MoodleDocs - Wkład użytkownika [pl]

Using badges

2014-05-19T12:20:22Z

Marycooch: copied from 2.7 docs

{{Badges}}This page is about how to add badges to a course or the site and how users can access their badges. For managing badges which have already been added, see [[Managing badges]].

==Adding a course badge==

If course badges have been enabled in ''Administration > Site administration > Badges > Badges'' settings then a teacher can add badges from ''Administration > Course administration > Badges > Add a new badge''.

===Badge details===

Add a name and description and upload your badge here.

===Issuer details===

If you add the teacher name here, it will appear when the badge is displayed. An email address is optional.

===Badge expiry===

Set a date here if the badge will cease to be valid after a certain date. Leave it to never if you want the badge to be permanently displayed.

{|
|[[File:firstaiderbadge.png|thumb|Adding a course badge]]
|
| [[File:badge_expired.png|thumb|Example of an expired badge]]
|}

*When the settings are saved, you are then taken to the Manage badges screen where you can decide the criteria for awarding the badge.

===Criteria===

*For course badges, the criteria are: Manual completion by role; course completion and activity completion.
*When selecting Manual completion by role, you can choose the role you wish to award the badge, so for example a teacher could allow a non-editing teacher to award badges in the course.
*For badges to be awarded for course or activity completion, [[Completion tracking]] must be enabled in the site and the course.

{|
|[[File:coursebadgecriteria.png|thumb|Choosing criteria for the badge]]
|[[File:Badge_criteria2.png|thumb|Manual issue by role]]
|}

*Once criteria have been set, you are returned to the Manage badges screen where you must "enable access" for the badge to be available:

{|
|[[File:enableaccesscoursebadge.png|thumb|Click to enable access to the badge]]
|}

===Awarding the badge===

Badges may be awarded manually from ''Administration > Course administration > Badges > Manage badges > Recipients'' and clicking the "Award badge" button.

For information on the Overview, Edit details, Message and Recipients tab, see [[Managing badges]].

Tip: If your site has a large number of users, it's easier to search for email addresses than names.

'''Important Note''': Currently once a badge has been issued it cannot be revoked. So make sure that you are giving a badge to the correct users!

==Adding a site badge==

*An administrator can add a site badge from ''Administration > Site administration > Badges > Add a new badge''.
*While the settings are basically the same as for a teacher in a course, the '''criteria''' are slightly different because of the global nature of the badge. These are: manual issue by role; completing a set of courses or profile completion.
*In order to be able to award a site badge based on completing a set of courses, [[Completion tracking]] needs to be enabled in the site and courses.
{|
|[[File:Badge_criteria.png|thumb|Badge criteria for site badges]]
|}

==Earning badges==

*Once all criteria are set and badge creator is happy with badge details and settings, site users can start earning it. For users to be able to earn a badge, a badge creator/administrator needs to enable access to this badge on a badge overview page or "Manage badges" page (as shown on the picture).

*Normally badges are awarded to users automatically based on their actions in the system. The completion criteria of an active badge are re-calculated every time an event such as completion of a course or activity, or updating user profile happens. If a user has completed all necessary requirements they are issued a badge and sent an email notification.

'''Only badges with enabled access are available to users and can be earned!'''
{|
|[[File:Badge enable access.png|thumb|Enabling badge access]]
|[[File:Earning a badge.png|thumb|Earning a badge]]
|}

==See also==
*[https://moodle.org/mod/forum/discuss.php?d=235135 Custom Reports for Badges - Get some Here] - forum post
*[http://school.demo.moodle.net/badges/index.php?type=1 School demo example: Managing site badges] (Log in with username: ''manager'', password: ''moodle'')
*[http://school.demo.moodle.net/badges/index.php?type=2&id=35 School demo example: Managing course badges] (Log in with username: ''teacher'', password: ''moodle'')
*[http://school.demo.moodle.net/badges/mybadges.php School demo example: Viewing your own badges] (Log in with username: ''student'', password: ''moodle'')
*[http://remediatingassessment.blogspot.co.nz/2013/07/research-design-principles-for-studying.html Research Design Principles for Studying Learning with Digital Badges] Re-mediating assessment blog post
*[http://www.jiscrsc.ac.uk/media/421718/jiscopenbadgesdesigntoolkit-print_1.pdf Jisc Open Badge Design Toolkit]

[[es:Usando insignias]]

Marking guide

2014-05-19T12:16:52Z

Marycooch: copied from 2.7 docs

{{Advanced grading methods}}
A marking guide is an [[Advanced grading methods|advanced grading method]] where a teacher enters a comment per criterion and a mark up to a maximum.

==Selecting Marking guide==
*Create an assignment, and in the ''Grades'' section, choose from the ''Grading method'' drop down menu the ''Marking guide'' option:

[[File:markinguidelocation.png]]

==Creating a new Marking guide==
*When the assignment has been created and Marking guide selected as above, click ''Save and display'' and choose ''Define new grading form from scratch''
*(See section 5 for information on how to use a template.)

[[File:markinguidefromscratch.png]]

*Give the guide a name and description.
*Click ''on'' the criterion name to edit it. It will open up a box for typing into.
*Click the ''Click to edit'' links to provide an explanation for students and for markers as to what is required. It will open up a box for typing into.
*Click the ''Click to edit'' link to allocate a maximum mark for this criterion. It will open up a box for typing into.

[[File:clickhereguide.png]]

===Adding more criteria===
*Click the button to add one or more criteria (and then repeat the process as above)

[[File:markinguidemorecriteria.png]]

===Adding frequently used comments===
*If a teacher regularly uses the same comments when marking, it is possible to add these to a ''frequently used comments'' bank.
*Click the ''Click to edit'' link and add a comment.
*Click the ''+Add frequently used comment'' button to add another one and repeat as needed:

[[File:frequentcomments1.png]]

===Marking guide options===
*By checking the appropriate boxes it is possible to allow students to see (or not)the guide definition and how many marks are allocated per criterion.

==Saving and using Marking guide==
*Once completed, the guide may be saved as a draft or saved and made ready to use, according to the button selected at the bottom of the screen.

==Editing or deleting Marking guide==
*Once completed, a guide may be edited or deleted by going to ''Settings>Assignment administration>Advanced grading>Marking guide.'' Options appear to edit or delete the currently defined form.
*When an assignment has been graded, a warning appears if the guide is edited to check whether the assignments need to be regraded or not.

{|
| [[File:editdelete.png|thumb|Editing or deleting Marking guide]]
| [[File:markforregrade.png|thumb|Alert about regrading]]
|}

==Using templates==
*Those users with the capability [[Capabilities/moodle/grade:sharegradingforms]] (and perhaps [[Capabilities/moodle/grade:managesharedforms]]) may save their forms as a template for others to use. They will see an additional option in ''Settings>Assignment administration>Advanced grading''

[[File:markingtemplate.png]]

''(Note that teachers do not have these capabilities by default.'')

*If templates have been made available, then on first accessing the Marking guide, teachers may select to "Create a new grading form from a template". This will open up a search box to locate the desired template:

[[File:gradingformsearch.png]]

==Duplicating the Marking guide==
Note that when duplicatingor restoring a Marking guide, frequently used comments will be duplicated only from from Moodle 2.6.2 onwards. Prior to this version they were not copied over.

==Marking assignments==
*When the assignment to be graded is accessed in the usual way, the form appears with the criteria and an empty comments and score box. If frequently used comments have been added, the teacherclicks into the box and then clicks on the required comment to insert it:

[[File:markingwithmarkingguide.png]]

==How students view the marking guide==

When students click on an assignment which has a marking guide attached to it, they will see the marking guide as part of the information about their assignment. Thus, they can see the marking guide before they submit.

{|
|[[File:markingguidebeforesubmission.png|thumb|Student view of marking guide on assignment grading screen]]
|}

==See also==

*[http://school.demo.moodle.net/grade/grading/manage.php?areaid=30 School demo example of teacher view of Marking guide ready for usage] (Log in as username '''teacher'''/password '''moodle''')
*[http://school.demo.moodle.net/grade/grading/form/guide/preview.php?areaid=30 School demo example of student view of Marking guide to help with assignment] (Log in as username '''student'''/password '''moodle''')

[[de:Bewertungsrichtlinien]]
[[es:Guía de puntaje]]

Rubrics

2014-05-19T12:14:31Z

Marycooch: /* See also */

{{Advanced grading methods}}
[[image:gradingform-rubric-icon.png]] '''Rubrics''' are [[Advanced grading methods|advanced grading forms]] used for criteria-based assessment. The rubric consists of a set of criteria. For each criterion, several descriptive levels are provided. A numerical grade is assigned to each of these levels. The rater chooses which level answers/describes the given criterion best. The raw rubric score is calculated as a sum of all criteria grades. The final grade is calculated by comparing the actual score with the worst/best possible score that could be received.

== Rubric editor ==

[[image:gradingfrom-rubric-editor.png|thumb|right|Rubric editor]]

The rubric editor is available via the advanced grading method management screen which in turn is available via the 'Advanced grading' link in the activity settings block. The editor lets you set the rubric form name, the description and the rubric itself. The editor lets you add new criteria and levels, delete them and change the criteria order. There are several rubric options that can be configured, too. For each criterion, the criterion description should be filled. For each level, the level definition and the number of points associated with the level should be specified. Neither the criterion description nor the level definition text fields support embedded images yet.

The rubric definition must be saved using either 'Save rubric and make it ready' or 'Save as draft' button. The button sets the form definition status respectively as described at the [[Advanced grading methods]] page.

''Hint:'' You can modify the effective weight of a criterion by setting the value of the points assigned to its levels. If there is one criterion with levels 0, 1, 2, 3 and the second one with levels 0, 2, 4, 6 then the later one's impact on the final grade is twice as much as the first one's.

''Hint:'' Use the Tab key to jump to the next level/criteria and even to add new criteria.

== Using the rubric ==

[[image:gradingfrom-rubric-usage.png|thumb|right|Filling the rubric to assess a submission in the Assignment module]]

When teachers use the rubric to assess some student's work, they select the level describing the student's performance best for each criterion. Currently selected levels are highlighted in light green. If the rubric filling is re-edited later, the previously selected level is highlighted in light red. A level must be selected for each criterion, otherwise the rubric is not validated by the server as the final grade can't be calculated.

If the form definition allows it, an optional remark can be filled for each criterion providing a detailed feedback/explanation of the assessment.

== Grade calculation ==

The rubric normalized score (ie basically a percentage grade) is calculated as

: <math>G_s = \frac{\sum_{i=1}^N (g_i - min_i) }{\sum_{i=1}^N (max_i - min_i)}</math>
: where <math>g_i \in \mathbb{N}</math> is the number of points given to the i-th criterion, <math>min_i \in \mathbb{N}</math> is the minimal possible number of points for of the i-th criterion, <math>max_i \in \mathbb{N}</math> is the maximal possible number of points for the i-th criterion and <math>N \in \mathbb{N} </math> is the number of criteria in the rubric.

Example of a single criterion can be: ''Overall quality of the paper'' with the levels ''5 - An excellent paper'', ''3 - A mediocre paper'', ''0 - A weak paper'' (the number represent the number of points).

''Example:'' let us have an assessment form with two criteria, which both have four levels 1, 2, 3, 4. The teacher chooses level with 2 points for the first criterion and 3 points for the second criterion. Then the normalized score is:

: <math>G_s = \frac{(2 - 1) + (3 - 1)}{(4 - 1) + (4 - 1)} = \frac{3}{6} = 50 %</math>

Note that this calculation may be different from how you intuitively use rubric. For example, when the teacher in the previous example chose both levels with 1 point, the plain sum would be 2 points. But that is actually the lowest possible score so it maps to the grade 0 in Moodle. To avoid confusion, it is recommended to always include a level with 0 points in the rubric definition.

A student's score is calculated by subtracting the minimum score available on the rubric from the student's actual score achieved on the rubric, and dividing the resulting answer by the difference between the maximum and minimum score available"

==How students access the rubric==

{|
|[[image:rubricbeforesubmission.png|thumb|How students view a rubric]]
|}

When students click on an assignment which has a rubric attached to it, they will see the rubric as part of the information about their assignment. Thus, they can see the rubric before they submit.

==FAQ==
===Where do you go to edit a rubric?===
To edit a rubric go to
''Administration > Assignment Administration > Advanced grading > Define Rubric''.
Select 'Rubric' from Change active grading method to drop down menu.
You can see your created rubric with three options above Edit the current form definition, Delete the currently defined form, Publish the form as a new template. Click "Edit the current form definition" to edit your predefined rubric form.

===How do you choose another rubric for an assignment?===
From ''Administration>Assignment administration>Advanced grading'' access your rubric and delete it. The see #5 in [[Advanced grading methods]]

==See also==

* [http://school.demo.moodle.net/grade/grading/form/rubric/preview.php?areaid=33 School demo example of student view of rubric] (Log in as username '''student'''/password '''moodle''')
* [http://school.demo.moodle.net/mod/assign/view.php?id=205&rownum=1&action=grade School demo example of teacher view of rubric in student assignment] (Log in as username '''teacher'''/password '''moodle''')
*[http://youtu.be/KXavtUhDINA A first look at rubrics] Screencast
* [[Advanced grading methods]] page for general concepts of advanced grading in Moodle
* [http://en.wikipedia.org/wiki/Rubric_(academic) Rubric description] at Wikipedia
* [http://school.discoveryeducation.com/schrockguide/assess.html Examples of Assessment Rubrics] at Kathy Schrock's Guide for Educators
* http://rubistar.4teachers.org/ - a free tool to help teachers create quality rubrics

[[de:Rubriken]]
[[es:Rúbricas]]

Rubrics

2014-05-19T12:13:40Z

Marycooch: copied from 2.7 docs

{{Advanced grading methods}}
[[image:gradingform-rubric-icon.png]] '''Rubrics''' are [[Advanced grading methods|advanced grading forms]] used for criteria-based assessment. The rubric consists of a set of criteria. For each criterion, several descriptive levels are provided. A numerical grade is assigned to each of these levels. The rater chooses which level answers/describes the given criterion best. The raw rubric score is calculated as a sum of all criteria grades. The final grade is calculated by comparing the actual score with the worst/best possible score that could be received.

== Rubric editor ==

[[image:gradingfrom-rubric-editor.png|thumb|right|Rubric editor]]

The rubric editor is available via the advanced grading method management screen which in turn is available via the 'Advanced grading' link in the activity settings block. The editor lets you set the rubric form name, the description and the rubric itself. The editor lets you add new criteria and levels, delete them and change the criteria order. There are several rubric options that can be configured, too. For each criterion, the criterion description should be filled. For each level, the level definition and the number of points associated with the level should be specified. Neither the criterion description nor the level definition text fields support embedded images yet.

The rubric definition must be saved using either 'Save rubric and make it ready' or 'Save as draft' button. The button sets the form definition status respectively as described at the [[Advanced grading methods]] page.

''Hint:'' You can modify the effective weight of a criterion by setting the value of the points assigned to its levels. If there is one criterion with levels 0, 1, 2, 3 and the second one with levels 0, 2, 4, 6 then the later one's impact on the final grade is twice as much as the first one's.

''Hint:'' Use the Tab key to jump to the next level/criteria and even to add new criteria.

== Using the rubric ==

[[image:gradingfrom-rubric-usage.png|thumb|right|Filling the rubric to assess a submission in the Assignment module]]

When teachers use the rubric to assess some student's work, they select the level describing the student's performance best for each criterion. Currently selected levels are highlighted in light green. If the rubric filling is re-edited later, the previously selected level is highlighted in light red. A level must be selected for each criterion, otherwise the rubric is not validated by the server as the final grade can't be calculated.

If the form definition allows it, an optional remark can be filled for each criterion providing a detailed feedback/explanation of the assessment.

== Grade calculation ==

The rubric normalized score (ie basically a percentage grade) is calculated as

: <math>G_s = \frac{\sum_{i=1}^N (g_i - min_i) }{\sum_{i=1}^N (max_i - min_i)}</math>
: where <math>g_i \in \mathbb{N}</math> is the number of points given to the i-th criterion, <math>min_i \in \mathbb{N}</math> is the minimal possible number of points for of the i-th criterion, <math>max_i \in \mathbb{N}</math> is the maximal possible number of points for the i-th criterion and <math>N \in \mathbb{N} </math> is the number of criteria in the rubric.

Example of a single criterion can be: ''Overall quality of the paper'' with the levels ''5 - An excellent paper'', ''3 - A mediocre paper'', ''0 - A weak paper'' (the number represent the number of points).

''Example:'' let us have an assessment form with two criteria, which both have four levels 1, 2, 3, 4. The teacher chooses level with 2 points for the first criterion and 3 points for the second criterion. Then the normalized score is:

: <math>G_s = \frac{(2 - 1) + (3 - 1)}{(4 - 1) + (4 - 1)} = \frac{3}{6} = 50 %</math>

Note that this calculation may be different from how you intuitively use rubric. For example, when the teacher in the previous example chose both levels with 1 point, the plain sum would be 2 points. But that is actually the lowest possible score so it maps to the grade 0 in Moodle. To avoid confusion, it is recommended to always include a level with 0 points in the rubric definition.

A student's score is calculated by subtracting the minimum score available on the rubric from the student's actual score achieved on the rubric, and dividing the resulting answer by the difference between the maximum and minimum score available"

==How students access the rubric==

{|
|[[image:rubricbeforesubmission.png|thumb|How students view a rubric]]
|}

When students click on an assignment which has a rubric attached to it, they will see the rubric as part of the information about their assignment. Thus, they can see the rubric before they submit.

==FAQ==
===Where do you go to edit a rubric?===
To edit a rubric go to
''Administration > Assignment Administration > Advanced grading > Define Rubric''.
Select 'Rubric' from Change active grading method to drop down menu.
You can see your created rubric with three options above Edit the current form definition, Delete the currently defined form, Publish the form as a new template. Click "Edit the current form definition" to edit your predefined rubric form.

===How do you choose another rubric for an assignment?===
From ''Administration>Assignment administration>Advanced grading'' access your rubric and delete it. The see #5 in [[Advanced grading methods]]

==See also==

* [http://school.demo.moodle.net/grade/grading/form/rubric/preview.php?areaid=33 School demo example of student view of rubric] (Log in as username '''student'''/password '''moodle''')
* [http://school.demo.moodle.net/mod/assign/view.php?id=205&rownum=1&action=grade School demo example of teacher view of rubric in student assignment] (Log in as username '''teacher'''/password '''moodle''')
*[http://youtu.be/KXavtUhDINA A first look at rubrics] Screencast
* [[Advanced grading methods]] page for general concepts of advanced grading in Moodle
* [http://en.wikipedia.org/wiki/Rubric_(academic) Rubric description] at Wikipedia
* [http://school.discoveryeducation.com/schrockguide/assess.html Examples of Assessment Rubrics] at Kathy Schrock's Guide for Educators
* Using Moodle [http://moodle.org/mod/forum/discuss.php?d=202806 Teachers can't create Rubric Templates] forum discussion
* http://rubistar.4teachers.org/ - a free tool to help teachers create quality rubrics

[[de:Rubriken]]
[[es:Rúbricas]]

Using Feedback

2014-05-19T12:11:02Z

Marycooch: copied from 2.7 docs

{{Feedback}}

==What the student sees==
*When first clicking on a feedback activity, the student will be presented with an entry page with description and link to the feedback questions:

[[File:Feedbackstudententry.png]]

*Clicking the link takes them to the feedback questions which they complete and then submit by clicking the "Submit your answers" button.

[[File:Studentfeedbackquestions.png]]

*On submitting their responses, they will be directed to a particular URL or a "thankyou" page whose message can be personalised in the [[Feedback_settings]]

==What the teacher sees==
===Overview===
*When a feedback survey has been completed the teacher will see, via the Overview tab, the number of students who have responded so far:

[[File:Teachertabs.png]]

===Edit questions===

*The Edit Questions tab will allow them to tweak their questions

===Template===
*The Template tab allows them to save this particular survey's questions as a template for future use, or to use a template that has already been created. See [[Feedback_templates]] for more detailed information.
*An administrator(or other user with system permissions) can save a template as "public" to allow it to be reused in different courses. A regular editing teacher does not have this capability. See [[Template creator]] for how to allow teachers the ability to save templates as "public"

{|
| [[File:publicfeedbacktemplate.png|thumb|365px|Saving as a template]]
|}

===Analysis===
*This screen shows a graphical summary of the results of each question, along with the option to download the results to Excel:

[[File:Analysis.png]]

===Show responses===
*This screen allows for the teacher to see and then delete individual responses. (In the screenshot below the responses are anonymous)

[[File:Showresponses.png]]

===Show non-respondents===

Unless the responses are set to anonymous, there will also be a "Show non-respondents" tab where the Teacher or Feedback activity administrator can select some or all users who have not yet completed the feedback and send them a reminder message.

Note: users may be able to control when or how they receive this message, depending on the configuration of Messaging Outputs on your particular site. See [https://docs.moodle.org/2x/pl/Messaging_settings#List_of_message_types here for details].

[[File:feeback-non-respondents-25.png]]

==Why use Feedback?==
*Apart from the obvious use here of evaluating a course, feedback surveys have a variety of uses, both within a course and for non-logged in users on the front page. The ability to set them as "anonymous" means also that sensitive issues can be surveyed without students worrying who might see their responses. Some ideas:

====Guest surveys====
Anonymously, on the front page, non-logged in users such as parents can be questioned on their opinions about, eg, the website design, school policies, school meals.

To set up a guest survey, you need to enable some settings at site level, see '''How can I allow non-logged in users to give feedback?''' in [[Feedback FAQ]]

====Sign up!====
Guests can be invited to sign up for events/courses via the feedback module.

====Contact us====
Non-logged in users can use an instance of the feedback module as a "contact us" form.

====Anti-bullying surveys====
Students can be asked to highlight anonymously any incidences of bullying, along with their location and type.
====Making choices====
Students can select course modules or subjects they wish to study in a subsequent year/semester. The results can be exported and easily collated to match availability.
====Use of Moodle!====
Staff can be surveyed on which Moodle modules they use/would like more training in
====IT Skills audit====
Staff - or students - can be surveyed to discover their IT skills and weaknesses to highlight training needs.

== See also ==
*[http://school.demo.moodle.net/mod/feedback/view.php?id=53 Example of feedback on a school's performance from School demo site] (Log in with username:parent/password:moodle)
*[http://school.demo.moodle.net/mod/feedback/analysis.php?id=53&courseid=&do_show=analysis Example of analysis of feedback on a school's performance from School demo site] (Log in with username:teacher/password:moodle)
* [http://wodongatafe.wordpress.com/2011/03/09/student-feedback-captured-within-moodle/ Student feedback captured within Moodle] blog post with video

[[de:Feedback nutzen]]

Using Database

2014-05-19T12:00:45Z

Marycooch: copied from 2.6 docs

{{Database}}
==Views==

===View list===

The list view shows multiple entries, possibly in a more abbreviated form to ensure all the information fits. You may use the controls at the bottom of the screen to search and sort the contents.

* ''View single'': one item at a time
* ''View list'' : several items at a time (number is user defined)
* ''Add entry'' : add an item to the database
* ''Search'' : search the entries

[[Image:26databaseview.png]]

=== View single ===

Alternatively, you may view only one entry at a time. This might allow you to view more detailed information than the list view.

=== Add comment ===

If comments have been enabled, you may add a comment.

=== Rate entries ===

If ratings have been enabled, and made viewable, by the database editor, you may [[Grades|grade]] other database entries, and view these ratings.

==Adding an entry==

Go to the "Add entry" tab and fill in the form.
===Deleting multiple entries===
{{New features}}
In List view, a checkbox will appear next to each entry. Select the entries you wish to delete and click the 'Delete selected' button. Alternatively, click the 'Select all' and the 'Delete all' buttons to delete all entries. A warning message will appear asking you to verify what you wish to delete.

==Automatically linking database entries==

If the [[Database auto-linking filter]] is enabled, any entries in a database will be automatically linked to where the concept words and/or phrases appear within the same course. This includes forum postings, internal resources, week summaries etc.

Note: If you do not want particular text to be linked (in a forum posting, say) then you should add <nolink> and </nolink> tags around the text. Alternatively the filter can be disabled for a particular activity.
==Approving and undoing approval of entries==

If, during database set up, 'Approval required' was set to 'Yes' then a teacher can approve an entry by clicking on the tick/checkmark icon.

Once an entry has been approved, it is possible to undo the approval by clicking the circle with a line through it icon. {{New features}}

{|
|[[File:26databaseapprove.png|thumb|Entry approved]]
|[[File:26databaseunapprove.png|thumb|Approval undone]]
|}

==Importing many entries==
You can import entries via a CSV file if you click the "Import entries" link under 'Database activity administration' in the Administration block of your course. CSV means Comma-Separated-Values and is a common format for text interchange.

[[image:Databaseupload.png]]

The easiest way to determine the format of the text file is to manually add an entry to the database and then export it. The resulting export text file may then be edited and used for importing entries. Here's a sample of what a very simple file will look like.

[[Image:Upload_csv_sample.png]]

The expected file format is a plain text file with a list of field names as the first record. The data then follows, one record per line.

The field delimiter defaults to a comma character and the field enclosure is not set by default (field enclosures are characters that surround each field in each record).

Records should be delimited by new lines (usually generated by pressing RETURN or ENTER in your text editor). Tabs can be specified using \t and newlines by \n.

Sample file:

name,height,weight
Kai,180cm,80kg
Kim,170cm,60kg
Koo,190cm,20kg

Note: Certain field types may not be supported.

Do not put spaces after your commas or upload will fail!

After upload page import.php comes back blank if it failed.
If successful you'll read a message like, "1 entries saved".

==Exporting entries==

You can export entries either in CSV (comma separated values) or ODS (OpenOffice Calc) formats by clicking the tab at the top or by clicking the "Export entries" link under 'Database activity administration' in the Administration block in your course. (Both CSV and ODS formats can be opened with MS Excel.)

[[File:Databasexport.png]]

When using the CSV format, the user can select either the comma, semicolon, or tab to separate the fields. The selection of the proper character is important. If users select to use a comma to separate the fields and some of the fields contain data with commas then the number of columns is going to be misaligned and likely cause confusion.

Users can select which fields from the database they wish to have exported. By default, all fields are checked to be included. Choose the fields that you wish to have included in the export.

Once the export type and the fields to be exported have been selected, clicking on the Export entries pushbutton will generate the file. The user will usually have the option of either opening or saving the file.

For information on converting the date export (and import) format, see the discussion [https://moodle.org/mod/forum/discuss.php?d=220505 Standard Database Module - Dates].

==Exporting to an external portfolio==

If an external [[Portfolios|portfolio]] such as [[Mahara_portfolio|Mahara]] has been enabled by the administrator then users have the option to export individual entries to that portfolio. They will see at the bottom of a database entry an "export" icon to click on and select the portfolio to export to:

[[File:Exportdatabasentry.png]]

== Example databases ==

Moodle.org has two good examples of the database module in action:

* [http://moodle.org/mod/data/view.php?id=6140 Moodle Buzz], a database of the titles, authors and web links to news articles mentioning Moodle
* [http://moodle.org/mod/data/view.php?d=26 Themes], a database with screenshots, download links and user comments about Moodle [[Themes|themes]]

== Creative uses ==

You could use the database module to:

* allow collaboration on building a collection of web links/books/journal references related to a particular subject
* display student created photos/posters/websites/poems for peer comment and review
* gather comments and votes on a shortlist of potential logos/mascot names/project ideas
* provide a [http://moodle.org/mod/forum/discuss.php?d=52699 student file storage area]
* maintain a log of what was done in a face-to-face class each day, so that absent students can get caught up themselves. [http://moodle.org/mod/forum/discuss.php?d=115047 Example]

== See also ==

*[http://school.demo.moodle.net/course/view.php?id=57&section=3 Examples of databases in the School demo site] (available for download)
* [[Dataform module]], which is a major enhancement of the Database module with improved browsing, editing, searching and other features.
* [[Glossary module]], which performs a similar though more specialised, text-based role
* [[Using Moodle book]] Chapter 12: Databases
* Using Moodle [http://moodle.org/mod/forum/view.php?id=3505 Database activity module forum]
* [http://moodle.org/mod/data/view.php?rid=2424 Tracking Students' Reading with the Moodle Database Module] presentation
Using Moodle forum discussions:
* [http://moodle.org/mod/forum/discuss.php?d=72260 Database Module: Each learner Private DB?]
* [http://moodle.org/mod/forum/discuss.php?d=84487 Database for Dummies please!]
* [http://moodle.org/mod/forum/discuss.php?d=89117 Restricting access to database content by user?]
* [http://moodle.org/mod/forum/discuss.php?d=139137 How to use the database activity module?]

[[de:Datenbank nutzen]]
[[es:Usando BasedeDatos]]

Building Database

2014-05-19T11:56:24Z

Marycooch: copied from 2.7 docs

{{Database}}
After creating a database, as explained in [[Database activity settings]]...
* Next you define the kind of fields that define the information you wish to collect. For example a database of famous paintings may have a picture field called ''painting'', for uploading an image file showing the painting, and two text fields called ''artist'' and ''title'' for the name of the artist and the painting. Alternatively, you can use a database preset (see below).
* It is then optional to edit the [[Database templates|database templates]] to alter the way in which the database displays entries.

==Database fields==

A '''field''' is a named unit of information. Each entry in a [[Database activity module|database activity module]] can have multiple fields of multiple types e.g. a text field called 'favourite color' which allows you to type in your favourite shade, or a menu called 'state' that lets you choose one from a list of the 50 that make up the United States of America. By combining several fields with appropriate names and types you should be able to capture all the relevant information about the items in your database.

Note that if you later edit the fields in the databases you must use the Reset template button, or manually edit the template, to ensure the new fields are added to the display.

=== Field name and description ===

The name is what is shown when an entry is added. It must be unique and short. The description is for your benefit to help identify that field.

=== Field types ===

The following screenshots show "before" and "afters" of setting up fields. The selection in orange shows the field as it is displayed for the user when they add an entry.

;Checkbox
:This allows you to offer checkboxes for the user to select. Add the options one under the other. The word will appear next to a checkbox when the user clicks to add an entry. They can check more than one box.

[[File:Checkboxfield1.png]]

;Date
:This allows a user to enter a date by picking a day, month and year from a drop down list.

[[File:Datefield1.png]]

;File
:Users can upload a file from their computer. If it is an image file then the picture field may be a better choice.

[[File:Filefield.png]]

;Latitude/longitude
:Users can enter a geographic location using latitude and longitude. For example, [http://moodle.com/hq/ Moodle HQ] is at latitude -31.9545, longitude 115.877. When viewing the record, links are automatically generated linking to geographic data services such as [http://earth.google.com Google Earth], [http://www.openstreetmap.org/ OpenStreetMap], [http://www.geabios.com/ GeaBios],[http://www.mapstars.com/extern/deltaworks-holland Mapstars] and more. (The teacher can choose which of those links appear, if any.)

[[File:Latlongfield.png]]

;Menu
:The text entered in the ''options'' area will be presented as a drop-down list for the user to choose from. Each line become a different option.

[[File:Menufield.png]]

;Menu (Multi-select)
:The text entered in the ''options'' area will be presented as a list for the user to choose from and each line become a different option. By holding down control or shift as they click, users will be able to select multiple options. This is a fairly advanced computer skill so it may be wise to use multiple checkboxes instead.

[[File:Multiselectfield.png]]

;Number
:This allows users to enter any number. For example:
* 42
* -1000
* 0
* 0.123
* 3.0e8
:(For those who care about the technical details, the field stores floating point numbers.)

[[File:Numberfield.png]]

;Picture
:This allows a user to upload and display an image file. "Single view" is when the image is viewed on its own; "list view" is when it is viewed in with other images. Single view can be larger than list view.

[[File:Picturefield.png]]

;Radio buttons
:The user gets radio buttons and can choose only one. They can only submit the entry when they have clicked on one button. (Note:If you only have two options and they are opposites (true/false, yes/no) then you could simply use a single checkbox instead. However checkboxes default to their unchecked status and so people could submit without actively selecting one of the options. This may not always be appropriate.)

[[File:Radiofield.png]]

;Text
:Users can enter text up to 60 characters in length. For longer text, or for text that requires formatting such as headers and bullet points, you can use a text area field.

[[File:Textfield.png]]

;Text area
:This allows users to enter a long piece of text using the text editor.

[[File:Textareafield.png]]

;URL
:The user can add a link to a website here. If you select ''autolink'' then the URL becomes clickable.. If you also enter a ''forced name for the link'' then that text will be used for the hyperlink. For example in a database of authors you may wish people to enter the author's website. If you enter the text 'homepage' as a forced name then clicking on text "homepage" will take you to the entered URL.
You can choose to have the URL open in a new window if so desired.

[[File:Urlfield.png]]

==Presets==

To avoid the necessity of always having to create a new database from scratch, the database activity module has a presets feature. An image gallery preset is currently included in the database module to help get you started. You can create your own presets as well and share them with others.

===Importing a preset===

[[Image:databasepresetsnew.png|thumb|Database presets page]]
To use a preset:

# On the database page, click the Presets tab.
# The usual way to import a preset is clicking the "Choose file" button and browsing to the ZIP file containing the preset (eg. "preset.zip") stored on the server. If there does not yet exist a preset ZIP file on the server, upload it from your local machine. Choose the desired preset file by clicking on its action "Choose". Finally, press the "Import" button.
# Alternatively, you can choose a previously loaded preset.
# After the import, you can start to add or import entries. All the hard work of setting up the fields and templates has been done for you. If you desire, you can still customize the fields and templates.

You will see a "Overwrite current settings" checkbox after the "Import" button has been pressed. If checked, the database activity overwrites some of its current general settings by those stored in the preset:
* the "Introduction" HTML text
* "Required entries"
* "Entries required before viewing"
* "Maximum entries"
* "Comments"
* "Require approval?"
* rssarticles

===Exporting a preset===

If you wish to share your database presets with others, you have two options:

#Export as a ZIP file, which can then be imported to another course or Moodle site.
#Save as a preset, which publishes the database for other teachers on your site to use. It will then appear in the preset list. (You can delete it from the list at any time.)

Note: Only the fields and templates of the database are copied when exporting or saving it as a preset, not the entries.

===Presets for download===

The [http://school.demo.moodle.net/course/view.php?id=57 Activity Examples course] on the School demo site has a number of database activities with presets for download.

==See also==
*[http://youtu.be/sRxDg7tGyjw Moodle 2.0 Database - part 1 ] MoodleBites video on YouTube
*[http://youtu.be/RRHy7vjCc7E Moodle 2.0 Database - part 2] MoodleBites video on YouTube

Using Moodle forum discussions:
*[http://moodle.org/mod/forum/discuss.php?d=84050 Can't get columns to line up in list view] including moodle.org presets for download
*[http://moodle.org/mod/forum/discuss.php?d=87005 New preset, please review, and make suggestions!] including FAQ preset for download
*[http://moodle.org/mod/forum/discuss.php?d=87560 Issue 53: Encyclopedia database preset] including encyclopedia-style preset for download
*[http://moodle.org/mod/forum/discuss.php?d=88727 Issue 51 - Design a Database Preset for Document Sharing] including preset for download
*[http://moodle.org/mod/forum/discuss.php?d=94854#p457252 Looking for some stellar examples of Moodle courses] including book reviews preset for download
*[http://moodle.org/mod/forum/discuss.php?d=89117#p511029 Restricting access to database content by user?] with research diary preset for download

[[de:Datenbank erstellen]]

Using Assignment

2014-05-19T11:54:17Z

Marycooch: copied from 2.7 docs

{{Assignment}}
'''Note''': This page is about using the new Assignment module in Moodle 2.3 onwards. For documentation on using Assignments (2.2), see [https://docs.moodle.org/22/en/Using_Assignment Using Assignment] in the 2.2 docs.

==Different Submission options==

The standard assignment submission options available are:
* File submissions (students submit a file for assessment)
* Online text (students can type their responses directly in Moodle)
* Submission comments

''Note: It is also possible to use the assignment module for grading an "offline assignment", ie, one where work is done outside of Moodle. This is done by simply unchecking the above three options.''

==Which submission type suits you best?==

===You want students to type shorter or longer responses directly online===

*Set ''Online text'' to Yes. This works well for younger children who will only manage a sentence or two and works just as well for higher education students who write more.
**Advantage - quick for the student to get started; no need to use a word-processing program and upload the file.
**Disadvantage - potential worries that if the internet goes down, the work students have typed in and not yet saved might be lost. If the word count is expected to be large, setting ''Online text'' to No and ''File submission'' to Yes might be a better option.

===You want students to submit work you can download in a specified program===

*Set ''File submission'' to Yes, set the number of files you will allow using the ''Maximum number of uploaded files'' setting and the file sizes by using the '' Maximum submission size'' setting.
**Advantage - better than students emailing work as the whole class's work is collated in one space on your course. Markers can provide comments directly on the student work.
**Advantage - with "Attempts reopened" enabled, teachers can see the progression through various drafts of a student's work.
**Disadvantage - assignments must downloaded to be viewed (but they can be [[Assignment_FAQ| downloaded in bulk]]) and the teacher needs the appropriate program to open them.

===You want students to submit files at different times for a project===

*Set ''File submission'' to Yes, and use ''Maximum number of uploaded files'' to set the maximum number of separate files they can upload
**Advantage - all project files are in one assignment area for grading so they get a single grade.
**Disadvantage - all project files are in one assignment area for grading - so they can only have a single grade!

===You want students to write a response to a video/sound file/image===

*Set up an assignment allowing ''online text'' submission and get students to use the Moodle media icon to add video/sound/image files.

===You want students to answer a series of questions on a video/sound file/image===
*Investigate the [[Quiz]] module. Assignments are really just for a single question.

===You want to grade work students have done offline===
*Uncheck the submission types when setting up the assignment. Students won't be required to do anything but you can use the assignment to grade them for work done outside of Moodle.

===You want to view, comment on and send back students' assignments===

*Set up an assignment allowing ''file submissions''.
**Advantage: useful for teachers who like using the "comment" options in word-processing programs for example. If you have Ghostscript enabled on your server and the students upload PDF files, you can annotate them inline. See the section [[Using Assignment#Annotating PDF files| Annotating PDF files]] below.
**Disadvantage: if students upload other file types, you have to download them, comment and then re-upload them.

===You want students to send you a comment or note along with their uploaded work===

*In the settings, set ''Submission comments'' to Yes.

===You want to allow students to redraft and decide when to submit the work===

*In the settings set ''Require students click submit button'' to Yes. Students can then control when their draft work is submitted to the teacher.

===You want students to keep an ongoing journal or do an iterative assignment===

*In the settings set ''Require students click submit button'' to No. Students can continue to make changes to their assignment and at no point do they 'submit'. If the work will be graded at some point it is recommended that either ''Prevent late submissions'' is set to Yes to ensure that no changes can be made after the due date, or [[Using_Assignment#Submission_status| all submissions are locked]] when grading commences to ensure that the work is not altered during grading.
**Advantage: the work remains in one place and is constantly improved, graded (if needed) and improved again.
**Disadvantage: there is no record/history of previous attempts (such as with the [[Wiki]]). The online text assignment does not replicate the display of a journal or blog where each new entry is additional to the previous ones.

===You want students to submit work in groups===

*In the settings, set "Students submit in groups" to Yes. If you just do this, then once one student has submitted, the assignment will be flagged as submitted even if the others haven't contributed. If you want to ensure everyone has an input, set "Require students click submit button" to Yes and then change "Require all group members to submit" to Yes. The assignment will only be classed as submitted when each member has contributed, and once one student has submitted, the remaining members's names will be displayed for the group to see who still needs to add their input.

===You want to grade students' work anonymously===
*In the settings, choose "Blind marking". When students submit assignments, their names will be replaced by radomly generated participant numbers so you will not know who is who. Note that this is not '''totally'''''Italic text''
blind marking because you can reveal their identities in the assignment settings and you can work out identities from the logs - so this might not be suitable if your establishment has very precise privacy requirements.

===You want to read and grade student assignments offline===
*In the settings, choose "Offline grading worksheet". When students have submitted, click "View/grade all submissions" and you can download their assignments from the link "Download all submission" and download the grading sheet from the link "Download grading worksheet". You can then edit grades and re-upload the grading worksheet. You can also upload multiple feedback files in a zip from this drop down menu. See [[Assignment settings]] for an explanation of how to use the "upload multiple feedback files as zip" feature.
===You want to hide students' grades until a time of your choosing.===
Use 'marking workflow' as explained in [[Assignment settings]]

===You want to moderate other colleagues' marking or allocate certain teachers to certain students===
Use 'marking allocation' as explained in [[Assignment settings]]
==How do students submit their assignments?==
The first page students will see when they click on the assignment activity link from the course page will display the assignment name, description and the submission status. The first time a student views the assignment it will look like this:
{|
|[[Image:statuses.jpg|thumb|Student view of assignment]]
|}
The submission status section includes:
*'''Submission status'''
*'''Grading status'''
*Due date
*Time remaining
*Last modified
*Submission details

As they progress through the assignment the Submission status and Grading status will update and the Last modified date will appear.
{|
|[[Image:submission statuses graded.jpg|thumb|Example of submitted and graded assignment]]
|}

If the student uploaded a pdf file which the teacher has annotated, this will be made available in the feedback section. The student can search through the document and filter specific comments.
{|
|[[File:26pdfstudentgraded.png|thumb|Student view of graded pdf file]]
|[[File:26searchcomments.png|thumb|Searching and filtering comments in annotated pdf]]
|}
Submission statuses include:

*Nothing submitted for this assignment
*Draft (not submitted)
*Submitted for grading

Grading statuses include:

*Not graded
*Graded

===File submission===
To submit a file submission, students complete the following steps:
*Click the ‘Add submission’ button to bring up the file upload page.

*Upload the relevant file into the submission. They are able to ‘drag and drop’ the file into the submission box.
*Click ‘Save Changes’.
*There should now be a Last modified date and the file(s) uploaded will also be displayed.

*Depending on how the assignment is setup the status will either read ‘Submitted for grading’ - in which case no further action is need, or ‘Draft (not submitted)’.
*If changes are required, click on ‘Edit my submission’.
*Once ready to submit, click ‘Submit assignment’. Note that once the assignment is 'submitted’ no further changes are allowed.

{|
|[[File:file upload.jpg|thumb|Student view when adding a submission]]
|[[File:file uploaded.jpg|thumb|Student view once file is uploaded]]
|[[File:submit button.jpg|thumb|Student view when submitting assignment]]
|}
Note: Depending on how the assignment is setup students may see '''both''' a file submission page and an online text editor.

===Online text===
To submit online text, students complete the following steps:
*Click the ‘Add submission’ button to bring up the online text editor page

*Type the relevant text into the [[Text_editor|text editor]], or paste from a previously written file.
*Click ‘Save Changes’.
*There should now be a Last modified date and the first 100 characters entered will also be displayed.

*Depending on how the assignment is setup the status will either read ‘Submitted for grading’ - in which case no further action is need, or ‘Draft (not submitted)’
*If changes are required, click on ‘Edit my submission’.
*Once ready to submit, click ‘Submit assignment’. Note that once the assignment is 'submitted’ no further changes are allowed.

{|
|[[File:online text entered.jpg|thumb|Online text entered]]
|[[File:submit button online text.jpg|thumb|Sumbitting assignment]]
|}

===Submission comments===
Depending on how the assignment has been setup, there may be a section where students can leave submission comments.
{|
|[[Image:student comments.jpg|thumb|Student comments]]
|}

==Submission notifications==
Moodle allows the sending of a notification to the student when a student submits an assignment. This feature provides reassurance to the students that they have correctly submitted their assignments, especially when using features like draft submissions and file uploads. Moodle also allows notifications to teachers either when students submit assignments, or when students submit assignments late, or both. This feature notifies markers of the presence of assignments, or provides a reminder to access assignments submitted after the due date.

'''Why is this useful?'''
*Provides a receipt for student that the assignment has been successfully submitted
*Provides notification to marker that assignment are submitted
*Notifies of any changes to submission - for student’s record and to notify marker
*Provides notification to student that assignment feedback is available

'''When is it sent?'''

If ‘Require students to hit submit button’ is enabled within the assignment (formerly ‘enable send for marking button’ in 2.2), which requires students to click a final submit button and prevents further changes, only one notification will be sent upon hitting the submit button.

If ‘Require students to hit submit button’ is not enabled, and students are allowed to make alterations or add/remove files from their submission, this receipt will be sent every time the file is altered - ie once on adding the file, once on adding a second file, once on removal of file, once on uploading a new file.

'''Where are these settings?'''

Submission Notification for Grader - ''Assignment > Edit Settings''
The grader is given two options:
*Notify Graders about Submissions - YES/NO
*Notify Graders about Late Submissions - YES/NO

The first option will notify the grader on any/all submissions made. The second will only send a notification for assignments submitted after the ‘Due Date’.

The Late Submissions option will be greyed out unless ‘Notify Graders about Submissions’ is selected as NO because ‘Notify Graders about Submissions’ will also send receipts for assignments submitted after the due date. To fully disable the grader receiving notifications, change both options to NO.

Submission Notification for Students - ''My Profile Settings > Messaging''
Tickboxes on the messaging page can be set by the student depending on their preference. A student can opt to receive notification via email, popup message or both.

{|
|[[File:grader notifications.jpg|thumb|Grader notifications]]
|[[File:messaging settings.jpg|thumb|Student notifications]]
|}

Assignment notification - On submission of an assignment, the student will receive a notification that their assignment has been successfully received.

Essay graded notification - Once a grader has provided a mark/feedback for assignments, students will be notified (within the hour) that this feedback is available.

==Viewing and grading submitted assignments==
When students have submitted their assignments, they can be accessed by clicking on the assignment activity. This will bring up the Grading Summary page.

The Grading Summary page displays a summary of the assignment, including; number of participants, number of drafts, number of submitted assignments, due date and time remaining.

Clicking on the the ‘View/grade all submissions’ link will bring up the Grading Table.

The Grading Table contains columns of information about the student, the status of their submission, a link to grade their submission, a link to each submission and feedback comments and files (if enabled).

===Submission status===
If you will be assigning grades to student work, you may want to take note of the submission status before you begin the marking process. If you have required students click the Submit button, you may find that some submissions are still marked as Draft (not submitted), meaning the student has either uploaded a file(s) or entered some text, but has not clicked ‘Submit assignment’.

If it's after the due date and you are about to commencing marking that you use ‘Prevent submission changes’ to stop students from making changes to their assignment. You can do this one by one by using the icon in the Edit column.

Or you can select two or more students by putting a tick in the select column and going to 'Lock submissions’ from the ''With selected'' menu under the grading table.

Likewise you can also revert a student's submission to draft if they have uploaded the incorrect file. Instead of selecting ‘Prevent submission changes’ select ‘Revert the submission to draft’, or place ticks against selected students and choose 'Revert the submission to draft status' from the ''With selected'' menu under the grading table.

{|
|[[File:submission statuses.jpg|thumb|Submission statuses]]
|[[File:prevent submission changes dropdown.jpg|thumb|Prevent submission changes dropdown]]
|[[File:lock submissions.jpg|thumb|Lock submissions]]
|[[File:revert to draft.jpg|thumb|Revert to draft]]
|[[File:revert submission to draft status.jpg|thumb|Revert to draft status]]
|}

===Quick grading===
Under Options (scroll to bottom of the page) you can determine your preferences for the number of assignments you wish to display per page. You can also filter assignments either to show all (no filter), submitted, or requires grading. This is also where you can turn on '''quick grading'''.

'''Quick grading''' allows you to enter grades and a feedback comment (if enabled in [[Assignment settings]]) directly into the grading table. '''Quick grading''' is not compatible with advanced grading and is not recommended when there are multiple markers.

#You can enter grades and feedback comments using quick grading. '''It is now possible to enter grades in decimal format.''' You will not be able to return a feedback file to your students (if enabled in the [[Assignment settings]]).
#Enter the grades
#Scroll to the bottom of the grading table and click 'Save all quick grading changes'
#A confirmation screen will appear.

===Student grading page===
If you have enabled File Feedback in the [[Assignment settings]] and wish to upload either the marked student assignment, a completed text based feedback document or audio feedback, click on the green tick in the Grade column (or use the icon in the Edit column and select Grade).

Here you can enter grades, feedback comments and feedback files (if enabled in the [[Assignment settings]]). You can use drag and drop to upload feedback files.

{|
|[[File:green tick.jpg|thumb|Green tick]]
|[[File:grade.jpg|thumb|Grading]]
|[[File:feedbackfiles.png|thumb|Feedback files]]
|}

====Annotating PDF files====
{{New features}}
If the student has uploaded a PDF file you will see a link to Launch the PDF editor on the students' individual grading screen. This will display the PDF inline, allowing you to annotate it, using a variety of tools, stamps (if uploaded by the admin) and comments which may be saved to a comments bank. When the annotations are complete, clicking to save the changes will result in it being displayed to the student as part of their feedback. ''(Note that simply clicking on the file itself will not display it inline for annotating.)
''
{|
|[[File:26launchpdf.png|thumb|Teacher view when grading a pdf]]
|[[File:26annotatepdf.png|thumb|Annotating a pdf]]
|[[File:26pdfsavechanges.png|thumb|Make sure you save the changes]]
|}
Comments may be added and then saved in a quick list for future use. When adding a new comment, click the icon top right to access previously saved comments:
{|
|[[File:26commentquicklist.png|thumb|Saving and re-using comments]]
|}

Note: The annotate PDF feature requires Ghostscript to be installed on the server. This can be checked in ''Administration > Site administration > Plugins > Activity modules > Assignments > Feedback plugins > Annotate PDF''.

===Downloading student submissions===
You can download a zip file containing all of the assignment submissions by selecting the ‘Download all submissions’ options from the ''Choose'' menu at the top of the grading table, or in the settings menu.

File submissions will be downloaded in the format uploaded by the student. Online text submissions will be downloaded as html files. '''Each file in the zip will include the student first and lastname at the beginning of the filename for identification purposes.'''

==Keeping records (archiving, exporting, backing up)==
When students unenrol from a Moodle area, their records become invisible through the Gradebook interface. In order to have the information to hand, departments or course teaching teams may need systems in place to keep their own records for the data retention period required in their particular context. There are two separate procedures for exporting student submissions and marks.

To export marks (with or without feedback):
#Go to your course area
#From its front page Settings block, select Grades; the Grader Report loads.
#From the Grader Report Settings block, select Export; a menu displays.
#From the menu, if you need easy viewing and running calculations you probably want to select one of the spreadsheet formats; a page of export settings loads
#Use the Visible Groups pulldown menu to limit the export to specific groups, as required
#In Options, you indicate whether feedback comments are included
#In Grade Items To Be Included lists you can, if required, omit particular Activities from the report
#When you've finished with the settings, click on Submit; a preview of your export displays
#Click on Download to export to the format you chose, and save the file.

To download the original student submissions:
#In your course area, click the link to the Assignment whose submissions you want to download.
#Click on the link to View/Grade all submissions; the Grading Table will load.
#Click the link to 'Download all submissions' (either from the ''Choose'' menu or from the Settings block), and save the file.

==Tips and Tricks==
* Want to use an Assignment activity again in another Moodle site? Use the [[Activity_backup| backup and restore]] options.
*Want to use an Assignment activity in another course you teach? Use the [[Import_course_data| Import function]] in the course administration block.
*Moodle will sometimes appear not to be uploading a resubmitted assignment - you seem to be downloading the original assignment. This is a cache issue, in short, go to ''"Tools > Clear Recent History"'' in Firefox or ''"Tools > Delete Browsing History > Delete Temporary Files"'' in Windows Explorer. The newer file will then appear.

==See also==

===Screencasts===
*[http://www.youtube.com/watch?v=2dcnTTp_W7c&feature=share&list=SPxcO_MFWQBDe8RRnGjoUDqbcm9PSlIoWn&index=3 Marking workflow and allocated markers.]
*[http://www.youtube.com/watch?v=MgsA-9qMBdY&feature=share&list=SPxcO_MFWQBDe8RRnGjoUDqbcm9PSlIoWn&index=1 Annotate PDFs]

===Examples from [http://school.demo.net School demo site]===

* [http://school.demo.moodle.net/mod/assign/view.php?id=573&rownum=3&action=grade Teacher view of a PDF assignment which can be annotated inline.]Log in with username 'teacher' and password 'moodle'
* [http://school.demo.moodle.net/mod/assign/view.php?id=573&action=grading Teacher view of allocated markers and marking workflow status.] Log in with username 'teacher' and password 'moodle'
* [http://school.demo.moodle.net/mod/assign/view.php?id=190 Student view of an assignment.] Log in with username 'student' and password 'moodle'. Scroll down to see the rubric and feedback.
* [http://school.demo.moodle.net/mod/assign/view.php?id=46&action=editsubmission Student view of a student submission statement] Log in with username 'student' and password 'moodle'
* [http://school.demo.moodle.net/mod/assign/view.php?id=252 Student view of group assignment grading screen] Log in with username 'student' and password 'moodle'
* [http://school.demo.moodle.net/mod/assign/view.php?id=252&action=grading&group=27 Teacher view of a group assignment grading screen] Log in with username 'teacher' and password 'moodle'.
* [http://school.demo.moodle.net/mod/assign/view.php?id=191&action=grading Teacher view of blind marking grading screen] Log in with username 'teacher' and password 'moodle'

===Other===
* [http://www.somerandomthoughts.com/blog/2013/07/07/one-approach-for-group-project-grading/ One approach to group project grading] Blog post by Gavin Henrick.
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=201307Advantages of using Assignment upload over emailing a document] forum discussion

[[de:Aufgabe nutzen]]
[[fr:Afficher un devoir]]
[[ja:課題を表示する]]
[[es:Usando Tarea]]

Workshop grading strategies

2014-05-19T10:30:37Z

Marycooch: /* Experiencing Real Workshop */

{{Workshop}}
Simply said, selected grading strategy determines how the assessment form may look like And how the grade for a submission given by a certain assessment is calculated based on the assessment form. Workshop ships with four standard grading strategies. More strategies can be developed as pluggable extensions.

== Accumulative grading strategy ==
[[Image:Accumulative assessment form.png|200px|thumb|Assessment form using accumulative grading]]
In this case, the assessment form consists of a set of criteria. Each criterion is graded separately using either a number grade (eg out of 100) or a scale (using either one of site-wide scale or a scale defined in a course). Each criterion can have its weight set. Reviewers can put comments to all assessed criteria.

When calculating the total grade for the submission, the grades for particular criteria are firstly normalized to a range from 0% to 100%. Then the total grade by a given assessment is calculated as weighted mean of normalized grades. Scales are considered as grades from 0 to M-1, where M is the number of scale items.

: <math>G_s = \frac{\sum_{i=1}^N \frac{g_i}{max_i} w_i }{\sum_{i=1}^N w_i}</math>
: where <math>g_i \in \mathbb{N}</math> is the grade given to the i-th criterion, <math>max_i \in \mathbb{N}</math> is the maximal possible grade of the i-th criterion, <math>w_i \in \mathbb{N} </math> is the weight of the i-th criterion and <math>N \in \mathbb{N} </math> is the number of criteria in the assessment form.

It is important to realize that the influence of a particular criterion is determined by its weight only, not the grade type or range used. Let us have three criteria in the form, first using 0-100 grade, the second 0-20 grade and the third using a three items scale. If they all have the same weight, then giving grade 50 in the first criteria has the same impact as giving grade 10 for the second criteria.

Take the case above as an example. Suppose that the third criterion uses ''scale: 6 levels''. An assessor gives grade 90 for the first criterion (or aspect 1), grade 16 for the second criterion and grade 9 ''very good'' for the last criterion. And the weights of the three criteria are 1, 2, and 3, respectively. Because for the third criterion, the scale has 6 items and grade 9 ''very good'' is the second one of the grade sequence ordered from highest to lowest, grade 9 will be mapped to 4. That is, in the formula above, g3 = 4 and max3 = 5.Then the final grade given by this assessment will be:
[[Image: Accumulative formula.png|left]] 

== Comments ==
[[Image:Comments assessment form.png|200px|thumb|right|Assessment form using comments]]
The assessment form is similar to the one used in accumulative grading strategy but no grades can be given, just comments. The total grade for the assessed submission is always set to 100%. This strategy can be effective in repetitive workflows when the submissions are firstly just commented by reviewers to provide initial feedback to the authors. Then Workshop is switched back to the submission phase and the authors can improve it according the comments. Then the grading strategy can be changed to another one using proper grading and submissions are assessed again using a different assessment form.
 

== Number of errors ==
[[Image:Numoferror assessment form.png|200px|thumb|right|Assessment form using Number of Errors]]
In Moodle 1.x, this was called Error banded strategy. The assessment form consists of several assertions, each of them can be marked as passed or failed by the reviewer. Various words can be set to express the pass or failure state - eg Yes/No, Present/Missing, Good/Poor, etc.

The grade given by a particular assessment is calculated from the weighted count of negative assessment responses (failed assertions). Here, the ''weighted count'' means that a response with weight <math>w_i</math> is counted <math>w_i</math>-times. Course facilitators define a mapping table that converts the number of failed assertions to a percent grade for the given submission. Zero failed assertion is always mapped to 100% grade.

This strategy may be used to make sure that certain criteria were addressed in the submission. Examples of such assessment assertions are: ''Has less than 3 spelling errors'', ''Has no formatting issues'', ''Has creative ideas'', ''Meets length requirements'' etc. This assessment method is considered as easier for reviewers to understand and deal with. Therefore it is suitable even for younger participants or those just starting with peer assessment, while still producing quite objective results.

You can edit the original assessment form by following the steps below:
# Write down the corresponding description for each assertion in the blank. Then fill in the blanks of ''word for the error'' and ''word for the success''. Set the weight for each assertion. As you can see, the grade mapping table is still blank now.
# Click the ‘save and close’ button at the end of this page.
# Click the ‘Edit assessment form’ link at the shade area titled ''setup phase'' in the upper part of this page and view the assessment form again. At this time, you can see that the grade mapping table has already been set. (''Note'': Initially all the field are blank. You need to choose the right value from each list to make this grading strategy work properly.)
[[Image:Numberoferrors grade mapping table.png|300px|thumb|none|grade mapping table]]

For example, if an assessment form contains three assertions:

{| class="nicetable"
|-
! Assertion No.
! Content
! Pass or failure state
! Weight
|-
| 1
| Has the suitable title
| Yes/No
| 1
|-
| 2
| Has creative ideas
| Present/Miss
| 2
|-
| 3
| The abstract is well-written
| Yes/No
| 3
|}

In the example above, suppose that a reviewer gives one certain work ''Yes/Miss/Yes'' as the assessment. Since the submission only fails to meet the second criterion and the weight of the second criterion is 2, the total number of errors will be 2. Thus the grade for submission given by this assessment is 66%. Suppose that the maximum grade for submission set in ''grade settings'' is 100, therefore the final grade for this submission given by this assessment is grade 66.

== Rubric ==
[[Image:Rubric assessmentform list.png|200px|thumb|right|Assessment form in list mode]]
See [http://en.wikipedia.org/wiki/Rubric_(academic) the description] of this scoring tool at Wikipedia. The rubric assessment form consists of a set of criteria. For each criterion, several ordered descriptive levels is provided. A number grade is assigned to each of these levels. The reviewer chooses which level answers/describes the given criterion best.

The final grade is aggregated as

: <math>G_s = \frac{\sum_{i=1}^N (g_i - min_i) }{\sum_{i=1}^N (max_i - min_i)}</math>
: where <math>g_i \in \mathbb{N}</math> is the grade given to the i-th criterion, <math>min_i \in \mathbb{N}</math> is the minimal possible grade of the i-th criterion, <math>max_i \in \mathbb{N}</math> is the maximal possible grade of the i-th criterion and <math>N \in \mathbb{N} </math> is the number of criteria in the rubric.
[[Image:Rubric assessmentform grid.png|200px|thumb|right|Assessment Form in grid mode]]
Example of a single criterion can be: ''Overall quality of the paper'' with the levels ''5 - An excellent paper'', ''3 - A mediocre paper'', ''0 - A weak paper'' (the number represent the grade).

There are two modes how the assessment form can be rendered - either in common grid form or in a list form. It is safe to switch the representation of the rubric any time.

''Example of calculation:'' let us have a rubric with two criteria, which both have four levels 1, 2, 3, 4. The reviewer chooses level with the grade 2 for the first criterion and the grade 3 for the second criterion. Then the final grade is:

: <math>G_s = \frac{(2 - 1) + (3 - 1)}{(4 - 1) + (4 - 1)} = \frac{3}{6} = 50 %</math>

Note that this calculation may be different from how you intuitively use rubric. For example, when the reviewer in the previous example chose both levels with the grade 1, the plain sum would be 2 points. But that is actually the lowest possible score so it maps to the grade 0. To avoid confusion, it is recommended to always include a level with the grade 0 in the rubric definition.

'''Note on backwards compatibility:''' This strategy merges the legacy Rubric and Criterion strategies from Moodle 1.x into a single one. Conceptually, legacy Criterion was just one dimension of Rubric. In Workshop 1.x, Rubric could have several criteria (categories) but were limited to a fixed scale with 0-4 points. On the other hand, Criterion strategy in Workshop 1.9 could use custom scale, but was limited to a single aspect of assessment. The new Rubric strategy combines the old two. To mimic the legacy behaviour, the old Workshop are automatically upgraded so that:

* Criterion strategy from 1.9 are replaced with Rubric 2.0 using just one dimension
* Rubric from 1.9 are by Rubric 2.0 by using point scale 0-4 for every criterion.

In Moodle 1.9, reviewer could suggest an optional adjustment to a final grade. This is not supported any more. Eventually this may be supported in the future versions again as a standard feature for all grading strategies, not only rubric.

==Experiencing Real Workshop==
If you would like to try out a real workshop, please log in to the [http://school.demo.moodle.net/ School demo Moodle] with the username ''teacher'' and password ''moodle''. You can access the different stages of and explore the grading and phases of a [http://school.demo.moodle.net/mod/workshop/view.php?id=651 completed workshop with data] on My home country.

[[es:Estrategias de calificación de taller]]

Using Workshop

2014-05-19T10:27:38Z

Marycooch: school demo link

{{Workshop}}
==Workshop phases==
The work flow for the Workshop module can be viewed as having five phases. The typical workshop activity can cover days or even weeks. The teacher switches the activity from one phase to another.

The typical workshop follows a straight path from Setup to, Submission, Assessment, Grading/Evaluation, and ending with the Closed phased. However, an advanced recursive path is also possible.

The progress of the activity is visualized in so called Workshop planner tool. It displays all Workshop phases and highlights the current one. It also lists all the tasks the user has in the current phase with the information of whether the task is finished or not yet finished or even failed.

===Setup phase===

In this initial phase, Workshop participants cannot do anything (neither modify their submissions nor their assessments). Course facilitators use this phase to change workshop settings, modify the grading strategy of tweak assessment forms. You can switch to this phase any time you need to change the Workshop setting and prevent users from modifying their work.

===Submission phase===

In the submission phase, Workshop participants submit their work. Access control dates can be set so that even if the Workshop is in this phase, submitting is restricted to the given time frame only. Submission start date (and time), submission end date (and time) or both can be specified.

===Assessment phase===

If the Workshop uses peer assessment feature, this is the phase when Workshop participants assess the submissions allocated to them for the review. As in the submission phase, access can be controlled by specified date and time since when and/or until when the assessment is allowed.

===Grading evaluation phase===

The major task during this phase is to calculate the final grades for submissions and for assessments and provide feedback for authors and reviewers. Workshop participants cannot modify their submissions or their assessments in this phase any more. Course facilitators can manually override the calculated grades. Also, selected submissions can be set as published so they become available to all Workshop participants in the next phase. See [[Workshop FAQ]] for instructions on how to publish submissions.

===Closed===

[[File:workshop final grades.png|thumb|A closed workshop]]Whenever the Workshop is being switched into this phase, the final grades calculated in the previous phase are pushed into the course [[Gradebook]].This will result in the Workshop grades appearing in the Gradebook and in the workshop (new in Moodle 2.4 onwards). Participants may view their submissions, their submission assessments and eventually other published submissions in this phase.

==Workshop grading==

The grades for a Workshop activity are obtained gradually at several stages and then they are finalized. The following scheme illustrates the process and also provides the information in what database tables the grade values are stored.

[[Image:workshop_grades_calculation.png|400px|thumb|left|The scheme of grades calculation in Workshop]]
 

As you can see, every participant gets two numerical grades into the course Gradebook. During the Grading evaluation phase, course facilitator can let Workshop module to calculate these final grades. Note that they are stored in Workshop module only until the activity is switched to the final (Closed) phase. Therefore it is pretty safe to play with grades unless you are happy with them and then close the Workshop and push the grades into the Gradebook. You can even switch the phase back, recalculate or override the grades and close the Workshop again so the grades are updated in the Gradebook again (should be noted that you can override the grades in the Gradebook, too).

During the grading evaluation, Workshop grades report provides you with a comprehensive overview of all individual grades. The report uses various symbols and syntax:

{| class="nicetable"
|-
! Value
! Meaning
|-
| - (-) < Alice
| There is an assessment allocated to be done by Alice, but it has been neither assessed nor evaluated yet
|-
| 68 (-) < Alice
| Alice assessed the submission, giving the grade for submission 68. The grade for assessment (grading grade) has not been evaluated yet.
|-
| 23 (-) > Bob
| Bob's submission was assessed by a peer, receiving the grade for submission 23. The grade for this assessment has not been evaluated yet.
|-
| 76 (12) < Cindy
| Cindy assessed the submission, giving the grade 76. The grade for this assessment has been evaluated 12.
|-
| 67 (8) @ 4 < David
| David assessed the submission, giving the grade for submission 67, receiving the grade for this assessment 8. His assessment has weight 4
|-
| 80 (<del>20</del> / <ins>17</ins>) > Eve
| Eve's submission was assessed by a peer. Eve's submission received 80 and the grade for this assessment was calculated to 20. Teacher has overridden the grading grade to 17, probably with an explanation for the reviewer.
|}

=== Grade for submission ===

The final grade for every submission is calculated as weighted mean of particular assessment grades given by all reviewers of this submission. The value is rounded to a number of decimal places set in the Workshop settings form.

Course facilitator can influence the grade for a given submission in two ways:

* by providing their own assessment, possibly with a higher weight than usual peer reviewers have
* by overriding the grade to a fixed value

=== Grade for assessment ===

Grade for assessment tries to estimate the quality of assessments that the participant gave to the peers. This grade (also known as ''grading grade'') is calculated by the artificial intelligence hidden within the Workshop module as it tries to do typical teacher's job.

During the grading evaluation phase, you use a Workshop subplugin to calculate grades for assessment. At the moment, only one standard subplugin is available called ''Comparison with the best assessment'' (other grading evaluation add-ons can be found in the [https://moodle.org/plugins/browse.php?list=category&id=17 Moodle plugins directory]). The following text describes the method used by this subplugin.

Grades for assessment are displayed in the braces () in the Workshop grades report. The final grade for assessment is calculated as the average of particular grading grades.

There is not a single formula to describe the calculation. However the process is deterministic. Workshop picks one of the assessments as the ''best'' one - that is closest to the mean of all assessments - and gives it 100% grade. Then it measures a 'distance' of all other assessments from this best one and gives them the lower grade, the more different they are from the best (given that the best one represents a consensus of the majority of assessors). The parameter of the calculation is how strict we should be, that is how quickly the grades fall down if they differ from the best one.

If there are just two assessments per submission, Workshop can not decide which of them is 'correct'. Imagine you have two reviewers - Alice and Bob. They both assess Cindy's submission. Alice says it is a rubbish and Bob says it is excellent. There is no way how to decide who is right. So Workshop simply says - ok, you both are right and I will give you both 100% grade for this assessment. To prevent it, you have two options:

* Either you have to provide an additional assessment so the number of assessors (reviewers) is odd and workshop will be able to pick the best one. Typically, the teacher comes and provide their own assessment of the submission to judge it
* Or you may decide that you trust one of the reviewers more. For example you know that Alice is much better in assessing than Bob is. In that case, you can increase the weight of Alice's assessment, let us say to "2" (instead of default "1"). For the purposes of calculation, Alice's assessment will be considered as if there were two reviewers having the exactly same opinion and therefore it is likely to be picked as the best one.

'''Backward compatibility note'''

In Workshop 1.x this case of exactly two assessors with the same weight is not handled properly and leads to wrong results as only the one of them is lucky to get 100% and the second get lower grade.

'''It's not final grades what is compared'''

It is very important to know that the grading evaluation subplugin ''Comparison with the best assessment'' does not compare the final grades. Regardless the grading strategy used, every filled assessment form can be seen as n-dimensional vector of normalized values. So the subplugin compares responses to all assessment form dimensions (criteria, assertions, ...). Then it calculates the distance of two assessments, using the variance statistics.

To demonstrate it on example, let us say you use grading strategy Number of errors to peer-assess research essays. This strategy uses a simple list of assertions and the reviewer (assessor) just checks if the given assertion is passed or failed. Let us say you define the assessment form using three criteria:

# Does the author state the goal of the research clearly? (yes/no)
# Is the research methodology described? (yes/no)
# Are references properly cited? (yes/no)

Let us say the author gets 100% grade if all criteria are passed (that is answered "yes" by the assessor), 75% if only two criteria are passed, 25% if only one criterion is passed and 0% if the reviewer gives 'no' for all three statements.

Now imagine the work by Daniel is assessed by three colleagues - Alice, Bob and Cindy. They all give individual responses to the criteria in order:

* Alice: yes / yes / no
* Bob: yes / yes / no
* Cindy: no / yes / yes

As you can see, they all gave 75% grade to the submission. But Alice and Bob agree in individual responses, too, while the responses in Cindy's assessment are different. The evaluation method ''Comparison with the best assessment'' tries to imagine, how a hypothetical absolutely fair assessment would look like. In the [[Development:Workshop 2.0 specification]], David refers to it as "how would Zeus assess this submission?" and we estimate it would be something like this (we have no other way):

* Zeus 66% yes / 100% yes / 33% yes

Then we try to find those assessments that are closest to this theoretically objective assessment. We realize that Alice and Bob are the best ones and give 100% grade for assessment to them. Then we calculate how much far Cindy's assessment is from the best one. As you can see, Cindy's response matches the best one in only one criterion of the three so Cindy's grade for assessment will not be as high.

The same logic applies to all other grading strategies, adequately. The conclusion is that the grade given by the best assessor does not need to be the one closest to the average as the assessment are compared at the level of individual responses, not the final grades.

==Groups and Workshop==
When a workshop is used in a course using separate or visible groups and groupings, it is possible to filter by group in a drop-down menu at the Assessment phase, manual allocation page, grades report and so on.

[[File:workshopdropdown.png |thumb|none|upright=2.0|alt="Group filtering" | Group filtering drop down]]

==See also==
*[http://school.demo.moodle.net/mod/workshop/view.php?id=651 Example workshop with data] Log in with username ''teacher''/password ''moodle'' and explore the grading and phases of a completed workshop on the Moodle School demo site.

* [http://www.ascilite.org.au/conferences/wellington12/2012/images/custom/cox,_julian_moodle.pdf Research paper] ''Moodle Workshop activities support peer review in Year 1 Science: present and future'' by Julian M Cox, John Paul Posada and Russell Waldron
* Using Moodle [http://moodle.org/mod/forum/view.php?id=740 Workshop module forum]
* Using Moodle forum discussion [http://moodle.org/mod/forum/discuss.php?d=153268] where David explains a particular Workshop results
* [http://www.slideshare.net/mark.drechsler/moodle-workshop-20-a-simplified-explanation Moodle Workshop 2.0 - a (simplified) explanation] presentation by Mark Drechsler
* [[Development:Workshop]] for more information on the module infrastructure and ways how to extend provided functionality by developing own Workshop subplugins
* [http://www.moodleblog.net/2010/02/15/a-brief-journey-into-the-moodle-2-0-workshop/ A Brief Journey into the Moodle 2.0 Workshop] from moodlefairy's blog.
[[de:Workshop nutzen]]
[[es:Uso de taller]]

Outcomes

2014-05-19T09:18:30Z

Marycooch: school demo links

{{Grades}}
Outcomes are specific descriptions of what a student has demonstrated and understood at the completion of an activity or course. Each outcome is rated by some sort of [[Scales|scale]]. Other terms for outcomes are ''Competencies'' and ''Goals''.

In simple terms outcomes are similar to sub components of a grade. A grade is an assessment of overall performance that may include tests, participation, attendance and projects. Outcomes assess specific levels of knowledge through a series of statements, that maybe coded with numbers or letters. Thus an overall grade can be given for a course, along with statements about specific competencies in the form of outcomes.

==Enabling outcomes==
# Go to ''Site administration > Advanced features'' and ensure that ''Enable outcomes'' is checked (by default, it isn't).

==Using outcomes==

# Choose or define some outcomes for your course (see below).
# For each activity, choose which of these outcomes apply using the tickbox in the activity's settings page.
# When grading that activity, grade each student using the Outcome scales. Note: You can also edit the grades in the [[Grader report]] (useful for modules that don't feature inbuilt grading).
# Use the outcomes as part of the assessment for students, or look at the Outcomes report for some useful feedback on how students in the class in general are performing.

==Outcomes report==

The outcomes report in ''Administration > Course administration > Grades > Outcomes report'' helps teachers monitor their students' progress using outcomes. It lists site-wide outcomes and custom outcomes used in the current course, their overall average (each outcome can be measured through many [[Grade items|grade items]]). It will show the name, course and site wide average, the activity, the average values and the number of "grades" given.

The outcomes report is a table with 6 columns:

*Short name - the short name of the outcome used in this course.
*Course average -shows two values representing the average scores given to students for each outcome used in this course.
*Site-wide - Whether the outcome is a site-wide outcome or not.
*Activities - This lists the activities that use this outcome in this course. A new row is created for each activity, and the activity name is linked to the activity's page.
*Average - the average score for each activity using the outcome in this course.
*Number of Grades - The number of grades given to students for each activity using the outcome.

==Outcomes used in course==

Outcomes may be set at site and/or course level. To choose outcomes for use in your course:

# View available standard outcomes in ''Administration> Course administration > Outcomes'' or via the gradebook Outcomes tab
# Add outcomes from the standard available list (right side), and use the left-facing arrow button to add them to outcomes used list (left side). Multiple outcomes may be selected by holding down the Apple or Ctrl key whilst clicking on the individual outcomes.

==Adding course-level outcomes==

[[Image:addnewoutcome.png|thumb|center|500px|Adding an outcome]]

To add a course-level outcome:

# Click the 'Edit outcomes' link in ''Administration > Course administration > Outcomes''
# Click the 'Add a new outcome' button.
# Complete the form then click the 'Save changes' button.

==Adding standard outcomes==

An administrator can add standard outcomes, which are available site-wide, in ''Administration > Site administration > Grades > Outcomes''. Multiple standard outcomes can be added using the import outcomes functionality (see below).

==Exporting outcomes==

Outcomes (and their associated scales) can be exported by clicking the "Export all outcomes" button. This will send a file (in .csv format) that can be read by Excel, OpenOffice.org or by any text editor.

==Importing outcomes==

Outcomes (and associated scales) may be imported by submitting a csv file. The format should be as follows:

{| class="nicetable"
|-
! Field name
! Description
! Required
! Format
|-
| outcome_name
| The full name of the outcome
| Yes
| String
|-
| outcome_shortname
| The short name of the outcome
| Yes
| String
|-
| outcome_description
| The description of the outcome
| No
| String
|-
| scale_name
| The name of the scale used
| Yes
| String
|-
| scale_items
| A comma-separated list of scale items
| Yes
| String
|-
| scale_description
| The description of the scale
| No
| String
|}

Here is an example:

outcome_name;outcome_shortname;outcome_description;scale_name;scale_items;scale_description
Participation;participation;;Participation scale;"Little or no participation, Satisfactory participation, Full participation";

To import outcomes:

# Click the 'Import outcomes' link in ''Administration > Course administration > Outcomes''
# Choose 'Import as custom outcomes (only this course)' or 'Import as standard outcomes' as required
# Upload the csv file

Note that while importing:
*Existing outcomes and scale will be used if available (no overwriting is done by the script)
*The script will stop if it detects that the file contains invalid data

==Removing selected outcomes for activities==

Previously selected outcomes are greyed out on the update activity page, however they can be removed via the gradebook on the categories and items page. They will appear in the list either below or above the activity they have been enabled in and will have the same icon as that activity. Note that if you have renamed the outcome since you assigned it to the activity, the orginal name will be displayed. Deleting the outcomes from this list will result in the outcomes being deselected on the update activity page.

==Outcomes capabilities==

* [[Capabilities/gradereport/outcomes:view|View the outcomes report]]
* [[Capabilities/moodle/grade:manageoutcomes|Manage grade outcomes]]

==See also==

*[[Outcome examples]] - An example use of Outcomes
*[http://school.demo.moodle.net/mod/assign/view.php?id=190&action=grade&rownum=1&useridlistid=0 See how a teacher selects Outcomes when grading a student] on the Mount Orange School demo site. (Log in with username '''teacher'''; password '''moodle''')

[[Category:Report]]

[[es:Competencias]]
[[fr:Objectifs]]
[[ja:アウトカム]]
[[de:Lernziele]]

Using Book

2014-05-19T09:15:57Z

Marycooch: school demo links

{{Book}}
== Navigate your book ==

In addition to the links in the table of contents, you may move through the book using the arrows located to the top-left and bottom-left of the content.

[[Image:booknav.png]]

== Uses of the book module ==

You can use the book module to present information in a well-structured, user-friendly format. But there are other possibilities. Because this module allows one to import individual web pages or folders of web pages, it is useful for group work. Example: Each student creates a simple web page about your school and the teacher, (that's you!) uploads the pages to the book. ''Voila!'' You and your students have created a useful, interesting resource for new students and their parents. You could do this to create a class cook book and nutrition guide, a resource about local civic organizations, ''triangles in our daily lives'', world leaders, you name it. Alternatively, you could enable students to upload pages to the book - see [[Book FAQ]] for details.

== Printing a book ==

Whole books and individual chapters may be printed by selecting the relevant link in ''Administration > Book administration''.

{|
|[[File:printbook.png|thumb|The print book option]]
|}

If you do not wish certain roles to be able to print books (e.g. students) then you can remove the capability booktool/print:print in ''Administration > Book administration > Permissions''.

==Exporting a book as an IMS content package==

Any user with the [[Capabilities/booktool/exportimscp:export|export a book as an IMS content package capability]] (by default nobody except admins) can do so via ''Administration > Book administration > Generate IMS CP''.

==See also==
*[http://school.demo.moodle.net/mod/book/view.php?id=261 School demo example of a book used for departmental policies.]

*[http://www.somerandomthoughts.com/blog/2011/05/13/review-book-module-for-moodle-2-0/ Review:Book Module] by Gavin Henrick

[[Category:IMS content package]]

[[de:Buch nutzen]]
[[es:Usando Libro]]

Book module

2014-05-19T09:12:02Z

Marycooch: school demo links

{{Resources}}
The '''Book module''' makes it easy to create multi-page resources with a book-like format.
{|
[[File:book.png|center|thumb|450px]]
|}

Previously created websites can be imported directly into the Book module. Books can be printed entirely or by chapter.

The book module allows you to have main chapters and sub chapters, but it goes no deeper. In other words, sub chapters cannot have their own sub chapters, as the module is intended to be a simple resource for teachers and students.

The book module is not interactive. You can, however, link to [[Choice module|choices]], [[Forum module|forums]] etc., from within a book. Also, Flash movies and other multimedia may be included in a book

* [[Book settings]]
* [[Using Book]]

==See also==

*[http://school.demo.moodle.net/mod/book/view.php?id=261 School demo example of a book used for departmental policies.]

*[[Book FAQ]]
*Using Moodle [http://moodle.org/mod/forum/view.php?id=2633 Book module forum]
*Examples: The manuals at [http://moodle.tokem.fi tokem.fi] are a series of book modules. Each book is designed for a different level of Moodle user.
* Using Moodle [http://moodle.org/mod/forum/discuss.php?d=76092 Using a Lesson to simulate a Book] forum discussion
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=207365&parent=910023#p910107 What's the difference between a Book and a Lesson?]
* [http://tracker.moodle.org/secure/attachment/26950/Set+up+a+Moodle+Book.pdf Procedure for setting up a Book] pdf from Frances Hill
* The [https://moodle.org/plugins/view.php?plugin=mod_giportfolio portfolio] add-on, in the plugins database, which is heavily based on the Book module. Based on the book module, this activity allows students to create portfolio contributions, with a structure set by the teacher.

[[Category:Book]]

[[es:Módulo libro]]
[[eu:Liburua]]
[[ja:ブックモジュール]]
[[de:Buch]]

Using Quiz

2014-05-19T09:09:12Z

Marycooch: school demo links

{{Quiz}}
This page explains how a quiz is accessed and used by students and teachers. It also offers some hints as to good practice in using the quiz module.

==How students take a quiz==

*Click on the quiz link on the course homepage and read the information to check you're in the right quiz.
*Click on "Attempt quiz now" button.
*Click on the "Next" button at the bottom of the page to see the next page of questions
*Click on the "flag" in the box next to the question to put a temporary marker on it

[[File:notyetanswered.png]]

*Notice the Quiz navigation block in the upper right corner. You can use it to jump to any question. Question boxes for the current pag are in bold. Flagged questions will have a "red corner" in their box

[[File:quizflag.png]]

*To finish the exam,click "Finish attempt" in the navigation block of "Next" on the last page of the exam.
*The "Summary of attempt" page - reviews the questions and alerts you to questions not attempted.

[[File:summaryofattempt.png]]

*Click on any question page number or "Return to attempt" to go back to the quiz.
*Click on "Submit all and finish" to have your quiz scored. A warning will pop up telling you you can no longer change your answers.

{{New features}}In Moodle 2.6.1 onwards, if the quiz auto-save detects that the student's Internet connection has dropped, a warning is given.

[[File:Quiz_disconnect.png|400px|Disconnection warning]]

===How students review a quiz===
*In the quiz navigation block incorrect answers are RED: partially correct answers are YELLOW and correct answers are GREEN. The flags are still visible:

[[File:colourmarking.png]]

*In the questions themselves, correct answers will be in green with a check mark. Incorrect answers will be in red with a cross. will have a green check mark next to your correct answer

*According to your teacher's settings, you might get general feedback, specific feedback on each question and/or overall feedback on your final score.

===Results in a quiz using CBM (Certainty-based marking)===
{{New features}}
Quizzes using CBM provide detailed feedback relating to accuracy and certainty:
{|
|[[File:26CBM.png|400px|CBM feedback]]
|}

For more information on how CBM works and how students may benefit from it, see [[Using certainty-based marking]]

===Saving questions and returning later to a quiz===

*If you answer a number of questions and then want to complete the quiz at a later time,click "Finish attempt".
*When you return to continue the quiz, Moodle will remember which page you were on and allow you to continue from there, having saved your previous questions.

===Retaking a quiz===

If your teacher has allowed multiple attempts, when you click on the quiz again you will be informed how many attempts you have remaining along with your previous scores.

==How teachers view a quiz==

''Note: Once a quiz has been attempted, it is not possible to add or delete questions unless previous scores are removed.''

*When attempts have been made on the quiz, the teacher can click the quiz name and access the reports by clicking the link "Attempts - (No. of attempts.

*It is then possible to filter the reports according to preference:

[[File:quizreport.png]]

*A teacher may also access quiz results by clicking on the quiz name in the Navigation block. This opens up other links, enabling them to view by grade, by correct response, by statistics and by manually graded responses:

[[File:quizresultsnav.png]]

*Each individual question may be filtered in score order and individual student quiz responses may be viewed by clicking "Review attempt" next to their name.

*''For more information on how quiz responses are reported, see [[Quiz reports]].''

====Commenting on or regrading responses====

*By clicking on the score of an individual question, a teacher may comment on it or override the grade:

[[File:reviewresponse.png]]

====Messaging students who haven't completed a quiz====
*From the Administration block, click ''Reports>Course participation''
*From the drop down, choose your quiz.
*In ''Show only'', choose "Student" and in ''Actions'', choose "post"
*In the list that appears, tick/check the boxes next to those you wish to message.
*In the bottom dropdown ''With selected users'', choose "send message"

[[File:quizemail.png]]

==Ideas for using Quiz==

Quizzes may be used:
#as unit or course exams
#as mini-tests for reading assignments or at the end of a topic
#as exam practice using questions from previous years' exams
#to deliver immediate feedback for printed workbook activities
#to provide feedback about performance
#for self assessment
#(with the use of the Quiz creator role) to allow students to generate their own quiz questions for a practice question bank.

==See also==
* [http://school.demo.moodle.net/mod/quiz/view.php?id=168 Working example of a quiz on School demo site] (Log in with username:student/password:moodle)
* [http://school.demo.moodle.net/mod/quiz/report.php?id=168&mode=overview See how a teacher analyses quiz results on School demo site] (Log in with username:teacher/password:moodle)
* [[Effective quiz practices]]
* [[How to let teachers share questions between courses]]
* [[Quiz results]] for teachers reviewing an untaken quiz
* [[Quiz reports]] once students take a quiz, more tools are available
* [[Quiz submission email notification]]
* [http://www.moodlenews.com/2011/friction-less-learning-with-quizzes-in-moodle/ Friction-less Learning with Quizzes in Moodle] by Joseph Thibault
*[http://en.wikiversity.org/wiki/User:Jtneill/Teaching/Online_Quizzes_and_Exams_with_Moodle Online Quizzes and Exams with Moodle] - reflections by [[User:James Neill|James Neill]]
* [https://moodle.org/mod/forum/discuss.php?d=243599#p1056525 Combining Moodle quiz code with JQuery, Javascript and CSS to produce some awesome Moodle quizzes] forum discussion

[[de:Test nutzen]]
[[es:Usando examen]]

Using Lesson

2014-05-19T08:57:57Z

Marycooch: school demo links

{{Lesson}}
This page outlines how students and teachers interact with Moodle lessons once they have been created. For details on how to set up and then organise a lesson, see [[Lesson settings]] and [[Building Lesson]]

== What the student sees ==
*A student clicking on a Lesson will see an introductory page with one or more buttons which they choose from to select the path they wish to take.
*The display may vary according to how the teacher has set up the lesson in [[Lesson settings]]. For example; there may or may not be a list of pages down the side; there may or may not be an ongoing score.
*Students progress through the lesson with either content pages (of information, which is not graded) or various types of question pages(which may be graded) When a question page is used, the following page gives the answer and feedback if offered:
[[File:studentviewoflesson.png]]
*The lesson is ended when the student has met the criteria set by the teacher. This could be answering a certain number of questions correctly, accessing a certain number of pages with content (text, audio or video) or following a certain navigational path. A final page appears where the student can check their score, if applicable, and return to the main course page.
[[File:studentendoflesson.png]]

==What the teacher sees==
*A teacher clicking on a lesson will see tabs at the top offering them the chance to preview, edit, view reports or grade essays in the lesson:
[[File:teacherviewoflesson.png]]
===Preview===
*The lesson opens up in preview mode for the teacher. However, it will not show the score unless the teacher switches their role to a student.
===Edit===
*The Edit tab allows teachers to alter the lesson once it has been set up. There are two views - Collapsed and Expanded. See [[Building Lesson]] for more details on editing the lesson.

===Reports===
*The reports tab shows the performance of students taking the lesson. There is a general "Overview" and a "Detailed Statistics" tab.
====Overview====
[[File:lessonreportsoverview1.png]]

By clicking on the specific attempt, the teacher can view the student's answers to specific questions. It is also possible to delete a student attempt by checking the attempt and using the pull down menu to change "Choose" to "Delete".

*Below the "Overview" can also be seen general statistics: Average score, Average time, High score, Low score, High time, Low time.
[[File:lessonreportstatistics.png]]

====Detailed Statistics====
More detailed reports on individual questions are available from this tab, as in the following screenshot:

[[File:lessonreportsdetailed.png]]

====Grade essays====
*Any essay questions which have been set in the lesson can be accessed and graded here.

==Grading lessons==
*Note that for a lesson to be graded, it must have at least one question where a student can receive a score and the lesson can not be a practice lesson. Grades are calculated when the student has completed a lesson. Grades are kept for every student attempt.

==Understanding Flow control==
*''Settings > Lesson administration > Edit settings > Flow control group''

*Here are some examples to help you understand the Lesson flow control settings. Please note:
*"Allow student review" setting applies to the review of a whole Lesson, whereas
*"Provide option to try a question again" setting applies to the review of an individual question page. When the student does not select the correct answer, 'Provide option to try a question again" setting will display 2 buttons. One will direct the student back to the question and the other to continue.
*"Maximum number of attempts" is designed to prevent a student from being stuck on "This page" where they continually put or select the wrong answer. It will override other settings, such as review or the option to try the question again. When exceeded, it will not allow a score to be recorded for that question.

====Case 1 ====
The teacher wants the student to be able to attempt any question no more than 3 times and be given the chance to answer the question again. The teacher wants the student to see the response attached to their answer.

:Flow control settings
::Allow student review '''Yes'''
::Provide option to try a question again '''No'''
::Maximum number of attempts '''3'''
::Display default feedback '''No'''
::Number of pages to show '''0'''
::Slideshow '''No'''

:Student selects wrong answer and will see:
:: "Response for the wrong answer" (if any is shown)
:: "Yes, I'd like to try again" button
:: "Continue" button.

:Student selects correct answer and will see:
:: "Response for the correct answer" (if any is shown)
:: "Continue" button

====Case 2 ====
The teacher wants to allow the student 3 attempts at all questions but not see any feedback except the site default feedback for wrong answers.
*Flow control settings
::Allow student review '''No'''
::Provide option to try a question again '''Yes'''
::Maximum number of attempts '''3'''
::Display default feedback '''No'''
::Number of pages to show '''0'''
::Slideshow '''No'''

*Student selects wrong answer and will see:
::''Not quite. Would you like to try again?'' as text over the
::"Yes, I'd like to try again" button
::'"No, I just want to go on to the next question" button

:''Note:'' If the wrong answer jump is set to "This page" and the number of attempts is under the maximum, then the student will return to the question, regardless if they select "No, I just want to go on".

*Student selects correct answer and will see:
:: "Your answer: {gives the student's answer)"
:: Response attached to the correct answer (if any)

==== Case 3 ====
"Speed bump for speed clickers". Teacher only wants the student to get once chance to record an answer on any question. They will only see the response the teacher provides for any question, or the default feedback if no response has been set for the answer the student selected.

*Flow control settings
::Allow student review '''No'''
::Provide option to try a question again '''No'''
::Maximum number of attempts '''1'''
::Display default feedback '''Yes'''
::Number of pages to show '''0'''
::Slideshow '''No'''

*Student selects wrong answer and will see:
:: "Response for the wrong answer" (if any is shown)
:: "Yes, I'd like to try again" button
:: "Continue" button.

: ''Note:'' When teacher sets the Jump to "This page" for a wrong answer, they will return to the page but their score will not change.

* Student
::"Response for the correct answer" (if any is show)
::"Continue" button

==Ideas for using Lessons==
*Because of its "branching" nature, the lesson module lends itself to a wide variety of activities, not all of which need to be graded. In addition to merely working through a list of question pages, here are some other suggestions:
====Self-directed learning of a new topic====
*Use the lesson to introduce a new topic. The learner starts out knowing nothing but can progress at his own pace, reviewing what he is not sure of and moving on when he feels ready. This can be much enhanced by...
====Allow for different learning styles====
*When using the lesson to introduce a new topic, offer pages that deliver the content in different ways, according to how the students prefer to learn. For example the button "do you prefer to read?" goes to a page of text; "do you prefer to watch a video?" goes to a screencast ; "do you prefer to listen to instructions?" -goes to a podcast and so on.
====Role play simulations/Decision-making exercises====
*Use the lesson to set up situations where the learner has to make a choice each time and the scenario changes according to their selection. This could be a medical emergency for example, deciding upon the correct treatment, or a customer relations exercise, learning how best to deal with an awkward client. In an educational establishment it could serve well in Humanities subjects considering moral/ethical issues.
====Interactive fiction====
*For younger (and not so younger!) students, the lesson can be used to create a "choose your own ending" type of story where the student reads a page (or even watches a video/listens to an audio file) and then decides upon the character's next move. Apart from the entertainment value of this, it could be used to help guide pre-teens to behave responsibly by taking decisions for a character who is in a potentially dangerous situation.
====Differentiated revision guides====
*Students can be taken to different sets of revision questions according to their answers, allowing them to progress from basic to intermediate to advanced according to their prior knowledge.
====More!====
*Have any other good ideas? Please add them here!

== See also ==

[http://school.demo.moodle.net/mod/lesson/view.php?id=432 A working example of a Lesson from the School demo site.]

[http://moodle.net/?courseid=1214 A downloadable course from Moodle.net for learning about and creating Moodle Lessons]

[[fr:Afficher une leçon]]
[[de:Lektion nutzen]]
[[es:Usando lección]]
[[ja:レッスンの利用]]

Course settings

2014-05-19T08:54:55Z

Marycooch: school demo links

{{Courses}}
A teacher, or other user with the [[Capabilities/moodle/course:update|update course settings capability]], can change course settings in ''Administration > Course administration > Edit settings''.

==General==
{|
|[[File:generalcourse25.png|thumb|General settings,expanded by default]]
|}

===Course full name===

This is the name of the course. It is displayed as a link on course lists on the [[Front page]] and on [[My home]] and in reports. It is also used in the browser title bar when the course is viewed.

The capability [[Capabilities/moodle/course:changefullname|moodle/course:changefullname]] controls whether a user can edit the course full name.

===Short name===

Many institutions have a shorthand way of referring to a course, such as BP102 or COMMS. Even if you do not already have such a name for your course, make one up here. It will be used in several places where the long name is not appropriate, such as the Navigation block.

The capability [[Capabilities/moodle/course:changeshortname|moodle/course:changeshortname]] controls whether a user can edit the short name field.

By default, only course full names are displayed in the list of courses. However an administrator can enable short names to be displayed too if required by ticking the checkbox in ''Administration > Site administration > Appearance > Courses''.

=== Course category===

The site administrator may have created course categories to help teachers and students find their courses easily. Course categories may be reflected in the [[Navigation block]].

The capability [[Capabilities/moodle/course:changecategory|moodle/course:changecategory]] controls whether a user can edit the course category.

===Course start date===

This setting affects the display of logs and the weekly format topic dates.

If you use the "Weekly" course format, the start date will appear in the first section of the course. For example selecting 27 July, will display "27 July - 2 August" in the first section (when default display is selected for that section).

This setting will have an effect on the display of logs. This will be the earliest possible date the log activity will display.

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

:''TIP:'' If your institution runs on a weekly schedule, you may want to consider setting the start date for courses on the first day of the week, like a Monday. Please note that the 'first day of the week' is set by the [https://docs.moodle.org/dev/Translation_langconfig langconfig file] of your [[Language]], and might be different from the default Monday of the English language pack.

:''TIP:'' In general, if your course does not have a real starting date then set the date to yesterday and use the availability setting to reveal the course to students.

:''TIP:'' See self enrolment course settings to prevent students from entering the course before a certain date/time.

===Visible===

Here you can "hide" your course completely. It will not appear on any course listings, except for managers, course creators, teachers and any other users with the [[Capabilities/moodle/course:viewhiddencourses|view hidden courses capability]]. Even if students try to access the course URL directly, they will not be allowed to enter.

The [[Capabilities/moodle/course:visibility|hide/show courses capability]] controls whether a user can hide a course.

Note: In earlier versions of Moodle, this setting was named 'Course availability'.

=== Course ID number===

The ID number is an alphanumeric field. It has several potential uses. Generally, it is not displayed to students. However, it can be used to match this course against an external system's ID, as your course catalogue ID or can be used in the certificate module as a printed field.

The capability [[Capabilities/moodle/course:changeidnumber|moodle/course:changeidnumber]] controls whether a user can edit the ID number.

==Description==
{|
|[[File:descriptioncourse25.png|thumb|Description settings expanded by default]]
|}

===Course summary===

The summary appears on the course listings page. This field is searched when searching for a course and also appears in the Course/Site description block.

The capability [[Capabilities/moodle/course:changesummary|moodle/course:changesummary]] controls whether a user can edit the course summary.

===Course summary files===

An image (and if allowed by the administrator, other file types) may be attached to the course summary. They will be accessible by anyone from outside of the course just like the course name and/or summary. Only users with [[Capabilities/moodle/course:changesummary| moodle/course:changesummary capability]] are able to upload/change course summary files.
''Note that if this is not allowed by the administrator, then no box will appear to upload course summary files''.

By default, only jpg, gif and png file types are allowed as course summary files. An administrator can change the allowed file types in ''Administration > Site administration > Appearance > Courses''.

==Course format==

(These settings are collapsed by default.)
{|
|[[File:coursefomat25.png|thumb|Course format settings expanded]]
|}

===Format===

See [[Course formats]]

===Number of sections===

This setting is only used by the 'weekly' and 'topics' course formats. 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 course. Both of these translate to the number of "boxes" down the middle of the course page.

If the number of weeks/topics is changed for an existing course so that the number is less than the number of course sections containing activities (for example the course contains activities in 3 sections and the number or weeks/topics is set to 2) then when editing is turned on section(s) at the bottom of the course page will be shown with the title 'Orphaned activities'.

The number of weeks/topics may be set to 0, so that only the top general section is displayed on the course page and there are no numbered sections.

By default, the maximum number of weeks/topics is 52, but an administrator can set a different maximum number which will apply to all courses on the site (see below).

===Hidden sections===

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 grey) to indicate where the hidden section is, though they still cannot actually see the hidden activities and texts. This is particularly useful in the Weekly format, so that non-class weeks are clear, or if you have quizzes you don't want your students to see.

:''TIP:'' If you choose, these non-available items can be completely hidden, so that students do not even know that sections or an activity in the course are hidden.

===Course layout===

The Course layout setting determines whether the whole course is displayed on one page or split over several pages. The setting currently applies to the topics and weekly core course formats and contributed collapsed topics course format only.

Teachers choose from the dropdown whether they wish to "show all sections on one page" in the familiar scrolling format, or "show one section per page".

If one section per page is selected, the course page is abbreviated to a list of links to individual sections. If an individual section is shown, next and previous sections may be accessed via links above and below the section.

{|
| [[File:one section per page course format.png|thumb|Course page for course using one section per page course layout]]
| [[File:Single_section_page.png|thumb|Individual section of a course using one section per page course layout]]
|}

Visit the School demo site course [http://school.demo.moodle.net/course/view.php?id=37 The Types of Sport] to see the "Show one section per page" course layout in action!

For further details plus screenshots, see blog post [http://www.somerandomthoughts.com/blog/2012/05/08/moodle-2-3-section-per-page/ Moodle 2.3 – Section per page] by Gavin Henrick.

==Appearance==

(These settings are collapsed by default.)

{|
|[[File:appearancecourse252.png|thumb|Appearance settings expanded]]
|}

===Force theme===

If the site administrator has allowed the teacher to set a course [[Themes|theme]], this pull down menu will appear with a list of themes on the site. Teachers can use this to choose a different look for the course from the rest of the Moodle site.

=== Force language===

If you force a language in a course, the interface of Moodle in this course will be in this particular language, even if a student has selected a different preferred language in his/her personal profile.

===News items to show===

How many news items should show the [[Latest news block]]. Set it to 0 and Latest news block will not appear.

The Latest News block relies on the use of the associated News Forum. News posted in other forums do not display in the latest News block

===Show gradebook to students===

Here you can decide whether to allow students to see the link to [[Grades|grades]] in the Administration block. If your course doesn't use graded activities, it makes sense to disable this. If grades are used and this link is disabled, students can still see their grade from the actual activity itself, such as an [[Assignment|assignment]]

===Show activity reports===

Here you can decide whether to show students their [[Activity_report#Individual_Activity_Report|activity reports]]. Doing so places a load on the server however, which is why the setting is disabled by default.

==Files and uploads==

(These settings are collapsed by default.)

===Maximum upload size===

Here you can decide the largest size of file that students can upload to a course. The site administrator can determine [[Site_policies#Maximum_uploaded_file_sizefile |sizes available]] for the teacher to select.

Editing teachers or other users may be allowed to upload files larger than the maximum size by giving them the capability [[Capabilities/moodle/course:ignorefilesizelimits|moodle/course:ignorefilesizelimits]]

==Completion tracking==

(These settings are collapsed by default.)

Completion tracking must be enabled for [[Activity completion]]. [[Course completion]] criteria may also be based upon Activity completion values found in the activity's settings.

==Guest access==

(These settings are collapsed by default.)
{|
|[[File:guestaccess25.png|thumb|Guest access settings expanded]]
|}
Here you can decide whether to allow logged in users to access the course as a guest, and whether or not they need to enter a password. See [[Guest role|Guest role]] for more information.

==Groups==

(These settings are collapsed by default.)
{|
|[[File:coursegroups25.png|thumb|Groups settings expanded]]
|}

===Group mode===

Here you can define the [[Groups|group mode]] at the course level by a pull down menu. "[[Groups#No_groups|No groups]]", "[[Groups#Separate_groups|Separate groups]]" and "[[Groups#Visible_groups|Visible groups]]" are the choices. The selected setting will be the default group mode for all activities defined within that course. The group setting can affect what users see in the [[Participants]] list and who they can interact with in activities.

===Force===

If the group mode is "forced" at a course-level, then this particular group mode will be applied to every activity in that course. This will override any activities that may have a special group setting.

===Default grouping===

If [[Groupings|groupings]] are enabled, a default grouping for course activities and resources may be set.

==Role renaming==

(These settings are collapsed by default.)
{|
|[[File:rolerenaming.png|thumb|Role renaming settings expanded]]
|}
You can rename the [[Roles|roles]] used in your course. For example, you may wish to rename the [[Teacher role]] as "Facilitator", "Tutor" or "Guide". These new role names will appear within the course. For example on the [[Participants|participants]] and the override permissions pages.

Please note that the site administrator or a [[Manager |course manager]] may have changed the names or added new roles. These names will appear and the teacher may rename them.

== Site administration settings==

An administrator can set course default settings in ''Administration > Site administration > Courses > Course default settings''.

The maximum number of weeks/topics may be set for all courses on the site. The default value is 52.

==Preventing teachers from editing course settings==

Any/all of the following fields - course full name, short name, ID number and category, summary - may be locked to prevent teachers from editing them. To do so:

#Access ''Site Administration > Users > Permissions > Define roles''.
#Click the edit icon opposite the teacher role.
#Change any/all of the capabilities [[Capabilities/moodle/course:changefullname|moodle/course:changefullname]], [[Capabilities/moodle/course:changeshortname|moodle/course:changeshortname]], [[Capabilities/moodle/course:changeidnumber|moodle/course:changeidnumber]], [[Capabilities/moodle/course:changecategory|moodle/course:changecategory]], [[Capabilities/moodle/course:changesummary|moodle/course:changesummary]] from allow to not set.
#Click the "Save changes" button at the bottom of the page.

==See also==
* [http://youtu.be/vOm1NAknuvk Creating a Course and Course Settings] MoodleBites video on YouTube
* [http://youtu.be/rg6rUuBwITo Moodle 2 Administration Courses] MoodleBites video on YouTube

[[de:Kurseinstellungen]]
[[es:Configuraciones del curso]]
[[eu:Ikastaroaren_ezarpenak]]
[[fr:Paramètres du cours]]
[[ja:コース設定]]

Quiz settings

2014-05-19T08:52:43Z

Marycooch: school demo links

{{Quiz}}
Creating a new quiz is a two-step process. In the first step, you create the quiz activity and set its options which specify the rules for interacting with the quiz. In the second step you add questions to the quiz.
This page describes the options you can set for the quiz activity. The page [[Building Quiz]] describes how to set up the questions for the quiz.

==Quiz administration==
When you first set up your quiz from ''Add an activity or resource > Quiz'', (or, if you don't have this link, the dropdown ''Add an activity>Quiz'') you will get the following settings, (which can also be changed later in the Edit Settings link of the Quiz administration settings block) All settings may expanded by clicking the "Expand all" link top right.

==General==
{|
|[[File:Quizgeneral.png|thumb|448px|General settings expanded by default]]
|}
;Name
:This is the standard name field. This name will appear on the home page of the course, navigation menu and other places which will show or provide links to this quiz.

;Description
:Describe the purpose of the glossary and provide instructions or background information, links etc. Click the icon top left to expand the toolbars, and drag the bottom right of the text box out to expand it.

;'''Display description on course page'''
:If ticked, the quiz description will appear on the course page directly under the quiz name.

==Timing==
(These settings are collapsed by default)
{|
|[[File:quiztiming.png|thumb|452px|Timing settings expanded]]
|}

;Open the quiz
:You can specify times when the quiz is accessible for people to make attempts. Before the opening time the quiz will be unavailable to students. They will be able to view the quiz introduction but will not be able to view the questions. Quizzes with start times in the future diasplay both the open and close date for students.

Note: You can make the quiz available at different times for different groups or users in the Group or User override sections of the Quiz Administration settings block.

;Close the quiz
:After the closing time, the students will not be able to start new attempts. Answers that the student submits after the quiz closing date will be saved but they will not be marked.

: Even after the quiz has closed students will still be able to see the quiz description and review their attempts. What exactly they will see depends on the settings you choose for review options (see below).
;Time limit
:By default, quizzes do not have a time limit, which allows students as much time as they need to complete the quiz. If you do specify a time limit, several things are done to try and ensure that quizzes are completed within that time:
{|
|[[File:quiz timer.png|thumb|Navigation block showing quiz timer]]
|}

# A countdown timer is shown in the quiz navigation block
# When the timer has run out, the quiz is submitted automatically with whatever answers have been filled in so far
# If a student manages to cheat and goes over the allotted time, no marks are awarded for any answers entered after the time ran out

Note: You can make the quiz available last a different period of time for different groups or users in the Group or User override sections of the Quiz Administration settings block (see below).

;When time expires..

There are three options as to what will happen when the time limit is up. Choose the one you need from the dropdown menu:

If you select "''there is a grace period...''" then you can check the box to enable the "Submission grace period" and specify a period of time during which learners may still submit the quiz after the time is up.

===Examples of how timing is handled===

#A student starts a quiz at noon. The quiz has a one-hour time-limit, and a 1 hour delay between attempts. The student gets distracted, and so actually does not submit (using the overdue handling) until 1:30pm. ''They are allowed to start their second attempt at 2. pm''
#The quiz count-down timer submits a student's quiz attempt at the last second when time expires. Because the server is heavily loaded, it takes 30 seconds to process the student's attempt. ''The submission is accepted nonetheless.''
#Same situation as above but with a 120 second delay: ''The submission is rejected.''
#The delay is not because of server load but because the student found a way to cheat the timer. ''Moodle cannot know what causes a delay.The behaviour is controlled by the admin setting(quiz | graceperiodmin), 60 seconds by default.''
#A student is a member of 3 groups,all of which have different override settings. Which limits will apply to this student? ''If there is any user-specific override, then that is used, and the group overrides for that setting are not used at all. Otherwise, if there are multiple group overrides, the most generous values are used (the earliest open date, the latest close date, the longest time limit, the most number of attempts, and the student can type any of the passwords).''

==Grade==
(These settings are collapsed by default)
{|
|[[File:quizgrade.png|thumb|312px|Grade settings expanded]]
|}

;Grade category
If you have categories in your gradebook, select the one you wish the quiz to be in here.
;Attempts allowed
:Students may be allowed to have multiple attempts at a quiz. This can help make the process of taking the quiz more of an educational activity rather than simply an assessment. If the quiz is randomized then the student will get a new version for each attempt. This is useful for practice purposes.

Note: You can change the allowed number of attempts for different groups or users in the Group or User override sections of the Quiz Administration settings block.

;Grading method
: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
* Average grade - the final grade is the average (simple mean) grade of all attempts
* First grade - the final grade is the grade earned on the first attempt (other attempts are ignored)
* Last grade - the final grade is the grade earned on the most recent attempt only

==Layout==
(These settings are collapsed by default)
{|
|[[File:quizlayout.png|thumb|422px|Layout settings expanded]]
|}

;Question order
:If 'Shuffled randomly' is selected, then the order of questions in the quiz will be randomly shuffled each time a student starts a new attempt at the quiz. The intention is to make it a little harder for students to copy from each other.

;New page
:For longer quizzes it makes sense to stretch the quiz over several pages by limiting the number of questions per page. When adding questions to the quiz, page breaks will automatically be inserted according to the setting you choose here. However, you will also be able to move page breaks around by hand later on the editing page.
:'''Note that changing this setting has no effect on questions you have already added to the quiz'''. The setting will only apply to questions you add subsequently. To change the page breaks in an existing quiz, you need to go to the quiz editing screen, tick the 'Show page breaks' checkbox, then use the repaginate control.

;Navigation method (available by clicking ''Show More'')

By choosing ''Sequential'' instead of ''Free'', the teacher is forcing the student to progress through the questions in order without being able to go back to a previous question or skip to a later one.

==Question behaviour==
(These settings are collapsed by default)
{|
|[[File:quizquestionbehaviour.png|thumb|447px|Question behaviour settings expanded]]
|}
;Shuffle within questions

If set to 'yes', then each time the student takes a quiz the parts of the question will be shuffled randomly.
;How questions behave
* '''Deferred feedback''' - Students must enter an answer to each question and then submit the entire quiz, before anything is graded or they get any feedback.
* '''Adaptive mode and Adaptive mode (no penalties)''' - Allows students to have multiple attempts at the question before moving on to the next question.
* '''Interactive mode''' - After submitting one answer, and reading the feedback, the student has to click a 'Try again' button before they can try a new response. Once the student has got the question right, they can no longer change their response. Once the student has got the question wrong too many times, they are just graded wrong (or partially correct) and get shown the feedback and can no longer change their answer.
**There can be different feedback after each try the student makes.
**The question can adapt itself to the student's answer, for example by giving some hints before asking the student to try again.
* '''Immediate feedback''' - Similar to interactive mode in that the student can submit their response immediately during the quiz attempt, and get it graded. However, they can only submit one response, they cannot change it later.
* '''Deferred feedback or Immediate feedback''' with '''Certainty-based marking''' ('''CBM''') - With CBM, the student does not only answer the question, but they also indicate how sure they are they got the question right. The grading is adjusted by the choice of certainty, so that students have to reflect honestly on their own level of knowledge in order to get the best mark. See the ''See Also'' section below for an example quiz using CBM and a blog post explaining the philosophy.

''Note:'' There is also an option "Manual grading" which can be enabled from A''dministration>Site administration>Plugins>Question behaviour'' This causes all questions in the quiz to require manual grading.
===Certainty-based marking===
When a student answers a question they also have to state how sure they are of the answer: not very (less than 67%); fairly (more than 67%) or very (more than 80%). Their grading is then ajusted according to how certain they are, which means that for example if they answered correctly but were only guessing, their mark is adjusted from 1 to 0.33. If they answered wrongly but were very sure, their mark is adjusted from 0 to -2.

''For detailed information on how CBM works and how students can benefit from it, see [[Using certainty-based marking]].''
{|
| [[File:cbm03.png|thumb|correct answer; very sure]]
| [[File:cbm05.png|thumb|correct answer; fairly sure]]
| [[File:cmb04.png|thumb|correct answer; not very sure]]
| [[File:cbm01.png|thumb|wrong answer; very sure]]
| [[File:cbm99.png|thumb|wrong answer; not very sure]]
|}

;Each attempt builds on the last (available by clicking "Show more")
:If multiple attempts are allowed and this setting is set to Yes, then each new attempt contains the results of the previous attempt. This allows the student on the new attempt to concentrate on just those questions that were answered incorrectly on the previous attempt. If this option is chosen then each attempt by a particular student uses the same questions in the same order, independent of randomization settings. To show a fresh quiz on every attempt, select No for this setting.

(See also the forum discussion: [https://moodle.org/mod/forum/discuss.php?d=225920 CBM too harsh?]

==Review options==
(These settings are collapsed by default)
{|
|[[File:quizreview.png|thumb|600px|Review options expanded]]
|}

This section controls what information students will be shown when they review their past attempts at the quiz, and during the attempt in adaptive mode. It is a matrix with check boxes.

The various pieces of information that can be controlled are:
; The attempt: Will show how the student responded to each question.
; Whether correct: Displays whether the students response to each question is correct or incorrect.
; Marks: Reveals the marks awarded to the student and the grade for the quiz.
; Specific feedback: Will show the feedback for the response to the answer as set when adding the question to the quiz. Each response to a question can have feedback for both correct and incorrect answers.
; General feedback: Displays the general feedback for the whole question as set when adding the question to the quiz. You can use the general feedback to give students some background to what knowledge the question was testing.
; Right answer: Reveals the correct answer to each question, whether the student answered correctly or not (See note below).
; Overall feedback: Displays feedback for the entire quiz as set in the quiz settings (See note below).

For each of the above items, you can determine the timeframe when the students will see them:
; During the attempt : is only available when ''‘How questions behave’'' has been set to ''‘Immediate feedback’'', ''‘Immediate feedback with CBM’'' and ''‘Interactive with multiple tries’''. If set to one of these options then a ''‘Check’'' button will appear below the answer and when clicked the student will submit that response and then receive immediate feedback.
; Immediately after the attempt : means within 2 minutes of the student clicking "submit all and finish".
; Later, while the quiz is still open : means after 2 minutes, but before the close date (if the quiz does not have a close date, this phase never ends).
; After the quiz is closed : means what it says (you never get here for quizzes without a close date).

:''Tip:'' Checking any of the boxes in the timeframe row, will reveal the test to the student. For example, to allow students to see their quiz immediately after taking it but not later, make sure none of the boxes in "Later" or "After" rows are checked. The student will be able to see their grade but not get into the quiz.

Note: Currently, the Answers display is a bit inconsistent between different question types. For example, the matching question type shows students which of their responses are correct, but does not tell them the right answer for the ones they got wrong. The short answer and multiple choices question types do tell the student what the correct answer is.

Users with the capability 'View hidden grades' [[Capabilities/moodle/grade:viewhidden|moodle/grade:viewhidden]] (typically teachers and administrators) are not affected by these settings and will always by able to review all information about a student's attempt at any time.

In your list of review options, you must have 'The attempt' (the first option in the lists) selected before you can enable the options to show 'Whether correct', 'Specific feedback', 'General feedback', and 'Right answer'. If you choose not to let the students review the attempt, your only options are to display 'Marks' and 'Overall feedback'.

==Display==
(These settings are collapsed by default)
{|
|[[File:quizdisplay.png|thumb|470px|Display settings expanded]]
|}

:Show the user's picture
It is now possible, when displaying the user's profile picture for proctoring purposes, to choose whether a large image or thumbnail will be displayed. {{New features}}

;Decimal places in grades
:This option determines how many digits will be shown after the decimal separator (see [[dev:Translation_langconfig|langconfig]] ) when the grade is displayed. A setting of 0 for example means that the grades are displayed as integers. This setting is only used for the display of grades, not for the display or marking of answers.

==Extra restrictions on attempts==
(These settings are collapsed by default and are available by clicking "Show more")
{|
|[[File:quizextrarestrictions.png|thumb|470px|Extra restrictions settings expanded]]
|}

;Require password
:This field is optional.

:If you specify a password in here then participants must enter the same password before they are allowed to make an attempt on the quiz. This is useful to give only a selected group of students access to the quiz.

;Require network address
:This field is optional.

:You can restrict access for a quiz to particular subnets on the LAN or Internet by specifying a comma-separated list of partial or full IP address numbers. This is especially useful for a proctored (invigilated) quiz, where you want to be sure that only people in a certain room are able to access the quiz. For example: 192.168. , 231.54.211.0/20, 231.3.56.211

:There are three types of numbers you can use (you can not use text based domain names like example.com):

# Full IP addresses, such as 192.168.10.1 which will match a single computer (or proxy).
# Partial addresses, such as 192.168 which will match anything starting with those numbers.
# CIDR notation, such as 231.54.211.0/20 which allows you to specify more detailed subnets.

:Spaces are ignored.

;Enforced delay between attempts
:These two fields are optional.

:You can set a time (from seconds to weeks) between the first and second attempt of a quiz. You can also (or alternatively) set a time from seconds to weeks for subsequent attempts after the second attempt. Thus, you might allow a student to take the quiz twice immediately with no delay, but if they want to improve their score with a third attempt, they are forced to wait a week and use the time for extra revision.

;Browser security
:This is by default an advanced field, visible by clicking "Show advanced".
:The options in this section offer various ways to try to restrict how students may try to 'cheat' while attempting a quiz. However, this is not a simple issue, and what in one situation is considered 'cheating' may, in another situation, just be effective use of information technology. (For example, the ability to quickly find answers using a search engine.)

::Note also that this is not just at problem of technology with a technical solution. Cheating has been going on since long before computers, and while computers make certain actions, like copy and paste, easier, they also make it easier for teachers to detect cheating - for example using the quiz reports. The options provided here are not fool-proof, and while they do make some forms of cheating harder for students, they also make it more inconvenient for students to attempt the quizzes, and they are not fool-proof.

:'''Full screen pop-up with some JavaScript security'''

:There is a limit to what the quiz, which runs on a web server, can do to restrict what the student sitting at their computer can do while attempting the quiz. However, this option does what is possible:

:* The quiz will only start if the student has a JavaScript-enabled web-browser.
:* The quiz appears in a fullscreen popup window that covers all the other windows and has no course navigation controls.

{|
|[[File:seb24.png|thumb|465px|Student view of quiz question with full screen popup. (Click to see enlarged)]]
|}
:* The students are prevented, as far as is possible, from using facilities like copy and paste.
:* This setting does not work well with the MyMobile theme for mobile devices included in the standard installation. In particular, quiz time limits do not function correctly (MDL-32047).

:'''Require the use of Safe Exam Browser'''

:This option will only appear if your administrator has enabled it in ''Settings > Site administration > Development > Experimental > Experimental settings''.

:[[Safe exam browser|Safe Exam Browser]] is a customised web browser that must be downloaded and installed on the computer that the student uses to attempt the quiz. It restricts student use more effectively than a pop up window option. Features include full screen, without web navigation options, shortcut keys including copy and paste are disabled and of course surfing the web during an exam.

==Overall feedback==
(These setttings are collapsed by default)
{|
|[[File:quizoverallfeedback.png|thumb|448px|Overall feedback settings expanded]]
|}
Overall feedback is shown to a student after they have completed an attempt at the quiz. The text that is shown can depend on the grade the student got. Click "Show editing tools" to display the rich text editor, and drag the bottom right of the text box out to expand it.

For example, if you entered:

:Grade boundary: 100%
:Feedback: "Well done"
:Grade boundary: 40%
:Feedback: "Please study this week's work again"
:Grade boundary: 0%

Then students who score between 100% and 40% will see the "Well done" message, and those who score between 39.99% and 0% will see "Please study this week's work again". That is, the grade boundaries define ranges of grades, and each feedback string is displayed to scores within the appropriate range.

Grade boundaries can be specified either as a percentage, for example "31.41%", or as a number, for example "7". If your quiz is out of 10 marks, a grade boundary of 7 means 7/10 or better.

Note that the maximum and minimum grade boundaries (100% and 0%) are set automatically.

You can set as many or as few grade boundaries as you wish. The form allows you up to 5 ranges at first, but you can add more by clicking the "Add 3 fields to form" button underneath.

If you're getting confusing error messages about a boundary being out of sequence (when it's obviously *in* sequence), or "boundaries must be between 0% and 100%" (and they are) -- check that the Maximum Grade for this quiz is set to something greater than zero.

==Common module settings==
(These settings are collapsed by default)
See [[Common module settings]]

==Restrict access/Activity completion==
(These settings are collapsed by default)

The Restrict access and Activity completion settings are visible if [[Conditional activities]] and [[Activity completion]] have been enabled in the site and the course.

==Group and User overrides==

[[File:overridesquiz.png]]

Dates, timing and number of allowed attempts may be changed for individual users or groups by following the links ''Group Overrides'' or ''User Overrides'' in the Quiz Administration settings block.

===Group overrides===
To change a quiz setting for a particular group, click the "add group override" button in ''Quiz Administration>Group overrides'', make the changes you wish and save or enter another override.

===User overrides===
To change a quiz setting for a particular user or users, click the "add user override"button in ''Quiz Administration>Group overrides'', make the changes you wish and save or enter another override.

[[Image:groupuseroverride.png|groupuseroverride.png]]

==Site administration settings==

The quiz module has additional settings which may be changed by an administrator in ''Administration > Site administration > Plugins > Activity modules > Quiz''.

;Autosave period
:If enabled, student responses will be saved every minute/two minutes/five minutes (according to selection) This is useful so that students don't lose work but does increase the load on the server.

How questions behave can be configured in ''Administration>Site administration>Plugins>Question behaviours>Manage question
behaviours''

==See also==

[http://school.demo.moodle.net/mod/quiz/view.php?id=52 School demo example of a quiz with CBM] Log into with username "parent" and password "moodle"

[https://moodle.org/mod/forum/discuss.php?d=225920 Forum thread: Certainty based marking - too harsh?]

[http://helderenwijzer.nl/2011/10/certainty-based-marking-in-moodle/ Blog post on CBM (Certainty Based Marking)in Moodle]

[[fr:Ajouter/modifier un test]]
[[de:Test konfigurieren]]
[[es:Configuraciones del examen]]

Using Choice

2014-05-19T08:45:45Z

Marycooch: school demo links

{{Choice}}

==What the student sees==
*When a teacher has created a Choice activity, the student is presented with a number of radio buttons. They click one to make their selection.
*Depending on the teacher's settings, the student may then be able to see the results either anonymously or with names (via the "View xxx responses" link) or not see anything.
[[image:Studentchoiceview.png]]

==What the teacher sees==
*Regardless of how it's been set for students, a teacher will always see user names and choices, via the "View xxx responses" link.
*The teacher is also able to delete selected choices or download them in various formats as in the screenshot below:
[[File:Choiceresponses.png]]

==Some ways to use Choice==
===Thinking about existing knowledge===
Pedagogically, the choice activity can be used to provide an opportunity to share starting points through which learners are encouraged to think about and articulate existing knowledge and understandings of a topic. For example, you can ask students to make ‘choices’ about a statement such as “in learning to become a teacher, the most significant issue for me is” (giving the following choices): trust, theoretical underpinnings, communication or delivering materials to students.

This has two benefits: firstly, it forces participants to engage with their choice and think, in advance of a further related activity (you might wish to follow up such a choice activity with a forum discussion or a reflective activity like the online text assignment), about the context and consequences of this choice. Secondly, it allows tutors and students to gain a better understanding of existing views/understandings/knowledge related to the question, idea or concept at hand in the Choice activity.

===Assessing understanding===

For younger students, the choice activity is a secure way to gauge their understanding of a topic without asking them in public: with a question such as "how well did you understand this module?" students can honestly select from "very well", "OK" or "I stil don't get it", safe in the knowledge only their teacher knows their response and they will not be shamed in front of their peers.

The choice activity in Moodle only allows a participant to select one choice from a variety of options (that you provide), but you may set the activity so that participants can change their choices - thus, as students make progress and gain confidence, they might want to update their choice to reflect this. You can also set the activity so that it ‘closes’ or ‘locks down’ on a specific date, making all choices final from that point on. This allows participants to change their minds several times before a final
date.

===Selecting groups===

Using the choice activity is one way of getting students to put themselves into groups. However in its standard form, it does not add them to the gradebook as a group. There is a contributed module that does this here: [http://moodle.org/mod/data/view.php?d=13&rid=4704 Choicegroup]

==Examples of using choice==

The following examples are mostly taken from a Using Moodle forum discussion [http://moodle.org/mod/forum/discuss.php?d=145882 Creative Uses?].

===Gather pre-event comments===
*A simple question to answer, to kick start - the beginning of a lesson.
*Gather initial comments, reasons for taking course, participating in event

===Bus & roommate, menu choices===
Every spring, our school sends 180 students and our fine arts faculty to a 3 or 4 day event. Students invited to participate are enrolled in a Moodle course for the event.

We use the new forum to communicate with students. The forum is open to anyone, so parents can read it, too.

We use the choice module to gather the initial commitment from students to attend, and then later their their bus choices and hotel roommates. In years that the bus rides are long enough, students pre-select boxed meals.

I modified the Choice module to allow me to easily make selections for students who do not respond in a timely manner.

We also use the feedback module to gather student cell phone numbers, a list of events that each student will attend, and t-shirt requests.

I wrote a PHP program to gather all of this info and create an Excel file with all of the info in various arrangements.

===Memo tracking ===
I have made some minor changes to the Choice code (only requiring one "choice") so that we in the Business world can use the Choice module for Memo tracking.

Each Memo is a new Choice, the memo is entered, and the choice is "I have read and understand this memo". Then our Managers can track who has or has not read the memo, and follow up with those who have not read them.

===Feedback from students about course or activity===

A question left unanswered from a lesson - that needs an answer. Now home study.
As feedback about a lesson, as assessment for learning.

===Polling tool===
As they are so fast to set up - they can even be used as a polling tool, although there are other tools out there. A colleague used them for student voice polling.

===Registrar and Administration uses===
Currently Moodle Choices is offering a far greater contribution to our admin functions than our teaching.(remember not to use groups in this function)

Elective courses: students are given a list of choices that they can choose from.

===Sign up for an activity===
Sign up for a specific activity eg Rosetta Stone, cycle rental - Students self-enrol to a moodle coursepage then click to say 'please sign me up' - we use choices in order to set course limits

===Student confirm pathways===
Choice of degree specialism - students are away on stage, and change their mind frequently, so we set a choices activity with the pathways and instead of emailing us every time they change their minds, they indicate the change on choices, which are left open.

===Use with podcasts and videos===
Include podcasts or videos as well as images in the choice activity.

===Elections===
It is possible to run student union elections using choice module.

== See also ==

[http://school.demo.moodle.net/mod/choice/view.php?id=170 Working example of a choice activity from School demo site.] Log in with username "student" and password "moodle"
* [http://www.youtube.com/watch?v=shkelQDKbtM Choice module video](older version of Moodle)

Using Moodle forum discussions:
* [http://moodle.org/mod/forum/discuss.php?d=43536 Have Your Students "Sign" an Agreement]
* [http://moodle.org/mod/forum/discuss.php?d=145882 Creative Uses?]

[[de:Abstimmung nutzen]]
[[fr:Afficher un sondage]]
[[es:Usando elección]]

Using Chat

2014-05-19T08:41:50Z

Marycooch: updating school demo links

{{Chat}}
==Entering the chat==
[[File:Enterchat.png]]

*As you click the chat link on the course page you see two or three options:
**Click here to enter the chat now - this takes you to the chat using the chosen site default chat method - for example Ajax.
**Use more accessible interface - this gives a simpler chat room without frames and javascript:

[[File:Accessiblechat.png]]

**View past sessions - if this has been enabled and the user is allowed to view past chat sessions, this takes them to a list of past sessions with links to the chat.

==Joining in a chat session==
*In normal view, the screen is in two parts with the participants on the right, the messages on the left and a box at the bottom into which users type their message and press "Send" to make their contribution:

[[File:Ajaxchat.png]]

*Users can change the appearance of the messages by clicking on "Themes" next to the "Send" button. ''Bubbles'' appears thus:

[[File:Bubbleschat.png]]

The chat module contains some features to make chatting a little nicer.

;Smilies
:Any smiley faces (emoticons) that you can type elsewhere in Moodle can also be typed in here and they will be displayed correctly.

;Links
:Internet addresses will be turned into links automatically.

;Emoting
:You can start a line with <code>/me</code> to emote. For example, if your name is Kim and you type <code>/me laughs!</code> then everyone will see "Kim laughs!"

;Beeps
:You can send a sound to other people by hitting the "beep" link next to their name. A useful shortcut to beep all the people in the chat at once is to type "beep all".

;HTML
:If you know some HTML code, you can use it in your text to do things like insert images, play sounds or create different coloured and sized text.

==Chat reports==
*To view previous chats (if you have permission) click on the 'View past chat sessions' link. Teachers can also access past chat sessions from the Chat administration in the Settings block.

[[Image:Pastchatsessions.png]]

*This will bring up a listing of each chat session under the current chat topic. The listings include the time the chat started and ended, which users participated, and how many messages each user sent.

*In order for students to see past sessions, the teacher or an administrator must setup the chat to allow everyone to view past chat sessions. Please refer to the [[Chat settings]] page.

==Exporting chat sessions==

Users with the capabilities to [[Capabilities/mod/chat:exportparticipatedsession|export chat session which they took part in]] or [[Capabilities/mod/chat:exportsession|export any chat session]] can download or export past chat sessions to any portfolio enabled by the administrator. If [[Portfolios]] have not been enabled, then users will not see a link to "Export" chat sessions.

[[File:Exportchat.png]]

==Why use chat?==
*Chat has an advantage over a [[Forum]] in that it takes place in Real Time. It is especially beneficial when the group chatting is not able to meet face to face. Examples might be:
**Regular meetings of staff on large or split campuses to discuss student or curriculum issues;
**Regular meetings of students doing online courses to enable them to share experiences with others on the same course but potentially in a different city (or country)
**A teacher working with his students even though he is out of school
**A student temporarily unable to attend in person chatting with their tutor to catch up with work.
**Students out on work experience getting together to discuss their experiences with each other and their tutor
**Younger children using chat at home in the evenings as a controlled(monitored) introduction to the world of social networking

==Why NOT use chat?==
*Unless a tutor/moderator is permanently present in the chatroom -or unless the chat is hidden and revealed at certain times, it is difficult to control what is said once a chat has started.
*Younger students particularly may find it difficult to stay on task and be prone to adding non-useful comments or "beeping" others for the sake of it.
*In some situations, a forum might be preferred as it allows for reflection before posting and gives a period of time where the post might be edited.

== See also ==
[http://school.demo.moodle.net/mod/chat/view.php?id=162 Working example of Chat from the School demo site.] Log in with username "student" and password "moodle" to try out the chat. You might be chatting to yourself though:)

* Using Moodle [http://moodle.org/mod/forum/view.php?id=734 Chat module forum]
* Using Moodle [http://moodle.org/mod/forum/discuss.php?d=4792 Positive use of Chat] forum discussion

[[de:Chat nutzen]]
[[cs:Chatovací zasedání]]
[[fr:Participer à un chat]]

Messaging FAQ

2014-05-19T08:40:16Z

Marycooch: removed obsolete forum

{{Messaging}}
==How can admins view student messages?==

See the Using Moodle discussion [http://moodle.org/mod/forum/discuss.php?d=58977 How can I see student messages?].

==How can messaging be restricted?==

To limit messaging to specific users, you can change the site:sendmessage capability for the [[Authenticated user role|authenticated user role]] from allow to not set, then create a new role with site:sendmessage allowed and assign this to selected users in the system context. See the [[Blogger role]] for a similar case, where blogging is limited to specific users.

Alternatively, you could create a "Cannot send messages" role with site:sendmessage set to 'prohibit' and then assign this role in the system context to anyone using messaging inappropriately.

==How can messaging be disabled completely?==

Messaging may be disabled site-wide by unchecking the messaging checkbox in ''Settings>Site Administration>Advanced Features''.

==How can the messages window pop-up be disabled?==

#In your profile, click the blue ''Messaging'' link
#Choose to have instant messages sent to your email or Jabber account when you are online instead of a pop up.

==When are messages sent via email?==

To enable messages to be sent via email, a user should select "email" in the Messaging setting of their profile for instant messages. They can select whether to have emails sent when online or offline or both.

==When is a user considered offline?==

By default, users are considered to be offline after 5 minutes of inactivity. This figure may be changed by an administrator in ''Settings > Site administration > Plugins > Blocks > Online users''.

==How can I change the 'From' address for forum notifications sent via email?==

By default, a user's email is set as the 'From' address for forum notifications (unless the user has hidden their email address in their profile) so that recipients can choose to reply personally rather than via the forum. To set noreply@yourmoodlesite.org as 'From' address for all forum notification emails, untick the forum_replytouser checkbox in ''Settings > Site administration > Plugins > Activity modules > Forum''.

==See also==
*A code hack to [https://moodle.org/mod/forum/discuss.php?d=55934#p1128549 allow messaging between students and teachers only] (use at your own risk)

[[Category:FAQ]]
[[de:Mitteilungen FAQ]]

Messaging FAQ

2014-05-19T08:37:27Z

Marycooch: copied from 2.7 docs

Text editor

2014-05-16T20:25:09Z

Marycooch: removed ref to Atto 2.7

{{Editing text}}
The text editor (sometimes referred to as the 'HTML editor' or even '[http://www.tinymce.com/ 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.

An individual user can select an editor in their profile from ''Administration > My Profile settings > Edit profile.''

==Collapsing and expanding the editor==
{{New features}}
The TinyMCE editor first appears with just one row of buttons. Clicking the icon top left will expand it to three rows.

{|
|[[File:26tinymce1.png|250px|thumb|Collapsed view]]
|[[File:26tinymce2.png|250px|thumb|Expanded view]]
|}

==Toolbar buttons==
For those who are not familiar with the tool bar, here are the buttons as grouped in their rows. Remember that the site administrator can edit or provide additional buttons.

Row 1
{|
|[[File:26tinymcerow1.png|400px|thumb]]
|}

{| class="nicetable"
|-
|-
| 1:Expand
| 2.Formatting
| 3.Bold
| 4.Italic
|-
| 5.Bulleted list
| 6.Numbered list
| 7.Add link
| 8.Unlink
|-
| 9.Stop auto linking
| 10.Add image
| 11.Add emoticon
| 12.Add media
|-
| 13.Manage embedded files
|
|
|
|}
Row 2

{|
|[[File:26tinymcerow2.png|400px|thumb]]
|}

{| class="nicetable"
|-
|-
| 1:Undo
| 2.Redo
| 3.Underline
| 4.Strikethrough
|-
| 5.Subscript
| 6.Superscript
| 7.Align left
| 8.Align centre
|-
| 9.Align right
| 10.Decrease indent
| 11.Increase indent
| 12.Text colour
|-
| 13.Background colour
| 14.Left to Right
| 15.Right to Left
|
|-

|}
Row 3

{|
|[[File:26tinymcerow3.png|400px|thumb]]
|}

{| class="nicetable"
|-
|-
| 1:Font family
| 2.Font size
| 3.Edit HTML
| 4.Find
|-
| 5.Find/replace
| 6.Insert non-breaking space
| 7.Insert special character
| 8.Insert table
|-
| 9.Clean up messy code
| 10.Remove formatting
| 11.Paste as plain text
| 12.Paste from MS Word

|-
| 13.Toggle full screen
|-

|}

===Colour pickers===
*[[Image:26colourpickers.png]]
There are four levels of selecting a font or background colour,
*A quick pick 5x8 matrix of colours
*"More colours" 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>

====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.

===TinyMCE editor settings===

The TinyMCE HTML editor has its own settings page ''Administration>Site administration>Plugins>Text editors>TinyMCE HTML editor>General settings'' with the following options:

====Plugins====
*Buttons for equations, emoticons,images, media, automatic linking, and legacy spell-checking may be enabled, disabled or uninstall here by clicking on their eye.
*Additionally the equation, emoticon and spell check buttons have links to their Settings screens.

[[File:26tinymceplugins.png |thumb|none|upright=2.0|alt="The TinyMCE editor plugins screen" | The TinyMCE editor plugins screen]]

=====Manage embedded files=====
{{New features}}
This plugin allows users to add, delete or override files embedded in the current text area, for example in a label or topic summary. (It complements the [[Embedded files repository]])

{|
|[[File:26embeddedfiles1.png|thumb|The Manage files button]]
|
|[[File:26embeddefiles2.png|thumb|Managing embedded files from within TinyMCE]]
|}

=====Insert equation=====

Accessed from ''Administration>Site administration>Plugins>Text editors>TinyMCE HTML editor>Edit equation'', this allows you to enable or disable the TeX filter in the editor context and thereby display the Dragmath button. If you have a global custom TeX filter, then disable this setting.

=====Insert emoticon=====
Accessed from ''Administration>Site administration>Plugins>Text editors>TinyMCE HTML editor>Insert emoticon'', this allows you to enable or disable the emoticon filter in the editor context and thereby display the emoticon button.

===== Legacy spell checker=====
The legacy spell checker is visible in IE9 and lower only, but not in other browsers. If you want to disable it and and rely on browser spell checker functionality instead, you can do this by disabling the ''legacy spellchecker'' plugin by clicking its eye in ''Administration > Site administration > Plugins > Text editors > TinyMCE HTML editor > General settings''

To spell-check via your browser, type your word (which if incorrectly spelt will have red lines under it) and press right click + CTRL
{|
|[[File:Browserspellcheck.png|thumb|Right-click+CTRL for browser spellcheck]]
|}

'''NOTE:'''
While the default spell engine is Google spell which can be changed in ''Administration>Site administration>Plugins>Text editors>TinyMCE HTML editor'', this is no longer supported by Google and will not work. (Note that it is only visible in IE9 and lower) It is due to be removed. See MDL-38867. In browser spell check is recommended.

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

You can select a different spell engine from ''Administration> Site administration > Plugins > Text editors > TinyMCE HTML editor>Check spelling''

{|
|[[File:Spellengine.png|thumb|Choosing a different spell engine]]
|}
According to: http://php.net/manual/en/book.pspell.php

"As of php 5.3. Pspell is no longer supported/bundled. Instead you can use the enchant which is bundled by default in 5.3."

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

===Customising the editor toolbar===

An administrator can remove or add buttons to the TinyMCE editor toolbar by altering the Editor toolbar box in ''Administration>Site administration>Plugins>Text editors>TinyMCE HTML editor>General settings'' as demonstrated in the screencast [http://youtu.be/vTW1DImro9c Customise the text editor in 2.4]

{|
| [[File:editortoolbar.png|thumb|The Editor toolbar box]]
|[[File:horizontalrule.png|thumb|Example of toolbar with added horizontal rule button]]

|}

====Available fonts list====

In addition to the default fonts, a site administrator can add extra fonts by typing their name and string in the box in ''Administration > Site administration > Plugins > Text editors > TinyMCE HTML editor>General settings'' as demonstrated in the screencast [http://youtu.be/udP7Bnur30Y How to add extra fonts].

{|
|[[File:comicsans.png|thumb|Example of custom font]]
|}

====Custom configuration====

A setting in ''Administration>Site administration>Plugins>Text editors>TinyMCE HTML editor>General settings'' provides a box in which an administrator can apply custom formats. See MDL-37186 for more details with examples, and see also the [http://www.tinymce.com/wiki.php/Configuration:formats TinyMCE configuration page]

{|
|[[File:bottomtoolbar.png|thumb| Example 1:Toolbar at the bottom]]
|[[File:customstyles.png|thumb| Example 2: Custom styles]]
|}

*Example: Moving the toolbar to the bottom:

Add the following:
{"theme_advanced_toolbar_location" : "bottom"}

*Example: Adding your own custom styles.
(This might be useful for example if you want a "house style" for important notes, key points or similar)
In the editor toolbar, enter "styleselect" and then in the custom box add the following code, changing it to suit your purposes:
{"style_formats" : [
{"title" : "Bold text", "inline" : "b"},
{"title" : "Red text", "inline" : "span", "styles" : {"color" : "#ff0000"}},
{"title" : "Red header", "block" : "h1", "styles" : {"color" : "#ff0000"}} ]}

The following will let you use bootstrap CSS classes if you use a bootstrap based theme:

{"style_formats" : [
{"title" : "Well", "block" : "div", "classes" : "well"},
{"title" : "Label", "inline" : "span", "classes" : "label"},
{"title" : "Label - success", "inline" : "span", "classes" : "label label-success"},
{"title" : "Label - warning", "inline" : "span", "classes" : "label label-warning"},
{"title" : "Label - important", "inline" : "span", "classes" : "label label-important"},
{"title" : "Label - info", "inline" : "span", "classes" : "label label-info"},
{"title" : "Label - inverse", "inline" : "span", "classes" : "label label-inverse"},
{"title" : "Button", "inline" : "a", "classes" : "btn btn"},
{"title" : "Button - primary", "inline" : "a", "classes" : "btn btn-primary"},
{"title" : "Button - info", "inline" : "a", "classes" : "btn btn-info"},
{"title" : "Button - success", "inline" : "a", "classes" : "btn btn-success"},
{"title" : "Button - warning", "inline" : "a", "classes" : "btn btn-warning"},
{"title" : "Button - danger", "inline" : "a", "classes" : "btn btn-danger"},
{"title" : "Button - inverse", "inline" : "a", "classes" : "btn btn-inverse"}
]}

*Example: Enabling copy of rich content with styles from MS Word (tm) and paste into TineMCE without removing important styles:

{"paste_retain_style_properties" : "margin, padding, width, height, font-size,
font-weight, font-family, color, text-align, ul, ol, li,
text-decoration, border, background, float, display"}

==See also==

===Screencasts===
[http://www.youtube.com/watch?v=1m2xkm2EyXA&feature=share&list=SPxcO_MFWQBDe8RRnGjoUDqbcm9PSlIoWn&index=4 TinyMCE text editor improvements.]

*[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

===Other===

* [[Text editor FAQ]]
* [[Embedded files repository]]

[[Category:Site administration]]

[[de:Text-Editor]]
[[es:Editor de texto]]

Text editor

2014-05-16T20:23:36Z

Marycooch: removing ref to Atto (2.7)

{{Editing text}}
The text editor (sometimes referred to as the 'HTML editor' or even '[http://www.tinymce.com/ 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.

An individual user can select an editor in their profile from ''Administration > My Profile settings > Edit profile.''

==Collapsing and expanding the editor==
{{New features}}
The TinyMCE editor first appears with just one row of buttons. Clicking the icon top left will expand it to three rows.

{|
|[[File:26tinymce1.png|250px|thumb|Collapsed view]]
|[[File:26tinymce2.png|250px|thumb|Expanded view]]
|}

==Toolbar buttons==
For those who are not familiar with the tool bar, here are the buttons as grouped in their rows. Remember that the site administrator can edit or provide additional buttons.

Row 1
{|
|[[File:26tinymcerow1.png|400px|thumb]]
|}

{| class="nicetable"
|-
|-
| 1:Expand
| 2.Formatting
| 3.Bold
| 4.Italic
|-
| 5.Bulleted list
| 6.Numbered list
| 7.Add link
| 8.Unlink
|-
| 9.Stop auto linking
| 10.Add image
| 11.Add emoticon
| 12.Add media
|-
| 13.Manage embedded files
|
|
|
|}
Row 2

{|
|[[File:26tinymcerow2.png|400px|thumb]]
|}

{| class="nicetable"
|-
|-
| 1:Undo
| 2.Redo
| 3.Underline
| 4.Strikethrough
|-
| 5.Subscript
| 6.Superscript
| 7.Align left
| 8.Align centre
|-
| 9.Align right
| 10.Decrease indent
| 11.Increase indent
| 12.Text colour
|-
| 13.Background colour
| 14.Left to Right
| 15.Right to Left
|
|-

|}
Row 3

{|
|[[File:26tinymcerow3.png|400px|thumb]]
|}

{| class="nicetable"
|-
|-
| 1:Font family
| 2.Font size
| 3.Edit HTML
| 4.Find
|-
| 5.Find/replace
| 6.Insert non-breaking space
| 7.Insert special character
| 8.Insert table
|-
| 9.Clean up messy code
| 10.Remove formatting
| 11.Paste as plain text
| 12.Paste from MS Word

|-
| 13.Toggle full screen
|-

|}

===Colour pickers===
*[[Image:26colourpickers.png]]
There are four levels of selecting a font or background colour,
*A quick pick 5x8 matrix of colours
*"More colours" 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>

====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.

===TinyMCE editor settings===

The TinyMCE HTML editor has its own settings page ''Administration>Site administration>Plugins>Text editors>TinyMCE HTML editor>General settings'' with the following options:

====Plugins====
*Buttons for equations, emoticons,images, media, automatic linking, and legacy spell-checking may be enabled, disabled or uninstall here by clicking on their eye.
*Additionally the equation, emoticon and spell check buttons have links to their Settings screens.

[[File:26tinymceplugins.png |thumb|none|upright=2.0|alt="The TinyMCE editor plugins screen" | The TinyMCE editor plugins screen]]

=====Manage embedded files=====
{{New features}}
This plugin allows users to add, delete or override files embedded in the current text area, for example in a label or topic summary. (It complements the [[Embedded files repository]])

{|
|[[File:26embeddedfiles1.png|thumb|The Manage files button]]
|
|[[File:26embeddefiles2.png|thumb|Managing embedded files from within TinyMCE]]
|}

=====Insert equation=====

Accessed from ''Administration>Site administration>Plugins>Text editors>TinyMCE HTML editor>Edit equation'', this allows you to enable or disable the TeX filter in the editor context and thereby display the Dragmath button. If you have a global custom TeX filter, then disable this setting.

=====Insert emoticon=====
Accessed from ''Administration>Site administration>Plugins>Text editors>TinyMCE HTML editor>Insert emoticon'', this allows you to enable or disable the emoticon filter in the editor context and thereby display the emoticon button.

===== Legacy spell checker=====
The legacy spell checker is visible in IE9 and lower only, but not in other browsers. If you want to disable it and and rely on browser spell checker functionality instead, you can do this by disabling the ''legacy spellchecker'' plugin by clicking its eye in ''Administration > Site administration > Plugins > Text editors > TinyMCE HTML editor > General settings''

To spell-check via your browser, type your word (which if incorrectly spelt will have red lines under it) and press right click + CTRL
{|
|[[File:Browserspellcheck.png|thumb|Right-click+CTRL for browser spellcheck]]
|}

'''NOTE:'''
While the default spell engine is Google spell which can be changed in ''Administration>Site administration>Plugins>Text editors>TinyMCE HTML editor'', this is no longer supported by Google and will not work. (Note that it is only visible in IE9 and lower) It is due to be removed. See MDL-38867. In browser spell check is recommended.

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

You can select a different spell engine from ''Administration> Site administration > Plugins > Text editors > TinyMCE HTML editor>Check spelling''

{|
|[[File:Spellengine.png|thumb|Choosing a different spell engine]]
|}
According to: http://php.net/manual/en/book.pspell.php

"As of php 5.3. Pspell is no longer supported/bundled. Instead you can use the enchant which is bundled by default in 5.3."

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

===Customising the editor toolbar===

An administrator can remove or add buttons to the TinyMCE editor toolbar by altering the Editor toolbar box in ''Administration>Site administration>Plugins>Text editors>TinyMCE HTML editor>General settings'' as demonstrated in the screencast [http://youtu.be/vTW1DImro9c Customise the text editor in 2.4]

{|
| [[File:editortoolbar.png|thumb|The Editor toolbar box]]
|[[File:horizontalrule.png|thumb|Example of toolbar with added horizontal rule button]]

|}

====Available fonts list====

In addition to the default fonts, a site administrator can add extra fonts by typing their name and string in the box in ''Administration > Site administration > Plugins > Text editors > TinyMCE HTML editor>General settings'' as demonstrated in the screencast [http://youtu.be/udP7Bnur30Y How to add extra fonts].

{|
|[[File:comicsans.png|thumb|Example of custom font]]
|}

====Custom configuration====

A setting in ''Administration>Site administration>Plugins>Text editors>TinyMCE HTML editor>General settings'' provides a box in which an administrator can apply custom formats. See MDL-37186 for more details with examples, and see also the [http://www.tinymce.com/wiki.php/Configuration:formats TinyMCE configuration page]

{|
|[[File:bottomtoolbar.png|thumb| Example 1:Toolbar at the bottom]]
|[[File:customstyles.png|thumb| Example 2: Custom styles]]
|}

*Example: Moving the toolbar to the bottom:

Add the following:
{"theme_advanced_toolbar_location" : "bottom"}

*Example: Adding your own custom styles.
(This might be useful for example if you want a "house style" for important notes, key points or similar)
In the editor toolbar, enter "styleselect" and then in the custom box add the following code, changing it to suit your purposes:
{"style_formats" : [
{"title" : "Bold text", "inline" : "b"},
{"title" : "Red text", "inline" : "span", "styles" : {"color" : "#ff0000"}},
{"title" : "Red header", "block" : "h1", "styles" : {"color" : "#ff0000"}} ]}

The following will let you use bootstrap CSS classes if you use a bootstrap based theme:

{"style_formats" : [
{"title" : "Well", "block" : "div", "classes" : "well"},
{"title" : "Label", "inline" : "span", "classes" : "label"},
{"title" : "Label - success", "inline" : "span", "classes" : "label label-success"},
{"title" : "Label - warning", "inline" : "span", "classes" : "label label-warning"},
{"title" : "Label - important", "inline" : "span", "classes" : "label label-important"},
{"title" : "Label - info", "inline" : "span", "classes" : "label label-info"},
{"title" : "Label - inverse", "inline" : "span", "classes" : "label label-inverse"},
{"title" : "Button", "inline" : "a", "classes" : "btn btn"},
{"title" : "Button - primary", "inline" : "a", "classes" : "btn btn-primary"},
{"title" : "Button - info", "inline" : "a", "classes" : "btn btn-info"},
{"title" : "Button - success", "inline" : "a", "classes" : "btn btn-success"},
{"title" : "Button - warning", "inline" : "a", "classes" : "btn btn-warning"},
{"title" : "Button - danger", "inline" : "a", "classes" : "btn btn-danger"},
{"title" : "Button - inverse", "inline" : "a", "classes" : "btn btn-inverse"}
]}

*Example: Enabling copy of rich content with styles from MS Word (tm) and paste into TineMCE without removing important styles:

{"paste_retain_style_properties" : "margin, padding, width, height, font-size,
font-weight, font-family, color, text-align, ul, ol, li,
text-decoration, border, background, float, display"}

==See also==

*[https://docs.moodle.org/dev/Atto https://docs.moodle.org/dev/Atto] about the new text editor for Moodle 2.7+
*[https://docs.moodle.org/dev/Editor_2.7 https://docs.moodle.org/dev/Editor_2.7] about the changes in the default Text editor for Moodle 2.7+

===Screencasts===
[http://www.youtube.com/watch?v=1m2xkm2EyXA&feature=share&list=SPxcO_MFWQBDe8RRnGjoUDqbcm9PSlIoWn&index=4 TinyMCE text editor improvements.]

*[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

===Other===

* [[Text editor FAQ]]
* [[Embedded files repository]]

[[Category:Site administration]]

[[de:Text-Editor]]
[[es:Editor de texto]]

Parent role

2014-05-14T18:24:24Z

Marycooch: copied from 2.7 docs

{{Roles}}
The role of '''Parent''' may be used to provide parents/mentors/tutors with permission to view certain information, such as activity reports, grades, blog entries and forum posts, about their children/mentees/tutees.

''PLEASE NOTE: There is currently a bug with the parent role, meaning parents cannot see individual grades, only the total. See MDL-43197''

===Creating a new role===

#As an administrator, go to ''Administration > Site administration > Users > Permissions > Define roles'' and click the "Add a new role" button.
#Give the role a name (such as "Parent", but it can be anything appropriate, such as tutor/mentor) and assign it to the '''user''' context.
#Under the heading of '''Course'''
#Change [[Capabilities/moodle/user:viewdetails|moodle/user:viewdetails]] to ''allow'' - to access the student's profile
Under the heading of '''Users'''
#Change [[Capabilities/moodle/user:viewdetails|moodle/user:viewalldetails]] to ''allow'' - to view all aspects of the student's profile
#Change any/all of the following capabilities to ''allow''
#*[[Capabilities/moodle/user:readuserblogs|moodle/user:readuserblogs]] - to read the student's blog entries
#*[[Capabilities/moodle/user:readuserposts|moodle/user:readuserposts]] - to read the student's forum posts
#*[[Capabilities/moodle/user:viewuseractivitiesreport|moodle/user:viewuseractivitiesreport]] - to view the student's activity reports and grades
#*[[Capabilities/moodle/user:editprofile|moodle/user:editprofile]] - to edit the student's profile
#Click the "Create this role" button.

{|
| [[File:CustomRole05.png|thumb|Setting up the parent role]]
| [[File:CustomRole06.png|thumb|Assigning capabilities to the parent role]]
| [[File:CustomRole07.png|thumb|Saving changes to the parent role]]
|}

Some permissions may already be set to "Allow", or the permissions granted here may not be the ones required for that Role. This set of Permissions mean that this Role allows anyone assigned to a Parent Role, then linked to the Student Role, to edit the profile or read the blogs of that Student - not everyone's profile or blogs.

==Assigning the parent to the student==

*Access the child's profile page, via '''Site administration ► Users ► Accounts ► Browse list of users'''
*Go to 'Profile settings for [username]' > 'Roles' >'Assign roles relative to this user'
*Choose the role to assign i.e. Parent
*Select the parent in the potential users list and use the Add button to add it to the existing users list.

{|
| [[File:CustomRole08.png|thumb|Selecting the student]]
| [[File:CustomRole09.png|thumb|"Assign roles relative to this user"]]
| [[File:CustomRole10.png|thumb|Assigning the parent to the student]]
|}

At this point you can return to the "Assign roles in user:" page and you should see that the parent name is now in the "Users with Role" column.

:'''NOTE:'''The same parent may be assigned to several students, siblings or otherwise.

===Adding multiple parents/mentors at once===
If you are interested in assigning several parent roles ''en masse'' there are 2 contributed plugins (use at your own risk) here https://moodle.org/plugins/view.php?plugin=enrol_dbuserrel and here https://moodle.org/plugins/view.php?plugin=enrol_ldapuserrel which allows you to configure automatic role assignment between users from a database or from LDAP (ex: mentor/mentee or parent/child). You can also read the discussion at http://moodle.org/mod/forum/discuss.php?d=70539#p345127)

===Adding the Mentees Block===
This block needs to be added so parents can see links to their child's profile.

* On the Front Page, turn editing on.
*Go to the '''Add Blocks''' block and select the [[Mentees block]] and when it appears, click on the Configuration icon.
*Edit the configuration settings to suit the needs of the site. When complete, save the changes and return to the Front Page.

{|
| [[File:CustomRole12.png|thumb|Accessing the Add Blocks]]
| [[File:CustomRole13.png|thumb|Configuring the Mentees block]]
| [[File:CustomRole14.png|thumb|Setting the configuration values]]
|}

===How a parent sees their child's activities===

*Once the mentees block has been added, a parent/mentor sees the link to any children/mentees they are responsible for.
*They click on a name and will be taken to the profile page of that user.
*They then click -next to "Course profiles" - the name of a course the user is enrolled in.
*Grades may then be viewed by clicking in the user's profile > ''Site Administration>Activity reports>Grades''
*Forum posts or similar may also be viewed from the user's profile in ''Navigation>(Name)>Forum posts'' (for example)

{|
| [[File:selectacourse.png|thumb|Click the name of a course in the profile]]
| [[File:parentchildreports.png|thumb|Only '''then''' choose an item in the Navigation or Administration block]]
| [[File:userreportparentrole.png|thumb|The course grades are now visible]]
|}

*To view activity in another course, the parent needs to click back to the user's main profile and then select another course link.

==See also==
*[http://www.youtube.com/watch?v=Gk_TRi_N00o The Parent role in Moodle 2.0 video]
*[[Create_custom_roles|Create a custom role]]

Using Moodle forum discussions:
*[http://moodle.org/mod/forum/discuss.php?d=57812 Create a Parent of a student role]
*[http://moodle.org/mod/forum/discuss.php?d=199269 Parent Role Report: Who belongs to whom?]

*Improving navigation:

One small hack that can make the course list a bit more readable, especially for long course lists, is to change the format to a vertical list:

* Edit the moodle/user/view.php file and look for these lines (around line 302-304 in my 2.3.2 installation):
<code php>. $cfullname . "</a>, ";
} else {
$courselisting .= $cfullname . ", ";
</code>
* and change that to :
<code php>. $cfullname . "</a>, ";
} else {
$courselisting .= $cfullname . " ";;</code>
* Then save
This will affect the profile view in a course.

* Edit the moodle/user/profile.php file and look for these lines (around line 3332 in my 2.3.2 installation):
<code php> $courselisting .= "<a href=\"{$CFG->wwwroot}/user/view.php?id={$user->id}&course={$mycourse->id}\" $class >" . format_string($mycourse->fullname) . "</a>, ";
</code>
* and change that to :
<code php>$courselisting .= "<a href=\"{$CFG->wwwroot}/user/view.php?id={$user->id}&course={$mycourse->id}\" $class >" . format_string($mycourse->fullname) . "</a>, ";</code>
* Then save
This will affect the profile view from the main page.

[[eu:Guraso_rola]]
[[fr:Rôle Parent]]
[[ja:親ロール]]
[[de:Eltern-Rolle]]
[[es:Rol paterno]]

Dyskusja:Marking guide

2014-05-14T09:51:01Z

Marycooch:

== No Guidance on Whether--and If So, How--Students Can See Marking Guide Feedback Comments ==

I'm a teacher who just spent hours giving comments on the advanced marking guide, in the expectation that my students would be able to see my comments before working on their second draft of the assignment.

I discovered no way to allow students to access my comments before starting their second draft.

Pedagogically, this makes little sense to me: why would I make comments if my students can't benefit from them?

I strongly suggest this page inform teachers of '''who can see the comments''', and how, to prevent discouragement in teachers using Advanced Marking for the first time.
==Hi Clay==
I just tried this out on the School demo - perhaps you would like to try as well? This is the assignment I used because it already had a marking guide attached. http://school.demo.moodle.net/mod/assign/view.php?id=1455

It seems that once a student has uploaded their work for the first time, you can change the comments in the marking guide but then if you want them to be able to see the changes you must select 'Do not mark for regrade' - otherwise the marking guide will be hidden from them. If you can verify my findings, one of us could add clarification to the Marking guide docs page. Thanks for flagging this up :)--[[User:Mary Cooch|Mary Cooch]] ([[User talk:Mary Cooch|talk]]) 17:50, 14 May 2014 (WST)

Dyskusja:Marking guide

2014-05-14T09:50:34Z

Marycooch: /* No Guidance on Whether--and If So, How--Students Can See Marking Guide Feedback Comments */

==Working on this at the moment==
Not too sure of the difference in philosophy between this and a rubric so if anyone spots any errors or lack of clarification please contribute. --[[User:Mary Cooch|Mary Cooch]] 00:11, 8 June 2012 (WST)

== No Guidance on Whether--and If So, How--Students Can See Marking Guide Feedback Comments ==

I'm a teacher who just spent hours giving comments on the advanced marking guide, in the expectation that my students would be able to see my comments before working on their second draft of the assignment.

I discovered no way to allow students to access my comments before starting their second draft.

Pedagogically, this makes little sense to me: why would I make comments if my students can't benefit from them?

I strongly suggest this page inform teachers of '''who can see the comments''', and how, to prevent discouragement in teachers using Advanced Marking for the first time.
==Hi Clay==
I just tried this out on the School demo - perhaps you would like to try as well? This is the assignment I used because it already had a marking guide attached. http://school.demo.moodle.net/mod/assign/view.php?id=1455

It seems that once a student has uploaded their work for the first time, you can change the comments in the marking guide but then if you want them to be able to see the changes you must select 'Do not mark for regrade' - otherwise the marking guide will be hidden from them. If you can verify my findings, one of us could add clarification to the Marking guide docs page. Thanks for flagging this up :)--[[User:Mary Cooch|Mary Cooch]] ([[User talk:Mary Cooch|talk]]) 17:50, 14 May 2014 (WST)

Site policies

2014-05-12T10:21:56Z

Marycooch: /* Account lockout */

{{Security}}
A site administrator can set site policies affecting the security and privacy of the site in ''Administration > Site administration > Security > Site policies''.

===Protect usernames===

If enabled, when a user attempts to reset their password and enters a username or email address, the following message is displayed: "If you supplied a correct username or email address then an email should have been sent to you." This is to prevent a malicious party from using the interface to determine which usernames and email addresses are in use in valid accounts.

If the protect usernames setting is disabled, when a user attempts to reset their password they are provided with feedback regarding whether an account exists with the username or email address supplied. For example, the message "The email address was not found in the database" may be displayed.

===Force users to login===

If you turn this setting on, all users must login before they even see the [[Front Page]] of the site.

===Force users to login for profiles===

Leave this set to Yes to keep anonymous visitors away from user profiles.

===Force users to login to view user pictures===

If enabled, users must login in order to view user profile pictures and the default user picture will be used in all notification emails.

===Open to Google===

Enabling this setting allows Google's search spiders guest access to your site. Any part of the site that allows guest access will then be searchable on Google. In addition, people coming in to your site via a Google search will automatically be logged in as a guest.

===Profile visible roles===
Any role which is checked/ticked here will be visible on user profiles and the Participation screen.

===Maximum uploaded file size===

Probably the most frequently asked question in the Moodle.org Using Moodle forums is "How do I increase the upload file size limit?"

Upload file sizes are restricted in a number of ways - each one in this list restricts the following ones:

1. The Apache server setting LimitRequestBody ... default in Apache 2.x or greater is set to 0 or an unlimited upload size

2. The PHP site settings post_max_size and upload_max_filesize in php.ini : '''modify php.ini in web server directories''' ( apache2.x.x/bin/php.ini ) not in php directories :

post_max_size = 128M; to increase limit to 128 Megabytes;
upload_max_filesize = 128M; to increase limit to 128 Megabytes;
max_execution_time = 600 ; Maximum execution time of each script, in seconds;

3. The Moodle site-wide maximum uploaded file size setting: ''Settings > Site administration > Security > Site policies > Maximum uploaded file size''.

4. The Moodle course maximum uploaded file size setting in the course default settings: ''Settings > Site administration > Courses > Course default settings''

5. The file size settings in each individual course in ''Course Administration>Settings''.

5. Certain course activity module settings (for example, Assignment)

* See [[File upload size]] for more details.

===User quota===

The maximum number of bytes that a user can store in their own [[Private files]] area.

===Allow EMBED and OBJECT tags===
Allowing these presents a security risk but if you wish normal users such as students to be able to use them then check the box here.

===Enable trusted content===

By default Moodle will always thoroughly clean text that comes from users to remove any possible bad scripts, media etc that could be a security risk. The Trusted Content system is a way of giving particular users that you trust the ability to include these advanced features in their content without interference. To enable this system, you need to first enable this setting, and then grant the [[Capabilities/moodle/site:trustcontent|Trust submitted content]] capability to a specific Moodle role. Texts created or uploaded by such users will be marked as trusted and will not be cleaned before display. Please refer to [[dev:Trusttext cleaning bypass]] for further information.

===Maximum time to edit posts===

This sets the editing time for forum postings. The editing time is the amount of time users have to change forum postings before they are mailed to subscribers.

Please refer to the forum discussions [http://moodle.org/mod/forum/discuss.php?d=28679 Editing a forum post after the 30 minutes deadline] and [http://moodle.org/mod/forum/discuss.php?d=5367 The philosophy underlying "no editing after 30 minutes"]

===Full name format===

This setting has been moved in Moodle 2.6 onwards to ''Administration > Site administration > Users > Permissions > [[Roles settings|User policies]]''.

===Allow extended characters in usernames===

The default here, unchecked = unenabled, can only contain alphabetical letters in lowercase, numbers, hypen '-', underscore '_', period '.', or at sign '@'. If you enable this, it will be possible to have any characters for the username.

===Site policy URL===

* If you have a site policy that all users must see and agree to before using this site, then specify the URL to it here, otherwise leave this field blank. The URL can point to any type of file anywhere online that can be accessed without a log in to your Moodle.
* It is recommended that the site policy is on the same domain as Moodle to avoid the problem of Internet Explorer users seeing a blank screen when the site policy is on a different domain.
* The site policy will be displayed in a frame. You can view it via the URL ''<nowiki>yourmoodlesite.org/user/policy.php</nowiki>''.

===Site policy URL for guests===
This is similar to the Site policy URL as above but will be seen by those to whom you give guest access.

===Keep tag name casing===

If checked, then tags like the following will be displayed: SOCCER, gUiTaR, MacDonalds, music

If unchecked, then all tags will be displayed as follows: Soccer, Guitar, Macdonalds, Music

:''Tips'':
:* For English, off is useful.
:* For Japanese, no changes are made either way.
:* For languages where this kind of capitalization changes the meaning, it is best to keep this option on.

===Profiles for enrolled users only===

To prevent misuse by spammers, profile descriptions of users who are not yet enrolled in any course are hidden. New users must enrol in at least one course before they can add a profile description.

===Cron execution via command line only===

[[Cron]] is an action that runs various administrative jobs on your Moodle such as sending out forum posts. Normally Cron can be run by typing www.YOURMOODLE.com/admin/cron.php but as anyone logged in can do this, if you wish to prevent it, then check this box and only a admin can run Cron from the command line.

===Cron password for remote access===
Setting a password here will mean that users can only run cron from the browser if they know the password and add it like this:
www.YOURMOODLE.com/admin/cron.php/?password=THEPASSWORDYOUSET

===Account lockout===

Account lockout may be enabled.

Account lockout threshold: After a specified number of failed login attempts, a user's account is locked and they are sent an email containing a URL to unlock the account. Setting this to 'No' means there is no threshold and an account attempting to log in can do so an unlimited number of times.

Account lockout observation window: Observation time for lockout threshold, if there are no failed attempts the threshold counter is reset after this time. This is the counter for how long to watch for more failed attempts by an account trying to log in even after being locked out, the counter will reset at each attempt and last this long.

Account lockout duration: Locked out account is automatically unlocked after this duration.

The account may also be unlocked by an administrator in ''Administration > Site administration > Users > Accounts > Browse list of users'' or by waiting for the account lockout duration to elapse.

===Password policy===

It is highly recommended that a password policy is set to force users to use stronger passwords that are less susceptible to being cracked by a intruder.
[[Image:Password policy.png|thumb|Password policy]]

The password policy includes option to set the minimum length of the password, the minimum number of digits, the minimum number of lower-case characters, the minimum number of upper-case characters and the minimum number of non alphanumeric characters.

The password policy is enabled by default. Default (recommended) settings are:
* Password length - 8
* Digits - 1
* Lowercase letters - 1
* Uppercase letters - 1
* Non-alphanumeric characters - 1

If a user enters a password that does not meet the requirements, they are given an error message indicating the nature of the problem with the entered password.

Enabling the password policy does not affect existing users until they decide to or are required to change their password. An admin can force all users to change their password using the force password change option in [[Bulk user actions]].

:''Tip'': The password policy may also be applied to [[Enrolment key|enrolment keys]] by ticking the 'Use password policy' checkbox in the [[Self enrolment]] settings.

===Group enrolment key policy===
If this is enabled then when a teacher sets a group enrolment key, they will have to set a key which follows the password policy set above.

===Disable user profile images===

Check/tick this box if you don't want your users to be able to change their [[User pictures|profile images]].

===Email change confirmation===

A confirmation step is required for users to change their email address unless the ''emailchangeconfirmation'' box is unchecked.

===Remember username===
If you want usernames to be stored during login then set this to "yes". This will store permanent cookies and in some countries may be considered a privacy issue if used without consent. From a UK point of view, see http://tracker.moodle.org/secure/attachment/24290/UK+Laws+Relating+to+Cookies-LUNS2011.pdf See also the Using Moodle forum discussion [http://moodle.org/mod/forum/discuss.php?d=201558 EU Cookie Law].

===Strict validation of required fields===
If enabled, users are prevented from entering a space or line break only in required fields in forms. (note: add more info)

[[es:Políticas del sitio]]
[[eu:Gunearen_politikak]]
[[fr:Règles site]]
[[ja:サイトポリシー]]
[[de:Website-Rechte]]

MoodleDocs:About

2014-05-10T09:42:08Z

Marycooch: Reverted edits by Cmolina7@xtec.cat (talk) to last revision by Tsala

'''Moodle Docs''' is the documentation for [http://moodle.org/ Moodle], written by the Moodle community.

It's based on wiki technology and is powered by [[MediaWiki]], the same software that runs [http://www.wikipedia.org/ Wikipedia].

For those who regularly need a quick reminder of all the formatting options of MediaWiki there's a very nice [http://meta.wikimedia.org/wiki/Cheatsheet MediaWiki Cheatsheet] in different languages.

==Contact us==

* For feedback and suggestions about Moodle Docs, please use the Using Moodle [https://moodle.org/mod/forum/view.php?id=7135 Moodle community sites forum] or leave a message on [[User talk:Helen Foster]].

==See also==

* [[Documentation philosophy]]
* [[Guidelines for Contributors]]

[[Category:MoodleDocs|About]]

[[fr:MoodleDocs:À propos]]

Question sharer

2014-05-09T15:31:26Z

Marycooch: copied from 2.6 docs

{{Questions}}

By default, teachers can only share questions with teachers in the same course as themselves and they can only save questions to the course they are currently working in.

This custom role of 'Question sharer' allows them to access and share questions at category or site level. The role must be created by an adminstrator and then given to selected teachers.

==Creating a new role==
#As an administrator, go to ''Site administration>Users>Permissions>Define roles'' and click the 'Add a new role' button at the bottom of the screen.
#On the next screen, ignore archetypes and presets and click 'Continue'
#Give the role a name and if desired a description and tick the "System" context:

[[File:questionsharer.png|center|thumb|600px]]

4.In the filter, type "question"

5.Set the following capabilities to 'allow':

moodle/question:add

moodle/question:editall

moodle/question:managecategory

moodle/question:moveall

moodle/question:viewall

moodle/question:useall

[[File:questioncaps.png|center]]

6. Click the 'Create this role' button.

==Assigning the role to a teacher==

#As an administrator, go to ''Site administration > Users > Permissions > Assign system roles''.
#You should now see your newly created role here
#Assign the role to the required course teacher(s).(''Note that the users still need to have the teacher role in their courses.)''

Note that you can also assign the role to a user in a category if you only wish them to share questions in their category.

==Sharing questions==

A normal teacher in a course can only see the question category for their own course when they access the question bank. This teacher for example can only see her US Film course questions and can only add her questions to there (or any sub-category she might create):

[[File:regularteacherview.png]]

However, when she has been given the Question sharer role she can then access any questions which have been added at category level ('Miscellaneous') and for the whole site ('System')

[[File:sharerview.png]]

She can also save her questions to there, allowing them to be shared by other teachers with the Question sharer role.

Note that she can also add questions from ''Administration>Front page settings>Question bank.'' (but she has no higher administrative powers.)

===What are these categories?===
*The categories you will see relate to course categories. For example, 'Miscellaneous' is the default category available on a new install of Moodle (which can be renamed)
*So a teacher of French with the Question sharer role might see 'Category - Languages' , assuming her French course resides with the Spanish and German course in a category called 'Languages', for example. If she saves her quiz questions to the 'Languages' category, then her Spanish and German teacher colleagues with the role can also access them from their respective courses.

[[File:questioncategories.png]]

*She can edit the names by clicking on ''Course administration>Question bank>Categories'' and then clicking the edit icon:

{|
|[[File:categorieslink.png|left|Question bank|thumb|300px]]
|[[File:editname.png|eft|Editing the name|thumb|300px]]
|}

===Sharing questions site-wide===
*From a course, go to ''Course administration>Question bank>Categories''
*Click 'Add category' and select System as the parent category.
*Create your category and add questions to it.
*The questions in this category will be available anywhere on the site for teachers with the question sharer role to access.

==Why does this work?==

See: [[Question permissions explained with diagrams]].

==See also==

* [[Question bank]]

Question sharer

2014-05-09T15:29:13Z

Marycooch: /* What are these categories? */

{{Questions}}

By default, teachers can only share questions with teachers in the same course as themselves and they can only save questions to the course they are currently working in.

This custom role of 'Question sharer' allows them to access and share questions at category or site level. The role must be created by an adminstrator and then given to selected teachers.

==Creating a new role==
#As an administrator, go to ''Site administration>Users>Permissions>Define roles'' and click the 'Add a new role' button at the bottom of the screen.
#On the next screen, ignore archetypes and presets and click 'Continue'
#Give the role a name and if desired a description and tick the "System" context:

[[File:questionsharer.png|center|thumb|600px]]

4.In the filter, type "question"

5.Set the following capabilities to 'allow':

moodle/question:add

moodle/question:editall

moodle/question:managecategory

moodle/question:moveall

moodle/question:viewall

moodle/question:useall

[[File:questioncaps.png|center]]

6. Click the 'Create this role' button.

==Assigning the role to a teacher==

#As an administrator, go to ''Site administration > Users > Permissions > Assign system roles''.
#You should now see your newly created role here
#Assign the role to the required course teacher(s).(''Note that the users still need to have the teacher role in their courses.)''

Note that you can also assign the role to a user in a category if you only wish them to share questions in their category.

==Sharing questions==

A normal teacher in a course can only see the question category for their own course when they access the question bank. This teacher for example can only see her US Film course questions and can only add her questions to there (or any sub-category she might create):

[[File:regularteacherview.png]]

However, when she has been given the Question sharer role she can then access any questions which have been added at category level ('Miscellaneous') and for the whole site ('System')

[[File:sharerview.png]]

She can also save her questions to there, allowing them to be shared by other teachers with the Question sharer role.

Note that she can also add questions from ''Administration>Front page settings>Question bank.'' (but she has no higher administrative powers.)

===What are these categories?===
*The categories you will see relate to course categories. For example, 'Miscellaneous' is the default category available on a new install of Moodle (which can be renamed)
*So a teacher of French with the Question sharer role might see 'Category - Languages' , assuming her French course resides with the Spanish and German course in a category called 'Languages', for example. If she saves her quiz questions to the 'Languages' category, then her Spanish and German teacher colleagues with the role can also access them from their respective courses.

[[File:questioncategories.png]]

*She can edit the names by clicking on ''Course administration>Question bank>Categories'' and then clicking the edit icon:

{|
|[[File:categorieslink.png|left|Question bank|thumb|300px]]
|[[File:editname.png|eft|Editing the name|thumb|300px]]
|}

===Saving questions to a System category===
*From a course, go to ''Course administration>Question bank>Categories''
*Click 'Add category' and select System as the parent category.
*Create your category and add questions to it.
*The questions in this category will be available anywhere on the site for teachers with the question sharer role to access.

==Why does this work?==

See: [[Question permissions explained with diagrams]].

==See also==

* [[Question bank]]

Dyskusja:Question sharer

2014-05-09T15:16:07Z

Marycooch: /* Reply */

The "Miscellaneous" category under '''Sharing questions''': It's not clear who set this up. Was it an Admin? Can Teachers modify the categories? This is important for collaboration. [[User:Cris Fuhrman|Cris Fuhrman]] ([[User talk:Cris Fuhrman|talk]]) 23:16, 8 May 2014 (WST)

==Reply==
Hello Chris. I will add more to this docs page to clarify it. The 'Miscellaneous" catgegory is a course category. When you have a new Moodle install, you get the Miscellaneous category by default. You can rename it to anything you like. So only administrators or managers with relevant permissions can create course categories, and then teachers with the question sharer role can add their questions to the relevant categories - they can change the question category names (although that obviously won't affect the original course category name)

Question sharer

2014-05-09T15:13:59Z

Marycooch: /* What are these categories? */

{{Questions}}

By default, teachers can only share questions with teachers in the same course as themselves and they can only save questions to the course they are currently working in.

This custom role of 'Question sharer' allows them to access and share questions at category or site level. The role must be created by an adminstrator and then given to selected teachers.

==Creating a new role==
#As an administrator, go to ''Site administration>Users>Permissions>Define roles'' and click the 'Add a new role' button at the bottom of the screen.
#On the next screen, ignore archetypes and presets and click 'Continue'
#Give the role a name and if desired a description and tick the "System" context:

[[File:questionsharer.png|center|thumb|600px]]

4.In the filter, type "question"

5.Set the following capabilities to 'allow':

moodle/question:add

moodle/question:editall

moodle/question:managecategory

moodle/question:moveall

moodle/question:viewall

moodle/question:useall

[[File:questioncaps.png|center]]

6. Click the 'Create this role' button.

==Assigning the role to a teacher==

#As an administrator, go to ''Site administration > Users > Permissions > Assign system roles''.
#You should now see your newly created role here
#Assign the role to the required course teacher(s).(''Note that the users still need to have the teacher role in their courses.)''

Note that you can also assign the role to a user in a category if you only wish them to share questions in their category.

==Sharing questions==

A normal teacher in a course can only see the question category for their own course when they access the question bank. This teacher for example can only see her US Film course questions and can only add her questions to there (or any sub-category she might create):

[[File:regularteacherview.png]]

However, when she has been given the Question sharer role she can then access any questions which have been added at category level ('Miscellaneous') and for the whole site ('System')

[[File:sharerview.png]]

She can also save her questions to there, allowing them to be shared by other teachers with the Question sharer role.

Note that she can also add questions from ''Administration>Front page settings>Question bank.'' (but she has no higher administrative powers.)

===What are these categories?===
*The categories you will see relate to course categories. For example, 'Miscellaneous' is the default category available on a new install of Moodle (which can be renamed)
*So a teacher of French with the Question sharer role might see 'Category - Languages' , assuming her French course resides with the Spanish and German course in a category called 'Languages', for example. If she saves her quiz questions to the 'Languages' category, then her Spanish and German teacher colleagues with the role can also access them from their respective courses.

[[File:questioncategories.png]]

*She can edit the names by clicking on ''Course administration>Question bank>Categories'' and then clicking the edit icon:

{|
|[[File:categorieslink.png|left|Question bank|thumb|300px]]
|[[File:editname.png|eft|Editing the name|thumb|300px]]
|}

==Why does this work?==

See: [[Question permissions explained with diagrams]].

==See also==

* [[Question bank]]

Dyskusja:Question sharer

2014-05-09T15:03:05Z

Marycooch: /* Reply */

The "Miscellaneous" category under '''Sharing questions''': It's not clear who set this up. Was it an Admin? Can Teachers modify the categories? This is important for collaboration. [[User:Cris Fuhrman|Cris Fuhrman]] ([[User talk:Cris Fuhrman|talk]]) 23:16, 8 May 2014 (WST)

==Reply==
Hello Chris. I will add more to this docs page to clarify it. The 'Miscellaneous" catgegory is a course category. When you have a new Moodle install, you get the Miscellaneous category by default. You can rename it to anything you like. So only administrators or managers with relevant permissions can create course categories, and then teachers with the question sharer role can add their questions to the relevant categories - they can change the question category names but but not afaik -the 'context' name because that relates to the course categories created by the admin.

Question sharer

2014-05-09T14:59:52Z

Marycooch: /* What are these categories? */

{{Questions}}

By default, teachers can only share questions with teachers in the same course as themselves and they can only save questions to the course they are currently working in.

This custom role of 'Question sharer' allows them to access and share questions at category or site level. The role must be created by an adminstrator and then given to selected teachers.

==Creating a new role==
#As an administrator, go to ''Site administration>Users>Permissions>Define roles'' and click the 'Add a new role' button at the bottom of the screen.
#On the next screen, ignore archetypes and presets and click 'Continue'
#Give the role a name and if desired a description and tick the "System" context:

[[File:questionsharer.png|center|thumb|600px]]

4.In the filter, type "question"

5.Set the following capabilities to 'allow':

moodle/question:add

moodle/question:editall

moodle/question:managecategory

moodle/question:moveall

moodle/question:viewall

moodle/question:useall

[[File:questioncaps.png|center]]

6. Click the 'Create this role' button.

==Assigning the role to a teacher==

#As an administrator, go to ''Site administration > Users > Permissions > Assign system roles''.
#You should now see your newly created role here
#Assign the role to the required course teacher(s).(''Note that the users still need to have the teacher role in their courses.)''

Note that you can also assign the role to a user in a category if you only wish them to share questions in their category.

==Sharing questions==

A normal teacher in a course can only see the question category for their own course when they access the question bank. This teacher for example can only see her US Film course questions and can only add her questions to there (or any sub-category she might create):

[[File:regularteacherview.png]]

However, when she has been given the Question sharer role she can then access any questions which have been added at category level ('Miscellaneous') and for the whole site ('System')

[[File:sharerview.png]]

She can also save her questions to there, allowing them to be shared by other teachers with the Question sharer role.

Note that she can also add questions from ''Administration>Front page settings>Question bank.'' (but she has no higher administrative powers.)

===What are these categories?===
*The categories you will see relate to course categories. For example, 'Miscellaneous' is the default category available on a new install of Moodle (which can be renamed)
*So a teacher of French with the Question sharer role might see 'Category - Languages' , assuming her French course resides with the Spanish and German course in a category called 'Languages', for example. If she saves her quiz questions to the 'Languages' category, then her Spanish and German teacher colleagues with the role can also access them from their respective courses.

[[File:questioncategories.png]]

*She can edit the names by clicking on ''Course administration>Question bank>Categories'' and then clicking the edit icon:

{|
|[[File:categorieslink.png|left|Question bank|thumb|300px]]
|[[File:editname.png|eft|Editing the name|thumb|300px]]
|}

*However, she cannot edit the category or System 'context' because that relates back to the original course category name, which the administrator or manager created.

==Why does this work?==

See: [[Question permissions explained with diagrams]].

==See also==

* [[Question bank]]

Question sharer

2014-05-09T14:58:43Z

Marycooch: /* What are these categories? */

{{Questions}}

By default, teachers can only share questions with teachers in the same course as themselves and they can only save questions to the course they are currently working in.

This custom role of 'Question sharer' allows them to access and share questions at category or site level. The role must be created by an adminstrator and then given to selected teachers.

==Creating a new role==
#As an administrator, go to ''Site administration>Users>Permissions>Define roles'' and click the 'Add a new role' button at the bottom of the screen.
#On the next screen, ignore archetypes and presets and click 'Continue'
#Give the role a name and if desired a description and tick the "System" context:

[[File:questionsharer.png|center|thumb|600px]]

4.In the filter, type "question"

5.Set the following capabilities to 'allow':

moodle/question:add

moodle/question:editall

moodle/question:managecategory

moodle/question:moveall

moodle/question:viewall

moodle/question:useall

[[File:questioncaps.png|center]]

6. Click the 'Create this role' button.

==Assigning the role to a teacher==

#As an administrator, go to ''Site administration > Users > Permissions > Assign system roles''.
#You should now see your newly created role here
#Assign the role to the required course teacher(s).(''Note that the users still need to have the teacher role in their courses.)''

Note that you can also assign the role to a user in a category if you only wish them to share questions in their category.

==Sharing questions==

A normal teacher in a course can only see the question category for their own course when they access the question bank. This teacher for example can only see her US Film course questions and can only add her questions to there (or any sub-category she might create):

[[File:regularteacherview.png]]

However, when she has been given the Question sharer role she can then access any questions which have been added at category level ('Miscellaneous') and for the whole site ('System')

[[File:sharerview.png]]

She can also save her questions to there, allowing them to be shared by other teachers with the Question sharer role.

Note that she can also add questions from ''Administration>Front page settings>Question bank.'' (but she has no higher administrative powers.)

===What are these categories?===
*The categories you will see are course categories. For example, 'Miscellaneous' is the default category available on a new install of Moodle (which can be renamed)
*So a teacher of French with the Question sharer role might see 'Category - Languages' , assuming her French course resides with the Spanish and German course in a category called 'Languages', for example. If she saves her quiz questions to the 'Languages' category, then her Spanish and German teacher colleagues with the role can also access them from their respective courses.

[[File:questioncategories.png]]

*She can edit the names by clicking on ''Course administration>Question bank>Categories'' and then clicking the edit icon:

{|
|[[File:categorieslink.png|left|Question bank|thumb|300px]]
|[[File:editname.png|eft|Editing the name|thumb|300px]]
|}

*However, she cannot edit the category or System'context' because that relates back to the original course category name, which the administrator or manager created.

==Why does this work?==

See: [[Question permissions explained with diagrams]].

==See also==

* [[Question bank]]

Plik:editname.png

2014-05-09T14:53:42Z

Marycooch:

Plik:categorieslink.png

2014-05-09T14:51:57Z

Marycooch:

Plik:questioncategories.png

2014-05-09T14:49:48Z

Marycooch:

Question sharer

2014-05-09T14:43:57Z

Marycooch: /* What are these categories? */

{{Questions}}

By default, teachers can only share questions with teachers in the same course as themselves and they can only save questions to the course they are currently working in.

This custom role of 'Question sharer' allows them to access and share questions at category or site level. The role must be created by an adminstrator and then given to selected teachers.

==Creating a new role==
#As an administrator, go to ''Site administration>Users>Permissions>Define roles'' and click the 'Add a new role' button at the bottom of the screen.
#On the next screen, ignore archetypes and presets and click 'Continue'
#Give the role a name and if desired a description and tick the "System" context:

[[File:questionsharer.png|center|thumb|600px]]

4.In the filter, type "question"

5.Set the following capabilities to 'allow':

moodle/question:add

moodle/question:editall

moodle/question:managecategory

moodle/question:moveall

moodle/question:viewall

moodle/question:useall

[[File:questioncaps.png|center]]

6. Click the 'Create this role' button.

==Assigning the role to a teacher==

#As an administrator, go to ''Site administration > Users > Permissions > Assign system roles''.
#You should now see your newly created role here
#Assign the role to the required course teacher(s).(''Note that the users still need to have the teacher role in their courses.)''

Note that you can also assign the role to a user in a category if you only wish them to share questions in their category.

==Sharing questions==

A normal teacher in a course can only see the question category for their own course when they access the question bank. This teacher for example can only see her US Film course questions and can only add her questions to there (or any sub-category she might create):

[[File:regularteacherview.png]]

However, when she has been given the Question sharer role she can then access any questions which have been added at category level ('Miscellaneous') and for the whole site ('System')

[[File:sharerview.png]]

She can also save her questions to there, allowing them to be shared by other teachers with the Question sharer role.

Note that she can also add questions from ''Administration>Front page settings>Question bank.'' (but she has no higher administrative powers.)

===What are these categories?===
*The categories you will see are course categories. For example, 'Miscellaneous' is the default category available on a new install of Moodle (which can be renamed)
*So a teacher of French with the Question sharer role might see 'Category - Languages' , assuming her French course resides with the Spanish and German course in a category called 'Languages', for example. If she saves her quiz questions to the 'Languages' category, then her Spanish and German teacher colleagues with the role can also access them from their respective courses.

==Why does this work?==

See: [[Question permissions explained with diagrams]].

==See also==

* [[Question bank]]

Question sharer

2014-05-09T14:35:18Z

Marycooch: clarifying

{{Questions}}

By default, teachers can only share questions with teachers in the same course as themselves and they can only save questions to the course they are currently working in.

This custom role of 'Question sharer' allows them to access and share questions at category or site level. The role must be created by an adminstrator and then given to selected teachers.

==Creating a new role==
#As an administrator, go to ''Site administration>Users>Permissions>Define roles'' and click the 'Add a new role' button at the bottom of the screen.
#On the next screen, ignore archetypes and presets and click 'Continue'
#Give the role a name and if desired a description and tick the "System" context:

[[File:questionsharer.png|center|thumb|600px]]

4.In the filter, type "question"

5.Set the following capabilities to 'allow':

moodle/question:add

moodle/question:editall

moodle/question:managecategory

moodle/question:moveall

moodle/question:viewall

moodle/question:useall

[[File:questioncaps.png|center]]

6. Click the 'Create this role' button.

==Assigning the role to a teacher==

#As an administrator, go to ''Site administration > Users > Permissions > Assign system roles''.
#You should now see your newly created role here
#Assign the role to the required course teacher(s).(''Note that the users still need to have the teacher role in their courses.)''

Note that you can also assign the role to a user in a category if you only wish them to share questions in their category.

==Sharing questions==

A normal teacher in a course can only see the question category for their own course when they access the question bank. This teacher for example can only see her US Film course questions and can only add her questions to there (or any sub-category she might create):

[[File:regularteacherview.png]]

However, when she has been given the Question sharer role she can then access any questions which have been added at category level ('Miscellaneous') and for the whole site ('System')

[[File:sharerview.png]]

She can also save her questions to there, allowing them to be shared by other teachers with the Question sharer role.

Note that she can also add questions from ''Administration>Front page settings>Question bank.'' (but she has no higher administrative powers.)

===What are these categories?===
*The categories you will see are course categories. For example, 'Miscellaneous' is the default category available on a new install of Moodle (which can be renamed)
*So a teacher of French with the Question sharer role might see 'Category - Languages' , assuming her French course resides with the Spanish and German course in a category called 'Languages', for example. If she saves her quiz questions to the 'Languages' category, then her Spanish and German teacher colleagues with the role can also access them from their respective courses.
*Teachers cannot edit these category names as they are course categories created by the admin or managers.

==Why does this work?==

See: [[Question permissions explained with diagrams]].

==See also==

* [[Question bank]]

Dyskusja:Question sharer

2014-05-09T14:28:30Z

Marycooch: replied to Chris

The "Miscellaneous" category under '''Sharing questions''': It's not clear who set this up. Was it an Admin? Can Teachers modify the categories? This is important for collaboration. [[User:Cris Fuhrman|Cris Fuhrman]] ([[User talk:Cris Fuhrman|talk]]) 23:16, 8 May 2014 (WST)

==Reply==
Hello Chris. I will add more to this docs page to clarify it. The 'Miscellaneous" catgegory is a course category. When you have a new Moodle install, you get the Miscellaneous category by default. You can rename it to anything you like. So only administrators or managers with relevant permissions can create course categories, and then teachers with the question sharer role can add their questions to the relevant categories - but not afaik - modify the category names (because the categories are not only related to questions but are the names of the course categories for the Moodle site)

Creating custom roles

2014-05-07T15:46:06Z

Marycooch: copied from 2.7 docs

{{Roles}}
==Creating a new role==

To create a custom role:
#Go to ''Administration > Site administration > Users > Permissions > Define roles''.
#Click the "Add a new role" button.
#Select template for the new role or upload a preset
#Give the role a Short name e.g. 'Parent'.The short name is necessary for other plugins in Moodle that may need to refer to the role (e.g. when uploading users from a file or setting enrolments via an enrolment plugin).
#You must provide a full name for all custom roles. If you need to name the role for multiple languages you can use [[Multi language content|multi-lang syntax]] if you wish.
#Give the role a description (optional).
#Select an appropriate role archetype (see below for further information).
#Select the contexts where the role may be assigned e.g. 'User' for Parent role.
#Set permissions as required.
#Scroll to the top or bottom of the page and click the "Create this role" button.

{|
|-
| [[Image:addinganewrole26.png|thumb|Adding a new role and setting context types]]
| [[Image:permissions125.png|thumb|Choose "Allow" where required]]
| [[Image:permissions225.png|thumb|Extra options with "Show advanced" enabled]]
|-
|}

==Role archetypes==

A role archetype

* Is a hard-coded template for a role
* Is used during upgrades when adding defaults for new capabilities - no archetype = no new capabilities during upgrade
* Is used during when resetting a role to determine the defaults - no archetype = reset removes all capabilities

There is no need to set a role archetype for custom roles used for overrides or if the site admin wants to specify new capabilities manually after upgrading.

==Creating a duplicate role==

To create a duplicate role:
#Go to ''Administration > Site administration > Users > Permissions > Define roles''.
#Click the "Add a new role" button.
#Select existing role as a template
#Give a name and set permissions for your new role; scroll down and click "Create this role".

==New role considerations==

A new role is not automatically listed in course descriptions even if was created by copying a role that is listed, such as Teacher. If you want the new role to appear in the course listing, you must set it explicitly via ''Administration > Site administration > Appearance > Course managers''.

==Testing a new role==
''Administration > Switch role to''
Use the "Switch role to" link to see what another role will see in that context.

Since switching roles confines you to those roles you can assign in a course context, this method is only useful for testing course-scoped capabilities (i.e. it will not be useful for testing permissions that apply outside the course context, like moodle/user:edit).

''Tip:'' You can always create test user and assign the new role to them. Then logout as admin and login as the test user. This is really the best way to test a new role.

==Example custom roles==

*[[Parent role|Parent]] - for providing parents/mentors/tutors with permission to view certain information about their children/mentees/tutees
*[[Demo teacher role|Demo teacher]] - for providing a demonstration teacher account with a password which can't be changed
*[[Forum moderator role|Forum moderator]] - for providing a user with permission in a particular forum to edit or delete forum posts, split discussions and move discussions to other forums
*[[Calendar editor role|Calendar editor]] - for enabling a user to add site or course events to the calendar
*[[Blogger role|Blogger]] - for limiting blogging to specific users only
*[[Quiz user with unlimited time role|Quiz user with unlimited time]] - for allowing a user unlimited time to attempt a quiz which has a time limit set
*[[Question creator role|Question creator]] - for enabling students to create questions for use in quizzes
*[[Question sharer]]- for allowing teachers to share questions between courses
*[[Course requester role]] - for restricting users who can make course requests
*[[Cohort enroller]] - for allowing teachers to enrol category cohorts into their course
*[[Feedback template creator]] - for allowing teachers to save as "Public" a Feedback template.
*[[Grading forms publisher]] for allowing teachers to share Advanced grading forms with others
*[[Grading forms manager]] for allowing teachers to share Advanced grading forms with others and to delete templates others have created.

==See also==

Using Moodle forum discussions:
* [http://moodle.org/mod/forum/discuss.php?d=66782 What happens if a user has multiple roles in a course?]
* [http://moodle.org/mod/forum/discuss.php?d=90140 logged in: what role am I?]
* For more information, Ask questions and get answers on the [http://moodle.org/mod/forum/view.php?id=6826 "Roles and Permissions"] forum.

[[Category:Site administration]]

[[de:Neue Rollen anlegen]]
[[es:Crear roles personalizados]]
[[fr:Création_de_rôles_personnalisés]]

How to let teachers share questions between courses

2014-05-07T15:35:30Z

Marycooch: Redirected page to Question sharer

#Redirect [[Question sharer]]

Question sharer

2014-05-07T15:34:24Z

Marycooch: added information

Question sharer

2014-05-07T15:31:05Z

Marycooch: added info

The custom role of Question sharer allows teachers to share questions with teachers in other courses. By default, teachers can only share questions with teachers in the same course as themselves and they can only save questions to the course they are currently working in.

==Creating a new role==
#As an administrator, go to ''Site administration>Users>Permissions>Define roles'' and click the 'Add a new role' button at the bottom of the screen.
#On the next screen, ignore archetypes and presets and click 'Continue'
#Give the role a name and if desired a description and tick the "System" context:

[[File:questionsharer.png|center|thumb|600px]]

4.In the filter, type "question"

5.Set the following capabilities to 'allow':

moodle/question:add

moodle/question:editall

moodle/question:managecategory

moodle/question:moveall

moodle/question:viewall

moodle/question:useall

[[File:questioncaps.png|center]]

6. Click the 'Create this role' button.

==Assigning the role to a teacher==

#As an administrator, go to ''Site administration > Users > Permissions > Assign system roles''.
#You should now see your newly created role here
#Assign the role to the required course teacher(s).(''Note that the users still need to have the teacher role in their courses.)''

Note that you can also assign the role to a user in a category if you only wish them to share questions in their category.

==Sharing questions==

A normal teacher in a course can only see the question category for their own course when they access the question bank. This teacher for example can only see her US Film course questions and can only add her questions to there (or any sub-category she might create):

[[File:regularteacherview.png]]

However, when she has been given the Question sharer role she can then access any questions which have been added at category level ('Miscellaneous') and for the whole site ('System')
[[File:sharerview.png]] She can also save her questions to there, allowing them to be shared by other teachers with the Question sharer role.

Note that she can also add questions from ''Administration>Front page settings>Question bank.'' (but she has no higher administrative powers.)

Plik:regularteacherview.png

2014-05-07T15:22:58Z

Marycooch:

Plik:sharerview.png

2014-05-07T15:22:25Z

Marycooch:

Question sharer

2014-05-07T15:17:17Z

Marycooch: question sharer role

Plik:questioncaps.png

2014-05-07T15:15:55Z

Marycooch:

Plik:questionsharer.png

2014-05-07T15:11:45Z

Marycooch: Marycooch uploaded a new version of "File:questionsharer.png"