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MDL-21695 Cleaning up old help help files after the migration to strings was done
The legacy help files could remain here if I forgot to remove them in the migration commit or if they were not supposed to be migrated into a string. There is no setHelpButton() in Moodle code now. The files could be referenced by $OUTPUT->old_help_icon() yet but that should be fixed soon.
This commit is contained in:
David Mudrak
parent
90aa178a17
commit
dfc469da43
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<h1>Allow deleting</h1>
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<p>If enabled, participants may delete uploaded files at any time before submitting for grading.</p>
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<h1>Maximum number of uploaded files</h1>
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<p>Maximum number of files each participant may upload,
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this number is not shown to students, please write the actual number
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of requested files in assignment description.</p>
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<h1>Allow notes</h1>
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<p>If enabled, participants may enter notes into text area.
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It is similar to Online text assignment.</p>
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<p>This text box can be used for communication with the grading person,
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assignment progress description or any other written activity.</p>
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<h1>Comment inline</h1>
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<p>If this option is selected, then the original submission will be
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copied into the feedback comment field during grading, making it
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easier to comment inline (using a different color, perhaps) or to
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edit the original text.</p>
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<h1>Send notification email</h1>
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<p>If you turn this on then students will be notified via email about their grades and feedback.</p>
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<p>Your personal preference is saved and will apply to all assignment submissions you grade.</p>
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<h1>Email alerts to teachers</h1>
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<p>If enabled, then teachers are alerted with a short email whenever students
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add or update an assignment submission.</p>
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<p>Only teachers who are able to grade the particular submission are notified.
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So, for example, if the course uses separate groups, then teachers restricted
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to particular groups won't receive any notices about students in other groups.</p>
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<p>For offline activities, of course, mail is never sent since students never
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submit anything.</p>
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<h1>Hide description before available date</h1>
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<p>If enabled, assignment description is hidden before the opening date.</p>
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<p><img alt="" src="<?php echo $CFG->wwwroot?>/mod/assignment/icon.gif" /> <b>Assignments</b></p>
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<div class="indent">
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Assignments allow the teacher to specify a task that requires students
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to prepare digital content (any format) and submit it by uploading it
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to the server. Typical assignments include essays, projects, reports
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and so on. This module includes grading facilities.
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</div>
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<h1>Quick Grade</h1>
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<p>With quickgrading enabled you can quickly grade multiple assignments on one page.</p>
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<p>Just change the grades and comments and use the Save button at the bottom to save
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all your changes for that page at once.</p>
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<p>The normal grading buttons on the right still work too in case you need more space.
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Your quickgrading preference is saved and will apply to all assignments in all courses.</p>
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<h1>Resubmitting assignments</h1>
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<p>By default, students cannot resubmit assignments once the teacher has graded them</p>
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<p>If you turn this option on, then students will be allowed to resubmit assignments
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after they have been graded (for you to re-grade). This may be useful if the
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teacher wants to encourage students to do better work in an iterative process.</p>
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<p>Obviously, this option is not relevant for offline assignments.</p>
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<h1>Send for marking</h1>
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<p>The "Send for marking" button allows users to indicate to graders that they have finished working on an assignment. Graders may choose to revert the assignment to draft status (if it requires further work, for example).</p>
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<h1>Activity completion condition</h1>
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<p>
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You can set a condition based on whether the user has completed another
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activity.
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</p>
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<p>
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This feature uses the completion options that have been configured for the
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other activity. You can choose whether the activity must be complete,
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incomplete, complete and passed, or complete and failed. The final two
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options only work if you use grade-based completion and set a pass mark on
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the grade item. (Please look at the documentation for activity completion
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if this is unclear.)
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</p>
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<p>
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You can add more than one completion condition. All conditions must be met in
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order for the activity to appear.
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</p>
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<h1>Available dates</h1>
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<p>
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Using the 'Only available from' and 'Only available until end' dates, you can make
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an activity appear or disappear. The activity is only shown to students from the
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'available from' date, and it disappears after the 'available until end' date. Students
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cannot access it outside those times, even if they guess the URL.
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</p>
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<p>
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By default both dates are disabled, meaning that the activity is available at
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any time (as long as the student can access the course).
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</p>
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<ul>
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<li> If you choose to show information about an activity that is unavailable,
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then before the 'available from' date, students will see the activity
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greyed-out, with informational text about the date that it appears.</li>
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<li> The activity completely vanishes at midnight on the 'available to end' date, even if
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you've chosen to show information.</li>
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<li> Setting 'Visible' to 'Hide' overrides these settings. If you set 'Visible'
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to 'Hide', the activity is never available regardless of date.</li>
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</ul>
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<h1>Grade condition</h1>
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<p>
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You can specify a condition on any grade in the course: the full course grade,
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the grade for any activity, or a custom grade that you create manually.
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</p>
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<p>
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You can enter either a minimum value (≥), a maximum value (<), both, or
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neither. The activity will only appear if the student has a value for the
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specified grade, and if it falls within any specified number range.
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</p>
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<p>
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You can add more than one grade condition. All conditions must be met in order
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for the activity to appear.
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</p>
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<ul>
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<li>The range numbers can be fractional (with up to five decimal places) if
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necessary. </li>
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<li>Be careful with the maximum value; if the maximum is 7, a student who
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scores exactly 7 will not see the activity. You could set it to 7.01 if
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you really wanted to include 7.</li>
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<li>If creating several different activities that appear according to grade
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ranges, use the same number for the maximum of one activity, and the minimum
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of the next. For example, you might create one activity with a maximum of 7
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and another with a minimum of 7. The first would appear to everyone scoring
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between 0 and 6.99999, and the second would appear to everyone scoring 7.00000
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to 10. This guarantees that everyone with a grade will see one or other.</li>
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</ul>
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<h1>Unavailable activity display</h1>
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<p>
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When an activity is unavailable due to the restrictions in this box, there are
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two possibilities:
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</p>
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<ol>
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<li> The activity displays to users, but as greyed-out text instead of a link.
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Informational text below the activity indicates when, or under what
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conditions, it will become available.</li>
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<li> The activity does not display to users at all.</li>
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</ol>
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<p>
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In both cases, once the activity becomes available, it displays as normal.
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</p>
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<ul>
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<li>Users with the 'view hidden activities' capability can still see
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unavailable activities, regardless of this setting. The informational text
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always appears to them.</li>
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<li>This option does not affect the standard 'visibility' option (also controlled
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by the eye icon). You can still use this icon to quickly and completely hide
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any activity from students, for example if you find a problem with the
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activity.</li>
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</ul>
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<h1>Forum Aggregation Types</h1>
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<p>Forum aggregation defines how all the ratings given to posts in a forum are combined to form the final grade (for each post and for the whole forum activity).</p>
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<p>Choose from the following aggregation methods:</p>
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<ul>
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<li>Average (default)
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<p>The mean of all the ratings given to posts in that forum. This is especially useful with peer grading when there are a lot of ratings being made.</p>
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<li>Count
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<p>The number of rated posts becomes the final grade. This is useful when the number of posts is important. Note that the total can not exceed the maximum grade allowed for the forum.</p>
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<li>Max
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<p>The highest rating is returned as the final grade. This method is useful for emphasising the best work from participants, allowing them to post one high-quality post as well as a number of more casual responses to others.</p>
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<li>Min
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<p>The smallest rating is returned as the final grade. This method promotes a culture of high quality for all posts.</p>
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<li>Sum
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<p>All the ratings for a particular user are added together. Note that the total is not allowed to exceed the maximum grade for the forum.</p>
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</ul>
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<h1>Attachments for posts</h1>
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<p>You can optionally attach one or more files (the number depends
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on the forum settings) to any post in the forums.</p>
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<p>This can useful when you want to share a picture or a
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word processing document, for example.</p>
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<p>Your files can be of any type, however it is highly recommended
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that the file is named using standard 3-letter internet
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suffixes such as .doc for a Word document, .jpg or .png
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for an image, and so on. This will make it easier for others
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to download and view your attachment in their browsers.</p>
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<h1>Forum completion</h1>
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<p>
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The forum provides three special options which you can require in order that
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it counts as completed.
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</p>
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<ul>
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<li>User must post discussions or replies: the student must post a certain
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number of times to the forum, and it doesn't matter whether those posts are
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new discussions or replies to existing discussions.</li>
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<li>User must create discussions: the student must post a certain number of
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new discussions.</li>
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<li>User must post replies: the student must post a certain number of replies
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in existing discussions.</li>
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</ul>
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<p>
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You can tick more than one option if necessary; this means both conditions
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must be met before the forum counts as completed. For example, if you
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require 2 discussions and 10 'discussions or replies', then any combination
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of 10 discussions/replies will be sufficient provided that it includes at least
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2 discussions. (10 new discussions; 2 new discussions and 8 replies; or
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somewhere in between.)
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</p>
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<h1>Forum Display Period</h1>
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<p>You can choose whether your forum posting is displayed from a certain date, expires on a
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certain date or is only displayed over a given period.</p>
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<p>Deselect the Disable option(s) to activate a display start and/or end date.</p>
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<p>Note that users with Admin access will see messages before their release date and after their expiry date.</p>
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<h1>Forum Types</h1>
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<p>There are several different types of forum to choose from:</p>
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<p><b>A single simple discussion</b> - is just a single topic, all on one page.
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Useful for short, focussed discussions.</p>
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<p><b>Standard forum for general use</b> - is an open forum where any one can
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start a new topic at any time. This is the best general-purpose forum.</p>
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<p><b>Each person posts one discussion</b> - Each person can post exactly one
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new discussion topic (everyone can reply to them though). This is useful when
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you want each student to start a discussion about, say, their reflections on
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the week's topic, and everyone else responds to these.</p>
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<p><b>Q And A Forum</b> - The Q & A forum requires students to post their
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perspectives before viewing other students' postings. After the initial posting,
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students can view and respond to others' postings. This feature allows equal
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initial posting opportunity among all students, thus encouraging original and
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independent thinking.</p>
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<p>(More development to come in future versions of Moodle)</p>
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<h1>News Forum</h1>
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<p>The news forum is a special forum that is automatically created for
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each course and for the front page of the site and is a place for general
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announcements. You can only have one news forum per course.</p>
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<p>The "Latest news" block will display recent discussions from this special
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forum (even if you rename it). For this reason the forum will be automatically
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recreated by Moodle if you are using the LatestNews block.</p>
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<h1>Managed Postings Forums</h1>
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<p>The concept of managed postings is very simple. Users
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will be blocked from posting after a given number
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of posts in a given period, and as they approach
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that number, they'll be warned that they are
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approaching the threshold.</p>
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<p>Setting either the warn threshold to 0 will disable warnings,
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and setting the block threshhold to 0 will disable blocking.
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If blocking is disabled, warnings will automatically be disabled.</p>
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<p>None of these settings affect teachers posting</p>
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<h1>Maximum number of attachments</h1>
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<p>This setting allows you to control how many attachments are allowed for each post in this forum.</p>
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<h1>Maximum attachment size</h1>
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<p>Attachments can be limited to a certain size file,
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chosen by the person who set up the forum.</p>
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<p>Sometimes it is possible to upload a file larger than
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this size, but the file will not be saved on the
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server and you might see an error.</p>
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<p><img alt="" src="<?php echo $CFG->wwwroot?>/mod/forum/icon.gif" /> <b>Forums</b></p>
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<div class="indent">
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This activity can be the most important - it is here that most discussion takes place.
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Forums can be structured in different ways, and can include peer rating of each posting.
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The postings can be viewed in a variety for formats, and can include attachments.
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By subscribing to a forum, participants will receive copies of each new posting
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in their email. A teacher can impose subscription on everyone if they want to.
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</div>
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<h1>Number of RSS recent articles</h1>
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<p>This option allows you to select the number of articles
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to include in the RSS Feed.</p>
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<p>A number between 5 and 20 should be appropriate for
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most forums. Increase it if the forum is very used.</p>
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<h1>RSS feed for this forum</h1>
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<p>This option allows you to enable RSS feeds in this forum.</p>
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<p>You can select between two types of forums:</p>
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<ul>
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<li><b>Discussions:</b> Using this, generated feeds will include
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new discussions in the forum with their initial post.</li>
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<li><b>Posts:</b> Using this, generated feeds will include
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every new post in the forum.</li>
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</ul>
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<h1>Forum Subscription</h1>
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<p>When a person is subscribed to a forum it means that
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they will be sent email copies of every post in that forum
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(posts are sent about <?php echo $CFG->maxeditingtime/60 ?> minutes
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after the post was first written).</p>
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<p>People can usually choose whether or not they want to be
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subscribed to each forum.</p>
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<p>However, if a teacher forces subscription on a particular forum
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then this choice is taken away and everyone in the class will get
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email copies.</p>
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<p>This is especially useful in the News forum and in forums
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towards the beginning of the course (before everyone has
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worked out that they can subscribe to these emails themselves).</p>
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<h1>Forum Subscription</h1>
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<p>When a person is subscribed to a forum it means that
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they will be sent email copies of every post in that forum
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(posts are sent about <?php echo $CFG->maxeditingtime/60 ?> minutes
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after the post was first written).
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</p>
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<p>People can usually choose whether or not they want to be
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subscribed to each forum.
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</p>
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<p>However, if you choose to force subscription on a particular forum
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then all course users will be subscribed automatically, even those that
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enrol at a later time.
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</p>
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<p>This is especially useful in the News forum and in forums
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towards the beginning of the course (before everyone has
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worked out that they can subscribe to these emails themselves).
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</p>
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<p>If you choose the option "Yes, initially" then all current and future
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course users will be subscribed initially but
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they can unsubscribe themselves at any time. If you choose "Yes, forever"
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then they will not be able to unsubscribe themselves.
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</p>
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<p>Note how the "Yes, initially" option behaves when you update an existing
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forum: Changing from "Yes, initially" to "No" will not unsubscribe
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existing users, it will only affect future course users. Similarly changing
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later to "Yes, initially" will not subscribe existing course users
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but only those enrolling later.
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</p>
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<h1>Forum Tracking Type</h1>
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<p>If 'read tracking' for forums is enabled, users can
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track read and unread messages in forums and discussions.
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The instructor can choose to force a tracking type on
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a forum using this setting.
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</p>
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<p>There are three choice for this setting:</p>
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<ul>
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<li> Optional [default]: students can turn tracking on or
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off for the forum at their discretion.</li>
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<li>On: Tracking is always on.</li>
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<li>Off: Tracking is always off.</li>
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</ul>
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<h1>Activity Link</h1>
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<p>The drop-down menu contains all of the activities for this course. If one is selected, then a link to that
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activity will appear at the end of the Lesson.</p>
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<h1>Slide Show Background Color</h1>
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<p>Type in a 6 letter code for the color of the slides.</p>
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<h1>Custom Scoring</h1>
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<p>This will allow you to put a numerical point value on each answer. Answers may have
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negative values or positive values. Imported questions will automatically be
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||||
assigned 1 point for correct answers and 0 for incorrect, though you may change this
|
||||
after the import.</p>
|
||||
@ -1,16 +0,0 @@
|
||||
<h1>Dependency</h1>
|
||||
|
||||
<p>This setting allows this current lesson to be dependent upon a students performance in another
|
||||
lesson that is in the same course. If the performance requirement(s) is not met, then the student
|
||||
will not be able to access this lesson.</p>
|
||||
|
||||
<p>Conditions for the dependency include:</p>
|
||||
|
||||
<ul>
|
||||
<li><b>Time Spent:</b> the student must spend this set amount of time in the required lesson.</li>
|
||||
<li><b>Completed:</b> the student must complete the required lesson.</li>
|
||||
<li><b>Grade better than:</b> the student must earn a grade in the required lesson that is
|
||||
better than the one specified here.</li>
|
||||
</ul>
|
||||
<p> Any combination of the above can be used if needed.
|
||||
</p>
|
||||
@ -1,7 +0,0 @@
|
||||
<h1>Display Left Menu</h1>
|
||||
|
||||
<p>This will show a list of the pages (Branch Tables) in the lesson.</p>
|
||||
<p>Also, by specifying a grade greater than 0, the user taking the Lesson must have a grade equal to
|
||||
or greater than the grade set in order to view the Left Menu. This allows Lesson designers to
|
||||
force users to go through the entire lesson during the user's first attempt. Then, if a user
|
||||
retakes the Lesson after meeting the required grade, s/he can see the Left Menu to help with review.</p>
|
||||
@ -1,8 +0,0 @@
|
||||
<p align="center"><strong>Display Default Feedback</strong></p>
|
||||
|
||||
<p>If set to <strong>Yes</strong>, then when a response is not found
|
||||
for a particular question, the default response of "That's the correct answer" and
|
||||
"That's the wrong answer" will be used.</p>
|
||||
<p>If set to <strong>No</strong>, then when a response is not found for a
|
||||
particular question, then no feedback is displayed. The user taking the Lesson
|
||||
will automatically be directed to the next Lesson page.</p>
|
||||
@ -1,8 +0,0 @@
|
||||
<h1>The Grade of the Lesson</h1>
|
||||
|
||||
<p>This value determines the maximum grade which can be awarded in the lesson.
|
||||
The range is 0 to 100%. This value can be changed at any time during the
|
||||
lesson. Any change has an immediate effect in the Grades page and on the
|
||||
grades shown to the students in various lists. If the grade is set to 0
|
||||
the Lesson does not appear in any of the Grades pages.</p>
|
||||
|
||||
@ -1,9 +0,0 @@
|
||||
<h1>Handling of Re-takes</h1>
|
||||
|
||||
<p>When students are allowed to re-take the lesson, this option allows the
|
||||
teacher to show the grade for the lesson in, for example, the Grades page,
|
||||
as either the <b>mean</b>, this is average, of the grades over the first
|
||||
and subsequent tries or as the grade from the students' <b>best</b> tries.</p>
|
||||
|
||||
<p>This option can be changed at any time.</p>
|
||||
|
||||
@ -1,3 +0,0 @@
|
||||
<h1>Slide Show Height</h1>
|
||||
|
||||
<p>Type a number for how many pixels high the slides will be.</p>
|
||||
@ -1,113 +0,0 @@
|
||||
<h1>Importing new questions</h1>
|
||||
|
||||
<p>This function allows you to import questions from
|
||||
external text files, uploaded through a form. </p>
|
||||
|
||||
<p>A number of file formats are supported:</p>
|
||||
|
||||
<h2>GIFT format</h2>
|
||||
<div class="indent">
|
||||
<p>GIFT is the most comprehensive import format available for importing
|
||||
Moodle quiz questions from a text file. It was designed to be an easy
|
||||
method for teachers writing questions as a text file. It supports Multiple-Choice,
|
||||
True-False, Short Answer, Matching and Numerical questions, as well as insertion
|
||||
of a _____ for the "missing word" format. Various question-types can be
|
||||
mixed in a single text file, and the format also supports line comments, question names,
|
||||
feedback and percentage-weight grades. Below are some examples:</p>
|
||||
<pre>
|
||||
Who's buried in Grant's tomb?{~Grant ~Jefferson =no one}
|
||||
|
||||
Grant is {~buried =entombed ~living} in Grant's tomb.
|
||||
|
||||
Grant is buried in Grant's tomb.{FALSE}
|
||||
|
||||
Who's buried in Grant's tomb?{=no one =nobody}
|
||||
|
||||
When was Ulysses S. Grant born?{#1822}
|
||||
</pre>
|
||||
|
||||
<p class="moreinfo"><a href="help.php?file=formatgift.html&module=quiz">More info about the "GIFT" format</a></p>
|
||||
</div>
|
||||
|
||||
<h2>Aiken format</h2>
|
||||
<div class="indent">
|
||||
<p>The Aiken format is a very simple way of creating multiple choice questions using a very clear human-readable format. Here is an example of the format:</p>
|
||||
<pre>
|
||||
What is the purpose of first aid?
|
||||
A. To save life, prevent further injury, preserve good health
|
||||
B. To provide medical treatment to any injured or wounded person
|
||||
C. To prevent further injury
|
||||
D. To aid victims who may be seeking help
|
||||
ANSWER: A
|
||||
</pre>
|
||||
|
||||
<p class="moreinfo"><a href="help.php?file=formataiken.html&module=quiz">More info about the "Aiken" format</a></p>
|
||||
</div>
|
||||
|
||||
|
||||
<h2>Missing Word</h2>
|
||||
<div class="indent">
|
||||
<p>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:</p>
|
||||
|
||||
<blockquote><p>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.</p>
|
||||
</blockquote>
|
||||
|
||||
<p class="moreinfo"><a href="help.php?file=formatmissingword.html&module=quiz">More info about the "Missing Word" format</a></p>
|
||||
</div>
|
||||
|
||||
|
||||
<h2>AON</h2>
|
||||
<div class="indent">
|
||||
<p>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.</p>
|
||||
<p>Additionally, the answers of multiple-choice questions are randomly
|
||||
shuffled during the import.</p>
|
||||
<p>It's named after an organisation that sponsored the development of many
|
||||
quiz features</p>
|
||||
</div>
|
||||
|
||||
|
||||
<h2>Blackboard</h2>
|
||||
<div class="indent">
|
||||
<p>This module can import questions saved in Blackboard's export
|
||||
format. It relies on XML functions being compiled into your PHP.</p>
|
||||
|
||||
<p class="moreinfo"><a href="help.php?file=formatblackboard.html&module=quiz">More info about the "Blackboard" format</a></p>
|
||||
</div>
|
||||
|
||||
<h2>Course Test Manager</h2>
|
||||
<div class="indent">
|
||||
<p>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.</p>
|
||||
<p>On Windows it lets you upload the access database just like any other data import file.</p>
|
||||
<p>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
|
||||
to transfer data to moodle on the Linux server.</p>
|
||||
|
||||
<p>Please read the full help file below before
|
||||
using this import class.</p>
|
||||
|
||||
|
||||
<p class="moreinfo"><a href="help.php?file=formatctm.html&module=quiz">More info about the "CTM" format</a></p>
|
||||
</div>
|
||||
|
||||
<h2>Custom</h2>
|
||||
<div class="indent">
|
||||
<p>If you have your own format that you need to import, you can
|
||||
implement it yourself by editing mod/quiz/format/custom.php</p>
|
||||
|
||||
<p>The amount of new code needed is quite small - just enough
|
||||
to parse a single question from given text.</p>
|
||||
|
||||
<p class="moreinfo"><a href="help.php?file=formatcustom.html&module=quiz">More info about the "Custom" format</a></p>
|
||||
</div>
|
||||
|
||||
|
||||
<p>More formats are yet to come, including WebCT, IMS QTI and whatever else
|
||||
Moodle users can contribute! </p>
|
||||
@ -1,16 +0,0 @@
|
||||
<h1>Import PowerPoint HTML</h1>
|
||||
<p> HOW TO USE</p>
|
||||
<p>All of the PowerPoint slides get imported as Branch Tables with Previous and Next answers.</p>
|
||||
<ol>
|
||||
<li>Open up your PowerPoint presentation.</li>
|
||||
<li>Save it As a Web Page (no special options)</li>
|
||||
<li>The result of step 3 should be a htm file and a folder with all of the slides converted to web pages.<br />
|
||||
ZIP THE FOLDER only.</li>
|
||||
<li>Go to your moodle site and add a new lesson.</li>
|
||||
<li>After saving the lesson settings you should see 4 options under "What would you like to do first?" Click on "Import PowerPoint"</li>
|
||||
<li>Use to the "Browse..." button to find your zip file from step 3. Then click on "Upload this file"</li>
|
||||
<li>If everything worked, the next screen should just display a continue button.</li>
|
||||
</ol>
|
||||
<p>If any images were in your PowerPoint, they would have been saved as course files in moddata/XY where X is your lesson's name and Y is a number (usually 0). Also, during the import process, files are created in your moodle data directory inside temp/lesson. These files are not deleted by importppt.php as of yet.</p>
|
||||
<p align="center"> </p>
|
||||
|
||||
@ -1,29 +0,0 @@
|
||||
<h1>The Jump-to Link</h1>
|
||||
|
||||
<p>Each Answer (for questions) or Description (for Branch pages) has a Jump-to link.
|
||||
When this answer is chosen, the answer's response
|
||||
is shown to the student. After that the student sees the page given in the Jump-to
|
||||
link. This link can be either relative or absolute. Relative links are <b>This
|
||||
page</b> and <b>Next page</b>. <b>This page</b> means that the student sees the
|
||||
current page again. <b>Next page</b> shows the page which follows this page in the
|
||||
logical order of pages. An absolute page link is specified by choosing the page's
|
||||
<b>title</b>.</p>
|
||||
<p>Note that a (relative) <b>Next page</b> Jump-to link may show a different page
|
||||
after pages have been moved. Whereas Jump-to links which use page <b>titles</b>
|
||||
always show the same page after pages have been moved.</p>
|
||||
<p>Special Jumps</p>
|
||||
<p>Unseen Question within a Branch</p>
|
||||
<p>This will link to a randomly chosen unseen (by the student in this attempt) question
|
||||
between this branch table and the End of the Lesson or the next End of Branch.</p>
|
||||
|
||||
<p>Random Question within a Branch</p>
|
||||
<p>This will link to a randomly chosen question between the current branch table and
|
||||
the End of Lesson or the next End of Branch. If the student has already seen the
|
||||
question and attempts are greater than 1, they will get another chance to earn the
|
||||
point(s) for that question. If attempts are set to 1, the question will be skipped
|
||||
and another random question shown.</p>
|
||||
|
||||
<p>Random Branch Table</p>
|
||||
<p>This will jump to a random Branch Table between the current Branch Table and the End
|
||||
of Lesson or the next End of Branch.</p>
|
||||
|
||||
@ -1,14 +0,0 @@
|
||||
<h1>The Maximum Number of Answers in a Lesson</h1>
|
||||
|
||||
<p>This value determines the maximum number of answers the teacher can use.
|
||||
The default value is 4. If the lesson uses only, say, TRUE or FALSE
|
||||
questions throughout then it is sensible to set this value to 2.</p>
|
||||
|
||||
<p>This parameter also sets the maximum number of Branches that can be used in
|
||||
a Branch Table.</p>
|
||||
|
||||
<p>It is safe to change the value of this parameter in a lesson with existing
|
||||
content. In fact if you want to add a question with many choices or a long
|
||||
Branch table changing this parameter will be necessary. After the (unusual)
|
||||
question or BranchTable has been added this parameter can be reduced to a
|
||||
more "standard" value.</p>
|
||||
@ -1,23 +0,0 @@
|
||||
<h1>The Maximum Number of Attempts (by a Student)</h1>
|
||||
|
||||
<p>This value determines the maximum number of attempts a Student has
|
||||
in answering <b>any</b> of the questions in the lesson. In the case of questions
|
||||
which do not provide the answer, for example Short Answer
|
||||
and Numerical questions, this value provides a necessary <i>escape routine</i> to
|
||||
the next page in the lesson. </p>
|
||||
|
||||
<p>The default value is 5. Smaller values may discourage the student
|
||||
from thinking about the questions. Larger values may lead to more
|
||||
frustration.</p>
|
||||
|
||||
<p>Setting this value to one gives the students just one chance to answer each
|
||||
question. This gives a similar type of assignment to the Quiz module except
|
||||
that the questions are presented on individual pages.</p>
|
||||
|
||||
<p>Note that this value is global parameter and that it applies to all the
|
||||
questions in the lesson regardless of their type.</p>
|
||||
|
||||
<p>Note that this parameter does <b>not</b> apply to teachers checking
|
||||
of questions or navigating through the lesson. Checking the number of attempts
|
||||
relies on values stored in the database and question attempts by teachers are
|
||||
not recorded. The teacher should after all know the answers!</p>
|
||||
@ -1,10 +0,0 @@
|
||||
<h1>Number of Pages (Cards) to Show</h1>
|
||||
|
||||
<p>This parameter is only used in Flash Card type lessons. The default value is zero
|
||||
which means that all the Pages/Cards are shown in a lesson. Setting this parameter to
|
||||
a non-zero value shows that number of pages. After that number of Page/Cards have been
|
||||
shown the end of lesson is reached and the student is shown their grade.</p>
|
||||
|
||||
<p>If this parameter is set to a number greater than the number of pages in the lesson then
|
||||
the end of the lesson is reached when all the pages have been shown.</p>
|
||||
|
||||
@ -1,21 +0,0 @@
|
||||
<h1>Pop-up file or web page</h1>
|
||||
|
||||
<p>This will create a pop-up window at the beginning of a lesson to a file (example: a mp3 file) or a web page.
|
||||
Also, a link will be printed out on every lesson page that re-opens the pop-up if necessary.</p>
|
||||
|
||||
<p>Optionally a "Close Window" button be printed at the bottom of the pop-up and the
|
||||
height and width of the window can be set as well.</p>
|
||||
|
||||
<p>Supported embedded file types:</p>
|
||||
<ul>
|
||||
<li>MP3</li>
|
||||
<li>Media Player</li>
|
||||
<li>Quicktime</li>
|
||||
<li>Realmedia</li>
|
||||
<li>HTML</li>
|
||||
<li>Plain Text</li>
|
||||
<li>GIF</li>
|
||||
<li>JPEG</li>
|
||||
<li>PNG</li>
|
||||
</ul>
|
||||
<p> All other file types will default to a link for download.</p>
|
||||
@ -1,31 +0,0 @@
|
||||
<h1>The Minimum Number of Questions in a Lesson</h1>
|
||||
|
||||
<p>When a lesson contains one or more Branch Tables the teacher should
|
||||
normally set this parameter. Its value sets a lower limit on the number of
|
||||
questions seen when a grade is calculated. It does <b>not</b> force students
|
||||
to answer that many questions in the lesson</p>
|
||||
|
||||
<p>For example, setting this parameter to, say, 20, will ensure that grades are
|
||||
given as though the students have seen <b>at least</b> this number of
|
||||
questions. Take the case of a student who only looks at a single branch in
|
||||
a lesson with, say, 5 pages and answers all the associated questions
|
||||
correctly. They then choose to end the lesson (assuming there is that option
|
||||
in the "top level"Branch Table, a reasonable enough assumption).
|
||||
If this parameter were left unset their grade would be 5 out of 5, that is
|
||||
100%. However, with it set to 20 their grade would be reduced to 5 out of
|
||||
20, that is 25%. In the case of another student who goes through all the
|
||||
branches and sees, say, 25 pages and answers all but two of the questions
|
||||
correctly, then their grade would be 23 out of 25, that is 92%.</p>
|
||||
|
||||
<p>If this parameter is used, then the opening page of the lesson should say
|
||||
something like:</p>
|
||||
|
||||
<blockquote><p>In this lesson you are expected to attempt at least n questions.
|
||||
You can attempt more if you wish. However, if you attempt less than n
|
||||
questions your grade will be calculated as though you attempted n.</p></blockquote>
|
||||
|
||||
<p>Where obviously "n" is replaced by the actual value this parameter
|
||||
has been given.</p>
|
||||
|
||||
<p>When this parameter is set students are told how many questions they
|
||||
have attempted and how many they are expected to attempt.</p>
|
||||
@ -1,3 +0,0 @@
|
||||
<h1>Allow Student Review</h1>
|
||||
|
||||
<p>This will let the student navigate back through the lesson to change their answers.</p>
|
||||
@ -1,10 +0,0 @@
|
||||
<p><img alt="" src="<?php echo $CFG->wwwroot?>/mod/lesson/icon.gif" /> <b>Lesson</b></p>
|
||||
|
||||
<div class="indent">
|
||||
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.
|
||||
</div>
|
||||
@ -1,22 +0,0 @@
|
||||
<h1>Action after a Correct Answer</h1>
|
||||
|
||||
<p>The usual action is to follow the jump as specified in the answer. In most cases
|
||||
this will probably show the Next Page of the lesson. The student is taken through
|
||||
the lesson in a logical way, beginning at the start and ending at the end.</p>
|
||||
|
||||
<p>However, the lesson module can also be used as a type of <i>Flash Card</i> assignment.
|
||||
The student is shown some information (optional) and a question in basically a random
|
||||
order. There is no set beginning and no set end. Just a set of <i>Cards</i> shown one after
|
||||
another in no particular order.</p>
|
||||
|
||||
<p>This option allows two very similar variants of Flash Card behaviour. The
|
||||
option "Show an unseen page" never shows the same page twice (even if the student
|
||||
did <b>not</b> answer the question associated with the Card/Page correctly). The other
|
||||
non-default option "Show an unanswered page" allows the student to see pages that
|
||||
may have appeared before but only if they answered the associated question wrongly.</p>
|
||||
|
||||
<p>In either of these Flash Card-type lessons the teacher can decide to use either all the
|
||||
Cards/Pages in the lesson or just a (random) sub-set. This is done through the "Number
|
||||
of Pages (Cards) to show" parameter.</p>
|
||||
|
||||
|
||||
@ -1,5 +0,0 @@
|
||||
<h1>Ongoing Score</h1>
|
||||
|
||||
<p>With this turned on, each page will display the student's current points earned out of
|
||||
the total possible thus far. Example: a student has answered four 5 point questions and answered one
|
||||
incorrectly. The ongoing score would print that s/he has currently earned 15/20 points.</p>
|
||||
@ -1,123 +0,0 @@
|
||||
<h1>Overview</h1>
|
||||
|
||||
<ol>
|
||||
<li>A lesson is made up of a number of <b>pages</b> and optionally <b>branch
|
||||
tables</b>.</li>
|
||||
<li>A page contains some <b>content</b> and it normally ends with a
|
||||
<b>question</b>. Thus the term <b>Question Page</b>.</li>
|
||||
<li>For Essay Questions, there is no answer, just a score, feedback, and a page jump.</li>
|
||||
<li>Each answer can have a short piece of text which is displayed if the answer is
|
||||
chosen. This piece of text is called the <b>response</b>.</li>
|
||||
<li>Also associated with each answer is a <b>jump</b>. The jump can be relative -
|
||||
this page, next page - or absolute - specifying any one of the pages in the
|
||||
lesson or the end of the lesson.</li>
|
||||
<li>By default, the first answer jumps to the <b>next page</b> in the lesson. The subsequent
|
||||
answers jump to the same page. That is, the student is shown the same page of the
|
||||
lesson again if they do not chose the first answer. If you have already created a
|
||||
cluster with an end of cluster, and the question is within it, you can also choose
|
||||
to jump to an Unseen Question within the cluster. This option will not be shown if
|
||||
you are not in a cluster. You can surround a set of questions with cluster and end
|
||||
of cluster at any time.</li>
|
||||
<li>The next page is determined by the lesson's <b>logical order</b>. This is
|
||||
the order of the pages as seen by the teacher. This order can be altered
|
||||
by moving pages within the lesson.</li>
|
||||
<li>The lesson also has a <b>navigation order</b>. This is the order of the
|
||||
pages as seen by the students. This is determined by the jumps specified
|
||||
for individual answers and it can be very different from the logical order.
|
||||
(Although if the jumps are <i>not</i> changed from their default values
|
||||
the two are strongly related.) The teacher has the option to check the
|
||||
navigation order.</li>
|
||||
<li>When displayed to the students, the answers are usually shuffled. That is,
|
||||
the first answer from the teacher's point of view will not necessarily be
|
||||
the first answer in the list shown to the students. (Further, each time the
|
||||
same set of answers is displayed they are likely to appear in a different
|
||||
order.) The exception is sets of answers for matching-type questions, here
|
||||
the answers are shown in the same order as input by the teacher. </li>
|
||||
<li>The number of answers can vary from page to page. For example, it is allowed
|
||||
that some pages can end with a true/false question while others have questions
|
||||
with one correct answer and three, say, distractors. </li>
|
||||
<li>It is possible to set up a page without any answers. The students are shown
|
||||
a <b>Continue</b> link instead of the set of shuffled answers.</li>
|
||||
<li>If custom scoring is off: for the purposes of grading the lessons, <b>correct</b> answers are ones which
|
||||
jump to a page which is further <i>down</i> the logical order than the current page.
|
||||
<b>Wrong</b> answers are ones which either jump to the same page or to a page
|
||||
further <i>up</i> the logical order than the current page. Thus, if the jumps are
|
||||
<i>not</i> changed, the first answer is a correct answer and the other answers are
|
||||
wrong answers.
|
||||
<br /><br />
|
||||
If custom scoring is on: grading of an answer is determined by the point value
|
||||
of the answer, the total points earned serves as a fraction of the total point value
|
||||
of the lesson, up to 100%.</li>
|
||||
<li>Questions can have more than one correct answer. For example, if two of the answers
|
||||
jump to the next page then either answer is taken as a correct answer. (Although
|
||||
the same destination page is shown to the students, the responses shown on the way
|
||||
to that page may well be different for the two answers.)</li>
|
||||
<li>In the teacher's view of the lesson the correct answers have underlined Answer
|
||||
Labels.</li>
|
||||
<li><b>Branch tables</b> are simply pages which have a set of links to other
|
||||
pages in the lesson. Typically a lesson may start with a branch table which
|
||||
acts as a <b>Table of Contents</b>.</li>
|
||||
<li>Each link in a branch table has two components, a description and the title
|
||||
of the page to jump to.</li>
|
||||
<li>A branch table effectively divides the lesson into a number of
|
||||
<b>branches</b> (or sections). Each branch can contain a number of pages
|
||||
(probably all related to the same topic). The end of a branch is usually
|
||||
marked by an <b>End of Branch</b> page. This is a special page which, by
|
||||
default, returns the student back to the preceding branch table. (The
|
||||
"return" jump in an End of Branch page can be changed, if
|
||||
required, by editing the page.) </li>
|
||||
<li>There can be more than one branch table in a lesson. For example, a lesson
|
||||
might usefully be structured so that specialist points are sub-branches
|
||||
within the main subject branches.</li>
|
||||
<li>It is important to give students a means of ending the lesson. This might
|
||||
be done by including an "End Lesson" link in the main branch
|
||||
table. This jumps to the (imaginary) <b>End of Lesson</b> page. Another
|
||||
option is for the last branch in the lesson (here "last" is used
|
||||
in the logical ordering sense) to simply continue to the end of the lesson,
|
||||
that is, it is <i>not</i> terminated by an End of Branch page.</li>
|
||||
<li>With custom scoring off, when a lesson includes one or more branch tables it is
|
||||
advisable to set the "Minimum number of Questions" parameter to some reasonable
|
||||
value. This sets a lower limit on the number of pages seen when the grade is
|
||||
calculated. Without this parameter a student might visit a single branch in the
|
||||
lesson, answer all its questions correctly and leave the lesson with the maximum
|
||||
grade.
|
||||
<br /><br />
|
||||
With custom scoring on, a student is graded based on the number of points they have
|
||||
earned as a percentage of the total points for the lesson.</li>
|
||||
<li>Further, with custom scoring off, when a branch table is present a student has
|
||||
the opportunity of re-visiting the same branch more than once. However, the grade is
|
||||
calculated using the number of <i>unique</i> questions answered. So repeatedly answering
|
||||
the same set of questions does <i>not</i> increase the grade. (In fact, the reverse is
|
||||
true, it lowers the grade as the count of the number of pages seen is used in the
|
||||
denominator when calculating grades does include repeats.) In order to give students
|
||||
a fair idea of their progress in the lesson, they are shown details of how many
|
||||
questions they are answered correctly, number of pages seen, and their current grade
|
||||
on every branch table page.
|
||||
<br /> <br />
|
||||
With custom scoring on, a student may revisit a question if the navigation path
|
||||
allows it, and re-earn the point(s) for that question, if attempts is greater than
|
||||
1. To prevent this, set attempts to 1.</li>
|
||||
<li>The <b>end of the lesson</b> is reached by either jumping to that location explicitly
|
||||
or by jumping to the next page from the last (logical) page of the lesson. With
|
||||
custom scoring off, when the end of the lesson is reached, the student receives a
|
||||
congratulations message and is shown their grade. The grade is (the number of
|
||||
questions correctly answered / number of pages seen) * the grade of the lesson.
|
||||
With custom scoring on, the grade is the points earned as a % of the total points
|
||||
(e.g. 3 points earned for a 3 point lesson = 100% of 3 points).</li>
|
||||
<li>If the end of the lesson is <i>not</i> reached and the student just leaves,
|
||||
when the student goes into the lesson again they are given the choice of
|
||||
starting at the beginning or picking up the lesson where they answered their
|
||||
last correct answer.</li>
|
||||
<li>For a lesson which allow re-takes, the teacher has the choice of using the
|
||||
best grade or the average of the grades as the "final" grade from
|
||||
the lesson. That grade is shown on the Grades page, for example.</li>
|
||||
<li>Cluster pages: a cluster represents a set of questions from which one or more
|
||||
may be randomly chosen. Clusters should be completed with an End of Cluster page for
|
||||
best results (otherwise they treat the End of Lesson as the EOC). Questions within a
|
||||
cluster are randomly selected by choosing "Random Question within a Cluster" as a
|
||||
jump. Questions within a cluster may either link to the EOC to exit the cluster, or
|
||||
jump to an unseen question within the cluster, or jump to any other page in the
|
||||
lesson. This also enables the creation of scenarios with a random element using the
|
||||
lesson module.</li>
|
||||
</ol>
|
||||
|
||||
@ -1,3 +0,0 @@
|
||||
<h1>Practice Lesson</h1>
|
||||
|
||||
<p>A practice lesson will not show up in the Gradebook.</p>
|
||||
@ -1,11 +0,0 @@
|
||||
<h1>Progress Bar</h1>
|
||||
|
||||
<p>Display a progress bar at the bottom of the Lesson.
|
||||
Currently, the progress bar is most accurate with a linear Lesson.</p>
|
||||
<p>While calculating the percent completed, Branch Tables and Question pages that
|
||||
are answered correctly count toward Lesson
|
||||
progress. While calculating the total number of pages in the Lesson,
|
||||
clusters and pages within clusters only count as a single page and End of Cluster and End of Branch
|
||||
Table pages are excluded. All other pages count toward the total number of pages in the Lesson.</p>
|
||||
<p>Note: the default styles for the progress bar are not impressive ;) All of the styles (eg: colors, background images, etc)
|
||||
for the progress bar can be modified in mod/lesson/styles.php.
|
||||
@ -1,28 +0,0 @@
|
||||
<h1>Question Option</h1>
|
||||
|
||||
<p>A few of the Question Types have an option which is activated by clicking on
|
||||
the checkbox. The question types and the meaning of the options are
|
||||
detailed below.</p>
|
||||
|
||||
<ol>
|
||||
<li><p><b>Multichoice</b> There is variant of Multichoice questions called
|
||||
<b>"Multichoice Multianswer"</b> questions. If the Question
|
||||
Option is selected then the student is required to select all the
|
||||
correct answers from the set of answers. The question may or may not tell
|
||||
the student <i>how many</i> correct answers there are. For example "Which of the
|
||||
following were US Presidents?" does not, while "Select the two US
|
||||
presidents from the following list." does. The actual number of correct
|
||||
answers can be from <b>one</b> up to the number of choices. (A Multichoice
|
||||
Multianswer question with one correct answer <b>is</b> different from a
|
||||
Multichoice question as the former allows the student the possibility of
|
||||
choosing more than one answer while the latter does not.)</p></li>
|
||||
|
||||
<li>
|
||||
<p><b>Short Answer</b> There are two different comparison systems available
|
||||
for the Short Answer type of question: the simple system is used by default;
|
||||
the "Regular Expressions" system is used if the "Use Regular
|
||||
Expressions" option box is checked. For more information, please read
|
||||
the Lesson question types help file.</p>
|
||||
</li>
|
||||
</ol>
|
||||
<p>The other Question Types do not use the Question Option.</p>
|
||||
@ -1,19 +0,0 @@
|
||||
<h1>Allowing the Students to Re-take the Lesson</h1>
|
||||
|
||||
<p>This setting determines whether the students can take the lesson more than once
|
||||
or only once. The teacher may decide that the lesson contains material which
|
||||
the students ought to know thoroughly. In which case repeated viewing of the
|
||||
lesson should be allowed. If, however, the material is used more like an exam
|
||||
then the students should not be allowed to re-take the lesson.</p>
|
||||
|
||||
<p>When the students are allowed to re-take the lesson, the <b>grades</b> shown
|
||||
in the Grades page are either their <b>average</b> grade over the re-takes
|
||||
or their <b>best</b> grade for the lesson. The next parameter determines
|
||||
which of these two grading alternatives is used.</p>
|
||||
|
||||
<p>Note that the <b>Question Analysis</b> always uses the answers from the
|
||||
first tries of the lesson, subsequent re-takes by students are ignored.</p>
|
||||
|
||||
<p>By default this option is <b>No</b>, meaning that students are not allowed to
|
||||
re-take the lesson. It is expected that only in exceptional circumstances
|
||||
will this option be set to <b>Yes</b>.</p>
|
||||
@ -1,5 +0,0 @@
|
||||
<h1>Display Review Button</h1>
|
||||
|
||||
<p>This will display a button after an incorrectly answered question, allowing a
|
||||
student to re-attempt it. It is not compatible with essay questions, so leave this
|
||||
off if you are using essay questions.</p>
|
||||
@ -1,9 +0,0 @@
|
||||
<h1>Slide Show</h1>
|
||||
|
||||
<p>This enables the display of the lesson as a slide show, with a fixed width, height,
|
||||
and custom background color. A CSS based scroll bar will be displayed if the width
|
||||
or height of the slide is exceeded by the content of a page. Questions will 'break
|
||||
out' of the slide show mode, only pages (branch tables) will be shown in a slide by
|
||||
default. Buttons labeled with the lang default for "Next" and "Back" will be shown
|
||||
at the far right and left of the slide if that option is chosen on the page. Other
|
||||
buttons will be centered below the slide.</p>
|
||||
@ -1,7 +0,0 @@
|
||||
<h1>Timed</h1>
|
||||
|
||||
<p>This puts a time limit on the lesson. Students are shown a JavaScript counter and
|
||||
the time is recorded in the database. Due to the inconsistent nature of JavaScript,
|
||||
the timer does not evict a student from the lesson when the time is up, however a
|
||||
question answered after the time limit is not counted. The time in the database is
|
||||
checked each time a student submits a question.</p>
|
||||
@ -1,44 +0,0 @@
|
||||
<h1>Use of the HTML Editor</h1>
|
||||
|
||||
<p>When editing pages this option enables the use the HTML editor (called the
|
||||
editor from this point) instead of simple textarea boxes. The editor
|
||||
allows the simple formatting of text and the easy addition of
|
||||
"advanced" features such as links.</p>
|
||||
|
||||
<p>The editor is switched on by clicking on the box next to <b>Use Editor</b>.
|
||||
The editor is associated with the items on an individual basis. For
|
||||
example, switching the editor on for, say, the <b>Response 1</b> item just
|
||||
sets the editor on for that item, it does <i>not</i> set it on for all the
|
||||
Response boxes.</p>
|
||||
|
||||
<p>If the editor is required for some of the items of a page, first click on
|
||||
the <b>Use Editor</b> boxes (They should then contain ticks.) The page is
|
||||
then re-displayed to activate the use of the editor. This is done by
|
||||
clicking on the <b>Redisplay Page</b> button at the foot of the page.</p>
|
||||
|
||||
<p>Note that care should be taken when using the editor. In most cases it
|
||||
should not cause any problems. However, it is <i>not</i> recommended for
|
||||
<b>Answers of Short Answer and Numeric type questions</b>. The editor can
|
||||
add extra "invisible" HTML tags which <b>stop</b> comparisons
|
||||
working as expected. Further, the <b>Descriptions</b> in Branch Tables are
|
||||
used in Buttons and again if they contain any HTML tags this can cause
|
||||
problems. There are no problems with Answers which are used only for
|
||||
display, such as those in Multichoice type questions. Again use of the
|
||||
editor for Response items should not cause any problems.</p>
|
||||
|
||||
<p>If a problem is suspected with any of the text items it is quite safe to
|
||||
switch the editor off (by removing the tick in the <b>Use editor</b> box).
|
||||
When the page is redisplayed, the "raw" text can then be seen in
|
||||
the textarea box. The text can be edited as required. In fact, switching
|
||||
the editor on and off repeatedly for a particular item should <i>not</i>
|
||||
change the text.</p>
|
||||
|
||||
<p>The "state" of the <b>Use editor</b> option is saved with each
|
||||
item. Thus if a page is re-edited the items which were using the editor
|
||||
will again appear within the editor.</p>
|
||||
|
||||
<p>Finally, the editor is quite "expensive" in terms of resources
|
||||
within the browser. If items do not require the use of the editor it is
|
||||
quicker and less prone to resource problems to just use the standard
|
||||
textarea boxes.</p>
|
||||
|
||||
@ -1,3 +0,0 @@
|
||||
<h1>Password Protected Lesson</h1>
|
||||
|
||||
<p>This will not allow a student to access the lesson unless they type the password.</p>
|
||||
@ -1,3 +0,0 @@
|
||||
<h1>Slide Show Width</h1>
|
||||
|
||||
<p>Type a number for how many pixels wide the slides will be.</p>
|
||||
@ -1,5 +0,0 @@
|
||||
<h1>Messages from other users</h1>
|
||||
|
||||
<p>This section configures what happens to messages that are sent to you directly from other users on this site.</p>
|
||||
|
||||
<p>You can have configure things to happen differently when you are online or offline.</p>
|
||||
@ -1,3 +0,0 @@
|
||||
<h1>Moodle errors</h1>
|
||||
|
||||
<p>These are important errors that an administrator should know about.</p>
|
||||
@ -1,3 +0,0 @@
|
||||
<h1>Moodle notices</h1>
|
||||
|
||||
<p>These are notices that an administrator might be interested in seeing.</p>
|
||||
@ -1,8 +0,0 @@
|
||||
<p><img alt="" src="<?php echo $CFG->wwwroot?>/mod/survey/icon.gif" /> <b>Surveys</b></p>
|
||||
<div class="indent">
|
||||
The Survey module provides a number of verified survey instruments that
|
||||
have been found useful in assessing and stimulating learning in
|
||||
online environments. Teachers can use these to gather data from their
|
||||
students that will help them learn about their class and reflect
|
||||
on their own teaching.
|
||||
</div>
|
||||
@ -1,5 +0,0 @@
|
||||
<h1>Required capability</h1>
|
||||
|
||||
<p>The required capability is an option for administrator willing to add an optional checking to a service.
|
||||
Any users accessing the service will need to have the selected capability.</p>
|
||||
|
||||
Loading…
x
Reference in New Issue
Block a user