https://docs.moodle.org/34/en/api.php?action=feedcontributions&user=Dougiamas&feedformat=atomMoodleDocs - User contributions [en]2020-01-28T10:59:39ZUser contributionsMediaWiki 1.27.4https://docs.moodle.org/34/en/index.php?title=OAuth_2_services&diff=128499OAuth 2 services2017-08-09T06:16:11Z<p>Dougiamas: /* How do I get a client ID and secret? */</p>
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<div>{{Server settings}}{{New features}}<br />
==OAuth2 services==<br />
<br />
* Moodle 3.3 adds support for OAuth 2 services, which can be used by any plugin to provide authenticated access to external services either as the current user, or using a system account.<br />
* OAuth 2 services are used for example, to provide a "Log in using Google/Microsoft/Facebook" feature on the login page, and then to share that authenticated session with repositories like [[Google Drive repository|Google Drive]] and [[OneDrive repository|OneDrive]] without having to re-authenticate.<br />
* OAuth 2 services can be used by plugins even if they do not use them on the login page, and it's possible to login to multiple services at the same time.<br />
<br />
== Login ==<br />
<br />
See [[OAuth 2 authentication]] for details of how to enable the feature.<br />
<br />
== Open ID Connect ==<br />
<br />
Open ID Connect is a standard for OAuth 2 login services that makes it easier to setup a working login system. If the service you are setting up is Open ID Connect compliant, you will only have to enter the base url for the service, and Moodle will discover all the other information required by requesting the "discovery document" which is expected to exist at <issuer base url>/.well-known/openid-configuration. <br />
<br />
== How do I get a client ID and secret? ==<br />
<br />
The client ID and secret are created outside of Moodle when setting up the OAuth provider. Instructions for prominent OAuth 2 providers are linked here.<br />
<br />
* [[OAuth 2 Google service]]<br />
* [[OAuth 2 Microsoft service]]<br />
* [[OAuth 2 Facebook service]]<br />
* [[OAuth 2 LinkedIn service]]<br />
* [[OAuth 2 Twitter service]]<br />
<br />
==Connecting a system account==<br />
<br />
* A system account may be connected to provide advanced functionality, such as access controlled links from the [[Google Drive repository]] or [[OneDrive repository]].<br />
* The system account should be a dedicated account for this purpose only.<br />
* A system account is not needed for login functionality.<br />
<br />
==See also==<br />
<br />
* [[:Category:OAuth 2]]<br />
<br />
[[Category:OAuth 2]]<br />
<br />
[[es:Servicios OAuth 2]]<br />
[[de:OAuth2 Services]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=OAuth_2_Twitter_service&diff=128498OAuth 2 Twitter service2017-08-09T06:15:44Z<p>Dougiamas: Created page with "Instructions needed .... if you work it out please add them."</p>
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<div>Instructions needed .... if you work it out please add them.</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Oracle&diff=127365Oracle2017-04-06T10:23:39Z<p>Dougiamas: </p>
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<div>{{Installing Moodle}}<br />
<br />
Moodle will technically work on Oracle, as it's supported by our database framework and it passes our basic unit testing. Some very large institutions use it successfully.<br />
<br />
However, we do not recommend it for any new installations because it is generally slow, and hardly any core Moodle developers use it for development. Oracle support relies 100% on volunteer fixes.<br />
<br />
Unless you are being forced somehow to use Oracle, we recommend Postgres or MariaDB for new Moodle installations.<br />
<br />
== See also ==<br />
<br />
* [[Installing Oracle for PHP]]<br />
* http://www.oracle.com/us/products/database/index.html<br />
<br />
[[Category:DB]]<br />
[[Category:SQL databases]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Oracle&diff=127363Oracle2017-04-06T09:06:07Z<p>Dougiamas: </p>
<hr />
<div>{{Installing Moodle}}<br />
<br />
Moodle will technically work on Oracle, as it's supported by our database framework and it passes our basic unit testing.<br />
<br />
However, we do not recommend it for any new installations because it is generally slow, and hardly any Moodle developers use it for development.<br />
<br />
Unless you are being forced somehow to use Oracle, we recommend Postgres or MariaDB for new Moodle installations.<br />
<br />
== See also ==<br />
<br />
* [[Installing Oracle for PHP]]<br />
* http://www.oracle.com/us/products/database/index.html<br />
<br />
[[Category:DB]]<br />
[[Category:SQL databases]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=File:logocompactexample1.jpg&diff=126077File:logocompactexample1.jpg2016-11-24T10:10:04Z<p>Dougiamas: </p>
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<div></div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=File:logoexample1.jpg&diff=126075File:logoexample1.jpg2016-11-24T10:08:10Z<p>Dougiamas: </p>
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<div></div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Logos&diff=126074Logos2016-11-24T10:07:37Z<p>Dougiamas: Created page with "The settings on this page define two variants of a logo to be used as part of the interface for your site. These settings were only added in Moodle 3.2 and were intended to a..."</p>
<hr />
<div>The settings on this page define two variants of a logo to be used as part of the interface for your site.<br />
<br />
These settings were only added in Moodle 3.2 and were intended to allow a basic branding of the site to be independent of the theme used, so that multiple themes could be used or tried without having to set the logo again in each one.<br />
<br />
==Settings===<br />
<br />
===logo===<br />
<br />
A full logo to be used as decoration by some themes (such as core themes). This image can be quite high resolution because it will be scaled down for use (and cached for performance). Logos that are wider than they are high usually give better results. Formats accepted: PNG and JPG.<br />
<br />
====Examples====<br />
[[File:logoexample1.jpg]]<br />
<br />
===logocompact===<br />
<br />
A compact version of the same logo as above, such as an emblem, shield or icon. The image should be clear even at small sizes. Formats accepted: PNG and JPG.<br />
<br />
====Examples====<br />
[[File:logocompactexample1.jpg]]<br />
<br />
==How they are used in themes==<br />
<br />
===Clean and More===<br />
<br />
===Boost===<br />
<br />
<br />
==Tips for getting good results==</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=About_Moodle&diff=125192About Moodle2016-09-05T04:25:53Z<p>Dougiamas: /* Proven and trusted worldwide */</p>
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<div>{{Main page}}<br />
<br />
Moodle is a learning platform designed to provide educators, administrators and learners with a '''single robust, secure and integrated system''' to create personalised learning environments. You can [http://download.moodle.org/ download the software] onto your own web server or ask one of our knowledgeable [http://moodle.com/partners/ Moodle Partners] to assist you.<br />
<br />
Moodle is built by the Moodle project which is led and coordinated by [http://moodle.com/hq Moodle HQ], an Australian company of 30 developers which is financially supported by a network of over [http://moodle.com/partners 60 Moodle Partner service companies] worldwide. <br />
<br />
<br />
==Built for learning, globally==<br />
<br />
===Proven and trusted worldwide===<br />
Powering [https://moodle.org/stats/ tens of thousands of learning environments globally], Moodle is trusted by institutions and organisations large and small, including Shell, London School of Economics, State University of New York, Microsoft and the Open University. Moodle’s worldwide numbers of more than [https://moodle.net/stats/ 90 million users] across both academic and enterprise level usage makes it the world’s most widely used learning platform.<br />
<br />
===Designed to support both teaching and learning===<br />
With over 10 years of development guided by [[Philosophy|social constructionist pedagogy]], Moodle delivers a powerful set of learner-centric tools and collaborative learning environments that empower both teaching and learning.<br />
<br />
===Easy to use===<br />
A simple interface, drag-and-drop features, and [[Main page|well-documented resources]] along with ongoing usability improvements make Moodle easy to learn and use. <br />
<br />
===Free with no licensing fees===<br />
Moodle is provided freely as [http://opensource.org/docs/osd Open Source] software, under the [[:dev:License|GNU General Public License]]. Anyone can adapt, extend or modify Moodle for both commercial and non-commercial projects without any licensing fees and benefit from the cost-efficiencies, flexibility and other advantages of using Moodle.<br />
<br />
===Always up-to-date===<br />
The Moodle project’s open-source approach means that Moodle is continually being reviewed and improved on to suit the current and evolving needs of its users. <br />
<br />
===Moodle in your language===<br />
Moodle’s [[Language|multilingual]] capabilities ensure there are no linguistic limitations to learning online. The Moodle community has begun [[:dev:Translation|translating]] Moodle into more than 120 languages (and counting) so users can easily localise their Moodle site, along with plenty of resources, support and [https://moodle.org/course/ community discussions] available in various languages.<br />
<br />
==All-in-one learning platform==<br />
Moodle provides the most flexible tool-set to support both blended learning and 100% online courses. Configure Moodle by [[Advanced features|enabling or disabling core features]], and easily integrate everything needed for a course using its complete range of built-in features, including external collaborative tools such as [[Forum|forums]], [[Wiki|wikis]], [[Chat|chats]] and [[Blog|blogs]].<br />
<br />
==Highly flexible and fully customisable==<br />
Because it is open-source, Moodle can be customised in any way and tailored to individual needs. Its modular set up and interoperable design allows developers to [[:dev:Plugins|create plugins]] and integrate external applications to achieve specific functionalities. Extend what Moodle does by using freely available [https://moodle.org/plugins/ plugins and add-ons] - the possibilities are endless!<br />
<br />
==Scalable to any size==<br />
From a few students to millions of users, Moodle can be scaled to support the needs of both small classes and large organisations. Because of its flexibility and scalability, Moodle has been adapted for use across education, business, non-profit, government, and community contexts.<br />
<br />
==Robust, secure and private==<br />
Committed to safeguarding data [[Security|security]] and [[Privacy|user privacy]], [https://moodle.org/security/ security controls are constantly being updated] and implemented in Moodle development processes and software to protect against unauthorised access, data loss and misuse. Moodle can be easily deployed on a private secure cloud or server for complete control.<br />
<br />
==Use any time, anywhere, on any device==<br />
Moodle is web-based and so can be accessed from anywhere in the world. With a default mobile-compatible (soon to be responsive) interface and cross-browser compatibility, content on the Moodle platform is easily accessible and consistent across different web browsers and devices. <br />
<br />
==Extensive resources available==<br />
Access extensive [https://docs.moodle.org/overview/ Moodle documentation] and [https://moodle.org/course/ user forums] in multiple languages, free [http://moodle.net/ content and courses] shared by Moodle users across the world, as well as hundreds of [https://moodle.org/plugins/ plugins] contributed by a large global community.<br />
<br />
==Backed by a strong community==<br />
The Moodle project is well-supported by an active [https://moodle.org/dev/ international community], a [https://moodle.com/hq/ team of dedicated full-time developers] and a network of certified [https://moodle.com/partners/ Moodle Partners]. Driven by open collaboration and great community support, the project continues to achieve rapid bug fixes and improvements, with [[:dev:Releases|major new releases]] every six months. Come [http://moodle.org/community/ moodle with us] in our community forums!<br />
<br />
<div class="content"><br />
*[[Features]]<br />
*[[New features|New features in 3.1]]<br />
*[[Philosophy]]<br />
*[[Pedagogy]]<br />
*[[Standards]]<br />
*[[History]]<br />
*[[Usage]]<br />
*[[Moodle site - basic structure]]<br />
*[[Moodle key terms]]<br />
*[[About Moodle FAQ]]<br />
</div><br />
<br />
==See also==<br />
<br />
* [[:dev:Future|The future of Moodle]] (in the developer documentation)<br />
<br />
[[Category:About Moodle]]<br />
<br />
[[es:Acerca de Moodle]]<br />
[[eu:Moodle-ri buruz]]<br />
[[fr:À propos de Moodle]]<br />
[[de:Was ist Moodle?]]<br />
[[ja:Moodleとは]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=admin/setting/theme_school&diff=123993admin/setting/theme school2016-06-01T06:41:33Z<p>Dougiamas: Created page with "Tips: * If you are trying to add a video into the slider, make sure you include the full embed HTML code from a video site."</p>
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<div>Tips:<br />
<br />
* If you are trying to add a video into the slider, make sure you include the full embed HTML code from a video site.</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Upgrading&diff=123744Upgrading2016-05-23T10:28:37Z<p>Dougiamas: /* Check the requirements */</p>
<hr />
<div>{{Installing Moodle}} <br />
''This page explains in detail how to upgrade Moodle. For a summary of the process, see [[Upgrade overview]].''<br />
<br />
==Check the requirements==<br />
<br />
Check that your server meets all requirements for 3.1 in ''Administration > Site administration > Server > [[Environment]]''. Please note that if you use MySQL you must upgrade the engine to InnoDB since it has become a requirement in Moodle 3.1. See [[Migration from MyISAM to InnoDB]].<br />
<br />
Note 1: The Assignment module can now convert various office document formats to PDF to work with PDF annotations. This is optional - but it requires "unoconv" to be installed and configured on the server. See [https://docs.moodle.org/34/en/mod/assign/feedback/editpdf/testunoconv Unoconv installation].<br />
<br />
Note 2: You can only upgrade to Moodle 3.1 from Moodle 2.7 or later. If upgrading from earlier versions, you must [https://docs.moodle.org/27/en/Upgrading_to_Moodle_2.7 upgrade to 2.7] as a first step.<br />
<br />
==Before upgrading==<br />
<br />
'''We advise that you test the upgrade first on a COPY of your production site, to make sure it works as you expect.'''<br />
<br />
Consider setting the [[Upgrade key|upgrade key]] for your site.<br />
<br />
== Backup important data ==<br />
<br />
There are three areas that should be backed up before any upgrade:<br />
#Moodle software (For example, everything in server/htdocs/moodle)<br />
#Moodle uploaded files (For example, server/moodledata)<br />
#Moodle database (For example, your Postgres or MySQL database dump)<br />
<br />
See [[Site backup]] for more specific information.<br />
<br />
== Check for plugin updates ==<br />
<br />
If you have [[Automatic updates deployment]] enabled, you will be able to update installed plugins automatically during the upgrade. Just make sure you check for available updates (via the button for it) at the Plugins check screen.<br />
<br />
If you are updating plugins manually, it is a good moment now to check in the [http://moodle.org/plugins Moodle Plugins directory] whether there is a 3.1 version available for any plugins (including themes) that you have previously installed on your site. If so, download the plugin package. In the next step, you will copy it to the appropriate location in your Moodle code (see [[Installing plugins]]).<br />
<br />
The upgrade of the plugin will then happen as part of the Moodle upgrade process.<br />
<br />
If an out-of-date plugin causes your upgrade to fail, you can usually delete the plugin code rather than uninstalling it from within Moodle so that the data associated with it is not deleted.<br />
<br />
==Put your site into maintenance mode==<br />
Before you begin upgrading your site, you should put it into [[Maintenance_mode | maintenance mode]] to stop any non-admin users from logging in. Then you should wait for any currently running cron processes to complete before proceeding.<br />
<br />
== Install the new Moodle software ==<br />
You can fetch the current (3.1) version of the software through <br />
<br />
wget http://sourceforge.net/projects/moodle/files/Moodle/stable31/moodle-latest-31.tgz<br />
<br />
=== Standard install package ===<br />
<br />
# Move your old Moodle software program files to another location. ''Do NOT copy new files over the old files.''<br />
# Unzip or unpack the upgrade file so that all the new Moodle software program files are in the location the old files used to be in on the server. Moodle will adjust SQL and moodledata if it needs to in the upgrade.<br />
# Copy your old [[Configuration file|config.php file]] back to the new Moodle directory. <br />
# As mentioned above, if you had installed any plugins on your site you should add them to the new code tree (Moodle directory structure) now. It is important to check that you get the correct version for your new version of Moodle. Be particularly careful that you do not overwrite any code in the new version of Moodle and that you place the plugin folders in the correct directory (the same directory that they are in in the current installation.)<br />
# Your moodledata folder should be located separately to your Moodle code folder and, as such, should not need anything done to it. Moodle 3.0 will throw a warning if it is located in a web accessible folder and the moodledata should never be located in the Moodle code folder. If you are moving your installation to a new server or new location on your server, then you will need to follow the Migration documents.<br />
<br />
====Linux====<br />
mv moodle moodle.backup<br />
tar xvzf moodle-3.1.tgz<br />
<br />
Next, copy across your config.php, any custom plugins, and your .htaccess file if you created one ('''check that custom plugins are the correct version for your new Moodle first'''):<br />
<br />
cp moodle.backup/config.php moodle<br />
cp -pr moodle.backup/theme/mytheme moodle/theme/mytheme<br />
cp -pr moodle.backup/mod/mymod moodle/mod/mymod<br />
<br />
Don't forget to make moodle/config.php (and the rest of the source code) readable by your www server. Ideally the files should not be writeable by your server.<br />
<br />
chown -R www-data:www-data moodle (Linux debian - change to appropriate user and group for your OS version)<br />
chmod -R 755 moodle<br />
<br />
If you use cron, take care that cron.php is executeable and uses the correct php command: <br />
chmod 740 admin/cli/cron.php (some configurations need chmod 750 or chmod 755)<br />
copy the first line from cron.php (if it looks like '#!/usr/local/bin/php' or '#!/usr/local/bin/php5.3', no need to copy '<?php') <br />
if necessary. However, for a simple upgrade, there should be no need to change anything with cron.<br />
<br />
=== Using Git ===<br />
<br />
You can use Git for updating or upgrading your Moodle. See [[Git for Administrators]] for details.<br />
<br />
===Command line upgrade===<br />
<br />
On Linux servers, Moodle 3.1 supports running the [[CLI|upgrade from the command line]], rather than through a web browser. This is likely to be more reliable, particularly for large sites.<br />
<br />
== Finishing the upgrade ==<br />
<br />
The last step is to trigger the upgrade processes within Moodle. <br />
<br />
If you put your site into Maintenance mode earlier; take it out now!<br />
<br />
To do this just go to ''Administration > Site administration > Notifications''.<br />
<br />
Moodle will automatically detect the new version and perform all the SQL database or file system upgrades that are necessary. If there is anything it can't do itself (very rare) then you will see messages telling you what you need to do.<br />
<br />
Assuming all goes well (no error messages) then you can start using your new version of Moodle and enjoy the new features!<br />
<br />
Note: If you are running multiple servers then you should purge all caches manually (via ''Administration > Site administration > Development > Purge all caches'') after completing the upgrade on all servers.<br />
<br />
===Fatal error: Maximum execution time of 30 seconds exceeded...===<br />
<br />
If your server uses a main language other than English, you may encounter a 'Fatal error: Maximum execution time of 30 seconds exceeded' when you try to upgrade it. You can increase max_execution_time = 160 on php.ini to allow the scripts enough time to process the language update. Otherwise, you can switch to English as the default language before doing the upgrade and back to your original language after a succcessful upgrade. See the forum discussion at https://moodle.org/mod/forum/discuss.php?d=119598.<br />
<br />
==After upgrading==<br />
<br />
The config.php file from your installation should work fine but if you take a look at config-dist.php that came with Moodle 3.0 there are more/different options available (e.g. database drivers and settings). It's a good idea to map your old config.php settings to a new one based on the 3.0 config-dist.php.<br />
<br />
===Cron===<br />
<br />
Cron has received a major update (MDL-25499) and now has support for both scheduled and ad hoc tasks.<br />
<br />
The benefits of these changes are:<br />
* The schedule for every task can be configured by the admin<br />
* Tasks can run in parallel<br />
* Cron processes use locking to prevent the same task running at the same time by different processes<br />
* Clusters with multiple identical application nodes are supported, you can run cron on all of them<br />
<br />
A result of this is that cron can be run much more often, which means (for example) forum posts can be sent out sooner. To take advantage of the new cron system it is now strongly recommended that administrators increase the frequency that cron is run to at least ''once per minute''.<br />
<br />
You also may need to modify any automated scripts you have that are parsing the output from cron. It is no longer possible to simply monitor the output of cron for the string "Cron script completed correctly" (if that is what you were doing). An alternative is to monitor the output for the string "task failed:". If you detect that a task is failing, [[Cron#Debugging_Scheduled_Tasks|here]] are some tips for debugging the failure. <br />
<br />
Before the upgrade to 3.1, there may have been a cron task that was failing, which was preventing the rest of cron from being executed. A failure in any single task will no longer prevent the rest of the Moodle cron tasks from executing, so you may uncover previously masked bugs. It is a good idea to closely monitor the output from cron after the upgrade to 3.1.<br />
<br />
===Assignments===<br />
<br />
The old assignment (2.2) module has been removed from core and has been replaced by a stub to support transparently remapping URLs and restoring course backups from the old module to the new one. <br />
<br />
If you are still using the old assignment (2.2) module, after upgrading to Moodle 3.0 all assignment (2.2) activities will be hidden. You need to run the [[Assignment upgrade tool]] to un-hide the activities.<br />
<br />
If you really, really need to keep using the old assignment (2.2) module, you should update the code to Moodle 3.0, and then replace the "mod/assignment" folder with the one from https://github.com/moodlehq/moodle-mod_assignment/releases before completing the upgrade.<br />
<br />
==Possible issues that may affect you in Moodle 3.1==<br />
<br />
The Assignment module can now convert various office document formats to PDF to work with PDF annotations. This is optional - but it requires "unoconv" to be installed and configured on the server. See [https://docs.moodle.org/34/en/mod/assign/feedback/editpdf/testunoconv Unoconv installation].<br />
<br />
Please note that PHP 5.6 has an upstream bug resulting in some functionality involving AJAX requests to fail on some platforms. It does not affect PHP 5.5 or 7. You need to add '''always_populate_raw_post_data=-1''' to your php.ini. Please refer to [[PHP#HTTP_RAW_POST_DATA_errors|documentation]].<br />
<br />
===PHP extension xmlreader requirement===<br />
As listed on the Environment page, the PHP extension xmlreader is required (in 3.1 onwards) in order for the downloading of csv, ods, excel etc files in reports and exports to stream progressively.<br />
<br />
<br />
See the [[dev:Moodle 3.1 release notes|Moodle 3.1 release notes]] for the full list of changes in Moodle 3.1.<br />
<br />
=== Moodle 2.8, 2.9 and 3.0 improvements ===<br />
<br />
Depending on which version you are upgrading from, please see the section 'Possible issues that may affect you' in the documentation<br />
<br />
* [https://docs.moodle.org/28/en/Upgrading Upgrading to Moodle 2.8]<br />
* [https://docs.moodle.org/29/en/Upgrading Upgrading to Moodle 2.9]<br />
* [https://docs.moodle.org/30/en/Upgrading Upgrading to Moodle 3.0]<br />
<br />
==See also==<br />
<br />
* [[Installation]]<br />
* Using Moodle [http://moodle.org/mod/forum/view.php?id=28 Installation help forum] <br />
* [[dev:Moodle 3.1 release notes|Moodle 3.1 release notes]]<br />
<br />
[[es:Actualización de moodle]]<br />
[[fr:Mise à jour]]<br />
[[ja:Moodleをアップグレードする]]<br />
[[de:Aktualisierung von Moodle]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Awards&diff=122997Awards2016-04-22T07:29:03Z<p>Dougiamas: </p>
<hr />
<div>{{About Moodle}}<br />
==Moodle awards==<br />
<br />
'''2015'''<br />
* Gold LMS in [https://campustechnology.com/Articles/2015/09/30/Campus-Technology-2015-Readers-Choice-Awards.aspx?Page=1 Campus Technology 2015 Readers' Choice Awards]<br />
<br />
'''2015'''<br />
* #15 on the [http://c4lpt.co.uk/top100tools/ Top 100 Tools for Learning] list (between LinkedIn and IPads)<br />
<br />
'''2010'''<br />
* First place in the ‘Best in Learning Management Systems' category of the [http://www.imsglobal.org/LearnSat/learnsat200910.html/ LearnSat Survey] <br />
<br />
'''2008'''<br />
* Finalist in the 'Best Project for Educators' category of the [http://sourceforge.net/blog/cca08-finalists/ SourceForge.net Community Choice Awards] <br />
<br />
'''2007'''<br />
* Three Platinum awards (top award) and one Gold award (runner-up) in the [http://www.elearningguild.com/ eLearning Guild] Research 360-degrees Report on Learning Management Systems 2007<br />
<br />
'''2006'''<br />
* [http://www.waitta.asn.au/wai_submissionprofile.jsp?Sub=138 Western Australian Information Technology & Telecommunications Awards 2006 (WAiTTA) Best Exporter]<br />
* [http://www.waitta.asn.au/wai_submissionprofile.jsp?Sub=141 WAiTTA Best Online Service]<br />
* [http://www.waitta.asn.au/wai_submissionprofile.jsp?Sub=140 WAiTTA Best Product finalist]<br />
<br />
'''2005'''<br />
* Finalist in the 'Best Linux / Open Source Server Application' category of the UK Linux and Open Source Awards<br />
<br />
==Awards for Moodle developers==<br />
<br />
* [https://moodle.org/user/profile.php?id=17383 Penny Leach] - [https://developers.google.com/open-source/osa/ 2009 Google-O'Reilly Open Source Awards] 'Best Education Hacker'<br />
* [http://moodle.org/user/view.php?id=100951&course=1 Alastair Hole], [https://moodle.org/user/profile.php?id=29028 Richard Goddard], [http://moodle.org/user/view.php?id=21156&course=1 Peter Kilcoyne] and [http://moodle.org/user/view.php?id=129969&course=1 Helen Brady] - [http://www.imsglobal.org/pressreleases/pr090514.html IMS Global Learning Consortium 2009 Global Learning Impact Awards] 'Best Learning Platform to Repository Integration: MrCute - Moodle Repository System'<br />
* [https://moodle.org/user/profile.php?id=106829 Jordi Piguillem] and [https://moodle.org/user/profile.php?id=22420 Ludo (Marc Alier)] - [http://www.imsglobal.org/pressreleases/pr090514.html IMS Global Learning Consortium 2009 Global Learning Impact Awards] 'Best Interoperability Innovation: Moodle Simple Learning Tools for Interoperability Consumer'<br />
* [http://moodle.org/user/view.php?id=1&course=1 Martin Dougiamas] - [https://developers.google.com/open-source/osa/ 2008 Google-O'Reilly Open Source Awards] 'Best Education Enabler'<br />
* [http://moodle.org/user/view.php?id=1&course=1 Martin Dougiamas] - 2016 [http://www.uvic.cat/doctors-honoris-causa Universite de Vic] Doctor Honoris Causa</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Awards&diff=122996Awards2016-04-22T07:21:25Z<p>Dougiamas: </p>
<hr />
<div>{{About Moodle}}<br />
==Moodle awards==<br />
<br />
'''2015''''<br />
* Gold LMS in [https://campustechnology.com/Articles/2015/09/30/Campus-Technology-2015-Readers-Choice-Awards.aspx?Page=1 Campus Technology 2015 Readers' Choice Awards]<br />
<br />
'''2010'''<br />
* First place in the ‘Best in Learning Management Systems' category of the [http://www.imsglobal.org/LearnSat/learnsat200910.html/ LearnSat Survey] <br />
<br />
'''2008'''<br />
* Finalist in the 'Best Project for Educators' category of the [http://sourceforge.net/blog/cca08-finalists/ SourceForge.net Community Choice Awards] <br />
<br />
'''2007'''<br />
* Three Platinum awards (top award) and one Gold award (runner-up) in the [http://www.elearningguild.com/ eLearning Guild] Research 360-degrees Report on Learning Management Systems 2007<br />
<br />
'''2006'''<br />
* [http://www.waitta.asn.au/wai_submissionprofile.jsp?Sub=138 Western Australian Information Technology & Telecommunications Awards 2006 (WAiTTA) Best Exporter]<br />
* [http://www.waitta.asn.au/wai_submissionprofile.jsp?Sub=141 WAiTTA Best Online Service]<br />
* [http://www.waitta.asn.au/wai_submissionprofile.jsp?Sub=140 WAiTTA Best Product finalist]<br />
<br />
'''2005'''<br />
* Finalist in the 'Best Linux / Open Source Server Application' category of the UK Linux and Open Source Awards<br />
<br />
==Awards for Moodle developers==<br />
<br />
* [https://moodle.org/user/profile.php?id=17383 Penny Leach] - [https://developers.google.com/open-source/osa/ 2009 Google-O'Reilly Open Source Awards] 'Best Education Hacker'<br />
* [http://moodle.org/user/view.php?id=100951&course=1 Alastair Hole], [https://moodle.org/user/profile.php?id=29028 Richard Goddard], [http://moodle.org/user/view.php?id=21156&course=1 Peter Kilcoyne] and [http://moodle.org/user/view.php?id=129969&course=1 Helen Brady] - [http://www.imsglobal.org/pressreleases/pr090514.html IMS Global Learning Consortium 2009 Global Learning Impact Awards] 'Best Learning Platform to Repository Integration: MrCute - Moodle Repository System'<br />
* [https://moodle.org/user/profile.php?id=106829 Jordi Piguillem] and [https://moodle.org/user/profile.php?id=22420 Ludo (Marc Alier)] - [http://www.imsglobal.org/pressreleases/pr090514.html IMS Global Learning Consortium 2009 Global Learning Impact Awards] 'Best Interoperability Innovation: Moodle Simple Learning Tools for Interoperability Consumer'<br />
* [http://moodle.org/user/view.php?id=1&course=1 Martin Dougiamas] - [https://developers.google.com/open-source/osa/ 2008 Google-O'Reilly Open Source Awards] 'Best Education Enabler'<br />
* [http://moodle.org/user/view.php?id=1&course=1 Martin Dougiamas] - 2016 [http://www.uvic.cat/doctors-honoris-causa Universite de Vic] Doctor Honoris Causa</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Awards&diff=122993Awards2016-04-21T09:48:19Z<p>Dougiamas: /* Awards for Moodle developers */</p>
<hr />
<div>{{About Moodle}}<br />
==Moodle awards==<br />
<br />
'''2010'''<br />
* First place in the ‘Best in Learning Management Systems' category of the [http://www.imsglobal.org/LearnSat/learnsat200910.html/ LearnSat Survey] <br />
<br />
'''2008'''<br />
* Finalist in the 'Best Project for Educators' category of the [http://sourceforge.net/blog/cca08-finalists/ SourceForge.net Community Choice Awards] <br />
<br />
'''2007'''<br />
* Three Platinum awards (top award) and one Gold award (runner-up) in the [http://www.elearningguild.com/ eLearning Guild] Research 360-degrees Report on Learning Management Systems 2007<br />
<br />
'''2006'''<br />
* [http://www.waitta.asn.au/wai_submissionprofile.jsp?Sub=138 Western Australian Information Technology & Telecommunications Awards 2006 (WAiTTA) Best Exporter]<br />
* [http://www.waitta.asn.au/wai_submissionprofile.jsp?Sub=141 WAiTTA Best Online Service]<br />
* [http://www.waitta.asn.au/wai_submissionprofile.jsp?Sub=140 WAiTTA Best Product finalist]<br />
<br />
'''2005'''<br />
* Finalist in the 'Best Linux / Open Source Server Application' category of the UK Linux and Open Source Awards<br />
<br />
==Awards for Moodle developers==<br />
<br />
* [https://moodle.org/user/profile.php?id=17383 Penny Leach] - [https://developers.google.com/open-source/osa/ 2009 Google-O'Reilly Open Source Awards] 'Best Education Hacker'<br />
* [http://moodle.org/user/view.php?id=100951&course=1 Alastair Hole], [https://moodle.org/user/profile.php?id=29028 Richard Goddard], [http://moodle.org/user/view.php?id=21156&course=1 Peter Kilcoyne] and [http://moodle.org/user/view.php?id=129969&course=1 Helen Brady] - [http://www.imsglobal.org/pressreleases/pr090514.html IMS Global Learning Consortium 2009 Global Learning Impact Awards] 'Best Learning Platform to Repository Integration: MrCute - Moodle Repository System'<br />
* [https://moodle.org/user/profile.php?id=106829 Jordi Piguillem] and [https://moodle.org/user/profile.php?id=22420 Ludo (Marc Alier)] - [http://www.imsglobal.org/pressreleases/pr090514.html IMS Global Learning Consortium 2009 Global Learning Impact Awards] 'Best Interoperability Innovation: Moodle Simple Learning Tools for Interoperability Consumer'<br />
* [http://moodle.org/user/view.php?id=1&course=1 Martin Dougiamas] - [https://developers.google.com/open-source/osa/ 2008 Google-O'Reilly Open Source Awards] 'Best Education Enabler'<br />
* [http://moodle.org/user/view.php?id=1&course=1 Martin Dougiamas] - 2016 [http://www.uvic.cat/doctors-honoris-causa Universite de Vic] Doctor Honoris Causa</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Awards&diff=122992Awards2016-04-21T09:47:03Z<p>Dougiamas: /* Awards for Moodle developers */</p>
<hr />
<div>{{About Moodle}}<br />
==Moodle awards==<br />
<br />
'''2010'''<br />
* First place in the ‘Best in Learning Management Systems' category of the [http://www.imsglobal.org/LearnSat/learnsat200910.html/ LearnSat Survey] <br />
<br />
'''2008'''<br />
* Finalist in the 'Best Project for Educators' category of the [http://sourceforge.net/blog/cca08-finalists/ SourceForge.net Community Choice Awards] <br />
<br />
'''2007'''<br />
* Three Platinum awards (top award) and one Gold award (runner-up) in the [http://www.elearningguild.com/ eLearning Guild] Research 360-degrees Report on Learning Management Systems 2007<br />
<br />
'''2006'''<br />
* [http://www.waitta.asn.au/wai_submissionprofile.jsp?Sub=138 Western Australian Information Technology & Telecommunications Awards 2006 (WAiTTA) Best Exporter]<br />
* [http://www.waitta.asn.au/wai_submissionprofile.jsp?Sub=141 WAiTTA Best Online Service]<br />
* [http://www.waitta.asn.au/wai_submissionprofile.jsp?Sub=140 WAiTTA Best Product finalist]<br />
<br />
'''2005'''<br />
* Finalist in the 'Best Linux / Open Source Server Application' category of the UK Linux and Open Source Awards<br />
<br />
==Awards for Moodle developers==<br />
<br />
* [https://moodle.org/user/profile.php?id=17383 Penny Leach] - [https://developers.google.com/open-source/osa/ 2009 Google-O'Reilly Open Source Awards] 'Best Education Hacker'<br />
* [http://moodle.org/user/view.php?id=100951&course=1 Alastair Hole], [https://moodle.org/user/profile.php?id=29028 Richard Goddard], [http://moodle.org/user/view.php?id=21156&course=1 Peter Kilcoyne] and [http://moodle.org/user/view.php?id=129969&course=1 Helen Brady] - [http://www.imsglobal.org/pressreleases/pr090514.html IMS Global Learning Consortium 2009 Global Learning Impact Awards] 'Best Learning Platform to Repository Integration: MrCute - Moodle Repository System'<br />
* [https://moodle.org/user/profile.php?id=106829 Jordi Piguillem] and [https://moodle.org/user/profile.php?id=22420 Ludo (Marc Alier)] - [http://www.imsglobal.org/pressreleases/pr090514.html IMS Global Learning Consortium 2009 Global Learning Impact Awards] 'Best Interoperability Innovation: Moodle Simple Learning Tools for Interoperability Consumer'<br />
* [http://moodle.org/user/view.php?id=1&course=1 Martin Dougiamas] - [https://developers.google.com/open-source/osa/ 2008 Google-O'Reilly Open Source Awards] 'Best Education Enabler'<br />
* [http://moodle.org/user/view.php?id=1&course=1 Martin Dougiamas] - [http://mon.uvic.cat/diversity/visita-a-catalunya-de-martin-dougiamas-nou-doctor-honoris-causa-de-la-uvic-ucc/ Universite de Vic] Doctor Honoris Causa</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Quiz_activity&diff=122594Quiz activity2016-03-22T14:57:05Z<p>Dougiamas: /* See also */</p>
<hr />
<div>{{Activities}}<br />
<br />
The '''Quiz''' activity module allows the teacher to design and build quizzes consisting of a large variety of [[Question types]], including multiple choice, true-false, short answer and drag and drop images and text. These questions are kept in the [[Question bank]] and can be re-used in different quizzes. <br />
{{Note|New to Quiz? Try our '''[[Quiz quick guide]].'''}}<br />
Alternatively, read '''[[Quiz settings]]''' and '''[[Building Quiz]]''' for more detailed information on creating and organising your quiz.The documentation '''[[Using Quiz]]''' outlines how it works for students and teachers, and '''[[Quiz reports]]''' explains grading and statistics. If you don't see what you need in these pages, try our '''[[Quiz FAQ]]'''.<br />
<br />
[[Image:Quizexample.png|thumb|450px|center]]<br />
<br />
<br />
==See also==<br />
*[[Questions|Question types]]<br />
*[https://youtu.be/Y1TaqOLPNiY The Moodle Quiz Activity] MoodleBites video on YouTube <br />
*[https://youtu.be/0FaxWt_4FQI Moodle Quiz Questions] MoodleBites video on YouTube <br />
*[http://www.open.edu/openlearnworks/course/view.php?id=1581 eAssessment with Moodle] by the Open University, which showcases the features of the Moodle Quiz<br />
<br />
<br />
[[es:Actividad de examen]]<br />
[[eu:Galdetegiak]]<br />
[[ja:小テストモジュール]]<br />
[[ru:Тест]]<br />
[[fr:Test]]<br />
[[pl:Quizy]]<br />
[[de:Test]]<br />
[[zh:測驗卷]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=New_features&diff=121049New features2015-11-04T09:33:13Z<p>Dougiamas: /* For Moodle mobile */</p>
<hr />
<div><br />
{{About Moodle}} <br />
Moodle 3.0 combines popularity with efficiency offering enhanced options for installing plugins, four new quiz question types, tagging and course editing improvements along with a number of other welcome features.<br />
<br />
Read on for Moodle 3.0 highlights or watch the screencasts on our official Youtube page (coming soon). <br />
<br />
Full details of the release with technical information can be found in the [[:dev:Moodle 3.0 release notes|Moodle 3.0 release notes]]. <br />
<br />
===For teachers=== <br />
<br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TEMPSMW.png|600px]] <br />
<div class="caption"> <br />
<h4>Select missing words</h4> <br />
<p>The [[Select missing words question type]] is one of four new question types added to core in Moodle 3.0</p><br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempDDText.png|600px]] <br />
<div class="caption"> <br />
<h4>Drag and drop into text</h4> <br />
<p> The [[Drag and drop into text question type]] is one of four new question types added to core in Moodle 3.0</p><br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempDDImage.png|600px]] <br />
<div class="caption"> <br />
<h4>Drag and drop onto image</h4> <br />
<p>The [[Drag and drop onto image question type]] is one of four new question types added to core in Moodle 3.0. Students drag either text or small images onto a background picture uploaded by the teacher.</p><br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempDDM.png|600px]] <br />
<div class="caption"> <br />
<h4>Drag and drop markers</h4> <br />
<p> The [[Drag and drop markers question type]] is one of four new question types added to core in Moodle 3.0. Students drag text markers to a location predefined by the teacher on a background image.</p><br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:WorkshopAllParticipants.png|600px]] <br />
<div class="caption"> <br />
<h4>Workshop submissions report</h4> <br />
<p>You can now view all participants and filter to see who has and has not submitted to a workshop during the submission phase. [[Using Workshop|Read more...]]</p><br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempUploaded.png|600px]] <br />
<div class="caption"> <br />
<h4>Show the date a file was uploaded</h4> <br />
<p> A new [[File resource settings|File setting]] means teachers can now display the date a file resource was uploaded or changed, giving students a better user experience. </p><br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:betterfiltering.png|600px]] <br />
<div class="caption"> <br />
<h4>Improved filtering options</h4> <br />
<p>On the Enrolled users screen, course participants may be filtered by last course access and not in any group. The no group option is also available from the Groups overview screen. </p><br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempEditsections.png|600px]] <br />
<div class="caption"> <br />
<h4>Easier section editing</h4> <br />
<p> Options for editing highlighting hiding and deleting sections are now combined into one action menu streamlining the course page and simplifying the editing process. [[Course homepage|Read more...]] </p><br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<br />
===For administrators===<br />
<br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempDashboard.png|600px]] <br />
<div class="caption"> <br />
<h4>Reset Dashboard and profiles for all users</h4> <br />
<p>A new 'Reset' button on the default [[Dashboard]] and [[Profile|profile]] pages means administrators can now specify blocks on these pages and apply the changes to everyone on the site.</p> <br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempPlugins.png|600px]] <br />
<div class="caption"> <br />
<h4>Major improvements to plugins upgrading </h4> <br />
<p>The interface and functionality for [[Installing plugins|installing and upgrading plugins]] has been greatly enhanced.</p> <br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div> <br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempTags.png|600px]] <br />
<div class="caption"> <br />
<h4>Better handling of tags</h4> <br />
<p>The Manage tags page interface has been brought up to date and teachers may now tag courses from the Edit settings page. [[Tags|Read more...]]</p> <br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempUpgradekey.png|600px]] <br />
<div class="caption"> <br />
<h4>A new key for safer upgrading</h4> <br />
<p>An upgrade key can now be defined which will prevent non-authenticated users accessing the upgrade screen. [[Upgrade key|Find our more...]]</p> <br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<br />
===For all users===<br />
<br />
<br />
<div class="contentblock"> <br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:AttoTable1.png|600px]] <br />
<div class="caption"> <br />
<h4>Atto editor improvements</h4> <br />
<p>Now you can more easily add and configure tables when editing text and there are some new equations in the equation editor [[Atto editor|Read more...]]</p> <br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempDeleteMessage.png|600px]] <br />
<div class="caption"> <br />
<h4>Delete messages</h4> <br />
<p>Unwanted messages may be deleted from your list (although they remain for the recipient) There is a new associated event message/delete [[Messaging|Read more...]] </p> <br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<br />
===For Moodle mobile===<br />
<br />
(Note that you can get many of these features working even on older Moodle versions by installing the [https://moodle.org/plugins/view/local_mobile Moodle Mobile additional features] plugin for your Moodle site)<br />
<br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File: MobileChoice.png|600px]] <br />
<div class="caption"> <br />
<h4>Choice</h4> <br />
<p>Students may now enter and change Choices from within the app</p> <br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:MobileappChat.png|600px]] <br />
<div class="caption"> <br />
<h4>Chat </h4> <br />
<p>It's possible to engage in Chat on the move, from the app</p> <br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div> <br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:MobileSurvey.png|600px]] <br />
<div class="caption"> <br />
<h4>Survey</h4> <br />
<p>Surveys may now be taken using the app</p> <br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File: mobileplaceholder.png|600px]] <br />
<div class="caption"> <br />
<h4>Search courses</h4> <br />
<p>App users can search courses and enrol themselves into them</p> <br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<br />
* [[:Category:New features|Category:New features]] - list of pages documenting new features in Moodle 3.0 <br />
<br />
[[es:Nuevas características de Moodle 3.0]] <br />
[[de:Neue Funktionalitäten]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=New_features&diff=121048New features2015-11-04T09:25:57Z<p>Dougiamas: /* For Moodle mobile */</p>
<hr />
<div><br />
{{About Moodle}} <br />
Moodle 3.0 combines popularity with efficiency offering enhanced options for installing plugins, four new quiz question types, tagging and course editing improvements along with a number of other welcome features.<br />
<br />
Read on for Moodle 3.0 highlights or watch the screencasts on our official Youtube page (coming soon). <br />
<br />
Full details of the release with technical information can be found in the [[:dev:Moodle 3.0 release notes|Moodle 3.0 release notes]]. <br />
<br />
===For teachers=== <br />
<br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TEMPSMW.png|600px]] <br />
<div class="caption"> <br />
<h4>Select missing words</h4> <br />
<p>The [[Select missing words question type]] is one of four new question types added to core in Moodle 3.0</p><br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempDDText.png|600px]] <br />
<div class="caption"> <br />
<h4>Drag and drop into text</h4> <br />
<p> The [[Drag and drop into text question type]] is one of four new question types added to core in Moodle 3.0</p><br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempDDImage.png|600px]] <br />
<div class="caption"> <br />
<h4>Drag and drop onto image</h4> <br />
<p>The [[Drag and drop onto image question type]] is one of four new question types added to core in Moodle 3.0. Students drag either text or small images onto a background picture uploaded by the teacher.</p><br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempDDM.png|600px]] <br />
<div class="caption"> <br />
<h4>Drag and drop markers</h4> <br />
<p> The [[Drag and drop markers question type]] is one of four new question types added to core in Moodle 3.0. Students drag text markers to a location predefined by the teacher on a background image.</p><br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:WorkshopAllParticipants.png|600px]] <br />
<div class="caption"> <br />
<h4>Workshop submissions report</h4> <br />
<p>You can now view all participants and filter to see who has and has not submitted to a workshop during the submission phase. [[Using Workshop|Read more...]]</p><br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempUploaded.png|600px]] <br />
<div class="caption"> <br />
<h4>Show the date a file was uploaded</h4> <br />
<p> A new [[File resource settings|File setting]] means teachers can now display the date a file resource was uploaded or changed, giving students a better user experience. </p><br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:betterfiltering.png|600px]] <br />
<div class="caption"> <br />
<h4>Improved filtering options</h4> <br />
<p>On the Enrolled users screen, course participants may be filtered by last course access and not in any group. The no group option is also available from the Groups overview screen. </p><br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempEditsections.png|600px]] <br />
<div class="caption"> <br />
<h4>Easier section editing</h4> <br />
<p> Options for editing highlighting hiding and deleting sections are now combined into one action menu streamlining the course page and simplifying the editing process. [[Course homepage|Read more...]] </p><br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<br />
===For administrators===<br />
<br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempDashboard.png|600px]] <br />
<div class="caption"> <br />
<h4>Reset Dashboard and profiles for all users</h4> <br />
<p>A new 'Reset' button on the default [[Dashboard]] and [[Profile|profile]] pages means administrators can now specify blocks on these pages and apply the changes to everyone on the site.</p> <br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempPlugins.png|600px]] <br />
<div class="caption"> <br />
<h4>Major improvements to plugins upgrading </h4> <br />
<p>The interface and functionality for [[Installing plugins|installing and upgrading plugins]] has been greatly enhanced.</p> <br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div> <br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempTags.png|600px]] <br />
<div class="caption"> <br />
<h4>Better handling of tags</h4> <br />
<p>The Manage tags page interface has been brought up to date and teachers may now tag courses from the Edit settings page. [[Tags|Read more...]]</p> <br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempUpgradekey.png|600px]] <br />
<div class="caption"> <br />
<h4>A new key for safer upgrading</h4> <br />
<p>An upgrade key can now be defined which will prevent non-authenticated users accessing the upgrade screen. [[Upgrade key|Find our more...]]</p> <br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<br />
===For all users===<br />
<br />
<br />
<div class="contentblock"> <br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:AttoTable1.png|600px]] <br />
<div class="caption"> <br />
<h4>Atto editor improvements</h4> <br />
<p>Now you can more easily add and configure tables when editing text and there are some new equations in the equation editor [[Atto editor|Read more...]]</p> <br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempDeleteMessage.png|600px]] <br />
<div class="caption"> <br />
<h4>Delete messages</h4> <br />
<p>Unwanted messages may be deleted from your list (although they remain for the recipient) There is a new associated event message/delete [[Messaging|Read more...]] </p> <br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<br />
===For Moodle mobile===<br />
<br />
(Note that you can get many of these features working even on older Moodle versions by installing the [[https://moodle.org/plugins/view/local_mobile Moodle Mobile additional features]] plugin for your Moodle site)<br />
<br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File: MobileChoice.png|600px]] <br />
<div class="caption"> <br />
<h4>Choice</h4> <br />
<p>Students may now enter and change Choices from within the app</p> <br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:MobileappChat.png|600px]] <br />
<div class="caption"> <br />
<h4>Chat </h4> <br />
<p>It's possible to engage in Chat on the move, from the app</p> <br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div> <br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:MobileSurvey.png|600px]] <br />
<div class="caption"> <br />
<h4>Survey</h4> <br />
<p>Surveys may now be taken using the app</p> <br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File: mobileplaceholder.png|600px]] <br />
<div class="caption"> <br />
<h4>Search courses</h4> <br />
<p>App users can search courses and enrol themselves into them</p> <br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<br />
* [[:Category:New features|Category:New features]] - list of pages documenting new features in Moodle 3.0 <br />
<br />
[[es:Nuevas características de Moodle 3.0]] <br />
[[de:Neue Funktionalitäten]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=New_features&diff=121047New features2015-11-04T09:24:35Z<p>Dougiamas: /* For Moodle mobile */</p>
<hr />
<div><br />
{{About Moodle}} <br />
Moodle 3.0 combines popularity with efficiency offering enhanced options for installing plugins, four new quiz question types, tagging and course editing improvements along with a number of other welcome features.<br />
<br />
Read on for Moodle 3.0 highlights or watch the screencasts on our official Youtube page (coming soon). <br />
<br />
Full details of the release with technical information can be found in the [[:dev:Moodle 3.0 release notes|Moodle 3.0 release notes]]. <br />
<br />
===For teachers=== <br />
<br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TEMPSMW.png|600px]] <br />
<div class="caption"> <br />
<h4>Select missing words</h4> <br />
<p>The [[Select missing words question type]] is one of four new question types added to core in Moodle 3.0</p><br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempDDText.png|600px]] <br />
<div class="caption"> <br />
<h4>Drag and drop into text</h4> <br />
<p> The [[Drag and drop into text question type]] is one of four new question types added to core in Moodle 3.0</p><br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempDDImage.png|600px]] <br />
<div class="caption"> <br />
<h4>Drag and drop onto image</h4> <br />
<p>The [[Drag and drop onto image question type]] is one of four new question types added to core in Moodle 3.0. Students drag either text or small images onto a background picture uploaded by the teacher.</p><br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempDDM.png|600px]] <br />
<div class="caption"> <br />
<h4>Drag and drop markers</h4> <br />
<p> The [[Drag and drop markers question type]] is one of four new question types added to core in Moodle 3.0. Students drag text markers to a location predefined by the teacher on a background image.</p><br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:WorkshopAllParticipants.png|600px]] <br />
<div class="caption"> <br />
<h4>Workshop submissions report</h4> <br />
<p>You can now view all participants and filter to see who has and has not submitted to a workshop during the submission phase. [[Using Workshop|Read more...]]</p><br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempUploaded.png|600px]] <br />
<div class="caption"> <br />
<h4>Show the date a file was uploaded</h4> <br />
<p> A new [[File resource settings|File setting]] means teachers can now display the date a file resource was uploaded or changed, giving students a better user experience. </p><br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:betterfiltering.png|600px]] <br />
<div class="caption"> <br />
<h4>Improved filtering options</h4> <br />
<p>On the Enrolled users screen, course participants may be filtered by last course access and not in any group. The no group option is also available from the Groups overview screen. </p><br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempEditsections.png|600px]] <br />
<div class="caption"> <br />
<h4>Easier section editing</h4> <br />
<p> Options for editing highlighting hiding and deleting sections are now combined into one action menu streamlining the course page and simplifying the editing process. [[Course homepage|Read more...]] </p><br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<br />
===For administrators===<br />
<br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempDashboard.png|600px]] <br />
<div class="caption"> <br />
<h4>Reset Dashboard and profiles for all users</h4> <br />
<p>A new 'Reset' button on the default [[Dashboard]] and [[Profile|profile]] pages means administrators can now specify blocks on these pages and apply the changes to everyone on the site.</p> <br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempPlugins.png|600px]] <br />
<div class="caption"> <br />
<h4>Major improvements to plugins upgrading </h4> <br />
<p>The interface and functionality for [[Installing plugins|installing and upgrading plugins]] has been greatly enhanced.</p> <br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div> <br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempTags.png|600px]] <br />
<div class="caption"> <br />
<h4>Better handling of tags</h4> <br />
<p>The Manage tags page interface has been brought up to date and teachers may now tag courses from the Edit settings page. [[Tags|Read more...]]</p> <br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempUpgradekey.png|600px]] <br />
<div class="caption"> <br />
<h4>A new key for safer upgrading</h4> <br />
<p>An upgrade key can now be defined which will prevent non-authenticated users accessing the upgrade screen. [[Upgrade key|Find our more...]]</p> <br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<br />
===For all users===<br />
<br />
<br />
<div class="contentblock"> <br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:AttoTable1.png|600px]] <br />
<div class="caption"> <br />
<h4>Atto editor improvements</h4> <br />
<p>Now you can more easily add and configure tables when editing text and there are some new equations in the equation editor [[Atto editor|Read more...]]</p> <br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:TempDeleteMessage.png|600px]] <br />
<div class="caption"> <br />
<h4>Delete messages</h4> <br />
<p>Unwanted messages may be deleted from your list (although they remain for the recipient) There is a new associated event message/delete [[Messaging|Read more...]] </p> <br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<br />
===For Moodle mobile===<br />
<br />
(Note that you can get many of these features working even on older Moodle versions by installing the [[https://moodle.org/plugins/view/local_mobile Moodle Mobile additional features]] plugin for your Moodle site)<br />
<br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File: MobileChoice.png|600px]] <br />
<div class="caption"> <br />
<h4>Choice</h4> <br />
<p>Students may now enter and change Choices from within the app (2.4 release.)</p> <br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:MobileappChat.png|600px]] <br />
<div class="caption"> <br />
<h4>Chat </h4> <br />
<p>It's possible to engage in Chat on the move, from the app (2.4 release.)</p> <br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div> <br />
<div class="row-fluid"> <br />
<ul class="thumbnails"> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File:MobileSurvey.png|600px]] <br />
<div class="caption"> <br />
<h4>Survey</h4> <br />
<p>Surveys may now be taken using the app (2.4 release.)</p> <br />
</div> <br />
</div> <br />
</li> <br />
<li class="span6"> <br />
<div class="thumbnail"> <br />
[[File: mobileplaceholder.png|600px]] <br />
<div class="caption"> <br />
<h4>Search courses</h4> <br />
<p>App users can search courses and enrol themselves into them (2.5 release.)</p> <br />
</div> <br />
</div> <br />
</li> <br />
</ul> <br />
</div><br />
<br />
* [[:Category:New features|Category:New features]] - list of pages documenting new features in Moodle 3.0 <br />
<br />
[[es:Nuevas características de Moodle 3.0]] <br />
[[de:Neue Funktionalitäten]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Site_registration&diff=120082Site registration2015-10-05T04:01:07Z<p>Dougiamas: </p>
<hr />
<div>{{Server settings}}<br />
==Moodle.org registration==<br />
<br />
[[Image:siteregistration.png|thumb|400px|Moodle.org registration]]An administrator can register their site with moodle.org in ''Administration > Site Administration > Registration''. <br />
<br />
'''Note''': ''Your site must be online for it to be registered. Local host sites cannot be registered as Moodle cannot connect to them.<br />
''<br />
<br />
When you register your site with Moodle.org<br />
<br />
* You are added to a low-volume mailing list for important notifications such as security alerts and new releases of Moodle<br />
* Statistics about your site will be added to the statistics of the worldwide Moodle community http://moodle.net/stats/<br />
* Your site is also registered with [http://moodle.net/ Moodle.net], allowing users with the [[Capabilities/moodle/course:publish|publish courses capability]] (by default only managers) the option of publishing courses to Moodle.net<br />
<br />
If you wish, you can choose for your site to be listed in http://moodle.net/sites/.<br />
<br />
Note: '''New in 2.9: ''' When your site is not registered, you will see an alert as in (1) below. When your site is registered, a message will display reminding you of this at the top of the screen as in (2) below:<br />
<br />
[[File:registeringsites.png]]<br />
<br />
<br />
To register your site:<br />
<br />
# Go to ''Administration > Site Administration > Registration''<br />
# Click the 'Register with moodle.org now' button<br />
# Review the registration information, amending as necessary<br />
# Click the 'Update registration on moodle.org' button at the bottom of the page<br />
<br />
After registering, Moodle.net will be listed on ''Administration > Site administration > Server > Hubs''.<br />
<br />
The Site registration scheduled tasks keeps your registration up to date and you may change the registration information at any time by updating your registration manually.<br />
Note: it can sometimes take a little while (some days) for information to appear on http://moodle.org/sites. Only sites which are publicly available on the Internet are eligible to be registered.<br />
<br />
If you have any problem registering your site with Moodle.org, please [https://moodle.org/contact/ contact us].<br />
<br />
==Registering with other hubs==<br />
<br />
An administrator can register their site with other community hubs in ''Administration > Site administration > Server > Hubs''.<br />
<br />
A public hub may be selected from the list or a private hub URL and password may be entered.<br />
<br />
If you add the [[Community finder block]] to courses on your site, teachers, non-editing teachers and managers (and any other users with the capability [[Capabilities/moodle/community:add|moodle/community:add]]) will be able to access the hub and search for courses for download or to enrol in.<br />
<br />
== Unregistering from a hub==<br />
<br />
You may unregister from a hub at any time by clicking the unregister button. You will then be given the option to remove all courses currently being advertised on the hub and remove all courses that were uploaded to the hub.<br />
<br />
==See also==<br />
*[http://youtu.be/d3D77TfI8wA Moodle 2.0 Notifications, Register and Advanced features] MoodleBites video on YouTube <br />
<br />
*[[Usage]] for how statistics about Moodle sites are collected and maintained<br />
* [[Community hub]]<br />
* [[Moodle.net FAQ]]<br />
<br />
[[Category:Hub]]<br />
<br />
[[ja: サイト登録]]<br />
[[de:Moodle-Site registrieren]]<br />
[[es:Registro del sitio]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Aiken_format&diff=119670Aiken format2015-08-26T11:11:04Z<p>Dougiamas: </p>
<hr />
<div>The Aiken format is a very simple way of creating multiple choice questions using a clear human-readable format in a text file. (The GIFT format has many more options and perhaps is less prone to errors, but doesn't look as straight-forward as AIKEN. ) The question must be all on one line. Each answer must start with a single uppercase letter, followed by a period '.' or a bracket ')', then a space. The answer line must immediately follow, starting with "ANSWER: " (NOTE the space after the colon) and then giving the appropriate letter. <br />
<br />
IMPORTANT NOTES: <br />
* You have to save the file in a '''text format'''. Don't save it as a Word document or anything like that.<br />
* Non-ASCII characters like 'quotes' can cause import errors. To avoid this always save your text file in UTF8 format (most text editors, even Word, will ask you).<br />
* The answer letters (A,B,C etc.) and the word "ANSWER" '''must''' be capitalised as shown below, otherwise the import will fail. <br />
<br />
Here is an example of the format:<br />
<br />
<pre>What is the correct answer to this question?<br />
A. Is it this one?<br />
B. Maybe this answer?<br />
C. Possibly this one?<br />
D. Must be this one!<br />
ANSWER: D<br />
<br />
Which LMS has the most quiz import formats?<br />
A) Moodle<br />
B) ATutor<br />
C) Claroline<br />
D) Blackboard<br />
E) WebCT<br />
F) Ilias<br />
ANSWER: A</pre><br />
<br />
Both these examples imported into Moodle gave questions looking like:<br />
<br />
<div class="note"><br />
Which LMS has the most quiz import formats?<br />
Choose one answer.<br />
* a. Blackboard <br />
* b. WebCT <br />
* c. ATutor <br />
* d. Moodle <br />
* e. Claroline <br />
* f. Ilias <br />
</div><br />
<br />
=== Importing ===<br />
<br />
When importing there are many options, but these do not influence Aiken Format import:<br />
* Get category from file [_] <br />
* Get context from file [_]<br />
* Match grades [Error if grade not listed/Nearest grade if not listed]<br />
* Stop on error [Yes/No] <br />
<br />
===Hints and Tips===<br />
<br />
* Use a text editor, like PSPad, (Windows "notepad" may not save with right encoding) to write the file with questions and save as a TXT file in UTF-8 format. Use only simple ' not slant ones ´ ` ! Avoid other exotic characters like … HORIZONTAL ELLIPSIS (http://www.fileformat.info/info/unicode/char/2026/index.htm, three dots as a single character).<br />
<br />
*[http://moodle.heroku.com Moodle XML Converter] - more extensive version of AIKEN format. Supports almost all Moodle questions types - multichoice, shortanswer, cloze, essay, order, matching, numeric, truefalse<br />
<br />
==See also==<br />
<br />
*[[Import questions]]<br />
*[[GIFT]]<br />
<br />
[[Category:Questions]]<br />
[[Category:Quiz]]<br />
[[de:AIKEN]]<br />
[[es:Formato Aiken]]<br />
[[fr:Format Aiken]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Events_list_report&diff=119142Events list report2015-06-27T11:11:16Z<p>Dougiamas: </p>
<hr />
<div>{{Sitewide reports}}<br />
<br />
Events in Moodle are an internal notification that something has happened. They are used for logging, for reports, and anytime one part of Moodle code wants to "listen" to things that are happening.<br />
<br />
*An administrator can view a list of all types of events from ''Administration>Site administration>Reports>Events List.''<br />
*The list can be filtered to show specific components (''core, Assignment, Book etc'') levels (''Teaching, Participating, Other'') and database query types (''create,delete, read, update'').<br />
<br />
[[File:EventsList.png]]<br />
<br />
*Clicking on an Event name will display more detailed information about that event.<br />
<br />
[[File:eventdetail.png]]<br />
<br />
==Educational levels==<br />
<br />
===Teaching===<br />
These events usually relate to what course teachers do that will affect the learning experience of the students. It might be for example updating a course section, grading an assignment or switching phases in a workshop.<br />
<br />
===Participating===<br />
These events usually relate to a user's learning experience for example, posting to a forum or submitting an assignment.<br />
<br />
===Other===<br />
This level includes actions which do not have a direct effect on teaching or learning. Examples might be updating a calendar, creating a user or viewing a message.<br />
<br />
==See also==<br />
<br />
[https://docs.moodle.org/dev/Event_2 Developer documentation on Events (giving examples of levels]<br />
<br />
[[es:Lista de eventos]]<br />
[[de:Event-Liste]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Moodle_Mobile_additional_features&diff=118888Moodle Mobile additional features2015-06-17T09:29:51Z<p>Dougiamas: </p>
<hr />
<div>{{Mobile}}<br />
{{Infobox plugin<br />
|type = Local plugin<br />
|entry = http://moodle.org/plugins/view.php?plugin=local_mobile<br />
|tracker = https://tracker.moodle.org/browse/CONTRIB/component/13930<br />
|discussion = https://moodle.org/mod/forum/view.php?id=7798<br />
|maintainer = [[User:Juan Leyva|Juan Leyva]]<br />
}}<br />
<br />
Local plugin for adding new features to the current Moodle Mobile app ([https://moodle.org/plugins/view.php?plugin=local_mobile Plugin download link])<br />
<br />
This add-on provides new features and web services which are currently only available in the latest Moodle version.<br />
<br />
== How it works ==<br />
<br />
Once installed the plugin creates a new service "Moodle Mobile additional features".<br />
<br />
The Mobile app checks if this service is enabled. If not, the Mobile app falls backs to the standard core Mobile app service.<br />
<br />
== Features ==<br />
<br />
* Support for sites using SSO authentication methods (Shibboleth and CAS)<br />
* Support for sites using MNet authentication (Moodle Network authentication)<br />
* Retrieval of course grades<br />
* Support for push notifications in Moodle sites prior to version 2.6<br />
<br />
=== Enable authentication for sites using SSO methods (like Shibboleth and CAS) ===<br />
<br />
VERY IMPORTANT NOTE: You need to disable the "Auto login guest" option "autologinguests". This setting is not compatible with the SSO via app.<br />
<br />
SSO and MNet authentication is not supported in the Windows 8 and Windows Phone 8 apps<br />
<br />
Once the plugin is installed, you need to go to Site administration > Plugins > Local plugins > Moodle Mobile additional features<br />
<br />
There you can choose the "Type of login":<br />
; '''Via the app''' : Is the default login, the user must introduce his credentials in the app<br />
; '''Via a browser window''' : A new browser instance is open in the mobile device pointing to the login form in the Moodle site (which may again redirect to external identity providers if required). The user must introduce his credentials there. This is the option that must be selected for sites using SSO methods (or for sites that wants to force the user to authenticate in the site, not in the app)<br />
<br />
<br />
<mediaplayer>https://www.youtube.com/watch?v=cl8rsyyyg9g</mediaplayer><br />
<br />
=== Push notifications ===<br />
<br />
If you want to enable Push notifications in Moodle sites prior to version 2.6 this plugin must be installed.<br />
<br />
See [[Mobile app Push Notifications]] for more information<br />
<br />
== Installation ==<br />
<br />
1. Unpack the zip file into the local/ directory. A new directory will be created called local/mobile.<br />
<br />
2. Go to Site administration > Notifications to complete the plugin installation.<br />
<br />
3. Go to Site administration > Plugins > Web services > Mobile, enable "Enable web services for mobile devices" (Remember to save the changes)<br />
<br />
4. Go to Site administration > Plugins > Web services > External services, edit "Moodle Mobile additional features" and check the "Enabled" field, then save changes.<br />
<br />
5. Go to Site administration > Users >Permissions Define roles, edit the Authenticated user role and allow the capability moodle/webservice:createtoken.<br />
<br />
Note: You need to have upgraded the Moodle Mobile app to version 1.4.4.<br />
<br />
If you are currently using the Moodle Mobile app, you will need to log out of all your sites in order for the app to detect the new service.<br />
<br />
== Admin users, please read ==<br />
<br />
This plugin installs a new service in your Moodle installation, the automatic token creation for this type of services is forbidden for admin users. This means that admin users will not be able to use the Mobile app.<br />
<br />
This can be solved easily, administrators must create a token manually in Moodle (Plugins > Web Services > Manage tokens) for the local_mobile service. '''Note:''' Be sure to toggle the default "Moodle mobile web services" setting to "Moodle mobile additional features service" before creating the token. <br />
<br />
[[de:Mobile App - Zusatzfeatures]]<br />
[[es:Características adicionales de Moodle Mobile]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Front_page_settings&diff=117894Front page settings2015-04-16T06:34:31Z<p>Dougiamas: /* Front page summary */</p>
<hr />
<div>{{Front page}}The site's [[Front page]] is similar to a course page. The front page settings can be found in ''Administration> Front page settings'' AND ''Site administration > Front page>Front page settings''.<br />
<br />
==Front page settings==<br />
<br />
The following settings may be changed by a site administrator in ''Administration > Front page settings > Edit settings'':<br />
<br />
===Full site name===<br />
This name appears at the top of every page above the navigation bar.<br />
[[Image:demositefrontpage01.png|frame|center|Front page full site name]]<br />
<br />
===Short name for site===<br />
The short name appears at the beginning of the navigation bar as a link back to your site front page.<br />
<br />
===Front page summary===<br />
This summary can be displayed on the front page using the course/site summary block.<br />
<br />
The summary is also used as the HTML metadata description in some themes, for the front page of the site. This is not generally seen by users, but can be useful for search engines that index the page.<br />
<br />
===Front page and Front page items when logged in===<br />
The centre of the front page can display any combination of the following: news items, a list of courses, a list of enrolled courses, a list of course categories, a list of categories and courses, a course search box or none. The order is determined by a combination box. <br />
<br />
It is possible to create one setting for anyone who gets to the front page without logging in to the Moodle site, and another look for only those who have logged into the Moodle site. There are two combination boxes. <br />
<br />
<br />
{| class="nicetable"<br />
|-<br />
!colspan="3"|Combination boxes<br />
|-<br />
|[[Image:FrontPage settings frontpage pd.png|thumb|left|frontpage showing pulldown]]<br />
| The image on the left shows the first Front Page settings dialog - what visitors will see before they log in.<br />
<br />
The image on the right shows a second front Page settings dialog - what Authenticated Users will see when logged in. <br />
<br />
<br />
:An alternative option for logged-in users is [[My home]] (can be set in Site administration > Appearance > Navigation)<br />
|[[Image:FrontPage_settings_frontpageloggedin.png|thumb|right|frontpage for login user box]]<br />
|}<br />
<br />
===Maximum category depth===<br />
This specifies the maximum depth of child categories expanded when displaying categories or combo list. Deeper level categories will appear as links and user can expand them with AJAX request.<br />
<br />
===Maximum number of courses===<br />
Maximum number of courses to be displayed on the site's front page in course listings.<br />
<br />
===Include a topic section===<br />
This adds a topic section to the centre-top of the front page. When editing is turned on, resources and/or activities can be added to the topic section using the dropdown menus, in the same way as on a course page.<br />
<br />
:Note: The label resource can be used to add text and/or an image to the centre-top of the front page.<br />
<br />
===News items to show===<br />
This setting only applies if the front page is set to display news items or if you are using the [[Latest News block]].<br />
<br />
===Comments per page===<br />
Each course may include a [[Comments block]] which allows the display of user comments. The number of comments displayed at any time is set here.<br />
<br />
===Default front page role===<br />
<br />
The default front page role enables logged-in users to participate in front page activities. See 'How do I enable logged-in users to participate in front page activities?' in [[Front page FAQ]] for more details. It is recommended that it is set to 'Authenticated user on frontpage'. It can also be set to Student. It should not be set to Guest.<br />
<br />
For sites which do not have a default frontpage role (because they upgraded from 1.9), it is recommended that the administrator [[Creating custom roles|creates a new role]] with frontpage archetype, resets it to default and then sets it as the default frontpage role.<br />
<br />
==Front Page roles==<br />
As in a course, you can assign users [[Roles|roles]] just in the [[Context|context]] of this page. Note this is different from the default Authenticated User on Front Page role found in front page settings. As a security issue, usually only admins can modify the front page, other users do not.<br />
<br />
It is possible to upload users as students in the front page with a csv file using the site short name as 'course1' field, student in 'role1' field (and, if needed, chosen group name in 'group1' field.)<br />
<br />
==Front Page backup==<br />
You can backup the front page, similar to a [[Course backup]].<br />
<br />
==Front Page restore==<br />
As in a course, you can [[Restore]] a backed up version of the front page.<br />
However, it's not currently possible to restore over the front page (see MDL-31500).<br />
<br />
==Front Page questions==<br />
The [[Question bank]] is accessible from the Front Page. For example, if "topic" is checked in the front page settings, you can add a [[Quiz module]] activity.<br />
<br />
==Tips and Tricks==<br />
<br />
A Moodle site's front page can be reconfigured from the default standard to give it a different look and or change how it functions. Depending upon the changes, this can be a simple or a more complex process. See [[Front page FAQ]] for some ideas on customising your front page.<br />
====Visual examples====<br />
<gallery caption="Guest view, same Theme- click on any to enlarge" widths="150px" heights="100px" perrow="3"><br />
Image:fp013col.png|3 column Front Page, topic checked<br />
Image:fp032colright.png|2 column Front Page, blocks right <br />
Image:fp022colleft.png|2 column Front Page, blocks left<br />
Image:fp043coluser.png|3 column Front Page, Categories and courses<br />
Image:fp052colright.png|2 column Front Page, Categories only<br />
Image:fp021col.png|Clean look, topic checked, no blocks<br />
</gallery><br />
<br />
====Central area, Courses or Categories?====<br />
This is a major decision, what is it you want in the centre of your front page? You can have a list of categories, a list of categories and courses, or neither, a label with a table full of images works just as well. The issue is always the same, actually, what looks good.<br />
<br />
====Clean look, topic checked, no blocks====<br />
The standard Moodle page format of [[Block]]s on the left and blocks on the right is not always appropriate or considered pretty. The [[Administrator|site administrator]] can change this basic format by simply deleting or hiding blocks that can be seen by users. Navigation can be placed on the dock.<br />
<br />
====The two column format====<br />
The Administrator decides which blocks should appear on the front page and moves all of them to the left or right side. This format allows you to decide what you want in the centre, and where you want the blocks, left or right. <br />
:Tip: It is possible to force a block column to assume a specific width. For example, placing an image of 400 px in a block will force that column to 400 px.<br />
<br />
====The clean look example====<br />
Some sites want an uncluttered look. A site administrator or designer wants to start with the most basic look and then add features.<br />
<br />
# The site administrator will turn on editing and hide or delete all blocks that can be see by teachers or students on the front page.<br />
# Then go to the Site administration block► Front Page ► Front Page settings and:<br />
## Set the "Front page" list to None, None, None, None <br />
## Set "Front page items when logged in" list to the same <br />
## Check the box for "Include Topic section"<br />
## Save <br />
<br />
All the above was done with 1 theme, and a simple front page.<br />
<br />
If you're using a theme such as Clean or More (standard in 2.7 onwards) you can then do some cool things with Bootstrap layout elements, as described in the thread [https://moodle.org/mod/forum/discuss.php?d=267662 LOOK & LEARN: How to add marketing spots as a front page topic].<br />
<br />
==Block settings==<br />
[[Image:Editconfigblock.png|thumb|200px|right|Editing block settings]]<br />
Each block has a number of configuration settings that you can change. See [[Managing blocks]] for more details.<br />
<br />
==Other settings that change the look of the Main Page==<br />
Some components of the Main Page, such as the logo, heading and Navigation bar may be changed by an administrator in '' Administration > Site administration > Appearance > Themes '' and clicking on the theme name. Different themes may have fewer or more options to set. There are some other settings available in '' Administration > Site administration > Appearance > Themes > Theme settings ''.<br />
<br />
==See also==<br />
*[[Front Page FAQ]]<br />
*[http://youtu.be/XkVp4Vo0juA Moodle 2 Administration Front page settings] MoodleBites video on YouTube <br />
<br />
[[Category:Site administration]]<br />
<br />
[[de:Einstellungen_f%C3%BCr_die_Startseite]]<br />
[[es:Configuraciones de la portada]]<br />
[[eu:Hasiera-orriaren_ezarpenak]]<br />
[[fr:Réglages page d'accueil]]<br />
[[pl:Ustawienia strony głównej]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Front_page_settings&diff=117893Front page settings2015-04-16T06:33:22Z<p>Dougiamas: /* Front page summary */</p>
<hr />
<div>{{Front page}}The site's [[Front page]] is similar to a course page. The front page settings can be found in ''Administration> Front page settings'' AND ''Site administration > Front page>Front page settings''.<br />
<br />
==Front page settings==<br />
<br />
The following settings may be changed by a site administrator in ''Administration > Front page settings > Edit settings'':<br />
<br />
===Full site name===<br />
This name appears at the top of every page above the navigation bar.<br />
[[Image:demositefrontpage01.png|frame|center|Front page full site name]]<br />
<br />
===Short name for site===<br />
The short name appears at the beginning of the navigation bar as a link back to your site front page.<br />
<br />
===Front page summary===<br />
This summary can be displayed on the front page using the course/site summary block.<br />
<br />
The summary is also used as the HTML metadata description in most themes, for the front page of the site. This is not generally seen by users, but can be useful for search engines that index the page.<br />
<br />
===Front page and Front page items when logged in===<br />
The centre of the front page can display any combination of the following: news items, a list of courses, a list of enrolled courses, a list of course categories, a list of categories and courses, a course search box or none. The order is determined by a combination box. <br />
<br />
It is possible to create one setting for anyone who gets to the front page without logging in to the Moodle site, and another look for only those who have logged into the Moodle site. There are two combination boxes. <br />
<br />
<br />
{| class="nicetable"<br />
|-<br />
!colspan="3"|Combination boxes<br />
|-<br />
|[[Image:FrontPage settings frontpage pd.png|thumb|left|frontpage showing pulldown]]<br />
| The image on the left shows the first Front Page settings dialog - what visitors will see before they log in.<br />
<br />
The image on the right shows a second front Page settings dialog - what Authenticated Users will see when logged in. <br />
<br />
<br />
:An alternative option for logged-in users is [[My home]] (can be set in Site administration > Appearance > Navigation)<br />
|[[Image:FrontPage_settings_frontpageloggedin.png|thumb|right|frontpage for login user box]]<br />
|}<br />
<br />
===Maximum category depth===<br />
This specifies the maximum depth of child categories expanded when displaying categories or combo list. Deeper level categories will appear as links and user can expand them with AJAX request.<br />
<br />
===Maximum number of courses===<br />
Maximum number of courses to be displayed on the site's front page in course listings.<br />
<br />
===Include a topic section===<br />
This adds a topic section to the centre-top of the front page. When editing is turned on, resources and/or activities can be added to the topic section using the dropdown menus, in the same way as on a course page.<br />
<br />
:Note: The label resource can be used to add text and/or an image to the centre-top of the front page.<br />
<br />
===News items to show===<br />
This setting only applies if the front page is set to display news items or if you are using the [[Latest News block]].<br />
<br />
===Comments per page===<br />
Each course may include a [[Comments block]] which allows the display of user comments. The number of comments displayed at any time is set here.<br />
<br />
===Default front page role===<br />
<br />
The default front page role enables logged-in users to participate in front page activities. See 'How do I enable logged-in users to participate in front page activities?' in [[Front page FAQ]] for more details. It is recommended that it is set to 'Authenticated user on frontpage'. It can also be set to Student. It should not be set to Guest.<br />
<br />
For sites which do not have a default frontpage role (because they upgraded from 1.9), it is recommended that the administrator [[Creating custom roles|creates a new role]] with frontpage archetype, resets it to default and then sets it as the default frontpage role.<br />
<br />
==Front Page roles==<br />
As in a course, you can assign users [[Roles|roles]] just in the [[Context|context]] of this page. Note this is different from the default Authenticated User on Front Page role found in front page settings. As a security issue, usually only admins can modify the front page, other users do not.<br />
<br />
It is possible to upload users as students in the front page with a csv file using the site short name as 'course1' field, student in 'role1' field (and, if needed, chosen group name in 'group1' field.)<br />
<br />
==Front Page backup==<br />
You can backup the front page, similar to a [[Course backup]].<br />
<br />
==Front Page restore==<br />
As in a course, you can [[Restore]] a backed up version of the front page.<br />
However, it's not currently possible to restore over the front page (see MDL-31500).<br />
<br />
==Front Page questions==<br />
The [[Question bank]] is accessible from the Front Page. For example, if "topic" is checked in the front page settings, you can add a [[Quiz module]] activity.<br />
<br />
==Tips and Tricks==<br />
<br />
A Moodle site's front page can be reconfigured from the default standard to give it a different look and or change how it functions. Depending upon the changes, this can be a simple or a more complex process. See [[Front page FAQ]] for some ideas on customising your front page.<br />
====Visual examples====<br />
<gallery caption="Guest view, same Theme- click on any to enlarge" widths="150px" heights="100px" perrow="3"><br />
Image:fp013col.png|3 column Front Page, topic checked<br />
Image:fp032colright.png|2 column Front Page, blocks right <br />
Image:fp022colleft.png|2 column Front Page, blocks left<br />
Image:fp043coluser.png|3 column Front Page, Categories and courses<br />
Image:fp052colright.png|2 column Front Page, Categories only<br />
Image:fp021col.png|Clean look, topic checked, no blocks<br />
</gallery><br />
<br />
====Central area, Courses or Categories?====<br />
This is a major decision, what is it you want in the centre of your front page? You can have a list of categories, a list of categories and courses, or neither, a label with a table full of images works just as well. The issue is always the same, actually, what looks good.<br />
<br />
====Clean look, topic checked, no blocks====<br />
The standard Moodle page format of [[Block]]s on the left and blocks on the right is not always appropriate or considered pretty. The [[Administrator|site administrator]] can change this basic format by simply deleting or hiding blocks that can be seen by users. Navigation can be placed on the dock.<br />
<br />
====The two column format====<br />
The Administrator decides which blocks should appear on the front page and moves all of them to the left or right side. This format allows you to decide what you want in the centre, and where you want the blocks, left or right. <br />
:Tip: It is possible to force a block column to assume a specific width. For example, placing an image of 400 px in a block will force that column to 400 px.<br />
<br />
====The clean look example====<br />
Some sites want an uncluttered look. A site administrator or designer wants to start with the most basic look and then add features.<br />
<br />
# The site administrator will turn on editing and hide or delete all blocks that can be see by teachers or students on the front page.<br />
# Then go to the Site administration block► Front Page ► Front Page settings and:<br />
## Set the "Front page" list to None, None, None, None <br />
## Set "Front page items when logged in" list to the same <br />
## Check the box for "Include Topic section"<br />
## Save <br />
<br />
All the above was done with 1 theme, and a simple front page.<br />
<br />
If you're using a theme such as Clean or More (standard in 2.7 onwards) you can then do some cool things with Bootstrap layout elements, as described in the thread [https://moodle.org/mod/forum/discuss.php?d=267662 LOOK & LEARN: How to add marketing spots as a front page topic].<br />
<br />
==Block settings==<br />
[[Image:Editconfigblock.png|thumb|200px|right|Editing block settings]]<br />
Each block has a number of configuration settings that you can change. See [[Managing blocks]] for more details.<br />
<br />
==Other settings that change the look of the Main Page==<br />
Some components of the Main Page, such as the logo, heading and Navigation bar may be changed by an administrator in '' Administration > Site administration > Appearance > Themes '' and clicking on the theme name. Different themes may have fewer or more options to set. There are some other settings available in '' Administration > Site administration > Appearance > Themes > Theme settings ''.<br />
<br />
==See also==<br />
*[[Front Page FAQ]]<br />
*[http://youtu.be/XkVp4Vo0juA Moodle 2 Administration Front page settings] MoodleBites video on YouTube <br />
<br />
[[Category:Site administration]]<br />
<br />
[[de:Einstellungen_f%C3%BCr_die_Startseite]]<br />
[[es:Configuraciones de la portada]]<br />
[[eu:Hasiera-orriaren_ezarpenak]]<br />
[[fr:Réglages page d'accueil]]<br />
[[pl:Ustawienia strony głównej]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Rubrics&diff=117763Rubrics2015-03-29T09:17:58Z<p>Dougiamas: /* Why are total grades coming out strange? */</p>
<hr />
<div>{{Advanced grading methods}}<br />
[[image:gradingform-rubric-icon.png]] '''Rubrics''' are [[Advanced grading methods|advanced grading forms]] used for criteria-based assessment. The rubric consists of a set of criteria. For each criterion, several descriptive levels are provided. A numerical grade is assigned to each of these levels. The rater chooses which level answers/describes the given criterion best. The raw rubric score is calculated as a sum of all criteria grades. The final grade is calculated by comparing the actual score with the worst/best possible score that could be received.<br />
<br />
== Rubric editor ==<br />
<br />
[[image:gradingfrom-rubric-editor.png|thumb|right|Rubric editor]]<br />
<br />
The rubric editor is available via the advanced grading method management screen which in turn is available via the 'Advanced grading' link in the activity settings block. The editor lets you set the rubric form name, the description and the rubric itself. The editor lets you add new criteria and levels, delete them and change the criteria order. There are several rubric options that can be configured, too. For each criterion, the criterion description should be filled. For each level, the level definition and the number of points associated with the level should be specified. Neither the criterion description nor the level definition text fields support embedded images yet.<br />
<br />
The rubric definition must be saved using either 'Save rubric and make it ready' or 'Save as draft' button. The button sets the form definition status respectively as described at the [[Advanced grading methods]] page.<br />
<br />
''Hint:'' You can modify the effective weight of a criterion by setting the value of the points assigned to its levels. If there is one criterion with levels 0, 1, 2, 3 and the second one with levels 0, 2, 4, 6 then the later one's impact on the final grade is twice as much as the first one's.<br />
<br />
''Hint:'' Use the Tab key to jump to the next level/criteria and even to add new criteria.<br />
<br />
== Using the rubric ==<br />
<br />
[[image:gradingfrom-rubric-usage.png|thumb|right|Filling the rubric to assess a submission in the Assignment module]]<br />
<br />
When teachers use the rubric to assess some student's work, they select the level describing the student's performance best for each criterion. Currently selected levels are highlighted in light green. If the rubric filling is re-edited later, the previously selected level is highlighted in light red. A level must be selected for each criterion, otherwise the rubric is not validated by the server as the final grade can't be calculated.<br />
<br />
If the form definition allows it, an optional remark can be filled for each criterion providing a detailed feedback/explanation of the assessment.<br />
<br />
== Grade calculation ==<br />
<br />
The rubric normalized score (ie basically a percentage grade) is calculated as<br />
<br />
: <math>G_s = \frac{\sum_{i=1}^N (g_i - min_i) }{\sum_{i=1}^N (max_i - min_i)}</math><br />
: where <math>g_i \in \mathbb{N}</math> is the number of points given to the i-th criterion, <math>min_i \in \mathbb{N}</math> is the minimal possible number of points for of the i-th criterion, <math>max_i \in \mathbb{N}</math> is the maximal possible number of points for the i-th criterion and <math>N \in \mathbb{N} </math> is the number of criteria in the rubric.<br />
<br />
Example of a single criterion can be: ''Overall quality of the paper'' with the levels ''5 - An excellent paper'', ''3 - A mediocre paper'', ''0 - A weak paper'' (the number represent the number of points).<br />
<br />
''Example:'' let us have an assessment form with two criteria, which both have four levels 1, 2, 3, 4. The teacher chooses level with 2 points for the first criterion and 3 points for the second criterion. Then the normalized score is:<br />
<br />
: <math>G_s = \frac{(2 - 1) + (3 - 1)}{(4 - 1) + (4 - 1)} = \frac{3}{6} = 50 %</math><br />
<br />
Note that this calculation may be different from how you intuitively use rubric. For example, when the teacher in the previous example chose both levels with 1 point, the plain sum would be 2 points. But that is actually the lowest possible score so it maps to the grade 0 in Moodle. <br />
<br />
TIP: '''To avoid confusion from this sort of thing, we recommend including a level with 0 points in every rubric criterion.'''<br />
<br />
A student's score is calculated by subtracting the minimum score available on the rubric from the student's actual score achieved on the rubric, and dividing the resulting answer by the difference between the maximum and minimum score available"<br />
<br />
==How students access the rubric==<br />
<br />
{|<br />
|[[image:rubricbeforesubmission.png|thumb|How students view a rubric]]<br />
|}<br />
<br />
When students click on an assignment which has a rubric attached to it, they will see the rubric as part of the information about their assignment. Thus, they can see the rubric before they submit.<br />
<br />
==FAQ==<br />
===Where do you go to edit a rubric?===<br />
To edit a rubric go to<br />
''Administration > Assignment Administration > Advanced grading > Define Rubric''.<br />
Select 'Rubric' from Change active grading method to drop down menu.<br />
You can see your created rubric with three options above Edit the current form definition, Delete the currently defined form, Publish the form as a new template. Click "Edit the current form definition" to edit your predefined rubric form.<br />
<br />
===How do you choose another rubric for an assignment?===<br />
From ''Administration>Assignment administration>Advanced grading'' access your rubric and delete it. The see #5 in [[Advanced grading methods]]<br />
<br />
===Why are total grades coming out strange?===<br />
It's likely that the lowest total grade in your rubric is not zero. In this case your rubric grades from RUBRIC MIN to RUBRIC MAX are being converted to the assignment grades of ZERO to ASSIGNMENT MAX, which is probably what you don't want. To fix this, just make sure you have a ZERO level in each of your rubric criteria (even if you never use them).<br />
<br />
==See also==<br />
<br />
* [http://school.demo.moodle.net/grade/grading/form/rubric/preview.php?areaid=33 School demo example of student view of rubric] (Log in as username '''student'''/password '''moodle''')<br />
* [http://school.demo.moodle.net/mod/assign/view.php?id=205&rownum=1&action=grade School demo example of teacher view of rubric in student assignment] (Log in as username '''teacher'''/password '''moodle''')<br />
*[http://youtu.be/KXavtUhDINA A first look at rubrics] Screencast<br />
* [[Advanced grading methods]] page for general concepts of advanced grading in Moodle<br />
* [http://en.wikipedia.org/wiki/Rubric_(academic) Rubric description] at Wikipedia<br />
* [http://school.discoveryeducation.com/schrockguide/assess.html Examples of Assessment Rubrics] at Kathy Schrock's Guide for Educators<br />
* http://rubistar.4teachers.org/ - a free tool to help teachers create quality rubrics<br />
* [https://digiteacher.wordpress.com/2014/11/20/my-teacher-is-a-zombie-marking-by-rubric-on-moodle/ My Teacher is a Zombie – Marking by Rubric on Moodle] Using an electronic rubric frees up the time to ...<br />
<br />
[[de:Rubriken]]<br />
[[es:Rúbricas]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Rubrics&diff=117762Rubrics2015-03-29T08:59:36Z<p>Dougiamas: /* FAQ */</p>
<hr />
<div>{{Advanced grading methods}}<br />
[[image:gradingform-rubric-icon.png]] '''Rubrics''' are [[Advanced grading methods|advanced grading forms]] used for criteria-based assessment. The rubric consists of a set of criteria. For each criterion, several descriptive levels are provided. A numerical grade is assigned to each of these levels. The rater chooses which level answers/describes the given criterion best. The raw rubric score is calculated as a sum of all criteria grades. The final grade is calculated by comparing the actual score with the worst/best possible score that could be received.<br />
<br />
== Rubric editor ==<br />
<br />
[[image:gradingfrom-rubric-editor.png|thumb|right|Rubric editor]]<br />
<br />
The rubric editor is available via the advanced grading method management screen which in turn is available via the 'Advanced grading' link in the activity settings block. The editor lets you set the rubric form name, the description and the rubric itself. The editor lets you add new criteria and levels, delete them and change the criteria order. There are several rubric options that can be configured, too. For each criterion, the criterion description should be filled. For each level, the level definition and the number of points associated with the level should be specified. Neither the criterion description nor the level definition text fields support embedded images yet.<br />
<br />
The rubric definition must be saved using either 'Save rubric and make it ready' or 'Save as draft' button. The button sets the form definition status respectively as described at the [[Advanced grading methods]] page.<br />
<br />
''Hint:'' You can modify the effective weight of a criterion by setting the value of the points assigned to its levels. If there is one criterion with levels 0, 1, 2, 3 and the second one with levels 0, 2, 4, 6 then the later one's impact on the final grade is twice as much as the first one's.<br />
<br />
''Hint:'' Use the Tab key to jump to the next level/criteria and even to add new criteria.<br />
<br />
== Using the rubric ==<br />
<br />
[[image:gradingfrom-rubric-usage.png|thumb|right|Filling the rubric to assess a submission in the Assignment module]]<br />
<br />
When teachers use the rubric to assess some student's work, they select the level describing the student's performance best for each criterion. Currently selected levels are highlighted in light green. If the rubric filling is re-edited later, the previously selected level is highlighted in light red. A level must be selected for each criterion, otherwise the rubric is not validated by the server as the final grade can't be calculated.<br />
<br />
If the form definition allows it, an optional remark can be filled for each criterion providing a detailed feedback/explanation of the assessment.<br />
<br />
== Grade calculation ==<br />
<br />
The rubric normalized score (ie basically a percentage grade) is calculated as<br />
<br />
: <math>G_s = \frac{\sum_{i=1}^N (g_i - min_i) }{\sum_{i=1}^N (max_i - min_i)}</math><br />
: where <math>g_i \in \mathbb{N}</math> is the number of points given to the i-th criterion, <math>min_i \in \mathbb{N}</math> is the minimal possible number of points for of the i-th criterion, <math>max_i \in \mathbb{N}</math> is the maximal possible number of points for the i-th criterion and <math>N \in \mathbb{N} </math> is the number of criteria in the rubric.<br />
<br />
Example of a single criterion can be: ''Overall quality of the paper'' with the levels ''5 - An excellent paper'', ''3 - A mediocre paper'', ''0 - A weak paper'' (the number represent the number of points).<br />
<br />
''Example:'' let us have an assessment form with two criteria, which both have four levels 1, 2, 3, 4. The teacher chooses level with 2 points for the first criterion and 3 points for the second criterion. Then the normalized score is:<br />
<br />
: <math>G_s = \frac{(2 - 1) + (3 - 1)}{(4 - 1) + (4 - 1)} = \frac{3}{6} = 50 %</math><br />
<br />
Note that this calculation may be different from how you intuitively use rubric. For example, when the teacher in the previous example chose both levels with 1 point, the plain sum would be 2 points. But that is actually the lowest possible score so it maps to the grade 0 in Moodle. <br />
<br />
TIP: '''To avoid confusion from this sort of thing, we recommend including a level with 0 points in every rubric criterion.'''<br />
<br />
A student's score is calculated by subtracting the minimum score available on the rubric from the student's actual score achieved on the rubric, and dividing the resulting answer by the difference between the maximum and minimum score available"<br />
<br />
==How students access the rubric==<br />
<br />
{|<br />
|[[image:rubricbeforesubmission.png|thumb|How students view a rubric]]<br />
|}<br />
<br />
When students click on an assignment which has a rubric attached to it, they will see the rubric as part of the information about their assignment. Thus, they can see the rubric before they submit.<br />
<br />
==FAQ==<br />
===Where do you go to edit a rubric?===<br />
To edit a rubric go to<br />
''Administration > Assignment Administration > Advanced grading > Define Rubric''.<br />
Select 'Rubric' from Change active grading method to drop down menu.<br />
You can see your created rubric with three options above Edit the current form definition, Delete the currently defined form, Publish the form as a new template. Click "Edit the current form definition" to edit your predefined rubric form.<br />
<br />
===How do you choose another rubric for an assignment?===<br />
From ''Administration>Assignment administration>Advanced grading'' access your rubric and delete it. The see #5 in [[Advanced grading methods]]<br />
<br />
===Why are total grades coming out strange?===<br />
It's likely that the lowest grade in your rubric is not zero. In this case your rubric grades from RUBRIC MIN to RUBRIC MAX are being mapped to the assignment grades of ZERO to ASSIGNMENT MAX, which is something people often don't want. To fix it, just make sure you have a ZERO level in each of your rubric criteria (even if you never use them).<br />
<br />
==See also==<br />
<br />
* [http://school.demo.moodle.net/grade/grading/form/rubric/preview.php?areaid=33 School demo example of student view of rubric] (Log in as username '''student'''/password '''moodle''')<br />
* [http://school.demo.moodle.net/mod/assign/view.php?id=205&rownum=1&action=grade School demo example of teacher view of rubric in student assignment] (Log in as username '''teacher'''/password '''moodle''')<br />
*[http://youtu.be/KXavtUhDINA A first look at rubrics] Screencast<br />
* [[Advanced grading methods]] page for general concepts of advanced grading in Moodle<br />
* [http://en.wikipedia.org/wiki/Rubric_(academic) Rubric description] at Wikipedia<br />
* [http://school.discoveryeducation.com/schrockguide/assess.html Examples of Assessment Rubrics] at Kathy Schrock's Guide for Educators<br />
* http://rubistar.4teachers.org/ - a free tool to help teachers create quality rubrics<br />
* [https://digiteacher.wordpress.com/2014/11/20/my-teacher-is-a-zombie-marking-by-rubric-on-moodle/ My Teacher is a Zombie – Marking by Rubric on Moodle] Using an electronic rubric frees up the time to ...<br />
<br />
[[de:Rubriken]]<br />
[[es:Rúbricas]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Rubrics&diff=117761Rubrics2015-03-29T08:56:08Z<p>Dougiamas: /* Grade calculation */</p>
<hr />
<div>{{Advanced grading methods}}<br />
[[image:gradingform-rubric-icon.png]] '''Rubrics''' are [[Advanced grading methods|advanced grading forms]] used for criteria-based assessment. The rubric consists of a set of criteria. For each criterion, several descriptive levels are provided. A numerical grade is assigned to each of these levels. The rater chooses which level answers/describes the given criterion best. The raw rubric score is calculated as a sum of all criteria grades. The final grade is calculated by comparing the actual score with the worst/best possible score that could be received.<br />
<br />
== Rubric editor ==<br />
<br />
[[image:gradingfrom-rubric-editor.png|thumb|right|Rubric editor]]<br />
<br />
The rubric editor is available via the advanced grading method management screen which in turn is available via the 'Advanced grading' link in the activity settings block. The editor lets you set the rubric form name, the description and the rubric itself. The editor lets you add new criteria and levels, delete them and change the criteria order. There are several rubric options that can be configured, too. For each criterion, the criterion description should be filled. For each level, the level definition and the number of points associated with the level should be specified. Neither the criterion description nor the level definition text fields support embedded images yet.<br />
<br />
The rubric definition must be saved using either 'Save rubric and make it ready' or 'Save as draft' button. The button sets the form definition status respectively as described at the [[Advanced grading methods]] page.<br />
<br />
''Hint:'' You can modify the effective weight of a criterion by setting the value of the points assigned to its levels. If there is one criterion with levels 0, 1, 2, 3 and the second one with levels 0, 2, 4, 6 then the later one's impact on the final grade is twice as much as the first one's.<br />
<br />
''Hint:'' Use the Tab key to jump to the next level/criteria and even to add new criteria.<br />
<br />
== Using the rubric ==<br />
<br />
[[image:gradingfrom-rubric-usage.png|thumb|right|Filling the rubric to assess a submission in the Assignment module]]<br />
<br />
When teachers use the rubric to assess some student's work, they select the level describing the student's performance best for each criterion. Currently selected levels are highlighted in light green. If the rubric filling is re-edited later, the previously selected level is highlighted in light red. A level must be selected for each criterion, otherwise the rubric is not validated by the server as the final grade can't be calculated.<br />
<br />
If the form definition allows it, an optional remark can be filled for each criterion providing a detailed feedback/explanation of the assessment.<br />
<br />
== Grade calculation ==<br />
<br />
The rubric normalized score (ie basically a percentage grade) is calculated as<br />
<br />
: <math>G_s = \frac{\sum_{i=1}^N (g_i - min_i) }{\sum_{i=1}^N (max_i - min_i)}</math><br />
: where <math>g_i \in \mathbb{N}</math> is the number of points given to the i-th criterion, <math>min_i \in \mathbb{N}</math> is the minimal possible number of points for of the i-th criterion, <math>max_i \in \mathbb{N}</math> is the maximal possible number of points for the i-th criterion and <math>N \in \mathbb{N} </math> is the number of criteria in the rubric.<br />
<br />
Example of a single criterion can be: ''Overall quality of the paper'' with the levels ''5 - An excellent paper'', ''3 - A mediocre paper'', ''0 - A weak paper'' (the number represent the number of points).<br />
<br />
''Example:'' let us have an assessment form with two criteria, which both have four levels 1, 2, 3, 4. The teacher chooses level with 2 points for the first criterion and 3 points for the second criterion. Then the normalized score is:<br />
<br />
: <math>G_s = \frac{(2 - 1) + (3 - 1)}{(4 - 1) + (4 - 1)} = \frac{3}{6} = 50 %</math><br />
<br />
Note that this calculation may be different from how you intuitively use rubric. For example, when the teacher in the previous example chose both levels with 1 point, the plain sum would be 2 points. But that is actually the lowest possible score so it maps to the grade 0 in Moodle. <br />
<br />
TIP: '''To avoid confusion from this sort of thing, we recommend including a level with 0 points in every rubric criterion.'''<br />
<br />
A student's score is calculated by subtracting the minimum score available on the rubric from the student's actual score achieved on the rubric, and dividing the resulting answer by the difference between the maximum and minimum score available"<br />
<br />
==How students access the rubric==<br />
<br />
{|<br />
|[[image:rubricbeforesubmission.png|thumb|How students view a rubric]]<br />
|}<br />
<br />
When students click on an assignment which has a rubric attached to it, they will see the rubric as part of the information about their assignment. Thus, they can see the rubric before they submit.<br />
<br />
==FAQ==<br />
===Where do you go to edit a rubric?===<br />
To edit a rubric go to<br />
''Administration > Assignment Administration > Advanced grading > Define Rubric''.<br />
Select 'Rubric' from Change active grading method to drop down menu.<br />
You can see your created rubric with three options above Edit the current form definition, Delete the currently defined form, Publish the form as a new template. Click "Edit the current form definition" to edit your predefined rubric form.<br />
<br />
===How do you choose another rubric for an assignment?===<br />
From ''Administration>Assignment administration>Advanced grading'' access your rubric and delete it. The see #5 in [[Advanced grading methods]]<br />
<br />
==See also==<br />
<br />
* [http://school.demo.moodle.net/grade/grading/form/rubric/preview.php?areaid=33 School demo example of student view of rubric] (Log in as username '''student'''/password '''moodle''')<br />
* [http://school.demo.moodle.net/mod/assign/view.php?id=205&rownum=1&action=grade School demo example of teacher view of rubric in student assignment] (Log in as username '''teacher'''/password '''moodle''')<br />
*[http://youtu.be/KXavtUhDINA A first look at rubrics] Screencast<br />
* [[Advanced grading methods]] page for general concepts of advanced grading in Moodle<br />
* [http://en.wikipedia.org/wiki/Rubric_(academic) Rubric description] at Wikipedia<br />
* [http://school.discoveryeducation.com/schrockguide/assess.html Examples of Assessment Rubrics] at Kathy Schrock's Guide for Educators<br />
* http://rubistar.4teachers.org/ - a free tool to help teachers create quality rubrics<br />
* [https://digiteacher.wordpress.com/2014/11/20/my-teacher-is-a-zombie-marking-by-rubric-on-moodle/ My Teacher is a Zombie – Marking by Rubric on Moodle] Using an electronic rubric frees up the time to ...<br />
<br />
[[de:Rubriken]]<br />
[[es:Rúbricas]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Rubrics&diff=117760Rubrics2015-03-29T08:54:59Z<p>Dougiamas: /* Grade calculation */</p>
<hr />
<div>{{Advanced grading methods}}<br />
[[image:gradingform-rubric-icon.png]] '''Rubrics''' are [[Advanced grading methods|advanced grading forms]] used for criteria-based assessment. The rubric consists of a set of criteria. For each criterion, several descriptive levels are provided. A numerical grade is assigned to each of these levels. The rater chooses which level answers/describes the given criterion best. The raw rubric score is calculated as a sum of all criteria grades. The final grade is calculated by comparing the actual score with the worst/best possible score that could be received.<br />
<br />
== Rubric editor ==<br />
<br />
[[image:gradingfrom-rubric-editor.png|thumb|right|Rubric editor]]<br />
<br />
The rubric editor is available via the advanced grading method management screen which in turn is available via the 'Advanced grading' link in the activity settings block. The editor lets you set the rubric form name, the description and the rubric itself. The editor lets you add new criteria and levels, delete them and change the criteria order. There are several rubric options that can be configured, too. For each criterion, the criterion description should be filled. For each level, the level definition and the number of points associated with the level should be specified. Neither the criterion description nor the level definition text fields support embedded images yet.<br />
<br />
The rubric definition must be saved using either 'Save rubric and make it ready' or 'Save as draft' button. The button sets the form definition status respectively as described at the [[Advanced grading methods]] page.<br />
<br />
''Hint:'' You can modify the effective weight of a criterion by setting the value of the points assigned to its levels. If there is one criterion with levels 0, 1, 2, 3 and the second one with levels 0, 2, 4, 6 then the later one's impact on the final grade is twice as much as the first one's.<br />
<br />
''Hint:'' Use the Tab key to jump to the next level/criteria and even to add new criteria.<br />
<br />
== Using the rubric ==<br />
<br />
[[image:gradingfrom-rubric-usage.png|thumb|right|Filling the rubric to assess a submission in the Assignment module]]<br />
<br />
When teachers use the rubric to assess some student's work, they select the level describing the student's performance best for each criterion. Currently selected levels are highlighted in light green. If the rubric filling is re-edited later, the previously selected level is highlighted in light red. A level must be selected for each criterion, otherwise the rubric is not validated by the server as the final grade can't be calculated.<br />
<br />
If the form definition allows it, an optional remark can be filled for each criterion providing a detailed feedback/explanation of the assessment.<br />
<br />
== Grade calculation ==<br />
<br />
The rubric normalized score (ie basically a percentage grade) is calculated as<br />
<br />
: <math>G_s = \frac{\sum_{i=1}^N (g_i - min_i) }{\sum_{i=1}^N (max_i - min_i)}</math><br />
: where <math>g_i \in \mathbb{N}</math> is the number of points given to the i-th criterion, <math>min_i \in \mathbb{N}</math> is the minimal possible number of points for of the i-th criterion, <math>max_i \in \mathbb{N}</math> is the maximal possible number of points for the i-th criterion and <math>N \in \mathbb{N} </math> is the number of criteria in the rubric.<br />
<br />
Example of a single criterion can be: ''Overall quality of the paper'' with the levels ''5 - An excellent paper'', ''3 - A mediocre paper'', ''0 - A weak paper'' (the number represent the number of points).<br />
<br />
''Example:'' let us have an assessment form with two criteria, which both have four levels 1, 2, 3, 4. The teacher chooses level with 2 points for the first criterion and 3 points for the second criterion. Then the normalized score is:<br />
<br />
: <math>G_s = \frac{(2 - 1) + (3 - 1)}{(4 - 1) + (4 - 1)} = \frac{3}{6} = 50 %</math><br />
<br />
Note that this calculation may be different from how you intuitively use rubric. For example, when the teacher in the previous example chose both levels with 1 point, the plain sum would be 2 points. But that is actually the lowest possible score so it maps to the grade 0 in Moodle. ''''To avoid confusion from this sort of thing, it is recommended to always include a level with 0 points in every rubric criterion.''''<br />
<br />
A student's score is calculated by subtracting the minimum score available on the rubric from the student's actual score achieved on the rubric, and dividing the resulting answer by the difference between the maximum and minimum score available"<br />
<br />
==How students access the rubric==<br />
<br />
{|<br />
|[[image:rubricbeforesubmission.png|thumb|How students view a rubric]]<br />
|}<br />
<br />
When students click on an assignment which has a rubric attached to it, they will see the rubric as part of the information about their assignment. Thus, they can see the rubric before they submit.<br />
<br />
==FAQ==<br />
===Where do you go to edit a rubric?===<br />
To edit a rubric go to<br />
''Administration > Assignment Administration > Advanced grading > Define Rubric''.<br />
Select 'Rubric' from Change active grading method to drop down menu.<br />
You can see your created rubric with three options above Edit the current form definition, Delete the currently defined form, Publish the form as a new template. Click "Edit the current form definition" to edit your predefined rubric form.<br />
<br />
===How do you choose another rubric for an assignment?===<br />
From ''Administration>Assignment administration>Advanced grading'' access your rubric and delete it. The see #5 in [[Advanced grading methods]]<br />
<br />
==See also==<br />
<br />
* [http://school.demo.moodle.net/grade/grading/form/rubric/preview.php?areaid=33 School demo example of student view of rubric] (Log in as username '''student'''/password '''moodle''')<br />
* [http://school.demo.moodle.net/mod/assign/view.php?id=205&rownum=1&action=grade School demo example of teacher view of rubric in student assignment] (Log in as username '''teacher'''/password '''moodle''')<br />
*[http://youtu.be/KXavtUhDINA A first look at rubrics] Screencast<br />
* [[Advanced grading methods]] page for general concepts of advanced grading in Moodle<br />
* [http://en.wikipedia.org/wiki/Rubric_(academic) Rubric description] at Wikipedia<br />
* [http://school.discoveryeducation.com/schrockguide/assess.html Examples of Assessment Rubrics] at Kathy Schrock's Guide for Educators<br />
* http://rubistar.4teachers.org/ - a free tool to help teachers create quality rubrics<br />
* [https://digiteacher.wordpress.com/2014/11/20/my-teacher-is-a-zombie-marking-by-rubric-on-moodle/ My Teacher is a Zombie – Marking by Rubric on Moodle] Using an electronic rubric frees up the time to ...<br />
<br />
[[de:Rubriken]]<br />
[[es:Rúbricas]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Activity_names_auto-linking_filter&diff=114639Activity names auto-linking filter2014-09-01T04:20:11Z<p>Dougiamas: </p>
<hr />
<div>{{Filters}}<br />
The '''Activity names auto-linking filter''' is a site Filter that will create links to an activity whenever the name of the activity is written in texts within the same course in which the activity is located. This includes forum postings, pages, labels etc. <br />
<br />
==Site Administration settings==<br />
<br />
Activity names auto-linking must be enabled by an administrator via ''Administration > Site administration > Plugins > Filters''. This Filter can be enabled by selecting either ''On'' (where activity names will be by default auto-linked) or ''Off but available''.<br />
<br />
Within a course, the filter settings may be changed by navigating to ''Course administration>Filters'' <br />
<br />
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. <br />
<br />
Using the up/down arrows in the Order column you can specify the order in which each of the enabled Filters are applied.<br />
<br />
<br />
<br />
[[de:Auto-Verlinkung der Aktivitätsnamen]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Migration_from_MyISAM_to_InnoDB&diff=114297Migration from MyISAM to InnoDB2014-08-25T08:19:36Z<p>Dougiamas: /* Various Methods described in Moodle forums (choose one) */</p>
<hr />
<div>{{Admin tools}}<br />
This page only applies to administrators using Moodle with a MySQL database as it's about migrating the [http://dev.mysql.com/doc/refman/5.1/en/storage-engines.html MySQL storage engine].<br />
<br />
== Why migrate to InnoDB? ==<br />
<br />
InnoDB is highly recommended rather than MyISAM because it works more robustly, performs better with big sites and allows better data integrity features (transactions).<br />
<br />
It is required if you want to use Moodle's [[Web services]] (for the [[Mobile app]] for example), and possibly for more features in future. <br />
<br />
== MySQL Configuration ==<br />
Before attempting to change the table type, you should:<br />
* '''check InnoDB is enabled'''. Log in to MySQL and run the command [http://dev.mysql.com/doc/refman/5.1/en/show-engines.html SHOW ENGINES]. Make sure that support for InnoDB shows either "YES" or "DEFAULT".<br />
* '''set innodb_file_per_table if required'''. [http://dev.mysql.com/doc/refman/5.1/en/innodb-multiple-tablespaces.html This setting] can be useful for large installations, but it only affects newly created tables and can't be applied retrospectively.<br />
<br />
== Various Methods described in Moodle forums (choose one)==<br />
* RECOMMENDED: use the CLI script - '''php admin/cli/mysql_engine.php''' - requires access to shell, and the config.php must only have one moodle instance<br />
* Make sure nobody else is accessing the server while performing the following. Put Moodle into maintenance mode. As an administrator, run the innodb script as a webpage <nowiki>http://www.YOUR_MOODLE_SITE/admin/tool/innodb/index.php</nowiki>. (With large databases, you may experience time-out issues.) Add the following statement to <nowiki>/etc/my.cnf</nowiki> under the [mysqld] heading: "binlog_format=ROW" (without the quotes) and stop/restart MySQL. Without this statement you will encounter the dmlwriteexception error when moodle attempts to write to MySQL. Take Moodle out of maintenance mode.<br />
* use PHPMyAdmin entering Structure view of a table and clicking Operations tab. Look for Storage Engine parameter. This is a tedious task due to the number of tables [http://moodle.org/mod/forum/discuss.php?d=162002]<br />
* perform a database dump (e.g. mysqldump moodle_database > dump.SQL), use an editor or sed/perl/awk command to find/replace , replacing MyISAM with InnoDB. Finally, restore back in the server. (e.g. mysql < dump.SQL or equivalent). '''If using this method, be very careful to use the same file encoding on both input and output.'''<br />
* Follow the process detailed here - https://sites.google.com/site/moodlemayhem/tcea2011-moodle-server-setup-basics/moodleacidtrip<br />
* Use the php script (Tested on 1.9 and 2.0/2.2) http://noveckg.blogspot.com/2012/04/moodle-php-script-to-convert-mysql.html<br />
<br />
==See also==<br />
<br />
* [http://tag1consulting.com/MySQL_Engines_MyISAM_vs_InnoDB MySQL Engines: MyISAM vs. InnoDB] article by Tag1 Consulting<br />
* [http://code.openark.org/blog/mysql/useful-sed-awk-liners-for-mysql An easy migration of MyISAM mysqldump to InnoDB]<br />
<br />
Using Moodle forum discussions:<br />
*[http://moodle.org/mod/forum/discuss.php?d=162871 Documentation for migration from MyISAM to InnoDB]<br />
*[http://moodle.org/mod/forum/discuss.php?d=117913 New moodle.org] <br />
<br />
[[fr:Migration de MyISAM vers InnoDB]]<br />
[[de:Migration von MyISAM zu InnoDB]]<br />
[[ja:MyISAMからInnoDBへの移行]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Migration_from_MyISAM_to_InnoDB&diff=114296Migration from MyISAM to InnoDB2014-08-25T08:18:53Z<p>Dougiamas: /* Various Methods described in Moodle forums (choose one) */</p>
<hr />
<div>{{Admin tools}}<br />
This page only applies to administrators using Moodle with a MySQL database as it's about migrating the [http://dev.mysql.com/doc/refman/5.1/en/storage-engines.html MySQL storage engine].<br />
<br />
== Why migrate to InnoDB? ==<br />
<br />
InnoDB is highly recommended rather than MyISAM because it works more robustly, performs better with big sites and allows better data integrity features (transactions).<br />
<br />
It is required if you want to use Moodle's [[Web services]] (for the [[Mobile app]] for example), and possibly for more features in future. <br />
<br />
== MySQL Configuration ==<br />
Before attempting to change the table type, you should:<br />
* '''check InnoDB is enabled'''. Log in to MySQL and run the command [http://dev.mysql.com/doc/refman/5.1/en/show-engines.html SHOW ENGINES]. Make sure that support for InnoDB shows either "YES" or "DEFAULT".<br />
* '''set innodb_file_per_table if required'''. [http://dev.mysql.com/doc/refman/5.1/en/innodb-multiple-tablespaces.html This setting] can be useful for large installations, but it only affects newly created tables and can't be applied retrospectively.<br />
<br />
== Various Methods described in Moodle forums (choose one)==<br />
* RECOMMENDED: use the CLI script in admin/cli/mysql_engine.php - requires access to shell, and the config.php must only have one moodle instance<br />
* Make sure nobody else is accessing the server while performing the following. Put Moodle into maintenance mode. As an administrator, run the innodb script as a webpage <nowiki>http://www.YOUR_MOODLE_SITE/admin/tool/innodb/index.php</nowiki>. (With large databases, you may experience time-out issues.) Add the following statement to <nowiki>/etc/my.cnf</nowiki> under the [mysqld] heading: "binlog_format=ROW" (without the quotes) and stop/restart MySQL. Without this statement you will encounter the dmlwriteexception error when moodle attempts to write to MySQL. Take Moodle out of maintenance mode.<br />
* use PHPMyAdmin entering Structure view of a table and clicking Operations tab. Look for Storage Engine parameter. This is a tedious task due to the number of tables [http://moodle.org/mod/forum/discuss.php?d=162002]<br />
* perform a database dump (e.g. mysqldump moodle_database > dump.SQL), use an editor or sed/perl/awk command to find/replace , replacing MyISAM with InnoDB. Finally, restore back in the server. (e.g. mysql < dump.SQL or equivalent). '''If using this method, be very careful to use the same file encoding on both input and output.'''<br />
* Follow the process detailed here - https://sites.google.com/site/moodlemayhem/tcea2011-moodle-server-setup-basics/moodleacidtrip<br />
* Use the php script (Tested on 1.9 and 2.0/2.2) http://noveckg.blogspot.com/2012/04/moodle-php-script-to-convert-mysql.html<br />
<br />
==See also==<br />
<br />
* [http://tag1consulting.com/MySQL_Engines_MyISAM_vs_InnoDB MySQL Engines: MyISAM vs. InnoDB] article by Tag1 Consulting<br />
* [http://code.openark.org/blog/mysql/useful-sed-awk-liners-for-mysql An easy migration of MyISAM mysqldump to InnoDB]<br />
<br />
Using Moodle forum discussions:<br />
*[http://moodle.org/mod/forum/discuss.php?d=162871 Documentation for migration from MyISAM to InnoDB]<br />
*[http://moodle.org/mod/forum/discuss.php?d=117913 New moodle.org] <br />
<br />
[[fr:Migration de MyISAM vers InnoDB]]<br />
[[de:Migration von MyISAM zu InnoDB]]<br />
[[ja:MyISAMからInnoDBへの移行]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Moodle_Mobile_additional_features&diff=113476Moodle Mobile additional features2014-07-08T10:44:02Z<p>Dougiamas: /* Security */</p>
<hr />
<div>{{Infobox plugin<br />
|type = Local plugin<br />
|entry = http://moodle.org/plugins/view.php?plugin=local_mobile<br />
|tracker = https://tracker.moodle.org/browse/CONTRIB/component/13930<br />
|discussion = http://moodle.org/mod/forum/view.php?id=<br />
|maintainer = [[User:Juan Leyva|Juan Leyva]]<br />
}}<br />
<br />
Local plugin for adding new features to the current Moodle Mobile app ([https://moodle.org/plugins/view.php?plugin=local_mobile Plugin download link])<br />
<br />
This add-on provides new features and web services which are currently only available in Moodle 2.7.<br />
<br />
== How it works ==<br />
<br />
Once installed the plugin creates a new service "Moodle Mobile additional features".<br />
<br />
The Mobile app checks if this service is enabled. If not, the Mobile app falls backs to the standard core Mobile app service.<br />
<br />
== Features ==<br />
<br />
* Support for sites using SSO authentication methods (Shibboleth and CAS)<br />
* Push notifications<br />
* Retrieval of private messages and notifications from the site<br />
* Retrieval of calendar events from the site<br />
<br />
=== Enable authentication for sites using SSO methods (like Shibboleth and CAS) ===<br />
<br />
Once the plugin is installed, you need to go to Site administration > Plugins > Local plugins > Moodle Mobile additional features<br />
<br />
There you can choose the "Type of login":<br />
<br />
- Via the app: Is the default login, the user must introduce his credentials in the app<br />
<br />
- Via a browser window: A new browser instance is open in the mobile device pointing to the login form in the Moodle site. The user must introduce his credentials there. This is the option that must be selected for sites using SSO methods (or for sites that wants to force the user to authenticate in the site, not in the app)<br />
<br />
<mediaplayer>https://www.youtube.com/watch?v=cl8rsyyyg9g</mediaplayer><br />
<br />
=== Push notifications ===<br />
<br />
If you want to enable Push notifications in Moodle sites prior to version 2.6 this plugin must be installed.<br />
<br />
See [[Mobile app Push Notifications]] for more information<br />
<br />
== Installation ==<br />
<br />
1. Unpack the zip file into the local/ directory. A new directory will be created called local/mobile.<br />
<br />
2. Go to Site administration > Notifications to complete the plugin installation.<br />
<br />
3. Go to Site administration > Plugins > Web services > External services, edit "Moodle Mobile additional features" and check the "Enabled" field, then save changes.<br />
<br />
4. Go to Site administration > Users > Define roles, edit the Authenticated user role and allow the capability moodle/webservice:createtoken.<br />
<br />
Note: You need to have upgraded the Moodle Mobile app to version 1.4.4.<br />
<br />
If you are currently using the Moodle Mobile app, you will need to log out of all your sites in order for the app to detect the new service.<br />
<br />
== Admin users, please read ==<br />
<br />
This plugin installs a new service in your Moodle installation, the automatic token creation for this type of services is forbidden for admin users. This means that admin users will not be able to use the Mobile app.<br />
<br />
This can be solved easily, administrators must create a token manually in Moodle (Plugins > Web Services > Manage tokens) for the local_mobile service.<br />
<br />
== See also ==<br />
<br />
[https://moodle.org/plugins/view.php?plugin=local_mobile Plugin entry in the plugins database]<br />
<br />
[[Category: Mobile]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Moodle_Mobile&diff=113296Moodle Mobile2014-06-24T10:20:50Z<p>Dougiamas: </p>
<hr />
<div>{{Mobile}}<br />
== Features ==<br />
<br />
Moodle Mobile is the Moodle official mobile application for Android and iOs. It's available in Google Play and Apple Market.<br />
<br />
* Responsive design for phone and tablets<br />
* Upload a picture into your private file area<br />
* Record an audio file and upload it into your private file area<br />
* Record a video and upload it into your private file area<br />
* Send a private message to a course participant (can be done offline)<br />
* Take a personal note about a course participant (can be done offline)<br />
* Add a course participant to your phone contact<br />
* Call a course participant touching the phone number<br />
* Locate a course participant address on Google map<br />
* Download and view some course resources<br />
* Quick access to your course contents<br />
* View calendar events<br />
* Mobile Push notifications<br />
* Remote layout/style customization (see below)<br />
* * Support for sites using CAS or Shibboleth as auth methods<br />
* * View all your past private messages and notifications<br />
<br />
Note: All features indicated (*) require the [[Moodle Mobile additional features]] add-on to be installed.<br />
<br />
Notice that Moodle Mobile is not a replacement of the MyMobile or Bootstrap/Simple theme. Moodle Mobile offers offline contents, camera & audio features and Push notifications connected to the user messaging preferences.<br />
You can use Moodle Mobile app in combination with a Mobile theme.<br />
<br />
=== Screenshots ===<br />
<br />
'''Phone'''<br />
[[File:moodlemobile01.jpg]] [[File:moodlemobile02.jpg]] [[File:moodlemobile03.jpg]] [[File:moodlemobile04.jpg]] [[File:moodlemobile05.jpg]]<br />
<br />
<br />
'''Tablet'''<br />
[[File:moodlemobileipad01.jpg]] [[File:moodlemobileipad02.jpg]]<br />
<br />
<br />
=== Style customization ===<br />
<br />
The app can also retrieve your custom styles from your Moodle site. Since the app is a HTML5 app, you can apply safely any CSS, CSS2 and CSS3 style.<br />
<br />
In your Moodle installation go to Plugins / Web services / Mobile and enter in the mobilecssurl field a valid URL pointing to a CSS file containing your custom styles. The original styles to override can be found here: https://github.com/moodlehq/moodlemobile/tree/master/css<br />
<br />
The CSS should be placed inside your Moodle installation (in your custom theme or inside a local plugin)<br />
<br />
Once the user is logged in the app, there is a periodical process that retrieves your remote CSS files for applying your custom styles. <br />
<br />
Notice that on the first time a user opens the app, he will see the default "orange" style. Your custom styles will be applied once the user has added a site in the app.<br />
<br />
=== Notifications ===<br />
<br />
The app can receive notifications from your Moodle site, but you have to configure it. See [[Mobile app Push Notifications]]<br />
<br />
==Moodle sites must be enabled for the app to access them==<br />
<br />
Moodle 2.4 or above is mandatory.<br />
<br />
The administrator of your Moodle site must enable mobile access as follows:<br />
<br />
* In ''Administration > Site administration > Plugins > Web services > Mobile'' tick the 'Enable web services for mobile devices' checkbox, then click the button to save changes.<br />
<br />
==Installing the mobile app==<br />
<br />
Apps are available in Google Play and also Apple Store. You can install the app directly from your Mobile device, search for "Moodle Mobile" the author/owner must be "Moodle Pty Ltd"<br />
<br />
Android: https://play.google.com/store/apps/details?id=com.moodle.moodlemobile<br />
<br />
iOS: https://itunes.apple.com/app/moodle-mobile/id633359593?mt=8<br />
<br />
==Testing the app on a demo site==<br />
<br />
In the login screen, type "teacher" or "student" in the Username field and click the Add button. You will be logged automatically to a Moodle demo site for testing the app.<br />
<br />
== Cache ==<br />
If you connect to your Moodle site and update/create/delete anything, and then go to your mobile app, the content will not be displayed. You will have to wait a couple of minutes. The cache time for the app is currently 5 minutes.<br />
<br />
You can refresh the contents of the Mobile app using the refresh button (top right in the left orange menu)<br />
<br />
There are developer options for purging the cache at any time (Settings -> Development)<br />
<br />
==How to report a bug==<br />
<br />
# Log in to the Moodle Mobile tracker [https://tracker.moodle.org/browse/MOBILE https://tracker.moodle.org/browse/MOBILE] (you'll need to [http://tracker.moodle.org/secure/Signup%21default.jspa create a tracker account] if you've not done so previously)<br />
# ''Check whether the issue has already been reported by [https://tracker.moodle.org/issues/?jql=project%20%3D%20MOBILE searching all the issues]''<br />
# If not, report the bug by clicking the 'Create Issue' link at the top right of the page, selecting 'Moodle Mobile' as the project<br />
# Add a detailed description then click the Create button<br />
# Attach the following files to the issue by selecting 'Attach Files' in the 'More actions' dropdown menu:<br />
#* 'Device information' - this can be found in the app (Settings -> Development -> Device info, you can send yourself this information by email using the e-mail button at the bottom)<br />
#* App Log (''Settings -> Development -> Show Log'', again you can send yourself this information by email)<br />
<br />
=== Report a bug by email ===<br />
<br />
You can send us the same report by email using ''Settings -> Report a bug''. As the report is sent by email to mobile@moodle.com, the report will take more time to be filed in the tracker.<br />
<br />
== See also ==<br />
<br />
* [[:dev:Moodle Mobile|Moodle Mobile developer docs]]<br />
* [[Mobile web services]]<br />
<br />
[[ja:モバイルアプリ]]<br />
[[de:Mobile App]]<br />
[[es:Apps para móviles]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Upgrade_overview&diff=112798Upgrade overview2014-05-29T04:58:27Z<p>Dougiamas: </p>
<hr />
<div><div class="navtrail">[[Main page]] ► [[Installation]] ► [[{{PAGENAME}}]]</div><br />
<span class="small-info-right">''Moodle 2.7 available now!''</span><br />
Start enjoying the cool features of the latest and greatest version of Moodle in four easy steps...<br />
__NOTOC__<br />
==Step 1: Make sure that your server can run Moodle 2.7==<br />
[[File:checklist.png|right]]<br />
(Note: You need to upgrade to Moodle 2.2 before upgrading to 2.7.)<br />
<br />
Go to ''Settings > Site administration > Server > Environment''<br />
<br />
Status OK for everything? Great! Go to step 2...<br />
<br />
Any problems? You probably need to upgrade your server software (such as PHP) to a more recent version.<br />
<br />
==Step 2: Be prepared!==<br />
[[File:backup.png|right]]<br />
As usual with any large upgrade, you should always be prepared to "roll back" if there's an issue with your data or some custom code you've added.<br />
<br />
; A test install: We highly advise you make a copy of your production site to practice the upgrade on first. That way, if you run into any problems that need fixing you won't affect your main site.<br />
<br />
; Always make backups: When upgrading your production instance, make sure you have copies of everything, just in case. Full instructions are here: [[Site backup]].<br />
<br />
==Step 3: Replace your Moodle code==<br />
<br />
At this point you can replace the Moodle code on your server with the version you downloaded.<br />
<br />
; Check plugins: Any plugins you have installed will also to be replaced with a version for your new Moodle version. If there is not yet an updated version of the plugin available, it will need to be uninstalled before upgrading your site.<br />
<br />
==Step 4: Perform the upgrade!==<br />
[[File:gears.png|right]]<br />
Trigger the upgrade by [[Upgrading#Finishing_the_upgrade|visiting the admin page]].<br />
<br />
If you have a large site this may take hours, so we recommend [[Administration_via_command_line#Upgrading_via_command_line|upgrading via command line]].<br />
<br />
==How did you go?==<br />
<br />
; Yes - it worked!: Great! Repeat the process for Moodle 2.7, and please post in the [http://moodle.org/mod/forum/view.php?id=28 Installation help forum] and share your success with the Moodle community!<br />
; No - I had an error: Don’t worry, help is at hand. Post in the [http://moodle.org/mod/forum/view.php?id=28 Installation help forum] where our experts are waiting to explain any errors you obtain.<br />
<br />
==See also==<br />
<br />
* [[Upgrading]] for full details of the process<br />
* [[Upgrading FAQ]]<br />
<br />
[[Category:Installation]]<br />
<br />
[[de:Aktualisierung in Kürze]]<br />
[[es:Visión general de actualización]]<br />
[[ja:アップグレード概要]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Using_TeX_Notation&diff=112665Using TeX Notation2014-05-18T05:23:44Z<p>Dougiamas: </p>
<hr />
<div>{{Filters}}<br />
{{Work in progress}}<br />
TeX (pronounced TEK) is a very widespread and popular way of representing Mathematics notation using only characters that you can type on a keyboard (see [https://en.wikipedia.org/wiki/TeX Wikipedia]). This makes it a useful format to use in Moodle, since it can be entered anywhere you can type text, from forum posts to quiz questions.<br />
<br />
TeX expressions can be entered in multiple ways:<br />
* typing them directly into texts.<br />
* using the Java-based Dragmath editor in Moodle's TinyMCE editor.<br />
* using the HTML-based equation editor in Moodle's Atto editor (since Moodle 2.7).<br />
<br />
Afterwards, TeX expressions are rendered into Mathematics notation:<br />
* using the TeX filter in Moodle, which uses a TeX binary installed on the server to convert expressions into .gif images (or if that is not available, it falls back to a simple built-in mimetex binary).<br />
* using the [[MathJax_filter]] which identifies TeX expressions and uses the Mathjax JS library to render them in browsers at display time (since Moodle 2.7).<br />
* using other third-party solutions.<br />
<br />
As you can imagine, the whole field is not simple as we'd like, especially because there are many flavours of TeX and slight variations between tools.<br />
<br />
This page focusses only on using TeX in core Moodle. See the links at the bottom of this page for more information on setting up TeX editors and filters, including other tools from the Moodle community that may be suitable for advanced users.<br />
<br />
'''WARNING:''' This Wiki environment uses a DIFFERENT TeX renderer to Moodle, especially when it comes to control sequences. For this reason images are sometimes used to represent what it should look like in Moodle. YMMV.<br />
<br />
<br />
==Language Conventions== <br />
<br />
To identify a TeX sequence in your text, surround it with $$ markers. To invoke a particular command or control sequence, use the backslash, \. A typical control sequence looks like: <br />
<br />
$$ x\ =\ \frac{\sqrt{144}}{2}\ \times\ (y\ +\ 12) $$ <br />
{| class="nicetable"<br />
|-<br />
| [[Image: cfmimetex10.gif|frame|center]]<br />
|-<br />
|Fraction and square root.<br />
|}<br />
<br />
<br />
Additional spaces can be placed into the equation using the \ without a trailing character.<br />
<br />
<br />
==Reserved Characters and Keywords==<br />
<br />
Most characters and numbers on the keyboard can be used at their default value. As with any computing language, though, there are a set of reserved characters and keywords that are used by the program for its own purposes. TeX Notation is no different, but it does have a very small set of Reserved Characters. This will not be a complete list of reserved characters, but some of these are: <br />
<br />
@ # $ % ^ & * ( ) . <br />
<br />
To use these characters in an equation just place the \ in front of them like \$ or \%. If you want to use the backslash, just use \backslash. The only exception here seems to be the &, ampersand. <br />
<br />
<br />
==Superscripts, Subscripts and Roots==<br />
<br />
Superscripts are recorded using the caret, ^, symbol. An example for a Maths class might be: <br />
<br />
$$ 4^2 \ \times \ 4^3 \ = 4^5 $$<br />
This is a shorthand way of saying: <br />
(4 x 4) x (4 x 4 x 4) = (4 x 4 x 4 x 4 x 4)<br />
or<br />
16 x 64 = 1024.<br />
<br />
<math>4^2 \ \times \ 4^3 \ = 4^5</math><br />
<br />
<br />
Subscripts are similar, but use the underscore character. <br />
<br />
$$ 3x_2 \ \times \ 2x_3 $$<br />
<br />
<math>3x_2 \ \times \ 2x_3</math><br />
<br />
This is OK if you want superscripts or subscripts, but square roots are a little different. This uses a control sequence. <br />
<br />
$$ \sqrt{64} \ = \ 8 $$<br />
<br />
<math>\sqrt{64} \ = \ 8</math><br />
<br />
You can also take this a little further, but adding in a control character. You may ask a question like: <br />
<br />
$$ If \ \sqrt[n]{1024} \ = \ 4, \ what \ is \ the \ value \ of \ n? $$ <br />
<br />
<math>If \ \sqrt[n]{1024} \ = \ 4, \ what \ is \ the \ value \ of \ n?</math> <br />
<br />
Using these different commands allows you to develop equations like: <br />
<br />
$$ The \sqrt{64} \ \times \ 2 \ \times \ 4^3 \ = \ 1024 $$<br />
<br />
<math>The \sqrt{64} \ \times \ 2 \ \times \ 4^3 \ = \ 1024</math><br />
<br />
Superscripts, Subscripts and roots can also be noted in [[Using TeX Notation 4 | Matrices]].<br />
<br />
==Fractions==<br />
<br />
Fractions in TeX are actually simple, as long as you remember the rules.<br />
<br />
$$ \frac{numerator}{denominator} $$ which produces <math>\frac{numerator}{denominator}</math> .<br />
<br />
This can be given as:<br />
<br />
<math>\frac{5}{10} \ is \ equal \ to \ \frac{1}{2}</math>.<br />
<br />
This is entered as:<br />
<br />
$$ \frac{5}{10} \ is \ equal \ to \ \frac{1}{2}.$$<br />
<br />
With fractions (as with other commands) the curly brackets can be nested so that for example you can implement negative exponents in fractions. As you can see,<br />
<br />
$$\frac {5^{-2}}{3}$$ will produce <math>\frac {5^{-2}}{3}</math><br />
<br />
$$\left(\frac{3}{4}\right)^{-3}$$ will produce <math>\left(\frac{3}{4}\right)^{-3}</math> and<br />
<br />
$$\frac{3}{4^{-3}}$$ will produce <math> \frac{3}{4^{-3}} </math><br />
<br />
You likely do not want to use $$\frac{3}{4}^{-3}$$ as it produces <math>\frac{3}{4}^{-3}</math><br />
<br />
You can also use fractions and negative exponents in [[Using TeX Notation 4 | Matrices]].<br />
<br />
==Brackets==<br />
<br />
As students advance through Maths, they come into contact with brackets. Algebraic notation depends heavily on brackets. The usual keyboard values of ( and ) are useful, for example:<br />
<br />
<math>d = 2 \ \times \ (4 \ - \ j)</math><br />
<br />
This is written as:<br />
<br />
$$ d = 2 \ \times \ (4 \ - \ j) $$<br />
<br />
Usually, these brackets are enough for most formulae but they will not be in some circumstances. Consider this:<br />
<br />
<math>4x^3 \ + \ (x \ + \ \frac{42}{1 + x^4})</math> <br />
<br />
Is OK, but try it this way:<br />
<br />
<math>4x^3 \ + \ \left(x \ + \ \frac{42}{1 + x^4}\right)</math> <br />
<br />
This can be achieved by:<br />
<br />
$$ 4x^3 \ + \ \left(x \ + \ \frac{42}{1 + x^4}\right) $$<br />
<br />
A simple change using the \left( and \right) symbols instead. Note the actual bracket is both named and presented. Brackets are almost essential in [[Using TeX Notation 4 | Matrices]].<br />
<br />
==Ellipsis==<br />
<br />
The Ellipsis is a simple code:<br />
<br />
<math>x_1, \ x_2, \ \ldots, \ x_n</math> <br />
<br />
Written like:<br />
<br />
$$ x_1, \ x_2, \ \ldots, \ x_n $$<br />
<br />
A more practical application could be:<br />
<br />
Question:<br />
"Add together all the numbers from 1 <math>\ldots</math> 38.<br />
What is an elegant and simple solution to this problem?<br />
Can you create an algebraic function to explain this solution?<br />
Will your solution work for all numbers?"<br />
<br />
Answer:<br />
The question uses an even number to demonstrate a mathematical process and generate an algebraic formula.<br />
<br />
{| class = "nicetable"<br />
|-<br />
| Part 1:<br />
| Part 2.<br />
| Part 3.<br />
|-<br />
| <br />
<math>1. \ 1 \ + \ 38 \ = \ 39</math><br />
<br />
<math>2. \ 2 \ + \ 37 \ = \ 39</math><br />
<br />
<math>3. \ 3 \ + \ 36 \ = \ 39</math><br />
<br />
<math>\ldots</math><br />
<br />
<math>19. 19 \ + \ 20 \ = \ 39 </math><br />
<br />
<math>\therefore x \ = \ 39 \ \times \ 19 </math><br />
<br />
<math>\therefore x \ = \ 741 </math> <br />
<br />
<br />
|An algebraic function might read something like:<br />
<math>t = (1 + n) \times n/2 </math><br />
<br />
Where t = total and n = the last number.<br />
<br />
|The solution is that, using the largest and the smallest numbers, the numbers are added and then multiplied by the number of different combinations to produce the same result adding the first and last numbers.<br />
The answer must depend on the number, <math>\frac{n}{2}</math> being a whole number. Therefore, the solution will not work for an odd range of numbers, only an even range.<br />
<br />
|}<br />
<br />
<br />
==Symbols==<br />
<br />
These are not all the symbols that may be available in TeX Notation for Moodle, just the ones that I have found to work in Moodle.<br />
<br />
{| class="nicetable"<br />
|- <br />
| \amalg <br />
| <math>\amalg</math> <br />
| \cup<br />
| <math>\cup</math> <br />
| \oplus<br />
| <math>\oplus</math> <br />
| \times<br />
| <math>\times</math> <br />
|-<br />
|\ast<br />
|<math>\ast</math> <br />
|\dagger<br />
|<math>\dagger</math> <br />
| \oslash<br />
| <math>\oslash</math> <br />
| \triangleleft<br />
| <math>\triangleleft</math> <br />
|-<br />
| \bigcirc<br />
| <math>\bigcirc</math> <br />
| \ddagger<br />
| <math>\ddagger</math> <br />
| \otimes<br />
| <math>\otimes</math> <br />
| \triangleright<br />
| <math>\triangleright</math><br />
|-<br />
| \bigtriangledown<br />
| <math>\bigtriangledown</math> <br />
| \diamond<br />
| <math>\diamond</math> <br />
| \pm<br />
| <math>\pm</math> <br />
| \odot<br />
| <math>\odot</math> <br />
|- <br />
| \bigtriangleup<br />
| <math>\bigtriangleup</math> <br />
| \div<br />
| <math>\div</math> <br />
| \ominus<br />
| <math>\ominus</math> <br />
| \wr<br />
| <math>\wr</math> <br />
|-<br />
| \circ<br />
| <math>\circ</math> <br />
| \wedge<br />
| <math>\wedge</math> <br />
| \vee<br />
| <math>\vee</math> <br />
| \sqcup<br />
| <math>\sqcup</math> <br />
|- <br />
| \leq<br />
| <math>\leq</math> <br />
| \geq<br />
| <math>\geq</math> <br />
| \equiv<br />
| <math>\equiv</math> <br />
| \prec<br />
| <math>\prec</math> <br />
|-<br />
| \succ<br />
| <math>\succ</math> <br />
| \sim<br />
| <math>\sim</math> <br />
| \perp<br />
| <math>\perp</math> <br />
| \preceq<br />
| <math>\preceq</math> <br />
|-<br />
| \succeq<br />
| <math>\succeq</math> <br />
| \simeq<br />
| <math>\simeq</math> <br />
| \mid<br />
| <math>\mid</math> <br />
| \ll<br />
| <math>\ll</math> <br />
|-<br />
| \gg <br />
| <math>\gg</math> <br />
| \asymp<br />
| <math>\asymp</math> <br />
| \parallel<br />
| <math>\parallel</math> <br />
| \subset<br />
| <math>\subset</math> <br />
|- <br />
| \supset<br />
| <math>\supset</math> <br />
| \subseteq<br />
| <math>\subseteq</math> <br />
| \supseteq<br />
| <math>\supseteq</math> <br />
| \approx<br />
| <math>\approx</math> <br />
|- <br />
| \neq<br />
| <math>\neq</math> <br />
| \ni<br />
| <math>\ni</math> <br />
| \notin<br />
| <math>\notin</math> <br />
| \in<br />
| <math>\ni</math> <br />
|- <br />
| \vdash<br />
| <math>\vdash</math> <br />
| \dashv<br />
| <math>\dashv</math> <br />
| \bullet<br />
| <math>\bullet</math> <br />
| \cdot<br />
| <math>\cdot</math> <br />
|}<br />
<br />
==Arrows==<br />
<br />
{| class="nicetable"<br />
|-<br />
| \leftarrow <br />
| <math> \leftarrow</math> <br />
| \longleftarrow<br />
| <math> \longleftarrow</math> <br />
| \Leftarrow<br />
| <math> \Leftarrow</math> <br />
| \Longleftarrow<br />
| <math> \Longleftarrow</math> <br />
|-<br />
| \rightarrow<br />
| <math> \rightarrow</math> <br />
| \longrightarrow<br />
| <math> \longrightarrow</math> <br />
| \Rightarrow<br />
| <math> \Rightarrow</math> <br />
| \Longrightarrow<br />
| <math> \Longrightarrow</math> <br />
|-<br />
| \uparrow<br />
| <math> \uparrow</math> <br />
| \Uparrow<br />
| <math> \Uparrow</math> <br />
| \downarrow<br />
| <math> \downarrow</math> <br />
| \Downarrow<br />
| <math> \Downarrow</math> <br />
|-<br />
| \leftrightarrow<br />
| <math> \leftrightarrow</math> <br />
| \longleftrightarrow<br />
| <math> \longleftrightarrow</math> <br />
| \updownarrow<br />
| <math> \updownarrow</math> <br />
| \Updownarrow<br />
| <math> \Updownarrow</math> <br />
|-<br />
| \Leftrightarrow<br />
| <math> \Leftrightarrow</math> <br />
| \Longleftrightarrow<br />
| <math> \Longleftrightarrow</math> <br />
| \leftrightharpoon<br />
| <math> \rightleftharpoons</math> <br />
| \Im<br />
| <math> \Im</math> <br />
|-<br />
| \nearrow<br />
| <math> \nearrow</math> <br />
| \nwarrow<br />
| <math> \nwarrow</math> <br />
| \swarrow<br />
| <math> \swarrow</math> <br />
| \searrow<br />
| <math> \searrow</math> <br />
<br />
|}<br />
<br />
==Delimiters and Maths Constructs==<br />
<br />
NOTE: Most delimiters and constructs need additional parameters for them to appear appropriately.<br />
<br />
{| class="nicetable"<br />
|-<br />
| \{x<br />
| <math> \{x </math> <br />
| x | \}<br />
| <math>x | \} </math> <br />
| \rangle<br />
| <math> \rangle </math> <br />
| \langle<br />
| <math> \langle </math> <br />
|-<br />
| \angle<br />
| <math> \angle </math> <br />
| \=<br />
| <math> \| </math> <br />
| \sqrt{ab}<br />
| <math> \sqrt{ab}</math> <br />
| \sqrt[n]{ab}<br />
| <math> \sqrt[n]{ab}</math> <br />
|-<br />
| \frac{ab}{cd}<br />
| <math> \frac{ab}{cd}</math> <br />
| \backslash<br />
| <math> \backslash</math> <br />
| \widehat{ab}<br />
| <math> \widehat{ab}</math> <br />
| \$<br />
| <math> \$ </math> <br />
|-<br />
| \overline{ab}<br />
| <math> \overline{ab}</math> <br />
| \underline{ab}<br />
| <math> \underline{ab}</math> <br />
| \therefore<br />
| <math> \therefore</math> <br />
| \ddots<br />
| <math> \ddots</math> <br />
|-<br />
| \%<br />
| <math> \%</math> <br />
| \#<br />
| <math> \# </math> <br />
| \vdots<br />
| <math> \vdots</math> <br />
| \emptyset<br />
| <math> \emptyset</math> <br />
|}<br />
WARNINGS: The & character in LaTeX usually requires a backslash, \. In TeX Notation for Moodle, apparently, it does not. Other packages, AsciiMath, may use it differently again so be careful using it. The copyright character may use the MimeTeX charset, and produces a copyright notice for John Forkosh Associates who provided a lot of the essential packages for the TeX Notation for Moodle, so I understand. I have been, almost reliably, informed that a particular instruction will produce a different notice though .:) <br />
<br />
There are also a number of characters that can be used in TeX Notation for Moodle but do not render in this page:<br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image: cfmimetex08.png|frame|left]] <br />
| Larger \left(x and \right) brackets<br />
|-<br />
|[[Image: cfmimetex06.gif|frame|left]]<br />
| \widetilde{ab}<br />
|-<br />
|[[Image: cfmimetex09.gif|frame|left]]<br />
| \textdegree or (50)^\circ<br />
|}<br />
<br />
==Greek Letters==<br />
<br />
{| class="nicetable"<br />
|- <br />
| <math>\alpha</math><br />
| \alpha <br />
| <math>\beta</math><br />
| \beta <br />
| <math>\gamma</math><br />
| \gamma <br />
|-<br />
| <math>\delta</math><br />
| \delta <br />
| <math>\epsilon</math><br />
| \epsilon <br />
| <math>\zeta</math><br />
| \zeta <br />
|-<br />
| <math>\eta</math><br />
| \eta <br />
| <math>\theta</math><br />
| \theta <br />
| <math>\iota</math><br />
| \iota <br />
|-<br />
| <math>\kappa</math><br />
| \kappa <br />
| <math>\lambda</math><br />
| \lambda <br />
| <math>\mu</math><br />
| \mu <br />
|-<br />
| <math>\xi</math><br />
| \xi <br />
| <math>\pi</math><br />
| \pi <br />
| <math>\rho</math><br />
| \rho <br />
|-<br />
| <math>\sigma</math><br />
| \sigma <br />
| <math>\tau</math><br />
| \tau <br />
| <math>\upsilon</math><br />
| \upsilon <br />
|-<br />
| <math>\phi</math><br />
| \phi <br />
| <math>\chi</math><br />
| \chi <br />
| <math>\psi</math><br />
| \psi<br />
|-<br />
| <math>\omega</math><br />
| \omega <br />
| <math>\Omega</math><br />
| \Omega <br />
| <math>\Theta</math><br />
| \Theta<br />
|-<br />
| <math>\Delta</math><br />
| \Delta <br />
| <math>\Pi</math><br />
| \Pi <br />
| <math>\Phi</math><br />
| \Phi<br />
|-<br />
| <math>\Gamma </math><br />
| \Gamma<br />
| <math>\Lambda </math><br />
| \Lambda <br />
| <math>\Sigma </math><br />
| \Sigma <br />
|-<br />
| <math>\Psi </math><br />
| \Psi<br />
| <math>\Xi </math><br />
| \Xi<br />
| <math>\Upsilon</math><br />
| \Upsilon<br />
|-<br />
| <math>\vartheta </math><br />
| \vartheta<br />
| <math>\varrho </math><br />
| \varrho<br />
| <math>\varphi </math><br />
| \varphi <br />
|-<br />
| <math>\varsigma </math><br />
| \varsigma<br />
|}<br />
<br />
'''Notable Exceptions'''<br />
<br />
Greek letter omicron. Simply put, omicron is an "o" or an "O".<br />
<br />
At the time of writing, these Greek capital letters cannot be rendered by TeX Notation in Moodle: <br />
Alpha, Beta, Zeta, Eta, Tau, Chi, Mu, Iota, Kappa and Epsilon<br />
Given the relationship of Tau to finding the area of a circle, it can easily replace Pi, <math>\pi</math>, it may soon be though.<br />
<br />
==Fonts==<br />
<br />
To use a particular font you need to access the font using the same syntax as demonstrated above.<br />
<br />
A math calligraphic font:<br />
<br />
<math>\mathcal{ABCDEFGHIJKLMNOPQRSTUVXYZ}</math><br />
<br />
or<br />
<br />
$$ \mathcal{ABCDEFGHIJKLMNOPQRSTUVXYZ}$$<br />
<br />
A Castellar type font:<br />
<br />
<math>\mathbb{ABCDEFGHIJKLMNOPQRSTUVXYZ}</math><br />
<br />
or<br />
<br />
$$ \mathbb{ABCDEFGHIJKLMNOPQRSTUVXYZ}$$<br />
<br />
An Old English type font:<br />
<br />
<math>\mathfrak{ABCDEFGHIJKLMNOPQRSTUVXYZ}</math><br />
<br />
or<br />
<br />
$$ \mathfrak{ABCDEFGHIJKLMNOPQRSTUVXYZ}$$<br />
<br />
This is different in Tex Notation in Moodle than it is for other, full, TeX packages. <br />
<br />
An italic font:<br />
<br />
''ABCDEFGHIJKLMNOPQRSTUVXYZ''<br />
<br />
or<br />
<br />
$$ \mathi{ABCDEFGHIJKLMNOPQRSTUVXYZ} $$<br />
<br />
A bold-face font:<br />
<br />
<math>\mathbf{ABCDEFGHIJKLMNOPQRSTUVXYZ}</math><br />
<br />
or<br />
<br />
$$ \mathbf{ABCDEFGHIJKLMNOPQRSTUVXYZ} $$<br />
<br />
==Size of displays==<br />
<br />
The default size is rendered slightly larger than normal font size. TeX Notation in Moodle uses eight different sizes ranging from "tiny" to "huge". However,these values seem to mean different things and are, I suspect, dependent upon the User's screen resolution. The sizes can be noted in four different ways: <br />
<br />
{| class="nicetable"<br />
|-<br />
| \fontsize{0} to \fontsize{7}<br />
| $$\fontsize{2} x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12)$$<br />
| [[Image:cfmimetex11a.gif|left]]<br />
|-<br />
| \fs{0} to \fs{7}<br />
| $$\fs{4} x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12)$$<br />
| [[Image:cfmimetex11b.gif|left]]<br />
|-<br />
| \fs0 to \fs7<br />
| $$\fs6 x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12)$$<br />
| [[Image:cfmimetex11c.gif|left]]<br />
|-<br />
| As well, you can use \tiny \small <br />
\normalsize \large \Large <br />
\LARGE \huge \Huge<br />
| $$\normalsize x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12)$$<br />
| [[Image:cfmimetex11d.gif|left]]<br />
|}<br />
<br />
It appears that TeX Notation in Moodle now allows \fs6, \fs7, \huge and \Huge to be properly rendered.<br />
<br />
==Colour==<br />
<br />
Unlike many scripting languages, we only need to name the colour we want to use. You may have to experiment a little with colours, but it will make for a brighter page. Once named, the entire statement will appear in the colour, and if you mix colours, the last named colour will dominate. Some examples: <br />
<br />
{| class="nicetable"<br />
|-<br />
| $$ \red x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12) $$<br />
| [[Image: cfmimetex30a.gif|right]] <br />
|-<br />
| $$ \blue x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12) $$<br />
| [[Image: cfmimetex30b.gif|right]]<br />
|-<br />
| $$ \green x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12) $$<br />
| [[Image: cfmimetex30c.gif|right]]<br />
|-<br />
| $$ \red x \ = \ \frac{\sqrt{144}}{2}$$ $$ \times $$ <br />
$$\green (y \ + \ 12) $$ $$ \ = $$ $$ \ \blue 6^3 $$ <br />
| [[Image: cfmimetex30d.gif|right]]<br />
|}<br />
<br />
Moodle 2.2 note: You may find this doesn't work for you. You can try to add "\usepackage{color}" to your tex notation setting "LaTeX preamble" (under Site adminstration/Plugins/Filters/TeX notation)and then use this new syntax: $$ \color{red} x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12) $$<br />
<br />
You may note this last one, it is considerably more complex than the previous for colours. TeX Notation in Windows does not allow multicoloured equations, if you name a number of colours in the equation, only the last named will be used.<br />
<br />
<br />
<br />
<br />
==Geometric Shapes== <br />
<br />
There are two ways to produce geometric shapes, one is with circles and the other is with lines. Each take a bit of practice to get right, but they can provide some simple geometry. It may be easier to produce the shapes in Illustrator or Paint Shop Pro or any one of a number of other drawing packages and use them to illustrate your lessons, but sometimes, some simple diagrams in Moodle will do a better job.<br />
<br />
==Circles==<br />
<br />
Circles are easy to make. <br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image:cfmimetex20.gif|left]]<br />
| Circles are easily created, and only needs a number to determine how large the circle is. <br />
To create the circle use $$ \circle(150) $$. This makes a circle of 150 pixels in diameter. <br />
<br />
|}<br />
<br />
==Creating Arcs==<br />
<br />
Arcs are also easy to produce, but require some additional parameters. The same code structure used in circles create the basic shape, but the inclusion of a start and end point creates only the arc. However, notice where the 0 point is, not at the true North, but rather the East and run in an anti-clockwise direction. <br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image:cfmimetex21a.gif|left]]<br />
| $$ \circle(120;90,180)$$<br />
| [[Image:cfmimetex21b.gif|left]]<br />
| $$ \circle(120;0,90)$$<br />
|-<br />
| [[Image:cfmimetex21c.gif|left]]<br />
| $$ \circle(120;180,270)$$<br />
| [[Image:cfmimetex21d.gif|left]]<br />
| $$ \circle(120;270,360)$$<br />
|}<br />
<br />
This structure breaks down into the \circle command followed by the diameter, not the radius, of the circle, followed by a semi-colon, then the demarcation of the arc, the nomination of the start and end points in degrees from the 0, East, start point. Note that the canvas is the size of the diameter nominated by the circle's parameters.<br />
<br />
==The \picture Command==<br />
<br />
Using circles and arcs as shown above is somewhat limiting. The \picture command allows you to use a frame in which to build a picture of many layers. Each part of the picture though needs to be in its own space, and while this frame allows you to be creative, to a degree, there are some very hard and fast rules about using it. <br />
<br />
All elements of a picture need to be located within the picture frame. Unexpected results occur when parts of an arc, for example, runs over the border of the frame. (This is particularly true of lines, which we will get to next, and the consequences of that overstepping of the border can cause serious problems.)<br />
<br />
The \picture command is structured like:<br />
\picture(100){(50,50){\circle(200)}}<br />
\command(size of frame){(x co-ordinate, y co-ordinate){\shape to draw(size or x co-ordinate, y co-ordinate)}) <br />
<br />
'''NOTE:''' The brace is used to enclose each set of required starting point coordinates. Inside each set of braces, another set of braces is used to isolate each set of coordinates from the other, and those coordinates use their proper brackets and backslash. Count the opening and closing brackets, be careful of the position, <br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image:cfmimetex24a.gif|left]]<br />
| $$ \picture(100){(50,50){\circle(200)}}&&<br />
<br />
The picture frame brings elements together that you may not otherwise see.<br />
<br />
Because of the frame size of 100px and the centre point of the circle in the mid-point of the frame, the 200px circle will be squashed. Unexpected results occur when sizes are not correct.<br />
| [[Image:cfmimetex24b.gif|left]]<br />
|<br />
Using the picture frame, you can layer circles <br />
and lines over each other, or they can intersect.<br />
<br />
$$ \picture(100){(50,50){\circle(99)} (50,50){\circle(80)}} $$<br />
|-<br />
| [[Image:cfmimetex24c.gif|left]]<br />
| You may want to see an image of a circle with a dot in the middle. <br />
You may have to try to place the centre dot correctly , but the <br />
ordering of the elements in the image may have an impact.<br />
<br />
$$ \picture(100){(48,46){\bullet}(50,50){\circle(99)}} $$ <br />
| [[Image:cfmimetex24d.gif|left]]<br />
| Using the same ideas as above, you can make semi-circles.<br />
<br />
$$\picture(150){(50,50){\circle(100;0,180)}(100,50){\circle(100;180,360)}}$$<br />
|}<br />
<br />
==Lines==<br />
<br />
----<br />
<br />
'''Warning:''' Drawing lines in TeX Notation in Moodle is an issue, go to the [[Using_TeX_Notation#Reserved_Characters_and_Keywords| Using Text Notation]] for more information. If the line is not noted properly then the parser will try to correctly draw the line but will not successfully complete it. This means that every image that needs be drawn will be drawn until it hits the error. When the error is being converted, it fails, so no subsequent image is drawn. Be careful and make sure your line works BEFORE you move to the next problem or next image. <br />
<br />
----<br />
{| class="nicetable"<br />
|-<br />
| [[Image: cfmimetex26.gif|frame|left| a couple of lines]] <br />
| $$\red \picture(200){(20,0){ \line(180,0)}{(20,180){\line(180,0}$$ <br />
<br />
The structure of the picture box is that the \picture(200) provides a square image template.<br />
<br />
The (20,0) provides the starting coordinates for any line that comes after. In this case the start point is at 20pixels in the x axis and 0 pixels in the y axis. The starting point for all coordinates, 0,0, is the bottom left corner and they run in a clockwise manner. '''Do not confuse this with arcs.''' <br />
<br />
The \line(180,0) determines the length and inclination of the line. In this case, the inclination is 0 and the length is 180px. <br />
<br />
These are enclosed in braces, all inside one set of braces owned by the \picture() control sequence.<br />
<br />
The next set of commands are the same, that is, the (20,200) are the coordinates of the next line. The x co-ordinate is the 20, that is the distance to the right from the 0 point. The y co-ordinates is the distance from the bottom of the image. Whereas the first line started and ran on the bottom of the picture frame, the y co-ordinate starts at the 200 pixel mark from the bottom of the image. The line, at 180 pixels long and has no y slope. This creates a spread pair of parallel lines. <br />
| [[Image: cfmimtex27.gif|thumb|right|150px|\picture explained]]<br />
|}<br />
<br />
While this explains the structure of a line, there is a couple of elements that you need to go through to do more with them.<br />
<br />
==Squares and Rectangles==<br />
Drawing squares and rectangles is similar, but only slightly different. <br />
<br />
There should be a square box tool, and there is, but unless it has something inside it, it does not display. It is actually easier to make a square using the \line command.<br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image: line03.gif|left]]<br />
|This box is constructed using:<br />
$$ \picture(250){(10,10){\line(0,230)}(10,10){\line(230,0)}(240,10){\line(0,230)}(10,240){\line(230,0)}}$$<br />
It is a 250 pixel square box with a 230 pixel square inside it.<br />
| [[Image: line04.gif|left]]<br />
|This box is different in that is has the equal length indicators that are used in a square.<br />
$$ \picture(250){(10,10){\line(0,230)}<br />
(5,120){\line(10,0)}<br />
(10,10){\line(230,0)}<br />
(120,5){\line(0,10)}<br />
(240,10){\line(0,230)}<br />
(235,120){\line(10,0)}<br />
(10,240){\line(230,0)}<br />
(120,235){\line(0,10)}}$$<br />
|-<br />
| [[Image: line05.gif|left]]<br />
| The rectangle then becomes the same thing, but with one side shorter. For a portrait canvas it would be:<br />
$$ \picture(250){(10,10){\line(0,230)}(10,10){\line(150,0)}(160,10){\line(0,230)}(10,240){\line(150,0)}}$$<br />
| [[Image: line06.gif|left]]<br />
|The rectangle can also produce a landscape shape:<br />
$$ \picture(250){(10,10){\line(0,160)}(10,10){\line(230,0)}(240,10){\line(0,160)}(10,170){\line(230,0)}}$$<br />
|}<br />
<br />
==Controlling Angles==<br />
<br />
Controlling angles is a little different. They involve a different perception, but not one that is unfamiliar. Consider this:<br />
<br />
We have a point from which we want to draw a line that is on an angle. The notation used at this point can be positive, positive or positive, negative or negative, positive or negative, negative. Think of it like a number plane or a graph, using directed numbers. The 0,0 point is in the centre, and we have four quadrants around it that give us one of the previously mentioned results.<br />
<br />
{| class="nicetable"<br />
|-<br />
| rowspan="4"|[[Image:co-ordquadrants.png|left]]<br />
| [[Image:line06a.gif|left]] $$\picture(100){(50,50){\line(40,45)}}$$, <br />
a positive x and positive y<br />
|-<br />
| [[Image:line06b.gif|left]]$$\picture(100){(50,50){\line(-40,45)}}$$<br />
a negative x and positive y<br />
|-<br />
| [[Image:line06c.gif|left]]$$\picture(100){(50,50){\line(-40,-45)}}$$<br />
a negative x and negative y<br />
|-<br />
| [[Image:line06d.gif|left]]$$\picture(100){(50,50){\line(40,-45)}}$$<br />
a positive x and a negative y<br />
|}<br />
<br />
Essentially, what these points boil down to is that anything above the insertion point is a positive on the y axis, anything below is a negative. Anything to the left of the insertion point is a negative while everything to the right is a positive. <br />
<br />
{| class="nicetable"<br />
|-<br />
|[[Image:line06e.gif|left]]<br />
| $$\picture(100){(50,50){\line(40,45)}(50,50){\line(-40,45)}(50,50){\line(-40,-45)}(50,50){\line(40,-45)}}$$<br />
<br />
The co-ordinate alignment process in TeX is not that good that you can use one set of co-ords as a single starting point for all lines. The layering of each object varies because of the position of the previous object, so each object needs to be exactly placed.<br />
<br />
This co-ord structure has a great deal of impact on intersecting lines, parallel lines and triangles. <br />
|}<br />
<br />
==Intersecting Lines==<br />
<br />
You can set up an intersecting pair easily enough, using the \picture control sequence.<br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image:cfmimetex31.gif|left]]<br />
| $$ \picture(200){(10,0){\line(150,150)} (0,130){\line(180,-180)}} $$<br />
<br />
The lines that are drawn can be labeled.<br />
<br />
$$ \picture(200){(10,0){\line(150,150)}(0,130){\line(180,-180)}<br />
(0,10){A}(0,135){B}(140,0){C}(140,150){D}(62,80){X}} $$ <br />
<br />
To produce another image.<br />
| [[Image:cfmimetex32.gif|right]]<br />
|-<br />
| colspan="3" style="text-align: center;"| To which you may want to ask the question: <br />
$$The \ \angle \ of \ AXB \ is \ 72\textdegree. \ What \ is \ the \ value \ of \ \angle BXD? $$<br />
[[Image: cfmimetex32a.gif|center]] <br />
<br />
NOTE: Labeling this image, above-right, turned out to be fairly simple. Offsetting points by a few pixels at the start or end points of the lines proved a successful strategy. The X point proved a little more problematic, and took a number of adjustments before getting it right. Experience here will help.<br />
|-<br />
| colspan="2"| With labels the drawing can become a little more like your traditional geometric drawing, but the devil is in the details. The parallel markers need to be placed properly, and that is where experience really comes into it. On lines that are vertical or horizontal, you can get away with using the > or < directly from the keyboard, or the <math>\gg</math> or <math>\ll</math> symbols. In either case, you need to position them properly.<br />
<br />
The code:<br />
$$\picture(200){(15,45){\line(170,0)} (15,30){c}(170,28){d}(15,160){\line(170,0)}(15,145){e}(180,143){f}(50,20){\line(110,175)}(58,20){a}(140,185){b}(42,32){\kappa}(53,48){\beta}<br />
(150,165){\kappa}<br />
(90,38){\gg}(80,153){\gg}<br />
}$$<br />
| [[Image:line10.gif|right]]<br />
|}<br />
<br />
==Lines and Arcs==<br />
<br />
Combining lines and arcs is a serious challenge actually, on a number of levels. For example lets take an arc from the first page on circles.<br />
{| class="nicetable"<br />
|-<br />
| [[Image: line11.gif|left]]<br />
| Fairly innocuous of itself, but when we start to add in elements, it changes dramatically.<br />
<br />
$$ \circle(120;90,180) $$<br />
|-<br />
| [[Image: line12.gif|left]]<br />
| $$\picture(150){(75,75){\circle(120;90,180)}(75,75){\line(-70,0)}(75,75){\line(0,75)}} $$<br />
All elements in this drawing start in the same place. Each is layered, and properly placed on the canvas, and using the same co-ord to start makes it easy to control them. No matter the size of the arc, intersecting lines can all be drawn using the centre co-ords of the arc. <br />
|}<br />
<br />
==Triangles == <br />
<br />
Of all the drawing objects, it is actually triangles that present the most challenge. For example:<br />
<br />
{|<br />
|-<br />
| [[Image:line13.gif|left]]<br />
$$\picture(350){(10,10){\line(0,320)}(10,330){\line(330,0)}(10,10){\line(330,320)}}$$<br />
|This is a simple triangle, one that allows us to establish a simple set of rules for the sides. The vertical always has an x=0 co-ord and the horizontal always has a y=0 co-ord.<br />
<br />
In this case with an x value of 330 on the horizontal, and a y value of 320 on the vertical, the hypotenuse should then have a value of x=340, and the y=330, but not so, they actually have an x=330 and a y=320.<br />
<br />
There is no need to add the starting point co-ords to the x and y values of the line.<br />
| [[Image:line14.gif|right]]<br />
$$picture(350){(10,10){\line(330,0)}(340,10){\line(0,320)}(340,330){\line(-330,-320)}}$$ <br />
<br />
|}<br />
<br />
This triangle has been developed for a Trigonometry page - but the additional notation should provide insight into how you can use it. <br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image:line16.gif|left]]<br />
| This is a labeled image, but it has an \fbox in it with its little line. With some effort, it could be replaced with two intersecting short lines.<br />
$$\picture(350,150){(25,25){\line(300,0)}(325,25){\line(0,110)}(25,25){\line(300,110)}(309,25){\fbox{\line(5,5)}}<br />
(307,98){\theta}(135,75){\beta}(150,5){\alpha}(335,75){\epsilon}}$$ <br />
|}<br />
<br />
<br />
{| class="nicetable"<br />
|-<br />
| The triangle shows like: <br />
[[Image:trig01.gif|left]]<br />
|We use the different elements of the triangle to identify those things we need to know about a right-angled triangle. <br />
<br />
The hypotenuse is always the side that is opposite the right angle. The longest side is always the Hypotenuse. <br />
<br />
To identify the other elements of the triangle we look for the sign <math>\theta</math>. <math>\Theta</math> is the starting point for naming the other sides. <br />
<br />
The side that is opposite <math>\angle \theta</math> is known as the Opposite. <br />
<br />
The side that lies alongside <math>\angle \theta</math> is known as the Adjacent side. <br />
<br />
To determine which is which, draw a line that bisects <math>\angle \theta</math> and whatever line it crosses is the Opposite side. <br />
|-<br />
| colspan="2"| The code:<br />
$$ \picture(350,250){(25,25){\line(300,0)}(25,25){\line(0,220)}(25,245){\line(300,-220)}(310,25){\circle(100;135,180)}(20,100){\line(310,-75)} (25,25){\fbox{\line(5,5)}}(25,25){\line(150,150)}(165,140){Hypotenuse}(120,2){Adjacent}(2,80){\rotatebox{90}{Opposite}}(270,40){\theta}}$$<br />
|}<br />
<br />
=Matrices=<br />
A Matrix is a rectangular array of numbers arranged in rows and columns which can be used to organize numeric information. Matrices can be used to predict trends and outcomes in real situations - i.e. polling.<br />
<br />
<br />
==A Matrix==<br />
A matrix can be written and displayed like [[Image: matrices03.gif|A matrix]]<br />
<br />
In this case the matrix is constructed using the brackets before creating the array:<br />
$$ M = \left[\begin{array}{ccc} a&b&1 \ c&d&2 \ e&f&3\end{array}\right] $$<br />
The internal structure of the array is generated by the &, ampersand, and the double backslash.<br />
<br />
You can also create a grid for the matrix.<br />
<br />
{| class="nicetable"<br />
|-<br />
|A dashed line<br />
|A solid line<br />
|A mixed line<br />
|-<br />
|[[Image: matrices04.gif]] <br />
|[[Image: matrices05.gif]] <br />
|[[Image: matrices06.gif]]<br />
|-<br />
|$$ M = \left[\begin{array}'''{c.c.c}''' a&b&1 \ '''\hdash''' c&d&2 \ '''\hdash''' e&f&3\end{array}\right] $$ <br />
|$$ M = \left[\begin{array}'''{c|c|c}''' a&b&1 \ '''\hline''' c&d&2 \ '''\hline''' e&f&3\end{array}\right] $$ <br />
|$$ M = \left[\begin{array}'''{c.c|c}''' a&b&1 \ '''\hline''' c&d&2 \ '''\hdash''' e&f&3\end{array}\right] $$<br />
|}<br />
<br />
The command sequences here are the {c|c.c} and \hdash and \hline. The pipe, |, and the full stop determine the line type for the vertical line.<br />
<br />
Matrices also respond to other TeX Notation commands such as size and colour.<br />
<br />
{| class="nicetable"<br />
|-<br />
|<br />
Colour<br />
| colspan="2"|Size<br />
|-<br />
|[[Image: matrices07.gif]] <br />
|[[Image: matrices08.gif]]<br />
|[[Image: matrices09.gif]]<br />
|-<br />
|$$ '''\blue''' M = \left[\begin{array}{c.c.c} a&b&1 \ \hdash c&d&2 \ \hdash e&f&3\end{array}\right] $$ <br />
|$$ '''\fs7''' M = \left[\begin{array}{c.c.c} a&b&1 \ \hdash c&d&2 \ \hdash e&f&3\end{array}\right] $$ <br />
|$$ '''\fs2''' M = \left[\begin{array}{c.c.c} a&b&1 \ \hdash c&d&2 \ \hdash e&f&3\end{array}\right] $$<br />
|}<br />
<br />
==Creating equal and unequal matrices==<br />
Equal and unequal matrices are simply matrices that either share or not share the same number of rows and columns. To be more precise, equal matrices share the same order and each element in the corresponding positions are equal. Anything else is unequal matrices.<br />
<br />
Actually equal and unequal matrices are constructed along similar lines, but have different shapes:<br />
<br />
{| class="nicetable"<br />
|-<br />
|Equal Matrix<br />
|An unequal matrix<br />
|-<br />
|[[Image: matrices10.gif]] <br />
|[[Image: matrices11.gif]]<br />
|-<br />
| $$ \left[\begin{array} a&b&1 \ c&d&2 \ e&f&3\end{array}\right] \ = \ \left[\begin{array} 12&11&z \ 10&9&y \ 8&7&x\end{array}\right] $$<br />
| $$ \left[\begin{array} a&b \ c&d \ e&f \end{array}\right] \ \neq \ \left[\begin{array} 12&11&z \ 10&9&y \ 8&7&x\end{array}\right] $$<br />
|}<br />
<br />
==Labeling a Matrix==<br />
<br />
Addition and subtraction matrices are similar again, but the presentation is usually very different. The problem comes when trying to mix labels into arrays. The lack of sophistication in the TeX Notation plays against it here.<br />
<br />
Moodle allows an easy adoption of tables to make it work though. For example:<br />
<br />
Bill the baker supplies three shops, A, B and C with pies, pasties and sausage rolls. <br />
He is expected to determine the stock levels of those three shops in his estimation of supplies.<br />
<br />
It is better to use the Moodle Fullscreen editor for this, to have a better idea of how the end product will look and to take advantage of the additional tools available. Design decisions need occupy our attention for a while. We need a table of five rows and four columns. The first row is a header row, so the label is centred. The next row needs four columns, a blank cell to start and labels A, B and C. The next three rows are divided into two columns, with the labels, pies, pasties and sausage rolls in each row of the first column and the matrix resides in a merged set of columns there. So first the table:<br />
<br />
<br />
{| class="nicetable"<br />
|-<br />
| Insert Table - initial properties<br />
| Merge Cells Button<br />
| Advanced Properties<br />
|-<br />
| rowspan="2"|[[Image: matricestable01.png|Table properties]]<br />
| [[Image: matricestable02.png | Merge cells]]<br />
| [[Image: matricestable03.png | Cell properties button]]<br />
|-<br />
| colspan="2"| You may need to look into the Advanced properties setting of the tables and cells to make this work.<br />
|}<br />
<br />
<br />
This is the immediate result: <br />
<br />
[[Image: matricestable04.png | The resulting table]]<br />
<br />
<br />
While not a very good look, it can be made better by tweaking the table using the advanced settings and properties buttons and then you can tweak the matrix itself.<br />
<br />
==Tweaking the Matrix==<br />
<br />
<br />
[[Image: matricestable05a.png | A tweaked matrix]]<br />
<br />
<br />
Things are not always as they seem, be aware, the "c" does not stand for "column", it actually stands for "centre". The columns are aligned by the letters l, for left, c for centre and r for right.<br />
<br />
Each column is spread across 50 pixels, so the value of 50 is entered into the alignment declaration. The plus sign before the value is used to "propogate" or to force the value across the whole matrix, but is not used when wanting to separate only one column. <br />
<br />
To set the rows is a little more problematic. The capital letter C sets the vertical alignment to the centre, (B is for baseline, but that does not guarantee that the numbers will appear on the base line, and there does not appear to be any third value). The plus sign and following value sets the height of all rows to the number given. In this I have given it a value of 25 pixels for the entire matrix. If there were four or five rows, the same height requirement is made. <br />
<br />
The order things appear is also important. If you change the order of these settings, they will either not work at all, or will not render as you expect them to. If something does not work properly, then check to make sure you have the right order first.<br />
<br />
==An Addition Matrix==<br />
<br />
The rule for performing operations on matrices is that they must be equal matrices. For example, addition matrices look like:<br />
<br />
[[Image: matricestable06.png | An addition matrix]]<br />
<br />
with the results obvious. The code is:<br />
<br />
$$\left[\begin{array}{c+50C+25.c.c}<br />
11&14&12 \ \hdash16&12&22 \ \hdash 14&17&15<br />
\end{array}\right] + \left[\begin{array}{c+50C+25.c.c}<br />
60&60&60 \ \hdash 40&40&30 \ \hdash 30&30&30<br />
\end{array}\right] $$<br />
<br />
==A Subtraction Matrix==<br />
<br />
Similar to an addition matrix in its construction, the subtraction matrix is subject to the same rules of equality.<br />
<br />
Using the same essential data, we can calculate the daily sales of each of the shops.<br />
<br />
<br />
[[Image: matricestable07.png | A subtraction matrix]]<br />
<br />
<br />
The code is:<br />
$$ \left[\begin{array}{c+50C+25.c.c}<br />
72&95&68 \ \hdash 54&61&65 \ \hdash 48&51&60<br />
\end{array}\right] - \left[\begin{array}{c+50C+25.c.c}<br />
11&14&12 \ \hdash 16&12&22 \ \hdash 14&17&15<br />
\end{array}\right] = \left[\begin{array}{c+50C+25.c.c}<br />
61&81&56 \ \hdash 38&49&43 \ \hdash 34&34&48<br />
\end{array}\right] $$ <br />
<br />
This code looks more complex than it really is, it is cluttered by the lines and alignment sequences.<br />
<br />
==Multiplication Matrices==<br />
<br />
Different than the addition or subtraction matrices, the multiplication matrix comes in three parts, the row matrix, the column matrix and the answer matrix. This implies it has a different construction methodology.<br />
<br />
[[Image: matrices16.gif | A multiplication matrix]]<br />
<br />
And the code for this is: <br />
$$ \begin{array} 10&amp;14&amp;16\end{array} \ <br />
\left[\begin{array} 45 \\ 61 \\ 19 \end{array}\right] <br />
\ = \ \begin{array} 450&amp;854&amp;304\end{array} $$<br />
<br />
While different, it is not necessarily more complex. For example a problem like:<br />
<br />
Bill the baker is selling his product to Con the cafe owner, who <br />
wants to make sure his overall prices are profitable for himself. <br />
Con needs to make sure that his average price is providing sufficient <br />
profit to be able to keep the cafes open. Con makes his calculations <br />
on a weekly basis, comparing cost to sale prices.<br />
<br />
With the pies, pasties and sausage rolls in that order he applies them to the cost and sale price columns :<br />
<br />
[[Image: matrices17.gif | A multiplication matrix]]<br />
<br />
The code for this is: <br />
$$\left[\begin{array} 350&amp;310&amp;270 \end{array}\right] \ <br />
\left[\begin{array} \$2.10&amp;\$3.60 \ \$2.05&amp;\$3.60 \ \$1.90&amp;\$3.10 \end{array} <br />
\right] \ = \ \left[\begin{array} \$735.00&amp;\$1260.00 \ \$635.50&amp;\$1116.00 \ <br />
\$513.00&amp;$\837.00 \end{array}\right] $$<br />
<br />
<br />
<br />
<br />
<br />
<br />
==See Also==<br />
* [[MathJax_filter]] - available in Moodle 2.7 and later<br />
* [[TeX notation filter]] To turn on the TeX Notation <br />
* [[Advanced Maths Tools]] Moodle 2.x - The Next Generation of TeX Tools<br />
* [[DragMath equation editor]]<br />
<br />
[[Category:Mathematics]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Using_TeX_Notation_2&diff=112664Using TeX Notation 22014-05-18T05:22:14Z<p>Dougiamas: Redirected page to Using TeX Notation</p>
<hr />
<div>#REDIRECT [[Using_TeX_Notation]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Using_TeX_Notation_3&diff=112663Using TeX Notation 32014-05-18T05:21:49Z<p>Dougiamas: Merged into main page</p>
<hr />
<div>#REDIRECT [[Using_TeX_Notation]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Using_TeX_Notation_4&diff=112662Using TeX Notation 42014-05-18T05:21:23Z<p>Dougiamas: Merged into main page</p>
<hr />
<div>#REDIRECT [[Using_TeX_Notation]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Using_TeX_Notation&diff=112661Using TeX Notation2014-05-18T05:20:26Z<p>Dougiamas: Last commit combined pages 1-4 into one.</p>
<hr />
<div>{{Filters}}<br />
{{Work in progress}}<br />
TeX (pronounced TEK) is a very widespread and popular way of representing Mathematics notation using only characters that you can type on a keyboard (see [https://en.wikipedia.org/wiki/TeX Wikipedia]). This makes it a useful format to use in Moodle, since it can be entered anywhere you can type text, from forum posts to quiz questions.<br />
<br />
TeX expressions can be entered in multiple ways:<br />
* typing them directly into texts.<br />
* using the Java-based Dragmath editor in Moodle's TinyMCE editor.<br />
* using the HTML-based equation editor in Moodle's Atto editor (since Moodle 2.7).<br />
<br />
Afterwards, TeX expressions are rendered into Mathematics notation:<br />
* using the TeX filter in Moodle, which uses a TeX binary installed on the server to convert expressions into .gif images (or if that is not available, it falls back to a simple built-in mimetex binary).<br />
* using the [[MathJax_filter]] which identifies TeX expressions and uses the Mathjax JS library to render them in browsers at display time (since Moodle 2.7).<br />
* using other third-party solutions.<br />
<br />
As you can imagine, the whole field is not simple as we'd like, especially because there are many flavours of TeX and slight variations between tools.<br />
<br />
This page focusses only on using TeX in core Moodle. See the links at the bottom of this page for more information on setting up TeX editors and filters, including other tools from the Moodle community that may be suitable for advanced users.<br />
<br />
'''WARNING:''' This Wiki environment uses DIFFERENT to Moodle, especially when it comes to control sequences. You will want to test expressions well in your own site.<br />
<br />
<br />
==Language Conventions== <br />
<br />
To identify a TeX sequence in your text, surround it with $$ markers. To invoke a particular command or control sequence, use the backslash, \. A typical control sequence looks like: <br />
<br />
$$ x\ =\ \frac{\sqrt{144}}{2}\ \times\ (y\ +\ 12) $$ <br />
{| class="nicetable"<br />
|-<br />
| [[Image: cfmimetex10.gif|frame|center]]<br />
|-<br />
|Fraction and square root.<br />
|}<br />
<br />
<br />
Additional spaces can be placed into the equation using the \ without a trailing character.<br />
<br />
<br />
==Reserved Characters and Keywords==<br />
<br />
Most characters and numbers on the keyboard can be used at their default value. As with any computing language, though, there are a set of reserved characters and keywords that are used by the program for its own purposes. TeX Notation is no different, but it does have a very small set of Reserved Characters. This will not be a complete list of reserved characters, but some of these are: <br />
<br />
@ # $ % ^ & * ( ) . <br />
<br />
To use these characters in an equation just place the \ in front of them like \$ or \%. If you want to use the backslash, just use \backslash. The only exception here seems to be the &, ampersand. <br />
<br />
<br />
==Superscripts, Subscripts and Roots==<br />
<br />
Superscripts are recorded using the caret, ^, symbol. An example for a Maths class might be: <br />
<br />
$$ 4^2 \ \times \ 4^3 \ = 4^5 $$<br />
This is a shorthand way of saying: <br />
(4 x 4) x (4 x 4 x 4) = (4 x 4 x 4 x 4 x 4)<br />
or<br />
16 x 64 = 1024.<br />
<br />
<math>4^2 \ \times \ 4^3 \ = 4^5</math><br />
<br />
<br />
Subscripts are similar, but use the underscore character. <br />
<br />
$$ 3x_2 \ \times \ 2x_3 $$<br />
<br />
<math>3x_2 \ \times \ 2x_3</math><br />
<br />
This is OK if you want superscripts or subscripts, but square roots are a little different. This uses a control sequence. <br />
<br />
$$ \sqrt{64} \ = \ 8 $$<br />
<br />
<math>\sqrt{64} \ = \ 8</math><br />
<br />
You can also take this a little further, but adding in a control character. You may ask a question like: <br />
<br />
$$ If \ \sqrt[n]{1024} \ = \ 4, \ what \ is \ the \ value \ of \ n? $$ <br />
<br />
<math>If \ \sqrt[n]{1024} \ = \ 4, \ what \ is \ the \ value \ of \ n?</math> <br />
<br />
Using these different commands allows you to develop equations like: <br />
<br />
$$ The \sqrt{64} \ \times \ 2 \ \times \ 4^3 \ = \ 1024 $$<br />
<br />
<math>The \sqrt{64} \ \times \ 2 \ \times \ 4^3 \ = \ 1024</math><br />
<br />
Superscripts, Subscripts and roots can also be noted in [[Using TeX Notation 4 | Matrices]].<br />
<br />
==Fractions==<br />
<br />
Fractions in TeX are actually simple, as long as you remember the rules.<br />
<br />
$$ \frac{numerator}{denominator} $$ which produces <math>\frac{numerator}{denominator}</math> .<br />
<br />
This can be given as:<br />
<br />
<math>\frac{5}{10} \ is \ equal \ to \ \frac{1}{2}</math>.<br />
<br />
This is entered as:<br />
<br />
$$ \frac{5}{10} \ is \ equal \ to \ \frac{1}{2}.$$<br />
<br />
With fractions (as with other commands) the curly brackets can be nested so that for example you can implement negative exponents in fractions. As you can see,<br />
<br />
$$\frac {5^{-2}}{3}$$ will produce <math>\frac {5^{-2}}{3}</math><br />
<br />
$$\left(\frac{3}{4}\right)^{-3}$$ will produce <math>\left(\frac{3}{4}\right)^{-3}</math> and<br />
<br />
$$\frac{3}{4^{-3}}$$ will produce <math> \frac{3}{4^{-3}} </math><br />
<br />
You likely do not want to use $$\frac{3}{4}^{-3}$$ as it produces <math>\frac{3}{4}^{-3}</math><br />
<br />
You can also use fractions and negative exponents in [[Using TeX Notation 4 | Matrices]].<br />
<br />
==Brackets==<br />
<br />
As students advance through Maths, they come into contact with brackets. Algebraic notation depends heavily on brackets. The usual keyboard values of ( and ) are useful, for example:<br />
<br />
<math>d = 2 \ \times \ (4 \ - \ j)</math><br />
<br />
This is written as:<br />
<br />
$$ d = 2 \ \times \ (4 \ - \ j) $$<br />
<br />
Usually, these brackets are enough for most formulae but they will not be in some circumstances. Consider this:<br />
<br />
<math>4x^3 \ + \ (x \ + \ \frac{42}{1 + x^4})</math> <br />
<br />
Is OK, but try it this way:<br />
<br />
<math>4x^3 \ + \ \left(x \ + \ \frac{42}{1 + x^4}\right)</math> <br />
<br />
This can be achieved by:<br />
<br />
$$ 4x^3 \ + \ \left(x \ + \ \frac{42}{1 + x^4}\right) $$<br />
<br />
A simple change using the \left( and \right) symbols instead. Note the actual bracket is both named and presented. Brackets are almost essential in [[Using TeX Notation 4 | Matrices]].<br />
<br />
==Ellipsis==<br />
<br />
The Ellipsis is a simple code:<br />
<br />
<math>x_1, \ x_2, \ \ldots, \ x_n</math> <br />
<br />
Written like:<br />
<br />
$$ x_1, \ x_2, \ \ldots, \ x_n $$<br />
<br />
A more practical application could be:<br />
<br />
Question:<br />
"Add together all the numbers from 1 <math>\ldots</math> 38.<br />
What is an elegant and simple solution to this problem?<br />
Can you create an algebraic function to explain this solution?<br />
Will your solution work for all numbers?"<br />
<br />
Answer:<br />
The question uses an even number to demonstrate a mathematical process and generate an algebraic formula.<br />
<br />
{| class = "nicetable"<br />
|-<br />
| Part 1:<br />
| Part 2.<br />
| Part 3.<br />
|-<br />
| <br />
<math>1. \ 1 \ + \ 38 \ = \ 39</math><br />
<br />
<math>2. \ 2 \ + \ 37 \ = \ 39</math><br />
<br />
<math>3. \ 3 \ + \ 36 \ = \ 39</math><br />
<br />
<math>\ldots</math><br />
<br />
<math>19. 19 \ + \ 20 \ = \ 39 </math><br />
<br />
<math>\therefore x \ = \ 39 \ \times \ 19 </math><br />
<br />
<math>\therefore x \ = \ 741 </math> <br />
<br />
<br />
|An algebraic function might read something like:<br />
<math>t = (1 + n) \times n/2 </math><br />
<br />
Where t = total and n = the last number.<br />
<br />
|The solution is that, using the largest and the smallest numbers, the numbers are added and then multiplied by the number of different combinations to produce the same result adding the first and last numbers.<br />
The answer must depend on the number, <math>\frac{n}{2}</math> being a whole number. Therefore, the solution will not work for an odd range of numbers, only an even range.<br />
<br />
|}<br />
<br />
<br />
==Symbols==<br />
<br />
These are not all the symbols that may be available in TeX Notation for Moodle, just the ones that I have found to work in Moodle.<br />
<br />
{| class="nicetable"<br />
|- <br />
| \amalg <br />
| <math>\amalg</math> <br />
| \cup<br />
| <math>\cup</math> <br />
| \oplus<br />
| <math>\oplus</math> <br />
| \times<br />
| <math>\times</math> <br />
|-<br />
|\ast<br />
|<math>\ast</math> <br />
|\dagger<br />
|<math>\dagger</math> <br />
| \oslash<br />
| <math>\oslash</math> <br />
| \triangleleft<br />
| <math>\triangleleft</math> <br />
|-<br />
| \bigcirc<br />
| <math>\bigcirc</math> <br />
| \ddagger<br />
| <math>\ddagger</math> <br />
| \otimes<br />
| <math>\otimes</math> <br />
| \triangleright<br />
| <math>\triangleright</math><br />
|-<br />
| \bigtriangledown<br />
| <math>\bigtriangledown</math> <br />
| \diamond<br />
| <math>\diamond</math> <br />
| \pm<br />
| <math>\pm</math> <br />
| \odot<br />
| <math>\odot</math> <br />
|- <br />
| \bigtriangleup<br />
| <math>\bigtriangleup</math> <br />
| \div<br />
| <math>\div</math> <br />
| \ominus<br />
| <math>\ominus</math> <br />
| \wr<br />
| <math>\wr</math> <br />
|-<br />
| \circ<br />
| <math>\circ</math> <br />
| \wedge<br />
| <math>\wedge</math> <br />
| \vee<br />
| <math>\vee</math> <br />
| \sqcup<br />
| <math>\sqcup</math> <br />
|- <br />
| \leq<br />
| <math>\leq</math> <br />
| \geq<br />
| <math>\geq</math> <br />
| \equiv<br />
| <math>\equiv</math> <br />
| \prec<br />
| <math>\prec</math> <br />
|-<br />
| \succ<br />
| <math>\succ</math> <br />
| \sim<br />
| <math>\sim</math> <br />
| \perp<br />
| <math>\perp</math> <br />
| \preceq<br />
| <math>\preceq</math> <br />
|-<br />
| \succeq<br />
| <math>\succeq</math> <br />
| \simeq<br />
| <math>\simeq</math> <br />
| \mid<br />
| <math>\mid</math> <br />
| \ll<br />
| <math>\ll</math> <br />
|-<br />
| \gg <br />
| <math>\gg</math> <br />
| \asymp<br />
| <math>\asymp</math> <br />
| \parallel<br />
| <math>\parallel</math> <br />
| \subset<br />
| <math>\subset</math> <br />
|- <br />
| \supset<br />
| <math>\supset</math> <br />
| \subseteq<br />
| <math>\subseteq</math> <br />
| \supseteq<br />
| <math>\supseteq</math> <br />
| \approx<br />
| <math>\approx</math> <br />
|- <br />
| \neq<br />
| <math>\neq</math> <br />
| \ni<br />
| <math>\ni</math> <br />
| \notin<br />
| <math>\notin</math> <br />
| \in<br />
| <math>\ni</math> <br />
|- <br />
| \vdash<br />
| <math>\vdash</math> <br />
| \dashv<br />
| <math>\dashv</math> <br />
| \bullet<br />
| <math>\bullet</math> <br />
| \cdot<br />
| <math>\cdot</math> <br />
|}<br />
<br />
==Arrows==<br />
<br />
{| class="nicetable"<br />
|-<br />
| \leftarrow <br />
| <math> \leftarrow</math> <br />
| \longleftarrow<br />
| <math> \longleftarrow</math> <br />
| \Leftarrow<br />
| <math> \Leftarrow</math> <br />
| \Longleftarrow<br />
| <math> \Longleftarrow</math> <br />
|-<br />
| \rightarrow<br />
| <math> \rightarrow</math> <br />
| \longrightarrow<br />
| <math> \longrightarrow</math> <br />
| \Rightarrow<br />
| <math> \Rightarrow</math> <br />
| \Longrightarrow<br />
| <math> \Longrightarrow</math> <br />
|-<br />
| \uparrow<br />
| <math> \uparrow</math> <br />
| \Uparrow<br />
| <math> \Uparrow</math> <br />
| \downarrow<br />
| <math> \downarrow</math> <br />
| \Downarrow<br />
| <math> \Downarrow</math> <br />
|-<br />
| \leftrightarrow<br />
| <math> \leftrightarrow</math> <br />
| \longleftrightarrow<br />
| <math> \longleftrightarrow</math> <br />
| \updownarrow<br />
| <math> \updownarrow</math> <br />
| \Updownarrow<br />
| <math> \Updownarrow</math> <br />
|-<br />
| \Leftrightarrow<br />
| <math> \Leftrightarrow</math> <br />
| \Longleftrightarrow<br />
| <math> \Longleftrightarrow</math> <br />
| \leftrightharpoon<br />
| <math> \rightleftharpoons</math> <br />
| \Im<br />
| <math> \Im</math> <br />
|-<br />
| \nearrow<br />
| <math> \nearrow</math> <br />
| \nwarrow<br />
| <math> \nwarrow</math> <br />
| \swarrow<br />
| <math> \swarrow</math> <br />
| \searrow<br />
| <math> \searrow</math> <br />
<br />
|}<br />
<br />
==Delimiters and Maths Constructs==<br />
<br />
NOTE: Most delimiters and constructs need additional parameters for them to appear appropriately.<br />
<br />
{| class="nicetable"<br />
|-<br />
| \{x<br />
| <math> \{x </math> <br />
| x | \}<br />
| <math>x | \} </math> <br />
| \rangle<br />
| <math> \rangle </math> <br />
| \langle<br />
| <math> \langle </math> <br />
|-<br />
| \angle<br />
| <math> \angle </math> <br />
| \=<br />
| <math> \| </math> <br />
| \sqrt{ab}<br />
| <math> \sqrt{ab}</math> <br />
| \sqrt[n]{ab}<br />
| <math> \sqrt[n]{ab}</math> <br />
|-<br />
| \frac{ab}{cd}<br />
| <math> \frac{ab}{cd}</math> <br />
| \backslash<br />
| <math> \backslash</math> <br />
| \widehat{ab}<br />
| <math> \widehat{ab}</math> <br />
| \$<br />
| <math> \$ </math> <br />
|-<br />
| \overline{ab}<br />
| <math> \overline{ab}</math> <br />
| \underline{ab}<br />
| <math> \underline{ab}</math> <br />
| \therefore<br />
| <math> \therefore</math> <br />
| \ddots<br />
| <math> \ddots</math> <br />
|-<br />
| \%<br />
| <math> \%</math> <br />
| \#<br />
| <math> \# </math> <br />
| \vdots<br />
| <math> \vdots</math> <br />
| \emptyset<br />
| <math> \emptyset</math> <br />
|}<br />
WARNINGS: The & character in LaTeX usually requires a backslash, \. In TeX Notation for Moodle, apparently, it does not. Other packages, AsciiMath, may use it differently again so be careful using it. The copyright character may use the MimeTeX charset, and produces a copyright notice for John Forkosh Associates who provided a lot of the essential packages for the TeX Notation for Moodle, so I understand. I have been, almost reliably, informed that a particular instruction will produce a different notice though .:) <br />
<br />
There are also a number of characters that can be used in TeX Notation for Moodle but do not render in this page:<br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image: cfmimetex08.png|frame|left]] <br />
| Larger \left(x and \right) brackets<br />
|-<br />
|[[Image: cfmimetex06.gif|frame|left]]<br />
| \widetilde{ab}<br />
|-<br />
|[[Image: cfmimetex09.gif|frame|left]]<br />
| \textdegree or (50)^\circ<br />
|}<br />
<br />
==Greek Letters==<br />
<br />
{| class="nicetable"<br />
|- <br />
| <math>\alpha</math><br />
| \alpha <br />
| <math>\beta</math><br />
| \beta <br />
| <math>\gamma</math><br />
| \gamma <br />
|-<br />
| <math>\delta</math><br />
| \delta <br />
| <math>\epsilon</math><br />
| \epsilon <br />
| <math>\zeta</math><br />
| \zeta <br />
|-<br />
| <math>\eta</math><br />
| \eta <br />
| <math>\theta</math><br />
| \theta <br />
| <math>\iota</math><br />
| \iota <br />
|-<br />
| <math>\kappa</math><br />
| \kappa <br />
| <math>\lambda</math><br />
| \lambda <br />
| <math>\mu</math><br />
| \mu <br />
|-<br />
| <math>\xi</math><br />
| \xi <br />
| <math>\pi</math><br />
| \pi <br />
| <math>\rho</math><br />
| \rho <br />
|-<br />
| <math>\sigma</math><br />
| \sigma <br />
| <math>\tau</math><br />
| \tau <br />
| <math>\upsilon</math><br />
| \upsilon <br />
|-<br />
| <math>\phi</math><br />
| \phi <br />
| <math>\chi</math><br />
| \chi <br />
| <math>\psi</math><br />
| \psi<br />
|-<br />
| <math>\omega</math><br />
| \omega <br />
| <math>\Omega</math><br />
| \Omega <br />
| <math>\Theta</math><br />
| \Theta<br />
|-<br />
| <math>\Delta</math><br />
| \Delta <br />
| <math>\Pi</math><br />
| \Pi <br />
| <math>\Phi</math><br />
| \Phi<br />
|-<br />
| <math>\Gamma </math><br />
| \Gamma<br />
| <math>\Lambda </math><br />
| \Lambda <br />
| <math>\Sigma </math><br />
| \Sigma <br />
|-<br />
| <math>\Psi </math><br />
| \Psi<br />
| <math>\Xi </math><br />
| \Xi<br />
| <math>\Upsilon</math><br />
| \Upsilon<br />
|-<br />
| <math>\vartheta </math><br />
| \vartheta<br />
| <math>\varrho </math><br />
| \varrho<br />
| <math>\varphi </math><br />
| \varphi <br />
|-<br />
| <math>\varsigma </math><br />
| \varsigma<br />
|}<br />
<br />
'''Notable Exceptions'''<br />
<br />
Greek letter omicron. Simply put, omicron is an "o" or an "O".<br />
<br />
At the time of writing, these Greek capital letters cannot be rendered by TeX Notation in Moodle: <br />
Alpha, Beta, Zeta, Eta, Tau, Chi, Mu, Iota, Kappa and Epsilon<br />
Given the relationship of Tau to finding the area of a circle, it can easily replace Pi, <math>\pi</math>, it may soon be though.<br />
<br />
==Fonts==<br />
<br />
To use a particular font you need to access the font using the same syntax as demonstrated above.<br />
<br />
A math calligraphic font:<br />
<br />
<math>\mathcal{ABCDEFGHIJKLMNOPQRSTUVXYZ}</math><br />
<br />
or<br />
<br />
$$ \mathcal{ABCDEFGHIJKLMNOPQRSTUVXYZ}$$<br />
<br />
A Castellar type font:<br />
<br />
<math>\mathbb{ABCDEFGHIJKLMNOPQRSTUVXYZ}</math><br />
<br />
or<br />
<br />
$$ \mathbb{ABCDEFGHIJKLMNOPQRSTUVXYZ}$$<br />
<br />
An Old English type font:<br />
<br />
<math>\mathfrak{ABCDEFGHIJKLMNOPQRSTUVXYZ}</math><br />
<br />
or<br />
<br />
$$ \mathfrak{ABCDEFGHIJKLMNOPQRSTUVXYZ}$$<br />
<br />
This is different in Tex Notation in Moodle than it is for other, full, TeX packages. <br />
<br />
An italic font:<br />
<br />
''ABCDEFGHIJKLMNOPQRSTUVXYZ''<br />
<br />
or<br />
<br />
$$ \mathi{ABCDEFGHIJKLMNOPQRSTUVXYZ} $$<br />
<br />
A bold-face font:<br />
<br />
<math>\mathbf{ABCDEFGHIJKLMNOPQRSTUVXYZ}</math><br />
<br />
or<br />
<br />
$$ \mathbf{ABCDEFGHIJKLMNOPQRSTUVXYZ} $$<br />
<br />
==Size of displays==<br />
<br />
The default size is rendered slightly larger than normal font size. TeX Notation in Moodle uses eight different sizes ranging from "tiny" to "huge". However,these values seem to mean different things and are, I suspect, dependent upon the User's screen resolution. The sizes can be noted in four different ways: <br />
<br />
{| class="nicetable"<br />
|-<br />
| \fontsize{0} to \fontsize{7}<br />
| $$\fontsize{2} x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12)$$<br />
| [[Image:cfmimetex11a.gif|left]]<br />
|-<br />
| \fs{0} to \fs{7}<br />
| $$\fs{4} x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12)$$<br />
| [[Image:cfmimetex11b.gif|left]]<br />
|-<br />
| \fs0 to \fs7<br />
| $$\fs6 x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12)$$<br />
| [[Image:cfmimetex11c.gif|left]]<br />
|-<br />
| As well, you can use \tiny \small <br />
\normalsize \large \Large <br />
\LARGE \huge \Huge<br />
| $$\normalsize x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12)$$<br />
| [[Image:cfmimetex11d.gif|left]]<br />
|}<br />
<br />
It appears that TeX Notation in Moodle now allows \fs6, \fs7, \huge and \Huge to be properly rendered.<br />
<br />
==Colour==<br />
<br />
Unlike many scripting languages, we only need to name the colour we want to use. You may have to experiment a little with colours, but it will make for a brighter page. Once named, the entire statement will appear in the colour, and if you mix colours, the last named colour will dominate. Some examples: <br />
<br />
{| class="nicetable"<br />
|-<br />
| $$ \red x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12) $$<br />
| [[Image: cfmimetex30a.gif|right]] <br />
|-<br />
| $$ \blue x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12) $$<br />
| [[Image: cfmimetex30b.gif|right]]<br />
|-<br />
| $$ \green x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12) $$<br />
| [[Image: cfmimetex30c.gif|right]]<br />
|-<br />
| $$ \red x \ = \ \frac{\sqrt{144}}{2}$$ $$ \times $$ <br />
$$\green (y \ + \ 12) $$ $$ \ = $$ $$ \ \blue 6^3 $$ <br />
| [[Image: cfmimetex30d.gif|right]]<br />
|}<br />
<br />
Moodle 2.2 note: You may find this doesn't work for you. You can try to add "\usepackage{color}" to your tex notation setting "LaTeX preamble" (under Site adminstration/Plugins/Filters/TeX notation)and then use this new syntax: $$ \color{red} x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12) $$<br />
<br />
You may note this last one, it is considerably more complex than the previous for colours. TeX Notation in Windows does not allow multicoloured equations, if you name a number of colours in the equation, only the last named will be used.<br />
<br />
<br />
<br />
<br />
==Geometric Shapes== <br />
<br />
There are two ways to produce geometric shapes, one is with circles and the other is with lines. Each take a bit of practice to get right, but they can provide some simple geometry. It may be easier to produce the shapes in Illustrator or Paint Shop Pro or any one of a number of other drawing packages and use them to illustrate your lessons, but sometimes, some simple diagrams in Moodle will do a better job.<br />
<br />
==Circles==<br />
<br />
Circles are easy to make. <br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image:cfmimetex20.gif|left]]<br />
| Circles are easily created, and only needs a number to determine how large the circle is. <br />
To create the circle use $$ \circle(150) $$. This makes a circle of 150 pixels in diameter. <br />
<br />
|}<br />
<br />
==Creating Arcs==<br />
<br />
Arcs are also easy to produce, but require some additional parameters. The same code structure used in circles create the basic shape, but the inclusion of a start and end point creates only the arc. However, notice where the 0 point is, not at the true North, but rather the East and run in an anti-clockwise direction. <br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image:cfmimetex21a.gif|left]]<br />
| $$ \circle(120;90,180)$$<br />
| [[Image:cfmimetex21b.gif|left]]<br />
| $$ \circle(120;0,90)$$<br />
|-<br />
| [[Image:cfmimetex21c.gif|left]]<br />
| $$ \circle(120;180,270)$$<br />
| [[Image:cfmimetex21d.gif|left]]<br />
| $$ \circle(120;270,360)$$<br />
|}<br />
<br />
This structure breaks down into the \circle command followed by the diameter, not the radius, of the circle, followed by a semi-colon, then the demarcation of the arc, the nomination of the start and end points in degrees from the 0, East, start point. Note that the canvas is the size of the diameter nominated by the circle's parameters.<br />
<br />
==The \picture Command==<br />
<br />
Using circles and arcs as shown above is somewhat limiting. The \picture command allows you to use a frame in which to build a picture of many layers. Each part of the picture though needs to be in its own space, and while this frame allows you to be creative, to a degree, there are some very hard and fast rules about using it. <br />
<br />
All elements of a picture need to be located within the picture frame. Unexpected results occur when parts of an arc, for example, runs over the border of the frame. (This is particularly true of lines, which we will get to next, and the consequences of that overstepping of the border can cause serious problems.)<br />
<br />
The \picture command is structured like:<br />
\picture(100){(50,50){\circle(200)}}<br />
\command(size of frame){(x co-ordinate, y co-ordinate){\shape to draw(size or x co-ordinate, y co-ordinate)}) <br />
<br />
'''NOTE:''' The brace is used to enclose each set of required starting point coordinates. Inside each set of braces, another set of braces is used to isolate each set of coordinates from the other, and those coordinates use their proper brackets and backslash. Count the opening and closing brackets, be careful of the position, <br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image:cfmimetex24a.gif|left]]<br />
| $$ \picture(100){(50,50){\circle(200)}}&&<br />
<br />
The picture frame brings elements together that you may not otherwise see.<br />
<br />
Because of the frame size of 100px and the centre point of the circle in the mid-point of the frame, the 200px circle will be squashed. Unexpected results occur when sizes are not correct.<br />
| [[Image:cfmimetex24b.gif|left]]<br />
|<br />
Using the picture frame, you can layer circles <br />
and lines over each other, or they can intersect.<br />
<br />
$$ \picture(100){(50,50){\circle(99)} (50,50){\circle(80)}} $$<br />
|-<br />
| [[Image:cfmimetex24c.gif|left]]<br />
| You may want to see an image of a circle with a dot in the middle. <br />
You may have to try to place the centre dot correctly , but the <br />
ordering of the elements in the image may have an impact.<br />
<br />
$$ \picture(100){(48,46){\bullet}(50,50){\circle(99)}} $$ <br />
| [[Image:cfmimetex24d.gif|left]]<br />
| Using the same ideas as above, you can make semi-circles.<br />
<br />
$$\picture(150){(50,50){\circle(100;0,180)}(100,50){\circle(100;180,360)}}$$<br />
|}<br />
<br />
==Lines==<br />
<br />
----<br />
<br />
'''Warning:''' Drawing lines in TeX Notation in Moodle is an issue, go to the [[Using_TeX_Notation#Reserved_Characters_and_Keywords| Using Text Notation]] for more information. If the line is not noted properly then the parser will try to correctly draw the line but will not successfully complete it. This means that every image that needs be drawn will be drawn until it hits the error. When the error is being converted, it fails, so no subsequent image is drawn. Be careful and make sure your line works BEFORE you move to the next problem or next image. <br />
<br />
----<br />
{| class="nicetable"<br />
|-<br />
| [[Image: cfmimetex26.gif|frame|left| a couple of lines]] <br />
| $$\red \picture(200){(20,0){ \line(180,0)}{(20,180){\line(180,0}$$ <br />
<br />
The structure of the picture box is that the \picture(200) provides a square image template.<br />
<br />
The (20,0) provides the starting coordinates for any line that comes after. In this case the start point is at 20pixels in the x axis and 0 pixels in the y axis. The starting point for all coordinates, 0,0, is the bottom left corner and they run in a clockwise manner. '''Do not confuse this with arcs.''' <br />
<br />
The \line(180,0) determines the length and inclination of the line. In this case, the inclination is 0 and the length is 180px. <br />
<br />
These are enclosed in braces, all inside one set of braces owned by the \picture() control sequence.<br />
<br />
The next set of commands are the same, that is, the (20,200) are the coordinates of the next line. The x co-ordinate is the 20, that is the distance to the right from the 0 point. The y co-ordinates is the distance from the bottom of the image. Whereas the first line started and ran on the bottom of the picture frame, the y co-ordinate starts at the 200 pixel mark from the bottom of the image. The line, at 180 pixels long and has no y slope. This creates a spread pair of parallel lines. <br />
| [[Image: cfmimtex27.gif|thumb|right|150px|\picture explained]]<br />
|}<br />
<br />
While this explains the structure of a line, there is a couple of elements that you need to go through to do more with them.<br />
<br />
==Squares and Rectangles==<br />
Drawing squares and rectangles is similar, but only slightly different. <br />
<br />
There should be a square box tool, and there is, but unless it has something inside it, it does not display. It is actually easier to make a square using the \line command.<br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image: line03.gif|left]]<br />
|This box is constructed using:<br />
$$ \picture(250){(10,10){\line(0,230)}(10,10){\line(230,0)}(240,10){\line(0,230)}(10,240){\line(230,0)}}$$<br />
It is a 250 pixel square box with a 230 pixel square inside it.<br />
| [[Image: line04.gif|left]]<br />
|This box is different in that is has the equal length indicators that are used in a square.<br />
$$ \picture(250){(10,10){\line(0,230)}<br />
(5,120){\line(10,0)}<br />
(10,10){\line(230,0)}<br />
(120,5){\line(0,10)}<br />
(240,10){\line(0,230)}<br />
(235,120){\line(10,0)}<br />
(10,240){\line(230,0)}<br />
(120,235){\line(0,10)}}$$<br />
|-<br />
| [[Image: line05.gif|left]]<br />
| The rectangle then becomes the same thing, but with one side shorter. For a portrait canvas it would be:<br />
$$ \picture(250){(10,10){\line(0,230)}(10,10){\line(150,0)}(160,10){\line(0,230)}(10,240){\line(150,0)}}$$<br />
| [[Image: line06.gif|left]]<br />
|The rectangle can also produce a landscape shape:<br />
$$ \picture(250){(10,10){\line(0,160)}(10,10){\line(230,0)}(240,10){\line(0,160)}(10,170){\line(230,0)}}$$<br />
|}<br />
<br />
==Controlling Angles==<br />
<br />
Controlling angles is a little different. They involve a different perception, but not one that is unfamiliar. Consider this:<br />
<br />
We have a point from which we want to draw a line that is on an angle. The notation used at this point can be positive, positive or positive, negative or negative, positive or negative, negative. Think of it like a number plane or a graph, using directed numbers. The 0,0 point is in the centre, and we have four quadrants around it that give us one of the previously mentioned results.<br />
<br />
{| class="nicetable"<br />
|-<br />
| rowspan="4"|[[Image:co-ordquadrants.png|left]]<br />
| [[Image:line06a.gif|left]] $$\picture(100){(50,50){\line(40,45)}}$$, <br />
a positive x and positive y<br />
|-<br />
| [[Image:line06b.gif|left]]$$\picture(100){(50,50){\line(-40,45)}}$$<br />
a negative x and positive y<br />
|-<br />
| [[Image:line06c.gif|left]]$$\picture(100){(50,50){\line(-40,-45)}}$$<br />
a negative x and negative y<br />
|-<br />
| [[Image:line06d.gif|left]]$$\picture(100){(50,50){\line(40,-45)}}$$<br />
a positive x and a negative y<br />
|}<br />
<br />
Essentially, what these points boil down to is that anything above the insertion point is a positive on the y axis, anything below is a negative. Anything to the left of the insertion point is a negative while everything to the right is a positive. <br />
<br />
{| class="nicetable"<br />
|-<br />
|[[Image:line06e.gif|left]]<br />
| $$\picture(100){(50,50){\line(40,45)}(50,50){\line(-40,45)}(50,50){\line(-40,-45)}(50,50){\line(40,-45)}}$$<br />
<br />
The co-ordinate alignment process in TeX is not that good that you can use one set of co-ords as a single starting point for all lines. The layering of each object varies because of the position of the previous object, so each object needs to be exactly placed.<br />
<br />
This co-ord structure has a great deal of impact on intersecting lines, parallel lines and triangles. <br />
|}<br />
<br />
==Intersecting Lines==<br />
<br />
You can set up an intersecting pair easily enough, using the \picture control sequence.<br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image:cfmimetex31.gif|left]]<br />
| $$ \picture(200){(10,0){\line(150,150)} (0,130){\line(180,-180)}} $$<br />
<br />
The lines that are drawn can be labeled.<br />
<br />
$$ \picture(200){(10,0){\line(150,150)}(0,130){\line(180,-180)}<br />
(0,10){A}(0,135){B}(140,0){C}(140,150){D}(62,80){X}} $$ <br />
<br />
To produce another image.<br />
| [[Image:cfmimetex32.gif|right]]<br />
|-<br />
| colspan="3" style="text-align: center;"| To which you may want to ask the question: <br />
$$The \ \angle \ of \ AXB \ is \ 72\textdegree. \ What \ is \ the \ value \ of \ \angle BXD? $$<br />
[[Image: cfmimetex32a.gif|center]] <br />
<br />
NOTE: Labeling this image, above-right, turned out to be fairly simple. Offsetting points by a few pixels at the start or end points of the lines proved a successful strategy. The X point proved a little more problematic, and took a number of adjustments before getting it right. Experience here will help.<br />
|-<br />
| colspan="2"| With labels the drawing can become a little more like your traditional geometric drawing, but the devil is in the details. The parallel markers need to be placed properly, and that is where experience really comes into it. On lines that are vertical or horizontal, you can get away with using the > or < directly from the keyboard, or the <math>\gg</math> or <math>\ll</math> symbols. In either case, you need to position them properly.<br />
<br />
The code:<br />
$$\picture(200){(15,45){\line(170,0)} (15,30){c}(170,28){d}(15,160){\line(170,0)}(15,145){e}(180,143){f}(50,20){\line(110,175)}(58,20){a}(140,185){b}(42,32){\kappa}(53,48){\beta}<br />
(150,165){\kappa}<br />
(90,38){\gg}(80,153){\gg}<br />
}$$<br />
| [[Image:line10.gif|right]]<br />
|}<br />
<br />
==Lines and Arcs==<br />
<br />
Combining lines and arcs is a serious challenge actually, on a number of levels. For example lets take an arc from the first page on circles.<br />
{| class="nicetable"<br />
|-<br />
| [[Image: line11.gif|left]]<br />
| Fairly innocuous of itself, but when we start to add in elements, it changes dramatically.<br />
<br />
$$ \circle(120;90,180) $$<br />
|-<br />
| [[Image: line12.gif|left]]<br />
| $$\picture(150){(75,75){\circle(120;90,180)}(75,75){\line(-70,0)}(75,75){\line(0,75)}} $$<br />
All elements in this drawing start in the same place. Each is layered, and properly placed on the canvas, and using the same co-ord to start makes it easy to control them. No matter the size of the arc, intersecting lines can all be drawn using the centre co-ords of the arc. <br />
|}<br />
<br />
==Triangles == <br />
<br />
Of all the drawing objects, it is actually triangles that present the most challenge. For example:<br />
<br />
{|<br />
|-<br />
| [[Image:line13.gif|left]]<br />
$$\picture(350){(10,10){\line(0,320)}(10,330){\line(330,0)}(10,10){\line(330,320)}}$$<br />
|This is a simple triangle, one that allows us to establish a simple set of rules for the sides. The vertical always has an x=0 co-ord and the horizontal always has a y=0 co-ord.<br />
<br />
In this case with an x value of 330 on the horizontal, and a y value of 320 on the vertical, the hypotenuse should then have a value of x=340, and the y=330, but not so, they actually have an x=330 and a y=320.<br />
<br />
There is no need to add the starting point co-ords to the x and y values of the line.<br />
| [[Image:line14.gif|right]]<br />
$$picture(350){(10,10){\line(330,0)}(340,10){\line(0,320)}(340,330){\line(-330,-320)}}$$ <br />
<br />
|}<br />
<br />
This triangle has been developed for a Trigonometry page - but the additional notation should provide insight into how you can use it. <br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image:line16.gif|left]]<br />
| This is a labeled image, but it has an \fbox in it with its little line. With some effort, it could be replaced with two intersecting short lines.<br />
$$\picture(350,150){(25,25){\line(300,0)}(325,25){\line(0,110)}(25,25){\line(300,110)}(309,25){\fbox{\line(5,5)}}<br />
(307,98){\theta}(135,75){\beta}(150,5){\alpha}(335,75){\epsilon}}$$ <br />
|}<br />
<br />
<br />
{| class="nicetable"<br />
|-<br />
| The triangle shows like: <br />
[[Image:trig01.gif|left]]<br />
|We use the different elements of the triangle to identify those things we need to know about a right-angled triangle. <br />
<br />
The hypotenuse is always the side that is opposite the right angle. The longest side is always the Hypotenuse. <br />
<br />
To identify the other elements of the triangle we look for the sign <math>\theta</math>. <math>\Theta</math> is the starting point for naming the other sides. <br />
<br />
The side that is opposite <math>\angle \theta</math> is known as the Opposite. <br />
<br />
The side that lies alongside <math>\angle \theta</math> is known as the Adjacent side. <br />
<br />
To determine which is which, draw a line that bisects <math>\angle \theta</math> and whatever line it crosses is the Opposite side. <br />
|-<br />
| colspan="2"| The code:<br />
$$ \picture(350,250){(25,25){\line(300,0)}(25,25){\line(0,220)}(25,245){\line(300,-220)}(310,25){\circle(100;135,180)}(20,100){\line(310,-75)} (25,25){\fbox{\line(5,5)}}(25,25){\line(150,150)}(165,140){Hypotenuse}(120,2){Adjacent}(2,80){\rotatebox{90}{Opposite}}(270,40){\theta}}$$<br />
|}<br />
<br />
=Matrices=<br />
A Matrix is a rectangular array of numbers arranged in rows and columns which can be used to organize numeric information. Matrices can be used to predict trends and outcomes in real situations - i.e. polling.<br />
<br />
<br />
==A Matrix==<br />
A matrix can be written and displayed like [[Image: matrices03.gif|A matrix]]<br />
<br />
In this case the matrix is constructed using the brackets before creating the array:<br />
$$ M = \left[\begin{array}{ccc} a&b&1 \ c&d&2 \ e&f&3\end{array}\right] $$<br />
The internal structure of the array is generated by the &, ampersand, and the double backslash.<br />
<br />
You can also create a grid for the matrix.<br />
<br />
{| class="nicetable"<br />
|-<br />
|A dashed line<br />
|A solid line<br />
|A mixed line<br />
|-<br />
|[[Image: matrices04.gif]] <br />
|[[Image: matrices05.gif]] <br />
|[[Image: matrices06.gif]]<br />
|-<br />
|$$ M = \left[\begin{array}'''{c.c.c}''' a&b&1 \ '''\hdash''' c&d&2 \ '''\hdash''' e&f&3\end{array}\right] $$ <br />
|$$ M = \left[\begin{array}'''{c|c|c}''' a&b&1 \ '''\hline''' c&d&2 \ '''\hline''' e&f&3\end{array}\right] $$ <br />
|$$ M = \left[\begin{array}'''{c.c|c}''' a&b&1 \ '''\hline''' c&d&2 \ '''\hdash''' e&f&3\end{array}\right] $$<br />
|}<br />
<br />
The command sequences here are the {c|c.c} and \hdash and \hline. The pipe, |, and the full stop determine the line type for the vertical line.<br />
<br />
Matrices also respond to other TeX Notation commands such as size and colour.<br />
<br />
{| class="nicetable"<br />
|-<br />
|<br />
Colour<br />
| colspan="2"|Size<br />
|-<br />
|[[Image: matrices07.gif]] <br />
|[[Image: matrices08.gif]]<br />
|[[Image: matrices09.gif]]<br />
|-<br />
|$$ '''\blue''' M = \left[\begin{array}{c.c.c} a&b&1 \ \hdash c&d&2 \ \hdash e&f&3\end{array}\right] $$ <br />
|$$ '''\fs7''' M = \left[\begin{array}{c.c.c} a&b&1 \ \hdash c&d&2 \ \hdash e&f&3\end{array}\right] $$ <br />
|$$ '''\fs2''' M = \left[\begin{array}{c.c.c} a&b&1 \ \hdash c&d&2 \ \hdash e&f&3\end{array}\right] $$<br />
|}<br />
<br />
==Creating equal and unequal matrices==<br />
Equal and unequal matrices are simply matrices that either share or not share the same number of rows and columns. To be more precise, equal matrices share the same order and each element in the corresponding positions are equal. Anything else is unequal matrices.<br />
<br />
Actually equal and unequal matrices are constructed along similar lines, but have different shapes:<br />
<br />
{| class="nicetable"<br />
|-<br />
|Equal Matrix<br />
|An unequal matrix<br />
|-<br />
|[[Image: matrices10.gif]] <br />
|[[Image: matrices11.gif]]<br />
|-<br />
| $$ \left[\begin{array} a&b&1 \ c&d&2 \ e&f&3\end{array}\right] \ = \ \left[\begin{array} 12&11&z \ 10&9&y \ 8&7&x\end{array}\right] $$<br />
| $$ \left[\begin{array} a&b \ c&d \ e&f \end{array}\right] \ \neq \ \left[\begin{array} 12&11&z \ 10&9&y \ 8&7&x\end{array}\right] $$<br />
|}<br />
<br />
==Labeling a Matrix==<br />
<br />
Addition and subtraction matrices are similar again, but the presentation is usually very different. The problem comes when trying to mix labels into arrays. The lack of sophistication in the TeX Notation plays against it here.<br />
<br />
Moodle allows an easy adoption of tables to make it work though. For example:<br />
<br />
Bill the baker supplies three shops, A, B and C with pies, pasties and sausage rolls. <br />
He is expected to determine the stock levels of those three shops in his estimation of supplies.<br />
<br />
It is better to use the Moodle Fullscreen editor for this, to have a better idea of how the end product will look and to take advantage of the additional tools available. Design decisions need occupy our attention for a while. We need a table of five rows and four columns. The first row is a header row, so the label is centred. The next row needs four columns, a blank cell to start and labels A, B and C. The next three rows are divided into two columns, with the labels, pies, pasties and sausage rolls in each row of the first column and the matrix resides in a merged set of columns there. So first the table:<br />
<br />
<br />
{| class="nicetable"<br />
|-<br />
| Insert Table - initial properties<br />
| Merge Cells Button<br />
| Advanced Properties<br />
|-<br />
| rowspan="2"|[[Image: matricestable01.png|Table properties]]<br />
| [[Image: matricestable02.png | Merge cells]]<br />
| [[Image: matricestable03.png | Cell properties button]]<br />
|-<br />
| colspan="2"| You may need to look into the Advanced properties setting of the tables and cells to make this work.<br />
|}<br />
<br />
<br />
This is the immediate result: <br />
<br />
[[Image: matricestable04.png | The resulting table]]<br />
<br />
<br />
While not a very good look, it can be made better by tweaking the table using the advanced settings and properties buttons and then you can tweak the matrix itself.<br />
<br />
==Tweaking the Matrix==<br />
<br />
<br />
[[Image: matricestable05a.png | A tweaked matrix]]<br />
<br />
<br />
Things are not always as they seem, be aware, the "c" does not stand for "column", it actually stands for "centre". The columns are aligned by the letters l, for left, c for centre and r for right.<br />
<br />
Each column is spread across 50 pixels, so the value of 50 is entered into the alignment declaration. The plus sign before the value is used to "propogate" or to force the value across the whole matrix, but is not used when wanting to separate only one column. <br />
<br />
To set the rows is a little more problematic. The capital letter C sets the vertical alignment to the centre, (B is for baseline, but that does not guarantee that the numbers will appear on the base line, and there does not appear to be any third value). The plus sign and following value sets the height of all rows to the number given. In this I have given it a value of 25 pixels for the entire matrix. If there were four or five rows, the same height requirement is made. <br />
<br />
The order things appear is also important. If you change the order of these settings, they will either not work at all, or will not render as you expect them to. If something does not work properly, then check to make sure you have the right order first.<br />
<br />
==An Addition Matrix==<br />
<br />
The rule for performing operations on matrices is that they must be equal matrices. For example, addition matrices look like:<br />
<br />
[[Image: matricestable06.png | An addition matrix]]<br />
<br />
with the results obvious. The code is:<br />
<br />
$$\left[\begin{array}{c+50C+25.c.c}<br />
11&14&12 \ \hdash16&12&22 \ \hdash 14&17&15<br />
\end{array}\right] + \left[\begin{array}{c+50C+25.c.c}<br />
60&60&60 \ \hdash 40&40&30 \ \hdash 30&30&30<br />
\end{array}\right] $$<br />
<br />
==A Subtraction Matrix==<br />
<br />
Similar to an addition matrix in its construction, the subtraction matrix is subject to the same rules of equality.<br />
<br />
Using the same essential data, we can calculate the daily sales of each of the shops.<br />
<br />
<br />
[[Image: matricestable07.png | A subtraction matrix]]<br />
<br />
<br />
The code is:<br />
$$ \left[\begin{array}{c+50C+25.c.c}<br />
72&95&68 \ \hdash 54&61&65 \ \hdash 48&51&60<br />
\end{array}\right] - \left[\begin{array}{c+50C+25.c.c}<br />
11&14&12 \ \hdash 16&12&22 \ \hdash 14&17&15<br />
\end{array}\right] = \left[\begin{array}{c+50C+25.c.c}<br />
61&81&56 \ \hdash 38&49&43 \ \hdash 34&34&48<br />
\end{array}\right] $$ <br />
<br />
This code looks more complex than it really is, it is cluttered by the lines and alignment sequences.<br />
<br />
==Multiplication Matrices==<br />
<br />
Different than the addition or subtraction matrices, the multiplication matrix comes in three parts, the row matrix, the column matrix and the answer matrix. This implies it has a different construction methodology.<br />
<br />
[[Image: matrices16.gif | A multiplication matrix]]<br />
<br />
And the code for this is: <br />
$$ \begin{array} 10&amp;14&amp;16\end{array} \ <br />
\left[\begin{array} 45 \\ 61 \\ 19 \end{array}\right] <br />
\ = \ \begin{array} 450&amp;854&amp;304\end{array} $$<br />
<br />
While different, it is not necessarily more complex. For example a problem like:<br />
<br />
Bill the baker is selling his product to Con the cafe owner, who <br />
wants to make sure his overall prices are profitable for himself. <br />
Con needs to make sure that his average price is providing sufficient <br />
profit to be able to keep the cafes open. Con makes his calculations <br />
on a weekly basis, comparing cost to sale prices.<br />
<br />
With the pies, pasties and sausage rolls in that order he applies them to the cost and sale price columns :<br />
<br />
[[Image: matrices17.gif | A multiplication matrix]]<br />
<br />
The code for this is: <br />
$$\left[\begin{array} 350&amp;310&amp;270 \end{array}\right] \ <br />
\left[\begin{array} \$2.10&amp;\$3.60 \ \$2.05&amp;\$3.60 \ \$1.90&amp;\$3.10 \end{array} <br />
\right] \ = \ \left[\begin{array} \$735.00&amp;\$1260.00 \ \$635.50&amp;\$1116.00 \ <br />
\$513.00&amp;$\837.00 \end{array}\right] $$<br />
<br />
<br />
<br />
<br />
<br />
<br />
==See Also==<br />
* [[MathJax_filter]] - available in Moodle 2.7 and later<br />
* [[TeX notation filter]] To turn on the TeX Notation <br />
* [[Advanced Maths Tools]] Moodle 2.x - The Next Generation of TeX Tools<br />
* [[DragMath equation editor]]<br />
<br />
[[Category:Mathematics]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Using_TeX_Notation&diff=112660Using TeX Notation2014-05-18T05:19:19Z<p>Dougiamas: </p>
<hr />
<div>{{Filters}}<br />
{{Work in progress}}<br />
TeX (pronounced TEK) is a very widespread and popular way of representing Mathematics notation using only characters that you can type on a keyboard (see [https://en.wikipedia.org/wiki/TeX Wikipedia]). This makes it a useful format to use in Moodle, since it can be entered anywhere you can type text, from forum posts to quiz questions.<br />
<br />
TeX expressions can be entered in multiple ways:<br />
* typing them directly into texts.<br />
* using the Java-based Dragmath editor in Moodle's TinyMCE editor.<br />
* using the HTML-based equation editor in Moodle's Atto editor (since Moodle 2.7).<br />
<br />
Afterwards, TeX expressions are rendered into Mathematics notation:<br />
* using the TeX filter in Moodle, which uses a TeX binary installed on the server to convert expressions into .gif images (or if that is not available, it falls back to a simple built-in mimetex binary).<br />
* using the [[MathJax_filter]]] which identifies TeX expressions and uses the Mathjax JS library to render them in browsers at display time (since Moodle 2.7).<br />
* using other third-party solutions.<br />
<br />
As you can imagine, the whole field is not simple as we'd like, especially because there are many flavours of TeX and slight variations between tools.<br />
<br />
This page focusses only on using TeX in core Moodle. See the links at the bottom of this page for more information on setting up TeX editors and filters, including other tools from the Moodle community that may be suitable for advanced users.<br />
<br />
'''WARNING:''' This Wiki environment uses DIFFERENT to Moodle, especially when it comes to control sequences. You will want to test expressions well in your own site.<br />
<br />
<br />
==Language Conventions== <br />
<br />
To identify a TeX sequence in your text, surround it with $$ markers. To invoke a particular command or control sequence, use the backslash, \. A typical control sequence looks like: <br />
<br />
$$ x\ =\ \frac{\sqrt{144}}{2}\ \times\ (y\ +\ 12) $$ <br />
{| class="nicetable"<br />
|-<br />
| [[Image: cfmimetex10.gif|frame|center]]<br />
|-<br />
|Fraction and square root.<br />
|}<br />
<br />
<br />
Additional spaces can be placed into the equation using the \ without a trailing character.<br />
<br />
<br />
==Reserved Characters and Keywords==<br />
<br />
Most characters and numbers on the keyboard can be used at their default value. As with any computing language, though, there are a set of reserved characters and keywords that are used by the program for its own purposes. TeX Notation is no different, but it does have a very small set of Reserved Characters. This will not be a complete list of reserved characters, but some of these are: <br />
<br />
@ # $ % ^ & * ( ) . <br />
<br />
To use these characters in an equation just place the \ in front of them like \$ or \%. If you want to use the backslash, just use \backslash. The only exception here seems to be the &, ampersand. <br />
<br />
<br />
==Superscripts, Subscripts and Roots==<br />
<br />
Superscripts are recorded using the caret, ^, symbol. An example for a Maths class might be: <br />
<br />
$$ 4^2 \ \times \ 4^3 \ = 4^5 $$<br />
This is a shorthand way of saying: <br />
(4 x 4) x (4 x 4 x 4) = (4 x 4 x 4 x 4 x 4)<br />
or<br />
16 x 64 = 1024.<br />
<br />
<math>4^2 \ \times \ 4^3 \ = 4^5</math><br />
<br />
<br />
Subscripts are similar, but use the underscore character. <br />
<br />
$$ 3x_2 \ \times \ 2x_3 $$<br />
<br />
<math>3x_2 \ \times \ 2x_3</math><br />
<br />
This is OK if you want superscripts or subscripts, but square roots are a little different. This uses a control sequence. <br />
<br />
$$ \sqrt{64} \ = \ 8 $$<br />
<br />
<math>\sqrt{64} \ = \ 8</math><br />
<br />
You can also take this a little further, but adding in a control character. You may ask a question like: <br />
<br />
$$ If \ \sqrt[n]{1024} \ = \ 4, \ what \ is \ the \ value \ of \ n? $$ <br />
<br />
<math>If \ \sqrt[n]{1024} \ = \ 4, \ what \ is \ the \ value \ of \ n?</math> <br />
<br />
Using these different commands allows you to develop equations like: <br />
<br />
$$ The \sqrt{64} \ \times \ 2 \ \times \ 4^3 \ = \ 1024 $$<br />
<br />
<math>The \sqrt{64} \ \times \ 2 \ \times \ 4^3 \ = \ 1024</math><br />
<br />
Superscripts, Subscripts and roots can also be noted in [[Using TeX Notation 4 | Matrices]].<br />
<br />
==Fractions==<br />
<br />
Fractions in TeX are actually simple, as long as you remember the rules.<br />
<br />
$$ \frac{numerator}{denominator} $$ which produces <math>\frac{numerator}{denominator}</math> .<br />
<br />
This can be given as:<br />
<br />
<math>\frac{5}{10} \ is \ equal \ to \ \frac{1}{2}</math>.<br />
<br />
This is entered as:<br />
<br />
$$ \frac{5}{10} \ is \ equal \ to \ \frac{1}{2}.$$<br />
<br />
With fractions (as with other commands) the curly brackets can be nested so that for example you can implement negative exponents in fractions. As you can see,<br />
<br />
$$\frac {5^{-2}}{3}$$ will produce <math>\frac {5^{-2}}{3}</math><br />
<br />
$$\left(\frac{3}{4}\right)^{-3}$$ will produce <math>\left(\frac{3}{4}\right)^{-3}</math> and<br />
<br />
$$\frac{3}{4^{-3}}$$ will produce <math> \frac{3}{4^{-3}} </math><br />
<br />
You likely do not want to use $$\frac{3}{4}^{-3}$$ as it produces <math>\frac{3}{4}^{-3}</math><br />
<br />
You can also use fractions and negative exponents in [[Using TeX Notation 4 | Matrices]].<br />
<br />
==Brackets==<br />
<br />
As students advance through Maths, they come into contact with brackets. Algebraic notation depends heavily on brackets. The usual keyboard values of ( and ) are useful, for example:<br />
<br />
<math>d = 2 \ \times \ (4 \ - \ j)</math><br />
<br />
This is written as:<br />
<br />
$$ d = 2 \ \times \ (4 \ - \ j) $$<br />
<br />
Usually, these brackets are enough for most formulae but they will not be in some circumstances. Consider this:<br />
<br />
<math>4x^3 \ + \ (x \ + \ \frac{42}{1 + x^4})</math> <br />
<br />
Is OK, but try it this way:<br />
<br />
<math>4x^3 \ + \ \left(x \ + \ \frac{42}{1 + x^4}\right)</math> <br />
<br />
This can be achieved by:<br />
<br />
$$ 4x^3 \ + \ \left(x \ + \ \frac{42}{1 + x^4}\right) $$<br />
<br />
A simple change using the \left( and \right) symbols instead. Note the actual bracket is both named and presented. Brackets are almost essential in [[Using TeX Notation 4 | Matrices]].<br />
<br />
==Ellipsis==<br />
<br />
The Ellipsis is a simple code:<br />
<br />
<math>x_1, \ x_2, \ \ldots, \ x_n</math> <br />
<br />
Written like:<br />
<br />
$$ x_1, \ x_2, \ \ldots, \ x_n $$<br />
<br />
A more practical application could be:<br />
<br />
Question:<br />
"Add together all the numbers from 1 <math>\ldots</math> 38.<br />
What is an elegant and simple solution to this problem?<br />
Can you create an algebraic function to explain this solution?<br />
Will your solution work for all numbers?"<br />
<br />
Answer:<br />
The question uses an even number to demonstrate a mathematical process and generate an algebraic formula.<br />
<br />
{| class = "nicetable"<br />
|-<br />
| Part 1:<br />
| Part 2.<br />
| Part 3.<br />
|-<br />
| <br />
<math>1. \ 1 \ + \ 38 \ = \ 39</math><br />
<br />
<math>2. \ 2 \ + \ 37 \ = \ 39</math><br />
<br />
<math>3. \ 3 \ + \ 36 \ = \ 39</math><br />
<br />
<math>\ldots</math><br />
<br />
<math>19. 19 \ + \ 20 \ = \ 39 </math><br />
<br />
<math>\therefore x \ = \ 39 \ \times \ 19 </math><br />
<br />
<math>\therefore x \ = \ 741 </math> <br />
<br />
<br />
|An algebraic function might read something like:<br />
<math>t = (1 + n) \times n/2 </math><br />
<br />
Where t = total and n = the last number.<br />
<br />
|The solution is that, using the largest and the smallest numbers, the numbers are added and then multiplied by the number of different combinations to produce the same result adding the first and last numbers.<br />
The answer must depend on the number, <math>\frac{n}{2}</math> being a whole number. Therefore, the solution will not work for an odd range of numbers, only an even range.<br />
<br />
|}<br />
<br />
<br />
==Symbols==<br />
<br />
These are not all the symbols that may be available in TeX Notation for Moodle, just the ones that I have found to work in Moodle.<br />
<br />
{| class="nicetable"<br />
|- <br />
| \amalg <br />
| <math>\amalg</math> <br />
| \cup<br />
| <math>\cup</math> <br />
| \oplus<br />
| <math>\oplus</math> <br />
| \times<br />
| <math>\times</math> <br />
|-<br />
|\ast<br />
|<math>\ast</math> <br />
|\dagger<br />
|<math>\dagger</math> <br />
| \oslash<br />
| <math>\oslash</math> <br />
| \triangleleft<br />
| <math>\triangleleft</math> <br />
|-<br />
| \bigcirc<br />
| <math>\bigcirc</math> <br />
| \ddagger<br />
| <math>\ddagger</math> <br />
| \otimes<br />
| <math>\otimes</math> <br />
| \triangleright<br />
| <math>\triangleright</math><br />
|-<br />
| \bigtriangledown<br />
| <math>\bigtriangledown</math> <br />
| \diamond<br />
| <math>\diamond</math> <br />
| \pm<br />
| <math>\pm</math> <br />
| \odot<br />
| <math>\odot</math> <br />
|- <br />
| \bigtriangleup<br />
| <math>\bigtriangleup</math> <br />
| \div<br />
| <math>\div</math> <br />
| \ominus<br />
| <math>\ominus</math> <br />
| \wr<br />
| <math>\wr</math> <br />
|-<br />
| \circ<br />
| <math>\circ</math> <br />
| \wedge<br />
| <math>\wedge</math> <br />
| \vee<br />
| <math>\vee</math> <br />
| \sqcup<br />
| <math>\sqcup</math> <br />
|- <br />
| \leq<br />
| <math>\leq</math> <br />
| \geq<br />
| <math>\geq</math> <br />
| \equiv<br />
| <math>\equiv</math> <br />
| \prec<br />
| <math>\prec</math> <br />
|-<br />
| \succ<br />
| <math>\succ</math> <br />
| \sim<br />
| <math>\sim</math> <br />
| \perp<br />
| <math>\perp</math> <br />
| \preceq<br />
| <math>\preceq</math> <br />
|-<br />
| \succeq<br />
| <math>\succeq</math> <br />
| \simeq<br />
| <math>\simeq</math> <br />
| \mid<br />
| <math>\mid</math> <br />
| \ll<br />
| <math>\ll</math> <br />
|-<br />
| \gg <br />
| <math>\gg</math> <br />
| \asymp<br />
| <math>\asymp</math> <br />
| \parallel<br />
| <math>\parallel</math> <br />
| \subset<br />
| <math>\subset</math> <br />
|- <br />
| \supset<br />
| <math>\supset</math> <br />
| \subseteq<br />
| <math>\subseteq</math> <br />
| \supseteq<br />
| <math>\supseteq</math> <br />
| \approx<br />
| <math>\approx</math> <br />
|- <br />
| \neq<br />
| <math>\neq</math> <br />
| \ni<br />
| <math>\ni</math> <br />
| \notin<br />
| <math>\notin</math> <br />
| \in<br />
| <math>\ni</math> <br />
|- <br />
| \vdash<br />
| <math>\vdash</math> <br />
| \dashv<br />
| <math>\dashv</math> <br />
| \bullet<br />
| <math>\bullet</math> <br />
| \cdot<br />
| <math>\cdot</math> <br />
|}<br />
<br />
==Arrows==<br />
<br />
{| class="nicetable"<br />
|-<br />
| \leftarrow <br />
| <math> \leftarrow</math> <br />
| \longleftarrow<br />
| <math> \longleftarrow</math> <br />
| \Leftarrow<br />
| <math> \Leftarrow</math> <br />
| \Longleftarrow<br />
| <math> \Longleftarrow</math> <br />
|-<br />
| \rightarrow<br />
| <math> \rightarrow</math> <br />
| \longrightarrow<br />
| <math> \longrightarrow</math> <br />
| \Rightarrow<br />
| <math> \Rightarrow</math> <br />
| \Longrightarrow<br />
| <math> \Longrightarrow</math> <br />
|-<br />
| \uparrow<br />
| <math> \uparrow</math> <br />
| \Uparrow<br />
| <math> \Uparrow</math> <br />
| \downarrow<br />
| <math> \downarrow</math> <br />
| \Downarrow<br />
| <math> \Downarrow</math> <br />
|-<br />
| \leftrightarrow<br />
| <math> \leftrightarrow</math> <br />
| \longleftrightarrow<br />
| <math> \longleftrightarrow</math> <br />
| \updownarrow<br />
| <math> \updownarrow</math> <br />
| \Updownarrow<br />
| <math> \Updownarrow</math> <br />
|-<br />
| \Leftrightarrow<br />
| <math> \Leftrightarrow</math> <br />
| \Longleftrightarrow<br />
| <math> \Longleftrightarrow</math> <br />
| \leftrightharpoon<br />
| <math> \rightleftharpoons</math> <br />
| \Im<br />
| <math> \Im</math> <br />
|-<br />
| \nearrow<br />
| <math> \nearrow</math> <br />
| \nwarrow<br />
| <math> \nwarrow</math> <br />
| \swarrow<br />
| <math> \swarrow</math> <br />
| \searrow<br />
| <math> \searrow</math> <br />
<br />
|}<br />
<br />
==Delimiters and Maths Constructs==<br />
<br />
NOTE: Most delimiters and constructs need additional parameters for them to appear appropriately.<br />
<br />
{| class="nicetable"<br />
|-<br />
| \{x<br />
| <math> \{x </math> <br />
| x | \}<br />
| <math>x | \} </math> <br />
| \rangle<br />
| <math> \rangle </math> <br />
| \langle<br />
| <math> \langle </math> <br />
|-<br />
| \angle<br />
| <math> \angle </math> <br />
| \=<br />
| <math> \| </math> <br />
| \sqrt{ab}<br />
| <math> \sqrt{ab}</math> <br />
| \sqrt[n]{ab}<br />
| <math> \sqrt[n]{ab}</math> <br />
|-<br />
| \frac{ab}{cd}<br />
| <math> \frac{ab}{cd}</math> <br />
| \backslash<br />
| <math> \backslash</math> <br />
| \widehat{ab}<br />
| <math> \widehat{ab}</math> <br />
| \$<br />
| <math> \$ </math> <br />
|-<br />
| \overline{ab}<br />
| <math> \overline{ab}</math> <br />
| \underline{ab}<br />
| <math> \underline{ab}</math> <br />
| \therefore<br />
| <math> \therefore</math> <br />
| \ddots<br />
| <math> \ddots</math> <br />
|-<br />
| \%<br />
| <math> \%</math> <br />
| \#<br />
| <math> \# </math> <br />
| \vdots<br />
| <math> \vdots</math> <br />
| \emptyset<br />
| <math> \emptyset</math> <br />
|}<br />
WARNINGS: The & character in LaTeX usually requires a backslash, \. In TeX Notation for Moodle, apparently, it does not. Other packages, AsciiMath, may use it differently again so be careful using it. The copyright character may use the MimeTeX charset, and produces a copyright notice for John Forkosh Associates who provided a lot of the essential packages for the TeX Notation for Moodle, so I understand. I have been, almost reliably, informed that a particular instruction will produce a different notice though .:) <br />
<br />
There are also a number of characters that can be used in TeX Notation for Moodle but do not render in this page:<br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image: cfmimetex08.png|frame|left]] <br />
| Larger \left(x and \right) brackets<br />
|-<br />
|[[Image: cfmimetex06.gif|frame|left]]<br />
| \widetilde{ab}<br />
|-<br />
|[[Image: cfmimetex09.gif|frame|left]]<br />
| \textdegree or (50)^\circ<br />
|}<br />
<br />
==Greek Letters==<br />
<br />
{| class="nicetable"<br />
|- <br />
| <math>\alpha</math><br />
| \alpha <br />
| <math>\beta</math><br />
| \beta <br />
| <math>\gamma</math><br />
| \gamma <br />
|-<br />
| <math>\delta</math><br />
| \delta <br />
| <math>\epsilon</math><br />
| \epsilon <br />
| <math>\zeta</math><br />
| \zeta <br />
|-<br />
| <math>\eta</math><br />
| \eta <br />
| <math>\theta</math><br />
| \theta <br />
| <math>\iota</math><br />
| \iota <br />
|-<br />
| <math>\kappa</math><br />
| \kappa <br />
| <math>\lambda</math><br />
| \lambda <br />
| <math>\mu</math><br />
| \mu <br />
|-<br />
| <math>\xi</math><br />
| \xi <br />
| <math>\pi</math><br />
| \pi <br />
| <math>\rho</math><br />
| \rho <br />
|-<br />
| <math>\sigma</math><br />
| \sigma <br />
| <math>\tau</math><br />
| \tau <br />
| <math>\upsilon</math><br />
| \upsilon <br />
|-<br />
| <math>\phi</math><br />
| \phi <br />
| <math>\chi</math><br />
| \chi <br />
| <math>\psi</math><br />
| \psi<br />
|-<br />
| <math>\omega</math><br />
| \omega <br />
| <math>\Omega</math><br />
| \Omega <br />
| <math>\Theta</math><br />
| \Theta<br />
|-<br />
| <math>\Delta</math><br />
| \Delta <br />
| <math>\Pi</math><br />
| \Pi <br />
| <math>\Phi</math><br />
| \Phi<br />
|-<br />
| <math>\Gamma </math><br />
| \Gamma<br />
| <math>\Lambda </math><br />
| \Lambda <br />
| <math>\Sigma </math><br />
| \Sigma <br />
|-<br />
| <math>\Psi </math><br />
| \Psi<br />
| <math>\Xi </math><br />
| \Xi<br />
| <math>\Upsilon</math><br />
| \Upsilon<br />
|-<br />
| <math>\vartheta </math><br />
| \vartheta<br />
| <math>\varrho </math><br />
| \varrho<br />
| <math>\varphi </math><br />
| \varphi <br />
|-<br />
| <math>\varsigma </math><br />
| \varsigma<br />
|}<br />
<br />
'''Notable Exceptions'''<br />
<br />
Greek letter omicron. Simply put, omicron is an "o" or an "O".<br />
<br />
At the time of writing, these Greek capital letters cannot be rendered by TeX Notation in Moodle: <br />
Alpha, Beta, Zeta, Eta, Tau, Chi, Mu, Iota, Kappa and Epsilon<br />
Given the relationship of Tau to finding the area of a circle, it can easily replace Pi, <math>\pi</math>, it may soon be though.<br />
<br />
==Fonts==<br />
<br />
To use a particular font you need to access the font using the same syntax as demonstrated above.<br />
<br />
A math calligraphic font:<br />
<br />
<math>\mathcal{ABCDEFGHIJKLMNOPQRSTUVXYZ}</math><br />
<br />
or<br />
<br />
$$ \mathcal{ABCDEFGHIJKLMNOPQRSTUVXYZ}$$<br />
<br />
A Castellar type font:<br />
<br />
<math>\mathbb{ABCDEFGHIJKLMNOPQRSTUVXYZ}</math><br />
<br />
or<br />
<br />
$$ \mathbb{ABCDEFGHIJKLMNOPQRSTUVXYZ}$$<br />
<br />
An Old English type font:<br />
<br />
<math>\mathfrak{ABCDEFGHIJKLMNOPQRSTUVXYZ}</math><br />
<br />
or<br />
<br />
$$ \mathfrak{ABCDEFGHIJKLMNOPQRSTUVXYZ}$$<br />
<br />
This is different in Tex Notation in Moodle than it is for other, full, TeX packages. <br />
<br />
An italic font:<br />
<br />
''ABCDEFGHIJKLMNOPQRSTUVXYZ''<br />
<br />
or<br />
<br />
$$ \mathi{ABCDEFGHIJKLMNOPQRSTUVXYZ} $$<br />
<br />
A bold-face font:<br />
<br />
<math>\mathbf{ABCDEFGHIJKLMNOPQRSTUVXYZ}</math><br />
<br />
or<br />
<br />
$$ \mathbf{ABCDEFGHIJKLMNOPQRSTUVXYZ} $$<br />
<br />
==Size of displays==<br />
<br />
The default size is rendered slightly larger than normal font size. TeX Notation in Moodle uses eight different sizes ranging from "tiny" to "huge". However,these values seem to mean different things and are, I suspect, dependent upon the User's screen resolution. The sizes can be noted in four different ways: <br />
<br />
{| class="nicetable"<br />
|-<br />
| \fontsize{0} to \fontsize{7}<br />
| $$\fontsize{2} x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12)$$<br />
| [[Image:cfmimetex11a.gif|left]]<br />
|-<br />
| \fs{0} to \fs{7}<br />
| $$\fs{4} x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12)$$<br />
| [[Image:cfmimetex11b.gif|left]]<br />
|-<br />
| \fs0 to \fs7<br />
| $$\fs6 x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12)$$<br />
| [[Image:cfmimetex11c.gif|left]]<br />
|-<br />
| As well, you can use \tiny \small <br />
\normalsize \large \Large <br />
\LARGE \huge \Huge<br />
| $$\normalsize x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12)$$<br />
| [[Image:cfmimetex11d.gif|left]]<br />
|}<br />
<br />
It appears that TeX Notation in Moodle now allows \fs6, \fs7, \huge and \Huge to be properly rendered.<br />
<br />
==Colour==<br />
<br />
Unlike many scripting languages, we only need to name the colour we want to use. You may have to experiment a little with colours, but it will make for a brighter page. Once named, the entire statement will appear in the colour, and if you mix colours, the last named colour will dominate. Some examples: <br />
<br />
{| class="nicetable"<br />
|-<br />
| $$ \red x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12) $$<br />
| [[Image: cfmimetex30a.gif|right]] <br />
|-<br />
| $$ \blue x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12) $$<br />
| [[Image: cfmimetex30b.gif|right]]<br />
|-<br />
| $$ \green x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12) $$<br />
| [[Image: cfmimetex30c.gif|right]]<br />
|-<br />
| $$ \red x \ = \ \frac{\sqrt{144}}{2}$$ $$ \times $$ <br />
$$\green (y \ + \ 12) $$ $$ \ = $$ $$ \ \blue 6^3 $$ <br />
| [[Image: cfmimetex30d.gif|right]]<br />
|}<br />
<br />
Moodle 2.2 note: You may find this doesn't work for you. You can try to add "\usepackage{color}" to your tex notation setting "LaTeX preamble" (under Site adminstration/Plugins/Filters/TeX notation)and then use this new syntax: $$ \color{red} x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12) $$<br />
<br />
You may note this last one, it is considerably more complex than the previous for colours. TeX Notation in Windows does not allow multicoloured equations, if you name a number of colours in the equation, only the last named will be used.<br />
<br />
<br />
<br />
<br />
==Geometric Shapes== <br />
<br />
There are two ways to produce geometric shapes, one is with circles and the other is with lines. Each take a bit of practice to get right, but they can provide some simple geometry. It may be easier to produce the shapes in Illustrator or Paint Shop Pro or any one of a number of other drawing packages and use them to illustrate your lessons, but sometimes, some simple diagrams in Moodle will do a better job.<br />
<br />
==Circles==<br />
<br />
Circles are easy to make. <br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image:cfmimetex20.gif|left]]<br />
| Circles are easily created, and only needs a number to determine how large the circle is. <br />
To create the circle use $$ \circle(150) $$. This makes a circle of 150 pixels in diameter. <br />
<br />
|}<br />
<br />
==Creating Arcs==<br />
<br />
Arcs are also easy to produce, but require some additional parameters. The same code structure used in circles create the basic shape, but the inclusion of a start and end point creates only the arc. However, notice where the 0 point is, not at the true North, but rather the East and run in an anti-clockwise direction. <br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image:cfmimetex21a.gif|left]]<br />
| $$ \circle(120;90,180)$$<br />
| [[Image:cfmimetex21b.gif|left]]<br />
| $$ \circle(120;0,90)$$<br />
|-<br />
| [[Image:cfmimetex21c.gif|left]]<br />
| $$ \circle(120;180,270)$$<br />
| [[Image:cfmimetex21d.gif|left]]<br />
| $$ \circle(120;270,360)$$<br />
|}<br />
<br />
This structure breaks down into the \circle command followed by the diameter, not the radius, of the circle, followed by a semi-colon, then the demarcation of the arc, the nomination of the start and end points in degrees from the 0, East, start point. Note that the canvas is the size of the diameter nominated by the circle's parameters.<br />
<br />
==The \picture Command==<br />
<br />
Using circles and arcs as shown above is somewhat limiting. The \picture command allows you to use a frame in which to build a picture of many layers. Each part of the picture though needs to be in its own space, and while this frame allows you to be creative, to a degree, there are some very hard and fast rules about using it. <br />
<br />
All elements of a picture need to be located within the picture frame. Unexpected results occur when parts of an arc, for example, runs over the border of the frame. (This is particularly true of lines, which we will get to next, and the consequences of that overstepping of the border can cause serious problems.)<br />
<br />
The \picture command is structured like:<br />
\picture(100){(50,50){\circle(200)}}<br />
\command(size of frame){(x co-ordinate, y co-ordinate){\shape to draw(size or x co-ordinate, y co-ordinate)}) <br />
<br />
'''NOTE:''' The brace is used to enclose each set of required starting point coordinates. Inside each set of braces, another set of braces is used to isolate each set of coordinates from the other, and those coordinates use their proper brackets and backslash. Count the opening and closing brackets, be careful of the position, <br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image:cfmimetex24a.gif|left]]<br />
| $$ \picture(100){(50,50){\circle(200)}}&&<br />
<br />
The picture frame brings elements together that you may not otherwise see.<br />
<br />
Because of the frame size of 100px and the centre point of the circle in the mid-point of the frame, the 200px circle will be squashed. Unexpected results occur when sizes are not correct.<br />
| [[Image:cfmimetex24b.gif|left]]<br />
|<br />
Using the picture frame, you can layer circles <br />
and lines over each other, or they can intersect.<br />
<br />
$$ \picture(100){(50,50){\circle(99)} (50,50){\circle(80)}} $$<br />
|-<br />
| [[Image:cfmimetex24c.gif|left]]<br />
| You may want to see an image of a circle with a dot in the middle. <br />
You may have to try to place the centre dot correctly , but the <br />
ordering of the elements in the image may have an impact.<br />
<br />
$$ \picture(100){(48,46){\bullet}(50,50){\circle(99)}} $$ <br />
| [[Image:cfmimetex24d.gif|left]]<br />
| Using the same ideas as above, you can make semi-circles.<br />
<br />
$$\picture(150){(50,50){\circle(100;0,180)}(100,50){\circle(100;180,360)}}$$<br />
|}<br />
<br />
==Lines==<br />
<br />
----<br />
<br />
'''Warning:''' Drawing lines in TeX Notation in Moodle is an issue, go to the [[Using_TeX_Notation#Reserved_Characters_and_Keywords| Using Text Notation]] for more information. If the line is not noted properly then the parser will try to correctly draw the line but will not successfully complete it. This means that every image that needs be drawn will be drawn until it hits the error. When the error is being converted, it fails, so no subsequent image is drawn. Be careful and make sure your line works BEFORE you move to the next problem or next image. <br />
<br />
----<br />
{| class="nicetable"<br />
|-<br />
| [[Image: cfmimetex26.gif|frame|left| a couple of lines]] <br />
| $$\red \picture(200){(20,0){ \line(180,0)}{(20,180){\line(180,0}$$ <br />
<br />
The structure of the picture box is that the \picture(200) provides a square image template.<br />
<br />
The (20,0) provides the starting coordinates for any line that comes after. In this case the start point is at 20pixels in the x axis and 0 pixels in the y axis. The starting point for all coordinates, 0,0, is the bottom left corner and they run in a clockwise manner. '''Do not confuse this with arcs.''' <br />
<br />
The \line(180,0) determines the length and inclination of the line. In this case, the inclination is 0 and the length is 180px. <br />
<br />
These are enclosed in braces, all inside one set of braces owned by the \picture() control sequence.<br />
<br />
The next set of commands are the same, that is, the (20,200) are the coordinates of the next line. The x co-ordinate is the 20, that is the distance to the right from the 0 point. The y co-ordinates is the distance from the bottom of the image. Whereas the first line started and ran on the bottom of the picture frame, the y co-ordinate starts at the 200 pixel mark from the bottom of the image. The line, at 180 pixels long and has no y slope. This creates a spread pair of parallel lines. <br />
| [[Image: cfmimtex27.gif|thumb|right|150px|\picture explained]]<br />
|}<br />
<br />
While this explains the structure of a line, there is a couple of elements that you need to go through to do more with them.<br />
<br />
==Squares and Rectangles==<br />
Drawing squares and rectangles is similar, but only slightly different. <br />
<br />
There should be a square box tool, and there is, but unless it has something inside it, it does not display. It is actually easier to make a square using the \line command.<br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image: line03.gif|left]]<br />
|This box is constructed using:<br />
$$ \picture(250){(10,10){\line(0,230)}(10,10){\line(230,0)}(240,10){\line(0,230)}(10,240){\line(230,0)}}$$<br />
It is a 250 pixel square box with a 230 pixel square inside it.<br />
| [[Image: line04.gif|left]]<br />
|This box is different in that is has the equal length indicators that are used in a square.<br />
$$ \picture(250){(10,10){\line(0,230)}<br />
(5,120){\line(10,0)}<br />
(10,10){\line(230,0)}<br />
(120,5){\line(0,10)}<br />
(240,10){\line(0,230)}<br />
(235,120){\line(10,0)}<br />
(10,240){\line(230,0)}<br />
(120,235){\line(0,10)}}$$<br />
|-<br />
| [[Image: line05.gif|left]]<br />
| The rectangle then becomes the same thing, but with one side shorter. For a portrait canvas it would be:<br />
$$ \picture(250){(10,10){\line(0,230)}(10,10){\line(150,0)}(160,10){\line(0,230)}(10,240){\line(150,0)}}$$<br />
| [[Image: line06.gif|left]]<br />
|The rectangle can also produce a landscape shape:<br />
$$ \picture(250){(10,10){\line(0,160)}(10,10){\line(230,0)}(240,10){\line(0,160)}(10,170){\line(230,0)}}$$<br />
|}<br />
<br />
==Controlling Angles==<br />
<br />
Controlling angles is a little different. They involve a different perception, but not one that is unfamiliar. Consider this:<br />
<br />
We have a point from which we want to draw a line that is on an angle. The notation used at this point can be positive, positive or positive, negative or negative, positive or negative, negative. Think of it like a number plane or a graph, using directed numbers. The 0,0 point is in the centre, and we have four quadrants around it that give us one of the previously mentioned results.<br />
<br />
{| class="nicetable"<br />
|-<br />
| rowspan="4"|[[Image:co-ordquadrants.png|left]]<br />
| [[Image:line06a.gif|left]] $$\picture(100){(50,50){\line(40,45)}}$$, <br />
a positive x and positive y<br />
|-<br />
| [[Image:line06b.gif|left]]$$\picture(100){(50,50){\line(-40,45)}}$$<br />
a negative x and positive y<br />
|-<br />
| [[Image:line06c.gif|left]]$$\picture(100){(50,50){\line(-40,-45)}}$$<br />
a negative x and negative y<br />
|-<br />
| [[Image:line06d.gif|left]]$$\picture(100){(50,50){\line(40,-45)}}$$<br />
a positive x and a negative y<br />
|}<br />
<br />
Essentially, what these points boil down to is that anything above the insertion point is a positive on the y axis, anything below is a negative. Anything to the left of the insertion point is a negative while everything to the right is a positive. <br />
<br />
{| class="nicetable"<br />
|-<br />
|[[Image:line06e.gif|left]]<br />
| $$\picture(100){(50,50){\line(40,45)}(50,50){\line(-40,45)}(50,50){\line(-40,-45)}(50,50){\line(40,-45)}}$$<br />
<br />
The co-ordinate alignment process in TeX is not that good that you can use one set of co-ords as a single starting point for all lines. The layering of each object varies because of the position of the previous object, so each object needs to be exactly placed.<br />
<br />
This co-ord structure has a great deal of impact on intersecting lines, parallel lines and triangles. <br />
|}<br />
<br />
==Intersecting Lines==<br />
<br />
You can set up an intersecting pair easily enough, using the \picture control sequence.<br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image:cfmimetex31.gif|left]]<br />
| $$ \picture(200){(10,0){\line(150,150)} (0,130){\line(180,-180)}} $$<br />
<br />
The lines that are drawn can be labeled.<br />
<br />
$$ \picture(200){(10,0){\line(150,150)}(0,130){\line(180,-180)}<br />
(0,10){A}(0,135){B}(140,0){C}(140,150){D}(62,80){X}} $$ <br />
<br />
To produce another image.<br />
| [[Image:cfmimetex32.gif|right]]<br />
|-<br />
| colspan="3" style="text-align: center;"| To which you may want to ask the question: <br />
$$The \ \angle \ of \ AXB \ is \ 72\textdegree. \ What \ is \ the \ value \ of \ \angle BXD? $$<br />
[[Image: cfmimetex32a.gif|center]] <br />
<br />
NOTE: Labeling this image, above-right, turned out to be fairly simple. Offsetting points by a few pixels at the start or end points of the lines proved a successful strategy. The X point proved a little more problematic, and took a number of adjustments before getting it right. Experience here will help.<br />
|-<br />
| colspan="2"| With labels the drawing can become a little more like your traditional geometric drawing, but the devil is in the details. The parallel markers need to be placed properly, and that is where experience really comes into it. On lines that are vertical or horizontal, you can get away with using the > or < directly from the keyboard, or the <math>\gg</math> or <math>\ll</math> symbols. In either case, you need to position them properly.<br />
<br />
The code:<br />
$$\picture(200){(15,45){\line(170,0)} (15,30){c}(170,28){d}(15,160){\line(170,0)}(15,145){e}(180,143){f}(50,20){\line(110,175)}(58,20){a}(140,185){b}(42,32){\kappa}(53,48){\beta}<br />
(150,165){\kappa}<br />
(90,38){\gg}(80,153){\gg}<br />
}$$<br />
| [[Image:line10.gif|right]]<br />
|}<br />
<br />
==Lines and Arcs==<br />
<br />
Combining lines and arcs is a serious challenge actually, on a number of levels. For example lets take an arc from the first page on circles.<br />
{| class="nicetable"<br />
|-<br />
| [[Image: line11.gif|left]]<br />
| Fairly innocuous of itself, but when we start to add in elements, it changes dramatically.<br />
<br />
$$ \circle(120;90,180) $$<br />
|-<br />
| [[Image: line12.gif|left]]<br />
| $$\picture(150){(75,75){\circle(120;90,180)}(75,75){\line(-70,0)}(75,75){\line(0,75)}} $$<br />
All elements in this drawing start in the same place. Each is layered, and properly placed on the canvas, and using the same co-ord to start makes it easy to control them. No matter the size of the arc, intersecting lines can all be drawn using the centre co-ords of the arc. <br />
|}<br />
<br />
==Triangles == <br />
<br />
Of all the drawing objects, it is actually triangles that present the most challenge. For example:<br />
<br />
{|<br />
|-<br />
| [[Image:line13.gif|left]]<br />
$$\picture(350){(10,10){\line(0,320)}(10,330){\line(330,0)}(10,10){\line(330,320)}}$$<br />
|This is a simple triangle, one that allows us to establish a simple set of rules for the sides. The vertical always has an x=0 co-ord and the horizontal always has a y=0 co-ord.<br />
<br />
In this case with an x value of 330 on the horizontal, and a y value of 320 on the vertical, the hypotenuse should then have a value of x=340, and the y=330, but not so, they actually have an x=330 and a y=320.<br />
<br />
There is no need to add the starting point co-ords to the x and y values of the line.<br />
| [[Image:line14.gif|right]]<br />
$$picture(350){(10,10){\line(330,0)}(340,10){\line(0,320)}(340,330){\line(-330,-320)}}$$ <br />
<br />
|}<br />
<br />
This triangle has been developed for a Trigonometry page - but the additional notation should provide insight into how you can use it. <br />
<br />
{| class="nicetable"<br />
|-<br />
| [[Image:line16.gif|left]]<br />
| This is a labeled image, but it has an \fbox in it with its little line. With some effort, it could be replaced with two intersecting short lines.<br />
$$\picture(350,150){(25,25){\line(300,0)}(325,25){\line(0,110)}(25,25){\line(300,110)}(309,25){\fbox{\line(5,5)}}<br />
(307,98){\theta}(135,75){\beta}(150,5){\alpha}(335,75){\epsilon}}$$ <br />
|}<br />
<br />
<br />
{| class="nicetable"<br />
|-<br />
| The triangle shows like: <br />
[[Image:trig01.gif|left]]<br />
|We use the different elements of the triangle to identify those things we need to know about a right-angled triangle. <br />
<br />
The hypotenuse is always the side that is opposite the right angle. The longest side is always the Hypotenuse. <br />
<br />
To identify the other elements of the triangle we look for the sign <math>\theta</math>. <math>\Theta</math> is the starting point for naming the other sides. <br />
<br />
The side that is opposite <math>\angle \theta</math> is known as the Opposite. <br />
<br />
The side that lies alongside <math>\angle \theta</math> is known as the Adjacent side. <br />
<br />
To determine which is which, draw a line that bisects <math>\angle \theta</math> and whatever line it crosses is the Opposite side. <br />
|-<br />
| colspan="2"| The code:<br />
$$ \picture(350,250){(25,25){\line(300,0)}(25,25){\line(0,220)}(25,245){\line(300,-220)}(310,25){\circle(100;135,180)}(20,100){\line(310,-75)} (25,25){\fbox{\line(5,5)}}(25,25){\line(150,150)}(165,140){Hypotenuse}(120,2){Adjacent}(2,80){\rotatebox{90}{Opposite}}(270,40){\theta}}$$<br />
|}<br />
<br />
=Matrices=<br />
A Matrix is a rectangular array of numbers arranged in rows and columns which can be used to organize numeric information. Matrices can be used to predict trends and outcomes in real situations - i.e. polling.<br />
<br />
<br />
==A Matrix==<br />
A matrix can be written and displayed like [[Image: matrices03.gif|A matrix]]<br />
<br />
In this case the matrix is constructed using the brackets before creating the array:<br />
$$ M = \left[\begin{array}{ccc} a&b&1 \ c&d&2 \ e&f&3\end{array}\right] $$<br />
The internal structure of the array is generated by the &, ampersand, and the double backslash.<br />
<br />
You can also create a grid for the matrix.<br />
<br />
{| class="nicetable"<br />
|-<br />
|A dashed line<br />
|A solid line<br />
|A mixed line<br />
|-<br />
|[[Image: matrices04.gif]] <br />
|[[Image: matrices05.gif]] <br />
|[[Image: matrices06.gif]]<br />
|-<br />
|$$ M = \left[\begin{array}'''{c.c.c}''' a&b&1 \ '''\hdash''' c&d&2 \ '''\hdash''' e&f&3\end{array}\right] $$ <br />
|$$ M = \left[\begin{array}'''{c|c|c}''' a&b&1 \ '''\hline''' c&d&2 \ '''\hline''' e&f&3\end{array}\right] $$ <br />
|$$ M = \left[\begin{array}'''{c.c|c}''' a&b&1 \ '''\hline''' c&d&2 \ '''\hdash''' e&f&3\end{array}\right] $$<br />
|}<br />
<br />
The command sequences here are the {c|c.c} and \hdash and \hline. The pipe, |, and the full stop determine the line type for the vertical line.<br />
<br />
Matrices also respond to other TeX Notation commands such as size and colour.<br />
<br />
{| class="nicetable"<br />
|-<br />
|<br />
Colour<br />
| colspan="2"|Size<br />
|-<br />
|[[Image: matrices07.gif]] <br />
|[[Image: matrices08.gif]]<br />
|[[Image: matrices09.gif]]<br />
|-<br />
|$$ '''\blue''' M = \left[\begin{array}{c.c.c} a&b&1 \ \hdash c&d&2 \ \hdash e&f&3\end{array}\right] $$ <br />
|$$ '''\fs7''' M = \left[\begin{array}{c.c.c} a&b&1 \ \hdash c&d&2 \ \hdash e&f&3\end{array}\right] $$ <br />
|$$ '''\fs2''' M = \left[\begin{array}{c.c.c} a&b&1 \ \hdash c&d&2 \ \hdash e&f&3\end{array}\right] $$<br />
|}<br />
<br />
==Creating equal and unequal matrices==<br />
Equal and unequal matrices are simply matrices that either share or not share the same number of rows and columns. To be more precise, equal matrices share the same order and each element in the corresponding positions are equal. Anything else is unequal matrices.<br />
<br />
Actually equal and unequal matrices are constructed along similar lines, but have different shapes:<br />
<br />
{| class="nicetable"<br />
|-<br />
|Equal Matrix<br />
|An unequal matrix<br />
|-<br />
|[[Image: matrices10.gif]] <br />
|[[Image: matrices11.gif]]<br />
|-<br />
| $$ \left[\begin{array} a&b&1 \ c&d&2 \ e&f&3\end{array}\right] \ = \ \left[\begin{array} 12&11&z \ 10&9&y \ 8&7&x\end{array}\right] $$<br />
| $$ \left[\begin{array} a&b \ c&d \ e&f \end{array}\right] \ \neq \ \left[\begin{array} 12&11&z \ 10&9&y \ 8&7&x\end{array}\right] $$<br />
|}<br />
<br />
==Labeling a Matrix==<br />
<br />
Addition and subtraction matrices are similar again, but the presentation is usually very different. The problem comes when trying to mix labels into arrays. The lack of sophistication in the TeX Notation plays against it here.<br />
<br />
Moodle allows an easy adoption of tables to make it work though. For example:<br />
<br />
Bill the baker supplies three shops, A, B and C with pies, pasties and sausage rolls. <br />
He is expected to determine the stock levels of those three shops in his estimation of supplies.<br />
<br />
It is better to use the Moodle Fullscreen editor for this, to have a better idea of how the end product will look and to take advantage of the additional tools available. Design decisions need occupy our attention for a while. We need a table of five rows and four columns. The first row is a header row, so the label is centred. The next row needs four columns, a blank cell to start and labels A, B and C. The next three rows are divided into two columns, with the labels, pies, pasties and sausage rolls in each row of the first column and the matrix resides in a merged set of columns there. So first the table:<br />
<br />
<br />
{| class="nicetable"<br />
|-<br />
| Insert Table - initial properties<br />
| Merge Cells Button<br />
| Advanced Properties<br />
|-<br />
| rowspan="2"|[[Image: matricestable01.png|Table properties]]<br />
| [[Image: matricestable02.png | Merge cells]]<br />
| [[Image: matricestable03.png | Cell properties button]]<br />
|-<br />
| colspan="2"| You may need to look into the Advanced properties setting of the tables and cells to make this work.<br />
|}<br />
<br />
<br />
This is the immediate result: <br />
<br />
[[Image: matricestable04.png | The resulting table]]<br />
<br />
<br />
While not a very good look, it can be made better by tweaking the table using the advanced settings and properties buttons and then you can tweak the matrix itself.<br />
<br />
==Tweaking the Matrix==<br />
<br />
<br />
[[Image: matricestable05a.png | A tweaked matrix]]<br />
<br />
<br />
Things are not always as they seem, be aware, the "c" does not stand for "column", it actually stands for "centre". The columns are aligned by the letters l, for left, c for centre and r for right.<br />
<br />
Each column is spread across 50 pixels, so the value of 50 is entered into the alignment declaration. The plus sign before the value is used to "propogate" or to force the value across the whole matrix, but is not used when wanting to separate only one column. <br />
<br />
To set the rows is a little more problematic. The capital letter C sets the vertical alignment to the centre, (B is for baseline, but that does not guarantee that the numbers will appear on the base line, and there does not appear to be any third value). The plus sign and following value sets the height of all rows to the number given. In this I have given it a value of 25 pixels for the entire matrix. If there were four or five rows, the same height requirement is made. <br />
<br />
The order things appear is also important. If you change the order of these settings, they will either not work at all, or will not render as you expect them to. If something does not work properly, then check to make sure you have the right order first.<br />
<br />
==An Addition Matrix==<br />
<br />
The rule for performing operations on matrices is that they must be equal matrices. For example, addition matrices look like:<br />
<br />
[[Image: matricestable06.png | An addition matrix]]<br />
<br />
with the results obvious. The code is:<br />
<br />
$$\left[\begin{array}{c+50C+25.c.c}<br />
11&14&12 \ \hdash16&12&22 \ \hdash 14&17&15<br />
\end{array}\right] + \left[\begin{array}{c+50C+25.c.c}<br />
60&60&60 \ \hdash 40&40&30 \ \hdash 30&30&30<br />
\end{array}\right] $$<br />
<br />
==A Subtraction Matrix==<br />
<br />
Similar to an addition matrix in its construction, the subtraction matrix is subject to the same rules of equality.<br />
<br />
Using the same essential data, we can calculate the daily sales of each of the shops.<br />
<br />
<br />
[[Image: matricestable07.png | A subtraction matrix]]<br />
<br />
<br />
The code is:<br />
$$ \left[\begin{array}{c+50C+25.c.c}<br />
72&95&68 \ \hdash 54&61&65 \ \hdash 48&51&60<br />
\end{array}\right] - \left[\begin{array}{c+50C+25.c.c}<br />
11&14&12 \ \hdash 16&12&22 \ \hdash 14&17&15<br />
\end{array}\right] = \left[\begin{array}{c+50C+25.c.c}<br />
61&81&56 \ \hdash 38&49&43 \ \hdash 34&34&48<br />
\end{array}\right] $$ <br />
<br />
This code looks more complex than it really is, it is cluttered by the lines and alignment sequences.<br />
<br />
==Multiplication Matrices==<br />
<br />
Different than the addition or subtraction matrices, the multiplication matrix comes in three parts, the row matrix, the column matrix and the answer matrix. This implies it has a different construction methodology.<br />
<br />
[[Image: matrices16.gif | A multiplication matrix]]<br />
<br />
And the code for this is: <br />
$$ \begin{array} 10&amp;14&amp;16\end{array} \ <br />
\left[\begin{array} 45 \\ 61 \\ 19 \end{array}\right] <br />
\ = \ \begin{array} 450&amp;854&amp;304\end{array} $$<br />
<br />
While different, it is not necessarily more complex. For example a problem like:<br />
<br />
Bill the baker is selling his product to Con the cafe owner, who <br />
wants to make sure his overall prices are profitable for himself. <br />
Con needs to make sure that his average price is providing sufficient <br />
profit to be able to keep the cafes open. Con makes his calculations <br />
on a weekly basis, comparing cost to sale prices.<br />
<br />
With the pies, pasties and sausage rolls in that order he applies them to the cost and sale price columns :<br />
<br />
[[Image: matrices17.gif | A multiplication matrix]]<br />
<br />
The code for this is: <br />
$$\left[\begin{array} 350&amp;310&amp;270 \end{array}\right] \ <br />
\left[\begin{array} \$2.10&amp;\$3.60 \ \$2.05&amp;\$3.60 \ \$1.90&amp;\$3.10 \end{array} <br />
\right] \ = \ \left[\begin{array} \$735.00&amp;\$1260.00 \ \$635.50&amp;\$1116.00 \ <br />
\$513.00&amp;$\837.00 \end{array}\right] $$<br />
<br />
<br />
<br />
<br />
<br />
<br />
==See Also==<br />
* [[Mathjax filter]] - available in Moodle 2.7 and later<br />
* [[TeX notation filter]] To turn on the TeX Notation <br />
* [[Advanced Maths Tools]] Moodle 2.x - The Next Generation of TeX Tools<br />
* [[DragMath equation editor]]<br />
<br />
[[Category:Mathematics]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Using_TeX_Notation&diff=112659Using TeX Notation2014-05-18T05:01:09Z<p>Dougiamas: </p>
<hr />
<div>{{Filters}}<br />
{{Work in progress}}<br />
TeX (pronounced TEK) is a very widespread and popular way of representing Mathematics notation using only characters that you can type on a keyboard (see [https://en.wikipedia.org/wiki/TeX Wikipedia]). This makes it a useful format to use in Moodle, since it can be entered anywhere you can type text, from forum posts to quiz questions.<br />
<br />
TeX expressions can be entered in multiple ways:<br />
* typing them directly into texts.<br />
* using the Java-based Dragmath editor in Moodle's TinyMCE editor.<br />
* using the HTML-based equation editor in Moodle's Atto editor (since Moodle 2.7).<br />
<br />
Afterwards, TeX expressions are rendered into Mathematics notation:<br />
* using the TeX filter in Moodle, which uses a TeX binary installed on the server to convert expressions into .gif images (or if that is not available, it falls back to a simple built-in mimetex binary).<br />
* using the [[MathJax_filter]]] which identifies TeX expressions and uses the Mathjax JS library to render them in browsers at display time (since Moodle 2.7).<br />
* using other third-party solutions.<br />
<br />
As you can imagine, the whole field is not simple as we'd like, especially because there are many flavours of TeX and slight variations between tools.<br />
<br />
This page focusses only on using TeX in core Moodle. See the links at the bottom of this page for more information on other tools from the Moodle community that may be suitable for advanced users.<br />
<br />
<br />
==Using TeX Notation with the Moodle Tex filter==<br />
<br />
For the most part, the TeX Notation has been built using a sub-set of characters from the TeX "default" character set. The trouble is there does not seem to be a "default" character set for TeX. This is one of the most confusing aspects of using TeX Notation in Moodle. When we realise that the documentation we are using is related to the creation of printed documents, and we want to use TeX on line, in Moodle, then further problems occur. There are no environment statements to be made. There are few \begins and \ends. If you go to Administration > Modules > Filters > Filter Manager you will see what filters have been enabled. If you then go to the TeX Notation page, the default preamble is editable via the text box. Using this tool you can add in or subtract font packages and other packages, change the default font package, etc.<br />
<br />
==Language Conventions== <br />
<br />
To invoke the TeX filter, use the $$ symbols to open and close statements. To invoke a particular command or control sequence, use the backslash, \. A typical control sequence looks like: <br />
<br />
$$ x\ =\ \frac{\sqrt{144}}{2}\ \times\ (y\ +\ 12) $$ <br />
{| class="nicetable"<br />
|-<br />
| [[Image: cfmimetex10.gif|frame|center]]<br />
|-<br />
|Fraction and square root.<br />
|}<br />
<br />
<br />
Additional spaces are placed into the equation by using the \ without a trailing character. Escape characters, of which there are a few in Moodle's TeX Notation, have the \ in front of them. These are usually set aside for reserved characters.<br />
<br />
'''NOTE:'''it also appears that different Moodles will produce different results with regard to spacing so it may require a bit of trial and error to get right.<br />
<br />
==Available Characters==<br />
There seems to be a number of differences between what characters are available in Tex Notation and what are not and what is described in Mimetex. There also seems to be great discrepancies between what the Tex and Latex manuals tell you is available and what is actually available. If you are using such manuals or web sites, they are likely to be more confusing than helpful. [[Using TeX Notation 2]] shows a lot of what is available, but not all.<br />
<br />
==Windows and TeX==<br />
<br />
Using TeX in Windows is simpler than it used to be. Download and install a TeX for Windows program, like [http://www.miktex.org/ MikTeX]. (MikTeX is probably the most useful at this point in time for Windows Users.) Also, a graphics package is required for rendering the scripted TeX statements into images, and probably the most readily available and easily installable program useful for this purpose would be [http://www.imagemagick.org/script/index.php ImageMagick]. While there may be better programs available for these purposes, these are the most immediately useful. <br />
'''Recommendation:''' <br />
The programs are easily installed and configured however, be aware, that for XP you can use the Program <br />
files folder to install the graphics program, but not the textmf folder, it should be installed as a stand <br />
alone folder. It has been noted that in Windows Vista or Windows 7 you should never use system folders for <br />
latex distributions, GhostScript or Imagemagick.<br />
<br />
==Known Issue==<br />
The introduction of PHP 5.3 caused some TeX rendering to break in Moodle. The flaw was traced back to the way deprecated functions were reported. [http://tracker.moodle.org/browse/MDL-22006 Moodle Tracker] responded with this: <br />
<br />
In file '''filter/tex/pix.php''' line 29:<br />
'''error_reporting(E_ALL);'''<br />
corrupts TeX images with php 5.3.X and there are at least 2 easy ways to fix it:<br />
<br />
1) To totally remove line 29 and error reporting from that file<br />
<br />
2) To change line 29 to:<br />
'''error_reporting(E_ALL & ~E_DEPRECATED);'''<br />
so that php 5.3.X does not show the deprecated functions warnings that otherwise would prevent showing of TeX images.<br />
<br />
==Reserved Characters and Keywords==<br />
<br />
Most characters and numbers on the keyboard can be used at their default value. As with any computing language, though, there are a set of reserved characters and keywords that are used by the program for its own purposes. TeX Notation is no different, but it does have a very small set of Reserved Characters. This will not be a complete list of reserved characters, but some of these are: <br />
<br />
@ # $ % ^ & * ( ) . <br />
<br />
To use these characters in an equation just place the \ in front of them \$ or \%. If you want to use the backslash, just use \backslash. The only exception here seems to be the &, ampersand. See the characters listed in [[Using TeX Notation 2]] for more details.<br />
<br />
The Keywords, they are different. There is only one that is of concern here and that it the word "line". If the \line control sequence, or command, is not properly implemented, then the consequences can be indeterminate. Controlling lines is an adventure of its own, so getting it right when written is important, you can always reposition the line, but you might get it really wrong if you do not use it with some caution. <br />
<br />
To use the \line control sequence, go to your text editor, open the filter\lib.php file. In this file look for the array '''$tex_blacklist = array(''', and in the list of words that follow, you will see the word "\line". Delete the word, with its enclosing single quote marks and trailing comma, from the list. <br />
<br />
If you do not have direct access to the server, then the whole thing becomes problematic. You may want to download and install your own Moodle and develop things there rather than on your production site. You can write things out in your own Moodle, render the statement, save the image and then upload it to your production site. If something goes seriously wrong, it is easier to restart your own Moodle than it is your production site.<br />
<br />
'''WARNING:''' If you get a dimension wrong on a line, it can actually prevent you from creating any new TeX. You will see the offending control sequence in its natural state. Everything that you have written to that point will work, but nothing you have written after that will.<br />
<br />
==Maths Mode==<br />
A full TeX version has three modes, a "text mode", an "inline maths mode" and a "maths display mode" but Moodle seems to stay in "inline maths mode". Perhaps a better description of what happens is that Moodle allows a writer to enter "inline maths mode" when the $$ symbols are written and leave it when the $$ symbol appears a second time. Moodle does not appear to use the "maths display mode". The command sequences beginning with the $$ are not current practice in any major version of TeX, and why they are used and work in Moodle is not an issue for discussion here. Current common practice in most other flavours of TeX uses a different set of command initiation sequences.<br />
<br />
==Superscripts, Subscripts and Roots==<br />
<br />
Superscripts are recorded using the caret, ^, symbol. An example for a Maths class might be: <br />
<br />
$$ 4^2 \ \times \ 4^3 \ = 4^5 $$<br />
This is a shorthand way of saying: <br />
(4 x 4) x (4 x 4 x 4) = (4 x 4 x 4 x 4 x 4)<br />
or<br />
16 x 64 = 1024.<br />
<br />
<math>4^2 \ \times \ 4^3 \ = 4^5</math><br />
<br />
<br />
Subscripts are similar, but use the underscore character. <br />
<br />
$$ 3x_2 \ \times \ 2x_3 $$<br />
<br />
<math>3x_2 \ \times \ 2x_3</math><br />
<br />
This is OK if you want superscripts or subscripts, but square roots are a little different. This uses a control sequence. <br />
<br />
$$ \sqrt{64} \ = \ 8 $$<br />
<br />
<math>\sqrt{64} \ = \ 8</math><br />
<br />
You can also take this a little further, but adding in a control character. You may ask a question like: <br />
<br />
$$ If \ \sqrt[n]{1024} \ = \ 4, \ what \ is \ the \ value \ of \ n? $$ <br />
<br />
<math>If \ \sqrt[n]{1024} \ = \ 4, \ what \ is \ the \ value \ of \ n?</math> <br />
<br />
Using these different commands allows you to develop equations like: <br />
<br />
$$ The \sqrt{64} \ \times \ 2 \ \times \ 4^3 \ = \ 1024 $$<br />
<br />
<math>The \sqrt{64} \ \times \ 2 \ \times \ 4^3 \ = \ 1024</math><br />
<br />
Superscripts, Subscripts and roots can also be noted in [[Using TeX Notation 4 | Matrices]].<br />
<br />
==Fractions==<br />
<br />
Fractions in TeX are actually simple, as long as you remember the rules.<br />
<br />
$$ \frac{numerator}{denominator} $$ which produces <math>\frac{numerator}{denominator}</math> .<br />
<br />
This can be given as:<br />
<br />
<math>\frac{5}{10} \ is \ equal \ to \ \frac{1}{2}</math>.<br />
<br />
This is entered as:<br />
<br />
$$ \frac{5}{10} \ is \ equal \ to \ \frac{1}{2}.$$<br />
<br />
With fractions (as with other commands) the curly brackets can be nested so that for example you can implement negative exponents in fractions. As you can see,<br />
<br />
$$\frac {5^{-2}}{3}$$ will produce <math>\frac {5^{-2}}{3}</math><br />
<br />
$$\left(\frac{3}{4}\right)^{-3}$$ will produce <math>\left(\frac{3}{4}\right)^{-3}</math> and<br />
<br />
$$\frac{3}{4^{-3}}$$ will produce <math> \frac{3}{4^{-3}} </math><br />
<br />
You likely do not want to use $$\frac{3}{4}^{-3}$$ as it produces <math>\frac{3}{4}^{-3}</math><br />
<br />
You can also use fractions and negative exponents in [[Using TeX Notation 4 | Matrices]].<br />
<br />
==Brackets==<br />
<br />
As students advance through Maths, they come into contact with brackets. Algebraic notation depends heavily on brackets. The usual keyboard values of ( and ) are useful, for example:<br />
<br />
<math>d = 2 \ \times \ (4 \ - \ j)</math><br />
<br />
This is written as:<br />
<br />
$$ d = 2 \ \times \ (4 \ - \ j) $$<br />
<br />
Usually, these brackets are enough for most formulae but they will not be in some circumstances. Consider this:<br />
<br />
<math>4x^3 \ + \ (x \ + \ \frac{42}{1 + x^4})</math> <br />
<br />
Is OK, but try it this way:<br />
<br />
<math>4x^3 \ + \ \left(x \ + \ \frac{42}{1 + x^4}\right)</math> <br />
<br />
This can be achieved by:<br />
<br />
$$ 4x^3 \ + \ \left(x \ + \ \frac{42}{1 + x^4}\right) $$<br />
<br />
A simple change using the \left( and \right) symbols instead. Note the actual bracket is both named and presented. Brackets are almost essential in [[Using TeX Notation 4 | Matrices]].<br />
<br />
==Ellipsis==<br />
<br />
The Ellipsis is a simple code:<br />
<br />
<math>x_1, \ x_2, \ \ldots, \ x_n</math> <br />
<br />
Written like:<br />
<br />
$$ x_1, \ x_2, \ \ldots, \ x_n $$<br />
<br />
A more practical application could be:<br />
<br />
Question:<br />
"Add together all the numbers from 1 <math>\ldots</math> 38.<br />
What is an elegant and simple solution to this problem?<br />
Can you create an algebraic function to explain this solution?<br />
Will your solution work for all numbers?"<br />
<br />
Answer:<br />
The question uses an even number to demonstrate a mathematical process and generate an algebraic formula.<br />
<br />
{| class = "nicetable"<br />
|-<br />
| Part 1:<br />
| Part 2.<br />
| Part 3.<br />
|-<br />
| <br />
<math>1. \ 1 \ + \ 38 \ = \ 39</math><br />
<br />
<math>2. \ 2 \ + \ 37 \ = \ 39</math><br />
<br />
<math>3. \ 3 \ + \ 36 \ = \ 39</math><br />
<br />
<math>\ldots</math><br />
<br />
<math>19. 19 \ + \ 20 \ = \ 39 </math><br />
<br />
<math>\therefore x \ = \ 39 \ \times \ 19 </math><br />
<br />
<math>\therefore x \ = \ 741 </math> <br />
<br />
<br />
|An algebraic function might read something like:<br />
<math>t = (1 + n) \times n/2 </math><br />
<br />
Where t = total and n = the last number.<br />
<br />
|The solution is that, using the largest and the smallest numbers, the numbers are added and then multiplied by the number of different combinations to produce the same result adding the first and last numbers.<br />
The answer must depend on the number, <math>\frac{n}{2}</math> being a whole number. Therefore, the solution will not work for an odd range of numbers, only an even range.<br />
<br />
|}<br />
<br />
==See Also==<br />
* [[Using TeX Notation 2]]<br />
* [[TeX notation filter]] To turn on the TeX Notation <br />
* [[Advanced Maths Tools]] Moodle 2.x - The Next Generation of TeX Tools<br />
* [[DragMath equation editor]]<br />
<br />
[[Category:Mathematics]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Using_TeX_Notation&diff=112658Using TeX Notation2014-05-18T04:58:52Z<p>Dougiamas: </p>
<hr />
<div>{{Filters}}<br />
TeX (pronounced TEK) is a very widespread and popular way of representing Mathematics notation using only characters that you can type on a keyboard (see [https://en.wikipedia.org/wiki/TeX Wikipedia]). This makes it a useful format to use in Moodle, since it can be entered anywhere you can type text, from forum posts to quiz questions.<br />
<br />
TeX expressions can be entered in multiple ways:<br />
* typing them directly into texts.<br />
* using the Java-based Dragmath editor in Moodle's TinyMCE editor.<br />
* using the HTML-based equation editor in Moodle's Atto editor (since Moodle 2.7).<br />
<br />
Afterwards, TeX expressions are rendered into Mathematics notation:<br />
* using the TeX filter in Moodle, which uses a TeX binary installed on the server to convert expressions into .gif images (or if that is not available, it falls back to a simple built-in mimetex binary).<br />
* using the [[MathJax_filter]]] which identifies TeX expressions and uses the Mathjax JS library to render them in browsers at display time (since Moodle 2.7).<br />
* using other third-party solutions.<br />
<br />
As you can imagine, the whole field is not simple as we'd like, especially because there are many flavours of TeX and slight variations between tools.<br />
<br />
This page focusses only on using TeX in core Moodle. See the links at the bottom of this page for more information on other tools from the Moodle community that may be suitable for advanced users.<br />
<br />
<br />
==Using TeX Notation with the Moodle Tex filter==<br />
<br />
For the most part, the TeX Notation has been built using a sub-set of characters from the TeX "default" character set. The trouble is there does not seem to be a "default" character set for TeX. This is one of the most confusing aspects of using TeX Notation in Moodle. When we realise that the documentation we are using is related to the creation of printed documents, and we want to use TeX on line, in Moodle, then further problems occur. There are no environment statements to be made. There are few \begins and \ends. If you go to Administration > Modules > Filters > Filter Manager you will see what filters have been enabled. If you then go to the TeX Notation page, the default preamble is editable via the text box. Using this tool you can add in or subtract font packages and other packages, change the default font package, etc.<br />
<br />
==Language Conventions== <br />
<br />
To invoke the TeX filter, use the $$ symbols to open and close statements. To invoke a particular command or control sequence, use the backslash, \. A typical control sequence looks like: <br />
<br />
$$ x\ =\ \frac{\sqrt{144}}{2}\ \times\ (y\ +\ 12) $$ <br />
{| class="nicetable"<br />
|-<br />
| [[Image: cfmimetex10.gif|frame|center]]<br />
|-<br />
|Fraction and square root.<br />
|}<br />
<br />
<br />
Additional spaces are placed into the equation by using the \ without a trailing character. Escape characters, of which there are a few in Moodle's TeX Notation, have the \ in front of them. These are usually set aside for reserved characters.<br />
<br />
'''NOTE:'''it also appears that different Moodles will produce different results with regard to spacing so it may require a bit of trial and error to get right.<br />
<br />
==Available Characters==<br />
There seems to be a number of differences between what characters are available in Tex Notation and what are not and what is described in Mimetex. There also seems to be great discrepancies between what the Tex and Latex manuals tell you is available and what is actually available. If you are using such manuals or web sites, they are likely to be more confusing than helpful. [[Using TeX Notation 2]] shows a lot of what is available, but not all.<br />
<br />
==Windows and TeX==<br />
<br />
Using TeX in Windows is simpler than it used to be. Download and install a TeX for Windows program, like [http://www.miktex.org/ MikTeX]. (MikTeX is probably the most useful at this point in time for Windows Users.) Also, a graphics package is required for rendering the scripted TeX statements into images, and probably the most readily available and easily installable program useful for this purpose would be [http://www.imagemagick.org/script/index.php ImageMagick]. While there may be better programs available for these purposes, these are the most immediately useful. <br />
'''Recommendation:''' <br />
The programs are easily installed and configured however, be aware, that for XP you can use the Program <br />
files folder to install the graphics program, but not the textmf folder, it should be installed as a stand <br />
alone folder. It has been noted that in Windows Vista or Windows 7 you should never use system folders for <br />
latex distributions, GhostScript or Imagemagick.<br />
<br />
==Known Issue==<br />
The introduction of PHP 5.3 caused some TeX rendering to break in Moodle. The flaw was traced back to the way deprecated functions were reported. [http://tracker.moodle.org/browse/MDL-22006 Moodle Tracker] responded with this: <br />
<br />
In file '''filter/tex/pix.php''' line 29:<br />
'''error_reporting(E_ALL);'''<br />
corrupts TeX images with php 5.3.X and there are at least 2 easy ways to fix it:<br />
<br />
1) To totally remove line 29 and error reporting from that file<br />
<br />
2) To change line 29 to:<br />
'''error_reporting(E_ALL & ~E_DEPRECATED);'''<br />
so that php 5.3.X does not show the deprecated functions warnings that otherwise would prevent showing of TeX images.<br />
<br />
==Reserved Characters and Keywords==<br />
<br />
Most characters and numbers on the keyboard can be used at their default value. As with any computing language, though, there are a set of reserved characters and keywords that are used by the program for its own purposes. TeX Notation is no different, but it does have a very small set of Reserved Characters. This will not be a complete list of reserved characters, but some of these are: <br />
<br />
@ # $ % ^ & * ( ) . <br />
<br />
To use these characters in an equation just place the \ in front of them \$ or \%. If you want to use the backslash, just use \backslash. The only exception here seems to be the &, ampersand. See the characters listed in [[Using TeX Notation 2]] for more details.<br />
<br />
The Keywords, they are different. There is only one that is of concern here and that it the word "line". If the \line control sequence, or command, is not properly implemented, then the consequences can be indeterminate. Controlling lines is an adventure of its own, so getting it right when written is important, you can always reposition the line, but you might get it really wrong if you do not use it with some caution. <br />
<br />
To use the \line control sequence, go to your text editor, open the filter\lib.php file. In this file look for the array '''$tex_blacklist = array(''', and in the list of words that follow, you will see the word "\line". Delete the word, with its enclosing single quote marks and trailing comma, from the list. <br />
<br />
If you do not have direct access to the server, then the whole thing becomes problematic. You may want to download and install your own Moodle and develop things there rather than on your production site. You can write things out in your own Moodle, render the statement, save the image and then upload it to your production site. If something goes seriously wrong, it is easier to restart your own Moodle than it is your production site.<br />
<br />
'''WARNING:''' If you get a dimension wrong on a line, it can actually prevent you from creating any new TeX. You will see the offending control sequence in its natural state. Everything that you have written to that point will work, but nothing you have written after that will.<br />
<br />
==Maths Mode==<br />
A full TeX version has three modes, a "text mode", an "inline maths mode" and a "maths display mode" but Moodle seems to stay in "inline maths mode". Perhaps a better description of what happens is that Moodle allows a writer to enter "inline maths mode" when the $$ symbols are written and leave it when the $$ symbol appears a second time. Moodle does not appear to use the "maths display mode". The command sequences beginning with the $$ are not current practice in any major version of TeX, and why they are used and work in Moodle is not an issue for discussion here. Current common practice in most other flavours of TeX uses a different set of command initiation sequences.<br />
<br />
==Superscripts, Subscripts and Roots==<br />
<br />
Superscripts are recorded using the caret, ^, symbol. An example for a Maths class might be: <br />
<br />
$$ 4^2 \ \times \ 4^3 \ = 4^5 $$<br />
This is a shorthand way of saying: <br />
(4 x 4) x (4 x 4 x 4) = (4 x 4 x 4 x 4 x 4)<br />
or<br />
16 x 64 = 1024.<br />
<br />
<math>4^2 \ \times \ 4^3 \ = 4^5</math><br />
<br />
<br />
Subscripts are similar, but use the underscore character. <br />
<br />
$$ 3x_2 \ \times \ 2x_3 $$<br />
<br />
<math>3x_2 \ \times \ 2x_3</math><br />
<br />
This is OK if you want superscripts or subscripts, but square roots are a little different. This uses a control sequence. <br />
<br />
$$ \sqrt{64} \ = \ 8 $$<br />
<br />
<math>\sqrt{64} \ = \ 8</math><br />
<br />
You can also take this a little further, but adding in a control character. You may ask a question like: <br />
<br />
$$ If \ \sqrt[n]{1024} \ = \ 4, \ what \ is \ the \ value \ of \ n? $$ <br />
<br />
<math>If \ \sqrt[n]{1024} \ = \ 4, \ what \ is \ the \ value \ of \ n?</math> <br />
<br />
Using these different commands allows you to develop equations like: <br />
<br />
$$ The \sqrt{64} \ \times \ 2 \ \times \ 4^3 \ = \ 1024 $$<br />
<br />
<math>The \sqrt{64} \ \times \ 2 \ \times \ 4^3 \ = \ 1024</math><br />
<br />
Superscripts, Subscripts and roots can also be noted in [[Using TeX Notation 4 | Matrices]].<br />
<br />
==Fractions==<br />
<br />
Fractions in TeX are actually simple, as long as you remember the rules.<br />
<br />
$$ \frac{numerator}{denominator} $$ which produces <math>\frac{numerator}{denominator}</math> .<br />
<br />
This can be given as:<br />
<br />
<math>\frac{5}{10} \ is \ equal \ to \ \frac{1}{2}</math>.<br />
<br />
This is entered as:<br />
<br />
$$ \frac{5}{10} \ is \ equal \ to \ \frac{1}{2}.$$<br />
<br />
With fractions (as with other commands) the curly brackets can be nested so that for example you can implement negative exponents in fractions. As you can see,<br />
<br />
$$\frac {5^{-2}}{3}$$ will produce <math>\frac {5^{-2}}{3}</math><br />
<br />
$$\left(\frac{3}{4}\right)^{-3}$$ will produce <math>\left(\frac{3}{4}\right)^{-3}</math> and<br />
<br />
$$\frac{3}{4^{-3}}$$ will produce <math> \frac{3}{4^{-3}} </math><br />
<br />
You likely do not want to use $$\frac{3}{4}^{-3}$$ as it produces <math>\frac{3}{4}^{-3}</math><br />
<br />
You can also use fractions and negative exponents in [[Using TeX Notation 4 | Matrices]].<br />
<br />
==Brackets==<br />
<br />
As students advance through Maths, they come into contact with brackets. Algebraic notation depends heavily on brackets. The usual keyboard values of ( and ) are useful, for example:<br />
<br />
<math>d = 2 \ \times \ (4 \ - \ j)</math><br />
<br />
This is written as:<br />
<br />
$$ d = 2 \ \times \ (4 \ - \ j) $$<br />
<br />
Usually, these brackets are enough for most formulae but they will not be in some circumstances. Consider this:<br />
<br />
<math>4x^3 \ + \ (x \ + \ \frac{42}{1 + x^4})</math> <br />
<br />
Is OK, but try it this way:<br />
<br />
<math>4x^3 \ + \ \left(x \ + \ \frac{42}{1 + x^4}\right)</math> <br />
<br />
This can be achieved by:<br />
<br />
$$ 4x^3 \ + \ \left(x \ + \ \frac{42}{1 + x^4}\right) $$<br />
<br />
A simple change using the \left( and \right) symbols instead. Note the actual bracket is both named and presented. Brackets are almost essential in [[Using TeX Notation 4 | Matrices]].<br />
<br />
==Ellipsis==<br />
<br />
The Ellipsis is a simple code:<br />
<br />
<math>x_1, \ x_2, \ \ldots, \ x_n</math> <br />
<br />
Written like:<br />
<br />
$$ x_1, \ x_2, \ \ldots, \ x_n $$<br />
<br />
A more practical application could be:<br />
<br />
Question:<br />
"Add together all the numbers from 1 <math>\ldots</math> 38.<br />
What is an elegant and simple solution to this problem?<br />
Can you create an algebraic function to explain this solution?<br />
Will your solution work for all numbers?"<br />
<br />
Answer:<br />
The question uses an even number to demonstrate a mathematical process and generate an algebraic formula.<br />
<br />
{| class = "nicetable"<br />
|-<br />
| Part 1:<br />
| Part 2.<br />
| Part 3.<br />
|-<br />
| <br />
<math>1. \ 1 \ + \ 38 \ = \ 39</math><br />
<br />
<math>2. \ 2 \ + \ 37 \ = \ 39</math><br />
<br />
<math>3. \ 3 \ + \ 36 \ = \ 39</math><br />
<br />
<math>\ldots</math><br />
<br />
<math>19. 19 \ + \ 20 \ = \ 39 </math><br />
<br />
<math>\therefore x \ = \ 39 \ \times \ 19 </math><br />
<br />
<math>\therefore x \ = \ 741 </math> <br />
<br />
<br />
|An algebraic function might read something like:<br />
<math>t = (1 + n) \times n/2 </math><br />
<br />
Where t = total and n = the last number.<br />
<br />
|The solution is that, using the largest and the smallest numbers, the numbers are added and then multiplied by the number of different combinations to produce the same result adding the first and last numbers.<br />
The answer must depend on the number, <math>\frac{n}{2}</math> being a whole number. Therefore, the solution will not work for an odd range of numbers, only an even range.<br />
<br />
|}<br />
<br />
==See Also==<br />
* [[Using TeX Notation 2]]<br />
* [[TeX notation filter]] To turn on the TeX Notation <br />
* [[Advanced Maths Tools]] Moodle 2.x - The Next Generation of TeX Tools<br />
* [[DragMath equation editor]]<br />
<br />
[[Category:Mathematics]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Using_TeX_Notation&diff=112657Using TeX Notation2014-05-18T04:57:06Z<p>Dougiamas: Some modification of the intro, but the whole document needs work to make it actually Moodle docs, and not talking about things that are not in Moodle.</p>
<hr />
<div>{{Filters}}<br />
TeX (pronounced TEK) is a very widespread and popular way of representing Mathematics notation using only characters that you can type on a keyboard (see [https://en.wikipedia.org/wiki/TeX Wikipedia]). This makes it a useful format to use in Moodle, since it can be entered anywhere you can type text, from forum posts to quiz questions.<br />
<br />
TeX expressions can be entered in multiple ways:<br />
* typing them directly into texts.<br />
* using the Java-based Dragmath editor in Moodle's TinyMCE editor.<br />
* using the HTML-based equation editor in Moodle's Atto editor (since Moodle 2.7).<br />
<br />
Afterwards, TeX expressions are rendered into Mathematics notation:<br />
* using the TeX filter in Moodle, which uses a TeX binary installed on the server to convert expressions into .gif images (or if that is not available, it falls back to a simple built-in mimetex binary).<br />
* using the MimeTex filter which identifies TeX expressions and uses the MimeTex JS library to render them in browsers at display time (since Moodle 2.7).<br />
* using other third-party solutions.<br />
<br />
As you can imagine, the whole field is not simple as we'd like, especially because there are many flavours of TeX and slight variations between tools.<br />
<br />
This page focusses only on using TeX in core Moodle. See the links at the bottom of this page for more information on other tools from the Moodle community that may be suitable for advanced users.<br />
<br />
<br />
==Using TeX Notation with the Moodle Tex filter==<br />
<br />
For the most part, the TeX Notation has been built using a sub-set of characters from the TeX "default" character set. The trouble is there does not seem to be a "default" character set for TeX. This is one of the most confusing aspects of using TeX Notation in Moodle. When we realise that the documentation we are using is related to the creation of printed documents, and we want to use TeX on line, in Moodle, then further problems occur. There are no environment statements to be made. There are few \begins and \ends. If you go to Administration > Modules > Filters > Filter Manager you will see what filters have been enabled. If you then go to the TeX Notation page, the default preamble is editable via the text box. Using this tool you can add in or subtract font packages and other packages, change the default font package, etc.<br />
<br />
==Language Conventions== <br />
<br />
To invoke the TeX filter, use the $$ symbols to open and close statements. To invoke a particular command or control sequence, use the backslash, \. A typical control sequence looks like: <br />
<br />
$$ x\ =\ \frac{\sqrt{144}}{2}\ \times\ (y\ +\ 12) $$ <br />
{| class="nicetable"<br />
|-<br />
| [[Image: cfmimetex10.gif|frame|center]]<br />
|-<br />
|Fraction and square root.<br />
|}<br />
<br />
<br />
Additional spaces are placed into the equation by using the \ without a trailing character. Escape characters, of which there are a few in Moodle's TeX Notation, have the \ in front of them. These are usually set aside for reserved characters.<br />
<br />
'''NOTE:'''it also appears that different Moodles will produce different results with regard to spacing so it may require a bit of trial and error to get right.<br />
<br />
==Available Characters==<br />
There seems to be a number of differences between what characters are available in Tex Notation and what are not and what is described in Mimetex. There also seems to be great discrepancies between what the Tex and Latex manuals tell you is available and what is actually available. If you are using such manuals or web sites, they are likely to be more confusing than helpful. [[Using TeX Notation 2]] shows a lot of what is available, but not all.<br />
<br />
==Windows and TeX==<br />
<br />
Using TeX in Windows is simpler than it used to be. Download and install a TeX for Windows program, like [http://www.miktex.org/ MikTeX]. (MikTeX is probably the most useful at this point in time for Windows Users.) Also, a graphics package is required for rendering the scripted TeX statements into images, and probably the most readily available and easily installable program useful for this purpose would be [http://www.imagemagick.org/script/index.php ImageMagick]. While there may be better programs available for these purposes, these are the most immediately useful. <br />
'''Recommendation:''' <br />
The programs are easily installed and configured however, be aware, that for XP you can use the Program <br />
files folder to install the graphics program, but not the textmf folder, it should be installed as a stand <br />
alone folder. It has been noted that in Windows Vista or Windows 7 you should never use system folders for <br />
latex distributions, GhostScript or Imagemagick.<br />
<br />
==Known Issue==<br />
The introduction of PHP 5.3 caused some TeX rendering to break in Moodle. The flaw was traced back to the way deprecated functions were reported. [http://tracker.moodle.org/browse/MDL-22006 Moodle Tracker] responded with this: <br />
<br />
In file '''filter/tex/pix.php''' line 29:<br />
'''error_reporting(E_ALL);'''<br />
corrupts TeX images with php 5.3.X and there are at least 2 easy ways to fix it:<br />
<br />
1) To totally remove line 29 and error reporting from that file<br />
<br />
2) To change line 29 to:<br />
'''error_reporting(E_ALL & ~E_DEPRECATED);'''<br />
so that php 5.3.X does not show the deprecated functions warnings that otherwise would prevent showing of TeX images.<br />
<br />
==Reserved Characters and Keywords==<br />
<br />
Most characters and numbers on the keyboard can be used at their default value. As with any computing language, though, there are a set of reserved characters and keywords that are used by the program for its own purposes. TeX Notation is no different, but it does have a very small set of Reserved Characters. This will not be a complete list of reserved characters, but some of these are: <br />
<br />
@ # $ % ^ & * ( ) . <br />
<br />
To use these characters in an equation just place the \ in front of them \$ or \%. If you want to use the backslash, just use \backslash. The only exception here seems to be the &, ampersand. See the characters listed in [[Using TeX Notation 2]] for more details.<br />
<br />
The Keywords, they are different. There is only one that is of concern here and that it the word "line". If the \line control sequence, or command, is not properly implemented, then the consequences can be indeterminate. Controlling lines is an adventure of its own, so getting it right when written is important, you can always reposition the line, but you might get it really wrong if you do not use it with some caution. <br />
<br />
To use the \line control sequence, go to your text editor, open the filter\lib.php file. In this file look for the array '''$tex_blacklist = array(''', and in the list of words that follow, you will see the word "\line". Delete the word, with its enclosing single quote marks and trailing comma, from the list. <br />
<br />
If you do not have direct access to the server, then the whole thing becomes problematic. You may want to download and install your own Moodle and develop things there rather than on your production site. You can write things out in your own Moodle, render the statement, save the image and then upload it to your production site. If something goes seriously wrong, it is easier to restart your own Moodle than it is your production site.<br />
<br />
'''WARNING:''' If you get a dimension wrong on a line, it can actually prevent you from creating any new TeX. You will see the offending control sequence in its natural state. Everything that you have written to that point will work, but nothing you have written after that will.<br />
<br />
==Maths Mode==<br />
A full TeX version has three modes, a "text mode", an "inline maths mode" and a "maths display mode" but Moodle seems to stay in "inline maths mode". Perhaps a better description of what happens is that Moodle allows a writer to enter "inline maths mode" when the $$ symbols are written and leave it when the $$ symbol appears a second time. Moodle does not appear to use the "maths display mode". The command sequences beginning with the $$ are not current practice in any major version of TeX, and why they are used and work in Moodle is not an issue for discussion here. Current common practice in most other flavours of TeX uses a different set of command initiation sequences.<br />
<br />
==Superscripts, Subscripts and Roots==<br />
<br />
Superscripts are recorded using the caret, ^, symbol. An example for a Maths class might be: <br />
<br />
$$ 4^2 \ \times \ 4^3 \ = 4^5 $$<br />
This is a shorthand way of saying: <br />
(4 x 4) x (4 x 4 x 4) = (4 x 4 x 4 x 4 x 4)<br />
or<br />
16 x 64 = 1024.<br />
<br />
<math>4^2 \ \times \ 4^3 \ = 4^5</math><br />
<br />
<br />
Subscripts are similar, but use the underscore character. <br />
<br />
$$ 3x_2 \ \times \ 2x_3 $$<br />
<br />
<math>3x_2 \ \times \ 2x_3</math><br />
<br />
This is OK if you want superscripts or subscripts, but square roots are a little different. This uses a control sequence. <br />
<br />
$$ \sqrt{64} \ = \ 8 $$<br />
<br />
<math>\sqrt{64} \ = \ 8</math><br />
<br />
You can also take this a little further, but adding in a control character. You may ask a question like: <br />
<br />
$$ If \ \sqrt[n]{1024} \ = \ 4, \ what \ is \ the \ value \ of \ n? $$ <br />
<br />
<math>If \ \sqrt[n]{1024} \ = \ 4, \ what \ is \ the \ value \ of \ n?</math> <br />
<br />
Using these different commands allows you to develop equations like: <br />
<br />
$$ The \sqrt{64} \ \times \ 2 \ \times \ 4^3 \ = \ 1024 $$<br />
<br />
<math>The \sqrt{64} \ \times \ 2 \ \times \ 4^3 \ = \ 1024</math><br />
<br />
Superscripts, Subscripts and roots can also be noted in [[Using TeX Notation 4 | Matrices]].<br />
<br />
==Fractions==<br />
<br />
Fractions in TeX are actually simple, as long as you remember the rules.<br />
<br />
$$ \frac{numerator}{denominator} $$ which produces <math>\frac{numerator}{denominator}</math> .<br />
<br />
This can be given as:<br />
<br />
<math>\frac{5}{10} \ is \ equal \ to \ \frac{1}{2}</math>.<br />
<br />
This is entered as:<br />
<br />
$$ \frac{5}{10} \ is \ equal \ to \ \frac{1}{2}.$$<br />
<br />
With fractions (as with other commands) the curly brackets can be nested so that for example you can implement negative exponents in fractions. As you can see,<br />
<br />
$$\frac {5^{-2}}{3}$$ will produce <math>\frac {5^{-2}}{3}</math><br />
<br />
$$\left(\frac{3}{4}\right)^{-3}$$ will produce <math>\left(\frac{3}{4}\right)^{-3}</math> and<br />
<br />
$$\frac{3}{4^{-3}}$$ will produce <math> \frac{3}{4^{-3}} </math><br />
<br />
You likely do not want to use $$\frac{3}{4}^{-3}$$ as it produces <math>\frac{3}{4}^{-3}</math><br />
<br />
You can also use fractions and negative exponents in [[Using TeX Notation 4 | Matrices]].<br />
<br />
==Brackets==<br />
<br />
As students advance through Maths, they come into contact with brackets. Algebraic notation depends heavily on brackets. The usual keyboard values of ( and ) are useful, for example:<br />
<br />
<math>d = 2 \ \times \ (4 \ - \ j)</math><br />
<br />
This is written as:<br />
<br />
$$ d = 2 \ \times \ (4 \ - \ j) $$<br />
<br />
Usually, these brackets are enough for most formulae but they will not be in some circumstances. Consider this:<br />
<br />
<math>4x^3 \ + \ (x \ + \ \frac{42}{1 + x^4})</math> <br />
<br />
Is OK, but try it this way:<br />
<br />
<math>4x^3 \ + \ \left(x \ + \ \frac{42}{1 + x^4}\right)</math> <br />
<br />
This can be achieved by:<br />
<br />
$$ 4x^3 \ + \ \left(x \ + \ \frac{42}{1 + x^4}\right) $$<br />
<br />
A simple change using the \left( and \right) symbols instead. Note the actual bracket is both named and presented. Brackets are almost essential in [[Using TeX Notation 4 | Matrices]].<br />
<br />
==Ellipsis==<br />
<br />
The Ellipsis is a simple code:<br />
<br />
<math>x_1, \ x_2, \ \ldots, \ x_n</math> <br />
<br />
Written like:<br />
<br />
$$ x_1, \ x_2, \ \ldots, \ x_n $$<br />
<br />
A more practical application could be:<br />
<br />
Question:<br />
"Add together all the numbers from 1 <math>\ldots</math> 38.<br />
What is an elegant and simple solution to this problem?<br />
Can you create an algebraic function to explain this solution?<br />
Will your solution work for all numbers?"<br />
<br />
Answer:<br />
The question uses an even number to demonstrate a mathematical process and generate an algebraic formula.<br />
<br />
{| class = "nicetable"<br />
|-<br />
| Part 1:<br />
| Part 2.<br />
| Part 3.<br />
|-<br />
| <br />
<math>1. \ 1 \ + \ 38 \ = \ 39</math><br />
<br />
<math>2. \ 2 \ + \ 37 \ = \ 39</math><br />
<br />
<math>3. \ 3 \ + \ 36 \ = \ 39</math><br />
<br />
<math>\ldots</math><br />
<br />
<math>19. 19 \ + \ 20 \ = \ 39 </math><br />
<br />
<math>\therefore x \ = \ 39 \ \times \ 19 </math><br />
<br />
<math>\therefore x \ = \ 741 </math> <br />
<br />
<br />
|An algebraic function might read something like:<br />
<math>t = (1 + n) \times n/2 </math><br />
<br />
Where t = total and n = the last number.<br />
<br />
|The solution is that, using the largest and the smallest numbers, the numbers are added and then multiplied by the number of different combinations to produce the same result adding the first and last numbers.<br />
The answer must depend on the number, <math>\frac{n}{2}</math> being a whole number. Therefore, the solution will not work for an odd range of numbers, only an even range.<br />
<br />
|}<br />
<br />
==See Also==<br />
* [[Using TeX Notation 2]]<br />
* [[TeX notation filter]] To turn on the TeX Notation <br />
* [[Advanced Maths Tools]] Moodle 2.x - The Next Generation of TeX Tools<br />
* [[DragMath equation editor]]<br />
<br />
[[Category:Mathematics]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=MathJax_filter&diff=112656MathJax filter2014-05-18T02:58:08Z<p>Dougiamas: /* Site administration settings */</p>
<hr />
<div>{{Filters}}<br />
{{New features}}<br />
The MathJax filter parses Moodle texts and will fully render TeX expressions that it finds appearing within specific tokens.<br />
<br />
The Mathjax filter also improves the look of buttons and preview within the equation editor that is part of the Atto [[Text editor|text editor]].<br />
<br />
== Site administration settings ==<br />
<br />
The MathJax filter is enabled by default in ''Administration > Site administration > Plugins > Filters > Manage filters''. Normally, the MathJax filter should be at the top of the list of filters.<br />
<br />
The MathJax filter works without any additional configuration (using the [http://docs.mathjax.org/en/latest/start.html MathJax Content Delivery Network]). However, MathJax may also be installed locally if desired, to save on bandwidth or because of local proxy restrictions. See ''Administration > Site administration > Plugins > Filters > MathJax'' for further details and configuration settings.<br />
<br />
MathJax has a setting for "TeX filter compatibility" that changes the behaviour to match as closely as possible, the "Tex filter". This means it will support all the different delimiters of the Tex filter, and display all equations as "inline". It is only recommended to enable this setting if you have existing equations written manually using a variety of delimiters supported by the old filter. It may be hard to determine if this is the case except by searching the database for equations of the form:<br />
<pre><br />
$$ equation $$, [tex] equation [/tex], <tex> equation </tex> or \( equation \)<br />
</pre><br />
<br />
The [http://www.mathjax.org/ MathJax project] is large and detailed with many options, which a Moodle admin can make use of with the MathJax filter.<br />
<br />
==See also==<br />
<br />
* [[Text editor]] for more details of the equation editor<br />
* [[Using TeX Notation]]<br />
* [https://moodle.org/mod/forum/view.php?id=752 Mathematics tools forum] on moodle.org<br />
<br />
[[Category:Site administration]]<br />
[[Category:Mathematics]]<br />
<br />
[[es:Filtro MathJax]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=MathJax_filter&diff=112655MathJax filter2014-05-18T02:56:42Z<p>Dougiamas: Correcting some major mistakes :(</p>
<hr />
<div>{{Filters}}<br />
{{New features}}<br />
The MathJax filter parses Moodle texts and will fully render TeX expressions that it finds appearing within specific tokens.<br />
<br />
The Mathjax filter also improves the look of buttons and preview within the equation editor that is part of the Atto [[Text editor|text editor]].<br />
<br />
== Site administration settings ==<br />
<br />
The MathJax filter is enabled by default in ''Administration > Site administration > Plugins > Filters > Manage filters''. Normally, the MathJax filter should be at the top of the list of filters.<br />
<br />
The MathJax filter works without any additional configuration (using the [http://docs.mathjax.org/en/latest/start.html MathJax Content Delivery Network]). However, MathJax may also be installed locally if desired, to save on bandwidth or because of local proxy restrictions. See ''Administration > Site administration > Plugins > Filters > MathJax'' for further details and configuration settings.<br />
<br />
MathJax has a setting for "TeX filter compatibility" that changes the behaviour to match as closely as possible, the "Tex filter". This means it will support all the different delimiters of the Tex filter, and display all equations as "inline". It is only recommended to enable this setting if you have existing equations written manually using a variety of delimiters supported by the old filter. It may be hard to determine if this is the case except by searching the database for equations of the form:<br />
<pre><br />
[tex] equation [/tex], <tex> equation </tex> or \( equation \)<br />
</pre><br />
<br />
The [http://www.mathjax.org/ MathJax project] is large and detailed with many options, which a Moodle admin can make use of with the MathJax filter.<br />
<br />
==See also==<br />
<br />
* [[Text editor]] for more details of the equation editor<br />
* [[Using TeX Notation]]<br />
* [https://moodle.org/mod/forum/view.php?id=752 Mathematics tools forum] on moodle.org<br />
<br />
[[Category:Site administration]]<br />
[[Category:Mathematics]]<br />
<br />
[[es:Filtro MathJax]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=New_features&diff=112654New features2014-05-18T02:52:45Z<p>Dougiamas: /* For administrators and managers */</p>
<hr />
<div>{{About Moodle}}<br />
As usual Moodle HQ and our incredible community have brought together work from all corners of the globe to this release. Scalable, responsive and private, Moodle 2.7 is our best release yet. Here are some highlights of this release, and you can view screencasts of some of these highlights on the official MoodleHQ YouTube page: [http://www.youtube.com/playlist?list=PLxcO_MFWQBDcxGul-CY1SiOke6Jkg2NPK Moodle 2.7 Release Highlights Playlist].<br />
<br />
Full details of the release, with technical information, can be found in the [https://docs.moodle.org/dev/Moodle_2.7_release_notes Moodle 2.7 Release notes].<br />
<br />
<br />
<div class="docs-moodle-org-temporary-grid" style="max-width: 1254px;"><br />
<br />
<br />
=== For all users ===<br />
<br />
<div class="row-fluid"><br />
<ul class="thumbnails"><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:Atto_27.jpg|600px]]<br />
<div class="caption"><br />
<h4>Atto, a new, simple-to-use editor</h4><br />
<p>Our new Moodle editor focuses on usability and accessibility. TinyMCE is still available, but Atto will be the best editor for most people. [[Text editor|Learn more]]</p><br />
</div><br />
</div><br />
</li><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:Clean27.jpg|600px]]<br />
<div class="caption"><br />
<h4>Modern appearance with improved responsiveness</h4><br />
<p>Moodle now uses Bootstrap themes by default for improved responsive design and usability. Many small improvements have been made all through the interface. You can find more themes in the [https://moodle.org/plugins/browse.php?list=category&id=3 Moodle Plugins database].</p><br />
</div><br />
</div><br />
</li><br />
</ul><br />
</div><br />
<br />
<div class="row-fluid"><br />
<ul class="thumbnails"><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:MathJax.jpg|600px]]<br />
<div class="caption"><br />
<h4>Mathematics improvements</h4><br />
<p>Atto features a new mathematical equation editor, producing TeX with a WYSIWIYG interface without needing Java. This means it works everywhere, even tablets and phones. We've also added a new MathJax filter for displaying mathematical equations beautifully, without needing any special server setup. [[MathJax filter|Learn more]]</p><br />
</div><br />
</div><br />
</li><br />
</ul><br />
</div><br />
<br />
<br />
<br />
=== For teachers ===<br />
<br />
<div class="row-fluid"><br />
<ul class="thumbnails"><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:ConditionalActivities.jpg|600px]]<br />
<div class="caption"><br />
<h4>Create better customised learning paths with enhanced Conditional Activities</h4><br />
<p>Enhancements to this widely used teaching feature in Moodle include an improved, streamlined interface, as well as added support to enable restricted access with "or" conditions and use nested restrictions for complex access criteria. [[ Conditional activities settings|Learn more]]</p><br />
</div> <br />
</div><br />
</li><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:Assignment.jpg|600px]]<br />
<div class="caption"><br />
<h4>Improved Assignment features</h4><br />
<p><br />
#Control when to notify students of feedback via a checkbox when grading individual students.<br />
#Teachers can now be assigned permissions to edit or delete student submissions.<br />
#Set a word limit, and comment and edit directly on students' online text assignments.<br />
#Easily keep track of student submissions via filters in the Assignment grading table. <br />
[[Using Assignment|Learn more]]<br />
</p><br />
</div><br />
</div><br />
</li><br />
</ul><br />
</div><br />
<br />
<div class="row-fluid"><br />
<ul class="thumbnails"><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:Quiz_27.jpg|600px]]<br />
<div class="caption"><br />
<h4>Easily create and manage Quiz & Question bank</h4><br />
<p>As well as an updated question type selector, duplicating and moving questions is now easier, and there is an option to 'Save changes and continue editing'. Quiz reports have been improved and the Essay question now allows students simply to add an attachment with no accompanying text. [[Quiz module|Learn more]]</p><br />
</div><br />
</div><br />
</li><br />
</ul><br />
</div><br />
<br />
=== For administrators and managers ===<br />
<br />
<div class="row-fluid"><br />
<ul class="thumbnails"><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:LTS-graph.jpg|600px]]<br />
<div class="caption"><br />
<h4>A long term support release</h4><br />
<p>Moodle 2.7 is a LTS release, meaning it will have an extended support of 3 years (until May 2017) for security and data-loss fixes, twice the time of other releases. This makes it an ideal, stable platform for long-term projects.</p><br />
</div><br />
</div><br />
</li><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:Logging.jpg|600px]]<br />
<div class="caption"><br />
<h4>Improved logging for better reporting</h4><br />
<p>A new logging subsystem with plugins allowing detailed and external logs provides opportunities for improved reporting as well as advancements in better learning analytics. [[Logs|Learn more]]</p><br />
</div><br />
</div><br />
</li><br />
</ul><br />
</div><br />
<br />
<div class="row-fluid"><br />
<ul class="thumbnails"><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:more-theme.jpg|600px]]<br />
<div class="caption"><br />
<h4>More theme: Easily style and brand your Moodle site</h4><br />
<p>'More' is a new responsive theme designed for admins to easily make basic customisations to the look and feel of their Moodle site directly, without the need for advanced technical knowledge. [https://docs.moodle.org/34/en/Standard_themes#Customising_the_.27More.27_theme/ Learn more]</p><br />
</div><br />
</div><br />
</li><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:Scheduled tasks.jpg|600px]]<br />
<div class="caption"><br />
<h4>Scheduled tasks management</h4><br />
<p>With an improved scheduling system, tasks can be scheduled precisely, even on complex clustered servers. See [[Scheduled tasks]] for details.</p><br />
</div><br />
</div><br />
</li><br />
</ul><br />
</div><br />
<br />
<div class="row-fluid"><br />
<ul class="thumbnails"><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:listreports.jpg|600px]]<br />
<div class="caption"><br />
<h4>Improved Events system</h4><br />
<p>Events have been improved all through Moodle, allowing you to better integrate your code with Moodle. A new dynamically-generated report listing all events and event details helps administrators, researchers and developers understand the system. [[Events list|Learn more]]</p><br />
</div><br />
</div><br />
</li><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:emailogin.jpg|600px]]<br />
<div class="caption"><br />
<h4>Log in with your email address</h4><br />
<p>A new admin setting allows users to log in not only with their normal username but also with their email address.</p><br />
</div><br />
</div><br />
</li><br />
</ul><br />
</div><br />
<br />
<br />
</div><br />
<br />
==See also==<br />
<br />
[[es:Nuevas características de Moodle 2.6]]<br />
[[de:Neue Funktionalitäten]]<br />
<br />
* [[:Category:New features|Category:New features]] - list of pages documenting new features in Moodle 2.7</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=New_features&diff=112598New features2014-05-13T02:24:36Z<p>Dougiamas: /* For administrators and managers */</p>
<hr />
<div>{{About Moodle}}<br />
As usual Moodle HQ and our incredible community have brought together work from all corners of the globe to this release. Scalable, responsive and private, Moodle 2.7 is our best release yet. Here are some highlights of this release, and you can view screencasts of some of these highlights on the official MoodleHQ YouTube page: [http://www.youtube.com/playlist?list=PLxcO_MFWQBDcxGul-CY1SiOke6Jkg2NPK Moodle 2.7 Release Highlights Playlist].<br />
<br />
Full details of the release, with technical information, can be found in the [https://docs.moodle.org/dev/Moodle_2.7_release_notes Moodle 2.7 Release notes].<br />
<br />
<br />
<div class="docs-moodle-org-temporary-grid" style="max-width: 1254px;"><br />
<br />
<br />
=== For all users ===<br />
<br />
<div class="row-fluid"><br />
<ul class="thumbnails"><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:Atto_27.jpg|600px]]<br />
<div class="caption"><br />
<h4>Atto, a new, simple-to-use editor</h4><br />
<p>Our new Moodle editor focuses on usability and accessibility. TinyMCE is still available, but Atto will be the best editor for most people. [[Text editor|Learn more]]</p><br />
</div><br />
</div><br />
</li><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:Clean27.jpg|600px]]<br />
<div class="caption"><br />
<h4>Modern appearance with improved responsiveness</h4><br />
<p>Moodle now uses Bootstrap themes by default for improved responsive design and usability. Many small improvements have been made all through the interface. You can find more themes in the [https://moodle.org/plugins/browse.php?list=category&id=3 Moodle Plugins database].</p><br />
</div><br />
</div><br />
</li><br />
</ul><br />
</div><br />
<br />
<div class="row-fluid"><br />
<ul class="thumbnails"><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:MathJax.jpg|600px]]<br />
<div class="caption"><br />
<h4>Mathematics improvements</h4><br />
<p>Atto features a new mathematical equation editor, producing TeX with a WYSIWIYG interface without needing Java. This means it works everywhere, even tablets and phones. We've also added a new MathJax filter for displaying mathematical equations beautifully, without needing any special server setup. [[MathJax filter|Learn more]]</p><br />
</div><br />
</div><br />
</li><br />
</ul><br />
</div><br />
<br />
<br />
<br />
=== For teachers ===<br />
<br />
<div class="row-fluid"><br />
<ul class="thumbnails"><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:ConditionalActivities.jpg|600px]]<br />
<div class="caption"><br />
<h4>Create better customised learning paths with enhanced Conditional Activities</h4><br />
<p>Enhancements to this widely used teaching feature in Moodle include an improved, streamlined interface, as well as added support to enable restricted access with "or" conditions and use nested restrictions for complex access criteria. [[ Conditional activities settings|Learn more]]</p><br />
</div> <br />
</div><br />
</li><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:Assignment.jpg|600px]]<br />
<div class="caption"><br />
<h4>Improved Assignment features</h4><br />
<p><br />
#Control when to notify students of feedback via a checkbox when grading individual students.<br />
#Teachers can now be assigned permissions to edit or delete student submissions.<br />
#Set a word limit, and comment and edit directly on students' online text assignments.<br />
#Easily keep track of student submissions via filters in the Assignment grading table. <br />
[[Using Assignment|Learn more]]<br />
</p><br />
</div><br />
</div><br />
</li><br />
</ul><br />
</div><br />
<br />
<div class="row-fluid"><br />
<ul class="thumbnails"><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:Quiz_27.jpg|600px]]<br />
<div class="caption"><br />
<h4>Easily create and manage Quiz & Question bank</h4><br />
<p>As well as an updated question type selector, duplicating and moving questions is now easier, and there is an option to 'Save changes and continue editing'. Quiz reports have been improved and the Essay question now allows students simply to add an attachment with no accompanying text. [[Quiz module|Learn more]]</p><br />
</div><br />
</div><br />
</li><br />
</ul><br />
</div><br />
<br />
=== For administrators and managers ===<br />
<br />
<div class="row-fluid"><br />
<ul class="thumbnails"><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:LTS-graph.jpg|600px]]<br />
<div class="caption"><br />
<h4>A long term support release</h4><br />
<p>Moodle 2.7 is a LTS release, meaning it will have an extended support of 3 years (until May 2017) for security and data-loss fixes, twice the time of other releases. This makes it an ideal, stable platform for long-term projects.</p><br />
</div><br />
</div><br />
</li><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:Logging.jpg|600px]]<br />
<div class="caption"><br />
<h4>Improved logging for better reporting</h4><br />
<p>A new logging subsystem with plugins allowing detailed and external logs provides opportunities for improved reporting as well as advancements in better learning analytics. [[Logs|Learn more]]</p><br />
</div><br />
</div><br />
</li><br />
</ul><br />
</div><br />
<br />
<div class="row-fluid"><br />
<ul class="thumbnails"><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:more-theme.jpg|600px]]<br />
<div class="caption"><br />
<h4>Easily customise and brand your Moodle site</h4><br />
<p>'More' is a new responsive theme designed for admins to easily make basic customisations to the look and feel of their Moodle site directly, without the need for advanced technical knowledge. [https://docs.moodle.org/34/en/Standard_themes#Customising_the_.27More.27_theme/ Learn more]</p><br />
</div><br />
</div><br />
</li><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:Scheduled tasks.jpg|600px]]<br />
<div class="caption"><br />
<h4>Scheduled tasks management</h4><br />
<p>With an improved scheduling system, tasks can be scheduled precisely, even on complex clustered servers. See [[Scheduled tasks]] for details.</p><br />
</div><br />
</div><br />
</li><br />
</ul><br />
</div><br />
<br />
<div class="row-fluid"><br />
<ul class="thumbnails"><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:listreports.jpg|600px]]<br />
<div class="caption"><br />
<h4>Improved Events system</h4><br />
<p>Events have been improved all through Moodle, allowing you to better integrate your code with Moodle. A new dynamically-generated report listing all events and event details helps administrators, researchers and developers understand the system. [[Events list|Learn more]]</p><br />
</div><br />
</div><br />
</li><br />
<li class="span6"><br />
<div class="thumbnail"><br />
[[File:emailogin.jpg|600px]]<br />
<div class="caption"><br />
<h4>Log in with your email address</h4><br />
<p>A new admin setting allows users to log in not only with their normal username but also with their email address.</p><br />
</div><br />
</div><br />
</li><br />
</ul><br />
</div><br />
<br />
<br />
</div><br />
<br />
==See also==<br />
<br />
[[es:Nuevas características de Moodle 2.6]]<br />
[[de:Neue Funktionalitäten]]<br />
<br />
* [[:Category:New features|Category:New features]] - list of pages documenting new features in Moodle 2.7</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Standard_themes&diff=112564Standard themes2014-05-12T09:03:04Z<p>Dougiamas: /* Customising the 'More' theme */</p>
<hr />
<div>{{Themes}}<br />
<br />
==Standard themes==<br />
<br />
Moodle has two standard themes: ''Clean'', a responsive, bootstrap based theme which is used as default, and ''More'', a theme customisable from within the admin interface.<br />
<br />
[[File:CLEAN.png|center|thumb|500px|'Clean', the default theme]]<br />
<br />
Other themes, including themes which were standard in previous versions of Moodle, are available from the [https://moodle.org/plugins/browse.php?list=category&id=3 Themes section of the Moodle plugins directory].<br />
<br />
'''''NOTE:''' If you were using a previous core theme or one based on a previous core theme and you are upgrading to Moodle 2.7, make sure you reinstall the relevant theme(s) before running the upgrade.''<br />
<br />
==Theme selector==<br />
<br />
An administrator can set a theme for the site in ''Administration > Site administration > Appearance > Themes > Theme selector''.<br />
<br />
Different themes may be set according to 'device type' - default, legacy (for older browsers), mobile and tablet.<br />
<br />
Go to ''Administration > Site administration > Appearance > Themes > Theme selector''<br />
*Click on the "Select theme" button next to the type you wish to change<br />
*Scroll down to see the previews of the available themes and click on the "Use theme" button to chose the theme<br />
*The next screen will provide information about the theme. Click "Continue"<br />
<br />
Note 1: Moodle caches themes so if you don't immediately see changed settings that you were expecting, click the "Clear theme caches" button at the top of the Theme selector page.<br />
<br />
Note 2: The selected theme may be overridden if user/course or category themes have been allowed in the [[Theme settings]].<br />
<br />
<br />
<br />
==Customising the 'More' theme==<br />
{{New features}}<br />
[[File:MORE.png|center|thumb|500px|The customisable 'More' theme.]]<br />
<br />
The 'More' theme allows administrators to customise it from ''Site administration>Appearance>Themes>More''.<br />
<br />
Options are:<br />
*'''Text colour/Link colour''' - these may be selected either by typing in the code or by clicking into the colour picker. <br />
*'''Background colour/Background image''' - a background colour may be selected as above or an image of your choice uploaded. (Note: the image will override the background colour.)<br />
*'''Background repeat/position/fixed''' - decide here how you wish your image to be repeated; its position or if you want it to be fixed to the page.<br />
*'''Main content background colour/Secondary background colour''' - these may be selected either by typing in the code or by clicking into the colour picker.<br />
*'''Invert navbar''' - checking this will swap the text and background colour of the navigation bar between black and white.<br />
*'''Logo''' - a custom logo may be uploaded here<br />
*'''Custom CSS/Footnote''' - custom CSS and footer text may be added and will be reflected throughout the site.<br />
<br />
Pro tip: When specifying colours, you can even use advanced colours with transparency values such as '''rgba(255,255,255,0.8)'''<br />
<br />
[[File:moodle27-orange.png|center|500px|'More' with an orange image backound, a logo and custom colours.]]<br />
<br />
'More' with an orange image backound, a logo and custom colours.<br />
<br />
==See also==<br />
<br />
* [[Theme credits]]<br />
* Using Moodle [http://moodle.org/mod/forum/discuss.php?d=189573 What counts as a 'legacy' device type?] forum discussion<br />
<br />
[[de:Standard-Designs]]<br />
[[es:Temas estándar]]</div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=File:moodle27-orange.png&diff=112563File:moodle27-orange.png2014-05-12T09:02:15Z<p>Dougiamas: </p>
<hr />
<div></div>Dougiamashttps://docs.moodle.org/34/en/index.php?title=Standard_themes&diff=112552Standard themes2014-05-12T03:57:54Z<p>Dougiamas: /* Customising the 'More' theme */</p>
<hr />
<div>{{Themes}}<br />
<br />
==Standard themes==<br />
<br />
Moodle has two standard themes: ''Clean'', a responsive, bootstrap based theme which is used as default, and ''More'', a theme customisable from within the admin interface.<br />
<br />
[[File:CLEAN.png|center|thumb|500px|'Clean', the default theme]]<br />
<br />
Other themes, including themes which were standard in previous versions of Moodle, are available from the [https://moodle.org/plugins/browse.php?list=category&id=3 Themes section of the Moodle plugins directory].<br />
<br />
'''''NOTE:''' If you were using a previous core theme or one based on a previous core theme and you are upgrading to Moodle 2.7, make sure you reinstall the relevant theme(s) before running the upgrade.''<br />
<br />
==Theme selector==<br />
<br />
An administrator can set a theme for the site in ''Administration > Site administration > Appearance > Themes > Theme selector''.<br />
<br />
Different themes may be set according to 'device type' - default, legacy (for older browsers), mobile and tablet.<br />
<br />
Go to ''Administration > Site administration > Appearance > Themes > Theme selector''<br />
*Click on the "Select theme" button next to the type you wish to change<br />
*Scroll down to see the previews of the available themes and click on the "Use theme" button to chose the theme<br />
*The next screen will provide information about the theme. Click "Continue"<br />
<br />
Note 1: Moodle caches themes so if you don't immediately see changed settings that you were expecting, click the "Clear theme caches" button at the top of the Theme selector page.<br />
<br />
Note 2: The selected theme may be overridden if user/course or category themes have been allowed in the [[Theme settings]].<br />
<br />
<br />
<br />
==Customising the 'More' theme==<br />
{{New features}}<br />
[[File:MORE.png|center|thumb|500px|The customisable 'More' theme.]]<br />
<br />
The 'More' theme allows administrators to customise it from ''Site administration>Appearance>Themes>More''.<br />
<br />
Options are:<br />
*'''Text colour/Link colour''' - these may be selected either by typing in the code or by clicking into the colour picker. <br />
*'''Background colour/Background image''' - a background colour may be selected as above or an image of your choice uploaded. (Note: the image will override the background colour.)<br />
*'''Background repeat/position/fixed''' - decide here how you wish your image to be repeated; its position or if you want it to be fixed to the page.<br />
*'''Main content background colour/Secondary background colour''' - these may be selected either by typing in the code or by clicking into the colour picker.<br />
*'''Invert navbar''' - checking this will swap the text and background colour of the navigation bar between black and white.<br />
*'''Logo''' - a custom logo may be uploaded here<br />
*'''Custom CSS/Footnote''' - custom CSS and footer text may be added and will be reflected throughout the site.<br />
<br />
Pro tip: When specifying colours, you can even use advanced colours with transparency values such as '''rgba(255,255,255,0.8)'''<br />
<br />
[[File:morewood.png|center|500px|'More' with an orange image backound, a logo and custom colours.]]<br />
<br />
'More' with an orange image backound, a logo and custom colours.<br />
<br />
==See also==<br />
<br />
* [[Theme credits]]<br />
* Using Moodle [http://moodle.org/mod/forum/discuss.php?d=189573 What counts as a 'legacy' device type?] forum discussion<br />
<br />
[[de:Standard-Designs]]<br />
[[es:Temas estándar]]</div>Dougiamas