MoodleDocs - User contributions [en]

Sandbox

2016-05-23T08:51:52Z

Samstudent: testing

Test page for docs

Testing email notification for 31

-Testing-

-Testing 2-

{| cellpadding="2" cellspacing="0" border="1"
!Col1
!Col2
|-
|Test1
|Test2
|-
|Test1
|Test2
|-
|Test1
|Test2
|}

==Functions and Examples==

Following are the functions that constitute the basic log API for Moodle.
<code>
add_to_log($courseid, $module, $action, $url='', $info='', $cm=0, $user=0)
user_accesstime_log($courseid=0)
get_logs($select, array $params=null, $order='l.time DESC', $limitfrom='', $limitnum='', &$totalcount)
get_logs_usercourse($userid, $courseid, $coursestart)
get_logs_userday($userid, $courseid, $daystart)
</code>
The basic working of these functions can be categorized into two categories:-
# Adding data to logs
# Fetching data from logs
Let us take a deeper look into both of these:-

<pre>something in pre tags</pre>
<code>and something in code tags</code>

<math>Insert formula here</math>==First edit in sandbox==
An additional edit to sandbox
This is where you can edit the content.
Another edit to sandox.
One more edit to sandbox

==Testing gallery==
==Testing gallery==8/11
==Testing gallery==8/11 again
<gallery mode="packed-hover">
File:Atto_27.jpg|Atto
File:Clean27.jpg|Clean
File:MathJax.jpg|MathJax
</gallery>

==Bootstrap stuff==

<div class="alert alert-block"><span class="close" data-dismiss="alert">×</span>'''Warning!''' Click the cross to close this label ...</div>

<div class="alert alert-info">Info here...</div>

[[de:Hauptseite]]
[[es:Zona de Pruebas]]

Installing unoconv

2016-05-23T08:50:44Z

Samstudent: formatting

{{Installing_Moodle}}
==What is unoconv?==

"unoconv" is a command line program that is used to convert between different office document file formats. It uses an instance of [http://libreoffice.org LibreOffice] to do the conversion and is used by the assignment module to convert documents to pdf so that they can be annotated. If unoconv is not installed - the only impact is that the assignment activities will only allow annotations when students upload a pdf document.

The steps required to install unoconv are different depending on the operating system that you have installed Moodle on.

== Installing unoconv on Linux ==
The required version of unoconv is at least 0.7. Depending on your flavour of linux, this may be available in your package manager and you can install it directly with:

(Ubuntu 16.04 LTS)

<pre>
apt-get install unoconv
</pre>

If your package manager contains an older version of the package, you will have to find a newer version and install it manually ([https://packages.debian.org/stretch/unoconv Debian Testing]). Unoconv itself is just a python script, so it has few dependencies.

Potential problems:
* On some systems the apache user home directory is set to a non existent folder. This can cause unoconv to fail. There are 2 solutions to this - one is to make a (writable) home directory for the apache user (like /home/www-data). The other is to run a unoconv listener (described below) as another user other than the apache user (someone with a valid, writable home directory).
* If you are still running 14.04LTS then unoconv won't work as shipped. This might not be the most efficient route but it worked by first installing unoconv (version 0.6) from the package manager as above. You will then need to grab unoconv 0.7 from Github (https://github.com/dagwieers/unoconv), then upgrade to the latest libreoffice using the PPA (https://launchpad.net/~libreoffice/+archive/ubuntu/ppa). Point moodle at the Github version of unoconv. You need to modify the Python unoconv file by changing 'python' in the first line to 'python3'. You also need to change the permissions on the directory /var/www so that the user www-data can write to it (www-data needs to write to its home directory which it cannot do by default).

== Installing unoconv on OS X ==
Download and install LibreOffice for Mac. Unfortunately - newer versions of LibreOffice are not currently compatible with unoconv for mac and you will have to install LibreOffice 4.2 (Direct download link - https://downloadarchive.documentfoundation.org/libreoffice/old/4.2.5.2/mac/x86_64/LibreOffice_4.2.5.2_MacOS_x86-64.dmg).

Get the latest version of the unoconv python script. One way to do this is with http://brew.sh/ brew.
<pre>
brew install unoconv
</pre>

If you haven't done it already - install ghostscript. One way to install ghostscript is also with http://brew.sh/ brew
<pre>
brew install ghostscript
</pre>

Set the paths to unoconv and ghostscript in Moodle (''Site administration > Server > System paths''). If you used brew, they will both be installed to /usr/local/bin.

LibreOffice needs write access to the current users home directory to create some temporary files. When unoconv is run as the webserver user (_www) it does not normally have this permission.

There are some ways to get around this - one way is just to give the "_www" user write access to /Library/WebServer.

Another solution is to convince LibreOffice that this users home directory is somewhere else. This can be done by inserting this code into the top of the unoconv python script.
Code to insert:
<pre>
# Set home to a writable folder.
os.environ['HOME'] = '/tmp/'
</pre>

This needs to be inserted at line 36 immediately after the line "exitcode = 0"

== Installing unoconv on Windows ==
Download and install LibreOffice for windows.

Download the latest version of the unoconv script from https://github.com/dagwieers/unoconv/releases.

Rename the downloaded script to C:\unoconv\unoconv.py

Create a batch file C:\unoconv\unoconv.bat with these contents:

<pre>
@cd "C:\Program Files (x86)\LibreOffice 5\program"
@"python-core-3.3.0\bin\python.exe" unoconv.py %*
</pre>

Set paths in Moodle.

Login as admin and go to ''Site administration > Server > System paths''

Set pathtogs setting to your ghostscript installation binary, (C:\gs\bin\gswin32.exe)

Set pathtounoconv to the batch file created above (C:\unoconv\unoconv.bat)

Test ghostscript and unoconv are working correctly in the admin test pages "Site administration > Plugins > Activity modules > Assignment > Feedback plugins > Annotate PDF".

== Run a unoconv listener ==
unoconv utilises a client/server process when converting documents. By default, when there is no running server process - each time unoconv runs it will start a server process, send it's request and shutdown the server process when the request is complete. The drawback of this mode is that if 2 requests are submitted simultaneously - this can cause the first request to shutdown the server process when the second request is still in progress - and the second conversion request fails. A more robust way to configure unoconv is to start a server process at boot time, and/or run a script to monitor it and restart it if it crashes.

To start a unoconv listener at boot time on linux - you need a start up script. Different linux distributions use different startup scripts - but here are some examples of startup scripts for linux systems.

[[mod/assign/feedback/editpdf/testunoconv/initd | Init script for Debian]]

[[mod/assign/feedback/editpdf/testunoconv/upstart | Upstart script for Ubuntu based systems]]

== Offload processing to a different server ==
Processing office documents can put increased load on your webserver, which may impact on the responsiveness of your site. If you are installing unoconv on a large site you may want to consider running unoconv on a server that is not also serving web requests.

How to do this:

Install unoconv on each webservers and the remote server following the installation instructions above.

Make sure unoconv is started at boot time on the remote server with the "--listener" argument and is monitored and restarted if it exits (see Debian init script for an example of how to do this).

Open the firewall port 2002 between the moodle webservers and the machine running unoconv.

Share the moodle data root between the webservers and the machine running unoconv. This folder must be mounted at the same path on all servers.

Install a wrapper for unoconv on the webservers that forwards the requests to the remote server. Example:
<pre>
#!/bin/bash
# Wrapper script for unoconv to forward processing.
# Install to /usr/bin/unoconv-remote with 755 permissions
/usr/bin/unoconv --server=<ip of remote server> "$@"
</pre>

Configure the path to unoconv in the Moodle admin settings to point to this wrapper script.

==Additional resources==
The unoconv [https://github.com/dagwieers/unoconv documentation] site has additional information on installation of unoconv and troubleshooting tips.

[[Category:Site administration]]

[[es:mod/assign/feedback/editpdf/testunoconv]]

Installing unoconv

2016-05-23T08:48:49Z

Samstudent: formatting

{{Installing_Moodle}}
==What is unoconv?==

"unoconv" is a command line program that is used to convert between different office document file formats. It uses an instance of [http://libreoffice.org LibreOffice] to do the conversion and is used by the assignment module to convert documents to pdf so that they can be annotated. If unoconv is not installed - the only impact is that the assignment activities will only allow annotations when students upload a pdf document.

The steps required to install unoconv are different depending on the operating system that you have installed Moodle on.

== Installing unoconv on Linux ==
The required version of unoconv is at least 0.7. Depending on your flavour of linux, this may be available in your package manager and you can install it directly with:

(Ubuntu 16.04 LTS)

<pre>
apt-get install unoconv
</pre>

If your package manager contains an older version of the package, you will have to find a newer version and install it manually ([https://packages.debian.org/stretch/unoconv Debian Testing]). Unoconv itself is just a python script, so it has few dependencies.

Potential problems:
* On some systems the apache user home directory is set to a non existent folder. This can cause unoconv to fail. There are 2 solutions to this - one is to make a (writable) home directory for the apache user (like /home/www-data). The other is to run a unoconv listener (described below) as another user other than the apache user (someone with a valid, writable home directory).
* If you are still running 14.04LTS then unoconv won't work as shipped. This might not be the most efficient route but it worked by first installing unoconv (version 0.6) from the package manager as above. You will then need to grab unoconv 0.7 from Github (https://github.com/dagwieers/unoconv), then upgrade to the latest libreoffice using the PPA (https://launchpad.net/~libreoffice/+archive/ubuntu/ppa). Point moodle at the Github version of unoconv. You need to modify the Python unoconv file by changing 'python' in the first line to 'python3'. You also need to change the permissions on the directory /var/www so that the user www-data can write to it (www-data needs to write to its home directory which it cannot do by default).

== Installing unoconv on OS X ==
Download and install LibreOffice for Mac. Unfortunately - newer versions of LibreOffice are not currently compatible with unoconv for mac and you will have to install LibreOffice 4.2 (Direct download link - https://downloadarchive.documentfoundation.org/libreoffice/old/4.2.5.2/mac/x86_64/LibreOffice_4.2.5.2_MacOS_x86-64.dmg).

Get the latest version of the unoconv python script. One way to do this is with [[http://brew.sh/ brew]].
<pre>
brew install unoconv
</pre>

If you haven't done it already - install ghostscript. One way to install ghostscript is also with [[http://brew.sh/ brew]]
<pre>
brew install ghostscript
</pre>

Set the paths to unoconv and ghostscript in Moodle (''Site administration > Server > System paths''). If you used brew, they will both be installed to /usr/local/bin.

LibreOffice needs write access to the current users home directory to create some temporary files. When unoconv is run as the webserver user (_www) it does not normally have this permission.

There are some ways to get around this - one way is just to give the "_www" user write access to /Library/WebServer.

Another solution is to convince LibreOffice that this users home directory is somewhere else. This can be done by inserting this code into the top of the unoconv python script.
Code to insert:
<pre>
# Set home to a writable folder.
os.environ['HOME'] = '/tmp/'
</pre>

This needs to be inserted at line 36 immediately after the line "exitcode = 0"

== Installing unoconv on Windows ==
Download and install LibreOffice for windows.

Download the latest version of the unoconv script from https://github.com/dagwieers/unoconv/releases.

Rename the downloaded script to C:\unoconv\unoconv.py

Create a batch file C:\unoconv\unoconv.bat with these contents:

<pre>
@cd "C:\Program Files (x86)\LibreOffice 5\program"
@"python-core-3.3.0\bin\python.exe" unoconv.py %*
</pre>

Set paths in Moodle.

Login as admin and go to ''Site administration > Server > System paths''

Set pathtogs setting to your ghostscript installation binary, (C:\gs\bin\gswin32.exe)

Set pathtounoconv to the batch file created above (C:\unoconv\unoconv.bat)

Test ghostscript and unoconv are working correctly in the admin test pages "Site administration > Plugins > Activity modules > Assignment > Feedback plugins > Annotate PDF".

== Run a unoconv listener ==
unoconv utilises a client/server process when converting documents. By default, when there is no running server process - each time unoconv runs it will start a server process, send it's request and shutdown the server process when the request is complete. The drawback of this mode is that if 2 requests are submitted simultaneously - this can cause the first request to shutdown the server process when the second request is still in progress - and the second conversion request fails. A more robust way to configure unoconv is to start a server process at boot time, and/or run a script to monitor it and restart it if it crashes.

To start a unoconv listener at boot time on linux - you need a start up script. Different linux distributions use different startup scripts - but here are some examples of startup scripts for linux systems.

[[mod/assign/feedback/editpdf/testunoconv/initd | Init script for Debian]]

[[mod/assign/feedback/editpdf/testunoconv/upstart | Upstart script for Ubuntu based systems]]

== Offload processing to a different server ==
Processing office documents can put increased load on your webserver, which may impact on the responsiveness of your site. If you are installing unoconv on a large site you may want to consider running unoconv on a server that is not also serving web requests.

How to do this:

Install unoconv on each webservers and the remote server following the installation instructions above.

Make sure unoconv is started at boot time on the remote server with the "--listener" argument and is monitored and restarted if it exits (see Debian init script for an example of how to do this).

Open the firewall port 2002 between the moodle webservers and the machine running unoconv.

Share the moodle data root between the webservers and the machine running unoconv. This folder must be mounted at the same path on all servers.

Install a wrapper for unoconv on the webservers that forwards the requests to the remote server. Example:
<pre>
#!/bin/bash
# Wrapper script for unoconv to forward processing.
# Install to /usr/bin/unoconv-remote with 755 permissions
/usr/bin/unoconv --server=<ip of remote server> "$@"
</pre>

Configure the path to unoconv in the Moodle admin settings to point to this wrapper script.

==Additional resources==
The unoconv [https://github.com/dagwieers/unoconv documentation] site has additional information on installation of unoconv and troubleshooting tips.

[[Category:Site administration]]

[[es:mod/assign/feedback/editpdf/testunoconv]]

Installing unoconv

2016-05-23T08:42:48Z

Samstudent: template move

{{Installing_Moodle}}
=Installing unoconv=

"unoconv" is a command line program that is used to convert between different office document file formats. It uses an instance of [http://libreoffice.org LibreOffice] to do the conversion and is used by the assignment module to convert documents to pdf so that they can be annotated. If unoconv is not installed - the only impact is that the assignment module will only allow annotations when students upload a pdf document.

The steps required to install unoconv are different depending on the operating system that you have installed Moodle on.

== Installing unoconv on Linux ==
The required version of unoconv is at least 0.7. Depending on your flavour of linux, this may be available in your package manager and you can install it directly with:

(Ubuntu 16.04 LTS)

<pre>
apt-get install unoconv
</pre>

If your package manager contains an older version of the package, you will have to find a newer version and install it manually ([https://packages.debian.org/stretch/unoconv Debian Testing]). Unoconv itself is just a python script, so it has few dependencies.

Potential problems:
* On some systems the apache user home directory is set to a non existent folder. This can cause unoconv to fail. There are 2 solutions to this - one is to make a (writable) home directory for the apache user (like /home/www-data). The other is to run a unoconv listener (described below) as another user other than the apache user (someone with a valid, writable home directory).
* If you are still running 14.04LTS then unoconv won't work as shipped. This might not be the most efficient route but it worked by first installing unoconv (version 0.6) from the package manager as above. You will then need to grab unoconv 0.7 from Github (https://github.com/dagwieers/unoconv), then upgrade to the latest libreoffice using the PPA (https://launchpad.net/~libreoffice/+archive/ubuntu/ppa). Point moodle at the Github version of unoconv. You need to modify the Python unoconv file by changing 'python' in the first line to 'python3'. You also need to change the permissions on the directory /var/www so that the user www-data can write to it (www-data needs to write to its home directory which it cannot do by default).

== Installing unoconv on OS X ==
Download and install LibreOffice for Mac. Unfortunately - newer versions of LibreOffice are not currently compatible with unoconv for mac and you will have to install LibreOffice 4.2 (Direct download link - https://downloadarchive.documentfoundation.org/libreoffice/old/4.2.5.2/mac/x86_64/LibreOffice_4.2.5.2_MacOS_x86-64.dmg).

Get the latest version of the unoconv python script. One way to do this is with [[http://brew.sh/ brew]].
<pre>
brew install unoconv
</pre>

If you haven't done it already - install ghostscript. One way to install ghostscript is also with [[http://brew.sh/ brew]]
<pre>
brew install ghostscript
</pre>

Set the paths to unoconv and ghostscript in Moodle (Site administration ▶︎ Server ▶︎ System paths ). If you used brew, they will both be installed to /usr/local/bin.

LibreOffice needs write access to the current users home directory to create some temporary files. When unoconv is run as the webserver user (_www) it does not normally have this permission.

There are some ways to get around this - one way is just to give the "_www" user write access to /Library/WebServer.

Another solution is to convince LibreOffice that this users home directory is somewhere else. This can be done by inserting this code into the top of the unoconv python script.
Code to insert:
<pre>
# Set home to a writable folder.
os.environ['HOME'] = '/tmp/'
</pre>

This needs to be inserted at line 36 immediately after the line "exitcode = 0"

== Installing unoconv on Windows ==
Download and install LibreOffice for windows.

Download the latest version of the unoconv script from https://github.com/dagwieers/unoconv/releases.

Rename the downloaded script to C:\unoconv\unoconv.py

Create a batch file C:\unoconv\unoconv.bat with these contents:

<pre>
@cd "C:\Program Files (x86)\LibreOffice 5\program"
@"python-core-3.3.0\bin\python.exe" unoconv.py %*
</pre>

Set paths in Moodle.

Login as admin and go to Site administration ► Server ► System paths

Set pathtogs setting to your ghostscript installation binary, (C:\gs\bin\gswin32.exe)

Set pathtounoconv to the batch file created above (C:\unoconv\unoconv.bat)

Test ghostscript and unoconv are working correctly in the admin test pages "Site administration ► Plugins ► Activity modules ► Assignment ► Feedback plugins ► Annotate PDF".

== Run a unoconv listener ==
unoconv utilises a client/server process when converting documents. By default, when there is no running server process - each time unoconv runs it will start a server process, send it's request and shutdown the server process when the request is complete. The drawback of this mode is that if 2 requests are submitted simultaneously - this can cause the first request to shutdown the server process when the second request is still in progress - and the second conversion request fails. A more robust way to configure unoconv is to start a server process at boot time, and/or run a script to monitor it and restart it if it crashes.

To start a unoconv listener at boot time on linux - you need a start up script. Different linux distributions use different startup scripts - but here is an example of an init.d script for debian systems.

[[mod/assign/feedback/editpdf/testunoconv/initd | Init script for Debian]]

== Offload processing to a different server ==
Processing office documents can put increased load on your webserver, which may impact on the responsiveness of your site. If you are installing unoconv on a large site you may want to consider running unoconv on a server that is not also serving web requests.

How to do this:

Install unoconv on each webservers and the remote server following the installation instructions above.

Make sure unoconv is started at boot time on the remote server with the "--listener" argument and is monitored and restarted if it exits (see Debian init script for an example of how to do this).

Open the firewall port 2002 between the moodle webservers and the machine running unoconv.

Share the moodle data root between the webservers and the machine running unoconv. This folder must be mounted at the same path on all servers.

Install a wrapper for unoconv on the webservers that forwards the requests to the remote server. Example:
<pre>
#!/bin/bash
# Wrapper script for unoconv to forward processing.
# Install to /usr/bin/unoconv-remote with 755 permissions
/usr/bin/unoconv --server=<ip of remote server> "$@"
</pre>

Configure the path to unoconv in the Moodle admin settings to point to this wrapper script.

==Additional Resources==
The unoconv [https://github.com/dagwieers/unoconv documentation] site has additional information on installation of unoconv and troubleshooting tips.

[[Category:Site administration]]

[[es:mod/assign/feedback/editpdf/testunoconv]]

Sandbox

2016-05-03T06:05:04Z

Samstudent: test edit

Test page for docs

Testing email notification...

-Testing-

-Testing 2-

{| cellpadding="2" cellspacing="0" border="1"
!Col1
!Col2
|-
|Test1
|Test2
|-
|Test1
|Test2
|-
|Test1
|Test2
|}

==Functions and Examples==

Following are the functions that constitute the basic log API for Moodle.
<code>
add_to_log($courseid, $module, $action, $url='', $info='', $cm=0, $user=0)
user_accesstime_log($courseid=0)
get_logs($select, array $params=null, $order='l.time DESC', $limitfrom='', $limitnum='', &$totalcount)
get_logs_usercourse($userid, $courseid, $coursestart)
get_logs_userday($userid, $courseid, $daystart)
</code>
The basic working of these functions can be categorized into two categories:-
# Adding data to logs
# Fetching data from logs
Let us take a deeper look into both of these:-

<pre>something in pre tags</pre>
<code>and something in code tags</code>

<math>Insert formula here</math>==First edit in sandbox==
An additional edit to sandbox
This is where you can edit the content.
Another edit to sandox.
One more edit to sandbox

==Testing gallery==
==Testing gallery==8/11
==Testing gallery==8/11 again
<gallery mode="packed-hover">
File:Atto_27.jpg|Atto
File:Clean27.jpg|Clean
File:MathJax.jpg|MathJax
</gallery>

==Bootstrap stuff==

<div class="alert alert-block"><span class="close" data-dismiss="alert">×</span>'''Warning!''' Click the cross to close this label ...</div>

[[de:Hauptseite]]
[[es:Zona de Pruebas]]

Sandbox

2015-11-16T13:13:27Z

Samstudent: testing email notification

Test page for docs

Testing email notification yet again

-Testing-

-Testing 2-

-Testing 3-

{| cellpadding="2" cellspacing="0" border="1"
!Col1
!Col2
|-
|Test1
|Test2
|-
|Test1
|Test2
|-
|Test1
|Test2
|}

==Functions and Examples==

Following are the functions that constitute the basic log API for Moodle.
<code>
add_to_log($courseid, $module, $action, $url='', $info='', $cm=0, $user=0)
user_accesstime_log($courseid=0)
get_logs($select, array $params=null, $order='l.time DESC', $limitfrom='', $limitnum='', &$totalcount)
get_logs_usercourse($userid, $courseid, $coursestart)
get_logs_userday($userid, $courseid, $daystart)
</code>
The basic working of these functions can be categorized into two categories:-
# Adding data to logs
# Fetching data from logs
Let us take a deeper look into both of these:-

<pre>something in pre tags</pre>
<code>and something in code tags</code>

==First edit in sandbox==
An additional edit to sandbox
This is where you can edit the content

==Testing gallery==
==Testing gallery==8/11
==Testing gallery==8/11 again
<gallery mode="packed-hover">
File:Atto_27.jpg|Atto
File:Clean27.jpg|Clean
File:MathJax.jpg|MathJax
</gallery>

more testing...

[[de:Hauptseite]]
[[es:Zona de Pruebas]]

Sandbox

2015-05-11T14:44:26Z

Samstudent: Testing email notification again

Test page for docs

Testing email notification again

-Testing-

-Testing-

-Testing-

{| cellpadding="2" cellspacing="0" border="1"
!Col1
!Col2
|-
|Test1
|Test2
|-
|Test1
|Test2
|-
|Test1
|Test2
|}

==Functions and Examples==

Following are the functions that constitute the basic log API for Moodle.
<code>
add_to_log($courseid, $module, $action, $url='', $info='', $cm=0, $user=0)
user_accesstime_log($courseid=0)
get_logs($select, array $params=null, $order='l.time DESC', $limitfrom='', $limitnum='', &$totalcount)
get_logs_usercourse($userid, $courseid, $coursestart)
get_logs_userday($userid, $courseid, $daystart)
</code>
The basic working of these functions can be categorized into two categories:-
# Adding data to logs
# Fetching data from logs
Let us take a deeper look into both of these:-

<pre>something in pre tags</pre>
<code>and something in code tags</code>

==First edit in sandbox==
An additional edit to sandbox
This is where you can edit the content

==Testing gallery==
<gallery mode="packed-hover">
File:Atto_27.jpg|Atto
File:Clean27.jpg|Clean
File:MathJax.jpg|MathJax
</gallery>

more testing...

[[de:Hauptseite]]
[[es:Zona de Pruebas]]
[[pt_br:Main_Page]]

Sandbox

2014-11-10T11:07:47Z

Samstudent: testing email notification

Test page for docs

Testing email notification

-Testing-

-Testing-

-Testing-

{| cellpadding="2" cellspacing="0" border="1"
!Col1
!Col2
|-
|Test1
|Test2
|-
|Test1
|Test2
|-
|Test1
|Test2
|}

==Functions and Examples==

Following are the functions that constitute the basic log API for Moodle.
<code>
add_to_log($courseid, $module, $action, $url='', $info='', $cm=0, $user=0)
user_accesstime_log($courseid=0)
get_logs($select, array $params=null, $order='l.time DESC', $limitfrom='', $limitnum='', &$totalcount)
get_logs_usercourse($userid, $courseid, $coursestart)
get_logs_userday($userid, $courseid, $daystart)
</code>
The basic working of these functions can be categorized in two categories:-
# Adding data to logs
# Fetching data from logs
Let us take a deeper look into both of these:-

<pre>something in pre tags</pre>

==First edit in sandbox==

==Testing gallery==
<gallery mode="packed-hover">
File:Atto_27.jpg|Atto
File:Clean27.jpg|Clean
File:MathJax.jpg|MathJax
</gallery>

more testing...

[[de:Hauptseite]]
[[es:Zona de Pruebas]]
[[pt_br:Main_Page]]

Sandbox

2012-10-31T06:18:49Z

Samstudent:

[http://www.youtube.com/watch?v=3xUqnoIzSbo Youtube embedded video test]

testing email notification of watched pages...

Sandbox

2012-07-05T06:20:45Z

Samstudent: testing

[http://www.youtube.com/watch?v=3xUqnoIzSbo Youtube embedded video test]

testing email notification of watched pages...

Language FAQ

2012-07-04T13:31:21Z

Samstudent: /* How can I make a new language pack? */ link edit

{{Language}}
==Where can I set the default language for the site?==

''Site Administration > Language > [[Language settings]]''

==How can I change a word or phrase used in Moodle?==

In ''Settings > Site Administration > Language > Language customization''.

See [[Language customization]] for details.

==How can I find where a language string is located?==

Tick the 'Show origin of languages strings' checkbox in ''Settings > Site administration > Development > Debugging'' then visit the page containing the string you want to customize.

==Why are my changes not saved if I edit a language pack with the Moodle language pack editor?==

This could be caused by a PHP accelerator. Try switching it off (usually in php.ini).

==I've set a default site language but when I log in it switches to English. Why?==

By default, Moodle detects a user's language from their browser setting. This language auto-detection may be disabled so that the default site language is used instead in ''Site administration > Language > [[Language settings]]''.

==How can I provide course content in more than one language?==

Labels, web pages, activity descriptions etc. may be provided in more than one language using the [[Multi language content|Multi language content filter]].

==How can I disable (hide) the language dropdown menu on the site front page?==

Go to ''Settings > Site administration > Language > Language settings'' and un-tick the 'Display language menu' checkbox.

==Are there any short cuts for editing a language?==
Yes, but be careful. You can make use of the customize language process. Basically copy the php files that contain the strings you want to change to the moodledata/lang/local folder. For example, copy the /lang/en/moodle.php file to someplace. Edit the file with a search and replace with whole word and case sensitive turned on, change Teacher to Instructor and Teachers to Instructors, do the same for teacher and teachers. Now copy that saved copy of the moodle.php file to the moodledata/lang/en_local folder. Be careful not to change the String name.

Because it is a customization, Moodle will not erase the xx_local language files in Moodledata with an upgrade. Moodle will upgrade any language folders it finds in the moodle/lang folder.

==How can I make a new language pack?==

See [[Translation]]. Even though your new language pack might be in a version of English (such as "Pirate talk!") it is still classed as a translation.

== See also ==

* [[Translation FAQ]]
* Using Moodle [http://moodle.org/mod/forum/view.php?f=26 Languages forum]

Using Moodle forum discussions
* [http://moodle.org/mod/forum/discuss.php?d=131927#p604462 Edited Strings Not Visible]
* [http://moodle.org/mod/forum/discuss.php?d=163375 Language customization in 2.0]

[[Category:FAQ]]

[[fr:FAQ de langue]]
[[de:Sprache FAQ]]

Using Forum

2012-06-26T09:03:24Z

Samstudent: /* Display options */ rearranging images

{{Forum}}
The teacher can set the format of what the student sees under the introduction by selecting the forum type in [[Forum settings]].

==Views==

===A single simple discussion===

Students will see the text you have placed in the [[Adding/editing_a_forum#Forum_introduction|Forum introduction setting]] as the first post of the discussion. Below you will find the replies that have been posted. In the example below, the student sees that their reply was rated.
[[Image:Forum homepage view Simple student mu.png|650px|thumb|center|Student view of "A single simple discussion" forum type]]

===Each person posts one discussion===
The view will be basically the same as in the previous case, the only difference being the 'Add a new discussion' option. Viewing a forum page, the student will see the text you have written at the 'Forum introduction' space while creating the forum, and, if there are any, the discussions that have been started.

[[Image:Forum homepage view Single student mu.png|650px|thumb|center|Student view of "Each person posts one discussion" forum type]]

===Standard forum for general use===

In this forum type, students will see the introduction text in a separate space above the discussion field, in which you will see the information such as the title of the discussion (which means the forum's title), its author, the number of replies and the date of the last post.
[[Image:Forum homepage view student mu.png|650px|thumb|center|Student view of "Standard forum for general use" forum type]]

===Question and Answer forum===

[[Image:Forum homepage view QandA student mu.png|650px|thumb|center|Student view of "Question and Answer" forum type]]

===Standard forum displayed in blog-like format===
[[Image:Bloglikeforum.png|634px|thumb|center|Student view of "Standard forum displayed in blog-like format" forum type]]

In the upper right corner of the home forum screen (above the introduction), the student may see the options the teacher has set for [[Adding/editing_a_forum#Force_everyone_to_be_subscribed.3F|subscriptions to the forum]], and the 'Jump to' field, with which you can 'jump' to any part of the course. This is also place where the teacher will find the "Update this forum" button.

==Display options==
[[Image:forumviewoptions.jpg|thumb|Reply display options]]A discussion thread may be displayed in four ways. Use the pull down menu at the top of each forum discussion to select a display type.

* Display replies flat, with oldest first
* Display replies flat, with newest first - The discussion will be displayed in one line and the chronological order from the newest to the oldest. This is the same as the above, just a different sort order.
* Display replies in threaded form - Only the post starting the discussion will be displayed in its full form; replies will be reduced to the headlines (including information about its author and date of release) and organized chronologically; moreover, replies will be shifted towards the right so that only replies to the same post were in the same line.
* Display replies in nested form - All posts are displayed in their full forms; replies will be reduced to the headlines (including information about its author and date of release) and organized chronologically; moreover, replies will be shifted towards the right so that only replies to the same post were in the same line.

{|
| [[Image:Forum Flat form mu.png|thumb|Flat Forum discussion, example from middle]]
| [[Image:Forum threaded form mu.png|thumb|Posts in threaded form]]
| [[Image:Forum nested form mu.png|thumb|"Nested reply example"]]
|}

==Forum posting==

The default content of '''Subject''' is usually 'Re: <the name of the 'parent' post>'. You can change it though.

When writing text in Moodle there are several formats you can choose to produce your text, depending on your expertise and the type of browser you are using. Please refer to [[Formatting text]] for further information.

=== Sharing images through forums ===

*When an image is "attached" as a file to a forum message, it is immediately displayed full size after the message (i.e. no need to click on an attachment). This an excellent way of sharing images without having to go through the process of uploading them as files and linking them from within web pages.

*Images may be dragged and dropped into the box as well as uploading via the "add" link and the [[File picker]].{{New features}}

[[File:forumdragdrop.png]]

===Sharing sound and video through forums===
*If multimedia filters are enabled, a sound file (mp3) or accepted video file can be attached and it will be embedded into the forum post in an appropriate player.
*As with images in the previous section, multimedia files may be dragged and dropped from the desktop instead of uploaded via the [[File picker]].

===Post length===

Extra-long posts cause problems when doing a forum search and can be difficult to read on screen. Rather than creating a very long post, consider copying and pasting the text into a text file and add it as an attachment to your forum post.

===Post editing time limit===

There is a time limit for editing posts, usually 30 minutes. It is set by an administrator in ''Administration > Security > [[Site policies]]''.

The Using Moodle forum discussion [http://moodle.org/mod/forum/discuss.php?d=5367 The philosophy underlying "no editing after 30 minutes"] includes reasons why it is a good idea to have a time limit for editing posts.

===Mail now===

A mail now checkbox is available for anyone with the [[Capabilities/moodle/course:manageactivities|capability to manage course activities]], normally teachers and admins.

Checking the "Mail now" box results in an email being sent immediately (i.e. when the [[Cron|cron]] next runs) to everyone subscribed to the forum, rather than after the post editing time limit.

==Exporting forum posts==
Users with the ''mod/forum:exportdiscussion'' or ''mod/forum:exportownpost'' or ''mod/forum:exportpost'' permission can export forum posts to any portfolio the administrator has enabled:

[[File:Exportforum.png]]

==Moving a discussion==

Teachers and other users with the [[Capabilities/mod/forum:movediscussions|capability to move discussions]] can move a discussion to any other forum in the course for which they have appropriate rights.
# Click on the arrow in the 'Move this discussion to...' dropdown menu in the top right corner of the page and select a destination forum.
# Click the Move button.

==Guidelines for Teaching and Learning Forums==

When you decide to use a discussion forum as an activity in an e-learning environment, it is important to be aware that your time will be needed in some sense in order to make the activity successful. If your goal is to encourage discussion, the forum will only work if:

a) '''participants feel there is a need/reason to participate and they will gain something from the experience.''' Incentives for learning, gathering support, etc. should be explored and encouraged early on in order to clearly convey the purpose of the forum to others. Anyone considering offering grades or marks for participation is advised to think very carefully about the difference between quantity and quality of discussions in forums.

b) a sense of community and purpose can be fostered amongst participants. This sense of community can be fostered through tutor/teacher initiative and scaffolding, or primarily through the students/participants themselves depending on the intentions of the activity.

==Selecting forum type==

Moodle has four kinds of forums each with a slightly different [[Viewing a forum|layout]] and purpose.

Which of the forums will best suit your needs for a particular activity? In order to answer this question, it is useful to think how you might lead such a discussion in a face-to-face environment. Would you throw the question out to the class and sit back to observe them in their answers? Or would you break them up into smaller groups first and ask them to have discussions with a partner before bringing them back to the main group? Or perhaps you would like to keep them focused on a particular aspect of a question and ensure that they do not wander away from the topic at hand? All of the above approaches are both valid and useful, depending on your learning outcomes, and you can replicate all of them in Moodle forums.

===A standard forum for general use===
The standard forum ([[Viewing_a_forum#Standard_forum_for_general_use|view here]]) probably most useful for large discussions that you intend to monitor/guide or for social forums that are student led. This does not mean that you need to make a new posting for each reply in each topic, although, in order to ensure that the discussion does not get 'out of control', you may need to be prepared to spend a significant amount of time finding the common threads amongst the various discussions and weaving them together. Providing overall remarks for particular topics can also be a key aspect of your responsibilities in the discussion. Alternatively, you could ask students to summarize discussion topics at agreed points, once a week or when a thread comes to an agreed conclusion. Such a learner-centred approach may be particularly useful once the online community has been established and, perhaps, when you have modeled the summarizing process.

===A single simple discussion===
The simple forum ([[Viewing_a_forum#A_single_simple_discussion|view here]]) is most useful for short/time-limited discussion on a single subject or topic. This kind of forum is very productive if you are interested in keeping students focused on a particular issue.

===Each person posts one discussion===
This forum ([[Viewing_a_forum#Each_person_posts_one_discussion|view here]]) is most useful when you want to achieve a happy medium between a large discussion and a short and focused discussion. A single discussion topic per person allows students a little more freedom than a single discussion forum, but not as much as a standard forum where each student can create as many topics as he or she wishes. Successful forums of this selection can be active, yet focused, as students are not limited in the number of times they can respond to others within threads.

===Question and Answer forum===
The Q & A forum ([[Viewing_a_forum#Question_and_Answer_forum|view here]]) is best used when you have a particular question that you wish to have answered. In a Q and A forum, tutors post the question and students respond with possible answers. By default a Q and A forum requires students to post once before viewing other students' postings. After the initial posting and once the editing time (usually 30 minutes) has elapsed, students can view and respond to others' postings. This feature allows equal initial posting opportunity among all students, thus encouraging original and independent thinking.

===Standard forum displayed in blog-like format===
This forum behaves in the same way as the default standard forum for general use, allowing users to start their own discussions. However, it displays differently in that the first post of each discussion is displayed (as in a blog) so that users can read it and then choose to respond by clicking the "Discuss this topic" button bottom right of the post.

====Tips for Question and Answer====
When the Question and Answer mode is selected, Moodle hides the replies to the initial thread post by the teacher but not the entire forum itself.

:''Tip:'' Post each question as a thread in the forum and then have students post replies to the question. In this fashion, Moodle will protect the replies from being viewable (subject to the caveat above) by other students but allow the initial post/thread visible for reply by all students.

:''Tip:'' Do not post the question in the forum summary because every student answer will become a thread and visible to all students. In this scenario, it may appear as if the Question and Answer forum is not working correctly, since the new initial posts in the thread are intentionally designed not to be hidden, just their replies.

:''Tip:'' If you have set up groups for your forum the facilitator needs to post a question to each of the groups and not to 'all participants' as questions asked of all participants (students) are able to be read by ALL students. Questions posed to group members are only visible to those group members and replies are only visible once a group member has posted a message.

==Forum subscription==

When a person is '''subscribed''' to a forum it means that they will be notified (according to their [[Messaging settings]] preferences) of every subsequent post in that forum. Posters have 30 minutes by default to edit their post before it is sent though this time limit can be changed by an administrator.

People can usually choose whether or not they want to be subscribed to each forum. However, if a teacher forces subscription on a particular forum then this choice is taken away and everyone in the class will get notified.This is especially useful in the News forum and in forums towards the beginning of the course (before everyone has worked out that they can subscribe to these emails themselves).

Note that even if you force subscriptions every user can elect not to be notified in [[Messaging settings]], or elect to have all email sent once a day in a digest contain either all posts or simply the subject headings.

Choosing ''Everyone can choose to be subscribed'' enables you to check (and modify) the number of subscribers ('Show/edit current subscribers') and to subscribe to (or unsubscribe from) the forum ('Subscribe to this forum' / 'Unsubscribe from this forum').

An overview of your forum subscriptions is available on the forums index page e.g. http://moodle.org/mod/forum/index.php?id=5

==Concepts for use in forums==
===Participation and Scaffolding ===

Whilst one of the great advantages of e-learning is the flexibility it affords participants, this does not mean that days or weeks should pass without response and discussion in a forum (unless it is appropriate for it to do so). This is perhaps most especially true at the beginning of a course or programme when students and tutors are new to each other and in need of welcome messages/encouragement. Whilst e-learning, and discussions in particular, can support learning that is not always tutor/teacher-centred, your role will be important, especially as an online community begins to develop. It is during these initial stages of introductory material that a group of students can become a community of participants who begin to grow in their understandings of course material and individual contributions to the knowledge construction process.

As the discussions progress and learners become accustomed to the mechanics and the tone of the forums then there are key ways in which your input can be reduced, thereby helping to foster a community that is less dependent on the tutor/teacher. Even then, however, you will probably want to be a presence in the discussions although you may choose to be one of many contributors rather than the font of all wisdom.

===Commitment and Participation===

Ask yourself if

# you wish to have involvement in the forum or if you want the students to lead and own the space
# you want the forum to add value to the face to face environment or have a life of its own in its own right outside the lecture theatre/classroom or seminar room
# you are prepared to make appropriate contributions to the discussion in order to:
## encourage discussion if students are quiet
## help shape ideas if students begin to wander off-task
## your role will be defined as discussions/a course progresses
## you will explicitly but gradually relinquish control of the discussions
## you will encourage and support learners to share control of discussions(for example you might ask a learner/group of learners to summarise contributions to a discussion thread/topic or you might ask learners to initiate discussion topics)

===Student Centered Forums===

With the growing popularity of social networking software like Facebook, Bebo, MySpace and the like, students are leaving schools and coming to Higher and Further Education with a new technological sophistication and with new expectations for communication. And as school, colleges and universities recognise that reflective and life long learning are significant goals in education, student centered learning and the creation of student centered spaces online are also gaining credence in educational settings. We know that effective learning requires access to social and academic networks for both study material and emotional support; as such, online communities can offer a holistic knowledge construction and support mechanism and recognize that affective activity is effective.

Social forums, often called ‘Virtual Cafes’ or ‘Common Rooms’ can be set up for courses or for programmes, depending on the student need. Such spaces provide a common area for students to come together and discuss unlimited topics, including social activities and educational ideas. They are supportive spaces for students, most successful with large first and second year courses where students would not otherwise have the opportunity to communicate with others outside their own tutorial group. It is arguable that students will experience a greater sense of community within and a sense of belonging to an educational institution or individual department having had the experience and convenience of the social forum on their course; this could arguably have implications for retention.

These spaces are typically highly active, especially in first term. Depending on your institution, they are usually self monitored by students, who understand that the same ‘rules’ and ‘netiquette’ that apply to them within any computing space, also apply in Moodle.

===The News Forum===

Moodle courses automatically generate a [[News forum]] which defaults to automatically subscribe all participants in a course. The name of the News Forum can be changed to something more appropriate, such as ‘Important Announcements’ or the like. This is a useful feature and many use this forum in a Moodle course to announce exam dates, times or changes to exams, lectures or seminars, as well as important information about course work throughout a term or special announcements relating to events.

===Teacher/Tutor forums===
A teacher/tutor-only forum may be added to a course by creating a hidden forum. Teachers are able to view hidden course activities whereas students cannot.

==Some forum suggestions to consider==

#If your course is at a distance, if your face to face time is limited, or if you just wish to foster a sense of community in your Moodle course which supplements your face to face course, it is good practice to begin with a welcome or introductory message or thread in one of your forums. This welcome or introduction from you invites participants, for example, to post some specific details to introduce themselves to you and their peers. This can be your icebreaker or you can have an icebreaker separately.
#If you have two questions for participants to answer, starting the two strands or topics within the forum itself will both help learners to see where to put their responses, and remind them to answer all parts of your question.
#Remember that you are communicating in an environment that does not have the benefit of verbal tone, eye contact, body language and the like. Careful consideration of your communication is, therefore, necessary.
#Postings to a forum are always written but they can take different forms and you may wish to consider what form best suits the activity. For instance, you might choose to articulate a form of contribution in order to be explicit. Thus you might say, 'This is a think-aloud forum in which, together, we will try to tease out ideas and possibilities' or 'This is a formal forum in which you are invited to share your ideas on (topic)' and, where you select the latter, you might have already suggested learners plan those ideas offline or in another kind of activity within Moodle.
#Create a forum where only the teacher can start discussions, but the students can only reply. Each thread you start contains an essay question (or several similar ones). The students make a bullet point plan for the essay and post it as a reply. This works well as a revision strategy as the students can see how others have approached the same task. Once everyone has posted their plan, you can start a discussion as to which plans seem better and why. Creating a scale to use for rating the posts can be useful so that the students can see how helpful other people think their effort were. (Note: At this time, there is no option to hide the "Add new discussion topic" button, so you need to tell your students not to start discussion threads, but to only reply to threads started by the teacher. If you only need one thread, then you can use the "a single simple discussion" format and the "Add new discussion topic" button is not available to the students.)

===Grading forums===

The teacher can use the [[Forum ratings|ratings]] [[Scales|scales]] to [[Grades|grade]] student activities in a forum. There are several methods for calculating the grade for a forum that can be found in the [[Adding/editing_a_forum#Grade|Forum settings under grades]]. There are 5 ways to [[Adding/editing_a_forum#Aggregate_type|aggregate ratings]] automatically to calculate a forum grade for the [[Gradebook]]. These include: Average, Max, Min, Count and Sum.

==Forum ratings allow users to evaluate posts in a forum==

Forum ratings use [[Scales]] to standardize the reporting of performance. A forum rating can be included as part of a student's [[Grades|grade]]. For example, a teacher might use a custom rating scale in a forum and allow students to rate forum posts.

Forum ratings must be allowed and the potential rater must have [[Roles|role]] permission. Teachers by default have this ability. The teacher role is also able to give permission to a [[Student|student role]] in a specific forum to be able to assign a rating to a post. Forum settings and [[Forum_permissions#Enabling_students_to_rate_posts| Enabling student ratings]] has more information.

===How to use===
[[Image:Forum rating example1 mu.png|thumb|Teacher view of a previously rated student post]]When rating is allowed, the qualified user will see "Rate this post" and a pull down menu after an entry (not their own). The menu displays a [[Scales|scale]] that the forum creator selected in the [[Adding/editing_a_forum#Grade|Forum grade settings]]. The user can rate more than one post at a time. When finished they should click the "submit my ratings" button at the bottom of the page.

===AJAX forum rating===

Forum rating can be made more user-friendly with the use of AJAX. Users can rate forum posts almost instantly without needing to scroll to the bottom of the page and click the "Send in my latest ratings" button.

AJAX forum rating requires AJAX to be enabled by an administrator in ''Settings > Site administration > Appearance > [[AJAX and Javascript settings|AJAX and Javascript]]'' and by users in their [[Edit profile|user profile]].

===Separate and connected knowing===
You can rate forum posts with the [[Separate_and_Connected_Knowing| Separate and Connected Knowing]] scale here.

===Best Practice and shared discussions===
*There are lots of discussions about Forum best use and Forum assessment in the Teaching Strategies Forum http://moodle.org/mod/forum/view.php?id=41.

*A useful discussion about Forum assessment can be found here http://moodle.org/mod/forum/discuss.php?d=66008.

== See also ==

* Using Moodle [http://moodle.org/mod/forum/view.php?f=116 Forum module]
*[http://www.moodleblog.onet/?page_id=148 Peer Assessment using a Moodle Forum] blog post with screencast

Using Moodle forum discussions:
* [http://moodle.org/mod/forum/discuss.php?d=5367 The philosophy underlying "no editing after 30 minutes"]
* [http://moodle.org/mod/forum/discuss.php?d=66008 Best Practices for grading discussions]
* [http://moodle.org/mod/forum/discuss.php?d=88000 Two Courses, One Forum?]
* [http://moodle.org/mod/forum/discuss.php?d=93304 Using a forum for 1 to 1 teaching]
* [http://moodle.org/mod/forum/discuss.php?d=95470 Technicalities of managing a Forum]
* [http://moodle.org/mod/forum/discuss.php?d=67360 Role names showing next to posting photos]

[[de: Forum nutzen]]
[[fr:Afficher un forum]]
[[ja:フォーラムの閲覧]]

Admin tools

2012-05-23T06:16:49Z

Samstudent: removing new features template

{{Managing a Moodle site}}
The following admin tools can be managed by an administrator in ''Settings > Site administration > Plugins > Admin tools > Manage admin tools''.

*Blog visibility upgrade
*[[Permissions|Capability overview]] - in ''Site Administration > Users > Permissions > Capability report''
*[[Migration from MyISAM to InnoDB|Convert to InnoDB]]
*Database transfer
*[[Search and replace|DB search and replace]]
*Health center
*[[Language customization]] in ''Settings > Site administration > Language> Language customization''
*[[Language packs]] in ''Settings > Site administration > Language > Language packs''
*Multilang upgrade
*[[:dev:Profiling PHP|Profiling runs]]
*[[Question engine upgrade helper]]
*Random course generator
*[[Reducing spam in Moodle|Spam cleaner]] in ''Settings > Site administration > Reports > Spam cleaner''
*[[Location|Timezones updater]] in ''Settings > Site administration > Location > Update timezones''
*[[:dev:Unit test API|Unit tests]] in ''Site administration > Development > Unit tests''
*[[Roles settings|Unsupported role assignments]] in ''Settings > Site administration > Users > Permissions > Unsupported role assignments''
*[[Upload users|User upload]] in ''Settings > Site administration > Users > Accounts > Upload users''
*[[:dev:XMLDB editor|XMLDB editor]] in ''Site administration > Development > XMLDB editor''

==See also==

*[[:dev:Admin tools|Admin tools developer documentation]]
* MDL-29029

[[Category:Site administration]]

IMS Common Cartridge import and export

2012-05-23T06:01:52Z

Samstudent: removing new features template

{{Backup}}
IMS Common Cartridge packages, such as a study package from [http://openlearn.open.ac.uk/ The Open University LearningSpace] can be imported into Moodle by uploading the zip file to ''Settings > Course administration > Restore'' then clicking the restore button (the same process as restoring a course backup).

{{stub}}

[[Category:Common Cartridge]]

Gravatars

2012-05-23T05:54:24Z

Samstudent: removing new features template

{{Accounts}}
[http://gravatar.com/ Gravatar] (an abbreviation for globally recognized avatar) is a service for providing globally unique avatars.

An administrator can enable the use of gravatars in ''Settings > Site administration > Users > Permissions > User policies''. If a user has not uploaded a user picture, Moodle will check whether the user's email address has an associated gravatar and if so, will use the gravatar as the user's picture.

Use your Gravatar in Moodle 2.2 screencast:

<mediaplayer>http://www.youtube.com/watch?v=Z4b7tJedlMA</mediaplayer>

==See also==

*[[User pictures]]

Category:New features

2012-05-23T05:05:18Z

Samstudent: version edit

{{Main page}}
A list of pages documenting new features in Moodle 2.3.

Choice settings

2011-11-29T07:15:18Z

Samstudent: removing new features template

{{Choice}}

==Choice administration settings==
*With the editing turned on, choose from the dropdown ''Add an Activity'' the option ''Choice''.

[[File:Choice.png]]

===Name===
*A short name of the choice (e.g. "Favourite colour"). This will be displayed on the course's homepage.

===Introduction text===
*Type the description of the choice activity here. It should contain the question that you want your students to answer. An example of the choice text could be "What is your favourite colour?"

{{Moodle 2.2}}In Moodle 2.2 onwards, there is an option to display the Choice description on the course page below the link to the activity. See the screencast [http://www.screencast.com/t/ieLFs7To0e Moodle 2.2 - Show descriptions] for a demonstration by developer Sam Marshall.

===Limits===
*Enabling this option allows you to limit the number of participants who can select each particular choice. When that number has been reached, no one else can select that choice.

'''Warning!!''' If you unintentionally check this box but don't add a number then your students won't be able to select any choices and will get confused :)

===Options===
*Specify here the options that participants have to choose from. They will become radio buttons when the choice is saved.
*You can leave other options blank or click "Add 3 fields to form" to add more options.
*If ''Limits'' is disabled, then any number of participants can select any of the options.

[[File:Choicesetup.png]]

===Restrict answering===
*If you check this box you can set an "open and close" date for your choice.
*If you leave it, they can respond at any time. '''Hint''':

===Miscellaneous settings===
====Display mode====
*Choose "horizontally" if you only have three or four choices maximum; choose "vertically if you have a large number of choices.

====Publish results====

*This determines whether (and when) the students will be able to view the results of the choice activity. They may:

**never see the results of the choice
**see the results only after they have given the answer themselves
**see the results only after the closing date of the choice
**always see the results

====Privacy of results====

*If "Publish" was chosen above, then this dropdown in unlocked. You can decide whether to show names of students or merely the number who responded but without names.

====Allow choice to be updated====

*If this is set to "Yes", students can change their mind after they have voted. If it's set to "No", students cannot change their choice.
'''

====Show column for unanswered====

*If set to "Yes", this will display a column showing how many participants have not answered the choice activity yet. If set to "No", the results will only include the participants who have already voted.

===Other settings===
There are the usual [[Common module settings]] and - if admin has enabled them - the Restrict access settings [[Conditional activities]].

==Site administration settings==

*The following capabilities are related to choices:

*[[Capabilities/mod/choice:downloadresponses|mod/choice:downloadresponses]]
*[[Capabilities/mod/choice:deleteresponses|mod/choice:deleteresponses]]
*[[Capabilities/mod/choice:readresponses|mod/choice:readresponses]]
*[[Capabilities/mod/choice:choose|mod/choice:choose]]

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Category:New features

2011-11-29T07:04:11Z

Samstudent:

A list of pages documenting new features in Moodle 2.2.

Assignment settings

2010-05-13T03:57:06Z

Samstudent: /*Rebutting the conference with spouse objection*/

{{Assignments}}
An Assignment is an activity that a teacher can select by a pull down menu in a course topic or week section. This page is about the Assignment settings, also found with the Update Assignment button.

Rebutting the conference with significant other.

You can hear that you have your prospect cornered you are
ready to ask which major credit card would you like to
use for your fabulous vacation and he/she rubuts with.
I have to ask my husband/wife first. You should:

A) In your most condescending voice ask "Do you have to
ask your Wife/Husband for help in making most of your descisions?"

B) Say no problem I'll check back with you tomorrow.

C) Remind the prospect that the availability at this rock bottom
price is limited and is first come first serve and you don't
want them to miss out on this opportunity to receive a fabulous
vacation to somewhere at this deeply discounted rate.

D) Tell the prospect that the vacation is fully refundable so
if the Wife/Husband isn't in love with the idea then you can easily
credit the money back to their credit card.

Answer:C and D

Test: Write how you would combine C and D to rebut this objection.

==Description==

The description of the assignment, which should include precise instructions for students regarding the subject of the assignment, the form, in which it should be submitted, the grading criteria etc.

Use this area to describe the assignment and explain what learners are expected to do to complete this task. The assignment description can be as brief or as expansive as you feel is necessary to meet the needs of your learners. However, it is to your benefit to provide as much detail and information as possible, especially at the start of the course while you are still establishing procedures. Generally, the more information you are able to provide here the fewer questions and problems your learners will have completing the task.

The assignment description field can also be used to provide information or resources related to the assignment. An instructor, for example, could provide some literature, a video clip, an image, or a link to a webpage, and then ask the learners to use these materials in completing the task. (Alternatively, the instructor could post these items using the Resource Module and refer students to them in the assignment details. See the section titled Resource Module for more information.)

Finally, if you are adding rich content, tables, etc. to your description, it is best to expand the HTML editor into full screen mode so you can make your webpage document look nice when participants view it.

==Grade==

The grade for the assignment is specified here. Choosing a number will become the maximum grade for this assignment. Apart from the numbers, one of the descriptive grades which have been defined for this course can also be picked.

If you will not be giving a grade for the assignment, choose No Grade.

==Available from==

Setting this date prevents students from submitting their assignments before this date.

The Available from date setting allows an instructor to set a day and time at which learners can begin submitting the assignment. This setting does not, however, hide the activity from the learners. Instead, the learner will see the activity, be able to view the instructions and use any materials you have include in the description, but the learner will not be able to submit or complete the assignment until the Available from date.

To activate the Available from date, make sure that the “Disable” checkbox is not marked. Then, use the drop down menus to choose the day, month and year. You can also set a time with the last two fields on the line. Note: the time is based on a 24 hour clock or “military time,” so 14:00 refers to 2:00 p.m.

If you do not wish to use the Available from option, just check the “Disable” checkbox by clicking on it; the rest of the field will turn gray and the date will be ignored.

==Due date==

And this prevents students from submitting their assignments after this date.

The Due date field works in much the same way as the Available from field with a few small differences. Unchecking the “Disable” checkbox activates the Due date option and you have the same ability to select a day, month, year, and time. If the checkbox is checked, then the due date will be not be applied.

As with the Available from setting, the Due date defines when learners are able to submit their assignment. However, with the Due date settings, you also have the Prevent late submissions option (below the date and time fields). Setting Prevent late submissions to Yes will prevent learners from being able to submit this assignment after the Due date. If you set Prevent late submissions to No, then learners can submit the assignment as long as the assignment is visible or accessible to them.

Both the Available from and Due dates are displayed for learners in the assignment details, but the Due date is also marked in the course Calendar as a visible reminder for participants. Furthermore, the indicator on the calendar will actually link learners directly to the activity!

Your use of the Available from and Due date settings will probably be dependent on the overall structure of your course. If you are facilitating an open ended course or a course with rolling enrollment, then you might find it easier to not apply the Available from and Due date settings (leave the boxes checked). This arrangement will allow the learners to access the assignments according to their own schedule and progress within the course. Alternatively, if you are working within a more structured format or adhering to a timeline, the Available from and Due date settings are useful for keeping learners on schedule. Using the Available from setting will make it possible for learners to preview upcoming activities, while at the same time, prevent them from finishing the course in the first week and not returning for additional activities or information. Likewise, the Due dates help keep the learners from lagging too far behind and decrease the likelihood that the learner will become overwhelmed by having to complete several weeks worth of work at once.

==Prevent late submissions==

Set to "No", assignments submitted after the due date will be marked as late, but students will still be able to submit them. Set to "Yes", assignment submission will be blocked after the due date.

==Settings for specific assignment types (1.7 onwards)==

Each assignment type, except offline assignment, has further settings which are detailed on the relevant assignment type pages:
*[[Upload a single file assignment|Upload a single file]]
*[[Online text assignment|Online text]]
*[[Advanced uploading of files assignment|Advanced uploading of files]]

==Assignment type (pre-1.7)==

With the Assignment type setting (pre-1.7), you choose the type of assignment which defines how learners will complete the assignment and turn it in to the instructor. Assignments can be set up as offline activity, online text, or upload a single file.

;Upload
:A student can upload a single file. This could be a Word document, spreadsheet or anything digital. Multiple files could be zipped and then submitted.After learners upload their files in this arrangement, the instructor will be able to open the submission and then use the Moodle interface to assign a grade and offer comments as feedback.

:In addition to using this activity to collect work from learners, some instructors and learners use this module as a tool for transferring projects from one location to another. For example, if an instructor offered learners an assignment of this form, the learner could upload a file he was working on at school and then, once home, retrieve it from the assignment screen to continue his work. With the right settings (offered on the next screen), the learner can then submit the new file from home to use at school again.

;Online Text
:This assignment type asks users to compose and edit text, using the normal editing tools. The online text assignment can be set up to allow learners to compose, revise and edit over time or such that the learner only has one opportunity to enter his or her response. Furthermore, with the online assignment, instructors can grade the work online and even edit and/or provide comments within the learner’s work.

:The online text assignment is ideal for journaling and composition work.

;Offline assignment
:This is useful when the assignment is performed outside of Moodle. It could be something elsewhere on the web or face-to-face. Students can see a description of the assignment, but can't upload files. Grading works normally, and students will get notification of their grades.

:The offline activity has a number of different applications. In general, the offline activity is designed for activities completed outside of the online environment. Additionally, if you are using the Moodle gradebook, the offline activity gives you the capability to add gradebook entries for assignments completed outside of Moodle or for non-graded activities within Moodle.

:Specifically, an instructor in a hybrid or blended environment (combination of face-to-face and online instruction) may use the offline activity type of assignment to assign a project that the learner will physically present to the instructor at a face-to-face session. This arrangement allows the instructor to communicate the project expectations online while creating an entry for the project in the Moodle gradebook.

:In another example, consider the instructor who gives reading assignments or assigns problems for practice. These activities wouldn’t necessarily be turned in for a grade, but the instructor needs a tool for communicating the assignment details. The offline assignment, with its unique icon, could be used as a consistent visual cue for the learners; learners would come to know that they can always look for the assignment icon to see what work they need to complete.

:Finally, the offline assignment, as mentioned previously, is a tool for making entries in the Moodle gradebook. Perhaps an instructor wants to assign a grade for contributions to a class wiki; however, the wiki itself is an ungraded activity. The instructor could use an offline assignment to create an entry for the wiki contribution grade in the Moodle gradebook. In this example, however, the instructor may choose to hide the actual listing of the assignment in the Moodle course since it is primarily being used for the purpose of making a gradebook entry.

To complete the settings specific to the assignment type, click Next to proceed to the [[mod/assignment/details|assignment details]] page.

== Common module settings ==

=== Group mode ===
When course group mode is turned on, the [[Groups|group mode]] can be one of three levels: no groups, separate groups or visible groups.

;No groups
:There are no groups and all students submit their assignments in one Assignment area

;Separate groups
:Students submit their assignments within a separate Group based submission area and teachers/trainers can sort submissions by Group or view All Participants.

;Visible groups
:All students submits their assignment within a single Assignment area but may choose which Group to associate their submission with before uploading. Teachers/trainers can sort submissions by Group or view All Participants.

=== Visible ===
Choose whether to Show or Hide the assignment

=== ID number ===
Setting an ID number provides a way of identifying the assignment for grade calculation purposes. If the activity is not included in any grade calculation then the ID number field can be left blank.

==Tips and tricks==
*Want to use an Assignment activity again? Copy the assignment by backing up the course and selecting just the assignment, with or without students and their data. Restore the backup to the same course or to a new course. Move the copied assignment and or edit it.
*Want to use an Assignment activity in another course you teach? Use the import function in the course administration block.

==See also==

*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=64755 How do I make assignments worth more than 100 points?] forum discussion

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