MoodleDocs - User contributions [en]

Apache

2022-12-05T11:14:05Z

Ichklaus: /* Hiding internal paths */ possbile content-blocking by rewrite-rules

{{Installing Moodle}}
'''This article refers to the 'Apache HTTP server''''

The Apache HTTP server is the software that (along with the PHP scripting language) 'runs' Moodle. Note that there are alternatives (e.g. IIS on Windows, Nginx on Linux, MacOS) but the Apache HTTP Server is very popular on all platforms.

== Installing Apache ==
Installers are available for most platforms from http://httpd.apache.org/download.cgi. The official installation instructions are here: http://httpd.apache.org/docs/2.0/install.html. If you are running Linux then you are recommended to use the packaged version if you can. For example, in Debian/Ubuntu it is simply:
<pre>
sudo apt-get install apache2
</pre>

See the documentation for your particular platform for the instructions. Apache is straightforward to build from source if you have to and the PHP documentation contains an article on building both Apache and PHP together - although you should rarely need to do that.

==Performance==

See [[Performance recommendations]]

==Slasharguments==

The function ''slash arguments'' is required for various features in Moodle to work correctly, as described in [[Using slash arguments]].

To turn it on, add this line to your ''httpd.conf'', or to a ''.htaccess'' file in your local directory:

<syntaxhighlight lang="apacheconf">
AcceptPathInfo On
</syntaxhighlight>

''Note:'' When using ".htaccess" in your local Moodle install folder, you may need to include/enable "AllowOverride Directive" in "httpd.conf", first.

''Note:'' Using .htaccess file will cause performance hit on your server!

If you are using Ionos (formerly 1&1) shared webhosting, the above does not work, there is a known bug when using PHP as CGI. The solution is to create a php.ini file in the moodle directory with this content:

<syntaxhighlight lang="ini">
cgi.fix_pathinfo = 0
</syntaxhighlight>

Also Ionos requires that this php.ini be in every directory that a script executes. Use the procedure below to link a php.ini in every subdirectory back to your original php.ini file.

<syntaxhighlight lang="bash">
cd your_moodle_directory
find -type d -exec ln -s $PWD/php.ini {}/php.ini \;
</syntaxhighlight>

Source: [https://www.ionos.com/help/hosting/using-php-for-web-projects/applying-php-settings-to-all-subdirectories/ Ionos php.ini Help]

This may affect other shared hosting providers as well.

== Handling 40x errors ==

This enables missing files to be themed by Moodle

<pre>
ErrorDocument 404 /error/index.php

# This sends any 403 from apache through to the same page, but also
# overrides the http status with 404 instead for better security.
ErrorDocument 403 /error/index.php?code=404
</pre>

== Hiding internal paths ==

<pre>
RewriteEngine On

# RewriteRule "(\/vendor\/)" - [F]
# RewriteRule "(\/node_modules\/)" - [F]
# RewriteRule "(^|/)\.(?!well-known\/)" - [F]
# RewriteRule "(composer\.json)" - [F]
# RewriteRule "(\.lock)" - [F]
# RewriteRule "(\/environment.xml)" - [F]
# Options -Indexes
# RewriteRule "(\/install.xml)" - [F]
# RewriteRule "(\/README)" - [F]
# RewriteRule "(\/readme)" - [F]
# RewriteRule "(\/moodle_readme)" - [F]
# RewriteRule "(\/upgrade\.txt)" - [F]
# RewriteRule "(phpunit\.xml\.dist)" - [F]
# RewriteRule "(\/tests\/behat\/)" - [F]
# RewriteRule "(\/fixtures\/)" - [F]
</pre>
''Note:'' Please pay attention that above rules may block loading desired/required content, e.g. SCORM-packages containing a "vendor"-directory.

==SSL==

Moodle has an option to enable HTTPS for the whole site or for just the login pages; either option requires that your web server is configured for SSL.

* Whole site HTTPS is enabled by changing http://<url> to https:// <url> in your config.php 'wwwroot' parameter.
* Login only HTTPS is enabled by setting the 'loginhttps' parameter, where the wwwroot schema should remain as http://

NOTE: Login only https was deprecated and removed from Moodle 3.4: https://tracker.moodle.org/browse/MDL-42834

Login only https is available in Moodle 3.3 and earlier in the admin interface via Administration>Security>HTTP Security and checking the button. (Note the warning and see ssl section below)

Prior to Moodle 2.3 It was not advised to run the whole site over HTTPS due to legacy restrictions with client-side caching. This is no longer the case assuming client browsers support the 'Cache-Control: public' method, which all supported browsers for this version of Moodle do.

To use HTTPS you will need to obtain an SSL certificate, you have two options:

* Generate a self-signed certificate. This is fine on (say) an Intranet but unsuitable for the public internet, but users will we warned the certificated is untrusted when used publicly.
* Purchase a certificate from a vendor. There is a surprising range of prices and value-added services available. Some hosting companies even provide free certificates.

Debian provides instructions for installing a self-signed certificate [https://wiki.debian.org/Self-Signed_Certificate on their wiki] and includes general information on configuring Apache for SSL.
If you purchase a vendor certificate you will normally receive instructions for installing it.

A basic Apache SSL configuration can be summarised as:

Listen 443
NameVirtualHost *:443
<VirtualHost *:443>
SSLEngine On
SSLCertificateFile /path/to/your/certificate.crt
SSLCertificateKeyFile /path/to/your/certificate.key
...
</VirtualHost>

== See also ==

* [http://httpd.apache.org/ The Apache HTTP Server Project homepage]
* [http://en.wikipedia.org/wiki/Apache_HTTP_Server Wikipedia article on the Apache HTTP Server]
* [http://httpd.apache.org/docs/2.0/misc/perf-tuning.html Apache Performance Tuning article at the official homepage]
* [https://els.earlham.edu/cayaraa/weblog/1468.html Making Moodle work with SSL]
* [http://www.krufix.de/ Using the same Moodle twice in local network and Internet via SSL-Proxy] (in German)

[[pl:Apache]]
[[ja:Apache]]
[[de:Apache]]
[[es:Apache]]

Installations 30000 plus

2021-01-22T08:38:16Z

Ichklaus: /* Germany */ mebis and Lernraum Berlin

{{Template:Large Installations}}

==Austria==

* Federal Ministry of Education - [http://www.eduhi.at/ education highway]: [http://www.edumoodle.at Free Moodle for Austrian schools.]
(Nov/2009)
- 26.000 courses
- 230.000 users
- 1.711 schools
- 2 hosting centers, about 15 servers, shared moodle sources

==Brazil==

Moodle 2.x:

* [https://moodle.ufsc.br Universidade Federal de Santa Catarina - Apoio aos cursos presenciais]

Moodle 1.9:

* [https://moodle.eadesaf.serpro.gov.br Escola de Administração Fazendária - ESAF] Hospeda mais de 1.770 cursos, com 69.883 Estudantes e 1.869 Tutores (em 01/08/2010), atendendo a vários segmentos do serviço público do Brasil.
* [http://aprender.unb.br Universidade de Brasília] - 66,587 users (04/30/2009)

404 Not Found:

* [http://ead.mackenzie.br/mackenzievirtual/ Universidade Presbiteriana Mackenzie] - 43,237 users (25/06/2009)

==Costa Rica==

* [http://mediacionvirtual.ucr.ac.cr/ Universidad de Costa Rica (UCR).] - ~5,000 curse sites - ~45,000 users (May 2018).

==Czech Republic==

* [http://dl.cuni.cz/ Charles University in Prague] - ~50,000 Users (July 2014)

==Germany==
* [https://www.mebis.bayern.de/infoportal/lernplattform/lernplattform-schnelleinstieg/ "mebis" for Schools in Bavaria] More than 800 000 Users (January 2021)
* [https://www.lernraum-berlin.de/ "Lernraum Berlin" for Schools in Berlin] More than 100 000 Users (January 2021)
* [https://moodle.fernuni-hagen.de/ FernUniversität Hagen] - ~75 000 Users (June 2013)
* [https://www.moodle.tum.de/ Technische Universität München] (April 2015): ~60 000 Users, ~2500 courses per semester, Moodle 2.8.5.

==Italy==

* [http://elearning.uniroma1.it/ InfoSapienza - University of Rome La Sapienza] InfoSapienza's Moodle hosts more than 700 courses for about 48.000 students from about 25 faculties, ranging from enginering scientific courses to literature and medicine. (April, 9th 2009)
* [http://www.aulaweb.unige.it/ AulaWeb - University of Genoa] AulaWeb is an university-wide installation of Moodle, organized in virtual instances, one for each laurea degree. In July 2013, it has over 34000 users, 1670 courses and 20 sites (in virtual hosting).

==Norway==
* [https://kslaring.no/ KS Learning] KS Learning is the national component for sharing knowledge and competence building for employees in Local and Regional authorities in Norway. It is currently used by over 114000 employees, and over 100 Local and Regional authorities are in the process of making use of the solution.

* [http://www.laerdal.com Laerdal Medical] Laerdal Medical has set up two Moodle installations for The Norwegian Resuscitation Council and The Swedish Resuscitation Council respectively. Together we now host 102 000 users in 5 different courses in the area of Resuscitation and Acute Care. It is estimated that by the end of 2013 the sites will have close to 200 000 users. (October, 17th 2012)

==Saudi Arabia==
* [http://computerworld.co.nz/news.nsf/news/catalyst-delivers-major-saudi-arabian-training-project NCEL] - the Saudi Arabian National Centre for E-learning and Distance Learning, an agency established by the Saudi Arabian government runs a Moodle site with 2 million users supported by the Moodle Partner [http://catalyst.net.nz/node/23540 Catalyst IT]

==South Africa==

* [http://www.liberty.co.za Liberty Life] in Johannesburg runs an instance of Moodle as its institutional LMS, the Wealth Learning University, with 41,000+ registered users as of January 2012.

==Spain==

* [http://www.ehu.es Universidad del Pais Vasco - Euskal Herriko Unibertsitatea (UPV/EHU)]: . 34.000 users and 1.650 teachers (different) in aprox. 3.650 courses. Our University have 50.000 students, 3.500 teachers. We started with Moodle 1.6 (four years ago) as a test pilot project for a small number of courses. Currently we are using version 1.9 (since 2009, February) with LDAP authentication.

* [http://agora.xtec.cat Departament d'Enseyament de la Generalitat de Catalunya]: . 400.000 users and 1.400 schools. We started with Moodle 1.6 (four years ago) as a test pilot project for a small number of courses. Currently we are using version 1.9 (since 2009, February) with LDAP authentication.

* [http://odissea.xtec.cat Departament d'Enseyament de la Generalitat de Catalunya]: . 47.000 users and 2.400 courses. Online teacher formation platform.

* [https://aules.edu.gva.es Aules], from [http://www.edu.gva.es Conselleria de Educación de la Generalitat Valenciana]: project launched in september 2019, where each Valencian teacher can create their own courses with automatic student enrollment. 127000 users, 34000 courses, 50000 daily users (december 2019, [https://portal.edu.gva.es/cvtic/es/aules-en-cifras/ source]).

==Taiwan==

* [http://moodle.mcu.edu.tw Ming Chuan University]
- More then 63,000 users
- 33,000 users login in one day(Max)

==United Kingdom==

* The UK's [http://www.open.ac.uk/ Open University], a world leading institution and innovator in distance learning based in Milton Keynes, Buckinghamshire is one of the world's largest Moodle users with over 100,000 students on their main installation, and two other public Moodles: http://www.open.edu/openlearnworks/ and https://learn5.open.ac.uk/

==United States==

* [http://www.sfsu.edu San Francisco State University (SFSU)] - 89,543 users (02/07/2008). Among these 89K users, about 35,430 users are considered as currently active.

* [http://www.oit.umn.edu/moodle University of Minnesota (UofM)]
** For AY12-13 (Moodle 2.2) Approximately 145,000 user accounts in 16,784 course sites
** For AY13-14 (Moodle 2.4) Approximately 83,500 user accounts in 13,302 course sites

* [http://moodle.pcsb.org Pinellas County Schools] - 71,864 registered users who have logged in and created profiles. Over 9,000 course sites that are used for everything from K12 virtual instruction to teacher professional development.

* [https://moodle.straighterline.com StraighterLine] - 130,000 registered student users who have enrolled in courses. Courses offered include only college-level general-education courses.

==Uruguay==

* [http://eva.universidad.edu.uy Universidad de la República (UdelaR).] - 5,000 curse sites - 100,180 users (08/18/2014).

User:Klaus Steitz

2019-02-12T08:40:28Z

Ichklaus:

Moodle Service Owner and administrator at Technische Universität Darmstadt (https://moodle.tu-darmstadt.de)
and staff at the e-learning team since 2007 (http://www.e-learning.tu-darmstadt.de)

[[de:Benutzer:Klaus Steitz]]

question/type/ddmarker

2015-03-27T12:16:48Z

Ichklaus: DE-Link

{{Questions}}Drag and drop marker questions allow for multiple markers to be placed onto an image and the positioning of each marker to be assessed.

[[File:markerexample.png]]

Drag and drop marker questions differ from Drag and drop onto image questions in that there are no predefined areas on the underlying image that are visible to the student.

This is a question type created and maintained by the Open University.

== More documentation ==

More [http://labspace.open.ac.uk/mod/oucontent/view.php?id=470268&section=5.5.1 documentation is available] on the Open University's [http://www.open.edu/openlearn/ OpenLearn site].

== See also ==

* [http://moodle.org/plugins/browse.php?list=set&id=10 Other Moodle plugins from the Open University]
* [http://moodle.org/plugins/browse.php?list=category&id=29 Other third-party question type plugins]
* [http://labspace.open.ac.uk/course/view.php?id=3484 eAssessment at the Open University with open source software]
* [http://www.somerandomthoughts.com/blog/2012/02/20/review-question-type-drag-and-drop-marker-for-moodle-2/ Review of this question type]
* [http://www.youtube.com/watch?v=Tvl4GuGvtxc Video tutorial: How to Create a Question Using the Drag and Drop with Markers Question Type]
[[Category:Contributed code]]

[[de:question/type/ddmarker]]

Drag and drop into text

2015-03-26T16:14:57Z

Ichklaus: DE-Link

{{Questions}}A drag and drop question type where missing words have to be dragged into gaps in a paragraph of text.

[[File:danddqruntimem2.jpg]]

This is a question type created and maintained by the [[:Category:Open University|Open University]].

==Moodle versions available==
This question type is available for Moodle 2.1 to 2.8 from the [https://moodle.org/plugins/pluginversions.php?plugin=qtype_ddwtos Moodle plugins database]].

==General==

[[File:OU drag and drop into text general.png|400px]]

'''Question name''': A descriptive name is sensible. This name will not be shown to students.

'''Question text''': You may use the full functionality of the editor to state the question.

The Question text is written with two sets of square brackets <nowiki>'[[n]]' </nowiki> indicating the positioning of gaps and a number 'n' inside the brackets indicating the correct choice from a list which follows the question.

It is allowed to place the drop zones in lists and tables.

'''General feedback''': The Open University recommends that all questions should have this box completed with the correct answer and a fully worked explanation. The contents of this box will be shown to all students irrespective of whether their response was correct or incorrect. The Open University do not recommend that authors rely on using the machine generated 'Right answer' (from the interactive Computer Machine Assessment definition form).

[[File:OU drag and drop into text choices.png|400px]]

Limited formatting of text using <nowiki> , , , , and </nowiki> is allowed.

Choices that are within the same Group are colour coded and may only be dropped in a gap with the corresponding colour.

Choices that are marked as 'infinite' may be used in multiple locations.

It is not possible to have drag boxes containing multiple lines. If you want to drag long sentences - don't. Give each a label and drag the label.

The resulting question when run in 'interactive with multiple tries' style looks as follows:

[[File:OU drag and drop into text look at runtime.png|400px]]

===Accessibility===

Drag and drop questions are keyboard accessible. Use the <tab> key to move between the gaps and the <space> key to cycle around the possible choices for each gap.

===Scoring===

All gaps are weighted identically; in the above example each gap is worth 25% of the marks. Only gaps that are filled correctly gain marks. There is no negative marking of gaps that are filled incorrectly.

[[File:OU drag and drop into text combined feedback.png|400px]]

The display of Combined feedback is governed by the Specific feedback setting on the iCMA definition form.

In interactive with multiple tries mode Combined feedback is shown after every try as well as when the question completes.

The option ‘Show the number of correct responses’ is over-ridden in interactive with multiple tries mode by the same settings in the ‘Settings for multiple tries’ section of the editing form.

[[File:OU drag and drop into text multiple tries.png|400px]]

'''Penalty for each incorrect try''': The available mark is reduced by the penalty for second and subsequent tries. In the example above a correct answer at the second try will score 0.6666667 of the available marks and a correct answer at the third try will score 0.3333334 of the available marks.

If the question is used in 'interactive with multiple tries' behaviour the marking is modified as follows:

# The mark is reduced for each try by the penalty factor.
# Allowance is made for when a correct choice is first chosen providing it remains chosen in subsequent tries.

'''Hint''': You can complete as many of these boxes as you wish. If you wish to give the student three tries at a question you will need to provide two hints. At runtime when the hints are exhausted the question will finish and the student will be given the general feedback and the question score will be calculated.

'''Clear incorrect responses''': When ‘Try again’ is clicked incorrect choices are cleared.

'''Show the number of correct responses''': Include in the feedback a statement of how many choices are correct.

==FAQ==
===Is there a wildcard for blanks to be empty?===
The only way to do this is to make a drag item that looks empty, and make students drag that into the boxes that should be empty. As the code ignores drag items that comprise only spaces, you will need to try to use something like a non-breaking space.

== More documentation ==
* See the [http://www.open.edu/openlearnworks/mod/oucontent/view.php?id=52747&section=2.3.1 original page]] at the O U site.
* More [http://www.open.edu/openlearnworks/course/view.php?id=1581 documentation is available] in the [http://www.open.edu/openlearnworks/mod/oucontent/view.php?id=52747 Open University's reference manual].
* Nice YouTube video clip: https://www.youtube.com/watch?v=ohoTEfiNGA4

== See also ==

* [http://moodle.org/plugins/browse.php?list=set&id=10 Other Moodle plugins from the Open University]
* [http://moodle.org/plugins/browse.php?list=category&id=29 Other third-party question type plugins]
* [http://labspace.open.ac.uk/course/view.php?id=3484 eAssessment at the Open University with open source software]

[[Category:Contributed code]]
[[Category:Open University]]

[[de:question/type/ddwtos]]
[[es:Tipo de pregunta arrastrar y soltar al texto]]

Moodle myths

2014-04-09T14:44:27Z

Ichklaus: Corrected Becta-Links to Total Cost of Ownership of open-source software

{{About Moodle}}
==Once Moodle is stable, it will be put under licence. If it were any good, they’d already be charging for it==
Martin Dougiamas is [http://moodle.org/mod/forum/discuss.php?d=41253 on record] that Moodle will always be free and under the GPL. Even if it weren't, the community could take the latest GPL code and continue development from there. One of the reasons why Moodle's so good is that it's open source code, and so the world wide educational community can contribute to making it better still.

In other cases where such things have happened, the community quickly "forked" the tool and continued it, with ongoing improvements, as an open-source project. What is out there up to this point will stay out there - legally - even if something in the future did not. Nobody can "buy" Moodle, and any coopting without the consent of the global community wouldn't get very far.

==Moodle needs a full time, php developer on your staff- or at least a lot of technical support to run it in house==
There are ''plenty'' of institutions running Moodle as is, without any php developers in sight. You don't need to know any programming if you just want to run an out of the box, as a full featured, rich Moodle site.

That said, PHP is actually a fairly easy language to pick up, and the Moodle code is well documented, so if you did want to help with [[Developer|development]], it's a fairly gentle learning curve. We have [[Development:Developer documentation|documentation]] and a process to help you.

It is also fair to say you need a certain amount of technical know-how to run any program on the web securely. But this has more to do with getting a web-server, SQL database and scripting language up and integrated than running a Moodle instance itself. If you can run your own webserver, you should be OK to run Moodle on it.

You don't actually have to run Moodle in house. There are well respected [[Moodle Partners]] who'll run Moodle for you. Some of the more enlightened educational consortia (Regional Broadband Consortia in the UK), or some local non-profit authorities may provide Moodle hosting. Moodle will work on plenty of commercially [[Web Hosts|hosted]] webspaces too.

==Moodle won’t be compatible with our other systems/software==
Moodle will run on FreeBSD, Linux, Mac OS X, Solaris, Windows and many others. It's compatible with a huge range of databases through ADODB integration. There's a whole host of authentication and enrollment mechanisms, including LDAP and arbitrary external databases. Moodle will allow teachers to integrate content in a wide range of different formats, including SCORM, Flash, MP3s and RSS feeds. On the [[Roadmap]] for future releases is a Web API which will allow easy integration with other web-based applications.

Finally, remember that this is open source software, with a well documented data and file structure. If Moodle's not compatible with a particular application at the moment, then you can pay a developer to code up that integration, or develop it in-house.

==Moodle just doesn’t have the commercial experience we’re looking for==
Check out the [http://moodle.com partners]. Moodle is in use throughout the world by corporate clients for in-house training, including flight schools, pilot and mechanic certification, health professionals and all other varieties of professional development. Remember, Moodle is a tool (an application). The PEOPLE that make up the Moodle world-wide community have experience across the board in every industry and every sort of education setting. In fact, you'll be hard-pressed to find a more committed group of educators and [[Trainer|trainers]] in one place on the web than on moodle.org. Further evidence of the commercial applications of Moodle are supported by the fact that Microsoft Corporation funded the modification of Moodle to work on their SQL Server platform (if you choose to use that instead of mySQL) and that the support for features ranging from clustering to built-in payment mechanisms is growing with each version.

==You can’t just use Moodle out of the box – the basic Moodle install just isn’t that sophisticated==
Have a look at the [[Features|feature list]], all of which comes as standard with every Moodle download. Additional themes, blocks and activities are easy to integrate and the vast majority are free, open source code too. In fact, one of your problems will be to determine which combination of sophisticated features are best going to meet your needs right out of the box.

You can do a full install on a Windows or Mac OS based personal computer in the time it takes to download a 50MB file, run an install program (less than 10 minutes), and type [[Localhost]]. This install includes a webserver, the database, and the Moodle installation. While this basic install is not appropriate for an enterprise installation, the simplicity of the install along with all its features is a testament to the robustness of the platform.

==There’s no documentation, training or technical support available – you’re on your own==
There's excellent documentation [https://docs.moodle.org/en/Main_Page online], provided by the user and developer community. Being online and digital, this resource is updated daily and keeps abreast of Moodle developments as they happen - with far more details than any book could provide, and certainly more than any commercial vendor offers for their product.

There are lots of [[Moodle manuals|books on Moodle]]. A few examples: Jason Cole and Helen Foster have written an excellent introduction to Moodle for teachers, available as a [http://www.amazon.com/gp/product/0596008635/ proper book] from O'Reilly. Additionally, [http://www.packtpub.com/ Packt Publishing] has several other books on Moodle teaching and administration available.

Most users find the Moodle interface intuitive which helps reduce the training requirements. Many organizations offer Moodle training to their members on line and in face to face settings. Some Moodle Partners [http://moodle.com/training/ moodle.com] also specialize in training.

High quality, timely technical support is available from the user and developer community in the Using Moodle course on [http://moodle.org moodle.org]. Some LAs and RBCs (Local Authorities and Regional Broadband Consortia in the UK) support Moodle in their areas. Commercial support contracts are available from authorized Moodle Partners [http://moodle.com/support/ moodle.com].

==The Total Cost of Ownership is actually higher for Moodle than it would be with a wholly commercial platform==
Stop and think for a moment about [http://en.wikipedia.org/wiki/Total_cost_of_ownership TCO]. With both Moodle and commercial platforms, you'll still need to pay for hosting, support, training and content, one way or another: with Moodle, more of these costs ''can'' be brought in-house, because the code's open source and Moodle's great at providing the tools teachers need to write online activities themselves, but that doesn't mean you have to.

The difference is that with Moodle, there are '''no''' licence fees to pay. None, nada, zero. If you must spend money, please help us by making the software better, to improve Moodle for the common good. None of your money needs to go to meet shareholder dividends or pay back the venture capitalists. Furthermore, you're not exposed to the risks of commercial suppliers unilaterally increasing their licence fees, or going out of business. You are also not '''restricted''' by license agreements - you can use it however you like. There isn't an "Enterprise" version that costs many times more than the basic (but has the features you actually) need - Moodle comes with '''everything''' you need.

It's that Moodle offers significant savings over other applications. For example when the UK government agency [http://en.wikipedia.org/wiki/Becta Becta] examined the [http://eprints.lse.ac.uk/39826/1/Total_cost_of_ownership_of_open_source_software_%28LSERO%29.pdf Total Cost of Ownership of open-source software] on desktops in UK schools, they found significant savings compared to commercial alternatives. The savings on support costs were particularly impressive. It's likely that these savings would have been greater still had they examined web-based applications like Moodle.

==Moodle is just no good for an institution as large as mine==
Does that mean you have more than 30,000 on line students? [http://aprender.unb.br Universidade de Brasília] has 34,000 users, [http://www.sfsu.edu San Francisco State University (SFSU)] has 34,000 active users, The Austrian Federal Ministry of Education has over 110,000 on [http://www.edumoodle.at/moodle/ their site] and the UK's Open University has well over 180,000 users. There are plenty of other less than 30,000 user [[Large_installations|institution systems]] officially using Moodle.

Moodle works for large institutions who also have a large numbers of users.

==Moodle is just not designed to cope with my specific group of learners or customers==
Moodle's being used successfully from elementary education, including early years provision, up to higher education, in all subject areas including art, languages, the humanities and mathematics. It's also established itself in the world of life-long learning, teachers' CPD, corporate and government training environments.

==We have all our stuff on *******, it’s just not worth the hassle of switching to Moodle==
The switch may not be that much of a hassle, as Moodle will happily import content in a wide range of standard formats, including SCORM, Blackboard and WebCT questions. There are an increasing number of Further and Higher Education institutions that are making the move.

Pedagogically, there's much to be gained from moving to a VLE which puts social, collaborative learning at the centre, and acknowledges the vital role that learners have to play, as well as providing teachers with the tools that they need to build effective on-line learning communities, rather than just presenting resources and activities.

From a financial perspective, the costs involved in switching to Moodle should be quickly recouped through savings in licence fees.

==Moodle is free and therefore can't really be as good as something produced by a large company which earns millions in Licence fees every year==
The fact that Moodle is both free and Free (as in Free Speech) means you are certainly not buying something on blind faith that it will fit your needs, as with most commercial products.

For example, the efforts of the Moodle core team are entirely public. Anyone can watch progress in our issue [[Tracker]], download recently written code and take part in their conversations in the forums. This means that anyone who wants to (and there are literally hundreds that do) can assist in developing either the core code, custom plugins and modules, integrations and themes, or by reporting bugs that appear. A licence fee to a commercial product will not give you access to over 150 contributed code extensions that are in Moodle's [http://moodle.org/mod/data/view.php?id=6009 modules and plugins database]. Nor will the fee have such a public and transparent issue reporting system as [http://tracker.moodle.org/secure/Dashboard.jspa MoodleTracker]. A License fee will not buy you these outstanding features.

On top of that, many institutions that use Moodle decide to devote some of their own in-house expertise to maintaining parts of the Moodle code, or developing new features. Because Moodle is free, this makes sense. With a commercial product, customization is only made by the company and their price includes all their overheads and profit. Moodle's community (or customer) direct input gets more bang for the resources spent. And there is no yearly licence fee.

All this open activity and discussion with the entire software application community is a big advantage for the Moodle user. The secretiveness inherent in a proprietary application also stifles customer based innovation and change. In a proprietary for profit company everything is controlled and developed in house. with the goal to maximize profit. As with most Open Source software, Moodle develops much faster for a given amount of cash input than commercial software.

Additionally, a commercial company has to devote significant resources to selling a virtual learning environment product to potential customers (and others). This translates into less money and focus in meaningful product development. Moodle has no such overhead, leaving more resources for customer drive development.

Put together, the stable open source core and dozens of custom plugins means that Moodle can be tailored to fit your institutional needs much better than a secretive, one-size-fits-all offering. These are some of the reasons Moodle has such a large install base of satisfied users.

==You need to be an expert and tech savvy to use Moodle==

Can you click a mouse? Know what a hyperlink does and looks like? Attach a document to an email message? Assuming that you have Moodle installed and run for you, that is about as advanced as you have to be to start using Moodle in a way that most users begin to use it – as a ‘digital cupboard’, a storage space for your files and folders where you and/or your students can view and download them 24/7.

But don't be boring and use it JUST for that. Even some of the basic interactive activities like Forum or Choice for example, do not require a great deal of skills – just a little bit of imagination.

You can certainly get a lot more out of Moodle as your proficiency grows but don’t burden yourself too much about it. Do you have to know all about the fine inner workings of a particular car before you drive it?

==With Moodle, you need to be on computers all the time==

Moodle IS an online management system and at some point you and your students will have to spend some time in front of a computer. But the extent of time spent in front of a computer depends entirely on what you use Moodle for.

Moodle supports delivery of courses ranging from fully online to the occasional use to perform a certain activity or access a resource. The extent of screen time is entirely up to the teacher. The majority of teachers around the world use Moodle in courses that are a mixture between offline and online teaching, learning and assessment. In fact, a hybrid, blended model of courses where Moodle simply supports and/or extends the face-to-face and other activities is by far the most widely used way of using Moodle by teachers and students worldwide.

==Students will love Moodle because it is online and in 'their world'==

A dangerous myth! Do not assume that just by using technology and having courses online will instantly make your subject somehow more desirable, that students will love your teaching or the content, get better grades etc. Good use of Moodle is all about asking good questions and good, insightful, reflective teaching with the selected tools at hand. And no matter how digitally advanced your students, they will look to you for the human ‘touch’, knowledge and guidance.

Regardless of how technically (un)sophisticated you are in using Moodle, good teaching and built human relationships remain the key to success in using it. An orchestra conductor can have access to the greatest musical instruments and individual virtuosos but (s)he still has to make sure they play together well.

==Moodle is just about fun and games, it’s a time waster and does not encourage 'real work'==

For those for whom learning is opposite to fun and games, Moodle does not come packaged with games (but you can install them). ‘Making learning fun’ is not the driving force behind Moodle, ‘making learning valuable’ is. It really comes down to pedagogy – the science, or rather art of teaching. If students are not engaged and want to waste time, they usually will (or at least try to) waste time with whatever they find – each other, pens, computers, paper clips, phones, anything really to be off task, including Moodle.

Moodle is an all-in-one package of fantastic tools to engage, encourage and/or extend students in the primary purpose of education – learning. This goes particularly for learning by doing, sharing, observing and working with others, including yourself as a teacher. If you don’t see this type of learning beneficial, Moodle will probably be of less use to you.

==Moodle is just another thing we need to learn, deal with and worry about now. Admin will probably switch to something new in a year or two anyway so why bother using in and learning about it now.==

While certainly hugely popular around the world, Moodle is just one of the many content/learning management systems with similar features around these days. Regardless of the brand and functions, the use of such systems is increasing at a rapid pace in schools, businesses and other organisations. If your students attend tertiary study they are very likely to use such a system as essential to complete their studies.

By learning about and using Moodle, you will build a range of highly transferable skills you and your students can take to your next job, even your retirement! Most importantly, you will build a way of thinking and the confidence to harness and use the power of increasingly ubiquitous digital technology in a merger with the timeless task of education – safely, manageably, one module at a time. And if Admin decide to change from Moodle to something else (and why would they want to do such thing? ;-) ) it will take you much less time to learn the tricks of a new, similar software. More importantly, you will know how to put it to good use.

==See also==
A top 10 list in Moodle Docs started life in [http://moodle.org/mod/forum/discuss.php?d=33044 a post by Josie Fraser], as part of the 2005-6 [http://helpusgettobett.com HUGToB campaign]. Thanks to Josie and others for their contributions.

[[es:Los 10 mitos de Moodle]]
[[fr:Mythes sur Moodle]]
[[zh:Moodle十大流言]]
[[ja:Moodle伝説トップ10]]
[[de:Moodle-Mythen]]

Installations 30000 plus

2014-04-09T08:35:55Z

Ichklaus: /* Germany */ FernUni Hagen

Installations 10000 plus

2014-04-09T08:29:24Z

Ichklaus: /* Germany */ TU Darmstadt

{{Template:Large Installations}}

Please add your school info here, if you have a Moodle installation catering (or expecting to cater) for 10,000 or more users.
==Argentina==
* [http://www.lirweb.com.ar/ LIRWeb (Universidad Católica Argentina - Laboratorio de Informática y Redes)] First university in Argentina to implement open source software for education. Using Moodle officially since 2006 with 600+ active courses. Service continued growth incorporating new educational and extra educational features.

LIRWeb Team.

==Austria==
* [http://elearning.tuwien.ac.at/ Moodle (TUWEL)] user statistics September 25th 2009 - Vienna University of Technology (TU Vienna)

- 19.250 users (students & teachers)
- 13.400 students enrolled in courses
- 1.030 teachers enrolled in courses
- 5000+ active users per day

Our mission is „technology for people“. Through our research we „develop scientific excellence“, through our teaching we „enhance comprehensive competence“.

* [http://moodle.uni-graz.at/ moodle @ uni-graz ] Primary moodle server of the Karl Franzens University Graz.

==Canada==

* [http://www.athabascau.ca/ Athabasca University] - Canada's leading distance-education and online university: Canada's Open University, serving about 30,000 students per year. Athabasca has decided to adopt Moodle as a single platform instead of WebCT Vista (i.e. the top of the line version). You can read their [http://www.athabascau.ca/media/index.php?id=132 press release] for more info.

* [http://www.usherbrooke.ca/ Université de Sherbrooke] - L'Université de Sherbrooke accueille plus de 37 000 étudiantes et étudiants, provenant de plus de 100 pays, dont quelque 9000 inscrits à l’Université du troisième âge. Plus de 85 % de la population étudiante de l’Université de Sherbrooke provient de l’extérieur de Sherbrooke. L’Université de Sherbrooke emploie 6700 personnes. Elle compte 10 % du corps professoral québécois.

==China==

* [http://english.bit.edu.cn/ Beijing Institute of Technology]
* [http://www.hit.edu.cn/ Harbin Institute of Technology]
** 5,000 different users connected every month
** 100 teachers actually involved
** integration with LDAP
** authentication via CAS

==Colombia==
* [http://elearn.poligran.edu.co Politécnico Grancolombiano]
** More than 12,000 users - Bogota Campus - 1380 courses - 462 teachers
** Nearly 7,000 users in virtual education all over the country - 265 courses - 122 teachers
** Moodle 1.9.5

==Czech Republic==

* [https://moodle.czu.cz Czech University of Life Sciences Prague]
** 31654 users in 7068 courses (12072 active users in last 30 days) / 21 June 2013
** Moodle 1.9.5
** integration with LDAP and Oracle
** Administration: [http://www.oikt.czu.cz/?r=1686 E-learning Support Centre, Division of IT, CULS Prague]

==France==

* [http://cursus.uhb.fr/ Université de Rennes 2 - Haute Bretagne] - 20,000 to 30,000 users in 1400 courses
** 8,000 different users connected every month
** 300 teachers actually involved
** integration with LDAP and Esup-Portail (based on uPortal) ;
** authentication via CAS

* [http://cours.univ-tlse1.fr/ Université Toulouse 1 Capitole] - 18,000 users in 800 courses, Moodle 1.9.11+
** 300 teachers actually involved
** integration with LDAP and Esup-Portail (based on uPortal)
** authentication via CAS

==Germany==

* [http://www.isis.tu-berlin.de/ Technische Universität Berlin] - 10,400 Users in 402 courses (updated: 07.June.2007)
** After a test period, the Information System for Instructors and Students (ISIS) was launched in september 2006.

* [https://moodle.tu-darmstadt.de Technische Universität Darmstadt] - ~25,000 Users in ~3,000 courses. Using Moodle since 2009 (updated: 09.04.2014)

* [https://moodle.uni-wuppertal.de/ Bergische Universität Wuppertal] - ~16000 Users in ~4600 courses (updated: 15 May 2012)

==India==

* [http://www.visveswaraya.org/ AMIE] a residential AMIE Institute in Kerala, India, listed in LIMCA Book of Records with 130 All India Ranks, is best ever for AMIE coaching & IIT & NIT higher studies.

==Ireland==

* [http://www.dcu.ie Dublin City University] 18,000 users in 3,600 courses.

==Jamaica==
*[http://ourvle.mona.uwi.edu The University of the West Indies] - 23,000+ users in 1600+ courses

==New Zealand==

*[http://campus.openpolytechnic.ac.nz/ The Open Polytechnic of New Zealand] - 35,000+ students, 6,500+ courses, single sign-on for library services using Ezy Proxy, single sign-on for webmail, using SquirrelMail, uses LDAP for interface with Sears Student Management System. Comments by [https://eduforge.org/wiki/wiki/nzvle/wiki?pagename=Comments%20by%20Ken%20Udas%2C%20Director%20of%20eLearning%20at%20the%20Open%20Polytechnic Ken Udas, Director of eLearning at the Open Polytechnic]

==Palestine==

*[http://eclass.alquds.edu Al-Quds University] - 12,000+ users in 900+ courses. Al-Quds University started using moodle in 2004.

== Philippines ==
* [http://uvle.up.edu.ph University Virtual Learning Environment] (UVLe - [http://uvle.up.edu.ph uvle.up.edu.ph]) of the University of the Philippines Diliman is a highly customized Moodle for about 22,000 students and faculty. UVLe is maintained and operated by the [http://dilc.upd.edu.ph UP Diliman Interactive Learning Center]. Its related but separate installation is at [http://ovle.upd.edu.ph ovle.upd.edu.ph].

* [http://eclass.adzu.edu.ph Ateneo de Zamboanga University] - with 10,000+ faculty, staff and students (started using Moodle since 2002)

* [http://e-extension.gov.ph/elearning/ e-Learning for agriculture and fisheries] We started using Moodle in 2007. As of February 2013, we have over 13950 registered users in a single instance of Moodle 1.9+ over LAMP. We offer certificate courses as well as free digital resources in various agriculture and fisheries topics. All our online courses are in SCORM scheduled in rolling mode. The site is maintained by the [http://www.ati.da.gov.ph/ Agricultural Training Institute] of the country's Department of Agriculture.

* http://online.benilde.edu.ph - De La Salle - College of Saint Benilde with more than 15000+ users faculty & students (started using moodle since 2004)

== Portugal ==

[http://moodle.fct.unl.pt/ Faculdade de Ciências e Tecnologia da Universidade Nova de Lisboa] - 5000+ users in 400+ pages.

==South Africa==

* [http://www.ru.ac.za Rhodes University] in Grahamstown runs an instance of Moodle as its institutional LMS [http://ruconnected.ru.ac.za RUconnected] currently with more than 10 000 registered users, including more than 550 teachers.

== Spain ==

*[http://aulavirtual.uji.es/ Universitat Jaume I]. Official VLE since 2004. 13.600 real users (12.500 students and 1.100 teachers) and 1.300 active courses on February 2009. Moodle 1.9.x.

*[http://www.upc.edu La Universitat Politecnica de Cataluña] on september 2005 started a pilot Moodle installation with 3.000 Students. On september 2006 the migration from the old campus to Moodle will be complete with more than 30.00 students [http://atenea.upc.edu El campus Atenea 4] runs Moodle 1.4.5 y an will be updated to Moodle 1.5.3 in september 2006. [http://www.upc.edu UPC] has developed several applicatons adn bridges between its own informacion systems.
** Integration with the academic management informatio system "Prisma".
** [http://appserv.lsi.upc.es/palangana/moodle/course/view.php?id=18 Internalmail] (developed also in UPC) is used for as email internal system.
** Moodle integration with [http://bibliotecnica.upc.edu the upc library system].
** Adaptation of Moodle grades to spanish university grading system.
** And other stuff

*[http://www.urv.cat/ Universitat Rovira i Virgili] using Moodle for three academic years. At present version 1.5.4+ to be updated to 1.6.4+ in short. In march 2007, 22701 users registered and 3500 courses created aprox.
** Integration with the academic management information system
** Integration with the corporative LDAP user’s directory
** Average of 504 courses used regularly (logs at least once a week)
** Average of 3200 students login at least once a day
** Average of 7200 students login at least once a week
** 10500 users (teachers and students) accessed at least once during the last month (data from 26th march 2007)

*[http://www.ulpgc.es/index.php?pagina=campusvirtual&ver=inicio Universidad de Las Palmas de Gran Canaria (ULPGC)] - 24.000 users in aprox. 1800 courses. We started with Moodle 1.4 four years ago as a test pilot project for a small number of courses. Now offered as a basic service for all courses at ULPGC: 55 official EU titles and 5 more offered ONLY through Web.
** We are using version 1.6.3 with LDAP authentification
** Custom modules: ULPGCAssignment and ULPGCDialogUe, heavily modified Appointment/Scheduler
** Custom groupings/scopes for small team activities (e.g. group assignment)
** Regular-intense usage ranks by 60% of courses/students.

*[http://campusvirtual.ub.edu/ Universitat de Barcelona] - 60.000 users in 7.300 courses. Started in September 2006 as a project, UB Moodle site will be open for all next September.

*[http://campuvirtual.unex.es Universidad de Extremadura] - 15000 users in aprox. 700 courses.

*[http://www.juntadeandalucia.es/educacion/adistancia/semipresencial Andalusia Blended Learning ].VLE of [http://www.juntadeandalucia.es/educacion/permanente Lifelong Learning Service] of ''Junta de Andalucía''.Actually (2009/2010) 1600 courses and 25000 in aprox. Between them 1500 teachers. It's expected 35000 users next year. This VLE is complemented with [http://www.juntadeandalucia.es/educacion/adistancia/avep LifeLong Learning VLE] that offers and open access to educational materials developed for blended learning.

== Sweden ==

[http://lnu.se/?l=en Linnaeus University] - 35.000 students and and 2.000 employees in 2011 - 23.000 Moodle users in 2.000 Moodle courses.

==Taiwan==

[http://www.thu.edu.tw/english/enindex.htm Tunghai University]
*More then 17,000 registed Users
*16,000 users login in one day( Max. )
*3,000 courses per semester
*integration with novell ichan for single sign on
*integration with school support system

our moodle web site: [http://elearning.thu.edu.tw]

==Trinidad and Tobago==

[http://myelearning.sta.uwi.edu The University of the West Indies]
St. Augustine Campus
*More then 22,000 registed Users
*Over 500 Courses per semester
*Over 1500 Teachers

Using Moodle since 2006.

==United Kingdom==

*[http://www.open.ac.uk/ The Open University (OU)] - the United Kingdom's only university dedicated to distance learning. They have around 150,000 undergraduate and more than 30,000 postgraduate students. As of October 2010, the OU's Moodle database contains over 700,000 users and 7,000 courses.

*[http://openlearn.open.ac.uk/ OpenLearn] The Open University's open content initiative. Website development began in May 2006 and the site was launched in October 2006, supported by a grant from The William and Flora Hewlett Foundation. By April 2008, 5,400 learning hours of content will be available online. Currenly (early 2007) over 10,000 unique users.

*[http://www.gla.ac.uk/ The University of Glasgow] - A long-established (founded 1451) and high-profile research university in the UK, with 20,000 students (16,000 undergrad, 4,000 postgrad), 6,000 staff, 20,000 unique users of Moodle (as of Jan 2008). Uses LDAP for integration with Novell and a custom MIS system for user authentication. Their site is organised on a one Moodle site per faculty basis to facilitate both appropriate themeing and to simplify balancing across servers.

==United States==

*[http://moodle.cpcc.edu Central Piedmont Community College (CPCC) ] uses moodle for both curriculum and Corporate and Continuing Education. For curriculum it runs in parallel to Blackboard as faculty migrate to moodle over time. There are currently no plans to go moodle only, although many administrators favor this option. The server has 30,000 or so users on it, but the actual number of active users varies widely. It is used for both hybrid and full-online classes. Corporate and Continuing Education runs its own branded instance and uses only moodle for distance education. We have about 80,000 students total, covering the range from GED, adult-ed, curriculum, and other areas serviced by 7 campuses in and around Charlotte, North Carolina.

*[http://ilearn.sfsu.edu San Francisco State University (SFSU) ] uses moodle for more than three years now. We use moodle for our main campus and the College of Extended Learning (CEL). For curriculum, moodle used to run in parallel with Blackboard as faculty migrate to moodle over time (SFSU officially phased out Blackboard, as of 6/30/2007). The servers have total of 89K users (as of 09/05/2007), among these 89K users, 28K are considered as currently active. As for courses, we have total of 57K courses sitting on our database, and among them, around 53K are considered as active. We also have integrated Moodle with our SIMS/R system (see http://www.sfsu.edu/sims/overview.htm). We also have courses that have more than 1,300+ students in one course with lots of quizzes (20+) and quiz attempts. The student population in SFSU covers the range from undergraduate, graduate, and first professional students.

== Venezuela ==

* [http://moodle.unica.edu.ve Cecilio Acosta Catholic University (UNICA)] - with 10,000+ faculty, staff and students (started using Moodle since 2005)

[[Category:Administrator]]

AMOS

2014-03-07T15:11:10Z

Ichklaus: langpack-Link corrected to 2.6 (from 2.4)

{{Language}}
'''AMOS stands for Automated Manipulation Of Strings. AMOS is a central repository of Moodle strings and their history. It tracks the addition of English strings into Moodle code, gathers translations, handles common translation tasks and generates language packages to be deployed on Moodle servers.'''

The name was chosen in honour of [http://en.wikipedia.org/wiki/John_Amos_Comenius John Amos Comenius], the author of ''Janua linguarum reserata'' (Gate to Languages Unlocked). Sorry Tori ;-)

AMOS is installed at http://lang.moodle.org. If you want to use it, please create an account there. Language pack [[Translation_credits|maintainers]] should then send an email to [mailto:translation@moodle.org translation@moodle.org] (Koen) to get write access for their language.

AMOS provides support for community contributions into the translation. If you want to participate, just create an account at http://lang.moodle.org. There is no need to contact us in this case but you should definitely contact the language maintainer and coordinate your work.

== Basic concepts ==

[[image:amos-screenshot-navigation.png|100px|thumb|right|AMOS tools in the navigation block]]
AMOS consists of several tools available via the main navigation block - Translator, Stage, Stashes, Contributions and Log.

* User - AMOS is used by languages pack maintainers and by the community members who want to contribute
* Translator - is a tool that allows you to filter strings you want to work on and translate them
* Stage - is a temporary working area that holds the strings you have translated during the current session. Maintainers can permanently commit the stage into the strings repository. Contributors can submit the stage for maintainers.
* Stashes - are snapshots of the stage. Imagine them as ordinary files at your computer where you can save your work. You can submit your stash to the language pack maintainers.
* Contributions - is a database tracking all submitted contributions and their current status. Records in this database are like issues in Moodle tracker with the translated strings attached.
* Repository - a database of all Moodle strings and their history running at lang.moodle.org server
* Log - displays the log of all modifications of Moodle strings.

== Translation workflow ==

The following data flow diagram illustrates how AMOS tools are used during the translation process.

[[image:amos-workflow.png]]

The key AMOS component is the staging area or shortly the stage. It holds translated strings temporarily during your current login session. If you log out, the stage is cleared (though there is a backup - see below). There are several ways how translations can be staged, that is how translated strings can be put into the stage:

* by using AMOS translator
* by importing strings from an uploaded file
* by applying a previously created stash
* by applying a submitted contribution

Language pack maintainers have write access into the AMOS strings repository. Therefore they can commit their stage permanently. Once the stage is committed, staged strings are stored in the AMOS repository. Every hour, AMOS generates ZIP packages from the most recent snapshot of the repository. These ZIP packages are published at http://download.moodle.org/langpack/2.0/ for download. Moodle sites can install and update language packages automatically from the ''Site administration > Language > Language packs'' page.

Community members do not have write access into the repository so they can't commit their stage. Instead, they can submit it to the maintainers. By submitting a stage, a new contribution record is created and language pack maintainers are notified by automatic email message. Maintainers can review the submitted contribution and, if they accept it, commit it on behalf of the contributor.

The stage can be also saved so you can interrupt your work and continue next time you come back to the site. The stage is saved into so called stashing area. Stashing area consists of stashes. A new stash is nothing but a snapshot copy of your current stage. AMOS automatically keeps one stash for you as a backup copy of your most recent stage. A stash can be submitted to the maintainers, too.

== AMOS tools ==

=== Using the translator tool ===

[[image:amos-screenshot-translator.png|300px|thumb|right|AMOS Translator tool]]
The translator tool page has two main parts. At the top, there is a filter form (1). You use that filter to get the strings you want to translate. When the filter settings are saved (2), a table with the filtered strings is displayed below.

Every row in the table represents a single string. The table has four columns. The first column (3) describes the version (or branch) where the string is used, its identifier and its component. You can see a text like

2.0 [completiondate,coursereport_completion]

That reads: this string is used in Moodle 2.0, its identifier is 'completiondate' and it belongs to 'courserepor_completion' component.

The second column (4) contains the English original of the string. Below the text, you can see Google icon. Click that icon to get automatic translation of the string into the language being translated. The next column contains a code of the language that this string is being translated to (for example "cs" for Czech).

Finally the last column contains the translation itself. If it is empty, the string is not translated yet, otherwise it displays the current translation. '''Click in the cell to turn it into the input editor.''' Insert the translation and click outside the cell to stage the translation. Note there is no submit button, the text is sent to the stage automatically in the background. You can see that the colour of the cell turned blue. Blue colour signalizes that the translation is currently staged.

You have many options of how to use the strings filter. You can work on a single component or all missing strings at once. You can search for strings containing a given text (either in English or the translated string) etc. You can check for strings in older versions, too but those strings are read-only. They get automatically pulled into AMOS from the CVS repository of 1.x translations.

The 'permalink' below the filter's submit button can be used to keep the current filter settings. For example, you can bookmark a setting use regularly or you can copy the link URL and send it to somebody so they can set their filter just by visiting that URL.

When you finish translating, do not forget to visit the stage page. You probably want either commit it (if you are a lang pack maintainer) or submit it to maintainers so they can review your work and include it into the language pack.

=== Using the stage ===

[[image:amos-screenshot-stage-contrib.png|300px|thumb|right|Strings staged by a contributor]]
The translated strings are put into a temporary area called ''stage'' immediately after the cursor leaves the editor field. The stage holds your work before it is either committed into the repository (if you are language pack maintainer) or submitted to the maintainers for inclusion or stashed.

The stage is cleared when you logout. You have to explicitly commit or stash the stage so it is saved permanently. If you forget to do it, or there is a problem with the connectivity, your browser crashes or whatever, you can find your most recent snapshot of the stage in autosave stash.

If you are language pack maintainer, you can commit the stage into the repository so your work is registered and the translated strings become part of the official language package. You can also propagate the strings to other branches by selecting the branches you want the string to go to and hit the propagate button. It is a wise thing to do that, to save work and to keep consistency in the wording over the versions.

Updated language packages in ZIP format are published hourly at http://download.moodle.org/langpack/2.6/ - look at the bottom of the page to see the last update. At the same time, they become available for Moodle sites for automatic update.

The stage can also be used to import strings from files and to merge or compare versions of language packs.

=== Importing a file ===

[[image:amos-screenshot-stage-empty.png|300px|thumb|right|Empty stage allows you to import strings from a file]]
Strings can be translated offline and uploaded back to AMOS using the stage page. The only supported format at the moment is common PHP format used by Moodle where strings are defined in associative array called $string. For obvious security reasons, AMOS can not actually execute PHP files uploaded by users. Instead, it parses the uploaded file in a similar way as PHP parser, looking for patterns that are considered as valid string definition. That means that not every valid PHP code is valid string definition. AMOS parser requires following conditions are met:

* the filename is valid component name used by Moodle, for example moodle.php, enrol_manual.php or workshop.php
* the file is valid PHP code without syntax errors - that means is passes the PHP lint check
* strings are defined as elements of global array $string
* strings are single quoted constants

Example of a valid file to import into AMOS (filename countries.php, Czech translation)

<?php

$string['AE'] = 'Spojené Arabské emiráty';
$string['AF'] = 'Afghánistán';
$string['CH'] = 'Švýcarsko';
$string['HU'] = 'Maďarsko';

?>

During the import, strings found in the file are added into your stage as if they were translated via web. You can commit them into repository if you have such privilege.

=== Using stashes ===

At any moment, you can save a snapshot of the current stage. We call such snapshot a ''stash''. Stashed strings are kept forever until you drop them manually (please do not abuse this and keep your stashes reasonable big). To manage your stash, click on Stashes in the right menu of AMOS. You just see a list of the stashes. There are "peekaboo" buttons that appear when you mouse hoover over the stashes. The stash can be ''applied'' so that the stashed strings are copied back to the stage. What the ''pop'' does is apply and drop (delete) the stash. ''drop'' is like delete. ''submit to maintainer'' opens a form for doing just that.

There is one special stash record for every user called autosave stash. This stash keeps the most recent state of the stage. You may find it useful if you loose the current stage for any reason - your browser crashes, your internet connectivity dies or you accidentally unstage all strings. If that happens, just apply the autosave stash to get your work back. The autosave stash is updated every time you stage a string. So if your stage is empty and your autosave stash is full of strings and you go into the translator first without applying the stash, the autosave will be replaced with the new translated string. We recommend to experiment a bit with this feature first.

=== Using the log tool ===

The Log page allows even anonymous users to search in the history of commits tracked by AMOS. At the top of the page there is a filter that allows you to look for a particular information or report. It is important to realize how the filter actually works. Searching and filtering happens in two steps (this was necessary for performance reasons):

* Firstly, commit records are searched based on the criteria specified in the Commit filter form. If there are more commits found matching the filter settings, only 100 most recent commits are processed.
* Then, within the commits found, either all string modification records are returned, or you can filter these records, too. Settings in String filter form section are used in that case.

By default, the filter looks for all commits since the last time you logged in and than displays only strings at the currently translated branch modified by those commits.

===Language packs and Moodle versions===

When a new Moodle version is released, it will become the default version on your Amos - Translator page (see tick boxes at the top).

The suggested work flow is to continue your translation work for the new Moodle version and merge your work in the older versions.
You can do that using the Amos - Stage page: Set the source version to the version you were working in and set the target version to the version you want the strings to be copied to.

== Contributing to a language pack ==

AMOS allows community members to help with the translation of Moodle strings. AMOS Contributions page tracks all submitted translations and their current status. Before you start working on a translation, please communicate with the language pack maintainer, as listed in the [[:dev:Translation credits|Translation credits]].

=== Steps for the contributor ===

[[image:amos-screenshot-contribution-new.png|300px|thumb|right|Submitting a contribution form]]
# Contact the language pack maintainer about your intention to contribute to the language pack
# Use AMOS translator interface to translate missing strings or amend the current translation
# Go to the Stage page
# Click 'Submit to maintainers' button
# At 'Submitting a contribution' page, please provide a message for maintainers describing your work and why you would like to see your contribution included. You can cancel the submission at this moment yet. If you are sure, click 'Submit to maintainers'.
# Your stage will submitted into the contributions database. If there were more languages affected by your contribution, the stage will be divided into separate contribution records, one per each language. The language pack maintainers will be notified by email about your new contribution.
# Language pack maintainers will be able to apply your work into their stage, review it and eventually commit. You will receive automatically generated email when the status of contribution changes (typically when a maintainer starts a review of your work and then when they accept or reject it).
# Use contribution record comments for further communication with the maintainer about the submitted translation.

=== Steps for the maintainer, making own contributions===

# Use AMOS translator interface to translate missing strings or amend the current translation
# Go to the Stage page
# Click on the propagate button to add the translated strings to all versions of the language pack (this is usually the case)
# Make a meaningful comment about your work in the 'Commit message' form
# Click on 'Commit'

=== Steps for the maintainer, approving users contributions===

[[image:amos-screenshot-contribution-details.png|300px|thumb|right|Contribution details page]]
# When a user submits new contribution, you will receive automatically generated email from AMOS
# Go to the Contributions page to see a list of all new incoming contributions. Click the link in the table to open the contribution details page
# Press 'Start review' button. That will assign the contribution to yourself, change the status from 'New' to 'In review', send automatically generated email to the contributor and will copy the submitted strings into your stage. You should check that your stage is empty before you apply the submitted strings, unless you want to merge several contributions into one commit.
# Review the submitted strings, eventually edit them. Commit the stage. It is nice to mention the contributor's name in the commit message and attribute the original authorship to them.
# Go back to the contribution record and change the status to Accepted or Rejected. Automatically generated email will be sent to the contributor whenever you change the status.
# Use contribution record comments for further communication with the contributor about the submitted translation.
# Accepted and Rejected contributions are not shown at the contributions page unless you press 'Show resolved contributions' button.

==Suggesting improvements to English language strings==

Suggested fixes for typos or misspellings and any other suggested improvements to English language strings may be submitted via AMOS by contributing them to the English (fixes) (en_fix) language pack (as described above in 'Contributing to a language pack'). They will then be reviewed and implemented in the English (en) language pack.

== See also ==

* [[Translation]] for more information about the process of Moodle 2.x translation
* [[Development:Languages/AMOS]] for the AMOS internals documentation
* [http://www.youtube.com/watch?v=JtY5zvEHnQ8 Accepting submissions] Instruction video for language pack maintainers
* [http://www.youtube.com/watch?v=XClUZOuFfWo Contributing to a language pack] Instruction video for language pack contributors
* [http://www.youtube.com/watch?v=xT2-ElTaH6M Changing the default language] Instruction video on how to change your default language

[[fr:AMOS]]
[[es:AMOS]]

Hotpot module

2013-09-19T10:13:33Z

Ichklaus: DE-Link

{{Hotpot}}
[[Image:Hot_Potatoes_icon.GIF]] '''The Hotpot''' [[Teacher_documentation#Activity_modules|activity]] module allows teachers to administer [[Hot Potatoes]] and [[TexToys]] quizzes via Moodle. These quizzes are created on the teacher's computer and then uploaded to the Moodle course. After students have attempted the quizzes, a number of reports are available which show how individual questions were answered and some statistical trends in the scores.

Note for administrators: The Hotpot module is a contributed module in Moodle 2.0. It is available here: [http://bateson.kanazawa-gu.ac.jp/moodle/zip/moodle-20.hotpot-module.zip]
==See also==

*Using Moodle [http://moodle.org/mod/forum/view.php?id=1599 Hotpot module forum]
*[[HotPot module for Moodle 2.0]]
*[[QuizPort module]]

[[de:Hotpot_Aktivität]]
[[es:Hotpotatoes]]
[[eu:Hotpotatoes]]
[[fr:Hot Potatoes]]

Hot Potatoes

2013-09-19T09:41:27Z

Ichklaus: DE-Link

Hot Potatoes is a quiz authoring program that creates questions that can be imported into Moodle in [[Quiz module]], [[Lesson module]] and [[Hotpot module]]s.

* Hot Potatoes became freeware in September 2009.
* The free version of Hot Potatoes for Windows is version 6.3, and the Java version is 6.1.
* A user's group provides technical support.

==See also==
*[http://hotpot.uvic.ca/ Hot Potatoes] can be downloaded here.
*Using Moodle [http://moodle.org/mod/forum/view.php?id=1599 Hotpot module forum]

[[de: Hot Potatoes]]

Caching

2013-07-25T17:07:55Z

Ichklaus: added Performance advise for load-balanced web servers from 2.4-docs (source Tim Hunt)

{{Performance}}

A cache is a collection of processed data that is kept on hand and re-used in order to avoid costly repeated database queries.

Moodle 2.4 saw the implementation of MUC, the Moodle Universal Cache. This new system allows certain functions of Moodle (eg string fetching) take advantage of different installed cache services (eg files, ram, memcached).

In future versions of Moodle we will continue expanding the number of Moodle functions that use MUC, which will continue improving performance, but you can already start using it to improve your site.

==General approach to performance testing==

Here is the general strategy you should be taking:

# Build a test environment that is as close to your real production instance as possible (eg hardware, software, networking, etc)
# Make sure to remove as many uncontrolled variables as you can from this environment (eg other services)
# Use a tool to place a realistic, but simulated and repeatable load upon you server. (eg jmeter or selenium).
# Decide on a way to measure performance of the server by capturing data (ram, load, time taken, etc)
# Run your load and measure a baseline performance result.
# Change one variable at a time, and re-run the load to see if performance gets better or worse. Repeat as necessary.
# When you discover settings that result in a consistent performance improvement, apply to your production site.

==How to use the caching settings==

Since Moodle 2.4, Moodle has provided a caching plugin framework to give administrators the ability to control where Moodle stores cached data. For most Moodle sites the default configuration should be sufficient and it is not necessary to change the configuration. For larger Moodle sites with multiple servers, administrators may wish to use memcached, mongodb or other systems to store cache data. The cache plugin screen provides administrators with the ability to configure what cache data is stored where.

=== Types of cache ===

Moodle uses three types of cache to store cached data:
* Request cache - The request cache is available for the duration of every page request. It is not shared between users and is used and cleared on every Moodle request.
* Session cache - The session cache is available through a users session in Moodle. It is not shared between users, but persists for a single user throughout their session (i.e. from when they logon til when they log off)
* Application cache - The application cache is a shared cache which is available for every request. It can be shared between users and the cached data can be kept indefinitely if required.

==== Cache types and multiple-server systems ====

If you have a system with multiple front-end web servers, the application cache must be shared between the servers. In other words, you cannot use fast local storage for the application cache, but must use shared storage or some other form of shared cache such as a shared memcache.

The same applies to session cache, unless you use a 'sticky sessions' mechanism to ensure that within a session, users always access the same front-end server.

===Installed cache stores===

This section of the administrator screen displays cache plugins which are installed on the system. It lists what the capabilities of each plugin, what type of cache they provide and provides allows a cache store to be added to the system.

===Configured store instances===

This section of the administrator screen displays cache stores which have been added to the system. It gives the ability to change the cache configuration and purge the cached data.

===Cache lock instances===

Moodle supports different mechanisms for 'locking' access to the various cache stores. At present there is only one option and it is not used, so it can safely be ignored.

===Known cache definitions===

Known cache definitions displays the caches which are in use by Moodle. Each item is an area of Moodle which is using caching. It gives the administrator the ability to configure an individual area of Moodle to use a different cache backend. For example, an administrator of a Moodle cluster may choose to make language string definitions be cached on a dedicated memcached server by using the memcached cache backend.

==Stores used when no mapping is present==

This section displays the default cache stores which should be used by Moodle for each type of Moodle cache. If a mapping for a cache definition does not exist then this default store will be used instead.

==Other performance testing==

Two links that might be useful to anyone considering testing performance on their own servers:

* [http://www.iteachwithmoodle.com/2012/10/12/moodle-performance-testing-how-much-more-horsepower-do-each-new-versions-of-moodle-require/ Moodle performance testing: how much more horsepower do each new versions of Moodle require?]
* [http://www.iteachwithmoodle.com/2012/10/11/how-to-stress-test-your-moodle-server-using-loadstorm/ How to load test your Moodle server using Loadstorm]

==Performance advise for Moodle 2.5 with load-balanced web servers==

Performance advice: if you are running Moodle 2.4 onwards with load-balanced web servers, don't use the default caching option that stores the data in moodledata on a shared network drive. Use memcache instead. See Tim Hunt's article on http://tjhunt.blogspot.de/2013/05/performance-testing-moodle.html.

==See also==

Using Moodle forum discussions:
* [https://moodle.org/mod/forum/discuss.php?d=217195 MUC is here, now what?]
* [https://moodle.org/mod/forum/discuss.php?d=226123 Status of MUC?]

Developer documentation:
* [[:dev:The Moodle Universal Cache (MUC)]]
* [[:dev:Cache API]]
* [[:dev:Cache API - Quick reference]]

[[de:Caching]]

Mobile web services

2013-04-02T10:22:48Z

Ichklaus: DE-Link

{{Web services}}
Moodle comes with a built-in web service designed for mobile applications. It is required to run the official [[dev:Moodle Mobile]]. Enable it only if you want people to use the official app or if a third party app explicitly requires it.

== Enabling mobile web services ==

A site administrator first must enable mobile web services:

*In ''Settings > Site administration > Plugins > Web services > Mobile''
*Check "Enable mobile web services" and then
*Click Save.

That's it! No other steps required.

The rest of this document explains the "behind the scenes".

== What happens when the service is enabled ==
Enabling the mobile web services will automatically:
* enable the web services system (''Settings > Site administration > Advanced features'')
* enable the built-in external service called 'Mobile web services' - you should see this new mobile service listed as enabled
* enable the xml-rpc protocol (for backward compatibility with unmaintained My Moodle app)
* enable the rest protocol
* allow the 'webservice/xmlrpc:use' capability for authenticated user role
* allow the 'webservice/rest:use' capability for authenticated user role

== Disabling mobile web services ==
When you uncheck 'Enable mobile web services', it will automatically:
* disable the external service called 'Mobile web services'.
*if 'Mobile web services' was the only external service enabled:
** disable the web services system
** disable the xml-rpc protocol
** disable the rest protocol
** remove the 'webservice/xmlrpc:use' capability for authenticated user role
** remove the 'webservice/rest:use' capability for authenticated user role

==See also==
* [[Mobile app]]

[[Category:Mobile]]

[[de:Mobile Webservices]]

Calendar import

2013-01-16T13:16:46Z

Ichklaus: DE-Link

{{Calendar}}{{New features}}External calendars (such as Google Calendar, or a calendar from another Moodle site) can be imported into Moodle's calendar via the iCal standard.

To import a calendar via .ics file or URL,

# Go to ''Navigation > Site pages > Calendar''
# Click the button 'Manage subscriptions'
# Give the calendar subscription a name and either enter a URL or upload an .ics file
# Click the Add button

A user who has permission to add course or group events, such as a teacher, can import a calendar and create course or group events.

Similarly, a user who has permission to add site events, such as an administrator, can import a calendar and create site events.

==See also==
Forum post: [https://moodle.org/mod/forum/discuss.php?d=218467#p951387 how to have a 2 way sync with a Moodle and Google calendar.]

[[de:Kalender importieren]]

Advanced grading methods

2012-10-26T07:40:38Z

Ichklaus: DE-Link

{{Grades}}'''Advanced grading methods''' enable various assessment forms to be used for calculating grades.

[[image:comicstrip-rubrics.png|600px|They should also have plagiarism plugins installed and apply them to control lazy course content creators.]]

==Advanced grading method types==

* [[Rubrics]]
* [[Marking guide]] (new in Moodle 2.3)

== Basic concepts ==

By default, numerical grades in Moodle are selected by the teacher from a range like 0-100. When advanced grading methods are enabled, the grade selection element is replaced with a more complex assessment form provided by the plugin. The plugin contains the logic how to calculate the grade. Such a calculated grade is then passed back to the activity module as if the teacher used the standard grade value selector.

:''Example:'' The teacher creates new Assignment in the course with the grade up to 30. She defines a rubric to be used for grading. The rubric itself produces raw score up to 12 (eg it has four criteria with levels 0, 1, 2, 3). So the rubric's score 12 leads to the assignment grade 30, the score 6 leads to the grade 15 etc.

For each activity, a new copy of the assessment form is created. Note that this is different from how [[Scales|scales]] work. While scales are defined at the site level or course level and then can be used in all activities, advanced grading forms create a new copy of the form definition for every single activity that uses it. So a change in the form definition in one assignment does not affect other places where the same rubric is used.

:''Example:'' The teacher defines a rubric for an assignment in the course. Then she re-uses the rubric in another assignment (see below on how to do this). When the teacher modifies the rubric in the second assignment, the first assignment still uses the original rubric.

The grading form definition is part of the activity data. It is included in the activity's backup and it is copied when the activity is duplicated via the "x2" icon or imported from another course.

== Configuring an activity module to use advanced grading methods ==

[[image:grading-method-selection-modform.png|thumb|right|Choosing the grading method in the activity settings form.]]

Modules that support advanced grading methods have the grading method selector included in their settings form (for example in the [[Assignment settings]] form). The teacher can choose either 'Simple direct grading' or one of the installed grading methods plugins. Selecting 'Simple direct grading' means that the advanced grading is not used and the standard grade selector is displayed.

Alternative way is to follow the link 'Advanced grading' in the activity [[Settings block]]. The link leads to a page where the current active grading method can be changed, too.

The form definition and the associated assessment data are stashed when the grading method is changed from one type to another. That means it is save to change the current active grading method from 'Rubric' to 'Simple direct grading' and back to 'Rubric'. The rubric definition is kept in the database, although it may not be available while the current grading method is set to some other method.

== Assessment form definition ==

[[image:grading-manage-initial.png|thumb|right|Grading method management screen (no assessment form of the selected type is not defined yet).]]

The link 'Advance grading' in the activity settings form leads to a management screen where the assessment form can be defined, edited, deleted and eventually shared as a public template (if the user has such permission). If there is no form of the selected method defined yet, there are two options:

* Define new grading form from scratch - creates a blank grading form and lets you define it. Each grading plugin provides its own grading form editor.
* Create new grading form from a template - lets you re-use a previously defined form. You can copy any of your own grading forms (that is those you have created elsewhere) or a grading form that was shared as a public template at your site.

Every grading form has a name and a description. These are not displayed to students. The description should summarize the form, explain its usage etc.

The grading form definition can be saved as a draft or as a final version. If the grading form is saved as a draft, it can't be used for assessing. To release the form and make it available to assessment, save it using the button 'Save and make it ready'. The current status of the form definition is indicated via a tag displayed next to the form name.

=== Modifying the form after it has been used ===

It may happen that you define a grading form, make it ready for usage and start assessing students with it. After some time you realize there is a typo in the form or that it should be actually improved significantly (like by adding another criterion into the rubric). In such case, you are about to edit a form that has already been used for assessment.

If the grading plugin considers your change as significant, it may force you to mark all current assessment with a special flag 'Needs review'. It is your duty to go through all existing assessments made by the previous version of the form and re-assess them to make the calculated grades valid a comparable. If the change seems to be a trivial change (eg fixing a typo in the text), the form editor may ask you to decide whether the existing assessment should be marked with the 'Needs review' flag or not.

Please note, when there are other people using the form for assessment (eg there are several non-editing teachers in the course who participate on the submissions assessment), even a trivial rewording can be understood as significant change in the criterion meaning. Make sure you communicate the changes well with your colleagues.

== Re-using assessment forms ==

[[image:grading-pick-search.png|thumb|right|Searching for a grading form to re-use]]

Instead of defining the new grading form from scratch, you can use some existing form as the initial template to create it from. When clicking the 'Create new grading form from a template' icon, a new page opens and you can search for a grading form there. Simply type words that should appear somewhere in the form name, its description or the form body itself. To search for a phrase, wrap the whole query in double quotes.

=== Shared templates ===

Users who were given a special permission can save their grading forms as shared templates on the site. Such forms can be then picked and re-used by all teachers in their courses. Users who published the form as a template can also delete it from the list of shared templates. There is also another permission to manage the whole "bank" of shared template. Users with this permission can delete any shared template, even if they are not the authors of it (see below for more details on these permissions).

Grading forms can be shared at the site level only. There is no way how to share forms at lower context levels (eg at the course category level as the question bank does).

=== Re-using own forms without sharing them ===

[[image:grading-pick-ownform.png|thumb|right|Re-using a form that was previously used in another activity]]

By default, only the grading forms that have been saved as shared templates are included in the search results. You can also include all your own grading forms in the search results. This way, you can simply re-use your grading forms without sharing them. Only forms marked as 'Ready for usage' can be re-used this way.

=== Permissions ===

There are two capabilities that affect the user's permission to work with templates.

* Share advanced grading form as a template ([[Capabilities/moodle/grade:sharegradingforms|moodle/grade:sharegradingforms]]) - grants the ability to save a grading form as a new shared template and eventually edit and remove own templates (templates originally shared by that user). Users with the role of manager are given this permission by default.
* Manage advanced grading form templates ([[Capabilities/moodle/grade:managesharedforms|moodle/grade:managesharedforms]]) - grants the ability to edit and remove any shared template, even those originally shared by other users.

If you want to give these permissions to other users (eg to experienced teachers who are known to be able to produce high quality grading forms), ask your site administrator to define new system roles, eg. 'Grading forms publisher' and 'Grading forms manager', having the above capabilities granted respectively. Your site admin can then assign these roles to the selected users.

=== Sharing your grading forms world-wide ===

At the moment, there is no way how to export/import grading form definitions. The known workaround is to create an empty assignment module and attach the grading form to it. Then make a standard activity backup of this assignment in the MBZ format and share it. By restoring the assignment, the attached grading form is restored, too. It can be then picked for your own activities or shared as a template at your site.

==What the students see==
When students click on an assignment which has a rubric or marking guide attached to it, they will see a link "Submissions grading" under the assignment name in their navigation block. Clicking on this will bring up the rubric or marking guide in a new screen.
[[image:submissionsgradinglink.png|thumb|right|How students access grading forms]]

'''Note:''' If you think it would be better for students to see grading forms directly on the assignment rather than via a link, then there is a tracker entry you might like to vote on: MDL-34088

==The future of advanced grading methods==

Advanced grading methods can currently only be used for [[Assignment module|assignments]]. In future Moodle versions it is hoped that they can be used in more activity modules, such as glossaries and database activities. In addition more grading methods can be implemented as independent plugins (including custom ones fitting your particular need).

Using Moodle forum discussions:
* [http://moodle.org/mod/forum/discuss.php?d=193460 A few Advanced Grading questions for Moodle 2.2.1]
* [http://moodle.org/mod/forum/discuss.php?d=193961 Wrong Gradebook Calculation from 2.2 Rubric]

[[de:Erweiterte Bewertungsmethoden]]

Capabilities/block/rss client:manageownfeeds

2012-08-14T15:33:52Z

Ichklaus: DE-Link

*This allows a user to delete his own RSS feeds

====Legacy Role Default Settings====
{| border="1" cellspacing="0" cellpadding="2"
|-
! Legacy Role !! Inherit !! Allow !! Prevent !! Prohibit
|-
| Administrator || - || X || - || -
|-
| Course Creator || X || - || - || -
|-
| Teacher || - || X || - || -
|-
| Non-editing Teacher || - || X || - || -
|-
| Student || X || - || - || -
|-
| Guest || X || - || - || -
|-
| Authenticated User || X || - || - || -
|}

[[Category:Capabilities|RSS]]
[[Category:RSS]]

[[de:Capabilities/block/rss client:manageownfeeds]]
[[eu:Gaitasunak/block/rss client:manageownfeeds]]

Media embedding

2012-07-20T09:17:15Z

Ichklaus: DE-Link

{{Working with media}}
==Embedding audio and video==
[[File:mp3 player.png|thumb|MP3 player]]
Audio and video may be embedded in a course in the following ways:

* As a [[File module settings|file resource]]
* As a [[URL module settings|URL resource]] with embed as the display option
* In a [[Lesson settings|lesson popup]]
* In any text area using the Moodle media button in the [[Text editor|text editor]] or simply by typing the URL of media file

The media file link is then replaced with an appropriate multimedia player which can play the resource.

==Enabling media embedding==

To enable the embedding of media files, an admin must enable

# Appropriate media players (see below)
# The [[Multimedia plugins filter]]

==Site administration settings==
{{New features}}An administrator can enable selected media players in ''Settings > Site administration > Appearance > Media embedding''.

===Available players===
* YouTube (displays videos hosted on youtube)
* Vimeo (displays videos hosted on vimeo)
* .mp3 - MPEG Audio Stream, Layer III
* .flv - Flash video
* .f4v - Flash video
* .swf - Macromedia Flash animation File (Adobe, Inc.)
:'''Note:''' Only used in trusted texts as it has potential security issues
* .ogg - HTML 5 audio
* .acc - HTML 5 audio
* .mp3 - HTML 5 audio
* .webm - HTML 5 video
* .m4v - HTML 5 video
* .ogv - HTML 5 video

===Legacy media players===
The following legacy media player formats are also available but not recommended for general usage:
* .mov - QuickTime player (requires QuickTime player or [http://en.wikipedia.org/wiki/Codec codec])
* .mp4 - QuickTime player (requires QuickTime player or codec)
* .m4a - QuickTime player (requires QuickTime player or codec)
* .mpg - MPEG animation - QuickTime player (requires QuickTime player or codec)
* .wmv - Windows media player (Microsoft)-not guaranteed to work in browsers other than IE and non-Windows systems
* .avi - Windows media player - not guaranteed to work in browsers other than IE and non-Windows systems

==See also==

* [[:dev:Media embedding]] developer documentation including information on how to change the size of the media player

[[Category:Site administration]]

[[de:Einbetten von Medien]]

Multimedia plugins filter

2012-07-20T08:56:21Z

Ichklaus: DE-Link fixed

{{Filters}}
The Multimedia plugins filter finds a link in text that points to a multimedia resource and replaces the link with an appropriate multimedia player code which can play the resource. The actual player resides on each users' computer.

For example, a teacher may put a MP3 audio file as a resource in their course, or have a URL link to an external MP3 file. When the MP3 audio plugin has been turned on, the student will be able to play them in Moodle using a Flash media player on their computer. See also [[Media embedding]].

== Site administration settings ==

A site administrator can enable the multimedia plugins filter in ''Settings > Site administration > Plugins > Filters'' and can enable selected media players in ''Settings > Site administration > Appearance > Media embedding''.

Note: Prior to Moodle 2.3, settings for enabling selected media players could be found as multimedia plugins filter settings.

== Required software on user's computer ==

Although Moodle prepares the media files to be played in the browser, the actual playback is handled by various types of browser plug-in software, primarily Adobe Flash, Quicktime, Windows Media Player and Real Player. If users do not have these installed they may be prompted to go and install them by their browser. These pieces of software are generally free, easily installed and widely used so this will only be an issue for small numbers of users.

== See also ==

* [[Multimedia plugins FAQ]]
* [[Video| Video]]
* [[Audio| Audio]]

Using Moodle forum discussions:
* [http://moodle.org/mod/forum/discuss.php?d=98698 swf filter security]
* [http://moodle.org/mod/forum/discuss.php?d=125619 How to upload a screen capture video to the Moodle?]
* [http://moodle.org/mod/forum/discuss.php?d=143478 Best video format]

[[Category:Site administration]]
[[Category:Multimedia]]

[[de:Multimedia-Plugins]]
[[fr:Extensions multimédia]]
[[es:Multimedia plugins (filtro)|Multimedia plugins]]
[[ja:マルチメディアプラグイン]]

File resource settings

2012-07-20T08:44:53Z

Ichklaus: DE-Link

{{File}}
==Adding a file==

To add a file to your course
[[File:dragandrop.png|thumb|Quick method of adding a file]]
{{New features}}Quick method:
# Click the 'Turn editing on' button at the top right of the course page
# Drag and drop the file onto the course section where you'd like it to appear
# If necessary, edit the title of the file by clicking the pencil icon, or edit other options (see below) by clicking the editing icon

Longer method:
# Click the 'Turn editing on' button at the top right of the course page
# Click 'Add an activity or resource' link, then in the activity chooser, select file then click the Add button (or select file from the "Add a resource" dropdown menu)
# Enter a link name and a description (which may be required or optional according to the admin settings)
# Either drag and drop a file into the box with an arrow or click the Add button to open the [[File picker]] menu in order to choose a file from your computer or a repository
# Select display and other options as required (see below)
# Click the button 'Save and display' at the bottom of the page

==Course administration settings==
===Display options===

* ''Automatic'' - Make the best guess at what should happen (probably what is wanted 99% of the time).
* ''Embed'' - Show the Moodle page with heading, blocks and footer. Show the title/description of the item and display the file directly in the page as well (good for images, flash animations, videos?, PDFs).
* ''Force download'' - user clicks on the file, then the web browser pops up with the 'where do you want to save this file' box.
* ''Open'' - No Moodle heading, blocks, footer or description - just show the file in the web browser (e.g. shows image, PDF, flash animation, taking up the whole browser window)
* ''In pop-up'' - Same as 'Open', but opens a new browser window to show this file (without the Moodle heading, blocks, etc) - this browser window also does not have all the menus and address bar in it.

*The following additional options are only there if you enable them via ''Site administration > Plugins > Activity modules > File'':

* ''In frame'' - show the Moodle heading and the file description, with the file displayed in a resizable area below (images, PDF, flash, etc. supported).
* ''New window'' - very much like 'in pop-up', but the new window is a full browser window, with menus and address bar, etc.

All of the above is true of items that can be displayed inside the browser directly (e.g. images, text files, PDFs (with plugin)). If the file cannot be displayed within the browser (e.g. word documents, without a suitable plugin, or other files that need to be loaded by an external program), then the pop-ups or frames, etc. will be created, but then the browser will take over and ask if you want to save the file.

To summarise:

* Do you want Moodle to sort it all out for you? - Automatic
* Do you want to force the user to save the file (or open it in a program on their desktop)? - Force download
* Do you want to show the file as part of the Moodle page (images, PDFs, videos)? - Embed
* Do you want to show the file in the browser, but without the Moodle page decorations (images, PDFs, videos)? - Open
* Do you want that, but in a new window? - In Pop-up (or possibly 'New window')
* Do you want to use a horrible bit of non-strict HTML that should never be allowed in polite company? - In frame

===Additional options===

{{New features}}To show the file size and/or type on the course page and also on the resource page, simply tick the appropriate checkboxes.

[[File:files showing size and type.png]]

There is also an option to display the file description on the course page below the link to the file.

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

==Displaying a website index page==
[[File:Setmainfile.png|thumb|Setting the main file]]
The file module may be used if you have a folder with linked files such as a website with an index.html file or a flash activity with xml/swf and index file.
[[File:file resource.png|thumb|Website index page set as main file]]
# Click the 'Turn editing on' button at the top right of the course page
# Drag and drop the zipped folder onto the course section where you'd like it to appear, answer 'Create file resource' to the popup dialogue, then click the upload button
# Clicking the editing icon (hand with a pen) then click on the zip file and unzip it
# Click on the index.html file or the file you want to start displaying your linked files from then in the popup dialogue click the button 'Set main file'. This ensures this file is the one that appears on the course page for students to click on. The main file is then indicated with a title in bold.
# Click the button 'Save and display' at the bottom of the page

==File module capabilities==

* [[Capabilities/mod/resource:view|View file resource]]
* [[Capabilities/mod/resource:addinstance|Add a new file resource]]

==Site administration settings==

The file module has additional settings which may be changed by an administrator in ''Settings > Site administration > Plugins > Activity modules > File''.

===Frame height===
Here you can specify the height of the top frame (containing the navigation) if you choose the "in frame" display option. Note: If your theme has a large header then the ''resource_framesize'' variable should be increased to prevent horizontal and vertical scrollbars.

===Require activity description===
This setting allows you to turn off the requirement for users to type something into the description box.

===Available display options===
This setting allows you to add different ways the resource may be displayed on the course page.

===Default values for activity settings===

Here you can set the defaults for this resource. You can also choose which setting(s) to class as "Advanced". These settings will only then appear if the user clicks "Show advanced" in the settings.

[[de:Datei konfigurieren]]

Recent files repository

2012-07-20T08:28:49Z

Ichklaus: DE-Link fixed

{{Repositories}}
The recent files repository allows users quickly to locate files they uploaded previously.

==Using Recent files==
*Recent files can be accessed anywhere the file picker is available. HOWEVER...
*Recent files are context-sensitive -that is to say - you will only see the type of file Moodle thinks you want to upload.
''Example 1:'' A user clicks the image icon in the text (TinyMCE) editor to upload an image already used in a different course. The Recent files repository will only show image files even though the user might have uploaded files of other types previously.

[[File:Recentfilesimage.png]]

''Example 2:'' A user clicks the Moodle media icon to upload a sound file already used in a different course. The Recent files repository will only show media files even though the user might have uploaded files of other types previously.

[[File:Recentfilesmultimedia.png]]

{{New features}}When a recently uploaded file is re-used elsewhere in Moodle, the teacher has the option to make a copy (a new, unconnected version) or to create a shortcut or alias. See [[Working with files]] for more details.

==How Recent are Recent files?==
*There is no set time for the display of Recent files - that is to say - it isn't the last two days or two weeks etc.
*Recent files are by default the last 50 files the user has uploaded to Moodle. This number can be changed by the admin

==Changing the number of Recent files==
*Go to ''Settings > Site Administration > Plugins > Repositories > Recent Files''
*Click the blue Settings link
*Change the number to your preferred number.

[[File:Recentfilesnumber.png]]

==Disabling Recent files==

Recent files is enabled by default but can be disabled by the administrator if required.

[[File:Recentfiles.png]]

*Go to ''Settings > Site Administration > Plugins > Repositories > Manage Repositories''
*Change the drop down next to Recent files from "Enabled and Visible" to "Disabled"

==Repository capabilities==

There is just one capability, [[Capabilities/repository/recent:view|View recent files]], which is allowed for the default authenticated user role.

==FAQ==
===I can't see all my uploaded files in Recent files===
*This is probably due to the place where you are accessing Recent files. See [[ #Using_Recent_files|here]] for more information.

[[de:Letzte Dateien]]
[[fr:Fichiers récents]]

Administration block

2012-05-07T13:31:06Z

Ichklaus: DE-Link fixed

{{Blocks}}
The settings block provides context-sensitive links to settings pages.

What appears in the setting block depends upon the [[Context]] (Page being shown and user's permissions). For example, the site administrator will notice the Front Page settings block has fewer options than the Course settings block and a student will have fewer options in the Course administration than a teacher.

Here are two unexpanded examples of the settings block:
<gallery widths="200px" heights="200px" perrow="2">

Image:Settings block FrontPage collapsed.png|FrontPage settings block
Image:Settings block Course collapsed.png|Course settings block
</gallery>

==Settings block menus==
The main menu items (Front page settings, Course Administration, My profile settings and Site Administration) contain a submenu and can be collapsed or expanded to display the (typical) full menu as shown below:
*[[Front_page_settings_block|Front page settings]]
**Turn edit on/off
**Edit settings
**Users
**Filters
**Backup
**Restore
**Questions
**Files

*[[Course_administration_menu|Course administration]]
**Turn editing on
**Edit settings
**Users
**Filters
**Grades
**Backup
**Restore
**Import
**Publish
**Reset
**Question bank

*[[Profile |My profile settings]]
**Edit profile
**Change password
**Roles
**Portfolios (if available at site level)
**Security keys
**Messaging
**Blogs
**Make this my default home page (if set at site level)

*[[Site_administration|Site administration]]
**Notifications
**Registration
**Advanced features
**Users
**Courses
**Grades
**Location
**Language
**Plugins
**Security
**Appearance
**Front page
**Server
**Reports
**Development
**Question engine upgrade helper

[[de:Einstellungen-Block]]
[[eu:Ezarpenak_blokea]]

External database authentication

2012-04-27T15:54:08Z

Ichklaus: DE-Link fixed

{{Authentication}}
Location: ''Settings > Site administration > Plugins > Authentication > External database''

This method uses an external database table to check whether a given username and password is valid. If the account is a new one, then information from other fields may also be copied across into Moodle.

This is done by mapping fields at the bottom of the database authentication page. Each data field in the user profile has a text field next to it. Enter the name of the column in the external database that maps to the profile data field.

'''Update Local''' - Specifies that the external data will be entered into the local field in question
* On Creation - specifies that this will only happen on the original login when the account is created for the first time.
* On Every Login - specifies that changes in the external data will be updated on the local Moodle field in question the next time the user logs in again.

'''Update External''' - Specifies just the opposite, meaning changes in the local Moodle field in question will update the corresponding field in the external database
* Never - Specifies this is disabled
* On Update - Enables this to happen if a change is made locally (additional configuration is probably required)

'''Lock Value''' - Only determines whether the local user can make a change in the Moodle field and does not affect the two settings above.
* Unlocked - A user can make changes locally in the Moodle field (assumably even if it contradicts the external database the next login would change it again if Update Local is set
* Locked - A user can never make changes
* Unlocked if empty - A user can only make changes if the field is not populated already from the external database (this would seem to indicate a user could only enter something into this field once and could not change it after saving)

==Additional Notes==
* Some of the things that apply to [[Upload users]] apply to the External database
** Set password to "changeme" to force password reset
*** If you do this, it is '''critical''' that you provide a URL to change the password!
* Not all of the fields in the [[Upload users]] are available for the External Database authentication. The only available fields are the fields listed in the data mapping section of the admin page for the External Database connection.

==See also==
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=45444 Special and characters con tilde (accute accent) when connected to external database] forum discussion
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=75519 HELP!--User Authentication problem] forum discussion

[[de:Externe Datenbank]]
[[fr:Utiliser une base de données externe]]
[[ja:外部データベース認証]]

IMAP authentication

2012-04-27T15:52:12Z

Ichklaus: DE-Link fixed

{{Authentication}}
Location: Settings link in ''Settings > Site administration > Plugins > Authentication > Manage authentication''

IMAP authentication uses a mailing systems IMAP protocol to check for users accounts. This allows direct integrations with technologies such as Microsoft Exchange servers.

==See also==

*[[Talk:IMAP authentication]]

[[de:IMAP-Server]]
[[ja:IMAP認証]]

Enrolment plugins

2012-04-27T15:50:37Z

Ichklaus: DE-Link

{{Enrolment}}
Moodle provides a number of ways of managing course enrolment, called ''enrolment plugins''.

[[Image:Manageenrolplugins1.png]]

==Setting the enrolment method(s)==

To set an enrolment method:
#Click on ''Settings > Site administration > Plugins > Enrolments > Manage enrol plugins''.
#Click on the ''enable'' checkboxes opposite your chosen enrolment plugin(s). If you wish, you may choose more than one enrolment method. For example if you have some courses which students must pay for and some free courses, you can use PayPal and self enrolment.
#Click the "Save changes" button.
#Click the settings link opposite the enrolment plugin(s) you have chosen.
#Configure the required settings and click the "Save changes" button.
#Repeat until you have edited all the plugins you have enabled.

The order in which enrolment plugins are applied can be set. This may be important for some plugins. It also affects the order of enrolment options on the course enrol page.

==Enrolment capabilities==

Authorize.Net:
*[[Capabilities/enrol/authorize:managepayments|Manage payments]]
*[[Capabilities/enrol/authorize:uploadcsv|Upload CSV file]]
*[[Capabilities/enrol/authorize:config|Configure Authorize.Net enrol instances]]
*[[Capabilities/enrol/authorize:manage|Manage enrolled users]]
*[[Capabilities/enrol/authorize:unenrol|Unenrol users from course]]
*[[Capabilities/enrol/authorize:unenrolself|Unenrol self from the course]]

Category enrolments:
*[[Capabilities/enrol/category:synchronised|Role assignments synchronised to course enrolment]]

Cohort sync:
*[[Capabilities/enrol/cohort:config|Configure cohort instances]]

Guest access:
*[[Capabilities/enrol/guest:config|Configure guest access instances]]

LDAP enrolments:
*[[Capabilities/enrol/ldap:manage|Manage LDAP enrol instances]]

Manual enrolments:
*[[Capabilities/enrol/manual:config|Configure manual enrol instances]]
*[[Capabilities/enrol/manual:enrol|Enrol users]]
*[[Capabilities/enrol/manual:manage|Manage user enrolments]]
*[[Capabilities/enrol/manual:unenrol|Unenrol users from the course]]
*[[Capabilities/enrol/manual:unenrolself|Unenrol self from the course]]

Course meta link:
*[[Capabilities/enrol/meta:config|Configure meta enrol instances]]
*[[Capabilities/enrol/meta:selectaslinked|Select course as meta linked]]

PayPal:
*[[Capabilities/enrol/paypal:config|Configure PayPal enrol instances]]
*[[Capabilities/enrol/paypal:manage|Manage enrolled users]]
*[[Capabilities/enrol/paypal:unenrol|Unenrol users from course]]
*[[Capabilities/enrol/paypal:unenrolself|Unenrol self from the course]]

Self enrolment:
*[[Capabilities/enrol/self:config|Configure self enrol instances]]
*[[Capabilities/enrol/self:manage|Manage enrolled users]]
*[[Capabilities/enrol/self:unenrol|Unenrol users from course]]
*[[Capabilities/enrol/self:unenrolself|Unenrol self from the course]]

Course:
*[[Capabilities/moodle/course:enrolconfig|Configure enrol instances in courses]]
*[[Capabilities/moodle/course:enrolreview|Review course enrolments]]

==See also==
*[[Unenrolment]]
*[[Enrolment FAQ]]
*Using Moodle [http://moodle.org/mod/forum/view.php?id=2981 Enrolment Plugins] forum

[[de:Einschreibungs-Plugins verwalten]]
[[eu:Matrikulazioa]]
[[fr:Méthodes d'inscription]]

Calendar editor role

2012-04-27T15:49:04Z

Ichklaus: DE-Link fixed

{{Roles}}The role of '''Calendar editor''' enables a user to add site or course events to the calendar.

==Role set-up==

#Access ''Administration > Users > Permissions > Define roles''.
#Click the button "Add a new role".
#Give the role a name e.g. Calendar editor, short name and description.
#For context types, choose "System" and "Course"
#Change the capability [[Capabilities/moodle/calendar:manageentries|moodle/calendar:manageentries]] to allow.
#Optional: Change the capability [[Capabilities/moodle/calendar:managegroupentries|moodle/calendar:managegroupentries]] to allow too.
#Click the button "Create this role".

==Role assignment==

To enable a user to add site events to the calendar:
#Access ''Administration > Users > Permissions > Assign system roles''
#Choose the calendar editor role to assign
#Select a user in the potential users list, and use the left-facing arrow button to add it to the existing users list

To enable a user to add course events to the calendar:
#In ''Settings>Course administration'', click ''Users>enrolled users''
#Choose the calendar editor role to assign
#Select a user in the potential users list, and use the left-facing arrow button to add it to the existing users list

[[Category:Calendar]]

[[de:Kalender-Verwalter-Rolle]]
[[eu:Egutegiaren_editore-rola]]
[[fr:Rôle éditeur de calendrier]]
[[ja:カレンダー編集者ロール]]

Talk:Security recommendations

2012-04-27T15:47:58Z

Ichklaus:

Correction : Enrolment key hint is disabled by default in Moodle 2.2. The setting is found at Settings>Site Administration>Plugins>Enrolments>Self enrolment.

Thanks for the pointer, Jane :) --[[User:Mary Cooch|Mary Cooch]] 20:18, 22 April 2012 (WST)

[[de:Sicherheitsempfehlungen]] ([[User:Klaus Steitz|Klaus Steitz]] 23:47, 27 April 2012 (WST))

Convert URLs into links filter

2012-04-27T15:40:56Z

Ichklaus: DE-Link

{{Filters}}
As the name suggests, the 'Convert URLs into links and images' filter converts a URL such as <nowiki>http://moodle.org</nowiki> into a clickable link http://moodle.org. In addition it can replace image URLs with images.

==Site administration settings==

The 'Convert URLs into links' filter has two settings which may be changed by a site administrator in ''Settings > Site administration > Plugins > Filters > Convert URLs into links and images''.

===Apply to formats===

The filter may be applied to text entered in any/all of the following formats: Moodle auto-format, HTML format, plain text format, Markdown format.

===Embed images===

By default, the filter replaces image URLs with images, however this feature may be disabled by a site administrator.

[[Category:Site administration]]

[[de:URL als Link oder Bild anzeigen]]

Display emoticons as images filter

2012-04-27T15:40:17Z

Ichklaus: DE-Link

{{Filters}}
The filter '''Display emoticons as images''' converts emoticon (smiley) characters into images.

Emoticons may be added using the button [[Image:tinymce-insert-emoticon-icon.gif]] ''Insert emoticon'' in the [[Text editor]] or by typing the emoticon characters e.g. <code>:-)</code>.

[[Image:tinymce-insert-emoticon-popup.png|left|frame|Insert emoticon popup menu in the text editor]]

==Site administration settings==

===Manage filters===

A site administrator can enable / disable the 'Display emoticons as images' filter site-wide in ''Settings > Site administration > Plugins > Filters > Manage filters''.

The 'Display emoticons as images' settings (''Settings > Site administration > Plugins > Filters > Display emoticons as images'') enable the site administrator to select which formats the filter is applied to. By default, the filter is applied to Moodle auto-format, HTML format and Markdown format.

===HTML settings===

A site administrator can customize the list of available emoticons in ''Settings > Site administration > Appearence > HTML settings''. See [[Emoticon images]] for details.

[[Category: Site administration]]

[[de:Emoticon als Bild anzeigen]]

Glossary auto-linking filter

2012-04-27T15:38:58Z

Ichklaus: DE-Link

{{Filters}}
Glossary auto-linking is a site [[Filter]] that will create links to a glossary activity entry where the word or phrase of the glossary entry is used within the same course in which the glossary is located. This includes forum postings, pages, labels etc.

==Site Administration settings==
Glossary auto-linking must be enabled by an administrator via ''Settings > Site administration > Plugins > Filters''. This Filter can be enabled by selecting either '''On''' (where glossary entries will be by default auto-linked) or '''Off but available''' (where the option to use auto-linking is provided in the glossary activity settings).

Note: Enabling linking for the glossary does not automatically turn on linking for each entry - linking needs to be set for each entry individually.

In addition, you can apply this filter to '''Content''' or to '''Content and headings''' within a course. Please note applying filters to headings as well as content can greatly increase the load on your server. It is recommended to use the 'Apply to' settings sparingly. The main use is with the multilang filter.

Using the up/down arrows in the '''Order''' column you can specify the order in which each of the enabled [[Filters]] are applied.

==See also==

* [[Glossary module]]

[[Category: Glossary]]
[[Category: Site administration]]

[[de:Auto-Verlinkung zu Glossars]]

HTML tidy filter

2012-04-27T15:37:30Z

Ichklaus: DE-Link

{{Filters}}
This filter checks whether HTML code is XHTML compliant, tidying where necessary. To make this filter work you need to have PHP compiled with the libtidy option; see http://www.php.net/tidy. The Using Moodle discussion [http://moodle.org/mod/forum/discuss.php?d=28418 Tidy Filter for Moodle 1.5] contains more details.

[[de:HTML Prüfung]]

Word censorship filter

2012-04-27T15:36:57Z

Ichklaus: DE-Link

{{Filters}}
The word censorship filter enables certain user-selected words to be "blacked out" in the flow of any text submitted within a course. The primary use is for censoring obscene or other unwanted words entered by learners in activities like Forums and Wikis.

==Custom list of censored Words==

The word censorship settings page ''Settings > Site administration > Plugins > Word censorship'' allows a site administrator to edit a custom list of words (bad words) to be censored within your Moodle installation.

To avoid inadvertently causing offense, there is no default bad word list on the Word censorship settings page. If the custom list is empty, the default list from the language pack will be used.

==Default censored Words==

The default bad word list is contained within the censor.php file within each language pack installed on your Moodle site. To change the default bad word list go to ''Settings > Site administration > Language > Language Customization'' and check out the required language pack. Select the censor.php file under the '''filters''' subheading from the strings list and click '''Show strings'''. Warning: You may find the content of this file offensive.

==Tips and Tricks==
*If you would prefer not to display a custom list of censored words on the Work Censorship Settings page, customize the censor.php file the language directly
*If you have multiple language packs installed and in use within your Moodle site, remember to edit each language pack and/or add custom censored words in all languages.

==See also==

*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=79711 filtering profanity] forum discussion

[[Category:Site administration]]

[[de:Wortzensur]]
[[es:Palabras censuradas (filtro)]]
[[fr:Filtre censure de mots inadéquats]]
[[ja:ワードセンサーシップ]]

Filters FAQ

2012-04-27T15:35:43Z

Ichklaus: DE-Link

{{Filters}}
== What are filters? ==

Filters allow for the automatic transformation of entered text into different, often more complex forms. For example the titles of resources can automatically become hyperlinks that take you to the relevant resource, URLs pointing to mp3 files can become Flash controls embedded in the web page that let you pause and rewind the audio. The possibilities are endless and there are a number of standard filters included with Moodle and many more specialized filters available from the Moodle.org Modules and plugins database.

See [[Filters]] for details.

== How do I enable filters? ==

You find the settings under ''Settings > Site administration > Plugins > Filters > Manage filters'', see [[Managing filters]] for details.

==Why is my filter not working?==

After checking that the filter is enabled for the site, course and activity or resource, check in ''Settings > Site administration > Plugins > Filters > Manage filters'' that the order of the filters is not causing a problem. See the forum discussion [http://moodle.org/mod/forum/discuss.php?d=194684 Moodle Media player not appearing] for an example.

== Where do I find additional filters? ==

You will find a number of contributed filters in the [http://moodle.org/plugins/browse.php?list=category&id=7 Moodle Plugins directory].

== How do I create custom filters? ==

See the following developer docs for details:
* [[:dev:Filters]]
* [[:dev:Filters schema]]
* [[:dev:Filters 2.0]]

== See also ==

* [[Filters used on the Moodle.org forums]]
* Using Moodle [http://moodle.org/mod/forum/view.php?f=323 Text Filters forum]
* Using Moodle [http://moodle.org/mod/forum/discuss.php?d=76206 Filter Demo's now online] forum discussion

[[Category:FAQ]]

[[de:Filter FAQ]]

Mahara portfolio

2012-04-27T15:34:34Z

Ichklaus: DE-Link

{{Portfolios}}
According to the [http://www.mahara.org/ Mahara web site] "Mahara is an open source e-portfolio, weblog, résumé builder and social networking system, connecting users and creating online learner communities. Mahara is designed to provide users with the tools to demonstrate their life-long learning, skills and development over time to selected audiences."

Mahara has close links with Moodle. There is a built in single sign on facility called [[Mahoodle]].

Mahara can serve as a Portfolio into which users can "push" files they want to keep and it is hoped soon that it will also serve as a Repository from which users can "pull" files they need for their course. Both options need to be enabled by the administrator before they are available for teachers and students

==Enabling the Mahara portfolio==
* In order to enable and export items to Mahara you first need an installation of Mahara linked to your Moodle. See here [[Mahoodle]] for instructions.
* Go to ''Settings > Site administration > Advanced features'' and ensure "Enable portfolios" is checked/ticked
* Go to ''Settings > Site administration > Plugins > Portfolios > Manage Portfolios''
* Select from the drop down next to Mahara ePortfolio "Enabled and visible"
* If desired,click on "Settings" and give Mahara a customised name (not essential)
[[File:Maharaportfolio.png]]

==Sending or "pushing" your files to Mahara==
*You can export items such as assignments, chat and forum posts to enabled portfolios. Here is an example with a forum post:
*At the bottom of your completed forum post are the words "export to portfolio".

[[File:Brigitteforum.png]]

*Click the words "export to portfolio" and then select from the dropdown Mahara. (If it is the only portfolio enabled, it wil be the only choice!)

[[File:Maharaexport.png]]

* Click "Next"
* Choose the export type you want. Mahara offers HTML or LEAP 2A format. Then click "Next" again.
* On the next screen, click "continue " to confirm your export.

[[File:Maharaformat.png]]

* The "export complete" message will appear. Clicking "continue" will take you to Mahara.

[[File:Maharaexportcomplete2.png]]

== Mahara as a repository ==
* Progress on the Mahara repository plug in can be followed in the tracker: MDL-16909

[[Category:Site administration]]

[[de:Mahara Portfolio]]
[[eu:Mahara]]

Portfolios FAQ

2012-04-27T15:31:23Z

Ichklaus: DE-Link

{{Portfolios}}
==What is LEAP2A?==

LEAP2A is a specification for e-portfolio portability. It is recommended that LEAP2A is selected as export format when exporting data to Mahara.

LEAP2A is offered as a possible export format option when the portfolio plugin and the export location both support the format.

==See also==

*Using Moodle [http://moodle.org/mod/forum/view.php?id=6847 Portfolios forum]

[[de:Portfolios FAQ]]

File download portfolio

2012-04-27T15:15:21Z

Ichklaus: DE-Link

{{Portfolios}}

The File download portfolio allows for easy download of content in Moodle activities.

==Enabling file download (admin settings)==
*Go to ''Settings > Site administration > Plugins > Portfolios > Manage Portfolios''
*Select from the drop down next to File download "Enabled and visible";

[[File:Filedownloadenabled.png]]

*Click the "Settings" and if desired, give File download a customised name (not essential)

==Sending/"pushing" files to File download==
*You can export content such as attached files in forum posts to File download.
*Click the green icon next to the file - in this instance, a pdf document:

[[File:Exporttofiledownload.png]]

*On the next screen, choose the portfolio to export to. (If File download is the only one, you will only have that option!)

[[File:Selectfiledownload.png]]

*Click "Next" and then choose the file format you wish to export as. (Which formats you are offered depends on the type of file you wish to download)

[[File:Filedownloadtype.png]]

*On the next screen, click "Continue" to confirm your export and download your file:

[[File:Downloadingfile.png]]

[[de:Datei herunterladen]]

Activity report

2012-04-27T15:11:57Z

Ichklaus: DE-Link fixed

{{Course reports}}
==Course activity reports==

A course activity report, showing the number of views for each activity and resource (and any related blog entries), can be viewed by managers, teachers and non-editing teachers (and any other users with the capability [[Capabilities/report/outline:view|report/outline:view]]) in ''Navigation > Courses > My course > Reports > Activity report''.

An activity report for the front page is available for administrators and managers in ''Navigation > Site pages > Reports > Activity report''.

[[Image:Activity-report-view.PNG|A full activity report]]

==Individual activity reports==

If activity reports are enabled for a course in the course settings, each course participant can access reports of their contributions, such as forum posts or assignment submissions, logs and a statistics report.

[[de:Aktivitätenbericht]]
[[eu:Jardueraren_txostena]]
[[fr:Rapport d'activité]]

Grade items

2012-04-27T15:09:24Z

Ichklaus: DE-Link

{{Managing grades}}
{{Improve}}
A grade item is a unit (typically an activity) where course participants are assessed through a grade or mark.
As such, a grade item is a container for grades and a set of settings applied to these grades. The settings affect the calculation and display of the grades in the gradebook reports and [[Grade_export|exports]].

Grade items may refer to course activities (e.g. a quiz, an assignment etc.), [[Outcomes]] or manual grades.

== Grade items and gradebook ==
The three building blocks of the Gradebook are:

#The grade item
#The [[Grade_categories|grade category]]
#The [[Grades|grade]]

Grade items are represented by columns in the [[Grader_report | grader report]].

Within a category, a [[Grades|grade]] summary is also a grade item itself. Summary grade items for a category can show up in reports, and can be used in the calculation of the grade for the parent category.

== Activity-based grade items ==
[[Image:Edit grade item.png|right|thumb|Editing a grade item]]
Modules that include a form of grading use the [[Development:Grades#API_for_communication_with_modules.2Fblocks|Gradebook API]] to generate a matching grade item, and to communicate their grades to the gradebook. The generated grade item can later be edited from within the gradebook interface (Course -> Grades -> Edit Categories and items -> Edit (hand icon) grade item), as seen in the screenshot to the right, but several of its settings will be 'frozen', only changeable from the activity module's interface. These are listed and explained below in the manual grade items section.

Here is a list of the settings that can be edited for an activity-based grade item:

*'''Item info''': General information about the grade item. Optional.
*'''Grade to pass''': Specify the minimum grade a student must achieve to be considered to have passed this item. This must be in real grades, not a percentage. Once this is done, grades will be highlighted in red for fail and green for pass in the gradebook. It doesn't work for scales, as it is yet to be fully implemented in Moodle 1.9. It is planned for use in [[Development:Course completion|course completion]] in Moodle 2.0.
*'''Grade display type''': See the [[Grade_item_settings#Grade_display_type | Grade display type doc]]
*'''Overall decimal points''': This specifies the number of decimal points to display for each grade. It has no effect on grade calculations, which are made with an accuracy of 5 decimal places.
*'''Multiplicator''': Factor by which all grades for this grade item will be multiplied, with a maximum value of the maximum grade. For example, if the multiplicator is 2 and the maximum grade is 100, then all grades less than 50 are doubled, and all grades 50 and above are changed to 100.
*'''Offset''': Number that will be added to every grade for this grade item, after the Multiplicator is applied. (Can be a negative number.)
*'''Hidden''': Whether this grade item should be hidden from students.
*'''Hidden until''': An optional date after which the grade item will no longer be hidden (i.e. a grades release date)
*'''Locked''': Whether or not to lock this grade item. A locked grade item doesn't accept changes to its settings or grades from its related module.
*'''Locked after''': A date after which the locking will be effective, usually after the grades release date.

== Grade outcome items ==
[[Image:grade_outcome_item.png|right|thumb|Editing a grade outcome item]]
These can either be generated by the creation of a new activity module (by selecting [[Outcomes]] in the module creation form), or manually created like manual grade items. A grade outcome item uses a course outcome as its grading type, so such an outcome must be made available at the course level before a grade outcome item can be manually created.

Grade outcome items can optionally be linked with an activity module. This is done automatically when a grade outcome item is generated by the creation of an activity module in which outcomes were selected. In this scenario, a grade category is also created and named after the activity module, and the grade item and grade outcome items are created as children of that category.

The settings of the grade outcome item edit form are identical to those of manual grade items, with the addition of two settings:

*'''Outcome''': The course outcome represented by this item
*'''Linked activity''': The optional activity module to which this item will be linked

== Manual grade items ==
[[Image:manual_item.png|right|thumb|Editing a manual grade item]]
These grade items are created manually through the "Edit Categories and Items" page. The "Add grade item" button is clicked, and the form appears. Several options are available here which are normally automatically filled out by the activity module creating an activity-based grade item:

*'''Item name''': The display name of your grade item
*'''ID Number''': An arbitrary string of characters used to refer to this grade item in Formulas. If set, it must be unique.
*'''Grade type''': The type of grade: None (no grading possible), Value (a numerical value), Scale (an item in a list) or Text (arbitrary text).
*'''Scale''': Which scale to use for grading: available only when the Scale grade type is selected.
*'''Maximum grade''': The maximum grade that can be given (for scales: the number of items in the scale - 1)
*'''Minimum grade''': The minimum grade that can be given (for scales: 0)

Conversely, two of the settings found in the form for activity-based grade items are absent from this form:
*Multiplicator
*Offset

==See also==
*[[Grade item settings]] - for administrators

[[ca:grade/edit/tree/item]]
[[cs:Položky hodnocení]]
[[de:Bewertungsaspekte]]
[[fr:Eléments d'évaluation]]
[[ja:評定項目]]

Embedded Answers (Cloze) question type

2012-04-27T15:02:38Z

Ichklaus: DE-Link fixed

{{Questions}}
'''Embedded answers (Cloze)''' questions consist of a passage of text (in Moodle format) that has various answers embedded within it, including multiple choice, short answers and numerical answers.

There is currently no graphical interface to create these questions - you need to specify the question format using the text box or by importing them from external files.

Lots of people suggest that [[Hot Potatoes]] software is the easiest way to create Embedded answer (Cloze) questions. Once you have created your questions on your PC, you can then import them into Moodle's quiz module.

==Question set-up==

#Select the question category
#Give the question a descriptive name - this allows you to identify it in the question bank.
#Enter the passage of text (in Moodle format - see [[Embedded_Answers_%28Cloze%29_question_type#Format|Format]] below) into the 'question text' field.
#Select an image to display if you want to add a picture to the question. For the student, it appears immediately above the question text.
#Set the 'default question grade' (i.e. the maximum number of marks for this question).
#Set the 'Penalty factor' (see [[Embedded_Answers_%28Cloze%29_question_type#Penalty_factor|Penalty factor]] below).
#If you wish, add general feedback. This is text that appears to the student after he/she has answered the question.
#The editor has been modified and allows you to test if your syntax is good. The different questions elements decoded will be displayed and syntax errors pinpoint. However, it cannot check if the question decoded is two questions in one because of an error syntax.
#Click Save changes to add the question to the category.

=== Penalty factor ===

The 'penalty factor' only applies when the question is used in a quiz using adaptive mode - i.e. where the student is allowed multiple attempts at a question even within the same attempt at the quiz. If the penalty factor is more than 0, then the student will lose that proportion of the '''maximum''' grade upon each successive attempt. For example, if the default question grade is 10, and the penalty factor is 0.2, then each successive attempt after the first one will incur a penalty of 0.2 x 10 = 2 points.

==Question rendering==

The question answer INPUT HTML ELEMENT ( Short and Numerical) or SELECT HTML ELEMENT (multichoice) are normally displayed in-line with the text.

The size of INPUT HTML ELEMENT ( Short and Numerical) will be adjustable to the length of the longest answer (good or bad) + a random number (0 to 15% total length).([[User:Pierre Pichet|Pierre Pichet]] 15:37, 26 January 2008 (CST))

The size will adjust to the length of the student response when displayed in the grading and feedback process.

The size of the SELECT HTML ELEMENT (multichoice) adjusts itself automatically to the longest answer.

==Format==

Questions consist of a passage of text (in Moodle format) that has various sub-questions embedded within it, including

* short answers (SHORTANSWER or SA or MW), case is unimportant,
* short answers (SHORTANSWER_C or SAC or MWC), case must match,
* numerical answers (NUMERICAL or NM),
* multiple choice (MULTICHOICE or MC), represented as a dropdown menu in-line in the text
* multiple choice (MULTICHOICE_V or MCV), represented a vertical column of radio buttons, or
* multiple choice (MULTICHOICE_H or MCH), represented as a horizontal row of radio-buttons.

The structure of each cloze sub-question is identical:
:'''{''' start the cloze sub-question with a bracket (AltGr+7)
:'''1''' define a grade for each cloze by a number (optional). This used for calculation of question grading.
:''':SHORTANSWER:''' define the type of cloze sub-question. Definition is bounded by ':'.
:'''~''' is a seperator between answer options
:'''=''' marks a correct answer
:'''#''' marks the beginning of an (optional) feedback message
:'''}''' close the cloze sub-question at the end with a bracket (AltGr+0)

Now a very simple example:
<pre>
{1:SHORTANSWER:=Berlin} is the capital of Germany.
</pre>

For full details of the format for embedded-answers questions, see the [[Embedded_Answers_%28Cloze%29_question_type#Detailed_syntax_explanations|detailed syntax explanation]] below.

NB: Be careful when copying a cloze type question into the WYSIWYG HTML editor, as line breaks tend to get added, which destroys the question.

If the correct answer contains } # ~ / " or \ you will have to escape them by putting a \ in front of each such character. The { shouldn't be escaped, this can be vital in getting TeX expressions to work. In the feedback ~ and } must be escaped otherwise it will be interpreted as ''the next answer'' or ''end of the short answer section'' respectively. Quotation signs: " can lead to trouble anyhow in both places. Use the HTML entity: & quot; (without the space between ''&'' and ''quot;''). If you want to have Mathematical symbols there can be problems with the \ used in TeX expressions. One alternative can be to use [[unicode]] characters.

See the notes further down about numerical embedded question!

===Examples===

====Example 1====
The following text creates a simple embedded-answers question:

Match the following cities with the correct state:
* San Francisco: {1:MULTICHOICE:=California#OK~Arizona#Wrong}
* Tucson: {1:MULTICHOICE:California#Wrong~%100%Arizona#OK}
* Los Angeles: {1:MULTICHOICE:=California#OK~Arizona#Wrong}
* Phoenix: {1:MULTICHOICE:%0%California#Wrong~=Arizona#OK}
The capital of France is {1:SHORTANSWER:%100%Paris#Congratulations!
~%50%Marseille#No, that is the second largest city in France (after
Paris).~*#Wrong answer. The capital of France is Paris, of course.}.

And the result will be:

[[Image:Cloze.gif|Cloze question type]]

====Example 2====
<div style="padding: 1em;border: 1px dashed #FFB53A;color: black;background-color: #f9f9f9;font-family: monospace;font-size:1.2em;">
This question consists of some text with an answer embedded right here {1:MULTICHOICE:Wrong answer#Feedback for this wrong answer~Another wrong answer#Feedback for the other wrong answer~=Correct answer#Feedback for correct answer~%50%Answer that gives half the credit#Feedback for half credit answer}

and right after that you will have to deal with this short answer {1:SHORTANSWER:Wrong answer#Feedback for this wrong answer~=Correct answer#Feedback for correct answer~%50%Answer that gives half the credit#Feedback for half credit answer}

and finally we have a floating point number {2:NUMERICAL:=23.8:0.1#Feedback for correct answer 23.8~%50%23.8:2#Feedback for half credit answer in the nearby region of the correct answer}.

The multichoice question can also be shown in the vertical display of the standard moodle multiple choice.
{2:MCV:1. Wrong answer#Feedback for this wrong answer~2. Another wrong answer#Feedback for the other wrong answer~=3. Correct answer#Feedback for correct answer~%50%4. Answer that gives half the credit#Feedback for half credit answer}

Or in an horizontal display that is included here in a table
{2:MCH:a. Wrong answer#Feedback for this wrong answer~b. Another wrong answer#Feedback for the other wrong answer~=c. Correct answer#Feedback for correct answer~%50%d. Answer that gives half the credit#Feedback for half credit answer}

A shortanswer question where case must match. Write moodle in upper case letters {1:SHORTANSWER_C:moodle#Feedback for moodle in lower case ~=MOODLE#Feedback for MOODLE in upper case ~%50%Moodle#Feedback for only first letter in upper case}

Note that addresses like www.moodle.org and smileys :-) all work as normal:

a) How good is this? {:MULTICHOICE:=Yes#Correct~No#We have a different opinion}

b) What grade would you give it? {3:NUMERICAL:=3:2}
</div>
[[Image:Cloze example.png]]

Some things to note:
* The individual embedded answers are represented by the code in braces {}.
* The number at the start is the 'weight', so in this case each answer contributes an equal share of the overall grade.
* The correct option in each case is preceded either by an = sign or by %100%.
* The text appearing after the # that follows each option is the feedback that the student will see if they choose that option.
* If the student enters 'Marseille' in the final example, they score 50% of the total grade.
* The asterisk * preceding the "Wrong answer" feedback in the final example means that the student will see this feedback if they enter anything other than "Paris" or "Marseille".
* For multiple choice vertical or horizontal rendering there is no automatic numbering, though can added at each answer.

==Detailed syntax explanations==
# all question items within a cloze-type question are coded inside curled braces { }
# the number which appears between the opening brace and the colon {1: is the weighting of that item; if it is set at 1 for all the items, it needs not be specified, so you can have {:
# after the colon we have the item question type: MULTICHOICE, SHORTANSWER, NUMERICAL
# '''NOTE'''.- If you have installed the [http://moodle.org/mod/data/view.php?d=13&rid=338 REGEXP question type plugin] you can also use the REGEXP question type
# the syntax for MULTICHOICE and SHORTANSWER is the same; the only difference is in the displaying of the item to the student
# the order of the various answers is indifferent (except if you want a catch-all for wrong answers, see #13 below)
# a correct answer is preceded with the equal sign = or a percentage (usually %100%) - '''Note''': [[Talk:Embedded_Answers_(Cloze)_question_type| The equal sign (=) doesn't seem to work with SHORTANSWER.]]
# a wrong answer is preceded with nothing or a percentage (usually %0%)
# you can allocate some points between 0 and 100 to some answers, if you put the appropriate percentage
# all answers except the first one are separated from one another by the tilde ~ sign
# answers can be followed by an optional feedback message, preceded with the # sign; if there is no feedback message, the # sign can be present or absent, it does not matter
# note that the feedback message and (since [[User:Pierre Pichet|Pierre Pichet]] 24 May 2008 )in 1.9 the correct answer are displayed in a small popup window (if and when the correct and or feedback have been declared accessible to the students in the Quiz settings) upon mouse hovering. The popup window has a title "feedback" and you can use HTML tags to format your feedback. In some browsers (For example IE5.5) the form fields can cover part of the feedback windows. It can help to not have the formfields for the answers too close to each other.
# in the SHORTANSWER type you may want to put a catch-all (wrong) answer in order to send a "wrong, try again" feedback; you can do this by inserting an asterisk '''*''' as '''the very last expected answer''' in your formula
# unfortunately in MULTICHOICE MODE it is not possible to get the answers to be scrambled

==Numerical Cloze questions==

From the student perspective, a numerical Cloze question looks just like a short-answer question or ''fill in the blanks''.

The difference is that numerical answers are allowed to have an accepted error. This allows a continuous range of answers to be set. You can also express your answer in some different numerical formats. 23.4 23,4 (some countries use , as a decimal separator) and 2.34E+1 (meaning 2.34*10^1) would be interpreted as the same.

=== False positives ===

'''Note:''' the following examples of false positives do '''not''' apply to Moodle 1.8+, where you cannot use percentages or fractions as the answers in a numerical Cloze test; Moodle will generate an error if you try to save such a question. However the following may be relevant for earlier versions of Moodle.

More examples:
0.5 accepts .5 0.5 ,5 0,5 0.500 5e-1 5E-1 but not 1/2 50%
50% accepts 50% 50.0% 5E1% 50/100 even '''50/1000 50''' but not 500/1000 0.5
1/2 accepts 1/2 '''1/3 1twenty''' but not 2/4 0.5 0,5 3/6 50% ½
½ accepts ½
HALF doesn't even accept HALF (maybe '''0'''?)

If you want to accept several variants you can have them in the same {} but '''be careful, notice the "false positives" in bold'''!

===Syntax for numerical Cloze questions===

The format of a NUMERICAL Cloze question is similar to that of the other Cloze types and they can be mixed in the same question. As with other Cloze tests, you write your question or incomplete text, and add the Cloze code at the point where the student is supposed to enter their numerical answer.

An example of the syntax used is shown below:

'''Note: ''' It is preferable to write the code in 'source code' mode. The WSIWYG editor can insert linebreaks that make the question not function. The linebreak in the example box below is for readability only! A problem with these questions is the readability of the code! :(

{2:NUMERICAL:=23.8:0.1#Feedback for correct answer 23.8
~%50%23.8:2#Feedback for ½credit near correct answer}.

In this example:
* 2: is the question point weight, which means that this question has twice the weight in the final point(s) for this question as other partial answers with weight 1 (or no declared weight - you can start with {: for the default weight 1) in the same question.
* NUMERICAL: says what kind of question it is. It must be in CAPS.
* =23.8:0.1 = or %100% means correct if the answer is 23.8 with an accepted error of 0.1, then any number between 23.7 and 23.9 will be accepted as correct. (In the GIFT numerical question one can express an interval like this 13..15 or 14:1 but in Cloze only 14:1 works.)
* #Feedback for correct answer 23.8 is preceded by #
* ~%50%23.8:2 ~ is the separator for answer alternatives %50% means this answer would get 50% of the score that the more precise answer had gotten. Because the tolerance here is 2, 21.8 to 25.8 would get this point and feedback.

The feedback (which is seen within a popup window when the user hovers over the answer space) is formattable with HTML tags. For example, if you want an exponent, surround it with superscript tags: . You can even include pictures in the feedback popup, but you must clean out all " characters and save while still in source code mode (not WYSIWYG). So, this works in feedback popup:
#See this picture: <img src=Something.gif />}
but not this:
#See this picture: <img src="Something.gif" />}

(ALGEBRA and TEX filters don't work in the feedback popups, but they can be very useful in the question writing for math/science expressions). But you can use [[Unicode]] characters.

If you want to give feedback for any answer that didn't fit the intervals you already have specified feedback for, add some BIG general intervals, like for positive answers (if they aren't bigger than 20000 you could add:
~%0%10000.0001:10000#Feedback for unspecified not_right answers}
This would give feedback for anything from 0.0001 to 20000.0001 (that hadn't already gotten feedback). I didn't want to include 0 since that special case as well as negative ought to have specific reactions.
~%0%0#Hey! It can't be zero
~%0%-10000.0001:10000#We just want the size here,
so a negative value is not what we want}

Numerical questions could, before version 1.7, also have case-insensitive non-numerical answers. This is useful whenever the answer for a numerical question is something like +inf, -inf, NaN etc.
==Importing CLOZE questions==
If you try importing directly as CLOZE this text:
<pre>
Single line per question! Match the following cities with the correct state:
* San Francisco: {1:MULTICHOICE:=California#OK~Arizona#Wrong}
* Tucson: {1:MULTICHOICE:California#Wrong~%100%Arizona#OK}
* Los Angeles: {1:MULTICHOICE:=California#OK~Arizona#Wrong}
* Phoenix: {1:MULTICHOICE:%0%California#Wrong~=Arizona#OK}

The capital of France is {1:SHORTANSWER:%100%Paris#Congratulations!~%50%Marseille#No, that is the second largest city in France (after Paris).~*#Wrong answer. The capital of France is Paris, of course.}.

23+ 0.8 = {2:NUMERICAL:=23.8:0.1#Feedback for correct answer 23.8 ~%50%23.8:2#Feedback for ½credit near correct answer}. </pre>

You would get all three questions as different parts of '''ONE question'''. (NOTE see that there are no linebreaks between the { } !)

Multiple CLOZE questions can be imported using the XML format:
<pre>
<?xml version="1.0" encoding="UTF-8"?>
<quiz>


<question type="cloze">
<name><text>Book Test #1</text>
</name>
<questiontext>
<text><![CDATA[..............]]></text>
</questiontext>
<generalfeedback>
<text></text>
</generalfeedback>
<shuffleanswers>0</shuffleanswers>
</question>


<question type="cloze">
<name><text>Book Test #2</text>
</name>
<questiontext>
<text><![CDATA[............]]></text>
</questiontext>
<generalfeedback>
<text></text>
</generalfeedback>
<shuffleanswers>0</shuffleanswers>
</question>

</quiz>
</pre>
You would put the question text including CLOZE code in the ....... spaces.

==See also==
This information was drawn from:
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=36521 Is there a guide to using the cloze format?] forum discussion
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=36430&parent=170308 Cloze-type question syntax] forum post

[[fr:Question Cloze à réponses intégrés]]
[[ja: 穴埋め問題 ( Cloze ) タイプ]]
[[de:Lückentext-Frage]]
[[zh:填空題(克漏字)]]
[[es:Tipo de Pregunta incrustadas (Cloze)]]

Course creator role

2012-04-27T14:57:24Z

Ichklaus: DE-Link fixed

{{Standard roles}}
A user assigned the role of Course creator may create courses, be assigned the role of teacher for these courses (or not, if preferred) and view hidden courses. The role of course creator could typically be assigned to a master teacher, department head or program coordinator.

==Creating a course==

The "Add a new course" button can be found at the bottom of the page listing all courses.

When a course creator creates a course, they are automatically assigned the role of teacher (or whatever role is set in ''Administration > Users > Permissions > [[User policies]]'') for the course. They may then assign additional teachers and/or assign other roles to selected users. They may also unassign themselves from the role of teacher, if preferred.

'''Note (1):''' If a user is assigned the role of course creator in the course category context, the "Add a new course" button only appears when the course category contains at least one course.

'''Note (2):''' Course creators are not automatically assigned the role of teacher in a course they have not created, even if it is in a category where they have Course Creator rights.

==Deleting a course==

There is no user interface for course creators to delete courses they have created, however they can do so by editing the URL of the course from <nowiki>http://yourmoodlesite.net/course/view.php?id=N</nowiki> to <nowiki>http://yourmoodlesite.net/course/delete.php?id=N</nowiki> (replacing 'view' with 'delete').

==Role assignment==

A user may be assigned the role of course creator as a system role (in ''Settings > Site administration > Users > Permissions > Assign system roles'') or in the course category context.

[[fr:Créateur de cours]]
[[ja:コース作成者]]
[[de:Kursersteller-Rolle]]

Calculated multichoice question type

2012-04-27T14:54:18Z

Ichklaus: DE-Link

{{Questions}}
Calculated multichoice questions are like multichoice questions with the additonal property that the elements to select can include formula results from numeric values that are selected randomly from a set when the quiz is taken.
They use the same wildcards than Calculated questions and their wildcards can be shared with other Calculated multichoice or regular Calculated questions.

The main difference is that the formula is included in the answer choice as {=...} i.e if you calculate the surface of a rectangle {={l}*{w}}.

The value will be displayed as set by the '''Correct answer shows''' (0,1,2 etc) and '''Format''' (decimals, significant figures).

So a Choice text could be

The rectangle surface is {={l}*{w}} cm2.

If {l} = 4,0 , {w} = 2,5 , '''Correct answer shows''' 1 and '''Format''' decimals

The choice will display as

The rectangle surface is 10.0 cm2

Handling of the wild cards is similar to the calculated question type.

[[de:Berechnete Multiple-Choice-Fragen]]

Using Messaging

2012-04-27T14:12:13Z

Ichklaus: DE-Link

{{Messaging}}
==Sending messages==

===To send a message to an individual===
====From the [[Messages block]] or from your profile====
*Click on the blue link ''Messages'' in the Messages block or click the ''Messages'' link from ''Navigation>My profile'' and then type a name into the ''Search people and messages'' box. To narrow the search down further, click the blue ''Advanced'' link to search for a person "only in my courses" or with keywords in messages:

[[File:Searchformessages.png]]

*Type the message in the box and click the ''Send a message'' button

[[File:Sendamessage.png]]

====From the [[Online users block]]====
*Click the name of one of the people currently online and click the ''Send message'' link in their profile.
*Type the message in the box and then click on the ''Send a message'' button.

===To read and reply to a message===
*If the [[Messages block]] shows you have a message, click the envelope icon (with the number of messages)

[[File:Replyingtomessage.png]]

*Type your reply into the box and then click on the ''Send a message'' button.
*If you receive a popup notification of a message, click ''Go to message'' to read and reply to it.

[[File:Messagepopup.png]]

===To send a message to selected course participants (for teachers only)===
*Click on the Participants link in the People block on the course page.
*Select participants from the list or use the "Select all" button at the bottom of the list.
*Choose "Add/send message" from the "With selected users..." drop-down menu.
*Type the message then click the "Preview" button.
*Assuming you are satisfied with the message, click the "Send" button.

===To send a message to users in many courses (admins and managers only)===
*See [[Bulk user actions]]

===Managing contacts===
People may be added to your list of contacts (or blocked from contacting you) by clicking the ''Add contact''(or ''Block contact'') icon under their name in the Messages window.

By default the contact list is empty. In order to send a message or to create a shortcut to the person you are sending, search for them in the search box.

===Message history===

A record of messages sent to/from a person may be obtained by clicking the "History" icon by their name or by clicking ''Recent messages/All messages'' when they are displayed on the page - see screenshot below:

[[File:Messagehistory.png]]

[[de:Mitteilungen nutzen]]

Messaging settings

2012-04-27T13:59:33Z

Ichklaus: DE-Link

{{Messaging}}
==Enabling / disabling instant messaging==

The instant messaging system in Moodle is enabled by default. It may be disabled by a site administrator in ''Settings > Site administration > Advanced features''.

==My profile settings==

Users can receive message alerts for a number of different reasons and can also send and receive instant messages. How a user receives notification of incoming messages can be set in ''Settings > My profile > Messaging''.

*This brings up a screen with check boxes where users can choose how they wish to be notified both when logged in and logged out. They can choose between a pop up,Jabber message or an email.

[[File:Messagingnotifications.png]]

*'''Note:''' The choices a user has on this screen depends on their role and permissions within Moodle. For example, an administrator would see options for notifications about backups or important errors with the site.

===Pop up===
When a user is logged into Moodle, the message will pop up from the bottom right corner of the page. The user can choose to read the message immediately or to ignore it. If they choose to ignore it, the message returns until it is read.

===Jabber===
If the Jabber server has been configured, Jabber messages can be sent.The Jabber ID can be set at the bottom of the screen.

===Email===
There is a box at the bottom of this settings screen which allows for a different email address from the default to be chosen for receiving notifications.

===Prevent non-contacts from messaging me===
Non-contacts can be prevented from sending messages by ticking this box in General Settings at the bottom of the screen.

==Site administration settings==

Message outputs - popup, jabber and email - can be configured by a site administrator in ''Settings > Site administration > Plugins > Message outputs > Manage message outputs''.

Default message outputs can be set in ''Settings > Site administration > Plugins > Message outputs > Default message outputs'', also whether each output is permitted, disallowed or forced.

===Email settings===

====SMTP hosts====

SMTP stands for Simple Mail Transfer Protocol. The SMTP host is an email relay that will take the email from Moodle and send it to users. You will need to set this only if your server does not allow mail relay. Otherwise, PHP will send out the mail using its built-in mail server. All the email sent by forums and other modules will be sent through this host.

Most SMTP hosts make use of the default port 25 to for listening email traffic. However, occasionally a non-default port is used. In such cases, entering an SMTP host followed by a colon (i.e. :) and the port number should work. For example, if my SMTP host is myemailserver.com and it listens on port 587 or 465 (most common) instead of port 25 I would enter the SMTP host as myemailserver.com:587. Currently, the parameter check is too strict to allow this via the Moodle UI; however, MDL-15923 has been created and resolved to address this. Until then, it can be set via phpMyAdmin using a query statement like:
<code mysql> UPDATE mdl_config SET value='myemailserver.com:587' WHERE name='smtphosts';</code>

====Secure SMTP hosts with SSL/TLS====

For SMTP hosts that require secure authentication, SSL or TLS you must run the following query:

<code mysql> UPDATE mdl_config SET value='ssl://myemailserver.com:465' WHERE name='smtphosts';</code>

====Configure HTTPD/SELinux on CentOS/Red Hat (RHEL) 6.2/6.1/6====

Most new installations of Centos/Red Hat have SELinux activated and is configured by default, rather strictly. In this state SELinux does not allow Apache (httpd,phpmailer) to use the sendmail function and make any sort of network connection.

If you continue to have problems with sending/authenticating use the '''getsebool''' command to find out if SELinux is one of the culprits. When the '''getsebool''' command is issued it returns ''on'' or ''off''.

Type to check if your Apache is allowed to send mail and make a connection over the network
*''getsebool httpd_can_sendmail''
*''getsebool httpd_can_network_connect''

You will receive the values of ''httpd_can_sendmail'' and ''httpd_can_network_connect''. Let's assume both options are off:
*''httpd_can_sendmail -->off''
*''httpd_can_network_connect -->off''

We need to change the values from ''off'' to ''on'' by using '''setsebool'''. Number 1 = on and 0 = off. Type the following:
*''setsebool -P httpd_can_sendmail 1''
*''setsebool -P httpd_can_network_connect 1''

You will not receive a response. You can double check if the '''setsebool''' command worked by using '''getsebool''' and see if the values changed from ''-->off'' to ''-->on''.

==Messaging capabilities==

* [[Capabilities/moodle/course:bulkmessaging|Send a message to many people]]
* [[Capabilities/moodle/site:readallmessages|Read all messages on site]]
* [[Capabilities/moodle/site:sendmessage|Send messages to any user]]
*[[Capabilities/moodle/user:editownmessageprofile|Edit own user messaging profile]]
*[[Capabilities/moodle/user:editmessageprofile|Edit user messaging profile]]

==See also==

*[[:dev:Messaging 2.0|Messaging developer documentation]]

[[de:Mitteilungen konfigurieren]]

Installation

2012-04-25T15:51:25Z

Ichklaus: DE-Link

{{Template:Main page}}
Note: The following installation pages are currently being updated. Please bear with us while this work is being completed.
==Installation==

If you are installing a new Moodle site, start here:

*[[Installation Quickstart]] - for experts and the impatient
*[[Installing Moodle]] - for everyone else
*[[Cron]]
*[[Installing plugins]]
*[[Installation FAQ]]

==Upgrading==

If you are upgrading your Moodle site, start here:

*[[Upgrading]]
*[[Upgrading to Moodle 2.2]]
*[[Git for Administrators|Git guide]]
*[[CVS for Administrators|CVS guide]]
*[[Verify Database Schema]]
*[[Upgrading FAQ]]

==See also==

*[[Moodle migration]]

[[Category:Installation]]

[[de:Installation]]

Enrolment key

2012-04-25T15:49:44Z

Ichklaus: DE-Link

{{Course enrolment}}
A course enrolment (or enrollment) key is one method of restricting [[Self enrolment]] to a smaller group. The default setting is not to set a key and allow anyone to enrol themselves into the course.

An enrolment key is often used as a simple method of having someone else beside the teacher determine if a particular student can self enrol in the course. The idea is that one or more people will supply the course key to authorized people. Sometimes this distrubution is private email, snail mail, on the phone or even verbally in a face to face meetings such as a class or counselor's office.

==Setting an enrolment key within a course==
*In the course settings block, click ''Users>Enrolment methods''
*Make sure self enrolment is enabled (has its eye open) and then click the edit icon on the right:

[[File:Editselfenrolment.png]]

*Add your enrolment key in the box provided. (Click ''Unmask'' to see what you are typing.)
[[File:Selfenrolmentkey.png]]

*Click ''Save changes''

==Setting a group enrolment key==
*It is possible also to enrol students directly into groups by use of a group enrolment key.
*To do this, you first need to add the course enrolment key as in the section above.
*Change the setting Use ''group enrolment keys'' to ''Yes''
*Save the changes and then in the Course administration settings, click ''Groups>Create groups
*Add an enrolment key to the group. This will be the key they type in to access the course. (The course enrolment key is simply there to keep others out)
**See also this screencast: Group enrolment keys in Moodle 2.0 [http://www.youtube.com/watch?v=4xzF7xerle0]
''

==Admin settings==

===Making an enrolment key required in every course===
*By default, enrolment keys are not set. However, if the administrator wants to ensure all teachers set enrolment keys then this can be forced in ''Settings>Site Administration>Plugins>Enrolments>Self enrolment'' This means that self enrolment settings will not "stick" until the teacher adds an enrolment key. '''NOTE''': It does NOT provide a site wide enrolment key.

===Using the password policy for enrolment keys===
*To ensure that teachers use secure keys that follow your Moodle's password policy, check the box in ''Settings>Site Administration>Plugins>Enrolments>Self enrolment''

===Giving users a hint of the enrolment key===

*By default, for security reasons, Moodle will not give any clues as to what the enrolment key is. Checking the box in ''Settings>Site Administration>Plugins>Enrolments>Self enrolment'' will provide the first letter of the enrolment key if needed.

==Tips and Tricks==

*If the enrolment key for a course "gets out" and unwanted people self enrol:
**Change the key. Currently enrolled students will not need the key again.
**[[Unenrolment |Unenrol]] the unwanted users via [[Enrolled_users]] in the course administration block.
*Changing or placing a key does not impact currently enrolled students, nor does it impact students who may also be enrolled by an [[Enrolment plugins|enrolment plugin]].
* Guests may (optionally) be required to supply the enrolment key (as specified on the Course Settings page). They will be required to supply the code '''every time''' they enter the course.
* The "No" or "Date range" options in the "Course available" setting effectively disables the enrolment key feature, even if it is set.

==See also==

* [http://www.youtube.com/user/UsingMoodle?feature=mhum#p/u/0/4xzF7xerle0 Group enrolment keys in Moodle 2.0 video]

[[de:Einschreibeschlüssel]]
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[[ja:登録キー]]

Quiz results block

2012-04-25T15:47:45Z

Ichklaus: DE-Link

{{Blocks}}The quiz results block displays the highest and/or lowest grades achieved on a quiz within a course. There must be a [[Quizzes|quiz]] in the course to correctly configure this block.

[[File:Quizresultsexample.png]]

The edit icon link allows the teacher to choose a quiz from a drop down menu which will display the results.

There are other options such as the number of the lowest and highest grades displayed. If both the highest and lowest grades are set to zero then no results will be displayed. To display all grades, set either of these to the number of participants in the course.

Grades can be displayed as percentages, fractions or absolute numbers.

If the quiz supports [[Groups|groups]] you can also show group results instead of students.

[[Category:Quiz]]

[[de:Testergebnisse-Block]]

YouTube block

2012-04-25T15:46:03Z

Ichklaus: DE-Link fixed

{{Blocks}}The Youtube block can only be added to a [[Tags]] page. Once you have edited your Profile or made a Blog entry and provided key words in the interests” portion, these words become tags. From the Tags block you can click any tag to be taken to that word’s Tags page, where you can edit it to add the Youtube block.

[[Image:Youtube block.png|Youtube block.png]]

This block will pull Youtube videos with the same tag words related to the current Tags page. The title is optional. Select the number of videos you would like to display in the block. You can also select the category from which the videos will be pulled in Youtube. In addition, you can specify which specific playlist you would like to pull the videos from by including the playlist id. This id is the alpha-numeric string of numbers at the end of the URL, i.e. http://www.youtube.com/view_play_list?p=A77EAA3A1CFA1CD8 using A77EAA3A1CFA1CD8 as the playlist id.

[[Category:Multimedia]]

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Logged in user block

2012-04-25T15:45:09Z

Ichklaus: DE-Link

{{Blocks}}
The logged in user block displays certain information about the user who is currently logged in to a Moodle course:

[[File:Loggedinuserexample.png]]

The information which is displayed can be selected by the course teacher by clicking on the "configure" icon of the block. A number of dropdown boxes then appear for the teacher to choose which items will appear:

[[File:Loggedinusersettings.png]]

[[de:Persönliches-Profil-Block]]

Network servers block

2012-04-25T15:44:09Z

Ichklaus: DE-Link fixed

{{Blocks}}The Network Servers block allows you to roam to other Moodle (or [[Mahara]]) servers. Works in conjunction with the 'Can roam to other moodles' permission which allows a user to roam to another Moodle site which is part of a Moodle Network. The network feature allows a Moodle administrator to establish a link with another Moodle, and to share some resources with the users of that Moodle.

[[Image:Networkserversexample.png]]

[[Category:MNet]]

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Self completion block

2012-04-25T15:41:39Z

Ichklaus: DE-Link fixed

{{Blocks}}
The self completion block provides a link for students to declare that they have completed the course. This maybe part of the [[Course completion]] requirements.

When a student believes they have completed the course, they click on the "Complete course" link in this block.

[[Image:Selfcompletionblock.png|center|thumb|Self completion block]]

==Using the self completion block==

To allow a student to decide for themselves when they have completed a course, there are two requirements:
* The [[Course completion tracking|completion tracking setting]] must have the "Manual Self Completion" box checked.
* The Self completion block must be added to the course.
The student may then click the "complete course link" in the block.

They are then asked to confirm they have completed the course and the course status will change to "complete" after the next [[Cron]] job.

[[Image:Selfcompletionstatus.png|thumb|center|Student view of status change in Course completion status block before and after cron]]

'':Tip:'' Cron is an important part of the course completion process. It basically re-compiles all the course completion reports.

==See also==

* [[Course completion]]

[[Category:Completion]]

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Adding a new course

2012-04-25T15:38:43Z

Ichklaus: DE-Link

{{Courses}}

By default a regular teacher can't add a new course. To add a new course to Moodle you need to have either [[Administrator|Adminstrator]], [[Course creator|Course Creator]] or [[Manager|Manager]] rights.

==Adding a course==
To add a course:
*Go to ''Settings>Site Administration>Courses>Add/edit courses''

[[File:Addeditcourses.jpg]]

*Choose the category where you want your course to be. For more information see [[Course categories|Course categories]]
*Click the "Add a new course" button
*Enter the [[Course settings|course settings]], then click the "Save changes" button.
*On the next screen, choose your students/teachers to assign to the course.

==Deleting a course(s)==

A regular teacher can't delete a course. Administrators and managers (i.e. users with a role for which the capability [[Capabilities/moodle/course:delete|moodle/course:delete]] is allowed) can deleted courses. A [[Course creator|Course creator]] can delete courses they have created themselves.

To delete a course (as an administrator or manager):
*Go to ''Settings > Site Administration > Courses > Add/edit courses''
*Click the course's category (to drill down the category tree) and find the course you wish to delete. Or use the "Search course" textbox at the bottom of the category list.
*Click the "X" icon to the right of the course's name. to delete it.

You can delete multiple courses by:
*Creating a new (temporary) category. You can name it "To be deleted".
*Select and '''move''' the "About to be deleted" courses to that category ("To be deleted").
*Delete the category ("To be deleted") and choose "Delete ALL - cannot be undone".

There is no user interface for course creators to delete courses they have created, however they can do so by editing the URL of the course from <nowiki>http://yourmoodlesite.net/course/view.php?id=N</nowiki> to <nowiki>http://yourmoodlesite.net/course/delete.php?id=N</nowiki> (replacing 'view' with 'delete').

==Course requests==

*There is a course request feature which can be enabled by the administrator in ''Settings > Site administration > Courses > Course request''.
*The default category for new courses requested can be selected from this screen, and users who will be notified when courses are requested can also be selected here. (These are users with the capability [[Capabilities/moodle/site:approvecourse|moodle/site:approvecourse]].)

[[File:Courserequest.png]]

*A button will then appear on the All courses page for users to request a new course.

By default, all authenticated users can make course requests (after you have enabled it). It is controlled by the capability [[Capabilities/moodle/course:request|moodle/course:request]].

==Bulk Course Create Options==
As of Moodle 2.2, this is not an out of the box feature.

The main Tracker item: http://tracker.moodle.org/browse/MDL-13114

Some forum discussions:
#Import files to batch create courses and users http://moodle.org/mod/forum/discuss.php?d=27333
#Bulk / automated course creation with phpMyAdmin http://moodle.org/mod/forum/discuss.php?d=27333
#Bulk Course Creation in v1.9 http://moodle.org/mod/forum/discuss.php?d=96622
#Bulk Course Upload tool question http://moodle.org/mod/forum/discuss.php?d=91850#p572909
#Bulk Course Upload tool for Moodle 2.0 http://moodle.org/mod/forum/discuss.php?d=91850&parent=744931
#uploaduser.php enhanced to upload also courses http://moodle.org/mod/forum/discuss.php?d=128317

The latest real lead (as of February 2012) is this:

:''Piers Harding added a comment - 26/Sep/11 3:23 AM Hi -
:This may or may not be of any use to people on this thread, but I create a basic course uploader for 2.x modelled on the user uploader, as I needed something for NZ schools - it's available here https://gitorious.org/moodle-tool_uploadcourse/moodle-tool_uploadcourse for the curious.
:Cheers,
:Piers Harding.'' From the tracker thread MDL-13114

Old module/plugin: http://moodle.org/mod/data/view.php?d=13&rid=395

==See also==

*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=83830 Hide Courses from some users or students] forum discussion

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