MoodleDocs - User contributions [en]

Quiz settings

2006-02-16T18:51:36Z

Helen: Reverted edit of Spolsi, changed back to last version by Gustav

{{Quizzes}}

==Creating a Quiz==

Creating a new quiz is a two-step process. In the first step you create the quiz activity and set its options which specify the rules for interacting with the quiz. In a second step you will then [[mod/quiz/edit|edit the quiz]] to add questions to it. This page describes the options you can set for the quiz activity, the page [[mod/quiz/edit|Editing a quiz]] describes how to set up the questions for the quiz.

==Quiz options==
There is a large number of options and your administrator should already have chosen the default values for most of them so that you will not have to modify them for the type of quiz that you use most often. The administrator may also have classified some of the settings as 'advanced' which means that they will be hidden from the setup screen by default. This can help to keep the screen simpler. You can turn on the display of these advanced options by clicking on the '''Show advanced settings''' button. They will then remain visible until you click on '''Hide advanced settings'''.

;Name
This is the standard name field that every activity has. The name will be used for the link text on the course page and also on the [[mod/quiz/index|quiz index screen]].

;Introduction
:Write an introduction for the quiz. Be sure to include any special instructions for taking the quiz like the number of attempts allowed or scoring rules. This introduction will be shown to the student already on the [[mod/quiz/view|quiz introduction screen]] that they reach after clicking on the quiz name on the course page. So they can see this description before they click on the "Attempt quiz" link and thus before the quiz timer is started (if used).

;Open the quiz
:You can specify times when the quiz is accessible for people to make attempts. Before the opening time the quiz will be unavailable to students. They will be able to view the quiz introduction but will not be able to view the questions.

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

: Even after the quiz has closed students will still be able to see the quiz description and review their attempts. What exactly they will see depends on the settings you choose under '''Students may review:'''.

;Time limit
:By default, quizzes do not have a time limit, which allows students as much time as they need to complete the quiz. If you do specify a time limit, several things are done to try and ensure that quizzes are completed within that time:

# Javascript support in the browser becomes mandatory - this allows the timer to work correctly.
# A floating timer window is shown with a countdown
# When the timer has run out, the quiz is submitted automatically with whatever answers have been filled in so far
# If a student manages to cheat and spends more than 60 seconds over the allotted time then the quiz is automatically graded zero

;Questions per page
:For longer quizzes it makes sense to stretch the quiz over several pages by limiting the number of questions per page. When adding questions to the quiz, page breaks will automatically be inserted according to the setting you choose here. However, you will also be able to move page breaks around by hand later on the editing page.

;Shuffle questions
:If you enable this option, then the order of questions in the quiz will be randomly shuffled each time a student starts a new attempt at the quiz. This is not related to the use of Random Questions, this is only about the displayed order of questions. The intention is to make it a little harder for students to copy from each other.

;Shuffle answers
:If you enable this option, then the order of answers within each question will be randomly shuffled each time a student attempts this quiz. Of course, this only applies to questions that have multiple answers displayed, such as Multiple Choice or Matching Questions. The intention is simply to make it a little harder for students to copy from each other. This option is not related to the use of Random Questions.

;Attempts allowed
:Students may be allowed to have multiple attempts at a quiz. This can help make the process of taking the quiz more of an educational activity rather than simply an assessment. If the quiz is randomized then the student will get a new version for each attempt. This is useful for practice purposes.

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

;Grading method
:When multiple attempts are allowed, there are different ways you can use the grades to calculate the student's final grade for the quiz.
* Highest grade - the final grade is the highest (best) grade in any attempt
* Average grade - the final grade is the average (simple mean) grade of all attempts
* First grade - the final grade is the grade earned on the first attempt (other attempts are ignored)
* Last grade - the final grade is the grade earned on the most recent attempt only

;Adaptive mode

:Adaptive questions allow students to have multiple attempts at the question before moving on to the next question. The adaptive question can adapt itself to the student's answer, for example by giving some hints before asking the student to try again. These kinds of questions are new to Moodle and will be described more on the page [[Adaptive questions]].

:If you choose Yes for this option then the student will be allowed multiple responses to a question even within the same attempt at the quiz. So for example if the student's response is marked as incorrect the student will be allowed to try again immediately. However, depending on the '''Apply penalties''' setting, a penalty will usually be subtracted from the students score for each wrong response.

:In adaptive mode an additional Submit button is shown for each question. If the student presses this button then the response to that particular question is submitted to be scored and the mark achieved is displayed to the student. If the question is an adaptive question then it is displayed in its new state that takes the student's answer into account and will in many cases ask the student for another input. In the simplest adaptive questions this new state may differ only in the feedback text and will prompt the student to try again; in a more sophisticated adaptive question also the question text and even the interaction elements can change.

;Apply penalties
:If a quiz is run in adaptive mode then a student is allowed to try again after a wrong response. In this case you may want to impose a penalty for each wrong response to be subtracted from the final mark for the question. The amount of penalty is chosen individually for each question when setting up or editing the question.

:This setting has no effect unless the quiz is run in adaptive mode.

;Decimal points
:This option determines how many digits will be shown after the decimal point when the grade is displayed. A setting of 0 for example means that the grades are displayed as integers. This setting is only used for the display of grades, not for the display or marking of answers.

;Students may review
:This option controls what information students will be shown when they review their past attempts at this quiz at various stages.

:Students may review (see) their own '''Responses''', the '''Scores''' for their responses, the '''Feedback''' from the teacher (if any) or the correct '''Answers'''. For each of these items you can choose whether the student should be able to see them immediately after the attempt, later but while the quiz is still open or after the quiz is closed.

:Currently, the "Answers" shown to students work differently depending on the question type in a particular quiz. If the question type used is 'matching' then students get to see which of their responses are in fact correct answers. If the question type used is 'short answer' then students see their responses plus all correct answers to all questions.

;Show quiz in a "secure" window
:The "secure" window tries to provide a little more security for quizzes (making copying and cheating more difficult) by restricting some of the things that students can do with their browsers.

:What happens is that:

# Javascript is made a requirement.
# The quiz appears in a new fullscreen window.
# Some mouse actions on the text are prevented.
# Some keyboard commands are prevented.

:NOTE: This security is NOT watertight. Do NOT rely on these protections as your sole strategy. It is impossible to implement complete protection of quizzes in a web environment so please do not rely on this option if you are really worried about students cheating. Other strategies you can try are to create really large databases of questions from which you randomly choose questions, or even better, rethink your overall assessment to put more value on constructive forms of activity such as forum discussions, glossary building, wiki writing, workshops, assignments etc.

;Require password

:This field is optional.

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

;Require network address
:This field is optional.

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

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

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

:Spaces are ignored.

;Group mode
:Here you can choose whether the quiz should be organized by group. This only has an effect on the review screens of the teachers where it determines which groups of students they see.

;Visible to students
:Determines whether the quiz will be visible to students. If you are still in the process of setting up the quiz then it is highly advisable to leave this set to 'Hide'. Otherwise students might view or even attempt the quiz before it is tested and ready. This setting is common to all activities and can also be toggled by clicking on the eye icon behind the activity's name on the course page.

[[Category:Teacher|Course/mod/quiz]]
[[Category:Quiz|Course/mod/quiz]]

Security recommendations

2006-02-16T10:54:01Z

Helen: formatting

All web application software is highly complex, and every application has security issues that are found from time to time, usually involving some conbination of input that the programmers did not anticipate. The Moodle project takes security seriously, and is continuously improving Moodle to close such holes as we find them.

==Before all==
*In this article, you will find important security measures for your Moodle installation.
*You should report security problems directly at http://security.moodle.org - because developers might overlook it elsewhere, and they must not be released to general public until they are solved (to prevent attacks).
*You should not post actual exploits in the bugtracker or forums, for exactly the same reasons.

==Simple security measures==
*The best security strategy is a good backup! But you don't have a good backup unless you are able to restore it. Test your restoration procedures!
*Load only software or services you will use
*Perform regular updates
*Model your security after the layers of clothing you wear on a cold winter day

==Basic recommendations==
*Update Moodle regularly on each release
:Published security holes draw crackers attention after release. The older the version, the more vulnerabilities it is likely to contain.
*Disable register globals
:This will help prevent against possible XSS problems in third-party scripts.
*Use strong passwords for admin and teachers
:Choosing "difficult" passwords is a basic security practice to protect against "brute force" cracking of accounts.
*Only give teacher accounts to trusted users. Avoid creating public sandboxes with free teacher accounts on production servers.
:Teacher accounts have much freer permissions and it is easier to create situations where data can be abused or stolen.
*Separate your systems as much as possible
:Another basic security technique is to use different passwords on different systems, use different machines for different services and so on. This will prevent damage being widespread even if one account or one server is compromised.

==Run regular updates==
*Use auto update systems
*Windows Update
*Linux: up2date, yum, apt-get
:Consider automating updates with a script scheduled via cron
*Mac OSX update system
*Stay current with php, apache, and moodle

==Use mailing lists to stay updated==
*CERT - http://www.us-cert.gov/cas/signup.html
*PHP - http://www.php.net/mailing-lists.php - sign up for Announcements list
*MySQL - http://lists.mysql.com - sign up for MySQL Announcements

==Firewalls==
*Security experts recommend a dual firewall
:Differing hardware/software combinations
*Disabling unused services is often as effective as a firewall
:Use netstat -a to review open network ports
*Not a guarantee of protection
*Allow ports
:80, 443(ssl), and 9111 (for chat),
:Remote admin: ssh 22, or rpd 3389

==Be prepared for the worst==
*Have backups ready
*Practice recovery procedures ahead of time
*Use a rootkit detector on a regular basis
**Linux/MacOSX - http://www.chkrootkit.org/
**Windows - http://www.sysinternals.com/Utilities/RootkitRevealer.html

==Moodle security alerts==
*Register your site with Moodle.org
:Registered users receive email alerts
*Security alerts also posted online
*Web - http://security.moodle.org/
*RSS feed - http://security.moodle.org/rss/file.php/1/1/forum/1/rss.xml

==Miscellaneous considerations==
These are all things you might consider that impact your overall security:
*Turn off opentogoogle, esp for K12 sites
*Use SSL, httpslogins=yes
*Disable guest access
*Place enrollment keys on all courses
*Use good passwords
*Use the secure forms setting
*Set the mysql root user password
*Turn off mysql network access

==Most secure/paranoid file permissions==
Assuming you are running this on a sealed server (i.e. no user logins allowed on the machine) and that root takes care of the modifications to both moodle code and moodle config (config.php), then this are the most tight permissions I can think of:

1. moodledata directory and all of its contents (and subdirs, includes sessions):
owner: apache user (apache, httpd, www-data, whatever)
group: apache group (apache, httpd, www-data, whatever)
perms: 700 on directories, 600 on files

2. moodle directory and all of its contents and subdirs (including config.php):
owner: root
group: root
perms: 755 on directories, 644 on files.

If you allow local logins, then 2. should be:
owner: root
group: apache group
perms: 750 on directories, 640 on files

Think of these permissions as the most paranoid ones. You can be secure enough with less tighter permissions, both in moodledata and moodle directories (and subdirectories).

==See also==
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=39404 Guide to Securing your Moodle Server] forum discussion

[[Category:Administrator]]

Moodle in education

2006-02-16T00:15:38Z

Helen: remove styling, link edits

==Activity modules==
*[[Assignments]]
*[[Chats]]
*[[Choices]]
*[[Forums]]
*[[Glossaries]]
*[[Hot Potatoes]]
*[[Lessons]]
*[[Quizzes]]
*[[SCORM]]
*[[Surveys]]
*[[Wikis]]
*[[Workshops]]

==Resources==
*[[mod/resource/index|About resources]]
*[[course/mod/text|Text page]]
*[[course/mod/html|Web page]]
*[[course/mod/file|File or website link]]
*[[course/mod/directory|Directory]]
*[[course/mod/label|Label]]

==Blocks==
*[[Blocks (teacher)|About blocks]]
*[[Activities]]
*[[Administration]]
*[[Calendar]]
*[[Courses]]
*[[Course/Site Description]]
*[[HTML]]
*[[Latest News]]
*[[Messages]]
*[[Online Users]]
*[[People]]
*[[Quiz Results]]
*[[Random Glossary Entry]]
*[[Recent Activity]]
*[[RSS feeds]]
*[[Search Forums]]
*[[Section Links]]
*[[Upcoming Events]]

==Tools==
[[Gradebook]]

== See also ==
*[[Teaching with Moodle]]
*[[Using Moodle book]]
*[[course/view|The course homepage]]
*[[Course sections]]
*[[Formatting options]]
*[[HTML in Moodle]]
*[[Presentations]]
*[[Moodle manuals]]
*[[Adding resources and activities|Adding resources and activities to your course]]
*[[Non-standard modules]]
*[[Non-standard blocks]]
*[[Teaching FAQ]]
*[[Teaching Best Practices (K-12) | Teaching with Moodle - Good Practices (K-12)]]

[[Category:Teacher]]

Category:Disambiguation

2006-02-16T00:01:01Z

Helen: description

Disambiguation is the process of resolving ambiguity - meaning the conflicts that occur when articles about two or more different topics have the same "natural" title.

Workshop activity

2006-02-15T23:56:09Z

Helen: see also

A '''Workshop''' is a peer assessment activity with a huge array of options. It allows participants to assess each other's projects, as well as exemplar projects, in a number of ways. It also coordinates the collection and distribution of these assessments.

== See also ==

*[http://download.moodle.org/docs/using_moodle/ch6_workshops.pdf Using Moodle Chapter 6: Workshops]

[[category:Teacher]]

mod/workshop/index

2006-02-15T23:52:44Z

Helen: mod/workshop/index moved to Workshops: re-naming

#redirect [[Workshops]]

Workshop activity

2006-02-15T23:52:44Z

Helen: mod/workshop/index moved to Workshops

Quiz activity

2006-02-15T23:51:58Z

Helen: see also

{{Quizzes}}

The '''Quiz''' module allows the teacher to design and set quizzes consisting of a variety of question types, among them multiple choice, true-false, and short answer questions. These questions are kept in a categorised database and can be re-used within courses and between courses. Quizzes can allow multiple attempts. Each attempt is automatically marked, and the teacher can choose whether to give feedback and/or show the correct answers. This module includes grading facilities.

Feedback on performance is a critical part of a learning environment and assessment is one of the most important activities in education. As educators, we can’t tell what’s going on inside the heads of students, so we need a way for them to demonstrate what they understand and what they don’t. A well-designed test, even a multiple-choice test, can give you critical information about student performance. If the feedback is rapid enough, it can also be a critical tool for students to gauge their own performance and help them become more successful.

Moodle’s quiz module is one of the most complex pieces of the system. The community has added a large number of options and tools to the quiz engine, making it extremely flexible. You can create quizzes with different question types, randomly generated quizzes from pools of questions, allow students to have repeated attempts at a question or retake quizzes multiple times, and have the computer score it all.

These features open up a number of strategies which usually aren’t practical with paper based testing. It’s hard enough to score one batch of quizzes, and nearly impossible to score it 10 times for each student. When the computer does the work for you, it’s easy to give students a chance to practice taking a test, or to give frequent small quizzes. We explore how to apply these advantages on the page [[Effective quiz practices]].

This is the page where you can see all the quiz activities in the course, organized under four headings:

# '''Topic''' - the number of the block, in which the given quiz appears
# '''Name''' - the name of the quiz
# '''Quiz closes''' - the date after which the quiz will be closed
# '''Attempts''' - if there have been any attempts at the quiz, you will see the text 'View reports for x attempts (y Students)', 'x' being the number of attempts and 'y' the number of students attempting at the quiz. Otherwise, the field will be empty.

== See also ==

*[http://download.moodle.org/docs/using_moodle/ch5_quizzes.pdf Using Moodle Chapter 5: Quizzes]

{{excerpted from Jason Cole}}
[[Category:Teacher]]
[[Category:Quiz]]

mod/quiz/index

2006-02-15T23:49:53Z

Helen: mod/quiz/index moved to Quizzes: re-naming

#redirect [[Quizzes]]

Quiz activity

2006-02-15T23:49:53Z

Helen: mod/quiz/index moved to Quizzes

{{Quizzes}}

== Quizzes ==

The '''Quiz''' module allows the teacher to design and set quizzes consisting of a variety of question types, among them multiple choice, true-false, and short answer questions. These questions are kept in a categorised database and can be re-used within courses and between courses. Quizzes can allow multiple attempts. Each attempt is automatically marked, and the teacher can choose whether to give feedback and/or show the correct answers. This module includes grading facilities.

Feedback on performance is a critical part of a learning environment and assessment is one of the most important activities in education. As educators, we can’t tell what’s going on inside the heads of students, so we need a way for them to demonstrate what they understand and what they don’t. A well-designed test, even a multiple-choice test, can give you critical information about student performance. If the feedback is rapid enough, it can also be a critical tool for students to gauge their own performance and help them become more successful.

Moodle’s quiz module is one of the most complex pieces of the system. The community has added a large number of options and tools to the quiz engine, making it extremely flexible. You can create quizzes with different question types, randomly generated quizzes from pools of questions, allow students to have repeated attempts at a question or retake quizzes multiple times, and have the computer score it all.

These features open up a number of strategies which usually aren’t practical with paper based testing. It’s hard enough to score one batch of quizzes, and nearly impossible to score it 10 times for each student. When the computer does the work for you, it’s easy to give students a chance to practice taking a test, or to give frequent small quizzes. We explore how to apply these advantages on the page [[Effective quiz practices]].

This is the page where you can see all the quiz activities in the course, organized under four headings:

# '''Topic''' - the number of the block, in which the given quiz appears
# '''Name''' - the name of the quiz
# '''Quiz closes''' - the date after which the quiz will be closed
# '''Attempts''' - if there have been any attempts at the quiz, you will see the text 'View reports for x attempts (y Students)', 'x' being the number of attempts and 'y' the number of students attempting at the quiz. Otherwise, the field will be empty.

{{excerpted from Jason Cole}}
[[Category:Teacher]]
[[Category:Quiz]]

Modules

2006-02-15T23:47:58Z

Helen: template edit

Please choose one of the following:

*[[Modules (teacher)]]
*[[Modules (administrator)]]
*[[Activity modules|Modules (developer)]]

{{disambig}}

Scales

2006-02-15T21:05:41Z

Helen: see also

'''Scales''' may be used in Forums, Glossaries (for rating) and Assignments (for grading).

* The interface for creating scales is accessed by clicking the "Scales" link in any course Administration block.
* Scales may be created for individual courses by Teachers with editing rights or Administrators.
* Administrators may create site-wide scales by "promoting" a scale created for a course. To achieve this, add a new scale, then use the move down arrow to move the scale from custom scales to standard scales (i.e. site-wide).

== See also ==

*[http://download.moodle.org/docs/using_moodle/ch12_grades.pdf Using Moodle Chapter 12: Grades and Scales]

{{Course admin}}
[[Category:Administrator]]
[[Category:Teacher]]

Wiki

2006-02-15T20:58:57Z

Helen: see also

A '''Wiki''' enables documents to be authored collectively in a simple markup language using a web browser.

"Wiki wiki" means "super fast" in the Hawaiian language, and it is the speed of creating and updating pages that is one of the defining aspects of wiki technology. Generally, there is no prior review before modifications are accepted, and most wikis are open to the general public or at least to all persons who also have access to the wiki server.

The Moodle wiki module enables participants to work together on web pages to add, expand and change the content. Old versions are never deleted and can be restored.

This module is based on Erfurt Wiki.

== See also ==

*[http://download.moodle.org/docs/using_moodle/ch11_wikis.pdf Using Moodle Chapter 11: Wikis]

[[category:Teacher]]

mod/wiki/index

2006-02-15T20:56:29Z

Helen: mod/wiki/index moved to Wikis: re-naming

#redirect [[Wikis]]

Wiki

2006-02-15T20:56:29Z

Helen: mod/wiki/index moved to Wikis

#redirect [[wikis]]

Wiki

2006-02-15T20:55:44Z

Helen: mod/wiki/index moved to wikis: re-naming

#redirect [[wikis]]

Lesson activity

2006-02-15T20:54:35Z

Helen: see also

{{Lessons}}

A '''lesson''' delivers content in an interesting and flexible way. It consists of a number of pages. Each page normally ends with a question and a number of possible answers. Depending on the student's choice of answer they either progress to the next page or are taken back to a previous page. Navigation through the lesson can be straight forward or complex, depending largely on the structure of the material being presented.

== General information about the lesson and its methodology ==

A lesson is used when it is necessary to tell the students some information about the topic being taught. The topic is broken into small chunks and shown to the student bit by bit. Each part is re-enforced by requiring the students to answer questions. The students proceed through the material only by answering the questions correctly. Wrong answers are "penalised" either by showing the same material again or going even further back in the lesson, even to the beginning of the lesson!

Within the lesson these chunks are called Pages. The length of each page is arbitrary but normally it should not be more than the amount that comfortably fits on a screen.

Each page can have a question at the end, and can lead to any other page. This module can create a series of pages which can be presented in a linear fashion, like a slide show, or in a non-linear, branching manner, or a combination of the two. It can be graded, with questions, or ungraded and used simply as a resource.

There are two basic modes: a flash card mode and a presentation mode.

Lesson includes many features to make cheating more difficult and lesson presentation more interesting through question clustering, password protection, and time limits.

By mixing content with questions, lesson enables you to implement the Practice Principle of eLearning (see Clark and Mayer, 2004), where practice is integrated with instructional material.

===Pages, questions, answers and responses===

A lesson is made up of pages. Normally each page gives some information and then finishes with a question. The question can be easy or hard, depending on the audience. It should be directly related to the material covered in the page.

Attached to each page is a set of answers to the question. Usually there is one correct answer and a small number of wrong answers. This type of question is called a multiple choice question. It's a common type of question and it's the default question type in the Lesson module. The number of answers can vary from page to page. Some pages can have one correct answer and three wrong answers, other pages may ask questions where there are three answers or even two answers (for example true or false, or just yes or no).

There is a limit to the number of answers. This maximum is one of the parameters of the Lesson module, set initially when you add a Lesson. However, this maximum limit is flexible and can be changed at any time. The limit just determines the number of boxes you see when adding or editing pages.

Along with the answers there is a set of responses. Each answer has its own response. Once the student has chosen their answer that response is displayed before the "new" page is displayed. (The word "new" is in quotes because the student may well be shown the same page again if they choose the wrong answer.) The responses are usually short, a simple "That's right" or "That's wrong" might be sufficient. They could, however, explain why the answer which seemed right is actually wrong. But it's probably best not to try and second guess the student too much, always remember KISS (Keep it simple stupid!). In fact, responses can be left blank. The module then shows the student a standard "That's the correct answer" or "That's the wrong answer" type of response.

There may be circumstances when the teacher does not want to end a page with a question and a set of answers. This is allowed, the students are simply shown a Continue link and are shown the next page in the lesson. What exactly is meant by "the next page" is explained below.

===Logical order and navigation order===

The order of the pages of a lesson is usually determined by the material. Mostly the teacher will want to present the material in a way which is most easily understood and which builds in a logical and progressive way. In the Lesson module, this order is called the Logical Order and this is is how the pages are usually shown to the teacher. The teacher sees all the pages on one long screen with the first page at the top.

Once a lesson contains two or more pages the teacher can move existing pages around and add pages to any position within the set. This logical ordering of pages is also the default Navigation Order. The latter is order in which the students see the pages. In the default navigation order, correct answers show the next page (in the Logical order) and incorrect answers show the same page again, that is the student is asked the same question again. This default navigation order is possibly OK for the majority of lessons. However, it is possible to change the "Jump" associated with any answer so that a more complicated path through the lesson can be created.

These jumps can be divided into two types - Relative Jumps and Absolute Jumps. The default navigation using the relative jumps Next Page and Same Page, the destination of the Next Page jump is the next page in the logical order of the lesson. Absolute jumps specify the actual page to show next by specifying of the page's Title. Thus a lesson can have "branches", loops and a non-linear structure.

The teacher can see how a lesson's navigation "works" by using Check Question button at the end of each page or by using the Check Navigation link at the very end of the lesson. The Check button "launches" the lesson at that page. The Check Navigation links starts lesson the lesson at the first page, the way a student would see the lesson initially.

One use of jumps which don't follow the standard pattern is allowing a question to have more than one correct answer. More of that below.

===Answers===

Typically each question within a lesson will have one correct answer and several wrong answers. In the current version of the Lesson module the answers are not flagged as being correct or wrong. Rather correct answers are ones which take the student further forward in the lesson and wrong answers take the student either backwards or they just stand still, showing the same page again. In the last case the student will, if sensible, choose another answer.

The definition of further forward in the lesson or backwards in the lesson follows from the logical ordering of the pages. The teacher sees the lesson as a list of pages from the start of the lesson to its end. If the pages are not in the best order then the teacher can easily move the pages so that an optimum order is achieved.

Thus answers which jump to the Next Page are by this definition correct and answers with jump to the Same Page are wrong. A page which has two answers with both jumps to the Next Page has two correct answers. An answer which jumps to the End of Lesson is again, by definition, correct. The End of lesson is not an actual page, it is a logical position after the last (logical) page. A student completes a lesson by reaching that point.

So, an answer which takes the student to the first page of the lesson is a wrong answer. An answer which skips two pages (in the logical order) is a correct answer. An answer which goes back one page (again in the logical order) is a wrong answer.

When a page is added, the jumps are set, by default, as follows. The jump for the first answer is the Next Page. The jumps for the subsequent answers are set to Same Page. If the jumps are not changed this means that the first answer is correct and the other answers are wrong. Of course, if this is not the required behaviour then the jumps can be changed either before the page is added or they can be easily altered by editing the page.

Given this concept of correct and wrong answers it follows that we can grade a student's performance when they complete a lesson. How this is done is considered below.

===Grading===

Above we introduced the concept of correct answers and wrong answers. This lends itself to the giving students a grade when they have completed a lesson. In order to keep the method of grading reasonably transparent a relatively simple formula is used. It's the number of correct answers divided by the number of pages seen. Remember each page normally ends with a question so the number of pages seen equates with the number of questions asked. So the grade is really the number of correct answers divided by the number of questions asked. This number is then simply scaled by the grade parameter of the lesson.

A lesson is graded when the student reaches the End of Lesson. This point is usually reached by answering the question on the last (logical) page correctly.

The student does not have to go through all of the lesson in one "sitting". If a student goes through some pages and then breaks off, the next time they view the lesson they are asked whether they want to start at the beginning of the lesson or at the point where they left off. The latter point is actually the page they reached with their last correct answer. The previous "attempts" are recorded and the grade for "broken" sessions will include pages seen and questions answered in other sessions.

In a way giving a grade to a lesson is both a blessing and a curse. The main focus of a lesson should be the transfer of knowledge in a reasonably interesting way. Giving a grade may well turn the lesson into a kind of quiz where giving the answers correct is the sole goal. On the other hand, students like to get a perfect "score" and giving grades may well be the carrot needed to get the student to repeat the lesson until they get the magic 100%.

Although lessons do have grades, they should not be considered as assignments which lead to meaningful "marks". They are most useful as Formative Assignments where the grades, although some measure of activity, are not generally counted in the final mark for the course. If lessons are used in a formal way then it is probably best to use their grades in thresholds. For example "You must get an average of at least 80% overall in the eight lessons in this course before you can take the XYZ assignment." Lessons are mainly used to get across chunks of knowledge. Testing that knowledge is something else.

With that in mind, a lesson has a Retake option. That is the subject of the next part.

===Re-takes===

As mentioned earlier a lesson can be used as a formative assignment, imparting some knowledge while at the same time making some demands on the students. It seems natural that students should be allowed to re-visit lessons and because they are given a grade many will want to achieve a good grade. This promotes re-takes.

By default lessons allow re-takes. Each attempt at a lesson is normally recorded and the student can see a record of their performance (by viewing their complete activity page). The teacher when creating a lesson has the option of showing the "final" grade as either the mean of all the attempts or the best of all the attempts. This "final" grade is the one shown on the Grades page and the "Lessons" page. By default the mean of the grades is used.

Once a student has achieved the maximum possible grade in a lesson further attempts are allowed (although there is no benefit to their grade if the best grade is being used). They may well be exploring the various "wrong" paths in the lesson and may well come up with improvements.

In exceptional circumstances the teacher may not wish the students to have more than one attempt at a lesson. A particular lesson may be being used in an exam-like situation. Here the Lesson parameter for re-take is set to No. Once completed the lesson will then not allow students to re-take the lesson. If, however, the lesson is not completed in one "sitting", students are still allowed to restart the lesson at the beginning or at the point where they left off.

===Building lessons===

When creating a lesson the teacher is required to enter the text of the first page and that page's set of answers and responses. Once the first page is in place the teacher has the option of adding more pages or editing that page. When the lesson contains more than one page the teacher has the addition option of moving pages, that is, changing the order of the pages. Thus once the lesson is under construction the teacher can add pages, edit pages, remove pages and move pages.

It is envisioned that a lesson will normally cover a limited topic in possibly five to ten pages. And a course might have possibly a larger number of lessons. The module is not designed to handle lessons which have a large number of pages, such "lessons" should be broken down into more manageable sections. The Lessons link (in the page header) shows all the lessons within a course and provides both teachers and students with a unifying framework.

== The Flash card lesson ==

The Lesson module can be used as a type of Flash Card assignment. The student is shown some information (optional) and a question in basically a random order. There is no set beginning and no set end. Just a set of Cards shown one after another in no particular order.

In the Lesson module the cards are pages. Correct answers jump to the Next Page, wrong answers stay on the same page.

There are two very similar variants of Flash Card behaviour. The option "Show an unseen page" never shows the same page twice (even if the student did not answer the question associated with the Card/Page correctly). The other option is "Show an unanswered page" which shows the student pages that may have appeared before but only if they answered the associated question wrongly.

When using either of these Flash Card lessons the teacher can decide to use either all the Cards/Pages in the lesson or just a (random) sub-set. This is done through the "Number of Pages (Cards) to show" parameter when setting up the lesson.

In fact, this type of lesson is very similar to a random ordered Quiz, the difference is that the questions are shown one page at a time. Further extra text can be included with each question.

== Types of questions available within a lesson ==

===Multiple choice, multiple answer===

There is variant of multiple choice questions called multiple choice multiple answer questions. These require the student to select all the correct answers from the set of answers. The question may or may not tell the student how many correct answers there are. For example "Which of the following were US Presidents?" does not, while "Select the two US presidents from the following list." does. The actual number of correct answers can be from one up to the number of choices. (A multiple choice multiple answer question with one correct answer is different from a multiple choice question as the former allows the student the possibility of choosing more than one answer while the latter does not.)

Again the correct answers are flagged using forward jumps, the wrong answers by same page or backward jumps. When there is more than one correct answer the jumps should all go to the same page, similarly with the wrong answers. If that is not the case a warning is given on the teacher's view of the lesson. The correct response, if required, should be given on the first correct answer and the wrong response, if required, should be on the first wrong answer. Responses on the other answers are ignored (without warning).

e.g. Which of the following are mammals?
- A dog
- An ant
- A buttercup
- A cow

===Short answer===

In a short answer question the student is prompted for a short piece of text. This is checked against one or more answers. Answers can be either correct or wrong. Each answer can optionally have a response. If no response is entered for an answer then the default response "That's the Correct Answer" or "That's the Wrong Answer" is shown to the student. If the text entered does not match any of the answers then the answer is wrong and the student is shown the default wrong response.

By default the comparisons ignore the case of the text. There is an option to make the comparisons case sensitive.

There is a fundamental problem with this type of question. If you ask a question like "Who wrote Elegy written in a Country Churchyard?" as a Short Answer question it's fine for the students who know the answer. But how about those who do not? To avoid those students getting stuck in a loop the Lesson module has a "Maximum number of Attempts" parameter which sets an upper limit on the number of times a student can attempt a question. The default value is 5 times. (This can be reduced to 1 if you wanted students to have only one attempt at each question.)

There is a slight complication here . The "Maximum number of Attempts" mechanism relies on looking at the record of attempts. That is fine for students as their attempts are all recorded. However, when a teacher looks at a lesson their attempts are not recorded. (The attempts are used to calculate grades and as teachers aren't interested in their own grades...) So teachers are not subject to the number of answers limit. But they should know the answers, shouldn't they!

===True / false===

The True/False question is a special case of the multiple choice question.The student is prompted to choose which is the correct option.

===Matching questions===

Matching questions are much more interesting than the last type of question. They can make quite powerful and flexible questions. They consist of a list of names or statements which must be correctly matched against other list of names or statements. For example "Match the Capital with the Country" with the two lists Japan, Canada, Italy and Tokyo, Ottawa, Rome. It is possible to have repeated entries in one of the lists but care should be taken to make the repeats identical. For example "Identify the type of these creatures" with the lists Sparrow, Cow, Ant, Dog and Bird, Animal, Insect, Animal.

When creating this type of question the items for the first list go into the Answer boxes and items for the second list go into the Response boxes. Once created a more sensible labelling scheme is shown. When the student successfully matches the items the jump on the first answer is used. An unsuccessful answer jumps to the page on the second answer. The question does not support custom responses, the student is told how many matches are correct or if all the matches are correct.

===Numerical Question===

This type of question requires a number as the answer. In it's simplest form it requires just one answer to be specified. For example "What is 2 plus 2?" with the answer 4 given a forward jump. However, it is better to specify a range because the internal rounding of numerical values can make single numeric comparisons rather hit or miss. Thus, if the question were "What is 10 divided by 3" it would be necessary to give the answer as Minimum:Maximum, that is two values separated by a colon. Thus if 3.33:3.34 is given as the acceptable range for the answer, then the answers 3.33, 3.333, 3.3333... would all be taken as correct answers. "Wrong" answers would include 3.3 (less than the minimum) and 3.4 (greater than the maximum).

More than one correct answer is allowed and the answers can be either single or pair of values. Note that the order in which the answers are tested is Answer 1, Answer 2... so some care needs to taken if the desired response is to appear. For example the question "When was Larkin born?" could have the single value of 1922, the exact answer, and the pair of values 1920:1929, the 20's, as the less exact answer.The order in which these values should be tested is, obviously, 1922 then 1920:1929. The first answer might have the response "That's exactly right" while the other answer's response might be "That's close, you've got the right decade, it is was actually 1922."

Wrong answers can be given but depending on their actual range, care should be taken to place them after the correct answers. For example in adding the wrong answer 3:4 to the "10 divided by 3" question it needs to come after the correct answer. That is the answers are ordered 3.33:3.34 (the "correct" answer) then 3:4 (the "wrong" answer, but not wildly wrong answer!).

===Essay Questions===

Short essay questions are a new feature in Lesson. These are meant for short, paragraph or two type of essays one often finds on exams. Thus we did not use the html editor, preferring a simple text field. For longer essays, the assignment module is a better choice.

The student simply enters their essay in the box provided.

To grade lesson essay questions, first click on the name of the lesson in your course page. If there are essay questions to be graded, there will be a link saying "Grade essay questions" (see red arrow). Click that link.

This will open a screen showing you how many ungraded essay questions there are. Ungraded essay questions will be in listed in red. Click the link for the essay you wish to grade.

The essay grading screen shows the title of the question, the student's essay response, and a place you can write optional comments and give the essay a score.

Click the Submit grade button to record your score and comments.

Graded questions will be displayed in green.

Repeat the process to finish grading. Click the "Email graded essays" link to email your responses to your students.

== Branches and branch tables ==

If your lesson delivers quite a lot of information, you can divide it into chapters or sections. These sections within a lesson are called branches in Moodle.

Branch tables are simply pages which have a set of links to other pages in the lesson. Typically a lesson may start with a branch table which acts as a Table of Contents. Each link in a branch table has two components, a description and the title of the page to jump to. A branch table effectively divides the lesson into a number of branches (or sections). Each branch can contain a number of pages (probably all related to the same topic).

The end of a branch is usually marked by an End of Branch page. This is a special page which, by default, returns the student back to the preceding branch table. (The "return" jump in an End of Branch page can be changed, if required, by editing the page.)

There can be more than one branch table in a lesson. For example, a lesson might usefully be structured so that specialist points are sub-branches within the main subject branches. (Thus the name used is Branch Table rather than Table of Contents page.)

The number of links shown when setting up or editing a branch table is set by the "Number of Answers/Branches". This parameter can be changed on the fly by simply clicking on the Update the Lesson button at the top of the teacher's page and changing the value.

It is important to give students a means of ending the lesson. This might be done by including an "End Lesson" link in the main branch table. This jumps to the (imaginary) End of Lesson page. Another option is for the last branch in the lesson (here "last" is used in the logical ordering sense) to simply continue to the end of the lesson, that is, it is not terminated by an End of Branch page.

When a lesson includes one or more branch tables and you are not using custom scoring (where you enter a point value for each question) it is advisable to set the "Minimum number of Questions" parameter to some reasonable value. This sets a lower limit on the number of pages seen when the grade is calculated. Without this parameter a student might visit a single branch in the lesson, answer all its questions correctly and leave the lesson with the maximum grade!

Further, when a branch table is present a student has the opportunity of re-visiting the same branch more than once. However, the grade is calculated using the number of unique questions answered. So repeatedly answering the same set of questions does not increase the grade. (In fact, the reverse is true, it lowers the grade as the count of the number of pages seen is used in the denominator when calculating grades does include repeats.) In order to give students a fair idea of their progress in the lesson, they are shown details of how many questions they are answered correctly, number of pages seen, and their current grade on every branch table page. (This is one other thing teachers don't get to see - sorry!)

== See also ==

*[http://download.moodle.org/docs/using_moodle/ch10_lessons.pdf Using Moodle Chapter 10: Lessons]

[[Category:Teacher]]

mod/lesson/index

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#redirect [[Lessons]]

Lesson activity

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mod/chat/index

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Helen: mod/chat/index moved to Chats: re-naming

#redirect [[Chats]]

Chat activity

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{{Chats}}

== Chats ==

The '''Chat''' module allows participants to have a real-time synchronous discussion via the web. This is a useful way to get a different understanding of each other and the topic being discussed – the mode of using a chat room is quite different from the asynchronous forums. The Chat module contains a number of features for managing and reviewing chat discussions.

[[Category:Teacher]]

Forum activity

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Helen: see also link added

{{Forums}}

This activity can be the most important – it is here that most discussion takes place. Forums may be structured in different ways, and can include peer rating of each posting. Generally, forum postings may be edited upto 30 minutes after posting. The postings can be viewed in a variety for formats, and can include attachments. By subscribing to a forum, participants will receive copies of each new posting in their email. A teacher can impose subscription on everyone if they want to.

Forums are divided into two main categories:

# '''General forums''' (found in section 0 of the course)
# '''Learning forums''' (the forums of the specific parts of the course: they are organized and numbered according to the course sections they appear in).

Forums are organised under following headings:

# '''Forum''' (the name of the forum)
# '''Description'''
# '''Discussions''' (the number of discussions started)
# '''Unread posts''' (the number of posts you have not read yet)
# '''Track''' (the 'yes/no' information about your choice whether or not track the unread posts - if your choice is negative, you will find an '-' sign instead of the number of the posts unread)
# '''Subscribed''' (the 'yes/no' information about your choice whether or not get the posts transferred to your mail box)
# '''RSS''' (the 'RSS' (Really Simple Syndication) button - please refer to [[RSS in Forums|RSS in forums]] for additional information

== See also ==

*[http://download.moodle.org/docs/using_moodle/ch4_forums.pdf Using Moodle Chapter 4: Using Forums, Chats and Dialogues]
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=5367 The philosophy underlying "no editing after 30 minutes"] forum discussion

[[Category:Teacher]]
[[Category:Forum]]

mod/forum/index

2006-02-15T20:00:15Z

Helen: mod/forum/index moved to Forums: re-naming

#redirect [[Forums]]

Forum activity

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Helen: mod/forum/index moved to Forums

{{Forums}}
== Forums ==

This activity can be the most important – it is here that most discussion takes place. Forums may be structured in different ways, and can include peer rating of each posting. Generally, forum postings may be edited upto 30 minutes after posting. The postings can be viewed in a variety for formats, and can include attachments. By subscribing to a forum, participants will receive copies of each new posting in their email. A teacher can impose subscription on everyone if they want to.

Forums are divided into two main categories:

# '''General forums''' (found in section 0 of the course)
# '''Learning forums''' (the forums of the specific parts of the course: they are organized and numbered according to the course sections they appear in).

Forums are organized under following headings:

# '''Forum''' (the name of the forum)
# '''Description'''
# '''Discussions''' (the number of discussions started)
# '''Unread posts''' (the number of posts you have not read yet)
# '''Track''' (the 'yes/no' information about your choice whether or not track the unread posts - if your choice is negative, you will find an '-' sign instead of the number of the posts unread)
# '''Subscribed''' (the 'yes/no' information about your choice whether or not get the posts transferred to your mail box)
# '''RSS''' (the 'RSS' (Really Simple Syndication) button - please refer to [[RSS in Forums|RSS in forums]] for additional information

== See also ==

*[http://moodle.org/mod/forum/discuss.php?d=5367 The philosophy underlying "no editing after 30 minutes"] forum discussion

[[Category:Teacher]]
[[Category:Forum]]

Maintenance mode

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Helen: category

[[Category:Administrator]]

Calendar settings

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[[Category:Administrator]]

Users

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[[Category:Administration]]

Template:disambig

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<div class="disambig">''This is a [[Wikipedia:disambiguation|disambiguation]] page: a list of articles associated with the same title. If an [[Special:Whatlinkshere/{{NAMESPACE}}:{{PAGENAME}}|internal link]] referred you to this page, you may wish to change the link to point directly to the intended article.''</div>
<includeonly>
[[Category:Disambiguation]]
</includeonly>

admin/index

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#REDIRECT [[Administrator documentation]]

admin/register

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#redirect [[Registration]]

Moodle registration

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[[Category:Administrator]]

Moodle registration

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[[Category:Administrator]]

admin/

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#REDIRECT [[Administrator documentation]]

course/user

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#redirect [[View activity reports]]

Full report of recent activity

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[[Category:Teacher]]

Full report of recent activity

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Helen: category

[[Category:Teacher]]

mod/forum/user

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Helen: mod/forum/user moved to View forum posts: re-naming

#redirect [[View forum posts]]

user/view

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#redirect [[View profile]]

View profile

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The user profile page gathers together all the known information about a particular user.

If you are a teacher, or looking at your own profile, then you will see some extra tabs allowing you to edit the profile settings, or providing detailed report and logs about the activity of that user.

[[Category:Teacher]]

View profile

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Helen: category

admin/backup

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Helen: admin/backup moved to Backup: re-naming

#redirect [[Backup]]

Automated course backup

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The '''backup''' configuration page enables you to configure automated course backups and their schedule.

Course backups are more expensive in terms of time and CPU usage. The recovery time to have your site running again is longer. Course backups are useful for obtaining "fresh" copies of courses to be re-used or distributed individually, however they should never be used as a primary backup system (unless your hosting doesn't allow the preferred site backups). In order to make scheduled course backups, you have to setup CRON to run periodically. Have a look at [[Installing Moodle#Set_up_cron|Set up cron]] for details.

Site backups, as explained in [[Upgrading_Moodle#Backup_important_data|upgrading Moodle]], are recommended in order to have all data saved with the best confidence and the shorter recovery time.

==See also==

*[[BackupFAQ|Backup FAQ]]

[[Category:Administrator]]

LDAP authentication

2006-02-15T01:12:30Z

Helen: category edits

This document describes how to set up LDAP authentication in Moodle. You can find a [[#Basic Scenario|Basic Scenario]], where everything is simple and straightforward, and that should be enough for most installations. If your installation is a little bigger and you are using multiple LDAP servers, or multiple locations (contexts) for your users in your LDAP tree, then have a look at the [[#Advanced Scenarios|Advanced Scenarios]].

==Basic Scenario==

===Assumptions===

# Your Moodle site is located at '''http://your.moodle.site/'''
# You have configured your PHP installation with the LDAP extension. It is loaded and activated, and it shows when you go to '''http://your.moodle.site/admin/phpinfo.php''' (logged in as user 'admin').
# Your LDAP server has '''192.168.1.100''' as its IP address.
# You are not using LDAP with SSL (also known as LDAPS) in your settings. This might prevent certain operations from working (e.g., you cannot update data if you are using MS Active Directory -- MS-AD from here on --), but should be OK if you just want to authenticate your users.
# You are using a single domain as the source of your authentication data in case you are using MS-AD (more on this in the Appendices).
# You are using a top level distinguished name (DN) of '''dc=my,dc=organization,dc=domain''' as the root of your LDAP tree.
# You have a non-privileged LDAP user account you will use to bind to the LDAP server. This is not necessary with certain LDAP servers, but MS-AD requires this and it won't hurt if you use it even if your LDAP server doesn't need it. Make sure '''this account and its password don't expire''', and make this password as strong as possible. Remember you only need to type this password once, when configuring Moodle, so don't be afraid of making it as hard to guess as possible. Let's say this user account has a DN of '''cn=ldap-user,dc=my,dc=organization,dc=domain''', and password '''hardtoguesspassword'''.
# All of your Moodle users are in an organizational unit (OU) called '''moodleusers''', which is right under you LDAP root. That OU has a DN of '''ou=moodleusers,dc=my,dc=organization,dc=domain'''.
# You '''don't''' want your LDAP users' passwords to be stored in Moodle at all.

===Configuring Moodle authentication===

Log in as an admin user and go to Administration >> Users >> Authentication. In the drop down listbox titled "Choose an authentication method" select "Use an LDAP Server". You will get a page similar to this one:

<br>
::: [[Image:auth_ldap_config_screenshot.jpg]]
<br>

Now, you just have to fill in the values. Let's go step by step.
<br>
<br>

{| border="1" cellspacing="0" cellpadding="5"
! Field name
! Value to fill in
|-
| ldap_host_url
| As the IP of your LDAP server is 192.168.1.100, type "'''ldap://192.168.1.100'''" (without the quotes).
|-
| ldap_version
| Unless you are using a really old LDAP server, '''version 3''' is the one you should choose.
|-
| ldap_preventpassindb
| As you '''don't''' want to store the users's password in Moodle's database, choose '''Yes''' here.
|-
| ldap_bind_dn
| This is the distinguished name of the bind user defined above. Just type "'''cn=ldap-user,dc=my,dc=organization,dc=domain'''" (without the quotes).
|-
| ldap_bind_pw
| This is the bind user password defined above. Type "'''hardtoguesspassword'''" (without the quotes).
|-
| ldap_user_type
| Choose:
* '''Novel Edirectory''' if your LDAP server is running Novell's Edirectory.
* '''posixAccount (rfc2307)''' if your LDAP server is running a RFC-2307 compatible LDAP server (choose this is your server is running OpenLDAP).
* '''posixAccount (rfc2307bis)''' if your LDAP server is running a RFC-2307bis compatible LDAP server.
* '''sambaSamAccount (v.3.0.7)''' if your LDAP server is running with SAMBA's 3.x LDAP schema extension and you want to use it.
* '''MS ActiveDirectory''' if your LDAP server is running Microsoft's Active Directory.
|-
| ldap_contexts
| The DN of the context (container) where all of your Moodle users are found. Type '''ou=moodleusers,dc=my,dc=organization,dc=domain''' here.
|-
| ldap_search_sub
|
|-
| ldap_opt_deref
|
|-
| ldap_user_attribute
|
|-
| ldap_memberattribute
|
|-
| ldap_objectclass
|
|-
| Force change password
|
|-
| Use standard Change Password Page
|
|-
| ldap_expiration
|
|-
| ldap_expiration_warning
|
|-
| ldap_exprireattr
|
|-
| ldap_gracelogins
|
|-
| ldap_graceattr
|
|-
| ldap_create_context
|
|-
| ldap_creators
|
|-
|
|
|-
|
|
|-
|
|
|-
|
|
|-
|
|
|}

==Advanced Scenarios==

===Using multiple LDAP Servers===
===Using multiple user locations (contexts) in your LDAP tree===

==Appendices==

Talk about Global Catalog servers and MS Active Directory.

==See also==

*[http://moodle.org/mod/forum/view.php?id=42 Using Moodle: User authentication] forum

[[Category:Administrator]]
[[Category:Authentication]]

admin/enrol

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#redirect [[Enrolments]]

Enrolment plugins

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Helen: admin/enrol moved to Enrolments

==Enrolments==

There are several methods of managing course '''enrolments''':
:[[enrol/authorize|Authorize.net Credit Card Gateway]]
:External database
:[[admin/uploaduser|Flat file]]
:Internal enrolment (default)
:[[LDAP enrolment|LDAP]]
:[[Paypal]]

'''Unenrolment''' may be controlled by the following:
*The ''longtimenosee'' variable in Administration >> Configuration >> [[admin/config|Variables]], which specifies the time limit for which, if students haven't logged in, they are unenrolled from courses.
*The ''Enrolment duration'' in the [[course/edit|course settings]], which unenrols students after the specified time has elapsed.

==See also==

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

[[Category:Administrator]]
[[Category:Enrolment]]

user/edit

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Helen: user/edit moved to Edit profile: re-naming

#redirect [[Edit profile]]

Edit profile

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Helen: user/edit moved to Edit profile

== Edit profile ==

;First name, surname
:The first two fields are quite self-explanatory. The first and last names that you supply should be those that you wish to be known by on the course. They will be used by the tutors to identify you when grading work and responding in forums and other activities.

;Email address
:The email address should be the address you wish to use to receive acknowledgements and messages from the system, and is also the address that is displayed to your tutors and other users of the moodle site, assuming that you have set the "Email display" option to allow other participants in your course to see your address, so it should be a mail address that you check regularly. Other email display options are to hide your mail address from all users, or to make it available to all users on the moodle system, not just members of the courses you are enrolled in.

;Email display
:This controls the visibility of the address to others, allowing you to show or hide your email in the class. There are three options: you can set it so that all users (including guests) could see your email, or so that only other students in the class could see your email address, or so that no one could see your email address at all.

;Email activated
:You can either enable or disable emails being sent to your address.

;Email format
:For the messages to come into your mailbox, you can choose between "Pretty HTML format" (which means that the messages will be formatted with different fonts and colours to make them easier to read) and "Plain text format" (plain text with no fancy formatting or colours).

;Email digest type
:This setting allows you to choose how you want to receive any emails you get from forums. There are three possible choices: No digest, complete or subjects.

;Forum auto-subscribe
:This setting lets you decide if you want email copies of posts that are added to forums. If you set this to subscribe, the system will email you copies of new posts in forums that you join.

;Forum tracking
:Enabling forum tracking means highlighting the posts you have not read yet, which should improve your forum navigation.

;When editing text
:This can usually be left on "Use HTML editor (some browsers only)". This allows for text formatting options, but requires newer browsers. If you find your browser is not letting you edit text, change this setting to "Use standard web forms".

;City/town; country
:These fields are used to further identify you by geographical location.

;Timezone
:This field is used to convert time-related messages on the system (such as assignment deadlines) from the server local time to the correct time in whichever zone you have selected.

;Preferred language and theme
:The E-learning server can display in several different languages and colour themes, which you can choose from in these two options.

;Description
:In this field you can enter some text about yourself, be it information about your studies, hobbies, qualifications or anything else that does not break the acceptable use policy of this site. This text will be visible to anyone that views your profile.

{{Course admin}}
[[Category:Teacher]]

course/edit

2006-02-15T00:34:08Z

Helen: course/edit moved to Settings: re-naming

#redirect [[Settings]]

Course settings

2006-02-15T00:34:08Z

Helen: course/edit moved to Settings

{{Help files}}

==Category==

Your Moodle administrator may have set up several course categories.

For example, "Science", "Humanities", "Public Health" etc

Choose the one most applicable for your course. This choice will affect where your course is displayed on the course listing and may make it easier for students to find your course.

==Full name==

The full name of the course is displayed at the top of the screen and in the course listings.

==Short name==

Many institutions have a shorthand way of referring to a course, such as BP102 or COMMS. Even you don't already have such a name for your course, make one up here. It will be used in several places where the long name isn't appropriate (such us in the subject line of email).

==ID number==

The ID number of a course is only used when matching this course against external systems - it is never displayed within Moodle. If you have an official code name for this course then use it here ... otherwise you can leave it blank.

==Summary==

The summary of the course is displayed in the course listings.

==Format==

A Moodle course may use one of the following three formats:

'''Weekly format'''

The course is organised week by week, with a clear start date and a finish date. Each week consists of activities. Some of them, like journals, may have "open windows" of, say, two weeks after which they become unavailable.

'''Topics format'''

Very similar to the weekly format, except that each "week" is called a topic. A "topic" is not restricted to any time limit. You don't need to specify any dates.

'''Social format'''

This format is oriented around one main forum, the Social forum, which appears listed on the main page. It is useful for situations that are more freeform. They may not even be courses. For example, it could be used as a departmental notice board.

==Course start date==

This is where you specify the starting time of the course (in your own timezone).

If you are using a 'weekly' course format, this will affect the display of the weeks. The first week will start on the date you set here.

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

However, one place this setting will be affect is the display of logs, which use this date as the earliest possible date you can display.

In general, if your course does have a real starting date then it makes sense to set this date to that, no matter what course formats you are using.

==Enrolment duration==

This setting specifies the number of days a student can be enrolled in this course (starting from the moment they enroll).

If this is set, then students are automatically unenrolled after the specified time has elapsed. This is most useful for rolling courses without a specific start or end time.

If you don't set this then the student will remain in this course until they are manually unenrolled or the clean-up function to remove defunct students takes effect.

If you have selected to manage this course as a meta course, your enrolment period will not be used.

==Number of weeks/topics==

This setting is only used by the 'weekly' and 'topics' course formats.

In the 'weekly' format, it specifies the number of weeks that the course will run for, starting from the course starting date.

In the 'topics' format, it specifies the number of topics in the course.

Both of these translate to the number of "boxes" down the middle of the course page.

==Group mode==

Here you can define the group mode at the course level. This will be the default group mode for all activities defined within that course. (Learn more about [[working with groups]])

==Force==

If the group mode is "forced" at a course-level, then this particular group mode will be applied to every activity in that course. Individual group settings in each activity are then ignored.

This is useful when, for example, one wants to set up a course for a number of completely separate cohorts.

==Availability==

This option allows you to "hide" your course completely. It will not appear on any course listings, except to teachers of the course and administrators. Even if students try to access the course URL directly, they will not be allowed to enter.

==Enrolment key==

A course enrolment key enables access to courses to be restricted to those who know the key.

If left blank, then anyone who has created a Moodle username on the site will be able to enrol in the course.

If a key is specified, then students who are trying to enter will be asked to supply the key. Once enrolled, Students are not required to enter an enrollment key to gain access.

The idea is that Teachers supply the key to authorised people using another means like private email, snail mail, on the phone or even verbally in a face to face class.

If this password "gets out" and you have unwanted people enrolling, you can unenrol them (see their user profile page) and change this key. Any legitimate students who have already enrolled will not be affected, but the unwanted people won't be able to get back in.

==Guest access==

You have the choice of allowing "guests" into your course.

People can log in as guests using the "Login as a guest" button on the login screen.

Guests ALWAYS have "read-only" access - meaning they can't leave any posts or otherwise mess up the course for real students.

This can be handy when you want to let a colleague in to look around at your work, or to let students see a course before they have decided to enrol.

Note that you have a choice between two types of guest access: with the enrolment key or without. If you choose to allow guests who have the key, then the guest will need to provide the current enrolment key EVERY TIME they log in (unlike students who only need to do it once). This lets you restrict your guests. If you choose to allow guests without a key, then anyone can get straight into your course.

==Cost==

Course cost. This will be shown if you have selected another enrolment method except internal.

==Hidden sections==

This option allows you to decide how the hidden sections in your course are displayed to students.

By default, a small area is shown (in collapsed form, usually gray) to indicate where the hidden section is, though they still can not actually see the hidden activities and texts. This is particularly useful in the Weekly format, so that non-class weeks are clear.

If you choose, these can be completely hidden, so that students don't even know sections of the course are hidden.

==News items to show==

A special forum called "News" appears in the "weekly" and "topics" course formats. It's a good place to post notices for all students to see. (By default, all students are subscribed to this forum, and will receive your notices by email.)

This setting determines how many recent items appear on your course home page, in a news box down the right-hand side.

If you set it to "0 news items" then the news box won't even appear.

==Show grades==

Many of the activities allow grades to be set.

By default, the results of all grades within the course can be seen in the Grades page, available from the main course page.

If a teacher is not interested in using grades in a course, or just wants to hide grades from students, then they can disable the display of grades in the Course Settings. This does not prevent individual activities from using or setting grades, it just disables the results being displayed to students.

==Show activity reports==

Activity reports are available for each participant that show their activity in the current course. As well as listings of their contributions, these reports include detailed access logs.

Teachers always have access to these reports, using the button visible on each persons's profile page.

Student access to their own reports is controlled by the teacher via a course setting. For some courses these reports can be a useful tool for a student to reflect on their involvement and appearance within the online environment, but for some courses this may not be necessary.

Another reason for turning it off is that the report can place a bit of load on the server while being generated. For large or long classes it may be more efficient to keep it off.

==Maximum upload size==

This setting defines the largest size of file that can be uploaded by students in this course, limited by the site wide setting created by the administrator.

It is possible to further restrict this size through settings within each activity module.

==Your word for Teacher/Teachers/Student/Students==

You can change the words for teacher and student for a particular course.

==Force language==

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

==Is this a meta course?==

[[Metacourses]] are courses which take their enrolments from courses i.e. for every course 'enrolled' on the metacourse, all students in the course are enrolled in the metacourse.

{{Course admin}}
[[Category:Teacher|Course/edit]]

course/scales

2006-02-15T00:32:48Z

Helen: course/scales moved to Scales: re-naming

#redirect [[Scales]]