
    +

    We will get back to you with further details.

     

    -

    Maintenance of a standard language pack
    +

    Maintenance of a standard language pack

    @@ -206,9 +206,9 @@ Your interface language will be available in future versions of Moodle.

    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 CVS mailing list.  This helps to keep your -translation as close to the English text as possible.
    +translation as close to the English text as possible.

    -


    +


    Moodle Documentation

    diff --git a/lang/en/docs/upgrade.html b/lang/en/docs/upgrade.html index a8d54803549..2d90dfcb2b3 100644 --- a/lang/en/docs/upgrade.html +++ b/lang/en/docs/upgrade.html @@ -24,7 +24,7 @@

    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
    + etc

    2. Your data directory.

    @@ -32,7 +32,7 @@

    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.
    + your data directory.

    3. Your database

    @@ -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.

    -

    mv moodle moodle.backup
    +

    mv moodle moodle.backup
    tar xvzf moodle-1.1.tgz

    Next, copy across your config.php and any other plugins such as custom themes:

    -

    cp moodle.backup/config.php moodle
    +

    cp moodle.backup/config.php moodle
    cp -pr moodle.backup/theme/mytheme moodle/theme/mytheme

    @@ -87,7 +87,7 @@

    3. Finishing the upgrade

    The last step is to trigger the upgrade processes within Moodle.

    -

    To do this just visit the admin page of your +

    To do this just visit the admin page of your installation.

    http://example.com/moodle/admin

    @@ -101,8 +101,8 @@

     

    Assuming all goes well (no error messages) then you can start using your new version of Moodle and enjoy the new features!

    -

    If you have trouble with the upgrade, visit moodle.org - and post on the Installation +

    If you have trouble with the upgrade, visit moodle.org + and post on the Installation Support Forum in the Using Moodle course.

     

    diff --git a/lang/en/editor.php b/lang/en/editor.php index 13cce077990..c74c33ba586 100644 --- a/lang/en/editor.php +++ b/lang/en/editor.php @@ -1,4 +1,4 @@ -You have $a to edit it if you want to make any changes.'; +$string['postadded'] = 'Your post was successfully added.

    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 $a website. diff --git a/lang/en/glossary.php b/lang/en/glossary.php index 5ad817daa5f..c9fe9de12fc 100644 --- a/lang/en/glossary.php +++ b/lang/en/glossary.php @@ -1,4 +1,4 @@ -Concept and definition are mandatory fields.'; +$string['explainaddentry'] = 'Add a new entry to the current glossary.
    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.
    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.
    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.

    Submit your request and review the results.'; $string['explainspecial'] = 'Shows entries that do not begin with a letter'; $string['exportedentry'] = 'Exported entry'; diff --git a/lang/en/help/assignment/assignmenttype.html b/lang/en/help/assignment/assignmenttype.html index 6b3689764fa..feda5bce91c 100644 --- a/lang/en/help/assignment/assignmenttype.html +++ b/lang/en/help/assignment/assignmenttype.html @@ -1,12 +1,12 @@ -

    Assignment Type

    +

    Assignment Type

    -

    There are different types of assignments

    +

    There are different types of assignments

    -

    Offline activity - this is useful when the assignment is performed outside +

    Offline activity - 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. -

    Upload a single file - this type of assignment allows all students to upload a +

    Upload a single file - 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. diff --git a/lang/en/help/assignment/mods.html b/lang/en/help/assignment/mods.html index 7946305782b..5f8d81efe46 100644 --- a/lang/en/help/assignment/mods.html +++ b/lang/en/help/assignment/mods.html @@ -1,7 +1,7 @@ -

     Assignments

    -
      -

      Assignments allow the teacher to specify a task that requires students +

       Assignments

      +
        +

        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.

        -
      + and so on. This module includes grading facilities.

      +
    diff --git a/lang/en/help/assignment/resubmit.html b/lang/en/help/assignment/resubmit.html index 1d4d3b178ed..853ffc7b6f4 100644 --- a/lang/en/help/assignment/resubmit.html +++ b/lang/en/help/assignment/resubmit.html @@ -1,9 +1,9 @@ -

    Resubmitting assignments

    +

    Resubmitting assignments

    -

    By default, students cannot resubmit assignments once the teacher has graded them

    +

    By default, students cannot resubmit assignments once the teacher has graded them

    -

    If you turn this option on, then students will be allowed to resubmit assignments +

    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.

    + teacher wants to encourage students to do better work in an iterative process.

    -

    Obviously, this option is not relevant for offline assignments.

    +

    Obviously, this option is not relevant for offline assignments.

    diff --git a/lang/en/help/chat/mods.html b/lang/en/help/chat/mods.html index 1bc9dc0483a..8acce90701f 100644 --- a/lang/en/help/chat/mods.html +++ b/lang/en/help/chat/mods.html @@ -1,9 +1,9 @@ -

     Chats

    -
      -

      The Chat module allows participants to have a real-time synchronous +

       Chats

      +
        +

        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.

        -
      + reviewing chat discussions.

      +
    diff --git a/lang/en/help/choice/mods.html b/lang/en/help/choice/mods.html index 942278ab6b9..4cd77460634 100644 --- a/lang/en/help/choice/mods.html +++ b/lang/en/help/choice/mods.html @@ -1,7 +1,7 @@ -

     Choices

    -
      -

      A choice activity is very simple - the teacher asks a question and specifies a +

       Choices

      +
        +

        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. -

      +
    diff --git a/lang/en/help/choice/options.html b/lang/en/help/choice/options.html index adf2e81fed0..068fd1383ef 100644 --- a/lang/en/help/choice/options.html +++ b/lang/en/help/choice/options.html @@ -1,7 +1,7 @@ -

    Choice options

    +

    Choice options

    -

    Here is where you specify the options that participants +

    Here is where you specify the options that participants have to choose from. -

    You can fill in any number of these: it's OK to leave some blank +

    You can fill in any number of these: it's OK to leave some blank if you don't need the full 6 options. diff --git a/lang/en/help/choice/timerestrict.html b/lang/en/help/choice/timerestrict.html index 5134714c330..c58b4540858 100644 --- a/lang/en/help/choice/timerestrict.html +++ b/lang/en/help/choice/timerestrict.html @@ -1,6 +1,6 @@

    Restrict times

    -

    This setting allows you to define a time window within which +

    This setting allows you to define a time window within which participants are allowed to make a choice.

    To set an open-ended close date just set the time very far in the future.

    diff --git a/lang/en/help/courseavailability.html b/lang/en/help/courseavailability.html index e2419299a52..2be7ee5c528 100644 --- a/lang/en/help/courseavailability.html +++ b/lang/en/help/courseavailability.html @@ -1,6 +1,6 @@

    Course availability

    -

    This option allows you to "hide" your course +

    This option allows you to "hide" your course completely.

    It will not appear on any course listings, except to diff --git a/lang/en/help/coursecategory.html b/lang/en/help/coursecategory.html index 4c776f230ee..a38d627f928 100644 --- a/lang/en/help/coursecategory.html +++ b/lang/en/help/coursecategory.html @@ -1,11 +1,11 @@ -

    Course Categories

    +

    Course Categories

    -

    Your Moodle administrator may have set up several +

    Your Moodle administrator may have set up several course categories. -

    For example, "Science", "Humanities", "Public Health" etc +

    For example, "Science", "Humanities", "Public Health" etc -

    Choose the one most applicable for your course. This +

    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. diff --git a/lang/en/help/courseformats.html b/lang/en/help/courseformats.html index 2cc26c4ac05..77f4ab8934c 100644 --- a/lang/en/help/courseformats.html +++ b/lang/en/help/courseformats.html @@ -1,24 +1,24 @@ -

    Moodle course formats

    +

    Moodle course formats

    -

    Weekly format

    -
      +

      Weekly format

      +
        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. -
      +
    -

    Topics format

    -
      +

      Topics format

      +
        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. -
      +
    -

    Social format

    -
      +

      Social format

      +
        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. -
      +
    diff --git a/lang/en/help/coursefullname.html b/lang/en/help/coursefullname.html index 171de93fac5..74a58f12e7a 100644 --- a/lang/en/help/coursefullname.html +++ b/lang/en/help/coursefullname.html @@ -1,4 +1,4 @@ -

    Course Full name

    +

    Course Full name

    -

    The full name of the course is displayed at the top of the screen and in the course listings.

    +

    The full name of the course is displayed at the top of the screen and in the course listings.

    diff --git a/lang/en/help/coursegrades.html b/lang/en/help/coursegrades.html index 1e4a70ba9ca..1d5d82c285d 100644 --- a/lang/en/help/coursegrades.html +++ b/lang/en/help/coursegrades.html @@ -1,6 +1,6 @@

    Grades

    -

    Many of the activities allow grades to be set.

    +

    Many of the activities allow grades to be set.

    By default, the results of all grades within the course can be seen in the Grades page, available diff --git a/lang/en/help/coursehiddensections.html b/lang/en/help/coursehiddensections.html index 624032e6c73..046eee2a586 100644 --- a/lang/en/help/coursehiddensections.html +++ b/lang/en/help/coursehiddensections.html @@ -1,6 +1,6 @@

    Course hidden sections

    -

    This option allows you to decide how the hidden sections in your course +

    This option allows you to decide how the hidden sections in your course are displayed to students.

    By default, a small area is shown (in collapsed form, usually gray) to diff --git a/lang/en/help/courseidnumber.html b/lang/en/help/courseidnumber.html index fa91bb9330f..90ac5d82150 100644 --- a/lang/en/help/courseidnumber.html +++ b/lang/en/help/courseidnumber.html @@ -1,6 +1,6 @@ -

    Course ID Number

    +

    Course ID Number

    -

    The ID number of a course is only used when matching this course against +

    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.

    diff --git a/lang/en/help/coursenewsitems.html b/lang/en/help/coursenewsitems.html index a9c18ea8e10..05a4166ddf6 100644 --- a/lang/en/help/coursenewsitems.html +++ b/lang/en/help/coursenewsitems.html @@ -1,15 +1,15 @@ -

    Course News Items

    +

    Course News Items

    -

    A special forum called "News" appears in the +

    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.) -

    This setting determines how many recent items +

    This setting determines how many recent items appear on your course home page, in a news box down the right-hand side. -

    If you set it to "0 news items" then the news +

    If you set it to "0 news items" then the news box won't even appear. diff --git a/lang/en/help/coursenumsections.html b/lang/en/help/coursenumsections.html index c117bb77e39..3d011b598e1 100644 --- a/lang/en/help/coursenumsections.html +++ b/lang/en/help/coursenumsections.html @@ -1,14 +1,14 @@ -

    Course Number of Weeks/Topics

    +

    Course Number of Weeks/Topics

    -

    This setting is only used by the 'weekly' and 'topics' +

    This setting is only used by the 'weekly' and 'topics' course formats. -

    In the 'weekly' format, it specifies the number of weeks +

    In the 'weekly' format, it specifies the number of weeks that the course will run for, starting from the course starting date. -

    In the 'topics' format, it specifies the number of topics +

    In the 'topics' format, it specifies the number of topics in the course. -

    Both of these translate to the number of "boxes" down the +

    Both of these translate to the number of "boxes" down the middle of the course page. diff --git a/lang/en/help/courserecent.html b/lang/en/help/courserecent.html index 19add5ac72e..aed3a5231b1 100644 --- a/lang/en/help/courserecent.html +++ b/lang/en/help/courserecent.html @@ -1,16 +1,16 @@ -

    Recent Activity

    +

    Recent Activity

    -

    Moodle can display "recent activity" on the course home page. +

    Moodle can display "recent activity" on the course home page. -

    This shows the everything that has happened in the course since +

    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. -

    It is highly recommended you leave this feature enabled in +

    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. -

    You might want to disable this feature for extremely large or +

    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. diff --git a/lang/en/help/coursereports.html b/lang/en/help/coursereports.html index 69ae4bb4972..4a0146c19c3 100644 --- a/lang/en/help/coursereports.html +++ b/lang/en/help/coursereports.html @@ -1,6 +1,6 @@

    Activity Reports

    -

    Activity reports are available for each participant +

    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.

    diff --git a/lang/en/help/courseshortname.html b/lang/en/help/courseshortname.html index 8c3bda062d4..584fcff5d44 100644 --- a/lang/en/help/courseshortname.html +++ b/lang/en/help/courseshortname.html @@ -1,7 +1,7 @@ -

    Course short name

    +

    Course short name

    -

    Many institutions have a shorthand way of referring to a course, such as +

    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).

    + isn't appropriate (such us in the subject line of email).

    diff --git a/lang/en/help/coursestartdate.html b/lang/en/help/coursestartdate.html index b843fdb383d..403f2176361 100644 --- a/lang/en/help/coursestartdate.html +++ b/lang/en/help/coursestartdate.html @@ -1,19 +1,19 @@ -

    Course Start Date

    +

    Course Start Date

    -

    This is where you specify the starting time of the +

    This is where you specify the starting time of the course (in your own timezone). -

    If you are using a 'weekly' course format, this will +

    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. -

    This setting will not affect courses using the +

    This setting will not affect courses using the 'social' or 'topics' formats. -

    However, one place this setting will be affect is +

    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. -

    In general, if your course does have a real starting date +

    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. diff --git a/lang/en/help/courseuploadsize.html b/lang/en/help/courseuploadsize.html index ae4ab3b0b4f..18e962de6ef 100644 --- a/lang/en/help/courseuploadsize.html +++ b/lang/en/help/courseuploadsize.html @@ -1,8 +1,8 @@ -

    Course upload size

    +

    Course upload size

    -

    This setting defines the largest size of file that can be +

    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. -

    It is possible to further restrict this size through +

    It is possible to further restrict this size through settings within each activity module. diff --git a/lang/en/help/dialogue/index.html b/lang/en/help/dialogue/index.html index 73a65e6cafb..28b57835e88 100644 --- a/lang/en/help/dialogue/index.html +++ b/lang/en/help/dialogue/index.html @@ -1,10 +1,12 @@ -

    Dialogues

    - +

    Dialogues

    + + + diff --git a/lang/en/help/dialogue/info.html b/lang/en/help/dialogue/info.html index e5c19ef9e5c..2021ac45b45 100644 --- a/lang/en/help/dialogue/info.html +++ b/lang/en/help/dialogue/info.html @@ -1,4 +1,4 @@ - Dialogues

    + Dialogues

    This module provides a simple communication method between pairs of users. A teacher can open an dialogue with a student, a student can open diff --git a/lang/en/help/dialogue/mods.html b/lang/en/help/dialogue/mods.html index 43c3800db30..21b8ede7040 100644 --- a/lang/en/help/dialogue/mods.html +++ b/lang/en/help/dialogue/mods.html @@ -1,4 +1,4 @@ -

     Dialogues

    +

     Dialogues

      This module provides a simple communication method between pairs of users. A teacher can open an dialogue with a student, a student can open diff --git a/lang/en/help/emoticons.html b/lang/en/help/emoticons.html index 97a5ee8be1f..f9313972139 100644 --- a/lang/en/help/emoticons.html +++ b/lang/en/help/emoticons.html @@ -1,4 +1,4 @@ -

      Using Smilies (emoticons)

      +

      Using Smilies (emoticons)

    @@ -111,10 +111,10 @@
    -

    When writing online, it can sometimes difficult to express emotion with plain text. +

    When writing online, it can sometimes difficult to express emotion with plain text. These little icons can help. -

    To insert these icons in your text: just click the icon above, or type the associated text code directly in your text.

    +

    To insert these icons in your text: just click the icon above, or type the associated text code directly in your text.

    -

    Note that the codes themselves are like little pictures - just turn your head to the left when looking at them

    +

    Note that the codes themselves are like little pictures - just turn your head to the left when looking at them

    diff --git a/lang/en/help/enrolmentkey.html b/lang/en/help/enrolmentkey.html index 609bcaaf76f..9bcd7c8438f 100644 --- a/lang/en/help/enrolmentkey.html +++ b/lang/en/help/enrolmentkey.html @@ -1,21 +1,21 @@ -

    Course Enrolment Key

    +

    Course Enrolment Key

    -

    A course enrolment key is what keeps unwanted people +

    A course enrolment key is what keeps unwanted people out of your course. -

    If you leave this blank, then anyone who has created +

    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. -

    If you put something here, then students who are trying +

    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. -

    The idea is that you will supply the key to authorised +

    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. -

    If this password "gets out" and you have unwanted people +

    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 diff --git a/lang/en/help/exercise/administration.html b/lang/en/help/exercise/administration.html index cd3dab9bfb7..d5092a9c7b1 100644 --- a/lang/en/help/exercise/administration.html +++ b/lang/en/help/exercise/administration.html @@ -1,4 +1,4 @@ -

    Administration Page

    +

    Administration Page

    This page allows the teacher to see the one or more descriptions for the Exercise, the student assessments and the student submissions. These items diff --git a/lang/en/help/exercise/elements.html b/lang/en/help/exercise/elements.html index 95ed8dacdf0..2c5fee261ea 100644 --- a/lang/en/help/exercise/elements.html +++ b/lang/en/help/exercise/elements.html @@ -1,6 +1,6 @@ -

    Assessment Elements

    +

    Assessment Elements

    -

    For ease of grading, a Exercise Assessment should have a reasonable +

    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. -

    The type of elements dependent on the assignment's grading strategy. +

    The type of elements dependent on the assignment's grading strategy. -

    Not Graded. The elements are descriptions of aspects of the assignment. +

    Not Graded. 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. -

    Accumulative Grading. The elements have the following three features: -

      -
    1. The DESCRIPTION of the assessment element. This should clearly state what +

      Accumulative Grading. The elements have the following three features: +

        +
      1. 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. -

      2. The SCALE of the assessment element. There are a number of prefined +

      3. 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.

        -
      4. The WEIGHT of the assessment element. By default the elements are given the same +
      5. 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. -
      -

      Error Banded Grading. The elements will normally describe certain items +

    +

    Error Banded Grading. 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. -

    Criterion Grading. The elements will give a set of "level" +

    Criterion Grading. 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.

    + The assessor can make a minor adjustment to these suggested grades.

    -

    Rubric Grading. This is similar to Criterion Grading but there is more +

    Rubric Grading. 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. -

    +

    diff --git a/lang/en/help/exercise/finalgrades.html b/lang/en/help/exercise/finalgrades.html index b32408925d2..3836697b577 100644 --- a/lang/en/help/exercise/finalgrades.html +++ b/lang/en/help/exercise/finalgrades.html @@ -1,4 +1,4 @@ -

    The Final Grades

    +

    The Final Grades

    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 diff --git a/lang/en/help/exercise/grading.html b/lang/en/help/exercise/grading.html index 23d376dffc8..8c7f90d5723 100644 --- a/lang/en/help/exercise/grading.html +++ b/lang/en/help/exercise/grading.html @@ -1,4 +1,4 @@ -

    Grading of Assignments

    +

    Grading of Assignments

    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 diff --git a/lang/en/help/exercise/gradinggrade.html b/lang/en/help/exercise/gradinggrade.html index 0f0bb1da83b..82adc022d2a 100644 --- a/lang/en/help/exercise/gradinggrade.html +++ b/lang/en/help/exercise/gradinggrade.html @@ -1,4 +1,4 @@ -

    Grade of Student Assessments

    +

    Grade of Student Assessments

    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 diff --git a/lang/en/help/exercise/gradingstrategy.html b/lang/en/help/exercise/gradingstrategy.html index b563d99b96e..71608e8ef3e 100644 --- a/lang/en/help/exercise/gradingstrategy.html +++ b/lang/en/help/exercise/gradingstrategy.html @@ -1,9 +1,9 @@ -

    Grading Strategy

    +

    Grading Strategy

    -

    An Exercise assignment is quite flexible in the type of grading scheme used. This can be: +

    An Exercise assignment is quite flexible in the type of grading scheme used. This can be: -

      -
    1. No grading: In this type of assignment the teacher is not +
        +
      1. No grading: 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. -
      2. Accumulative grading: This is the default type of grading. +
      3. Accumulative grading: 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. -

        Elements have the following three features: -

          -
        1. The DESCRIPTION of the assessment element. This should clearly state what +

          Elements have the following three features: +

            +
          1. 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. -

          2. The SCALE of the assessment element. There are a number of prefined +

          3. 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.

            -
          4. The WEIGHT of the assessment element. By default the elements are given the same +
          5. 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. -
          +
        -
      4. Error Banded Grading: In this type of assignment the submissions are +
      5. Error Banded Grading: 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. -
      6. Criterion Grading: This is simpliest type of assessment to grade (although +
      7. Criterion Grading: 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 no adjustment option in this assessment type. -
      -

      +
    +

    diff --git a/lang/en/help/exercise/leaguetable.html b/lang/en/help/exercise/leaguetable.html index 7a34a713a8a..9fb3472d142 100644 --- a/lang/en/help/exercise/leaguetable.html +++ b/lang/en/help/exercise/leaguetable.html @@ -1,4 +1,4 @@ -

    League Table

    +

    League Table

    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 diff --git a/lang/en/help/exercise/leaguetablenames.html b/lang/en/help/exercise/leaguetablenames.html index fdc4188e5c0..6adb1b57f60 100644 --- a/lang/en/help/exercise/leaguetablenames.html +++ b/lang/en/help/exercise/leaguetablenames.html @@ -1,4 +1,4 @@ -

    League Table Names

    +

    League Table Names

    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, diff --git a/lang/en/help/exercise/managing.html b/lang/en/help/exercise/managing.html index e0b6611dfa5..95b445b8876 100644 --- a/lang/en/help/exercise/managing.html +++ b/lang/en/help/exercise/managing.html @@ -1,16 +1,16 @@ -

    Managing an Exercise Assignment

    +

    Managing an Exercise Assignment

    -

    An Exercise Assignment is slightly more complex than an ordinary assignment. +

    An Exercise Assignment is slightly more complex than an ordinary assignment. It involves three steps or phases. These are -

      -

    1. Set up Exercise The assessment of the work produced in the +

        +

      1. Set up Exercise 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.)

        -

        With the assessment elements set up the teacher must submit a +

        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.

        @@ -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.

        + the teacher is optional and for certain assignments may not be appropriate.

        -

      2. Allow Students Assessments and Submissions The assignment +

      3. Allow Students Assessments and Submissions 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.

        diff --git a/lang/en/help/exercise/mods.html b/lang/en/help/exercise/mods.html index 88299b81779..f4623a45900 100644 --- a/lang/en/help/exercise/mods.html +++ b/lang/en/help/exercise/mods.html @@ -1,6 +1,6 @@ - Exercise + Exercise -
          -

          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.

          -
        +
          +

          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.

          +
        diff --git a/lang/en/help/exercise/moreinfo.html b/lang/en/help/exercise/moreinfo.html index 4f12a880f82..705cfc7d9c8 100644 --- a/lang/en/help/exercise/moreinfo.html +++ b/lang/en/help/exercise/moreinfo.html @@ -1,6 +1,6 @@ - Exercise + Exercise -

        An Exercise is a simple but powerful assignment. In an exercise the teacher +

        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 diff --git a/lang/en/help/exercise/nelements.html b/lang/en/help/exercise/nelements.html index 4414690cc46..cbfa9b1e69b 100644 --- a/lang/en/help/exercise/nelements.html +++ b/lang/en/help/exercise/nelements.html @@ -1,4 +1,4 @@ -

        Number of Comments, Elements, Bands, Criteria or Rubrics

        +

        Number of Comments, Elements, Bands, Criteria or Rubrics

        The number entered here determines how many items will be used in the assessments. Depending on the type of grading strategy, this number diff --git a/lang/en/help/exercise/password.html b/lang/en/help/exercise/password.html index 68978303540..d0b3b82c3ab 100644 --- a/lang/en/help/exercise/password.html +++ b/lang/en/help/exercise/password.html @@ -1,6 +1,6 @@ -

        Passwords

        +

        Passwords

        -

        This field sets the "access" password for this exercise. The +

        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.

        + enter the exercise is determined by the "Use Password" option.

        diff --git a/lang/en/help/exercise/regrading.html b/lang/en/help/exercise/regrading.html index 405b9af1444..957df3f5a5d 100644 --- a/lang/en/help/exercise/regrading.html +++ b/lang/en/help/exercise/regrading.html @@ -1,4 +1,4 @@ -

        Re-grading Student Assessments

        +

        Re-grading Student Assessments

        This link re-calculates the "Grading grades" of all the student assessments. Normally it is not necessary to action this diff --git a/lang/en/help/exercise/submissionofdescriptions.html b/lang/en/help/exercise/submissionofdescriptions.html index 825f8808905..13d70dc363f 100644 --- a/lang/en/help/exercise/submissionofdescriptions.html +++ b/lang/en/help/exercise/submissionofdescriptions.html @@ -1,12 +1,12 @@ -

        Submission of Exercise Descriptions

        +

        Submission of Exercise Descriptions

        -

        The teacher must submit at least one description of the exercise or task. +

        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.

        -

        It is permissible for the teacher to submit more than one description of +

        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.

        diff --git a/lang/en/help/exercise/takeownership.html b/lang/en/help/exercise/takeownership.html index 3cc3f5d778f..bc0579831d8 100644 --- a/lang/en/help/exercise/takeownership.html +++ b/lang/en/help/exercise/takeownership.html @@ -1,4 +1,4 @@ -

        Take Ownership of the Exercises

        +

        Take Ownership of the Exercises

        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 diff --git a/lang/en/help/exercise/usepassword.html b/lang/en/help/exercise/usepassword.html index bb7faa2f703..d7665e97ab7 100644 --- a/lang/en/help/exercise/usepassword.html +++ b/lang/en/help/exercise/usepassword.html @@ -1,6 +1,6 @@ -

        Use Password

        +

        Use Password

        -

        Normal an exercise is open, that is if an Exercise is visible, students can +

        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.

        @@ -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.

        + "first" group.

        diff --git a/lang/en/help/forum/allowdiscussions.html b/lang/en/help/forum/allowdiscussions.html index fac7554c56d..a94d639bf34 100644 --- a/lang/en/help/forum/allowdiscussions.html +++ b/lang/en/help/forum/allowdiscussions.html @@ -1,18 +1,18 @@ -

        Allowing new posts

        +

        Allowing new posts

        -

        This option allows you to restrict students from posting +

        This option allows you to restrict students from posting new content in this forum. -

        For most forums you will want to leave students unrestricted +

        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. -

        Sometimes, however, you will want to disable this ability. For +

        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". -

        Sometimes you might want to only allow teachers to start new +

        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 diff --git a/lang/en/help/forum/attachment.html b/lang/en/help/forum/attachment.html index 24c190f821b..4c042a723f0 100644 --- a/lang/en/help/forum/attachment.html +++ b/lang/en/help/forum/attachment.html @@ -1,21 +1,21 @@ -

        Attachments for posts

        +

        Attachments for posts

        -

        You can optionally attach ONE file from your own computer +

        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. -

        This is useful when you want to share a picture, for example, +

        This is useful when you want to share a picture, for example, or a Word document. -

        This file can be of any type, however it is highly recommended +

        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. -

        If you re-edit a posting and attach a new file, then any +

        If you re-edit a posting and attach a new file, then any previous attached files for that post will be replaced. -

        If you re-edit a posting with an attachment and leave +

        If you re-edit a posting with an attachment and leave this space blank, then the original attachment will be retained. diff --git a/lang/en/help/forum/forumtype.html b/lang/en/help/forum/forumtype.html index 86eec26df87..54f0de1a4ac 100644 --- a/lang/en/help/forum/forumtype.html +++ b/lang/en/help/forum/forumtype.html @@ -1,16 +1,16 @@ -

        Forum Types

        +

        Forum Types

        -

        There are several different types of forum to choose from: +

        There are several different types of forum to choose from: -

        A single simple discussion - is just a single topic, all on one page. +

        A single simple discussion - is just a single topic, all on one page. Useful for short, focussed discussions. -

        Standard forum for general use - is an open forum where any one can +

        Standard forum for general use - is an open forum where any one can start a new topic at any time. This is the best general-purpose forum. -

        Each person posts one discussion - Each person can post exactly one +

        Each person posts one discussion - 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. -

        (More development to come in future versions of Moodle) +

        (More development to come in future versions of Moodle) diff --git a/lang/en/help/forum/maxattachmentsize.html b/lang/en/help/forum/maxattachmentsize.html index 9cbc10a4165..fdbe35dd1eb 100644 --- a/lang/en/help/forum/maxattachmentsize.html +++ b/lang/en/help/forum/maxattachmentsize.html @@ -1,8 +1,8 @@ -

        Maximum attachment size

        +

        Maximum attachment size

        -

        Attachments can be limited to a certain size file, +

        Attachments can be limited to a certain size file, chosen by the person who set up the forum. -

        Sometimes it is possible to upload a file larger than +

        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. diff --git a/lang/en/help/forum/mods.html b/lang/en/help/forum/mods.html index 957bfd73c8e..e4cfe1e41c0 100644 --- a/lang/en/help/forum/mods.html +++ b/lang/en/help/forum/mods.html @@ -1,8 +1,8 @@ -

         Forums

        -
          -

          This activity can be the most important - it is here that most discussion takes place. +

           Forums

          +
            +

            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. -

          +
        diff --git a/lang/en/help/forum/ratings.html b/lang/en/help/forum/ratings.html index 9348dd09f05..c284dd3d05c 100644 --- a/lang/en/help/forum/ratings.html +++ b/lang/en/help/forum/ratings.html @@ -1,44 +1,88 @@ -Individual posts can be rated using a scale based on the theory of separate and connected knowing. - -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). -
          -
        • 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 separate knower. -
          • -
        • 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 connected knower.
          • -
        -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: -
        -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 -
        -The results are not used towards student assessment in any way, they are just to help improve communication and learning. -
        -In case you're interested, here are some references to papers by the authors who originally developed these ideas: -
          -
        • 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.
          • -
        • Clinchy, B.M. (1989a). The development of thoughtfulness in college women: - Integrating reason and care. American Behavioural Scientist, 32(6), 647-657.
          • -
        • Clinchy, B.M. (1989b). On critical thinking & connected knowing. Liberal - education, 75(5), 14-19.
          • -
        • Clinchy, B.M. (1996). Connected and separate knowing; Toward a marriage - of two minds. In N.R. Goldberger, Tarule, J.M., Clinchy, B.M. &
          • -
        • Belenky, M.F. (Eds.), Knowledge, Difference, and Power; Essays inspired - by “Women’s Ways of Knowing” (pp. 205-247). New York, NY: - Basic Books.
          • -
        • 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.
          • -
        • 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. -
          -
          • -
        - +Individual posts can be rated using a scale based on the theory of separate and connected knowing. + + + +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). + +
          + +
        • 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 separate knower. + +
          • + +
        • 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 connected knower.
          • + +
        + +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: + +
        + +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 + +
        + +The results are not used towards student assessment in any way, they are just to help improve communication and learning. + +
        + +In case you're interested, here are some references to papers by the authors who originally developed these ideas: + +
          + +
        • 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.
          • + +
        • Clinchy, B.M. (1989a). The development of thoughtfulness in college women: + + Integrating reason and care. American Behavioural Scientist, 32(6), 647-657.
          • + +
        • Clinchy, B.M. (1989b). On critical thinking & connected knowing. Liberal + + education, 75(5), 14-19.
          • + +
        • Clinchy, B.M. (1996). Connected and separate knowing; Toward a marriage + + of two minds. In N.R. Goldberger, Tarule, J.M., Clinchy, B.M. &
          • + +
        • Belenky, M.F. (Eds.), Knowledge, Difference, and Power; Essays inspired + + by “Women’s Ways of Knowing” (pp. 205-247). New York, NY: + + Basic Books.
          • + +
        • 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.
          • + +
        • 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. + +
          + +
          • + +
        + + + diff --git a/lang/en/help/forum/rssarticles.html b/lang/en/help/forum/rssarticles.html index bcea4bd6433..5a495beef00 100644 --- a/lang/en/help/forum/rssarticles.html +++ b/lang/en/help/forum/rssarticles.html @@ -1,8 +1,8 @@ -

        Number of RSS recent articles

        +

        Number of RSS recent articles

        -

        This option allows you to select the number of articles +

        This option allows you to select the number of articles to include in the RSS Feed. -

        A number between 5 and 20 should be appropiate for +

        A number between 5 and 20 should be appropiate for most forums. Increase it if the forum is very used. diff --git a/lang/en/help/forum/rsstype.html b/lang/en/help/forum/rsstype.html index bfa4e5d8c0f..ef54edca7ac 100644 --- a/lang/en/help/forum/rsstype.html +++ b/lang/en/help/forum/rsstype.html @@ -1,14 +1,14 @@ -

        RSS feed for this forum

        +

        RSS feed for this forum

        -

        This option allows you to enable RSS feeds in this forum. +

        This option allows you to enable RSS feeds in this forum. -

        You can select between two types of forums: +

        You can select between two types of forums: -

          -
        • Discussions: Using this, generated feeds will include +
            +
          • Discussions: Using this, generated feeds will include new discussions in the forum with their initial post. -
          • Posts: Using this, generated feeds will include +
          • Posts: Using this, generated feeds will include every new post in the forum. -
          +
        diff --git a/lang/en/help/forum/subscription.html b/lang/en/help/forum/subscription.html index 1a368bd4d9e..c3f68abf1fa 100644 --- a/lang/en/help/forum/subscription.html +++ b/lang/en/help/forum/subscription.html @@ -1,18 +1,18 @@ -

        Forum Subscription

        +

        Forum Subscription

        -

        When a person is subscribed to a forum it means that +

        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 maxeditingtime/60 ?> minutes +(posts are sent about maxeditingtime/60 ?> minutes after the post was first written). -

        People can usually choose whether or not they want to be +

        People can usually choose whether or not they want to be subscribed to each forum. -

        However, if a teacher forces subscription on a particular forum +

        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. -

        This is especially useful in the News forum and in forums +

        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). diff --git a/lang/en/help/forum/subscription2.html b/lang/en/help/forum/subscription2.html index c85c8744d06..9b268eda5ac 100644 --- a/lang/en/help/forum/subscription2.html +++ b/lang/en/help/forum/subscription2.html @@ -1,24 +1,24 @@ -

        Forum Subscription

        +

        Forum Subscription

        -

        When a person is subscribed to a forum it means that +

        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 maxeditingtime/60 ?> minutes +(posts are sent about maxeditingtime/60 ?> minutes after the post was first written). -

        +

        -

        People can usually choose whether or not they want to be +

        People can usually choose whether or not they want to be subscribed to each forum. -

        +

        -

        However, if you choose to force subscription on a particular forum +

        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. -

        +

        -

        This is especially useful in the News forum and in forums +

        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). -

        +

        If you choose the option "Yes, initially" then all current and future course users will be subscribed initially but diff --git a/lang/en/help/glossary/aliases.html b/lang/en/help/glossary/aliases.html index 293e35c7acd..d34e831949b 100644 --- a/lang/en/help/glossary/aliases.html +++ b/lang/en/help/glossary/aliases.html @@ -1,4 +1,4 @@ -

        Keywords

        +

        Keywords

        Each entry in the glossary can have an associated list of keywords (or aliases). diff --git a/lang/en/help/glossary/allowduplicatedentries.html b/lang/en/help/glossary/allowduplicatedentries.html index 693881d09a7..a0bee4fa762 100644 --- a/lang/en/help/glossary/allowduplicatedentries.html +++ b/lang/en/help/glossary/allowduplicatedentries.html @@ -1,4 +1,4 @@ -

        Allow duplicated entries

        +

        Allow duplicated entries

        If you turn this option on, then multiple entries are allowed to use the same concept name.

        diff --git a/lang/en/help/glossary/casesensitive.html b/lang/en/help/glossary/casesensitive.html index c0b7801f2b7..108188ce72d 100644 --- a/lang/en/help/glossary/casesensitive.html +++ b/lang/en/help/glossary/casesensitive.html @@ -1,6 +1,6 @@ -

        Case sensitive matching

        +

        Case sensitive matching

        -

        This setting specifies whether matching exact upper and lower case is +

        This setting specifies whether matching exact upper and lower case is necessary when performing automatic linking to these entries.

        For example, if this is turned on, then a word like "html" in a forum diff --git a/lang/en/help/glossary/defaultapproval.html b/lang/en/help/glossary/defaultapproval.html index 81693a590d4..158a0816817 100644 --- a/lang/en/help/glossary/defaultapproval.html +++ b/lang/en/help/glossary/defaultapproval.html @@ -1,4 +1,4 @@ -

        Approved by default

        +

        Approved by default

        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.

        diff --git a/lang/en/help/glossary/description.html b/lang/en/help/glossary/description.html index dfb3da974a1..b773a87ac2f 100644 --- a/lang/en/help/glossary/description.html +++ b/lang/en/help/glossary/description.html @@ -1,4 +1,4 @@ -

        Description

        +

        Description

        -

        This field allows you to describe the purpose of the glossary, and +

        This field allows you to describe the purpose of the glossary, and to possibly provide instructions or background information, links etc.

        diff --git a/lang/en/help/glossary/destination.html b/lang/en/help/glossary/destination.html index 8f3e3b42ad3..1c2b49503e1 100644 --- a/lang/en/help/glossary/destination.html +++ b/lang/en/help/glossary/destination.html @@ -1,6 +1,6 @@ -

        Defining the destination of imported entries

        +

        Defining the destination of imported entries

        -

        You can specify where you want to import entries to:

        +

        You can specify where you want to import entries to:

        • Current Glossary: Will append the imported entries to the currently open glossary.
        • New Glossary: Will create a new glossary based on the information found in the selected import file and will insert the new entries into it.
          • diff --git a/lang/en/help/glossary/displayformat.html b/lang/en/help/glossary/displayformat.html index 9cb051239e7..68f6b1489f8 100644 --- a/lang/en/help/glossary/displayformat.html +++ b/lang/en/help/glossary/displayformat.html @@ -1,6 +1,6 @@ -

          Display format

          +

          Display format

          -

          This setting specifies the way that each entry will be shown within the glossary. The default formats are:

          +

          This setting specifies the way that each entry will be shown within the glossary. The default formats are:

          Simple Dictionary:
          @@ -18,6 +18,6 @@
          -
          +

          Moodle Administrators can create new formats following the instructions in mod/glossary/formats/README.txt.

          diff --git a/lang/en/help/glossary/editalways.html b/lang/en/help/glossary/editalways.html index 5a54e19d89b..91ededf8b53 100644 --- a/lang/en/help/glossary/editalways.html +++ b/lang/en/help/glossary/editalways.html @@ -1,13 +1,13 @@ -

          Edit always

          +

          Edit always

          -

          This option allows you to decide if students can edit their entries +

          This option allows you to decide if students can edit their entries at any time. -

          You can select: +

          You can select: -

            -
          • Yes: Entries are always editable. +
              +
            • Yes: Entries are always editable. -
            • No: Entries are editable for configured editing time. -
            +
          • No: Entries are editable for configured editing time. +
          diff --git a/lang/en/help/glossary/entbypage.html b/lang/en/help/glossary/entbypage.html index 075a539b023..9eb0e0f8c9f 100644 --- a/lang/en/help/glossary/entbypage.html +++ b/lang/en/help/glossary/entbypage.html @@ -1,5 +1,5 @@ -

          Defining the number of entries shown per page

          +

          Defining the number of entries shown per page

          -

          The glossary can be configured to restrict the number of entries shown per page.

          +

          The glossary can be configured to restrict the number of entries shown per page.

          If you have a large number of automatically-linked entries you should set this number lower to prevent long loading times.

          diff --git a/lang/en/help/glossary/filetoimport.html b/lang/en/help/glossary/filetoimport.html index bf2de07b209..faa4f987c23 100644 --- a/lang/en/help/glossary/filetoimport.html +++ b/lang/en/help/glossary/filetoimport.html @@ -1,3 +1,3 @@ -

          File to import

          +

          File to import

          -

          Select the XML file on your own computer which contains the entries to import.

          +

          Select the XML file on your own computer which contains the entries to import.

          diff --git a/lang/en/help/glossary/fullmatch.html b/lang/en/help/glossary/fullmatch.html index c5151812b23..3b191ae0a2b 100644 --- a/lang/en/help/glossary/fullmatch.html +++ b/lang/en/help/glossary/fullmatch.html @@ -1,4 +1,4 @@ -

          Whole words matching

          +

          Whole words matching

          If automatic linking is enabled, then turning this setting on will force only whole words to be linked. diff --git a/lang/en/help/glossary/globalglossary.html b/lang/en/help/glossary/globalglossary.html index f662d7833fc..0af7e0a8569 100644 --- a/lang/en/help/glossary/globalglossary.html +++ b/lang/en/help/glossary/globalglossary.html @@ -1,4 +1,4 @@ -

          Defining a global glossary

          +

          Defining a global glossary

          Administrators can define a glossary to be global.

          diff --git a/lang/en/help/glossary/importcategories.html b/lang/en/help/glossary/importcategories.html index 2430a1d813b..fb5e4e826c6 100644 --- a/lang/en/help/glossary/importcategories.html +++ b/lang/en/help/glossary/importcategories.html @@ -1,3 +1,3 @@ -

          Importing categories

          +

          Importing categories

          -

          By default, all the entries will be imported. You can specify if you want the categories to be imported as well (and the new entries will be assigned to these).

          +

          By default, all the entries will be imported. You can specify if you want the categories to be imported as well (and the new entries will be assigned to these).

          diff --git a/lang/en/help/glossary/linkcategory.html b/lang/en/help/glossary/linkcategory.html index f312a9091cf..d8bd6794b29 100644 --- a/lang/en/help/glossary/linkcategory.html +++ b/lang/en/help/glossary/linkcategory.html @@ -1,5 +1,5 @@ -

          Automatically linking categories

          +

          Automatically linking categories

          -

          You can specify if you want the categories to be automatically linked or not.

          +

          You can specify if you want the categories to be automatically linked or not.

          Note: Categories are linked based on a case sensitive, whole match.

          diff --git a/lang/en/help/glossary/mainglossary.html b/lang/en/help/glossary/mainglossary.html index b4afe623bc3..3171c59383a 100644 --- a/lang/en/help/glossary/mainglossary.html +++ b/lang/en/help/glossary/mainglossary.html @@ -1,6 +1,6 @@ -

          Defining the main glossary of the course

          +

          Defining the main glossary of the course

          -

          The glossary system allows you to export entries from any secondary glossary to the main one of the course.

          +

          The glossary system allows you to export entries from any secondary glossary to the main one of the course.

          In order to do this, you should specify which glossary is the main one.

          diff --git a/lang/en/help/glossary/mods.html b/lang/en/help/glossary/mods.html index ccb277f6ac0..198685e96c6 100644 --- a/lang/en/help/glossary/mods.html +++ b/lang/en/help/glossary/mods.html @@ -1,7 +1,7 @@ -

           Glossary

          -
            -

            This activity allows participants to create and maintain a list of definitions, like a dictionary. -

            The entries can be searched or browsed in many different formats. -

            The glossary also allows teachers to export entries from one glossary to another (the main one) within the same course. -

            Finally, it is possible to automatically create links to these entries from throughout the course.

            -
          +

           Glossary

          +
            +

            This activity allows participants to create and maintain a list of definitions, like a dictionary. +

            The entries can be searched or browsed in many different formats. +

            The glossary also allows teachers to export entries from one glossary to another (the main one) within the same course. +

            Finally, it is possible to automatically create links to these entries from throughout the course.

            +
          diff --git a/lang/en/help/glossary/rssarticles.html b/lang/en/help/glossary/rssarticles.html index f6621f8c6d8..20aa5229bdd 100644 --- a/lang/en/help/glossary/rssarticles.html +++ b/lang/en/help/glossary/rssarticles.html @@ -1,8 +1,8 @@

          Number of RSS recent articles

          -

          This option allows you to select the number of articles +

          This option allows you to select the number of articles to include in the RSS Feed. -

          A number between 5 and 20 would be normal for most glossaries. +

          A number between 5 and 20 would be normal for most glossaries. Increase the number if the glossary is updated frequently. diff --git a/lang/en/help/glossary/rsstype.html b/lang/en/help/glossary/rsstype.html index 9a8add489d0..55733c32b37 100644 --- a/lang/en/help/glossary/rsstype.html +++ b/lang/en/help/glossary/rsstype.html @@ -1,14 +1,14 @@

          RSS feed for this glossary

          -

          This option allows you to enable RSS feeds from this glossary. +

          This option allows you to enable RSS feeds from this glossary. -

          You can select between two types of feeds: +

          You can select between two types of feeds: -

            -
          • With author: Generated feeds will include +
              +
            • With author: Generated feeds will include the name of the author in every article. -
            • Without author: Generated feeds won't include +
            • Without author: Generated feeds won't include the name of the author in every article. -
            +
          diff --git a/lang/en/help/glossary/shows.html b/lang/en/help/glossary/shows.html index 7c8d1cc7172..7157cda35e3 100644 --- a/lang/en/help/glossary/shows.html +++ b/lang/en/help/glossary/shows.html @@ -1,6 +1,6 @@ -

          Browsing options in Alphabet Display

          +

          Browsing options in Alphabet Display

          -

          You can customize the way a user can browse a glossary. Browsing and searching are always available, but you can define three more options:

          +

          You can customize the way a user can browse a glossary. Browsing and searching are always available, but you can define three more options:

          SHOW SPECIAL Enable or disable browsing by special characters like @, #, etc.

          diff --git a/lang/en/help/glossary/studentcanpost.html b/lang/en/help/glossary/studentcanpost.html index 942b1d35ca0..ba8d606a157 100644 --- a/lang/en/help/glossary/studentcanpost.html +++ b/lang/en/help/glossary/studentcanpost.html @@ -1,6 +1,6 @@ -

          Students can post entries

          +

          Students can post entries

          -

          You can specify whether a student can or cannot add, edit or delete his/her own entries. +

          You can specify whether a student can or cannot add, edit or delete his/her own entries. Entries exported to a main glossary can be updated or deleted by teachers only, so this setting only applies to secondary glossaries.

          diff --git a/lang/en/help/glossary/usedynalink.html b/lang/en/help/glossary/usedynalink.html index 0a20b921c12..1b6098bc908 100644 --- a/lang/en/help/glossary/usedynalink.html +++ b/lang/en/help/glossary/usedynalink.html @@ -1,6 +1,6 @@ -

          Enabling automatic linking in a glossary

          +

          Enabling automatic linking in a glossary

          -

          Turning this feature on will allow individual entries in this glossary to be automatically linked whenever +

          Turning this feature on will allow individual entries in this glossary to be automatically linked whenever the concept words and phrases appear throughout the rest of the same course. This includes forum postings, internal resources, week summaries, journals and so on.

          diff --git a/lang/en/help/glossary/usedynalinkentry.html b/lang/en/help/glossary/usedynalinkentry.html index baca91d924e..6452edd248f 100644 --- a/lang/en/help/glossary/usedynalinkentry.html +++ b/lang/en/help/glossary/usedynalinkentry.html @@ -1,6 +1,6 @@ -

          Enabling automatic linking in a entry

          +

          Enabling automatic linking in a entry

          -

          Turning this feature on will allow the entry to be automatically linked, whenever +

          Turning this feature on will allow the entry to be automatically linked, whenever the concept words and phrases appear throughout the rest of the same course. This includes forum postings, internal resources, week summaries, journals and so on.

          diff --git a/lang/en/help/groupmode.html b/lang/en/help/groupmode.html index 65d2fdd23a9..6f3baf1403b 100644 --- a/lang/en/help/groupmode.html +++ b/lang/en/help/groupmode.html @@ -8,7 +8,7 @@

        -

        The group mode can be defined at two levels:

        +

        The group mode can be defined at two levels:

        1. Course level
        @@ -20,5 +20,5 @@ the setting for each activity is ignored.
        -

        +

        diff --git a/lang/en/help/groupmodeforce.html b/lang/en/help/groupmodeforce.html index 002510105ea..c84e9ffd2e0 100644 --- a/lang/en/help/groupmodeforce.html +++ b/lang/en/help/groupmodeforce.html @@ -1,6 +1,6 @@

        Force Group Mode

        -

        If the group mode is "forced" at a course-level, then +

        If the group mode is "forced" at a course-level, then the course group mode is applied to every activity in that course. Individual group settings in each activity are then ignored.

        diff --git a/lang/en/help/guestaccess.html b/lang/en/help/guestaccess.html index 23b4a31e5ac..938eddd82d5 100644 --- a/lang/en/help/guestaccess.html +++ b/lang/en/help/guestaccess.html @@ -1,21 +1,42 @@ -

        Guest Access

        - -

        You have the choice of allowing "guests" into your course. - -

        People can log in as guests using the "Login as a guest" button - on the login screen. - -

        Guests ALWAYS have "read-only" access - meaning they can't leave - any posts or otherwise mess up the course for real students. - -

        This can be handy when you want to let a colleague in to - look around at your work, or to let students see a course before - they have decided to enrol. - -

        Note that you have a choice between two types of guest access: - with the enrolment key or without. If you choose to allow - guests who have the key, then the guest will need to provide - the current enrolment key EVERY TIME they log in (unlike - students who only need to do it once). This lets you restrict - your guests. If you choose to allow guests without a key, then - anyone can get straight into your course. +

        Guest Access

        + + + +

        You have the choice of allowing "guests" into your course. + + + +

        People can log in as guests using the "Login as a guest" button + + on the login screen. + + + +

        Guests ALWAYS have "read-only" access - meaning they can't leave + + any posts or otherwise mess up the course for real students. + + + +

        This can be handy when you want to let a colleague in to + + look around at your work, or to let students see a course before + + they have decided to enrol. + + + +

        Note that you have a choice between two types of guest access: + + with the enrolment key or without. If you choose to allow + + guests who have the key, then the guest will need to provide + + the current enrolment key EVERY TIME they log in (unlike + + students who only need to do it once). This lets you restrict + + your guests. If you choose to allow guests without a key, then + + anyone can get straight into your course. + diff --git a/lang/en/help/html.html b/lang/en/help/html.html index 37c550fa28b..8b9bf5ee747 100644 --- a/lang/en/help/html.html +++ b/lang/en/help/html.html @@ -1,18 +1,18 @@ -

        Help on writing html

        +

        Help on writing html

        -

        When writing HTML in Moodle, you are free to use almost any HTML tags you like +

        When writing HTML in Moodle, you are free to use almost any HTML tags you like to produce the effect you want.

        -

        Note that scripting (eg Javascript or VB Script) is not allowed, and will be removed - automatically.

        +

        Note that scripting (eg Javascript or VB Script) is not allowed, and will be removed + automatically.

        -

        Your code will normally be printed on the page within a table cell, +

        Your code will normally be printed on the page within a table cell, so: -

          -
        • there is no need to use any <HEAD> or <BODY> tags -
        • be careful about unmatched </TABLE> tags that may mess up the display. -
        +
          +
        • there is no need to use any <HEAD> or <BODY> tags +
        • be careful about unmatched </TABLE> tags that may mess up the display. +

        Smilies (emoticons) will be converted into their graphical equivalent, and bare URLs will be converted into links.

        diff --git a/lang/en/help/journal/mods.html b/lang/en/help/journal/mods.html index 66d07f5a236..f1f37f8a6bd 100644 --- a/lang/en/help/journal/mods.html +++ b/lang/en/help/journal/mods.html @@ -1,10 +1,10 @@ -

         Journals

        -
          -

          This module is a very important reflective activity. The teacher +

           Journals

          +
            +

            This module is a very important reflective activity. The teacher asks the student to reflect on a particular topic, and the student can edit and refine their answer over time. This answer is private and can only be seen by the teacher, who can offer feedback and a grade on each journal entry. It's usually a good idea to have about one - Journal activity per week.

            -
          + Journal activity per week.

          +
        diff --git a/lang/en/help/label/mods.html b/lang/en/help/label/mods.html index 725e45aace0..0dfc6505f3e 100644 --- a/lang/en/help/label/mods.html +++ b/lang/en/help/label/mods.html @@ -1,6 +1,6 @@ -

         Labels

        -
          -

          This is a not a true activity - it is a "dummy" activity that allows you +

           Labels

          +
            +

            This is a not a true activity - it is a "dummy" activity that allows you to insert text and graphics among the other activities on the course page.

            -
          +
        diff --git a/lang/en/help/langedit.html b/lang/en/help/langedit.html index 1e5b171f785..6a20e0ca632 100644 --- a/lang/en/help/langedit.html +++ b/lang/en/help/langedit.html @@ -1,12 +1,12 @@ -

        Language Editing

        +

        Language Editing

        -

        To edit languages on this page the files need to be writable +

        To edit languages on this page the files need to be writable by the web server process. -

        Within some of the strings you will notice $a and $a->something. +

        Within some of the strings you will notice $a and $a->something. -

        These represent variables that will be replaced by names or other words from +

        These represent variables that will be replaced by names or other words from within Moodle. -

        When there is only one variable, the $a form is used. When there are two or +

        When there is only one variable, the $a form is used. When there are two or more variables, then each one has a name. diff --git a/lang/en/help/lesson/import.html b/lang/en/help/lesson/import.html index 6e4292c4e3c..51c3bac6450 100644 --- a/lang/en/help/lesson/import.html +++ b/lang/en/help/lesson/import.html @@ -1,11 +1,11 @@ -

        Importing new questions

        +

        Importing new questions

        -

        This function allows you to import questions from +

        This function allows you to import questions from external text files, uploaded through a form. -

        A number of file formats are supported: +

        A number of file formats are supported: -

        GIFT format

        +

        GIFT format

        -

        Aiken format

        +

        Aiken format

        -

        Missing Word

        -
          -

          This format only supports multiple choice questions. +

          Missing Word

          +
            +

            This format only supports multiple choice questions. Each answer is separated with a tilde (~), and the correct answer is prefixed with an equals sign (=). Here is an example: -

            As soon as we begin to explore our body parts as infants +
            As soon as we begin to explore our body parts as infants we become students of {=anatomy and physiology ~reflexology ~science ~experiment}, and in a sense we remain students for life. -
            +
            -

            More info about the "Missing Word" format

            -
          +

          More info about the "Missing Word" format

          +
        -

        AON

        -
          -

          This is the same as Missing Word Format, except that after importing +

          AON

          +
            +

            This is the same as Missing Word Format, except that after importing the questions all Short-Answer questions are converted four at a time - into Matching Questions.

            + into Matching Questions.

            Additionally, the answers of multiple-choice questions are randomly shuffled during the import.

            It's named after an organisation that sponsored the development of many quiz features

            -
          +
        -

        Blackboard

        - -

        Course Test Manager

        -
          -

          This module can import questions saved in a Course Test Manager test bank. +

          Course Test Manager

          +
            +

            This module can import questions saved in a Course Test Manager test bank. It relies on different ways of accessing the test bank, which is in a Microsoft Access -database, depending on whether Moodle is running on a Windows or Linux web server.

            +database, depending on whether Moodle is running on a Windows or Linux web server.

            On Windows it lets you upload the access database just like any other data import file.

            On Linux, you must set up a windows machine on the same network with the Course Test Manager database and a piece of software called the ODBC Socket Server, which uses XML @@ -92,20 +92,20 @@ to transfer data to moodle on the Linux server.

            Please read the full hel using this import class.

            -

            More info about the "CTM" format

            -
          +

          More info about the "CTM" format

          +
        -

        Custom

        -
          -

          If you have your own format that you need to import, you can +

          Custom

          +
            +

            If you have your own format that you need to import, you can implement it yourself by editing mod/quiz/format/custom.php -

            The amount of new code needed is quite small - just enough +

            The amount of new code needed is quite small - just enough to parse a single question from given text. -

            More info about the "Custom" format

            -
          +

          More info about the "Custom" format

          +
        -

        More formats are yet to come, including WebCT, IMS QTI and whatever else +

        More formats are yet to come, including WebCT, IMS QTI and whatever else Moodle users can contribute!

        diff --git a/lang/en/help/lesson/mods.html b/lang/en/help/lesson/mods.html index c1c6988410b..21af5706ced 100644 --- a/lang/en/help/lesson/mods.html +++ b/lang/en/help/lesson/mods.html @@ -1,11 +1,11 @@ - Lesson + Lesson -
          -

          A lesson delivers content in an interesting and flexible way. It consists of a +

            +

            A lesson delivers content in an interesting and flexible way. It consists of a number of pages. Each page normally ends with a question and a number of possible answers. Depending on the student's choice of answer they either progress to the next page or are taken back to a previous page. Navigation through the lesson can be straight forward or complex, depending largely on the structure of the material being presented.

            -
          +
        diff --git a/lang/en/help/mods.html b/lang/en/help/mods.html index fe899937f94..090eee82d7f 100644 --- a/lang/en/help/mods.html +++ b/lang/en/help/mods.html @@ -1,4 +1,4 @@ -

        Activity Modules

        +

        Activity Modules

        -

        Moodle contains a wide range of activity modules that can be used to - build up any type of course.

        +

        Moodle contains a wide range of activity modules that can be used to + build up any type of course.

        diff --git a/lang/en/help/picture.html b/lang/en/help/picture.html index f98f63a44a6..eec8ce7fd50 100644 --- a/lang/en/help/picture.html +++ b/lang/en/help/picture.html @@ -1,18 +1,18 @@ -

        Uploading a picture

        +

        Uploading a picture

        -

        You can upload a picture from your computer to this server, and this picture will be used in various places to represent you. -

        For this reason, the best images to use are a close-up of your face, but you can use any image you like. -

        The picture must be in JPG or PNG format (ie the names will usually end in .jpg or .png). -

        You can get a picture file using one of four methods: +

        You can upload a picture from your computer to this server, and this picture will be used in various places to represent you. +

        For this reason, the best images to use are a close-up of your face, but you can use any image you like. +

        The picture must be in JPG or PNG format (ie the names will usually end in .jpg or .png). +

        You can get a picture file using one of four methods: -

          -
        1. Using a digital camera, your photos will most likely already be on your computer in the right format. -
        2. You can use a scanner to scan a printed photograph. Make sure you save it as JPG or PNG format. -
        3. If you're artistic, you might draw a picture using a paint program. -
        4. Lastly, you can "steal" images from the web. http://images.google.com is a superb place to search for images. Once you find one, you can "right-click" on them with the mouse and choose "Save this image..." from the menu (different computers may vary slightly). -
        +
          +
        1. Using a digital camera, your photos will most likely already be on your computer in the right format. +
        2. You can use a scanner to scan a printed photograph. Make sure you save it as JPG or PNG format. +
        3. If you're artistic, you might draw a picture using a paint program. +
        4. Lastly, you can "steal" images from the web. http://images.google.com is a superb place to search for images. Once you find one, you can "right-click" on them with the mouse and choose "Save this image..." from the menu (different computers may vary slightly). +
        -

        To upload the image, click the "Browse" button on this editing page, and select the image from your hard disk. -

        NOTE: Make sure that the file is not larger than the maximum size listed, or it will not be uploaded. -

        Then click "Update my Profile" at the bottom - the image file will be cropped to a square and resized down to 100x100 pixels. -

        When you are taken back to your profile page, the image might not appear to have changed. If this is so, just use the "Reload" button in your browser. +

        To upload the image, click the "Browse" button on this editing page, and select the image from your hard disk. +

        NOTE: Make sure that the file is not larger than the maximum size listed, or it will not be uploaded. +

        Then click "Update my Profile" at the bottom - the image file will be cropped to a square and resized down to 100x100 pixels. +

        When you are taken back to your profile page, the image might not appear to have changed. If this is so, just use the "Reload" button in your browser. diff --git a/lang/en/help/questionnaire/qmanage.html b/lang/en/help/questionnaire/qmanage.html index d3447f00bdb..e2a95d58364 100755 --- a/lang/en/help/questionnaire/qmanage.html +++ b/lang/en/help/questionnaire/qmanage.html @@ -1,5 +1,5 @@ -

        Manage Surveys using phpESP

        -

        +

        Manage Surveys using phpESP

        +

        The questionnaire module uses phpESP to create and manage surveys. Use this link to manage your surveys. -

        +

        diff --git a/lang/en/help/questionnaire/qtype.html b/lang/en/help/questionnaire/qtype.html index a10602fe3b8..92502105a4f 100755 --- a/lang/en/help/questionnaire/qtype.html +++ b/lang/en/help/questionnaire/qtype.html @@ -1,6 +1,6 @@ -

        Survey response type

        -

        +

        Survey response type

        +

        If you want your users to only be able to fill out the survey once, choose "respond once".
        If you want them to be able to fill it out multiple times, choose "respond many". -

        +

        diff --git a/lang/en/help/questionnaire/questionnaireid.html b/lang/en/help/questionnaire/questionnaireid.html index 73652d6db53..1373542cc0f 100755 --- a/lang/en/help/questionnaire/questionnaireid.html +++ b/lang/en/help/questionnaire/questionnaireid.html @@ -1,6 +1,6 @@ -

        Choose a survey

        -

        +

        Choose a survey

        +

        Select the survey from the list of available active surveys available from phpESP. If your survey isn't listed, its probably not active. -

        +

        diff --git a/lang/en/help/questionnaire/respondenttype.html b/lang/en/help/questionnaire/respondenttype.html index e085d5232a8..8ab1a67c5e4 100755 --- a/lang/en/help/questionnaire/respondenttype.html +++ b/lang/en/help/questionnaire/respondenttype.html @@ -1,6 +1,6 @@ -

        Survey response type

        -

        +

        Survey response type

        +

        You can display your users' full names with each response by setting this to "fullname".
        You can hide your users' identities from the respones by setting this to "anonymous". -

        +

        diff --git a/lang/en/help/questions.html b/lang/en/help/questions.html index 7012be8109b..0701bfd87d7 100644 --- a/lang/en/help/questions.html +++ b/lang/en/help/questions.html @@ -1,86 +1,172 @@ -

        Questions

        - -

        A good way to help other people think about a subject is to - ask them a question about it. Being asked a good question - can really help us put information together, evaluate our - existing ideas and create new ideas.

        - -

        Asking questions that are specifically intended to help - others learn is known as Socratic questioning, named - after Socrates in Ancient Greece.

        - -

        Socratic questions require you to listen very carefully - to the other person to help you judge and phrase your question - in a helpful, constructive, and hopefully non-confrontational way. - -

        Here are some examples of such questions:

        - - - -

        Questions of clarification

        -
          -
        • What do you mean when you say ______?
          • -
        • What is your main point?
          • -
        • How does _____ relate to _____?
          • -
        • Could you put that another way?
          • -
        • Let me see if I understand you; do you mean _____ or _____?
          • -
        • How does this relate to our problem/discussion/issue?
          • -
        • Jane, can you summarize in your own words what Richard said? ... Richard, is this what you meant?
          • -
        • Could you give me an example?
          • -
        • Would _____ be a good example of that?
          • -
        -

        Questions that probe assumptions

        -
          -
        • What are you assuming here?
          • -
        • What is Jenny assuming?
          • -
        • What could we assume instead?
          • -
        • You seem to be assuming _____. Do I understand you correctly?
          • -
        • All of your reasoning depends on the idea that _____. Why have you based your reasoning on _____ instead of _____?
          • -
        • You seem to be assuming _____. How do you justify taking that for granted?
          • -
        • Is that always the case? Why do you think the assumption holds here?
          • -
        • Why would someone make that assumption?
          • -
        -

        Questions that probe reasons and evidence

        -
          -
        • Could you explain your reasons to us?
          • -
        • How does that apply to this case?
          • -
        • Is there a reason to doubt that evidence?
          • -
        • Who is in a position to know that is true?
          • -
        • What would you say to someone who said that ____?
          • -
        • Can someone else give evidence to support that view?
          • -
        • By what reasoning did you come to that conclusion?
          • -
        • How could we find out if that is true?
          • -
        -

        Questions about viewpoints or perspectives

        -
          -
        • What are you implying by that?
          • -
        • When you say _____, are you implying _____?
          • -
        • But, if that happened, what else would happen as a result? Why?
          • -
        • What effect would that have?
          • -
        • Would that necessarily happen or only possibly/probably happen?
          • -
        • What is an alternative?
          • -
        • If _____ and _____ are the case, then what might also be true?
          • -
        • If we say that ____ is ethical, how about _____?
          • -
        -

        Questions that probe implications and consequences

        -
          -
        • How can we find out?
          • -
        • What does this question assume?
          • -
        • Would _____ ask this question differently?
          • -
        • How could someone settle this question?
          • -
        • Can we break this question down at all?
          • -
        • Is this question clear? Do we understand it?
          • -
        • Is this question easy or hard to answer? Why?
          • -
        • Do we all agree that this is the question?
          • -
        • To answer this question, what other questions must we answer first?
          • -
        • How would _____ state the issue?
          • -
        • Why is this issue important?
          • -
        • Is this the most important question, or is there an underlying question?
          • -
        • Can you see how this might relate to ________?
          • -
        - -
        -Questions adapted from Paul, R. (1993). Critical Thinking: How To Prepare Students for a Rapidly Changing World: Foundation for Critical Thinking, Santa Rosa, CA. - -

        More info about writing

        -

        More info about reading

        +

        Questions

        + + + +

        A good way to help other people think about a subject is to + + ask them a question about it. Being asked a good question + + can really help us put information together, evaluate our + + existing ideas and create new ideas.

        + + + +

        Asking questions that are specifically intended to help + + others learn is known as Socratic questioning, named + + after Socrates in Ancient Greece.

        + + + +

        Socratic questions require you to listen very carefully + + to the other person to help you judge and phrase your question + + in a helpful, constructive, and hopefully non-confrontational way. + + + +

        Here are some examples of such questions:

        + + + + + + + +

        Questions of clarification

        + +
          + +
        • What do you mean when you say ______?
          • + +
        • What is your main point?
          • + +
        • How does _____ relate to _____?
          • + +
        • Could you put that another way?
          • + +
        • Let me see if I understand you; do you mean _____ or _____?
          • + +
        • How does this relate to our problem/discussion/issue?
          • + +
        • Jane, can you summarize in your own words what Richard said? ... Richard, is this what you meant?
          • + +
        • Could you give me an example?
          • + +
        • Would _____ be a good example of that?
          • + +
        + +

        Questions that probe assumptions

        + +
          + +
        • What are you assuming here?
          • + +
        • What is Jenny assuming?
          • + +
        • What could we assume instead?
          • + +
        • You seem to be assuming _____. Do I understand you correctly?
          • + +
        • All of your reasoning depends on the idea that _____. Why have you based your reasoning on _____ instead of _____?
          • + +
        • You seem to be assuming _____. How do you justify taking that for granted?
          • + +
        • Is that always the case? Why do you think the assumption holds here?
          • + +
        • Why would someone make that assumption?
          • + +
        + +

        Questions that probe reasons and evidence

        + +
          + +
        • Could you explain your reasons to us?
          • + +
        • How does that apply to this case?
          • + +
        • Is there a reason to doubt that evidence?
          • + +
        • Who is in a position to know that is true?
          • + +
        • What would you say to someone who said that ____?
          • + +
        • Can someone else give evidence to support that view?
          • + +
        • By what reasoning did you come to that conclusion?
          • + +
        • How could we find out if that is true?
          • + +
        + +

        Questions about viewpoints or perspectives

        + +
          + +
        • What are you implying by that?
          • + +
        • When you say _____, are you implying _____?
          • + +
        • But, if that happened, what else would happen as a result? Why?
          • + +
        • What effect would that have?
          • + +
        • Would that necessarily happen or only possibly/probably happen?
          • + +
        • What is an alternative?
          • + +
        • If _____ and _____ are the case, then what might also be true?
          • + +
        • If we say that ____ is ethical, how about _____?
          • + +
        + +

        Questions that probe implications and consequences

        + +
          + +
        • How can we find out?
          • + +
        • What does this question assume?
          • + +
        • Would _____ ask this question differently?
          • + +
        • How could someone settle this question?
          • + +
        • Can we break this question down at all?
          • + +
        • Is this question clear? Do we understand it?
          • + +
        • Is this question easy or hard to answer? Why?
          • + +
        • Do we all agree that this is the question?
          • + +
        • To answer this question, what other questions must we answer first?
          • + +
        • How would _____ state the issue?
          • + +
        • Why is this issue important?
          • + +
        • Is this the most important question, or is there an underlying question?
          • + +
        • Can you see how this might relate to ________?
          • + +
        + + + +
        + +Questions adapted from Paul, R. (1993). Critical Thinking: How To Prepare Students for a Rapidly Changing World: Foundation for Critical Thinking, Santa Rosa, CA. + + + +

        More info about writing

        + +

        More info about reading

        + diff --git a/lang/en/help/quiz/attempts.html b/lang/en/help/quiz/attempts.html index a912d92b526..c68f2785b94 100644 --- a/lang/en/help/quiz/attempts.html +++ b/lang/en/help/quiz/attempts.html @@ -1,6 +1,6 @@ -

        Quiz attempts

        +

        Quiz attempts

        -

        Students may be allowed to have multiple attempts at a quiz. +

        Students may be allowed to have multiple attempts at a quiz. -

        This can help make the process of taking the quiz more of +

        This can help make the process of taking the quiz more of an educational activity rather than simply an assessment. diff --git a/lang/en/help/quiz/calculated.html b/lang/en/help/quiz/calculated.html index abeeb184285..f3951521534 100644 --- a/lang/en/help/quiz/calculated.html +++ b/lang/en/help/quiz/calculated.html @@ -1,4 +1,4 @@ -

        Calculated questions

        +

        Calculated questions

        Calculated questions offers a way to create individual numerical question by the use of wildcards that are substituted with individual values when the quiz is taken.
        Below is a shrunken view of the main editing page with some example inputs:
        @@ -54,7 +54,7 @@ atan2, pow
        More details on how to use these PHP-style functions can be found in the documentation at the PHP web site

        As for numerical questions it is possible to allow a margin within which all responses are accepted as correct. The "Tolerance" field is used for this. However, there are three different types of tolerances. These are Relative, Nominal and Geometric. If we say that the correct answer at quiz time is calculated to 200 and the tolerance is set to 0.5 then the different tolerance types work like this: -

        Relative: A tolerance interval is calculated by multiplying the correct answer with 0.5, ie in this case we get 100 so for this tolerance the correct response must be between 100 and 300. (200 ± 100)
        +

        Relative: A tolerance interval is calculated by multiplying the correct answer with 0.5, ie in this case we get 100 so for this tolerance the correct response must be between 100 and 300. (200 ± 100)
        This is useful if the magnitude of the correct answer can differ greatly between different wildcard values.

        Nominal: This is the simpliest tolerance type but not very powerful. The correct response must be between 199.5 and 200.5 (200 ± 0.5)
        This tolerance type can be useful if the differences between different correct answers are small. diff --git a/lang/en/help/quiz/categories.html b/lang/en/help/quiz/categories.html index f0a21f987f4..5d22556e6c4 100644 --- a/lang/en/help/quiz/categories.html +++ b/lang/en/help/quiz/categories.html @@ -1,16 +1,16 @@ -

        Question categories

        +

        Question categories

        -

        Rather than keeping all your questions in one big list, +

        Rather than keeping all your questions in one big list, you can create categories to keep them in. -

        Each category consists of a name and a short description. +

        Each category consists of a name and a short description. -

        Each category can also be "published", which means +

        Each category can also be "published", which means that the category (and all questions in it) will be available to all courses on this server, so that other courses can use your questions in their quizzes. -

        Categories can also be created or deleted at will. +

        Categories can also be created or deleted at will. However, if you try to delete a category containing questions, then you will be asked to specify another category to move them to. diff --git a/lang/en/help/quiz/correctanswers.html b/lang/en/help/quiz/correctanswers.html index 3a42e9efa41..3cd8bf97f08 100644 --- a/lang/en/help/quiz/correctanswers.html +++ b/lang/en/help/quiz/correctanswers.html @@ -1,6 +1,6 @@ -

        Show correct answers

        +

        Show correct answers

        -

        If you enable correct answers, then the +

        If you enable correct answers, then the feedback will show also show the correct answer for each question (highlighted in a bright colour). -

        +

        diff --git a/lang/en/help/quiz/createmultiple.html b/lang/en/help/quiz/createmultiple.html index ead4c555f97..511d84a4c2d 100644 --- a/lang/en/help/quiz/createmultiple.html +++ b/lang/en/help/quiz/createmultiple.html @@ -1,10 +1,10 @@ -

        Create multiple questions

        +

        Create multiple questions

        -

        This page allows you to create multiple questions at once.

        +

        This page allows you to create multiple questions at once.

        -

        Currently it will only allow you to create a number of +

        Currently it will only allow you to create a number of Random Questions and (optionally) add them to the current - quiz.

        + quiz.

        -

        Eventually this page will evolve into a larger wizard that - will have more options.

        +

        Eventually this page will evolve into a larger wizard that + will have more options.

        diff --git a/lang/en/help/quiz/description.html b/lang/en/help/quiz/description.html index f15c672f8e1..cfc52491a8f 100644 --- a/lang/en/help/quiz/description.html +++ b/lang/en/help/quiz/description.html @@ -1,7 +1,14 @@ -

        Description

        - -

        This type of question is not really a question.

        - -

        All it does is print some text without requiring any answers.

        - -

        It can be used to print a descriptive text to be used by a following group of questions.

        +

        Description

        + + + +

        This type of question is not really a question.

        + + + +

        All it does is print some text without requiring any answers.

        + + + +

        It can be used to print a descriptive text to be used by a following group of questions.

        + diff --git a/lang/en/help/quiz/discrimination.html b/lang/en/help/quiz/discrimination.html index 33d82e798d5..300974d3383 100755 --- a/lang/en/help/quiz/discrimination.html +++ b/lang/en/help/quiz/discrimination.html @@ -1,10 +1,10 @@ -

        Discrimination Index

        +

        Discrimination Index

        -

        This provides a rough indicator of the performance of each item. It is calculated by counting the number of students who scored in top third on this quiz for each question and dividing this figure by the number of students who scored in the bottom third.

        +

        This provides a rough indicator of the performance of each item. It is calculated by counting the number of students who scored in top third on this quiz for each question and dividing this figure by the number of students who scored in the bottom third.

        -

        For example, if 30 students took the quiz, there would be 10 students each in the top third and bottom third. If, on item #1, 9 of the best students got it right, but only 3 of the poorest third got it right, the discrimination index would be 9/3 = 3.0. The numbers in parentheses are: (top third correct responses/bottom third correct responses).

        +

        For example, if 30 students took the quiz, there would be 10 students each in the top third and bottom third. If, on item #1, 9 of the best students got it right, but only 3 of the poorest third got it right, the discrimination index would be 9/3 = 3.0. The numbers in parentheses are: (top third correct responses/bottom third correct responses).

        -

        If the index goes below 1.0 it means that more of the weaker students got the item right than the stronger students. Such items should be discarded as worthless. In fact, they reduce the accuracy of the overall score for the quiz.

        +

        If the index goes below 1.0 it means that more of the weaker students got the item right than the stronger students. Such items should be discarded as worthless. In fact, they reduce the accuracy of the overall score for the quiz.

        -

        If no weak students got the item correct, the denominator would be 0 which would yield a result of infinity. The program substitutes a '10' for any such items.

        +

        If no weak students got the item correct, the denominator would be 0 which would yield a result of infinity. The program substitutes a '10' for any such items.

        diff --git a/lang/en/help/quiz/export.html b/lang/en/help/quiz/export.html index 3b9d4651498..da0dc0cf643 100644 --- a/lang/en/help/quiz/export.html +++ b/lang/en/help/quiz/export.html @@ -1,6 +1,6 @@ -

        Exporting questions from a Category

        +

        Exporting questions from a Category

        -

        This function allows you to export a complete category of questions to +

        This function allows you to export a complete category of questions to a text file.

        Please note that in many file formats some information is lost @@ -11,9 +11,9 @@ You are advised to check exported data before using it in a production environment.

        -

        The format(s) currently supported are:

        +

        The format(s) currently supported are:

        -

        GIFT format

        +

        GIFT format

        -

        More formats are yet to come, including WebCT, IMS QTI and whatever else +

        More formats are yet to come, including WebCT, IMS QTI and whatever else Moodle users can contribute!

        diff --git a/lang/en/help/quiz/feedback.html b/lang/en/help/quiz/feedback.html index 8d16da6f654..d5f1acf8743 100644 --- a/lang/en/help/quiz/feedback.html +++ b/lang/en/help/quiz/feedback.html @@ -1,5 +1,5 @@ -

        Feedback

        +

        Feedback

        -

        If you enable quiz feedback, then students will receive - question feedback on every answer (right or wrong).

        +

        If you enable quiz feedback, then students will receive + question feedback on every answer (right or wrong).

        diff --git a/lang/en/help/quiz/formataiken.html b/lang/en/help/quiz/formataiken.html index b3ae2264321..1a53d14e605 100644 --- a/lang/en/help/quiz/formataiken.html +++ b/lang/en/help/quiz/formataiken.html @@ -1,4 +1,4 @@ -

        Importing "Aiken" format files

        +

        Importing "Aiken" format files

        The Aiken format is a very simple way of creating multiple choice questions using a clear human-readable format. Here is an example of the format:

        diff --git a/lang/en/help/quiz/formatblackboard.html b/lang/en/help/quiz/formatblackboard.html
index 512ffb5a60e..13e1f174a54 100644
--- a/lang/en/help/quiz/formatblackboard.html
+++ b/lang/en/help/quiz/formatblackboard.html
@@ -1,3 +1,3 @@
-
        Importing "Blackboard Quiz Format" files
        
+
        Importing "Blackboard Quiz Format" files
        
 
 
        Documentation not completed
        
diff --git a/lang/en/help/quiz/formatctm.html b/lang/en/help/quiz/formatctm.html
index 63c33070726..09716787255 100755
--- a/lang/en/help/quiz/formatctm.html
+++ b/lang/en/help/quiz/formatctm.html
@@ -1,4 +1,4 @@
-
        Importing "Course Test Manager" files
        
+
        Importing "Course Test Manager" files
        
 
 
        Course Test Manager is an "End of Lifetime" software package from Course Technology. 
 It is no longer being actively developed by Course Technology.  It has been replaced by 
@@ -36,7 +36,7 @@ sections of the course.
        4. ODBC Socket Server. In order to import CTM databases on Linux, you must first download and install this small network program on the Windows system that hosts your CTM databases. Do not follow the installation steps outlined in the ODBC Socket Server Installation. They're more complicated than they need to be! -Instead, follow these steps to install this program on your Windows system:

        +Instead, follow these steps to install this program on your Windows system:

        1. Go to the windows system and unzip the install file you downloaded from this site on the system.
          2. @@ -49,7 +49,7 @@ You may do this by typing this command from Start->Run... dialog, or from a c
        2. Open the Service Manager by either going to Start->Settings->Control Panels->Administrative Tools->Services or by right-clicking on -My Computer, choosing Manage, then choosing Services and Applications->Services from +My Computer, choosing Manage, then choosing Services and Applications->Services from the right panel. You may also access the Service manager by typing services.msc in the Start->Run... dialog
          3. @@ -65,7 +65,7 @@ or databases you're interested in importing data from. Make note of the full lo as the IP address or hostname of the Windows server. You're going to need this information for the import process.
        3. Now you may import the testbank or testbanks into moodle. Crete your quiz and go into the -"import questions from file" process. NOW HERE'S WHERE THINGS ARE DIFFERENT FOR LINUX - +"import questions from file" process. NOW HERE'S WHERE THINGS ARE DIFFERENT FOR LINUX - YOU MUST SPECIFY A DUMMY FILE IN THE UPLOAD FIELD TO GET THE IMPORT PROCESS STARTED. THIS FILE WILL NOT BE PROCESSED, IT'S JUST A PLACEHOLDER FOR THE IMPORT FORM. YOU WILL GET A PLACE TO SPECIFY THE WINDOWS SERVER INFORMATION NEXT. Next, you will get a screen where you can type in the hostname for the Windows ODBC Socket Server @@ -77,7 +77,7 @@ sections of the course. IF YOU GET TO THIS STEP WITHOUT ERROR MESSAGES, YOU HAV AND YOU'RE ABOUT TO IMPORT QUESTIONS TO MOODLE!
        -

        If you received error messages during this process, you may find this technical information useful. +

        If you received error messages during this process, you may find this technical information useful. The ODBC Socket server uses port 9628 to open a socket and trade and XML query for an XML result table of the query results. The import class parses that XML and use it just like I use a local query to do the importing.

        \ No newline at end of file diff --git a/lang/en/help/quiz/formatcustom.html b/lang/en/help/quiz/formatcustom.html index c62d20ff134..956b8571bec 100644 --- a/lang/en/help/quiz/formatcustom.html +++ b/lang/en/help/quiz/formatcustom.html @@ -1,3 +1,3 @@ -

        Importing custom format files

        +

        Importing custom format files

        Documentation not completed

        diff --git a/lang/en/help/quiz/formatgift.html b/lang/en/help/quiz/formatgift.html index 3b1a55ded36..ac21e67a3cf 100644 --- a/lang/en/help/quiz/formatgift.html +++ b/lang/en/help/quiz/formatgift.html @@ -1,4 +1,4 @@ -

        Importing "GIFT" format files

        +

        Importing "GIFT" format files

        GIFT is the most comprehensive import format available for importing Moodle quiz questions from a text file. It supports Multiple-Choice, True-False, Short Answer, Matching and Numerical questions, as well as insertion diff --git a/lang/en/help/quiz/formatmissingword.html b/lang/en/help/quiz/formatmissingword.html index 1de0715fda1..8b1be9a48aa 100644 --- a/lang/en/help/quiz/formatmissingword.html +++ b/lang/en/help/quiz/formatmissingword.html @@ -1,3 +1,3 @@ -

        Importing "Missing Word" format files

        +

        Importing "Missing Word" format files

        Documentation not completed

        diff --git a/lang/en/help/quiz/formatwebct.html b/lang/en/help/quiz/formatwebct.html index 97138f2f3af..e6e101e2e3c 100644 --- a/lang/en/help/quiz/formatwebct.html +++ b/lang/en/help/quiz/formatwebct.html @@ -1,4 +1,4 @@ -

        Importing "WebCT Quiz Format" files

        +

        Importing "WebCT Quiz Format" files

        The WebCT import filter is in development and does not support all of the WebCT question types.

        diff --git a/lang/en/help/quiz/grademethod.html b/lang/en/help/quiz/grademethod.html index fe5289c8574..53e725853f3 100644 --- a/lang/en/help/quiz/grademethod.html +++ b/lang/en/help/quiz/grademethod.html @@ -1,25 +1,25 @@ -

        Grading method

        +

        Grading method

        -

        When multiple attempts are allowed, there are different ways +

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

        Highest grade

        -

          -

          The final grade is the highest (best) grade in any attempt. -

        +

        Highest grade

        +

          +

          The final grade is the highest (best) grade in any attempt. +

        -

        Average grade

        -

          -

          The final grade is the average (simple mean) grade of all attempts. -

        +

        Average grade

        +

          +

          The final grade is the average (simple mean) grade of all attempts. +

        -

        First grade

        -

          -

          The final grade is the grade gained on the first attempt (other attempts are ignored). -

        +

        First grade

        +

          +

          The final grade is the grade gained on the first attempt (other attempts are ignored). +

        -

        Last grade

        -

          -

          The final grade is the grade gained on the most recent attempt only. -

        +

        Last grade

        +

          +

          The final grade is the grade gained on the most recent attempt only. +

        diff --git a/lang/en/help/quiz/import.html b/lang/en/help/quiz/import.html index 1ee36da0ea4..3c1d0ae197c 100644 --- a/lang/en/help/quiz/import.html +++ b/lang/en/help/quiz/import.html @@ -1,11 +1,11 @@ -

        Importing new questions

        +

        Importing new questions

        -

        This function allows you to import questions from +

        This function allows you to import questions from external text files, uploaded through a form. -

        A number of file formats are supported: +

        A number of file formats are supported: -

        GIFT format

        +

        GIFT format

        -

        Aiken format

        +

        Aiken format

        -

        Missing Word

        -
          -

          This format only supports multiple choice questions. +

          Missing Word

          +
            +

            This format only supports multiple choice questions. Each answer is separated with a tilde (~), and the correct answer is prefixed with an equals sign (=). Here is an example: -

            As soon as we begin to explore our body parts as infants +
            As soon as we begin to explore our body parts as infants we become students of {=anatomy and physiology ~reflexology ~science ~experiment}, and in a sense we remain students for life. -
            +
            -

            More info about the "Missing Word" format

            -
          +

          More info about the "Missing Word" format

          +
        -

        AON

        -
          -

          This is the same as Missing Word Format, except that after importing +

          AON

          +
            +

            This is the same as Missing Word Format, except that after importing the questions all Short-Answer questions are converted four at a time - into Matching Questions.

            + into Matching Questions.

            Additionally, the answers of multiple-choice questions are randomly shuffled during the import.

            It's named after an organisation that sponsored the development of many quiz features

            -
          +
        -

        Blackboard

        - -

        WebCT

        - -

        Course Test Manager

        -
          -

          This module can import questions saved in a Course Test Manager test bank. +

          Course Test Manager

          +
            +

            This module can import questions saved in a Course Test Manager test bank. It relies on different ways of accessing the test bank, which is in a Microsoft Access -database, depending on whether Moodle is running on a Windows or Linux web server.

            +database, depending on whether Moodle is running on a Windows or Linux web server.

            On Windows it lets you upload the access database just like any other data import file.

            On Linux, you must set up a windows machine on the same network with the Course Test Manager database and a piece of software called the ODBC Socket Server, which uses XML @@ -101,33 +101,33 @@ to transfer data to moodle on the Linux server.

            Please read the full hel using this import class.

            -

            More info about the "CTM" format

            -
          +

          More info about the "CTM" format

          +
        -

        Embedded answers (Cloze)

        - -

        Custom

        -
          -

          If you have your own format that you need to import, you can +

          Custom

          +
            +

            If you have your own format that you need to import, you can implement it yourself by editing mod/quiz/format/custom.php -

            The amount of new code needed is quite small - just enough +

            The amount of new code needed is quite small - just enough to parse a single question from given text. -

            More info about the "Custom" format

            -
          +

          More info about the "Custom" format

          +
        -

        More formats are yet to come, including WebCT, IMS QTI and whatever else +

        More formats are yet to come, including WebCT, IMS QTI and whatever else Moodle users can contribute!

        diff --git a/lang/en/help/quiz/match.html b/lang/en/help/quiz/match.html index 00bdfcdb2cd..0a78533370b 100644 --- a/lang/en/help/quiz/match.html +++ b/lang/en/help/quiz/match.html @@ -1,4 +1,4 @@ -

        Matching questions

        +

        Matching questions

        After an optional introduction, the respondent is presented with several sub-questions and several jumbled answers. There is one diff --git a/lang/en/help/quiz/maxgrade.html b/lang/en/help/quiz/maxgrade.html index d3841862d4a..674f2a6d8e0 100644 --- a/lang/en/help/quiz/maxgrade.html +++ b/lang/en/help/quiz/maxgrade.html @@ -1,11 +1,11 @@ -

        Maximum grade

        +

        Maximum grade

        -

        The maximum grade you set for a quiz is what all grades +

        The maximum grade you set for a quiz is what all grades are scaled to. -

        For example, you might set the max grade to 20, because the +

        For example, you might set the max grade to 20, because the quiz is worth 20% of the whole course. -

        Even though you might have 10 questions in your quiz +

        Even though you might have 10 questions in your quiz worth a total of 50 marks, all grades out of 50 will be "scaled down" to the quiz max grade of 20. diff --git a/lang/en/help/quiz/mods.html b/lang/en/help/quiz/mods.html index 744fc5551fc..ce318159eb0 100644 --- a/lang/en/help/quiz/mods.html +++ b/lang/en/help/quiz/mods.html @@ -1,11 +1,11 @@ -

         Quizzes

        -
          -

          This module allows the teacher to design and set quiz tests, consisting of +

           Quizzes

          +
            +

            This module allows the teacher to design and set quiz tests, consisting of multiple choice, true-false, and short answer questions. These questions are kept in a categorised database, and can be re-used within courses and even between 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.

            -
          + This module includes grading facilities.

          +
        diff --git a/lang/en/help/quiz/multianswer.html b/lang/en/help/quiz/multianswer.html index 30f2139150f..31e11b48f0e 100644 --- a/lang/en/help/quiz/multianswer.html +++ b/lang/en/help/quiz/multianswer.html @@ -15,7 +15,7 @@
        -