Text editor: Difference between revisions

Latest revision as of 04:23, 6 March 2014

The text editor (sometimes referred to as the 'HTML editor' or even 'TinyMCE') has many icons to assist the user in entering content. Many of these icons and functions should be familiar to anyone who uses a word processor. Some examples of where you will see the text editor include: Editing Section headings, description of an activity, writing an answer to a quiz question or editing the content of many blocks.

The standard version of the text editor tool bar

Video introduction to the text editor

HTML editor in Moodle 2.0 video:

<mediaplayer>http://www.youtube.com/watch?v=xJE6UhqnyjU</mediaplayer>

List of groups

For those who are not familiar with the tool bar, here are the functions listed by group using the above example. Remember that the site administrator can edit or provide additonal toolbars.

Row 1

- Font, size and heading group
- Undo and Redo group
- Find and Replace group
|Full screen toggle

Row 2

- Text effect group
- Line format group
- Formatting group
- Color group
- Paragraph group

Row 3

- Number and Bullets and indents
- Link group
- Insert group
- HTML source toggle & spellchecker

Special features

Color pickers

There are 4 levels of selecting a font or background color,

A quick pick 5x8 matrix of colors
"More colors" that links to Picker, Pallet and Named tabs

A quick pick 5x8 matrix of colors
A rainbow color picker tab
A Pallet tab with a 18x12 matrix of colors
A Named tab with custom pallets

Insert images and media

The Insert images and media group

1 Insert Image - uses File picker
2 Insert Emoticon (only present if the site administrator has enabled the "show emoticons as images" filter in Settings>Site administration>Plugins>Filters>Manage filters
3 Insert Media - uses File picker
4 Insert Equation - uses java script editor
5 Insert Non breaking space
6 Insert Custom character - Special keyboard characters
7 Insert Table -

File picker

Upload file screen

Equation editor

Custom character

Insert table

General tab
Advanced tab

To add borders to a table

Cell borders are crucial for helping readers to follow the rows across the screen. If they aren’t showing already you can add them as follows:

In the Wiki page containing your table, click its Edit tab
Carefully select all the cells of the table
Then right click (Macs: Command+click or Ctrl+Click) over any part of your selection to get a context menu; from it select Cell > Table Cell Properties; the cell properties dialog box then loads.
Click on its Advanced tab, set Border Color to black (for instance), then click Apply, and then click Update.
Click Save; the Wiki page containing your table will then load displaying its borders.

Site administration settings

Manage editors

A site administrator can enable / disable text editors in Settings > Site administration > Plugins > Text editors > Manage editors. By default the TinyMCE HTML editor and plain text area are enabled.

Spell engine

The TinyMCE HTML editor used by Moodle has Google Spell as its default spell engine (spell-checker). This can be changed by a site administrator in Settings > Site administration > Plugins > Text editors > TinyMCE HTML editor.

If PSpellShell is selected then aspell 0.50 or later must be installed on your server and the path to aspell set in Settings > Site administration > Server > System Paths.

HTML settings

A site administrator can edit the emoticons (or smileys) used in the text editor in Settings > Site administration > Appearance > HTML settings.

@@ Line 1: / Line 1: @@
-Multiple Intelligences
+{{Editing text}}
+The text editor (sometimes referred to as the 'HTML editor' or even 'TinyMCE') has many icons to assist the user in entering content.  Many of these icons and functions should be familiar to anyone who uses a word processor.  Some examples of where you will see the text editor include: Editing Section headings, description of an activity, writing an answer to a quiz question or editing the content of many blocks.
-The theory of multiple intelligences represents a new framework that considers other gifts that children have. This departs from the traditional, narrow focused notion of intelligence, based on I.Q. testing, is far too limited. The theory encompasses other cultural definitions of intelligence, neurophysiology, anthropological studies and Gardner’s own experimentation and observation of children. The theory devised eight categories of respective intelligence to account for a broader range of human potential in children and adults
+[[Image:HTMLeditor tools M2 1.png|frame|center|The standard version of the text editor tool bar]]
-*1. Verbal/Linguistic – refers to linguistic abilities in the complex acquisition, formation and processing of language. The ability to create conceptual verbal patterns as well as thinking symbolically and reasoning abstractly fall under this category. The activities associated with this category is reading, writing, the development of symbolic writing and language skills--anagrams, palindromes, metaphors, similes, puns, and analogies. Traits shared by these children are children who talk early, those who enjoy making sounds and rhyming patterns; children who are prolific readers and have good memories for poetry, lyrics, tongue twisters, and verse may have a propensity in this area. These individuals have infinity for both the written and spoken words, and often think in words. They learn by verbalization and visualization, by seeing and hearing words and usually enjoy word games.
+==Video introduction to the text editor==
+HTML editor in Moodle 2.0 video:
-*2. Logical/mathematical—refers to logical thought abilities- inductively, and to some degree deductively. Within the category children are able to recognize patterns, both geometric and numerical, and include the ability process abstract concepts. Children who possess this form of developed intelligence may be constant questioners; they may easily grasp games that involve sophisticated strategies--like chess; or they may devise experimental formats to test their ideas. Also, they may be fascinated with computers or with puzzles that involving logic and reasoning abilities.
-*3. Spatial Intelligence--deals with the ability to perceive images. Children who fall in this category tend to think in images, they have a strong visual recall ability and are usually the ones able to find missing objects. There is a tendency to be the first to notice things that have been changed or rearranged. Many are earlier drawers--delighted with shapes, lines and colors. The activities that they might enjoy are jigsaw puzzles, mazes, find the hidden picture puzzles and they love to construct things with blocks. They have an early sense of proportion and perspective. They are also good at reading and constructing maps and discerning objects as they might appear in three dimensional spaces. They are often referred to as daydreamers--starring off into space.
+<mediaplayer>http://www.youtube.com/watch?v=xJE6UhqnyjU</mediaplayer>
-*4. Musical – refers to the ability to create or interpret music. Often music plays an important factor when studying, and they are continually humming, singing, tapping out tunes rhythmically, or whistling. Their keen hearing allows them to distinguishing sounds and subtle nuances in music and in the sounds in their environments. These children can also be excellent mimics and can easily discern differences in speech patterns or accents. David Lazear expands this group with the descriptor of rhythmic, and Bob Samples describes this as auditory intelligence.
-*5. Bodily/Kinesthetic: the emphasis of gift that these children exhibit deals with the gift of physical movement, both the fine and/or the large muscle systems. Thee find it difficult to sit still over an extended period of time and described as the movers of the universe, and frequently they squirm, rock, even fall off their chairs. They have an adept ability at creating and interpreting gestures and are often attuned at communicating in, or reading others body language. They tend to have the need to enter the personal space of others or to touch them while communicating. This group of students needs to learn by acting and moving, to learn by haptic experiences.
+==List of groups==
+For those who are not familiar with the tool bar, here are the functions listed by group using the above example.  Remember that the site administrator can edit or provide additonal toolbars.
-*6. Interpersonal: refers to the ability to understand and communicate with others and to facilitate relationships and group processes. They have the uncanny abilities to read people – the phrase "they can work the room" aptly describes them. They can adjudicate differences between people or groups and often exhibit a high level of empathy. The learning experience that is often enjoyed is cooperative learning experiences and learning is best achieved in cooperative settings.
+Row 1
+*[[Image:HTML_editor_group_font_style.png]] - Font, size and heading group
+*[[Image:HTML_editor_group_undo_redo.png]] - Undo and Redo group
+*[[Image:HTML_editor_group_find_replace.png]] - Find and Replace group
+*[[Image:HTML_editor_group_fullscreen_1.png]]|Full screen toggle
+Row 2
+*[[Image:HTML editor group text effects.png]] - Text effect group
+*[[Image:HTML editor group line format.png]] - Line format group
+*[[Image:HTML_editor_group_formatting.png]] - Formatting group
+*[[Image:HTML_editor_group_color.png]] - Color group
+*[[Image:HTML_editor_group_paragraph.png]] - Paragraph group
-*7. Intrapersonal: refers to the ability to be somewhat shielded from their peers; this is motivated by a strong sense of self; to have leadership abilities in reference to making decisions that may not be popular with others. Children in this category tend to show a sense of immunity from peer pressure which is created by this strong sense of self. Often described as "loners" they may have gifts out the ordinary realm of human understanding--strong intuitive feelings, a sense of inner wisdom, or precognition. These children need learning experiences where they can focus on their inner being and activities that allow them to work by themselves on material and projects of their own choosing.
+Row 3
+*[[Image:HTML_editor_group_lists.png]] - Number and Bullets and indents
+*[[Image:HTML_editor_group_link.png]] - Link group
+*[[Image:HTML_editor_group_insert.png]] - Insert group
+*[[Image:HTML_editor_group_HTML_spell.png]] - HTML source toggle & spellchecker
-The theory and its categories departs and essentially challenges the dominant focus of most educational institutions, which regards articulate or logical people of our culture as a highly intelligent person. Children, who do not exhibit these traditional traits, are often not positively reinforced with regards to their gifts. Instead they are labeled as children with learning difficulties.
+==Special features==
+===Color pickers===
+*[[Image:HTML_editor_group_color.png]]
+There are 4 levels of selecting a font or background color,
+*A quick pick 5x8 matrix of colors
+*"More colors" that links to Picker, Pallet and Named tabs
+<gallery>
+Image:HTML_editor_color_selector_basic_1.png|A quick pick 5x8 matrix of colors
+Image:HTML_editor_color_selector_more_picker_1.png|A rainbow color picker tab
+Image:HTML_editor_color_selector_more_pallet_1.png|A Pallet tab with a 18x12 matrix of colors
+Image:HTML_editor_color_selector_more_named_1.png|A Named tab with custom pallets
+</gallery>
-The theory of multiple intelligences challenges and suggests a major transformation within the school system. Within the classroom context, teacher are challenges to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more. Within the high school context, when looking at careers, the theory has many strong implications for adult learning and development. As many students at university as well as adults may be in careers that do not make optimal use of their most highly developed intelligences.
+===Insert images and media===
-While Gardner contends that all humans have some degree of all seven (now 8)  intelligences, there are those who are more gifted in some areas, or in combinations of areas, than in others.
+[[Image:HTML_editor_group_insert_MU_1.png|frame|center|The Insert images and media group]]
-For more information click on: http://www.thirteen.org/edonline/concept2class/mi/index.html
+* 1 Insert Image - uses [[File picker]]
+* 2 Insert Emoticon (only present if the site administrator has enabled the "show emoticons as images" ''filter in Settings>Site administration>Plugins>Filters>Manage filters''
+* 3 Insert Media - uses [[File picker]]
+* 4 Insert Equation - uses java script editor
+* 5 Insert Non breaking space
+* 6 Insert Custom character - Special keyboard characters
+* 7 Insert Table -
+====File picker ====
+[[Image:Files_File_picker_upload_files_add_1.png|thumb|center|300px|Upload file screen]]
+====Equation editor====
+[[Image:HTML editor equation editor 1.png|thumb|center|300px|]]
+====Custom character====
+[[Image:HTML_editor_custom_character_selector_1.png|thumb|center|300px|]]
+====Insert table====
+<gallery widths="300px">
+Image:HTMLeditor_Insert_Table_general_1.png|General tab
+Image:HTMLeditor_Insert_Table_advanced_1.png|Advanced tab
+</gallery>
+'''To add borders to a table'''
+Cell borders are crucial for helping readers to follow the rows across the screen. If they aren’t showing already you can add them as follows:
+#In the Wiki page containing your table, click its Edit tab
+#Carefully select all the cells of the table
+#Then right click (Macs: Command+click or Ctrl+Click) over any part of your selection to get a context menu; from it select Cell > Table Cell Properties; the cell properties dialog box then loads.
+#Click on its Advanced tab, set Border Color to black (for instance), then click Apply, and then click Update.
+#Click Save; the Wiki page containing your table will then load displaying its borders.
+==Site administration settings==
+===Manage editors===
+A site administrator can enable / disable text editors in ''Settings > Site administration > Plugins > Text editors > Manage editors''. By default the TinyMCE HTML editor and plain text area are enabled.
+====Spell engine====
+[[File:Spellengine.png]]
+The TinyMCE HTML editor used by Moodle has Google Spell as its default spell engine (spell-checker). This can be changed by a site administrator in ''Settings > Site administration > Plugins > Text editors > TinyMCE HTML editor''.
+If PSpellShell is selected then aspell 0.50 or later must be installed on your server and the path to aspell set in Settings > Site administration > Server > System Paths.
+[[File:Spellcheck.png]]
+===HTML settings===
+A site administrator can edit the emoticons (or smileys) used in the text editor in ''Settings > Site administration > Appearance > HTML settings''.
+==See also==
+*[http://youtu.be/bBZQYGcDaMg Moodle 2.0 HTML Editor - Row 1]  MoodleBites video on YouTube
+*[http://youtu.be/uS_M6-eHsxE Moodle 2.0 HTML Editor - Row 2]  MoodleBites video on YouTube
+*[http://youtu.be/3rRztnWkhuY Moodle 2.0 HTML Editor - Row 3]  MoodleBites video on YouTube
+* [[Text editor FAQ]]
+[[Category:Site administration]]
+[[de:Text-Editor]]

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