MoodleDocs - User contributions [en]

report/myfeedback/index

2021-08-10T15:14:20Z

Moodlebot: Text replacement - "class="nicetable"" to "class="wikitable""

=Moodle My Feedback=
When installed, the Moodle My Feedback report appears in the My Profile > Activity Reports menu and allows students to see an overview of all their grades and feedback for assessment activities such as Moodle Assignments, Turnitin Assignments (v1 & v2), Workshops and Quizzes. It provides their visible grades and a link to their submission and any feedback that has been released to them.

The report can be accessed via the user profile (Activity Reports > My Feedback report). Access is controlled by the user context, teacher will be able to see this user's grades for the courses that they are teacher in Users can only see their own grades Admin and manager can see all grades for all users (unless permissions prohibit this)

The report is intended to help students understand the variety of feedback they receive. It can also be used to identify similarities between feedback received from across modules and years to help students see how they can improve their work in future assessments.]

==What is My Feedback?==
My Feedback is a single-view report that enables different staff and student roles to view a report of grades and feedback recorded in Moodle, across modules. The report includes Moodle Assignments, Turnitin Assignments, Workshops, Quizzes and Grade items entered directly in the Moodle course Gradebook.
The report provides links to submissions and any feedback that has been released to students.
Watch the video on how students can use the My Feedback report:

{{MediaPlayer | url = https://www.youtube.com/watch?v=gI9Mq4qsFPs}}

==Installation==

The plugin is available for download from: https://moodle.org/plugins/view.php?plugin=report_MyFeedback and the installation guide is available at: https://docs.moodle.org/33/en/report/myfeedback/install

==Who can use it?==
When installed and enabled, My Feedback is available to students, personal tutors, teachers and departmental administrators.

Students can view feedback and grades from their assessments across all their UCL Moodle courses.
* Personal tutors can see their tutees' full My Feedback reports across all the modules their students are studying. Note: personal tutors will not be able to link through to assessments on courses they do not have tutor access to. Personal tutors are assigned to students using the Moodle Parent role functionality.
* Teachers can see M yFeedback reports for their students containing assessment information for any modules they teach and/or assess. They will not see any assessments for modules they do not teach (unless they have been granted teacher access to those Moodle courses).
* Departmental administrators can see My Feedback reports for all the Moodle courses within categories where they have been assigned departmental administrator access in Moodle. Categories in Moodle will either be for the entire department, or might be broken down further into undergraduate and postgraduate modules. This feature assumes your Moodle installation makes use of category enrolments.

==How can staff give feedback that is visible in the report?==
To make the most of My Feedback, teachers and markers need to use Moodle in ways that makes the information visible within the report. Many of these suggestions also make assessment feedback more visible to students generally.
Note: If deciding between Moodle Assignments and Turnitin Assignment, be aware that Turnitin feedback cannot be shown directly in the My Feedback report and requires the student to copy and paste this in, so Moodle Assignment feedback is more visible in the report.

Below are some tips for how to make feedback visible within each type of assessment
shown within the report.

===Moodle Assignments===
- Grades must be entered in the grade box (as opposed to being embedded within a document, or the feedback comments area). Otherwise it won't be shown in the grade column in the report. Moodle Assignments support numeric, letter and scale grades.
- General feedback should be entered into the feedback comments area, rather than embedded in a document, as only feedback added in this box will be visible within the 'feedback comments' section of the report.
- Rubric or marking guide comments should be entered directly into the Advanced Grading section of the Moodle Assignment (rather than being attached in a separate document) in order for this feedback to display in the 'feedback comments' section of the report.
- If you provide inline comments / tracked changes within the paper via feedback files, tell students this in the feedback comments, so they know to look for it.
- Students who are granted extensions need to have this set up within the Assignment's 'view submissions' page, otherwise their submission will display in the report as late.

===Turnitin Assignments===
 Grades must be entered in the grade (/100) area (in the top, right corner) in order to appear
in the grade column of the report. That means if you are using letter grades written directly
into the general comments area, these will not show in the report and will only be visible to
students when they click through to the Turnitin assignment via the 'view feedback' link.
 All other feedback (inline 'QuickMark' comments, general 'text comments' and
'rubrics'/'grading forms') will only be visible to students when they click on the 'view
feedback' link. If they want to see any of this directly in the 'feedback comments' section of
the report, they will need to copy and paste this in manually.

===Quizzes===
 Provide overall feedback in the quiz settings, that points students to reviewing each quiz
question for detailed feedback relating to that question. You can provide feedback within
certain grade boundaries by adding more feedback fields and entering the percentages in
the grade boundary boxes. E.g. If they pass the quiz with a high score you might want to add
some positive comments and if they fail the quiz, point them to further readings or
resources.
 Provide detailed feedback for each quiz question in the general feedback section, rather
than the incorrect or correct sections, as someone who got a question right may not fully
understand why and may want to review this.
 Students who are granted extensions for quizzes with a deadline need to have this set up
within the group or user overrides section of the quiz, otherwise their attempt will display in
the report as late.

===Workshops===
 Provide overall feedback for the group in the Workshop settings, under Feedback, in
the conclusion area. This will appear for all students in the 'feedback comments' section of
the report.

===Manual grade items===
 If you add grades directly to the Moodle Gradebook (for example to provide feedback for an oral presentation) you should ideally upload a single grade for the entire assessment, rather
than uploading a grade for each criterion. Uploading a separate grade for each criterion will
result in students having to sift through many grade entries for a single assessment.

===Grades entered directly in Gradebook===
 Grades that are entered or overridden directly in the Moodle Gradebook for an existing activity, will appear in the report, overwriting the grade within the assignment, workshop or quiz.

==How do I access and use the report?==
The Moodle My Feedback report can be accessed from the My Profile > Activity Reports menu. You can access your profile by clicking on your name, in the top, right corner of Moodle.

If you are both a student and a teacher, you can view your own report as well as the reports of those you teach.

[[Image:3. MyFeedbackLinkfromProfile.png|800px|center|My Feedback link from Moodle Profile|link=https://docs.moodle.org/31/en/images_en/a/a9/3._MyFeedbackLinkfromProfile.png]]

===Overview tab===
The '''overview tab''' lists all feedback and/or grades a student has received from any Moodle Assignments, Turnitin Assignments, Workshops and Quizzes within a particular academic year.
As seen in the screenshot below, the My Feedback report table can be filtered, exported to excel and the current view printed.
However, please note that assessments without a grade or feedback will neither be displayed on the dashboard nor the exported excel report.
The assessment table shown lists the following:
* Module that the assessment belongs to
* Name of the assessment
* Assessment type
* Assessment due date
* Submission date
* Full feedback (a link is provided, which presents the Student's submitted assessment with feedback attached)
* Assessment grade
* Range (the number of marks available for the assessment)
* A bar graph indicating how close the Student was to achieving the highest mark for the assessment

[[File:1.My_feedback_v2.7_overview.png|800px|center|My Feedback overview tab|link=https://docs.moodle.org/31/en/images_en/3/3f/1.My_feedback_v2.7_overview.png]]

===Feedback Comments tab===
The Feedback comments tab shows general feedback* from a student's Module Tutors for each assessment, as well as selected grading rubric levels and marking guide comments from Moodle Assignments.
Overall feedback from Moodle quizzes is also provided. In depth quiz feedback will usually be found within the attempt alongside each question. To see this click the 'View last attempt' link in the Full Feedback column. For other assessment types click the 'View feedback' link in the Full Feedback column to see contextualised feedback for the assessment. E.g. the level you obtained alongside other grading levels within a rubric, in text comments added directly to your assessment etc.

Students can add self-reflective notes against your graded assessments, which can be viewed by your Personal Tutor and Departmental Administrator.

The date students viewed the feedback from an assessment is also displayed, allowing tutors to easily determine whether their comments are being read. Feedback that has not been viewed by the student will have a cross displayed beside it.

*If the assessment is a Turnitin assignment, general feedback cannot be displayed automatically, however you can copy and paste comments from the original feedback provided on your Turnitin assignment if you would find it useful to view this feedback alongside other assessments.

[[File:Moodle31-MyFeedback-FeedbackComments.PNG|800px|center|My Feedback Feedback Comments tab|link=https://docs.moodle.org/31/en/images_en/9/97/Moodle31-MyFeedback-FeedbackComments.PNG]]

===Personal Tutor tab===
The Personal tutor tab holds the contact information for the Personal Tutor assigned to a Student.

===My students tab ===
This tab is visible to anyone who is a teacher on a Moodle course, who has been assigned as a Personal Tutor to a student using Moodle parent roles, or who has departmental administrator access to My Feedback.

The My students tab lists all of the student's linked to the modules assigned to a teacher. You will need to click the 'Show all students checkbox' to see the students you teach. By default only those students you are a Personal Tutor for will display. You can search for a student by name in the Search box.
Assessment information for a particular student can be viewed by clicking on the student's name.

[[Image:MyStudents.PNG|800px|center|My Feedback My students tab|link=https://docs.moodle.org/31/en/images_en/9/9b/MyStudents.PNG]]

===Personal Tutor dashboard===

The Personal Tutor dashboard is visible to anyone who has been granted the Personal Tutor parent role to one or more students in Moodle.

The Personal tutor dashboard displays all of a students assigned to a personal tutor. From this screen, personal tutors are able to send multiple (blind) emails to their tutees.
The summary table shown in the image above lists the following:
Personal tutee/ module names
The number of assessments submitted by the tutee for the module (to date)
The number of non-submissions by the tutee
The number of late submissions by the tutee
The number of graded assessments for the tutee
The number of assessments that the tutee has received low grades for (less than 50%) of the total mark

Clicking on a student's name will lead to their respective Overview page, providing a summary of their performance in the modules they are studying. The Feedback comments tab will also become available
Note: To return to your own My Feedback dashboard after viewing a student report, click on the View own dashboard button.

[[Image:Personal_tutor_dashboard.PNG|800px|center|My Feedback Personal Tutor Dashboard|link=https://docs.moodle.org/31/en/images_en/5/51/Personal_tutor_dashboard.PNG]]

===Module Tutor dashboard===
The Module tutor dashboard is visible to anyone who is a teacher on a moodle course.

* The Module tutor (aka Teacher) dashboard provides a breakdown of students' performance in the modules assigned to a teacher. This view can be toggled between an Assessment breakdown and a Student breakdown.
* The Assessment breakdown organises student grades according to their module of study, while the Student breakdown lists each student by name and the number of assessments they have been given.
* Teachers can gain further insight into the assessment information of individual students by clicking on the student's name. They will then see the My Feedback report for that student.

Note: To return to your own My Feedback dashboard after viewing a student report, click on the View own dashboard button.

[[File:Module tutor dashboard.PNG|800px|center|My Feedback Module Tutor Dashboard tab|link=https://docs.moodle.org/31/en/images_en/b/b1/Module_tutor_dashboard.PNG]]

===Departmental Admin Dashboard===
For those institutions using category level enrolments you may have access to the My Feedback Department Admin Dashboard.

* The Departmental admin dashboard displays assessment statistics for the courses and modules linked to a Departmental admin, depending on the course level filter selected.
* The report view can also be toggled to show statistics per assessment, module or module tutor.
* The Assessment breakdown organises student grades according to their module of study, while the Student breakdown lists each student by name and the number of assessments they have been given.
* Staff can gain further insight into the assessment information of individual students by clicking on the student's name.
* The Module tutor stats toggle allows Departmental admins to view the performance of Module tutors for each of their tutor groups.

Note: To return to your own My Feedback dashboard after viewing a student report, click on the View own dashboard button.

[[Image:Departmental_Admin_dashboard.PNG|800px|center|My Feedback Departmental Administrator Dashboard|link=https://docs.moodle.org/31/en/images_en/2/21/Departmental_Admin_dashboard.PNG]]

===Usage dashboard===
The usage reports shows how students and staff have been using the My Feedback usage reports. The data can be printed and exported to excel for further analysis.

There are a number of reports that can be run.
* Category students overview: This report shows an overview of student usage within a category.
* Category staff overview: This report shows an overview of staff usage within a category.
* Category students: This report shows a list of students and their individual usage within a category.
* Category staff: This report shows a list of staff and their individual usage within a category.
* Course students overview: This report shows an overview of student usage within each course within a particular Category.
* Course staff overview: This report shows an overview of staff usage within each course within a particular category.
* Course students: This report shows a list of students and their individual usage within a course.
* Course staff: This report shows a list of staff and their individual usage within a course.
* Student: This report shows the usage of an individual student across all their courses.
* Staff member: This report shows the usage of an individual staff member across all their courses.
* Personal tutees: This report shows an overview of a tutor\'s personal tutees and their My Feedback activity.

==Frequently Asked Questions==

===Q. Why can't students see their grades and feedback in the My Feedback report?===
A. There are a number of reasons grades and feedback might not be showing in the My Feedback report. The easiest way to check what should be seen in the report is to ask students what they see in the course gradebook (Settings block > Course Administration > Grades). The same grades should also display in My Feedback.
If the grades are not showing in the Gradebook, they will not show in My Feedback either. There are several reasons why they may not be visible:
The Moodle course has been hidden from students.
The students are no longer enrolled on the course.
The ‘Show gradebook to students’ has been set to ‘No’ in the course settings, which means the course Gradebook is hidden from students and no grades or feedback will appear for this course in the My Feedback report.
The grade item (or category it sits within) has been hidden manually, or until a certain date in the Gradebook.The Moodle course section where the assessment item is located has been hidden, or access has been restricted to particular students.
The assessment item (assignment, quiz etc.) has been hidden from students.
The grades have not yet been revealed to students (check the Turnitin Assignment post date; quiz review options; Moodle Assignment with marking workflow is set to 'released').

Additionally, Turnitin feedback cannot be seen directly in the 'Feedback comments' tab of the report unless student's copy it in manually from their Turnitin assignment.

Note: Only those with edit access to the Moodle courses in question will be able to check why the grades aren't displaying. This means if you are a personal tutor and don't have access to the Moodle courses in question you will need to speak to the teacher of the course, or to a Moodle Administrator.

===Q. How do I obtain Departmental Administrator access to the My Feedback report?===
Please speak to your Moodle Administrator about whether your institution uses Moodle category level enrolments and if so, how you can get access as a departmental administrator to the report.

==Glossary of terms used in My Feedback==
{| class="wikitable"
|-
! Term
! Definition
! Visible to
|-
| Assessment
| A set piece of assigned work or an item for which a student is given a grade and/or feedback with a Moodle course. Types of assessment are:
* Moodle assignment (including offline assignments)
* Turnitin assignment
* Workshop (for peer assessment)
* Quiz
* Manual item (grade entered into gradebook for in-class activities, such as presentations)
Staff are provided a total number of assessments a student should have submitted thus far on the Personal tutor, Module tutor and Departmental Administrator dashboards.
| Students & staff
|-
| Course
| The Moodle course that contains each assessment that appears in the My Feedback report. A course is an area in Moodle, often used to share module information, however it can also be used for other purposes (e.g to represent a programme, project, prelab activity or professional development course). The report will show the course name with a link to the course, but only those with access to the course will be able to view the course itself and the actual assessment pages it contains. Personal Tutors and Departmental Admins will see all course information in the report, but module tutors (or teachers) are restricted to only seeing courses in the report that they teach upon.
| Students and any enrolled staff
|-
| Departmental administrator
| A member of staff who has oversight for a particular department or programme in an administrative, senior teaching or management capacity (e.g. programme administrator, departmental/teaching administrator, module leader, departmental tutor, faculty tutor, programme tutor, programme director, head of department, director of studies or programme leader).
| n/a
|-
| Formative and summative assessment
| Formative assessment takes place throughout the course. It has a developmental purpose and is designed to help students to learn more effectively via set pieces of work and giving students feedback on their performance and how it can be improved and/or maintained. Formative assessment is reflective practice and does not usually contribute to the course grade at the end of the year. Any coursework that counts towards the final grade is known as 'summative' feedback.
| Staff and students
|-
| Graded assessments
| The number of assessments graded thus far, with feedback visible to students.
| Staff via dashboards
|-
| Late submissions
| The number of assignments that have been submitted after the deadline.
Note: assignment and quiz deadlines can be amended to give individuals extensions. If this is done, the report takes this into account when determining the number of late submissions. However, not all departments use this feature in Moodle, so this should kept in mind when viewing this data.
| Staff via dashboards
|-
| Low graded assessments
| The number of assessments (where the grades have been released to students) with a score below 50%.
| Staff via dashboards
|-
| Non-submissions
| The number of missed submissions for due assessments.
| Staff via dashboards
|}

[[Category:Report]]

[[es:report/myfeedback/index]]

ownCloud Repository

2021-08-10T15:14:20Z

Moodlebot: Text replacement - "class="nicetable"" to "class="wikitable""

{{Infobox plugin
|type = Repository
|entry = https://moodle.org/plugins/repository_owncloud
|tracker = https://github.com/learnweb/moodle-repository_owncloud
|discussion =
|maintainer = [[User:University of Münster|University of Münster]]
|float = right
}}

[[Category:Repositories]]
[[Category:OAuth 2]]


=General=
This repository enables Moodle users to have direct access to their private files from ownCloud in the ''Moodle file picker'' and the ''URL resource module'',
enabling to upload files into Moodle directly from their ownCloud,
without having to download it to their local machine first.

Is your institution using multiple ownCloud servers? Don't worry, a Moodle administrator can connect multiple ownCloud servers that are then presented separately to the users. Tech-savvy users are not able to add their own ownCloud servers, though, so the Moodle admin is always in control which servers are connected.

'''Are you using Nextcloud?''' ownCloud and Nextcloud share the same history. As a consequence, they work quite similar. This repository was developed with ownCloud in mind, but it actually works with Nextcloud as well. Remaining limitations have been resolved with Nextcloud 13.0.1 (see [[#Nextcloud_Limitations|Nextcloud Limitations]] for details).

=Installation=

This plugin requires configuration in ownCloud (add Moodle as an allowed client) as well as in Moodle (add ownCloud servers to which users will be able to connect). Fair warning: The configuration might become very technical. We collect a list of [[#Troubleshooting|known problems and hints at their resolution]] below.

== Add Moodle as a client to ownCloud ==
''Prerequisites: Current ownCloud installation (recommended: version 10.0.1+) with enabled HTTPS and the [https://marketplace.owncloud.com/apps/oauth2 ownCloud OAuth 2 app].
Alternatively, a current Nextcloud installation (recommended: version 13.0.1+) on HTTPS.''

Log in as an administrator. Go to '''''Settings ► User authentication''''' and add your Moodle installation as a client:

{| class="wikitable" style="vertical-align:middle;"
|-
! Name
! Redirection URI
|- style="vertical-align:middle;"
| Your Moodle name
| Your Moodle URL + '''/admin/oauth2callback.php'''
|}

For example, if your users reach Moodle at <nowiki>https://moodle.example.com</nowiki>,
your redirection URI would be <nowiki>https://moodle.example.com/admin/oauth2callback.php</nowiki>.
The name can be chosen freely, but note that it will presented to ownCloud users,
so the name should be self-explanatory to them.

After adding the client, the table displays a corresponding Client Identifier and a secret.
Those will be required for the configuration in Moodle, so keep them at hand.
For example, if your users reach Moodle at <nowiki>https://moodle.example.com</nowiki>,
your redirection URI would be <nowiki>https://moodle.example.com/admin/oauth2callback.php</nowiki>.
The name can be chosen freely, but note that it will presented to ownCloud users,
so the name should be self-explanatory to them.
After adding the client, the table displays a corresponding Client Identifier and a secret.
Those will be required for the configuration in Moodle, so keep them at hand.

== Install this plugin to Moodle ==
Copy the content of this repository to '''''repository/owncloud'''''.
No additional settings are displayed to the admin when installing the plugin.
However, when the repository is enabled, the admin has to select an issuer which defines the ownCloud server.
The next steps describe how the necessary issuer is created in Moodle's central OAuth 2 services settings.
Afterwards, an ownCloud repository instance is created using that issuer.
==Create OAuth 2 Issuer==
You need to configure Moodle so that it knows how to talk to your ownCloud server.
For this, a so-called OAuth 2 issuer has to be registered in the admin menu '''''Site administration ► Server ► OAuth 2 services'''''.
There, select '''''Create custom service'''''.
Choose the name freely; it will only be shown to you.
Enter ClientID and Secret from the ownCloud settings of [[#Add_Moodle_as_a_client_to_ownCloud|Add Moodle as a client to ownCloud]].
Enable the "Authenticate token requests via HTTP headers" checkbox.
As Service base URL, enter the full URL to your ownCloud installation, including a custom port (if any).
For example, if the ownCloud installation is at <nowiki>https://owncloud.example.com:8000/oc/</nowiki>, then this is the base URL.
Ignore the other settings and click '''''Save changes'''''.
Afterwards, your issuer is listed in a table.
There, click '''''Configure endpoints''''' to configure the services that we want to use, as ownCloud does not support auto discovery.
For the ownCloud Repository plugin four endpoints have to be registered that are ownCloud-specific:
{| class="wikitable"
|-
! Endpoint name
!Endpoint URL
|-
| token_endpoint
| Base URL + '''/index.php/apps/oauth2/api/v1/token'''
|-
| authorization_endpoint
| Base URL + '''/index.php/apps/oauth2/authorize'''
|-
| webdav_endpoint
| Base URL + '''/remote.php/webdav/'''
|-
| ocs_endpoint
| Base URL + '''/ocs/v1.php/apps/files_sharing/api/v1/shares'''
|-
| userinfo_endpoint
| Base URL + '''/ocs/v2.php/cloud/user?format=json'''
|}
{{Note|Previously, an additional parameter in the ocs_endpoint URL was listed <nowiki>(?format=xml).</nowiki> This is no longer necessary, however, having the parameter set would not result in any problems either.}}
Given the Base URL example above, an exemplary ''token_endpoint'' URL is
<nowiki>https://owncloud.example.com:8000/oc/index.php/apps/oauth2/api/v1/token
</nowiki>.
Return to the issuer overview and click on '''''Configure user field mappings'''''. Enter the following mappings:
{| class="wikitable" style="text-align: center"
|-
! External field name
! Internal field name
|-
| '''ocs-data-email'''
| '''email'''
|-
| '''ocs-data-id'''
| '''username'''
|}
This is sufficient to use basic functionality of the ownCloud repository!

Optional: If you want to use access controlled links, you also need to [[OAuth_2_services#Connecting_a_system_account|connect a system account]].
This must be an ownCloud account that does ''not'' belong to a particular person. Instead, it should be owned by Moodle.
First, create such an account in ownCloud or ask your ownCloud administrator to do so.
Choose a strong, ideally random password and do not give it to someone else who is not an administrator of your Moodle.
Afterwards, in the issuer overview, click on '''Connect to a system account'''.
Make sure that you are logged in to ownCloud ''with that account'' and '''Authorize''' Moodle.
You should then be back in the issuer overview, where you can verify that you connected the right account by checking its username.
(In your browser, log out of ownCloud now to avoid using the system account by accident.)
Also, ''do not change the system account'' after the plugin has been used. This will break all access controlled links that were created prior to a change.

For further information on configuring OAuth 2 clients visit the [[OAuth_2_services|Moodle documentation on OAuth 2]] and the [[dev:OAuth_2_API|Developer documentation on OAuth 2]].

== Create a repository instance ==
Now that the ownCloud issuer is configured, it can be associated with an instance of the repository.
Go to the repository settings '''''Site administration ► Plugins ► Repositories ► Manage repositories'''''
and enable the ownCloud respository ('''''Enabled and visible''''').
When asked for special user permissions, do not check any boxes. As they may not configure OAuth 2 issuers, these permissions are not that useful.
Then, open the '''''Settings''''' of the ownCloud repository and click '''''Create a repository instance'''''.
Enter a name that will be displayed to Moodle users and select the configured issuer.
A text underneath the select box tells you which issuers are suited for use with this repository.
If your issuer does not show up, double-check the issuer settings; particularly all URLs (base URL and endpoints) and the names of the endpoints.
[[Image:owncloudconfig.png|frame|center|Issuer instance configuration]]

You can also define the '''Name of folder''' that will show up in users' private file storage once they open access controlled links:
A share in ownCloud will always result in a file showing up at the user, so this is where that file will go in order to avoid cluttering their document root.
The dropdowns allow you to define how the repository may interact with files:
'''Supported files''' allows you to restrict usage of the repository, i.e., to allow linking ("external") only or upload ("internal") only, but you can also allow unrestricted usage.
If '''Internal and external''' is selected, you can define the default type presented to users.

Afterwards, everything is configured and ready to go! Let's see what this looks like for your users:

=Usage=
The repository is available in all activities where the file picker is used.
However, course admins can disable it in the '''''Course Administration ► Repositories''''' menu.
In the file picker a login button is displayed (assuming that the user is not authenticated yet):
[[Image:filepickerlogin.png|frame|center|File Picker Login]]
When the button is clicked a pop-up window or a new tab is opened and the user will be requested to login at the ownCloud instance and authorise access from Moodle.
If authorisation is granted, the user sees a tabular listing of the files available:
[[Image:filepickerlisting.png|frame|center|File Picker Listing]]
Here the user can select files, reload the content and logout. The settings button opens the ownCloud web interface in a new window so that you can manage your files easily

==Access controlled links==

Students may submit files from ownCloud/Nextcloud as 'access controlled links' in [[Using Assignment|assignments]]. Once submitted, the student may no longer change them, but the teacher is allowed to edit them.

Teachers may display files from ownCloud/Nextcloud as 'access controlled links'. The teacher can then continue updating the files, but students can only view them.

To enable this feature, ensure that:

# A system account has been connected in [[OAuth 2 services]] in Site administration. This account will own and control access to files submitted by students and teachers. Teachers will be able to edit the files but students will not. This should be a dedicated account for this purpose.
# "Supported files" is set to "Internal and External".
# Optional: "Default return type" is set to "External (only links stored in Moodle)".

=Nextcloud Limitations=

In 2018, Nextcloud created and published a set of fixes that resolve all known limitations. Before that, Nextcloud (up to and including version 12) had a limitation that prevented the use of file links. That means, files could only be uploaded from Nextcloud into Moodle, but you could not use the alternative, i.e. creating a file link, because the Nextcloud server would block you from doing so. Should you run into this issue, make sure that you are working with the latest version of Nextcloud (definitely not older than 13.0.1!). If that does not help, please check the [[#Troubleshooting]] section below.

With the introduction of Access Controlled Links (similar to the functionality of the [[Google_Drive_repository#Access_controlled_links|Google Drive repository]] and [[OneDrive_repository#Access_controlled_links|OneDrive repository]] plugins) in v3.5-r2 of this plugin, Nextcloud poses a new limitation. Whenever you authorise Moodle to access your Nextcloud, you log out at the browser at the same time. To access an access controlled link file you first have to authorise Moodle, then re-login in to Nextcloud in the browser. Then you can access the file from Moodle.

=Troubleshooting=

Installing and configuring this plugin is a rather technical endeavour, given that making two machines speak to each other is a very technical topic. If something goes wrong, it may be hard to find out the root cause. Nevertheless, so far we have been able to resolve all issues and, once the plugin is installed and configured correctly, it runs smoothly and very stable. The following is a list of issues that were encountered during configuration, and hints at how to proceed.

; I cannot connect a system account. : Make sure the system account is different from all personal accounts. It has to be an account that belongs to Moodle, not to a person. Look at the issuer settings. The checkbox '''Authenticate token requests via HTTP headers''' must be enabled!
; Authentication seems to have succeeded, but the filepicker shows "There are no files". : The Apache server that hosts your ownCloud may be misconfigured. Its Apache logs may show a 401 error as well if you try to see the files in Moodle. Please have a look at the comments following https://github.com/learnweb/moodle-repository_owncloud/issues/26#issuecomment-343521986 to get ideas on how to solve this. '''Alternatively''', it is possible that HTTPS is not configured correctly on the Nextcloud end. You need a valid and trusted certificate for your Nextcloud server. It is not possible to manually define exceptions, unlike in the browser.
; I can only upload files, not link to files. : Are you using Nextcloud? In that case, upgrade Nextcloud to version 13.0.1 or later. Prior to that, Nextcloud suffered from technical limitations that prevented file linking.
; If I link to files in Nextcloud I get "A request to ownCloud has failed<nowiki>:</nowiki> Invalid response". : Please double-check the URL that you entered for '''ocs_endpoint'''. Until repository_owncloud v3.5-r1 it was essential that '''?format=xml''' was specified at the end of the URL.
; After signing in with ownCloud I get an error that says "This request is not valid. Please contact the administrator of [your Moodle Name] if this error persists.". : You might have entered the wrong ''Redirect URI'' in ownCloud. It is important that it has '''/admin/oauth2callback.php''' at the end, and that it corresponds '''exactly''' with what Moodle is going to send to ownCloud when attempting to authenticate!
; When I access an access controlled link I authorise Moodle but then cannot see the file. : In Nextcloud before 14.0.1, when you authorise Moodle, your Nextcloud browser session ends. This is a special limitation of Nextcloud. You have to re-login in the browser to access the file. Starting with Nextcloud 14.0.1, this issue is resolved.
; Since I installed the plugin and connected a system account, Moodle is very slow : Nextcloud has a brute-force protection that is somewhat naïve. When enabled, it slows down some Moodle requests in some cases (even though the Moodle plugin is definitely not going to brute-force your Nextcloud!), but you can change this. First, update to the newest version of the repository plugin, as it reduces the number of requests to Nextcloud. Second, download the [https://apps.nextcloud.com/apps/bruteforcesettings "Brute-force settings" app in Nextcloud]. After installation, add the IP of your Moodle server to the whitelist.

Please add to this list if you were able to solve another issue, this will help others greatly! Thanks!

= Acknowledgement =
This plugin was originally created by Information Systems students in the project seminar sciebo@Learnweb
at the University of Münster in 2016/17. See [https://github.com/pssl16 their github page] for an archive(!) of their great work. They also [https://owncloud.org/blog/introducing-oauth2-secure-authorization-flow/ created the OAuth 2 interface for ownCloud] (featured on [https://www.heise.de/security/meldung/Sichere-Anwendungsautorisierung-ownCloud-fuehrt-OAuth-2-0-ein-3874871.html heise Security (German)]); otherwise all this wouldn't have been possible.
Learnweb (University of Münster) is maintaining the Moodle plugins since 2017.

admin/setting/blocksettingmoodletxt

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== MoodleTxt Settings ==

This page contains all the common configuration options for MoodleTxt. At the top of the page you will see two links:

; ConnectTxt Accounts : This link will take you to the ConnectTxt account admin pages, which will allow you to add, update and restrict these accounts. If you have just installed MoodleTxt, this should be your first stop.
; Inbound Message Filters : This link will take you to the inbound filter management page, which will allow you to create filters for inbound SMS messages, routing them to particular Moodle users.

=== Send/Receive Settings ===

The first 4 settings in this section relate to how MoodleTxt gets both message status updates and new inbound messages from the ConnectTxt system. By default, MoodleTxt pulls these updates on a per-request basis, whenever users visit certain pages. However, it can be configured to get these updates automatically, which improves the performance of the block and results in far fewer outbound connections. The available automatic update methods are [[Moodletxt_cron | cron]] and [[Moodletxt_push | push]]. We '''highly''' recommend taking the time to set up push functionality, as it is the fastest and most efficient method of obtaining updates.

{| class="wikitable"
|-
! Field Name
! Field Label
! Description
|-
| Get_Status_On_View
| Automatically get status updates on "View Message" page
| If this box is checked, then whenever a user views the current status of a sent message, the block will first connect to the ConnectTxt system in order to fetch updates. You should uncheck this if you have configured an automatic update option as mentioned above.
|-
| Get_Inbound_On_View
| Automatically get inbound messages on Inbox page
| If this box is checked, then whenever a user views their inbox, the block will first connect to the ConnectTxt system in order to fetch new messages. You should uncheck this if you have configured an automatic update option as mentioned above.
|-
| Push_Username
| XML Push Username
| If you have set up XML push updates (highly recommended) then this is the username you provided to ConnectTxt as part of that setup. ConnectTxt uses this username to authenticate itself with your MoodleTxt installation when connecting to it.
|-
| Push_Password
| XML Push Password
| If you have set up XML push updates (highly recommended) then this is the password you provided to ConnectTxt as part of that setup. ConnectTxt uses this password to authenticate itself with your MoodleTxt installation when connecting to it.
|}

The last two settings in this category control other parameters related to message sending via ConnectTxt.

{| class="wikitable"
|-
! Field Name
! Field Label
! Description
|-
| Protocol_Warnings_On
| Display SSL security warnings
| If you do not have SSL connections to the ConnectTxt server enabled, MoodleTxt will generally display warnings that your data is being transmitted in an unsecure manner. To disable these warnings, uncheck this box.
|-
| Event_Messaging_Account
| Event Messaging Account
| This is the ConnectTxt account that MoodleTxt will use when it is asked to send automatic messages out in response to system events. By extension, this is the ConnectTxt account that will be used to send any messages originating via the MoodleTxt Plus message processor plugin. If no account is selected, then MoodleTxt will be unable to send event-generated messages.
|}

=== Recipient Settings ===

The settings in this section relate to how MoodleTxt captures user phone/name information from the Moodle system, and how it processes that information in order to send SMS messages out. (Future versions of the block will feature improvements in international phone number handling.)

{| class="wikitable"
|-
! Field Name
! Field Label
! Description
|-
| National_Prefix
| National Prefix
| This is the default dialling prefix for phone numbers within your country. It is the digit or set of digits that all phone numbers begin with when being dialled within the country. This defaults to 0, the UK domestic dialling prefix. ('''Note:''' If the phone numbers you enter into MoodleTxt are already formatted internationally, e.g. +441234567890, then this setting is ignored.)
|-
| Default_International_Prefix
| Default International Prefix
| This is the international dialling prefix for phone numbers within your country. This usually consists of a plus '+' sign, along with two or three digits, and is used when dialling into your country from another location. This defaults to +44, the UK international dialling prefix. ('''Note:''' If the phone numbers you enter into MoodleTxt are already formatted internationally, e.g. +441234567890, then this setting is ignored.)
|-
| Phone_Number_Source
| Take phone numbers from
| This option allows you to choose the field in your user database table that MoodleTxt will search for mobile phone numbers (phone1 or phone2). This is largely redundant in modern Moodle setups, where phone2 has been standardised as the mobile phone field, and exists for long-running installations where things may be different. If mobile phone numbers are populated to the phone1 field in your system, then select it from this drop-down.
|-
| Default_Recipient_Name
| Default Recipient Name
| When Moodle cannot find a recipient's name in the database, or cannot match an incoming phone number to any known contact, this is the name/identifier it will record against that message.
|}

=== Proxy Settings ===

If connections between your MoodleTxt installation and ConnectTxt need to be routed via a proxy server, then you can enter the details of that proxy server in this section. '''Please note:''' MoodleTxt currently only supports proxy servers that use either BASIC authentication, or no authentication at all. Newer versions of Moodle have their own proxy settings within the system, and future versions of the block will migrate to use those settings for proxy support.

{| class="wikitable"
|-
! Field Name
! Field Label
! Description
|-
| Proxy_Host
| Proxy Address
| The host/IP address of your proxy server.
|-
| Proxy_Port
| Proxy Port
| The TCP/IP port your proxy server listens on for connections.
|-
| Proxy_Username
| Proxy Username
| If your proxy server requires a username for authentication, then enter it here (BASIC authentication only).
|-
| Proxy_Password
| Proxy Password
| If your proxy server requires a password for authentication, then enter it here (BASIC authentication only).
|}

=== Miscellaneous Settings ===

This section contains any other global settings for MoodleTxt that do not fall into one of the earlier categories.

{| class="wikitable"
|-
! Field Name
! Field Label
! Description
|-
| jQuery_Include_Enabled
| Include main jQuery package
| MoodleTxt uses the popular jQuery library within its user interface. Some Moodle installations already include this library within their active themes. If this is the case, then attempting to load both libraries can cause problems with the system. To turn off MoodleTxt's jQuery installation and have it use the one provided with your theme, uncheck this box. ('''Note:''' You will require at least jQuery 1.6 for this to work.)
|-
| jQuery_UI_Include_Enabled
| Include jQuery UI Library
| MoodleTxt uses the jQuery User Interface library for many common widgets/user interface components. Some Moodle installations already include this library within their active themes. If this is the case, then attempting to load both libraries can cause problems with the system. To turn off MoodleTxt's jQuery UI installation and have it use the one provided with your theme, uncheck this box. ('''Note:''' You will require at least jQuery UI 1.7 for this to work.)
|-
| Show_Inbound_Numbers
| Show source names/numbers in inbox (Default)
| In a classroom situation, such as a survey, where many people can see the messages that are coming into the system, you may wish to anonymise them by hiding the source of the messages. In current versions of MoodleTxt, inbound messages are anonymised by default. To show those message sources on inbox pages by default, then check this box. Since MoodleTxt 3.0, users can override these settings for their own inboxes, so this setting is now a default.
|-
| RSS_Update_Interval
| RSS Update Interval
| This setting controls how often MoodleTxt should check with the RSS feed on the ConnectTxt servers for new updates. (This is being retired, as Moodle 2.3 and up can find updates automatically.)
|-
| RSS_Expiry_Length
| RSS items expire after
| This setting controls how long an update notification from ConnectTxt should be displayed on the MoodleTxt admin panel. (This is being retired, as Moodle 2.3 and up can find updates automatically.)
|}

[[Category:MoodleTxt|Settings]]

admin/repository/nanogong

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=Nanogong plugin=

The Nanogong plugin allows audio-only recording inside the Moodle repositories. The wav files are stored into Moodle using the File API. The sound files can be recorded using the ImaACPCM or Speex codecs. The recorded files and the recording applet are available in all places where the repository is used to select files.

After installing the plugin, you can select the codec used and the quality of the sound for the site-wide recording instance. This instance will be shared by all users of your site (because it only handles recording, and File API handles the rest).

==Audio format==

This option allows you to select the codec used for recording sound.

ImaADPCM stands for International Multimedia Association (IMA) Adaptive Differential Pulse Code Modulation (ADPCM). It is a lossy compression mechanism that compresses data recorded at various sampling rates. The compression ratio obtained is relatively modest, but it is very fast to encode and decode.

Speex is an Open Source/Free Software patent-free (part of the GNU Project) audio compression format designed for speech. Speex is well-adapted to Internet applications and provides useful features that are not present in most other codecs. The design goals have been to make a codec that would be optimized for high quality speech and low bit rate.

==Sampling rate==

This option allows you to select the sampling rate used for recording sound. The actual numeric value associated with each level depends on the audio format in use.
{| class="wikitable"
|-
!Level
!ImaADPCM sampling rate (Hz)
!Speex sampling rate (Hz)
|-
|Low quality
|8000
|8000
|-
|Medium quality
|11025
|16000
|-
|Normal quality
|22050
|32000
|-
|High quality
|44100
|44100
|}

Workshop grading strategies

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

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

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

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

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

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

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

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

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

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

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

For example, if an assessment form contains three assertions:

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

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

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

The final grade is aggregated as

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

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

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

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

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

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

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

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

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

[[es:Estrategias de calificación de taller]]
[[de:Bewertungsstrategien bei gegenseitigen Beurteilungen]]
[[it:Criteri di valutazione del Workshop]]

Using Workshop

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{{Workshop}}
==Workshop phases==

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

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

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

===Setup phase===

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

===Submission phase===

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

The workshop submissions report allows teachers to see who has submitted and who has not, and to filter by submission and last modified:

[[File:workshopsubmisisonsreport.png|thumb|604px|center]]

A student is able to delete their own submission as long as they can still edit it and it has not been assessed. A teacher can delete any submission at any time, however if it has been assessed, they will be warned that the assessments will also be deleted and reviewers' grades may be affected.

===Assessment phase===

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

===Grading evaluation phase===

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

===Closed===

[[File:workshop final grades.png|thumb|center|500px|A closed workshop]]

Whenever the Workshop is being switched into this phase, the final grades calculated in the previous phase are pushed into the course [[Gradebook]].This will result in the Workshop grades appearing in the Gradebook and in the workshop. Participants may view their submissions, their submission assessments and eventually other published submissions in this phase.

==Workshop grading==

The grades for a Workshop activity are obtained gradually over several stages and are then finalised. The following scheme illustrates the process (with information about grade values stored in the database).

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

Participants get two grades which are calculated during the Grading evaluation phase. The teacher can edit these grades while still in this phase. They will not go to the gradebook until the workshop is closed in the final phase. Note that it is possible to move between phases and even when the workshop is closed, grades could be changed directly in the gradebook if necessary.

The table below explains how the grades display:

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

=== Grade for submission ===

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

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

=== Grade for assessment ===

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

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

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

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

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

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

'''It's not final grades that are compared'''

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Using TeX Notation

2021-08-10T15:14:13Z

Moodlebot: Text replacement - "class="nicetable"" to "class="wikitable""

{{Filters}}
{{Work in progress}}
TeX ('''/'tɛx/tekh''', often pronounced TeK in English) 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.

TeX expressions can be entered in multiple ways:
* typing them directly into texts.
* using the Java-based Dragmath editor in Moodle's TinyMCE editor.
* using the HTML-based equation editor in Moodle's Atto editor (since Moodle 2.7).

Afterwards, TeX expressions are rendered into Mathematics notation:
* 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).
* 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).
* using other third-party solutions.

As you can imagine, the whole field is not as simple as we would like, especially because there are many flavours of TeX and slight variations between tools.

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.

'''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.

==Language Conventions==

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:

$$ x\ =\ \frac{\sqrt{144}}{2}\ \times\ (y\ +\ 12) $$
{| class="wikitable"
|-
| [[Image: cfmimetex10.gif|frame|center]]
|-
|Fraction and square root.
|}

Additional spaces can be placed into the equation using the \ without a trailing character.

==Equation displayed on its own line==
When an equation is surrounded by a pair of $$ markers, it is displayed centered on its own line. The $$’s are primitive TeX markers. With LaTeX, it is often recommended to use the pair \[ and \] to enclose equations, rather than the $$ markers, because the newer syntax checks for mistyped equations and better adjusts vertical spacing. If the TeX Notation filter is activated, which set a LaTeX renderer, the same equation as above is obtained with the following control sequence:

\[ x\ =\ \frac{\sqrt{144}}{2}\ \times\ (y\ +\ 12) \]

However, if the equation is mistyped, it will be displayed enclosed in a box to signal the mistake and if the equation appears in a new paragraph, the vertical space above the equation will adjust correctly.

Using \[ … \] instead of $$ … $$ may have other advantages. For example, with the Wiris equation editor installed, the Atto editor undesirably transforms the TeX code of equations enclosed with $$ into XML code, whereas it does not do so when the equations are enclosed with \[ and \].

==Equation displayed within text==
With the TeX notation filter activated, an equation is displayed within the text when it is surrounded by the pair $ and $. For example, the following:

The point $ \left( {{x}_{0}}+\frac{1}{p\left( {{x}_{0}} \right)}\ ,\ \frac{q\left( {{x}_{0}} \right)}{p\left( {{x}_{0}} \right)} \right) $ is located...

will display as follows:

[[File:TeXEquationWithinText.png|320px]]

Note that the single $ marks may not work for this purpose.

==Reserved Characters and Keywords==

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:

@ # $ % ^ & * ( ) .

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.

==Superscripts, Subscripts and Roots==

Superscripts are recorded using the caret, ^, symbol. An example for a Maths class might be:

$$ 4^2 \ \times \ 4^3 \ = 4^5 $$
This is a shorthand way of saying:
(4 x 4) x (4 x 4 x 4) = (4 x 4 x 4 x 4 x 4)
or
16 x 64 = 1024.

<math>4^2 \ \times \ 4^3 \ = 4^5</math>

Subscripts are similar, but use the underscore character.

$$ 3x_2 \ \times \ 2x_3 $$

<math>3x_2 \ \times \ 2x_3</math>

This is OK if you want superscripts or subscripts, but square roots are a little different. This uses a control sequence.

$$ \sqrt{64} \ = \ 8 $$

<math>\sqrt{64} \ = \ 8</math>

You can also take this a little further, but adding in a control character. You may ask a question like:

$$ If \ \sqrt[n]{1024} \ = \ 4, \ what \ is \ the \ value \ of \ n? $$

<math>If \ \sqrt[n]{1024} \ = \ 4, \ what \ is \ the \ value \ of \ n?</math>

Using these different commands allows you to develop equations like:

$$ The \sqrt{64} \ \times \ 2 \ \times \ 4^3 \ = \ 1024 $$

<math>The \sqrt{64} \ \times \ 2 \ \times \ 4^3 \ = \ 1024</math>

Superscripts, Subscripts and roots can also be noted in [[Using TeX Notation 4 | Matrices]].

==Fractions==

Fractions in TeX are actually simple, as long as you remember the rules.

$$ \frac{numerator}{denominator} $$ which produces <math>\frac{numerator}{denominator}</math> .

This can be given as:

<math>\frac{5}{10} \ is \ equal \ to \ \frac{1}{2}</math>.

This is entered as:

$$ \frac{5}{10} \ is \ equal \ to \ \frac{1}{2}.$$

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,

$$\frac {5^{-2}}{3}$$ will produce <math>\frac {5^{-2}}{3}</math>

$$\left(\frac{3}{4}\right)^{-3}$$ will produce <math>\left(\frac{3}{4}\right)^{-3}</math> and

$$\frac{3}{4^{-3}}$$ will produce <math> \frac{3}{4^{-3}} </math>

You likely do not want to use $$\frac{3}{4}^{-3}$$ as it produces <math>\frac{3}{4}^{-3}</math>

You can also use fractions and negative exponents in [[Using TeX Notation 4 | Matrices]].

==Brackets==

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:

<math>d = 2 \ \times \ (4 \ - \ j)</math>

This is written as:

$$ d = 2 \ \times \ (4 \ - \ j) $$

Usually, these brackets are enough for most formulae but they will not be in some circumstances. Consider this:

<math>4x^3 \ + \ (x \ + \ \frac{42}{1 + x^4})</math>

Is OK, but try it this way:

<math>4x^3 \ + \ \left(x \ + \ \frac{42}{1 + x^4}\right)</math>

This can be achieved by:

$$ 4x^3 \ + \ \left(x \ + \ \frac{42}{1 + x^4}\right) $$

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]].

==Ellipsis==

The Ellipsis is a simple code:

<math>x_1, \ x_2, \ \ldots, \ x_n</math>

Written like:

$$ x_1, \ x_2, \ \ldots, \ x_n $$

A more practical application could be:

Question:
"Add together all the numbers from 1 <math>\ldots</math> 38.
What is an elegant and simple solution to this problem?
Can you create an algebraic function to explain this solution?
Will your solution work for all numbers?"

Answer:
The question uses an even number to demonstrate a mathematical process and generate an algebraic formula.

{| class = "nicetable"
|-
| Part 1:
| Part 2.
| Part 3.
|-
|
<math>1. \ 1 \ + \ 38 \ = \ 39</math>

<math>2. \ 2 \ + \ 37 \ = \ 39</math>

<math>3. \ 3 \ + \ 36 \ = \ 39</math>

<math>\ldots</math>

<math>19. 19 \ + \ 20 \ = \ 39 </math>

<math>\therefore x \ = \ 39 \ \times \ 19 </math>

<math>\therefore x \ = \ 741 </math>

|An algebraic function might read something like:
<math>t = (1 + n) \times n/2 </math>

Where t = total and n = the last number.

|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.
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.

|}

==Symbols==

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.

{| class="wikitable"
|-
| \amalg
| <math>\amalg</math>
| \cup
| <math>\cup</math>
| \oplus
| <math>\oplus</math>
| \times
| <math>\times</math>
|-
|\ast
|<math>\ast</math>
|\dagger
|<math>\dagger</math>
| \oslash
| <math>\oslash</math>
| \triangleleft
| <math>\triangleleft</math>
|-
| \bigcirc
| <math>\bigcirc</math>
| \ddagger
| <math>\ddagger</math>
| \otimes
| <math>\otimes</math>
| \triangleright
| <math>\triangleright</math>
|-
| \bigtriangledown
| <math>\bigtriangledown</math>
| \diamond
| <math>\diamond</math>
| \pm
| <math>\pm</math>
| \odot
| <math>\odot</math>
|-
| \bigtriangleup
| <math>\bigtriangleup</math>
| \div
| <math>\div</math>
| \ominus
| <math>\ominus</math>
| \wr
| <math>\wr</math>
|-
| \circ
| <math>\circ</math>
| \wedge
| <math>\wedge</math>
| \vee
| <math>\vee</math>
| \sqcup
| <math>\sqcup</math>
|-
| \leq
| <math>\leq</math>
| \geq
| <math>\geq</math>
| \equiv
| <math>\equiv</math>
| \prec
| <math>\prec</math>
|-
| \succ
| <math>\succ</math>
| \sim
| <math>\sim</math>
| \perp
| <math>\perp</math>
| \preceq
| <math>\preceq</math>
|-
| \succeq
| <math>\succeq</math>
| \simeq
| <math>\simeq</math>
| \mid
| <math>\mid</math>
| \ll
| <math>\ll</math>
|-
| \gg
| <math>\gg</math>
| \asymp
| <math>\asymp</math>
| \parallel
| <math>\parallel</math>
| \subset
| <math>\subset</math>
|-
| \supset
| <math>\supset</math>
| \subseteq
| <math>\subseteq</math>
| \supseteq
| <math>\supseteq</math>
| \approx
| <math>\approx</math>
|-
| \neq
| <math>\neq</math>
| \ni
| <math>\ni</math>
| \notin
| <math>\notin</math>
| \in
| <math>\ni</math>
|-
| \vdash
| <math>\vdash</math>
| \dashv
| <math>\dashv</math>
| \bullet
| <math>\bullet</math>
| \cdot
| <math>\cdot</math>
|}

==Arrows==

{| class="wikitable"
|-
| \leftarrow
| <math> \leftarrow</math>
| \longleftarrow
| <math> \longleftarrow</math>
| \Leftarrow
| <math> \Leftarrow</math>
| \Longleftarrow
| <math> \Longleftarrow</math>
|-
| \rightarrow
| <math> \rightarrow</math>
| \longrightarrow
| <math> \longrightarrow</math>
| \Rightarrow
| <math> \Rightarrow</math>
| \Longrightarrow
| <math> \Longrightarrow</math>
|-
| \uparrow
| <math> \uparrow</math>
| \Uparrow
| <math> \Uparrow</math>
| \downarrow
| <math> \downarrow</math>
| \Downarrow
| <math> \Downarrow</math>
|-
| \leftrightarrow
| <math> \leftrightarrow</math>
| \longleftrightarrow
| <math> \longleftrightarrow</math>
| \updownarrow
| <math> \updownarrow</math>
| \Updownarrow
| <math> \Updownarrow</math>
|-
| \Leftrightarrow
| <math> \Leftrightarrow</math>
| \Longleftrightarrow
| <math> \Longleftrightarrow</math>
| \leftrightharpoons
| <math> \rightleftharpoons</math>
| \Im
| <math> \Im</math>
|-
| \nearrow
| <math> \nearrow</math>
| \nwarrow
| <math> \nwarrow</math>
| \swarrow
| <math> \swarrow</math>
| \searrow
| <math> \searrow</math>

|}

==Delimiters and Maths Constructs==

NOTE: Most delimiters and constructs need additional parameters for them to appear appropriately.

{| class="wikitable"
|-
| \{x
| <math> \{x </math>
| x | \}
| <math>x | \} </math>
| \rangle
| <math> \rangle </math>
| \langle
| <math> \langle </math>
|-
| \angle
| <math> \angle </math>
| \=
| <math> \| </math>
| \sqrt{ab}
| <math> \sqrt{ab}</math>
| \sqrt[n]{ab}
| <math> \sqrt[n]{ab}</math>
|-
| \frac{ab}{cd}
| <math> \frac{ab}{cd}</math>
| \backslash
| <math> \backslash</math>
| \widehat{ab}
| <math> \widehat{ab}</math>
| \$
| <math> \$ </math>
|-
| \overline{ab}
| <math> \overline{ab}</math>
| \underline{ab}
| <math> \underline{ab}</math>
| \therefore
| <math> \therefore</math>
| \ddots
| <math> \ddots</math>
|-
| \%
| <math> \%</math>
| \#
| <math> \# </math>
| \vdots
| <math> \vdots</math>
| \emptyset
| <math> \emptyset</math>
|}
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 .:)

There are also a number of characters that can be used in TeX Notation for Moodle but do not render in this page:

{| class="wikitable"
|-
| [[Image: cfmimetex08.png|frame|left]]
| Larger \left(x and \right) brackets
|-
|[[Image: cfmimetex06.gif|frame|left]]
| \widetilde{ab}
|-
|[[Image: cfmimetex09.gif|frame|left]]
| \textdegree or (50)^\circ
|}

==Greek Letters==

{| class="wikitable"
|-
| <math>\alpha</math>
| \alpha
| <math>\beta</math>
| \beta
| <math>\gamma</math>
| \gamma
|-
| <math>\delta</math>
| \delta
| <math>\epsilon</math>
| \epsilon
| <math>\zeta</math>
| \zeta
|-
| <math>\eta</math>
| \eta
| <math>\theta</math>
| \theta
| <math>\iota</math>
| \iota
|-
| <math>\kappa</math>
| \kappa
| <math>\lambda</math>
| \lambda
| <math>\mu</math>
| \mu
|-
| <math>\xi</math>
| \xi
| <math>\pi</math>
| \pi
| <math>\rho</math>
| \rho
|-
| <math>\sigma</math>
| \sigma
| <math>\tau</math>
| \tau
| <math>\upsilon</math>
| \upsilon
|-
| <math>\phi</math>
| \phi
| <math>\chi</math>
| \chi
| <math>\psi</math>
| \psi
|-
| <math>\omega</math>
| \omega
| <math>\Omega</math>
| \Omega
| <math>\Theta</math>
| \Theta
|-
| <math>\Delta</math>
| \Delta
| <math>\Pi</math>
| \Pi
| <math>\Phi</math>
| \Phi
|-
| <math>\Gamma </math>
| \Gamma
| <math>\Lambda </math>
| \Lambda
| <math>\Sigma </math>
| \Sigma
|-
| <math>\Psi </math>
| \Psi
| <math>\Xi </math>
| \Xi
| <math>\Upsilon</math>
| \Upsilon
|-
| <math>\vartheta </math>
| \vartheta
| <math>\varrho </math>
| \varrho
| <math>\varphi </math>
| \varphi
|-
| <math>\varsigma </math>
| \varsigma
|}

'''Notable Exceptions'''

Greek letter omicron (traditionally, mathemeticians don't make much use of omicron due to possible confusion with zero). Simply put, lowercase omicron is an "o" redered as o. But note \omicron may now work with recent TeX implementations including MathJax.

At the time of writing, these Greek capital letters cannot be rendered by TeX Notation in Moodle:

Alpha, Beta, Zeta, Eta, Tau, Chi, Mu, Iota, Kappa and Epsilon.

TeX methematics adopts the convention that lowercase Greek symbols are displayed as italics whereas uppercase Greek symbols are displayed as upright characters. Therefore, the missing Greek capital letters can simply be represented by the \mathrm{ } equivalent

<math>\mathrm{A, B, Z, H, T, X, M, I, K, E}</math>

==Boolean algebra==

There are a number of different conventions for representing Boolean (logic) algebra. Common conventions used in computer science and electronics are detailed below:

Negation, NOT, ¬, !, ~, −
\lnot, !, \sim, \overline{ }
Conjunction, AND, ∧, <math>\cdot</math>
\land, \wedge, \cdot
Dysjunction, OR, ∨, +,
\lor, \vee, +
Exclusive dysjunction, XOR ⊻, ⊕
\veebar, \oplus
Equivalence, If and only if, Iff, ≡, ↔, ⇔
\equiv, \leftrightarrow \iff

Example: two representations of De Morgan's laws:

<math>A \cdot B = \overline{\overline{A} + \overline{B}}</math>
$$ A \cdot B = \overline{\overline{A} + \overline{B}} SS

<math>(A \land B) \equiv \lnot(\lnot{A} \lor \lnot{B})</math>
$$ (A \land B) \equiv \lnot(\lnot{A} \lor \lnot{B}) $$

==Fonts==

To use a particular font you need to access the font using the same syntax as demonstrated above.

A math calligraphic font:

<math>\mathcal{ABCDEFGHIJKLMNOPQRSTUVXYZ}</math>

or

$$ \mathcal{ABCDEFGHIJKLMNOPQRSTUVXYZ}$$

Blackboard bold, a Castellar type font:

<math>\mathbb{ABCDEFGHIJKLMNOPQRSTUVXYZ}</math>

or

$$ \mathbb{ABCDEFGHIJKLMNOPQRSTUVXYZ}$$

Often used in number theory. For example: <math>\mathbb{N}</math> = set of natural numbers including 0 {0, 1, 2, 3, ...}, <math>\mathbb{Z}</math> = set of integers {-..., -3, -2, -1, 0, 1, 2, 3, ... }, <math>\mathbb{Q}</math> = set of rational numbers, including integers, <math>\mathbb{R}</math> = set of real numbers, which includes the natural numbers, rational numbers and irrational numbers.

Fraktur, an Old English type font:

<math>\mathfrak{ABCDEFGHIJKLMNOPQRSTUVXYZ}</math>

or

$$ \mathfrak{ABCDEFGHIJKLMNOPQRSTUVXYZ}$$

This is different in Tex Notation in Moodle than it is for other, full, TeX packages.

An italic font:

<math>\mathit{ABCDEFGHIJKLMNOPQRSTUVXYZ}</math>

or

$$ \mathit{ABCDEFGHIJKLMNOPQRSTUVXYZ} $$

A normal, upright non-italic, Roman font:

<math>\mathrm{ABCDEFGHIJKLMNOPQRSTUVXYZ}</math>

or

$$ \mathrm{ABCDEFGHIJKLMNOPQRSTUVXYZ} $$
A bold-face font:

<math>\mathbf{ABCDEFGHIJKLMNOPQRSTUVXYZ}</math>

or

$$ \mathbf{ABCDEFGHIJKLMNOPQRSTUVXYZ} $$

==Size of displays==

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:

{| class="wikitable"
|-
| \fontsize{0} to \fontsize{7}
| $$\fontsize{2} x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12)$$
| [[Image:cfmimetex10.gif|left]]
|-
| \fs{0} to \fs{7}
| $$\fs{4} x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12)$$
| [[Image:cfmimetex10.gif|left]]
|-
| \fs0 to \fs7
| $$\fs6 x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12)$$
| [[Image:cfmimetex11c.gif|left]]
|-
| As well, you can use \tiny \small
\normalsize \large \Large
\LARGE \huge \Huge
| $$\normalsize x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12)$$
| [[Image:cfmimetex11d.gif|left]]
|}

It appears that TeX Notation in Moodle now allows \fs6, \fs7, \huge and \Huge to be properly rendered.

==Colour==

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:

{| class="wikitable"
|-
| $$ \red x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12) $$
| [[Image: cfmimetex30a.gif|right]]
|-
| $$ \blue x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12) $$
| [[Image: cfmimetex30b.gif|right]]
|-
| $$ \green x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12) $$
| [[Image: cfmimetex30c.gif|right]]
|-
| $$ \red x \ = \ \frac{\sqrt{144}}{2}$$ $$ \times $$
$$\green (y \ + \ 12) $$ $$ \ = $$ $$ \ \blue 6^3 $$
| [[Image: cfmimetex30d.gif|right]]
|}

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: $$ \color{red} x \ = \ \frac{\sqrt{144}}{2} \ \times \ (y \ + \ 12) $$

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.

==Geometric Shapes==

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.

==Circles==

Circles are easy to make.

{| class="wikitable"
|-
| [[Image:cfmimetex20.gif|left]]
| Circles are easily created, and only needs a number to determine how large the circle is.
To create the circle use $$ \circle(150) $$. This makes a circle of 150 pixels in diameter.

|}

==Creating Arcs==

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.

{| class="wikitable"
|-
| [[Image:cfmimetex21a.gif|left]]
| $$ \circle(120;90,180)$$
| [[Image:cfmimetex21b.gif|left]]
| $$ \circle(120;0,90)$$
|-
| [[Image:cfmimetex21c.gif|left]]
| $$ \circle(120;180,270)$$
| [[Image:cfmimetex21d.gif|left]]
| $$ \circle(120;270,360)$$
|}

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.

==The \picture Command==

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.

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.)

The \picture command is structured like:
\picture(100){(50,50){\circle(200)}}
\command(size of frame){(x co-ordinate, y co-ordinate){\shape to draw(size or x co-ordinate, y co-ordinate)})

'''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,

{| class="wikitable"
|-
| [[Image:cfmimetex24a.gif|left]]
| $$ \picture(100){(50,50){\circle(200)}}&&

The picture frame brings elements together that you may not otherwise see.

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.
| [[Image:cfmimetex24b.gif|left]]
|
Using the picture frame, you can layer circles
and lines over each other, or they can intersect.

$$ \picture(100){(50,50){\circle(99)} (50,50){\circle(80)}} $$
|-
| [[Image:cfmimetex24c.gif|left]]
| You may want to see an image of a circle with a dot in the middle.
You may have to try to place the centre dot correctly , but the
ordering of the elements in the image may have an impact.

$$ \picture(100){(48,46){\bullet}(50,50){\circle(99)}} $$
| [[Image:cfmimetex24d.gif|left]]
| Using the same ideas as above, you can make semi-circles.

$$\picture(150){(50,50){\circle(100;0,180)}(100,50){\circle(100;180,360)}}$$
|}

==Lines==

----

'''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.

----
{| class="wikitable"
|-
| [[Image: cfmimetex26.gif|frame|left| a couple of lines]]
| $$\red \picture(200){(20,0){ \line(180,0)}{(20,180){\line(180,0}$$

The structure of the picture box is that the \picture(200) provides a square image template.

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.'''

The \line(180,0) determines the length and inclination of the line. In this case, the inclination is 0 and the length is 180px.

These are enclosed in braces, all inside one set of braces owned by the \picture() control sequence.

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.
| [[Image: cfmimtex27.gif|thumb|right|150px|\picture explained]]
|}

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.

==Squares and Rectangles==
Drawing squares and rectangles is similar, but only slightly different.

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.

{| class="wikitable"
|-
| [[Image: line03.gif|left]]
|This box is constructed using:
$$ \picture(250){(10,10){\line(0,230)}(10,10){\line(230,0)}(240,10){\line(0,230)}(10,240){\line(230,0)}}$$
It is a 250 pixel square box with a 230 pixel square inside it.
| [[Image: line04.gif|left]]
|This box is different in that is has the equal length indicators that are used in a square.
$$ \picture(250){(10,10){\line(0,230)}
(5,120){\line(10,0)}
(10,10){\line(230,0)}
(120,5){\line(0,10)}
(240,10){\line(0,230)}
(235,120){\line(10,0)}
(10,240){\line(230,0)}
(120,235){\line(0,10)}}$$
|-
| [[Image: line05.gif|left]]
| The rectangle then becomes the same thing, but with one side shorter. For a portrait canvas it would be:
$$ \picture(250){(10,10){\line(0,230)}(10,10){\line(150,0)}(160,10){\line(0,230)}(10,240){\line(150,0)}}$$
| [[Image: line06.gif|left]]
|The rectangle can also produce a landscape shape:
$$ \picture(250){(10,10){\line(0,160)}(10,10){\line(230,0)}(240,10){\line(0,160)}(10,170){\line(230,0)}}$$
|}

==Controlling Angles==

Controlling angles is a little different. They involve a different perception, but not one that is unfamiliar. Consider this:

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.

{| class="wikitable"
|-
| rowspan="4"|[[Image:co-ordquadrants.png|left]]
| [[Image:line06a.gif|left]] $$\picture(100){(50,50){\line(40,45)}}$$,
a positive x and positive y
|-
| [[Image:line06b.gif|left]]$$\picture(100){(50,50){\line(-40,45)}}$$
a negative x and positive y
|-
| [[Image:line06c.gif|left]]$$\picture(100){(50,50){\line(-40,-45)}}$$
a negative x and negative y
|-
| [[Image:line06d.gif|left]]$$\picture(100){(50,50){\line(40,-45)}}$$
a positive x and a negative y
|}

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.

{| class="wikitable"
|-
|[[Image:line06e.gif|left]]
| $$\picture(100){(50,50){\line(40,45)}(50,50){\line(-40,45)}(50,50){\line(-40,-45)}(50,50){\line(40,-45)}}$$

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.

This co-ord structure has a great deal of impact on intersecting lines, parallel lines and triangles.
|}

==Intersecting Lines==

You can set up an intersecting pair easily enough, using the \picture control sequence.

{| class="wikitable"
|-
| [[Image:cfmimetex31.gif|left]]
| $$ \picture(200){(10,0){\line(150,150)} (0,130){\line(180,-180)}} $$

The lines that are drawn can be labeled.

$$ \picture(200){(10,0){\line(150,150)}(0,130){\line(180,-180)}
(0,10){A}(0,135){B}(140,0){C}(140,150){D}(62,80){X}} $$

To produce another image.
| [[Image:cfmimetex32.gif|right]]
|-
| colspan="3" style="text-align: center;"| To which you may want to ask the question:
$$The \ \angle \ of \ AXB \ is \ 72\textdegree. \ What \ is \ the \ value \ of \ \angle BXD? $$
[[Image: cfmimetex32a.gif|center]]

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.
|-
| 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.

The code:
$$\picture(200){(15,45){\line(170,0)} (15,30){c}(170,28){d}(15,160){\line(170,0)}(15,145){e}(180,143){f}(50,20){\line(110,175)}(58,20){a}(140,185){b}(42,32){\kappa}(53,48){\beta}
(150,165){\kappa}
(90,38){\gg}(80,153){\gg}
}$$
| [[Image:line10.gif|right]]
|}

==Lines and Arcs==

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.
{| class="wikitable"
|-
| [[Image: cfmimetex21a.gif|left]]
| Fairly innocuous of itself, but when we start to add in elements, it changes dramatically.

$$ \circle(120;90,180) $$
|-
| [[Image: line12.gif|left]]
| $$\picture(150){(75,75){\circle(120;90,180)}(75,75){\line(-70,0)}(75,75){\line(0,75)}} $$
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.
|}

==Triangles ==

Of all the drawing objects, it is actually triangles that present the most challenge. For example:

{|
|-
| [[Image:line13.gif|left]]
$$\picture(350){(10,10){\line(0,320)}(10,330){\line(330,0)}(10,10){\line(330,320)}}$$
|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.

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.

There is no need to add the starting point co-ords to the x and y values of the line.
| [[Image:line14.gif|right]]
$$picture(350){(10,10){\line(330,0)}(340,10){\line(0,320)}(340,330){\line(-330,-320)}}$$

|}

This triangle has been developed for a Trigonometry page - but the additional notation should provide insight into how you can use it.

{| class="wikitable"
|-
| [[Image:line16.gif|left]]
| 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.
$$\picture(350,150){(25,25){\line(300,0)}(325,25){\line(0,110)}(25,25){\line(300,110)}(309,25){\fbox{\line(5,5)}}
(307,98){\theta}(135,75){\beta}(150,5){\alpha}(335,75){\epsilon}}$$
|}

{| class="wikitable"
|-
| The triangle shows like:
[[Image:trig01.gif|left]]
|We use the different elements of the triangle to identify those things we need to know about a right-angled triangle.

The hypotenuse is always the side that is opposite the right angle. The longest side is always the Hypotenuse.

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.

The side that is opposite <math>\angle \theta</math> is known as the Opposite.

The side that lies alongside <math>\angle \theta</math> is known as the Adjacent side.

To determine which is which, draw a line that bisects <math>\angle \theta</math> and whatever line it crosses is the Opposite side.
|-
| colspan="2"| The code:
$$ \picture(350,250){(25,25){\line(300,0)}(25,25){\line(0,220)}(25,245){\line(300,-220)}(310,25){\circle(100;135,180)}(20,100){\line(310,-75)} (25,25){\fbox{\line(5,5)}}(25,25){\line(150,150)}(165,140){Hypotenuse}(120,2){Adjacent}(2,80){\rotatebox{90}{Opposite}}(270,40){\theta}}$$
|}

=Matrices=
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.

==A Matrix==
A matrix can be written and displayed like [[Image: matrices03.gif|A matrix]]

In this case the matrix is constructed using the brackets before creating the array:
$$ M = \left[\begin{array}{ccc} a&b&1 \ c&d&2 \ e&f&3\end{array}\right] $$
The internal structure of the array is generated by the &, ampersand, and the double backslash.

You can also create a grid for the matrix.

{| class="wikitable"
|-
|A dashed line
|A solid line
|A mixed line
|-
|[[Image: matrices04.gif]]
|[[Image: matrices05.gif]]
|[[Image: matrices06.gif]]
|-
|$$ M = \left[\begin{array}'''{c.c.c}''' a&b&1 \ '''\hdash''' c&d&2 \ '''\hdash''' e&f&3\end{array}\right] $$
|$$ M = \left[\begin{array}'''{c|c|c}''' a&b&1 \ '''\hline''' c&d&2 \ '''\hline''' e&f&3\end{array}\right] $$
|$$ M = \left[\begin{array}'''{c.c|c}''' a&b&1 \ '''\hline''' c&d&2 \ '''\hdash''' e&f&3\end{array}\right] $$
|}

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.

Matrices also respond to other TeX Notation commands such as size and colour.

{| class="wikitable"
|-
|
Colour
| colspan="2"|Size
|-
|[[Image: matrices07.gif]]
|[[Image: matrices08.gif]]
|[[Image: matrices09.gif]]
|-
|$$ '''\blue''' M = \left[\begin{array}{c.c.c} a&b&1 \ \hdash c&d&2 \ \hdash e&f&3\end{array}\right] $$
|$$ '''\fs7''' M = \left[\begin{array}{c.c.c} a&b&1 \ \hdash c&d&2 \ \hdash e&f&3\end{array}\right] $$
|$$ '''\fs2''' M = \left[\begin{array}{c.c.c} a&b&1 \ \hdash c&d&2 \ \hdash e&f&3\end{array}\right] $$
|}

==Creating equal and unequal matrices==
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.

Actually equal and unequal matrices are constructed along similar lines, but have different shapes:

{| class="wikitable"
|-
|Equal Matrix
|An unequal matrix
|-
|[[Image: matrices10.gif]]
|[[Image: matrices11.gif]]
|-
| $$ \left[\begin{array} a&b&1 \ c&d&2 \ e&f&3\end{array}\right] \ = \ \left[\begin{array} 12&11&z \ 10&9&y \ 8&7&x\end{array}\right] $$
| $$ \left[\begin{array} a&b \ c&d \ e&f \end{array}\right] \ \neq \ \left[\begin{array} 12&11&z \ 10&9&y \ 8&7&x\end{array}\right] $$
|}

==Labeling a Matrix==

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.

Moodle allows an easy adoption of tables to make it work though. For example:

Bill the baker supplies three shops, A, B and C with pies, pasties and sausage rolls.
He is expected to determine the stock levels of those three shops in his estimation of supplies.

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:

{| class="wikitable"
|-
| Insert Table - initial properties
| Merge Cells Button
| Advanced Properties
|-
| rowspan="2"|[[Image: matricestable01.png|Table properties]]
| [[Image: matricestable02.png | Merge cells]]
| [[Image: matricestable03.png | Cell properties button]]
|-
| colspan="2"| You may need to look into the Advanced properties setting of the tables and cells to make this work.
|}

This is the immediate result:

[[Image: matricestable04.png | The resulting table]]

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.

==Tweaking the Matrix==

[[Image: matricestable05a.png | A tweaked matrix]]

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.

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.

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.

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.

==An Addition Matrix==

The rule for performing operations on matrices is that they must be equal matrices. For example, addition matrices look like:

[[Image: matricestable06.png | An addition matrix]]

with the results obvious. The code is:

$$\left[\begin{array}{c+50C+25.c.c}
11&14&12 \ \hdash16&12&22 \ \hdash 14&17&15
\end{array}\right] + \left[\begin{array}{c+50C+25.c.c}
60&60&60 \ \hdash 40&40&30 \ \hdash 30&30&30
\end{array}\right] $$

==A Subtraction Matrix==

Similar to an addition matrix in its construction, the subtraction matrix is subject to the same rules of equality.

Using the same essential data, we can calculate the daily sales of each of the shops.

[[Image: matricestable07.png | A subtraction matrix]]

The code is:
$$ \left[\begin{array}{c+50C+25.c.c}
72&95&68 \ \hdash 54&61&65 \ \hdash 48&51&60
\end{array}\right] - \left[\begin{array}{c+50C+25.c.c}
11&14&12 \ \hdash 16&12&22 \ \hdash 14&17&15
\end{array}\right] = \left[\begin{array}{c+50C+25.c.c}
61&81&56 \ \hdash 38&49&43 \ \hdash 34&34&48
\end{array}\right] $$

This code looks more complex than it really is, it is cluttered by the lines and alignment sequences.

==Multiplication Matrices==

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.

[[Image: matrices16.gif | A multiplication matrix]]

And the code for this is:
$$ \begin{array} 10&14&16\end{array} \
\left[\begin{array} 45 \\ 61 \\ 19 \end{array}\right]
\ = \ \begin{array} 450&854&304\end{array} $$

While different, it is not necessarily more complex. For example a problem like:

Bill the baker is selling his product to Con the cafe owner, who
wants to make sure his overall prices are profitable for himself.
Con needs to make sure that his average price is providing sufficient
profit to be able to keep the cafes open. Con makes his calculations
on a weekly basis, comparing cost to sale prices.

With the pies, pasties and sausage rolls in that order he applies them to the cost and sale price columns :

[[Image: matrices17.gif | A multiplication matrix]]

The code for this is:
$$\left[\begin{array} 350&310&270 \end{array}\right] \
\left[\begin{array} \$2.10&\$3.60 \ \$2.05&\$3.60 \ \$1.90&\$3.10 \end{array}
\right] \ = \ \left[\begin{array} \$735.00&\$1260.00 \ \$635.50&\$1116.00 \
\$513.00&$\837.00 \end{array}\right] $$

==See Also==
* [[Mathematics_tools_FAQ]]
* [[MathJax_filter]] - available in Moodle 2.7 and later
* [[TeX notation filter]] To turn on the TeX Notation
* [[DragMath equation editor]]
* [[Chemistry notation using mhchem]]

[[Category:Mathematics]]

Tutorship module

2021-08-10T15:14:13Z

Moodlebot: Text replacement - "class="nicetable"" to "class="wikitable""

'''Tutorship''' is a schedule tutoring sessions module for Moodle, where teachers and students can make appointments for tutoring interviews within a timetable view.

It helps to administrate and schedule tutoring hours, it allows students to make appointments with teachers for tutoring interview sessions, from a configurable time slots timetable view. Teachers can design their module timetable in order to offer the students a tutorship timetable, so that they can see and make appointments by requesting any available timetable slot.

It was first developed under Moodle version 2.0 in November 2010. It is contributed by [http://moodle.org/user/profile.php?id=1116685 Alejandro Michavila].

== Introduction ==

There are three different views depending on user roll:
;Teachers: Can manage up to three different timetables, adjust the settings that will be applied for all timetables, and they can do it within any course the teacher is enrolled in.
;Students: Can request or cancell time slots from the teacher's timetable, where current week is show by default, but next week is also available for viewing.
;Administrators: Can adjust initial module settings before any teacher adds any instance to any course.

== Features ==

=== General features ===

* Email notifications.

* Supported English and Spanish languages.

* Help icons on the Tutorship's elements like header or name field.

* Display error notifications to inform user, in case an error took place.

* Records user activity to enable audit.

* Compatibility from 2.0 upwards.

=== Student features ===

* Students can choose the teacher they want to see timetable from.

* Students can click on the time slot they want to reserve, and they can cancell their requests.

* Current week and next week time slots view from Tutorship timetable.

* Can reserve slots from tomorrow to next week's friday, up to a maximum of 4 reserves (depends on teacher's timetable configuration).

* Students will receive in their email box a confirmation or cancellation of their request, and they can also see confirmation from the timetable view.

=== Teacher features ===

* Current week and next week time slots view from Tutorship timetable.

* Can confirm or cancell reservations from the timetable view.

* Can edit the timetable and can save up to three timetables.

* Can adjust settings to all timetables, like: enable/disable sending mail to teacher, send automatic confirmations to students requests, set the number of reservation request per student (up to 4 as maximum), enable or disable student requests (students will not have the reserve link).

=== Administrator features ===

* Global settings can be adjusted from the module settings page at Administration > Modules > Activities > Tutorship.

== Installation ==

Here is a basic outline of the installation process:

# DO NOT PANIC!
# Unzip the archive and read this file.
# Move the files into your Moodle mod Web directory in moodle/mod.
# Visit Settings > Site Administration > Notifications, you should find the module's tables successfully created.
# Go to Site Administration > Modules > Activities > Manage activities, and you should find that the tutorship has been added to the list of installed modules.
# Make your global settings adjustments before adding any instance.
# You may now proceed to add a new instance of tutorship to a course.

== Uninstallation ==

Here is a basic outline of the uninstallation process:

# DO YOU REALLY WANT TO UNINSTALL?
# Go to Site Administration > Modules > Activities > Manage activities, and delete your Activity module.
# You may now proceed to remove the module files from moodle/mod.

== Synopsis ==

=== If you are a student ===

*Go to a course and click on the instance name, could be some name like "Tutoring schedule timetable", but if you are not sure, you can see the module logo at tutorship/pix/ path, see package structure for further details.

*Select a teacher from the list and turing current week timetable will be shown.

*You can choose to see current or next week available slots.

*If teacher has enabled student tutorship session request, then you can request any available slot.

*You can also cancell your reques

=== If you are a teacher ===

*Click on "Turn editing on" and select "Tutorship" from the "Add an activity" list. Type the name for your instance that will be shown to everybody or leave the "Tutoring schedule timetable" default name. Now it is ready to use.

*Go to any course you are enrolled and click on the module instance name, you will see your tutoring timetable as students see it, or empty if no timetable has been created yet.

* To create a timetable go to edit and select the period you want your timetable be related to.

* You can have three different timetables, one per period.

* You can enable or disable any time slot you want to offer as a tutoring session, it will be shown on your tutoring timetable.

* You can adjust your settings common to all timetables.

=== If you are an administrator ===

*Click on Administration > Modules > Activities > Tutorship and edit the module global configuration, taking in mind not to have any instance added to any course. Global configuration should be edited before any module instance is added to any course, otherwise negative consecuences will take place.

== Screanshots ==

[[Image:Tutorship1.png|700px]]

[[Image:Tutorship2.png|700px]]

[[Image:Tutorship3.png|700px]]

[[Image:Tutorship4.png|700px]]

== Package structure ==

tutorship/
|_ view.php - Prints a general view of tutorship.
|_ teacherview.php - Prints a particular teacher view of tutorship.
|_ studentview.php - Prints a particular student view of tutorship.
|_ locallib.php - Internal library of functions for module tutorship.
|_ lib.php - Library of interface functions for tutorship.
|_ index.php - Prints all instances provided in a course.
|_ version.php - Defines the version of tutorship.
|_ mod_form.php - The instance configuration form.
|_ settings.php - The module configuration variables.
|_ COPYING.txt - A copy of the GNU General Public License.
|_ README.txt - This info text file.
|_ lang/en/
| |_ tutorship.php - English strings for tutorship.
|_ lang/es/
| |_ tutorship.php - Spanish strings for tutorship.
|_ pix/
| |_ icon.gif - An instance icon.
|_ db/
|_ upgrade.php - The upgrade tacking file.
|_ install.xml - The data base schema definition file.
|_ access.php - The tutorship capabilities definition file.
|_ log.php - Defines log events.
|_ uninstall.php - Executed after the uninstall process.

== Database schema ==

[[Image:Tutorship.png]]

Here is the Dia file: [[Media:Tutorship.dia]]

{| class="wikitable"
|-
! Table
! Description
|-
| tutorship
| The main instance table.
|-
| tutorship_timetables
| The teacher's timetable with their timeslots.
|-
| tutorship_reserves
| The student's reserved timeslots.
|-
| tutorship_configs
| The teacher's timetable configurations.
|-
| tutorship_periods
| The timetable's periods.
|-
| tutorship_timeslots
| All the possible timeslots within a week.
|-
|}

== Languages supported ==

*English.
*Spanish.

== Supported versions ==

* 2.0.

== See also ==

*[http://download.moodle.org/download.php/plugins/mod/tutorship.zip Download latest version]
*[http://moodle.org/mod/data/view.php?d=13&rid=4347 Modules and plugins database entry]
*[http://moodle.org/mod/forum/discuss.php?d=161889 Forum discussion]
*[http://cvs.moodle.org/contrib/plugins/mod/tutorship Browse through the code]
*[http://tracker.moodle.org/browse/CONTRIB/component/10763 Bugs and issues]
*[https://docs.moodle.org/en/Installing_contributed_modules_or_plugins Installing contributed modules or plugins]

[[Category: Contributed code]]
[[es:Modulo_tutorship]]

TinyMCE editor

2021-08-10T15:14:12Z

Moodlebot: Text replacement - "class="nicetable"" to "class="wikitable""

{{Editing text}}
The TinyMCE text editor is an editor plugin in Moodle which can be enabled, disabled or set as default from ''Administration > Site administration > Plugins > Text editors > Manage editors''.

Users may also select the TinyMCE editor (in preference to the default editor Atto) from the user menu top right>''Preferences>Editor preferences''

==Collapsing and expanding the editor==

The TinyMCE editor first appears with just one row of buttons. Clicking the icon top left will expand it to three rows.

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

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

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

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

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

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

|}
Row 3

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

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

|-
| 13.Toggle full screen
|-

|}

===Colour pickers===
*[[Image:26colourpickers.png]]
There are four levels of selecting a font or background colour,
*A quick pick 5x8 matrix of colours
*"More colours" that links to Picker, Pallet and Named tabs
<gallery>
Image:HTML_editor_color_selector_basic_1.png|A quick pick 5x8 matrix of colors
Image:HTML_editor_color_selector_more_picker_1.png|A rainbow color picker tab
Image:HTML_editor_color_selector_more_pallet_1.png|A Pallet tab with a 18x12 matrix of colors
Image:HTML_editor_color_selector_more_named_1.png|A Named tab with custom pallets
</gallery>

====Insert table====
<gallery widths="300px">
Image:HTMLeditor_Insert_Table_general_1.png|General tab
Image:HTMLeditor_Insert_Table_advanced_1.png|Advanced tab
</gallery>

'''To add borders to a table'''

Cell borders are crucial for helping readers to follow the rows across the screen. If they aren’t showing already you can add them as follows:

#In the Wiki page containing your table, click its Edit tab
#Carefully select all the cells of the table
#Then right click (Macs: Command+click or Ctrl+Click) over any part of your selection to get a context menu; from it select Cell > Table Cell Properties; the cell properties dialog box then loads.
#Click on its Advanced tab, set Border Color to black (for instance), then click Apply, and then click Update.
#Click Save; the Wiki page containing your table will then load displaying its borders.

===TinyMCE editor settings===

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

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

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

=====Manage embedded files=====

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

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

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

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

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

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

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

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

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

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

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

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

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

===Customising the editor toolbar===

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

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

|}

====Available fonts list====

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

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

====Custom configuration====

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

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

*Example: Moving the toolbar to the bottom:

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

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

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

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

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

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

==Speed of TinyMCE in Firefox and Chrome==
Some users have complained about the unreasonably slow loading of TinyMCE; for example, https://moodle.org/mod/forum/discuss.php?d=232089 and https://moodle.org/mod/forum/discuss.php?d=223125. [https://moodle.org/mod/forum/discuss.php?d=262235 Apparently,] TinyMCE takes longer to load in Firefox (10-20 seconds) than in Chrome (a couple of seconds).

To speed up TinyMCE you can try disabling ALL the plugins in the TinyMCE editor settings from your admin account: <moodle site address>/admin/settings.php?section=editorsettingstinymce . Then the editor loaded quickly. This has taken out a couple of minor functions, such as inserting emoticons, but loading speed is far more important for some users than the ability to insert emoticons.

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

==TinyMCE additional plugins==
In Moodle 2.4 and later, the TinyMCE editor can be extended and replaced by new plugins available in the [https://moodle.org/plugins/browse.php?list=category&id=45 Moodle plugins database]. Some of these plugins are:

* [[Cloze editor for TinyMCE]] for easily adding [[Embedded Answers (Cloze) question type]].
* [https://moodle.org/plugins/view.php?plugin=tinymce_wordcount Word count] prints a word count in the bottom right-hand corner of your TinyMCE editor which updates as you type.
* [[TinyMCE Mathslate]] is a [[Mathematics]] editor that does not depend on Java.
* [https://moodle.org/plugins/view.php?plugin=tinymce_youtube YouTube Anywhere] enables direct recording and uploading into YouTube from the TinyMCE HTML editor.

[[es:Editor TinyMCE]]
[[de:TinyMCE-Editor]]

Text editor

2021-08-10T15:14:11Z

Moodlebot: Text replacement - "class="nicetable"" to "class="wikitable""

{{Editing text}}
==Using a text editor==

The text editor (sometimes referred to as the 'HTML editor') has many icons to assist the user in entering content. Many of these icons and functions should be familiar to anyone who uses a word processor.

Some examples of where you will see the text editor include: Editing Section headings, description of an activity, writing an answer to a quiz question or editing the content of many blocks.

The default text editor in Moodle is the Atto editor, built specifically for Moodle. There is also a version of the [[TinyMCE editor]] and a plain text editor.

Text editors can be enabled, disabled or a different one set to default from ''Administration > Site administration > Plugins > Text editors > Manage editors''. The order of priority may also be specified here.

If more than one text editor is enabled, users can select their preferred editor via their preferences page in the user menu (top right).

==Atto HTML editor==

{{MediaPlayer | url = https://youtu.be/mfpCJzNcX_I | desc = }}

{{New features}}
Students and teachers (e.g. in language teching) may directly record video or audio in most areas where the Atto editor is present:
{{MediaPlayer | url = https://youtu.be/gr4mw1qvcWM | desc =}}

Administrators can configure this from Site administration>Plugins>Text editors>Atto editor.

==Atto editor toolbar layout==

[[File:Attotopline1.png]]

Atto Row 1

{| class="wikitable"
|-
|-
| 1:Expand
| 2.Style
| 3.Bold
| 4.Italic
|-
| 5.Bulleted list
| 6.Numbered list
| 7.Add link
| 8.Unlink
|-
| 9.Add image
| 10.Add smiley (if enabled)
| 11.Add media
| 12.Record audio
|-
| 13. Record video
| 14. Manage embedded files

|}

[[File:Attobottomline.png]]

Atto Row 2

{| class="wikitable"
|-
|-
| 1. Underline
| 2. Strikethrough
| 3. Subscript
| 4. Superscript
|-
| 5. Align left/centre/right
| 6. Decrease/increase indent
| 7. Equation editor
| 8. Special character
|-
| 9. Table
| 10. Clear formatting
| 11. Undo/redo
| 12. Accessibility checker
|-
| 13. Screenreader helper
| 14. HTML/code view
|
|}

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

[[File:26embeddefiles2.png|thumb|400px|center]]

===Image drag and drop===

If your browser allows it (and if it does, you will see a message at the top of your screen when the editing is on) you can add images into the Atto editor simply by dragging them from your computer:

[[File:Attodragdrop29.png|thumb|600px|center|Drag an image directly into the editor]]

===Autosave===

Text typed into the Atto editor is automatically saved if you leave the page. The default of 60 seconds may be changed by the administrator in ''Site administration>Plugins>Text editors>Atto HTML editor>Atto toolbar settings.'' If the user accidentally closes the tab or otherwise leaves the form without submitting, the text in the editor will be restored next time he opens the page. To discard a restored draft, the user needs to cancel the form or press the "Undo" button in the editor.
[[File:AtttoAutosave.png|thumb|600px|center]]

===Accessibility checker===

One of the tools available in the text editor is an automated [[Accessibility|accessibility]] checker which checks for some common errors in the text. These are usually things in the way the text is constructed that can prevent all users from having equal access to information and functionality. The list of problems that the accessibility checker looks for is:

* Images with missing or empty alt text (unless they have the presentation role)
* Contrast of font colour and background colour meets [https://en.wikipedia.org/wiki/Web_Content_Accessibility_Guidelines WCAG AA guidelines]
* Long blocks of text are sufficiently broken up into headings
* All tables require captions
* Tables should not contain merged cells as they are difficult to navigate with screen readers
* All tables should contain row or column headers

===Screenreader helper===

Screen readers basically treat a content editable region like a text box - which is wrong, because it can contain images, links and more.

The screen reader helper provides additional information about the currently selected text (e.g. is it bold), as well as a listing of any images or links in the text.

==Equation editor==

If either the [[MathJax filter|MathJax]] or the [[TeX notation filter|TeX notation]] filters are enabled (in ''Administration > Site administration > Plugins > Filters > Manage filters'') then an equation editor button is provided in the toolbar for launching the equation editor.

In Moodle 3.0 onwards, extra buttons are provided for square roots, fractions and vectors.
[[Image:30equationeditor.png|thumb|center|Equation editor]]

==Table editor==

If the administrator has enabled the extra settings for the Atto table editor (see below) then border styling, sizing and colours are available when creating a table:

[[File:AttoTableRevised.png|center|thumb|center]]

==Site administration settings==

===Toolbar settings===

The administrator can specify which plugins to display and in which order from ''Administration > Site administration > Plugins > Text editors > Atto HTML editor > Atto toolbar settings''.
[[File:atto-plugins.png|thumb|center|450px|Atto Plugins]]

====Toolbar config table====
The toolbar is split into groups of related buttons. The format for the config setting is:

groupname1 = button1, button2, button3
groupname2 = button1, button2, button3

The group names on the left have no effect on how the toolbar works; they just need to be different for each button (and no spaces please). The list of buttons says which button goes in which group and in what order. The exact word to insert here for each button is listed in the "Toolbar config" column above.

The reason there are names for the groups is that it helps to make you think about how to group the buttons sensibly and not just stick new buttons in random locations. Ie. all the buttons in the "files" group interact with the file picker in some way

===Adding extra buttons===

Extra plugins from the list (for example 'Font color' or 'Emoticon') may be added by typing the toolbarconfig term into the toolbar config table.

[[File:toolbarconfig.png]]

Here for example are the available colours when 'fontcolor' is added:

[[File:fontcolor.png]]

The icons are displayed in related groups and the administrator can decide how many groups to display in the default collapsed state of the toolbar (that is, how many groups to display on Row 1).

====Autosave frequency====
Text is automatically saved at regular intervals so it may be restored when the user returns to a form they had previously left. This setting allows the administrator to specify the time between autosaves. The default is one minute.
==== Non default Atto plugins ====
Not all plugins are enabled by default and the administrator of each site should give careful thought as to which plugins they choose to enable for their users. Here are some things to consider before enabling the non-default plugins:

===== Background colour / Font colour =====
While these are very popular plugins, there are downsides to enabling their use on a site. Firstly - user specified colours may conflict visually with the site colours chosen by the theme designer. Even if the colours of the content do not conflict with the colours of the current theme, if the theme is changed in future, or the content is reused on a different site conflicts may be introduced. There are 2 possible types of conflicts, the first is just a visually unappealing combination of colours, the second is a combination of colours that may produce text that is hard to read for some people. It is preferable if the theme designer uses some interesting colours that meet the accessibility standards required for the site in the theme for the site, and the person creating the content simply uses the proper heading levels (for example) to make use of those styles.

===== Emoticons =====
The emoticon plugin inserts text representations of the emoticons in the content. The emoticon filter is responsible for converting these text sequences into proper smiley images. The emoticon filter is not enabled by default, which is why the emoticon plugin for Atto is not enabled by default.

===== No-auto link =====
In general, the more plugins are added to the Atto toolbar, the harder it becomes to find specific plugins. Because the no-auto link plugin is not felt to be widely used it is not enabled by default.

===== Right to left =====
Because this plugin is only useful for courses where text needs to be written in a mixture of both "left to right" and "right to left" languages, it is not enabled by default.

==== Moodle plugins directory ====

There are more plugins available for Atto than just those included in a default install.
See the [https://moodle.org/plugins/browse.php?list=category&id=53 Moodle plugins directory] for additional plugins.
Some example plugins include the following:

===== Cloze editor for Atto=====
[[Cloze editor for Atto|This]] is a plugin for easily making [[Embedded Answers (Cloze) question type]] questions inside the standard Moodle Atto text editor.

===== Toggle preview =====
This plugin allows you view the content as it would be seen by a reader.

===== Chemistry plugins =====
There are a number of chemistry plugins that support chemistry equations and structures.

===== Text import plugins =====
There are a number of plugins that support importing text from other sources.
The [https://moodle.org/plugins/view/atto_pastespecial Paste special] plugin minimises the amount of superfluous HTML markup
included when pasting content from an external editor such as Microsoft Word.

The [https://moodle.org/plugins/view/atto_wordimport Word Import] plugin (beta) supports importing an entire Word document,
including embedded images.

===Equation editor settings===

Equation editor commands may be removed, added or reordered in ''Administration > Site administration > Plugins > Text editors > Atto HTML editor > Equation editor settings''.

[[File:equationeditor.png]]

===Table editor settings===
Styles, colours and sizes for tables and their borders may be enabled from ''Administration > Site administraton >Plugins > Test editors > Atto HTML editor > Table settings.''

==See also==
* [https://www.youtube.com/watch?v=NBx0O9cQzBA Moodle HQ screencast demonstrating Atto editor]

* [[Text editor FAQ]]
* [[Embedded files repository]]
* [[Word count quick guide]] - Word count is a plugin for the [[Text editor|Atto text editor]] which is used to create content within Moodle. This plugin enables the author of text, such as a student, to check how many words and letters are in a piece of text.

[[Category:Site administration]]
[[Category:Language teaching]]

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

TeX Symbols in SEE

2021-08-10T15:14:10Z

Moodlebot: Text replacement - "class="nicetable"" to "class="wikitable""

:NOTE Mauno Korpelainen's Super Equation Editor, SEE, is very much in its infancy. It is still in beta testing and should be for a while yet. Using SEE should be confined to test sites for now, later, it can also be used in production sites, but it has a way to go yet. 

==Caveat==
This page relates solely to Super Equation Editor, SEE. Most, if not all, of these commands are used in one release of TeX or another. Originally, the core macros came from an interest in using the [[TeX notation filter]] in Moodle. This was quickly followed by MikTeX and then LiveTeX. All these commands are found somewhere in LiveTeX or fonts and style packages dowloaded for use in LiveTeX. Most of these commands will work, but some may not depending on your configuration of SEE.

==Supported LaTeX commands in SEE==

SEE supports a very large range of TeX symbols.

These symbols are divided, essentially, into two parts, the "macro", the command itself, and, where needed, an extension
or an attribute that follows. These extensions are usually in braces.

For example:
\fontbf{This \ is \ a \ bold \ font}
Displays as
<math>\textbf{This \ is \ a \ bold \ font}</math>

For Moodle, it seems that the $$ still plays a role in the construction of TeX commands. What you may enter into SEE would be something like:
\frac{16 \times \sqrt{36}}{12}
Which will then display in your editor screen as:
$$ \frac{16 \times \sqrt{36}}{12} $$
When rendered looks like:
<math>\frac{16 \times \sqrt{36}}{12}</math>

==Warning==
Not all of the commands and sequences included here have been tested in the Moodle environment. There may reason to check the file filter\lib.php for the array '''$tex_blacklist = array(,''' for any conflicts - e.g. line

==Command Sequences==
Most symbols are reserved characters.

:'''NOTE''': This table has been garnished over a long period of time and from a lot of different sources. Some font packages have been identified some have not, yet. Most of this is also found in the [[Using TeX Notation]] pages.

{| class="wikitable"
|- valign="top"
|'''Symbols'''
{| class="wikitable"

|-
| ''' #'''
|<math>\#</math>
|-
|'''$'''
|<math>\$</math>
|-
|'''%'''
|<math>\%</math>
|-
|'''&'''
|
|-
|'''^'''
|
|-
| ''','''
|<math>\,</math>
|-
|'''_'''
|<math>\_</math>
|-
|'''{'''
|<math>\{</math>
|-
|'''}'''
|<math>\}</math>
|-
|'''~'''
|
|-
|''' ' '''
|
|-
|'''\ '''
| backslash-space
|-
|'''!'''
|
|-
|''':'''
|
|-
|''';'''
|
|-
|'''\>'''
|
|-
|'''\<'''
|
|-
|'''<nowiki>\|</nowiki>'''
|<math>\|</math>
|}
'''A'''
{| class="wikitable"
|\above
|-
|\abovewithdelims
|-
|\acute
|-
|\aleph
|-
|\alpha
|-
|\amalg
|-
|\And
|-
|\angle
|-
|\approx
|-
|\approxeq
|-
|\arccos
|-
|\arcsin
|-
|\arctan
|-
|\arg
|-
|\array
|-
|\Arrowvert
|-
|\arrowvert
|-
|\ast
|-
|\asymp
|-
|\atop
|-
|\atopwithdelims
|-
|}
| [[Image:spacer01.gif]]
| '''B'''
{| class="wikitable"
|-
| '''Macro'''
| '''Package'''
|-
| \backepsilon
| AMSsymbols
|-
| \backprime
| AMSsymbols
|-
| \backsim
| AMSsymbols
|-
| \backsimeq
| AMSsymbols
|-
| \backslash
|
|-
| \bar
|
|-
| \barwedge
| AMSsymbols
|-
| \Bbb
|
|-
| \Bbbk
| AMSsymbols
|-
| \because
| AMSsymbols
|-
| \begin
|
|-
| \beta
|
|-
| \beth
| AMSsymbols
|-
| \between
| AMSsymbols
|-
| \bf
|
|-
| \Big
|
|-
| \big
|
|-
| \bigcap
|
|-
| \bigcirc
|
|-
| \bigcup
|
|-
| \Bigg
|
|-
| \bigg
|
|-
| \Biggl
|
|-
| \biggl
|
|-
| \Biggm
|
|-
| \biggm
|
|-
| \Biggr
|
|-
| \biggr
|
|-
| \Bigl
|
|-
| \bigl
|
|-
| \Bigm
|
|-
| \bigm
|
|-
| \bigodot
|
|-
| \bigoplus
|
|-
| \bigotimes
|
|-
| \Bigr
|
|-
| \bigr
|
|-
| \bigsqcup
|
|-
| \bigstar
| AMSsymbols
|-
| \bigtriangledown
|
|-
| \bigtriangleup
|
|-
| \biguplus
|
|-
| \bigvee
|
|-
| \bigwedge
|
|-
| \binom
| AMSmath
|-
| \blacklozenge
| AMSsymbols
|-
| \blacksquare
| AMSsymbols
|-
| \blacktriangle
| AMSsymbols
|-
| \blacktriangledown
| AMSsymbols
|-
| \blacktriangleleft
| AMSsymbols
|-
| \blacktriangleright
| AMSsymbols
|-
| \bmod
|
|-
| \boldsymbol
| [boldsymbol]
|-
| \bot
|
|-
| \bowtie
|
|-
| \Box
| AMSsymbols
|-
| \boxdot
| AMSsymbols
|-
| \boxed
| AMSmath
|-
| \boxminus
| AMSsymbols
|-
| \boxplus
| AMSsymbols
|-
| \boxtimes
| AMSsymbols
|-
| \brace
|
|-
| \bracevert
|
|-
| \brack
|
|-
| \breve
|
|-
| \buildrel
|
|-
| \bullet
|
|-
| \Bumpeq
| AMSsymbols
|-
| \bumpeq
| AMSsymbols
|}
| [[Image:spacer01.gif]]
| '''C'''
{| class="wikitable"
|-
| \cal
|
|-
| \cap
|
|-
| \Cap
| AMSsymbols
|-
| \cases
|
|-
| \cdot
|
|-
| \cdotp
|
|-
| \cdots
|
|-
| \centerdot
| AMSsymbols
|-
| \cfrac
| AMSmath
|-
| \check
|
|-
| \checkmark
| AMSsymbols
|-
| \chi
|
|-
| \choose
|
|-
| \circ
|
|-
| \circeq
| AMSsymbols
|-
| \circlearrowleft
| AMSsymbols
|-
| \circlearrowright
| AMSsymbols
|-
| \circledast
| AMSsymbols
|-
| \circledcirc
| AMSsymbols
|-
| \circleddash
| AMSsymbols
|-
| \circledR
| AMSsymbols
|-
| \circledS
| AMSsymbols
|-
| \class
| [HTML] non-standard
|-
| \clubsuit
|
|-
| \colon
|
|-
| \color
|
|-
| \complement
| AMSsymbols
|-
| \cong
|
|-
| \coprod
|
|-
| \cos
|
|-
| \cosh
|
|-
| \cot
|
|-
| \coth
|
|-
| \cr
|
|-
| \csc
|
|-
| \cssId
| [HTML] non-standard
|-
| \cup
|
|-
| \Cup
| AMSsymbols
|-
| \curlyeqprec
| AMSsymbols
|-
| \curlyeqsucc
| AMSsymbols
|-
| \curlyvee
| AMSsymbols
|-
| \curlywedge
| AMSsymbols
|-
| \curvearrowleft
| AMSsymbols
|-
| \curvearrowright
| AMSsymbols
|}

'''D'''
{| class="wikitable"
|-
| \dagger
|
|-
| \daleth
| AMSsymbols
|-
| \dashleftarrow
| AMSsymbols
|-
| \dashrightarrow
| AMSsymbols
|-
| \dashv
|
|-
| \dbinom
| AMSmath
|-
| \ddagger
|
|-
| \ddddot
| AMSmath
|-
| \dddot
| AMSmath
|-
| \ddot
|
|-
| \ddots
|
|-
| \DeclareMathOperator
| AMSmath
|-
| \def
| [newcommand]
|-
| \deg
|
|-
| \Delta
|
|-
| \delta
|
|-
| \det
|
|-
| \dfrac
| AMSmath
|-
| \diagdown
| AMSsymbols
|-
| \diagup
| AMSsymbols
|-
| \diamond
|
|-
| \Diamond
| AMSsymbols
|-
| \diamondsuit
|
|-
| \digamma
| AMSsymbols
|-
| \dim
|
|}
| [[Image:spacer01.gif]]
| '''D contd.'''
{| class="wikitable"
|-
| \displaylines
|
|-
| \displaystyle
|
|-
| \div
|
|-
| \divideontimes
| AMSsymbols
|-
| \dot
|
|-
| \doteq
|
|-
| \Doteq
| AMSsymbols
|-
| \doteqdot
| AMSsymbols
|-
| \dotplus
| AMSsymbols
|-
| \dots
|
|-
| \dotsb
|
|-
| \dotsc
|
|-
| \dotsi
|
|-
| \dotsm
|
|-
| \dotso
|
|-
| \doublebarwedge
| AMSsymbols
|-
| \doublecap
| AMSsymbols
|-
| \doublecup
| AMSsymbols
|-
| \Downarrow
|
|-
| \downarrow
|
|-
| \downdownarrows
| AMSsymbols
|-
| \downharpoonleft
| AMSsymbols
|-
| \downharpoonright
| AMSsymbols
|}
'''E'''
{| class="wikitable"
|-
| \ell
|
|-
| \emptyset
|
|-
| \end
|
|-
| \enspace
|
|-
| \epsilon
|
|-
| \eqalign
|
|-
| \eqalignno
|
|-
| \eqcirc
| AMSsymbols
|-
| \eqsim
| AMSsymbols
|-
| \eqslantgtr
| AMSsymbols
|-
| \eqslantless
| AMSsymbols
|-
| \equiv
|
|-
| \eta
|
|-
| \eth
| AMSsymbols
|-
| \exists
|
|-
| \exp
|
|}
'''F'''
{| class="wikitable"
|-
| \fallingdotseq
| AMSsymbols
|-
| \fbox
|
|-
| \Finv
| AMSsymbols
|-
| \flat
|
|-
| \forall
|
|-
| \frac
|
|-
| \frac
| AMSmath
|-
| \frak
|
|-
| \frown
|
|}
'''G'''
{| class="wikitable"
|-
| \Game
| AMSsymbols
|-
| \Gamma
|
|-
| \gamma
|
|-
| \gcd
|
|-
| \ge
|
|-
| \genfrac
| AMSmath
|-
| \geq
|
|-
| \geqq
| AMSsymbols
|-
| \geqslant
| AMSsymbols
|-
| \gets
|
|-
| \gg
|
|-
| \ggg
| AMSsymbols
|-
| \gggtr
| AMSsymbols
|-
| \gimel
| AMSsymbols
|-
| \gnapprox
| AMSsymbols
|-
| \gneq
| AMSsymbols
|-
| \gneqq
| AMSsymbols
|-
| \gnsim
| AMSsymbols
|-
| \grave
|
|}
|- valign="top"
| '''G contd.'''
{| class="wikitable"
|-
| \gt
|
|-
| \gt
|
|-
| \gtrapprox
| AMSsymbols
|-
| \gtrdot
| AMSsymbols
|-
| \gtreqless
| AMSsymbols
|-
| \gtreqqless
| AMSsymbols
|-
| \gtrless
| AMSsymbols
|-
| \gtrsim
| AMSsymbols
|-
| \gvertneqq
| AMSsymbols
|}
'''H'''
{| class="wikitable"
|-
| \hat
|
|-
| \hbar
|
|-
| \hbox
|
|-
| \hdashline
|
|-
| \heartsuit
|
|-
| \hline
|
|-
| \hom
|
|-
| \hookleftarrow
|
|-
| \hookrightarrow
|
|-
| \hphantom
|
|-
| \hskip
|
|-
| \hslash
| AMSsymbols
|-
| \hspace
|
|-
| \Huge
|
|-
| \huge
|

|}
'''I'''
{| class="wikitable"
|-
| \idotsint
| AMSmath
|-
| \iff
|
|-
| \iiiint
| AMSmath
|-
| \iiint
|
|-
| \iint
|
|-
| \Im
|
|-
| \imath
|
|-
| \impliedby
| AMSsymbols
|-
| \implies
| AMSsymbols
|-
| \in
|
|-
| \inf
|
|-
| \infty
|
|-
| \injlim
| AMSmath
|-
| \int
|
|-
| \intercal
| AMSsymbols
|-
| \intop
|
|-
| \iota
|
|-
| \it
|
|}
'''J'''
{| class="wikitable"
|-
| \jmath
|
|-
| \Join
| AMSsymbols
|}
| [[Image:spacer01.gif]]
|
'''K'''
{|
|-
| here
| is K
|}
|}

==See Also==
* [[Advanced Maths Tools]]

Regular Expression Short-Answer question type

2021-08-10T15:14:10Z

Moodlebot: Text replacement - "class="nicetable"" to "class="wikitable""

{{Infobox plugin
|type = question type
|entry = https://moodle.org/plugins/pluginversions.php?plugin=qtype_regexp
|tracker = https://github.com/rezeau/moodle-qtype_regexp/issues
|discussion = https://moodle.org/plugins/qtype_regexp
|maintainer = [[user:Joseph Rézeau]]
|float = right
}}{{Questions}}
===The RegExp Short Answer Question===

* '''IMPORTANT NOTE'''
** The RegExp Short Answer question described in this documentation page is a 3rd-party plugin, which allows you to create questions for the '''''Quiz''''' activity. It is ''different'' from the "Use regular expressions" option in the '''''Lesson''''' module.
** The documentation for the "Use regular expressions" option in the '''''Lesson''''' module is to be found at: [https://docs.moodle.org/en/Short_answer_analysis Short answer analysis].

Like the Short Answer question, the RegExp Short Answer question expects the respondent to answer an "open" question with a word or a short phrase. However, the RegExp system gives you access to a more powerful system for ''analyzing the student's answers'' with the aim of ''providing more relevant immediate feedback''.

===Correct answer matching a regular expression pattern===

It is not possible to give complete examples of the vast possibilities offered by this system, and the following are just some possibilities.

===='''Example 1.'''====

Suppose your question was "What are the colors of the French flag?". In the Answer 1 box you would type the "best" answer, e.g. "it's blue, white and red". For more details, see [[#firstcorrect|First correct answer]] below.

*In the Answer 2 box you would type this regular expression: "it's blue, white(,| and) red" (quotes should not be typed, of course).
* If [[#casesensivity|Case sensivity]] is set to "No", this will match any of those 4 responses:
it's blue, white, red
it's blue, white and red
It's blue, white, red
It's blue, white and red

===='''Example 2'''.====

Question: "What are blue, red and yellow?".
* Answer 1: "they are colours".
* Answer 2: "(|they('| a)re )colou?rs".
* This will match any of those 6 responses:
colours
colors
they're colours
they're colors
they are colours
they are colors

'''''Note'''''.- The beginning of this regular expression "(|they('| a)re )" will match either nothing or "they're " or "they are ". In "colou?r", the question-mark means: the preceding character (or parenthesized group of characters) zero or one time; it is used here to match British English as well as US spelling.

===='''Example 3.'''====

Question: "Name an animal whose name consists of 3 letters and the middle letter is the vowel ''a''".
* Answer 1: "cat"
* Answer 2: "[bcr]at".
* This will match: bat, cat or rat.

'''''Note'''''.- In Regular Expression syntax, the inclusion of characters between square brackets means than ANY of those characters can be used. So, in the above example, the regular expression "[bcr]at" is the exact equivalent of "(b|c|r)at". Be careful NOT to include the pipe character as separator in your [...] regular expressions. For instance, "[b|c|r]at" will NOT WORK CORRECTLY.

===='''Example 4.'''====

The 'permutation' feature (introduced in regexp version '''2012102900''' for Moodle 2.3+)

Question: "What are the colours of the French flag (in any order)".
* Answer 1: "it's blue, white and red"
* Answer 2: <nowiki>"it's [[_blue_, _white_(,| and) _red_]]".</nowiki>
Upon saving the question, Answer 2 will be automatically re-written as Answer 2b:

it's (blue, white(,| and) red|blue, red(,| and) white|white, red(,| and) blue|white, blue(,| and) red|red, blue(,| and) white|red, white(,| and) blue)

and it will match all the following answers:
it's blue, white, red
it's blue, white and red
it's blue, red, white
it's blue, red and white
it's white, red, blue
it's white, red and blue
it's white, blue, red
it's white, blue and red
it's red, blue, white
it's red, blue and white
it's red, white, blue
it's red, white and blue

'''''Note'''''.- This 'permutation feature' has been asked quite a few times by regexp users. It is definitely ''not'' possible to obtain it by using standard Regular Expressions syntax.

It is possible (but tedious) to write a regular expression including all the possible permutations - as in Answer 2b above - but the ''ad hoc'' syntax I am offering makes it easier to write... provided you strictly adhere to that syntax!

Include within double square brackets the part of the Answer which will contain 'permutable' words or phrases. You are actually allowed to have a maximum of 2 such sets of 'permutable' words or phrases. But you cannot embed one set within another!

Then, use pairs of underscores (the _ character) to delimit each 'permutable' word or phrase. You can still use any of the accepted Regular Expressions characters, as explained here, in your Answers which contain one (or two) such sets of 'permutable' words or phrases. If your Answer does not contain an even number of underscores, an Error warning will be displayed upon clicking the Show Alternate Answers button or when trying to Save your question.

===='''Example 5.'''====

Another 'permutation' example

Question: "Quote the English proverb that is an encouragement to hard, diligent work."

* Answer 1: "Early to bed and early to rise makes a man healthy, wealthy and wise"
* Answer 2: "Early to <nowiki>[[_bed_ and early to _rise_]], makes a man [[_healthy_, _wealthy_ and _wise_]]</nowiki>"

Upon saving the question, Answer 2 will be automatically re-written as Answer 2b:

Early to (bed and early to rise|rise and early to bed) makes a man (healthy, wealthy and wise|healthy, wise and wealthy|wealthy, wise and healthy|wealthy, healthy and wise|wise, healthy and wealthy|wise, wealthy and healthy)

and it will match all the following answers:

Early to bed and early to rise makes a man healthy, wealthy and wise
Early to bed and early to rise makes a man healthy, wise and wealthy
Early to bed and early to rise makes a man wealthy, wise and healthy
Early to bed and early to rise makes a man wealthy, healthy and wise
Early to bed and early to rise makes a man wise, healthy and wealthy
Early to bed and early to rise makes a man wise, wealthy and healthy
Early to rise and early to bed makes a man healthy, wealthy and wise
Early to rise and early to bed makes a man healthy, wise and wealthy
Early to rise and early to bed makes a man wealthy, wise and healthy
Early to rise and early to bed makes a man wealthy, healthy and wise
Early to rise and early to bed makes a man wise, healthy and wealthy
Early to rise and early to bed makes a man wise, wealthy and healthy

===Escaping metacharacters===

====Definition====
In the Regular Expressions syntax, a number of special characters or ''meta characters'' have special functions; but it is possible to force these special characters to be interpreted as normal (or ''literal'') characters by preceding them with a so-called ''escape'' character, the backslash "\".
Below is a (partial) list of those ''meta characters'':

'''. ^ $ * ( ) [ ] + ? | { } \ /'''

====In Accepted Answers====

* '''Accepted Answers''' are Answers which have a grade greater than zero, i.e. are ''totally'' (grade = 100%) or ''partially'' (grade > 0% < 100%) ''correct Answers''.

In those Answers, if you need to use one or more ''meta characters'' for their ''literal'' value, you '''must''' ''escape'' them (i.e. precede them with a backslash).

'''Example 1.-''' If you want to accept the answer "This computer costs 1000$ in the US.", you must write the Answer as "This computer costs 1000\$ in the US\.".

'''Example 2.-''' If you want to accept the answer "Desktop computers are (usually) more powerful than laptops.", you must write the Answer as "Desktop computers are $usually$ more powerful than laptops\.".

* You can mix metacharacters that have a special function with others that have a literal value, within one Answer.
'''Example 3.-''' If you want to accept both answers "Computers are (usually) cheaper than cars." and "Computers are (usually) less expensive than cars.", you must write the Answer as "Computers are $usually$ (cheaper|less expensive) than cars.".
* In the '''Accepted Answers''' boxes you can only enter regular expressions which can generate a finite number of sentences. That is why you will not be allowed to use some ''meta characters'' which match a potentially infinite number of sentences.
* List of ''meta characters'' which you '''can''' use for their RegExp functions:

'''( ) [ ] ? |'''

* List of ''meta characters'' which you '''cannot''' use for their RegExp functions, and can only be used for their ''literal'' value (and must be ''escaped'').

'''. ^ $ * + { } \ /'''

* The question mark (?) can be used either for its RegExp function OR, if escaped, for its ''literal'' value.

'''Example 4.-''' "Do you like Jack(ie)?\?" will accept both "Do you like Jack?" and "Do you like Jackie?".

====In Incorrect Answers====

* '''Incorrect Answers''' are Answers which have a grade equal to zero (or None).
When you write those Incorrect Answers, you can use the whole range of ''meta characters'' for their special function value:

'''. ^ $ * ( ) [ ] + ? | { } \ /'''

For examples of use, see '''Detecting missing required words or character strings''' below.

====Answers Validation====

When you validate your Question, the question engine checks the validity of your expression, according to the features explained above. If an error is found, an ERROR message is displayed above the erroneous Answer(s) and you cannot save the Question until that error has been corrected.

The validation system also checks that your parentheses and square brackets are correctly balanced.

'''Note.-''' The faulty Answer text is "underlined" with the list of errors, as shown below.

[[Image:Errors_en.jpg]]

===Detecting missing required words or character strings===

This is a powerful feature of the RegExp question type. It will analyse the student's answer for words that are required for the answer to be correct. There are 2 ways to do this.
* Use what is called "negative lookahead assertion" in regular expressions syntax: '''^(?!.*required.*)'''
* or use an ''ad hoc'' pseudo-syntax provided in RegExp (an initial double hyphen): '''--.*required.*'''.
In the examples below, we shall be using the 'ad hoc' RegExp pseudo-syntax, and sometimes give the "negative lookahead assertion" equivalent for anyone interested.

Any Teacher Answer which begins with a double hyphen will analyse the student’s response to find out whether the following string is present or absent. If present, the analysis continues to the next question; if absent, the analysis stops and the relevant feedback message is displayed.

'''Example 4. ''' Question "What are the colors of the French flag?".

* Teacher Answer 2: --.*blue.*
* Sample student Response: "it's red and white"
* Feedback 2: The color of the sky is missing!

Here, the . (dot) stands for “any character” and the * (asterisk) means “preceding special character repeated any number of times”. The Teacher Answer 2 regular expression above means: check whether the character string "blue", preceded with anything and followed by anything is absent from the student's answer. Please note that the use of the asterisk is different in Moodle's "normal" Short Answer question type and in the RegExp question type.

Actually, this syntax is not sufficient to track the absence of the word "blue" in a student's answer such as "it's blueish, white and red". To make sure that we want to track the absence of "blue" as a word(and not just as part of a word), we must use the metacharacter \b which is an anchor which matches at a position that is called a "word boundary". Hence the new version of our Example 4:

'''Example 4b. ''' Question "What are the colors of the French flag?".

* Teacher Answer 2: --.*\bblue\b.*
* Sample student Response: "it's blueish, white and red"
* Feedback 2: The color of the sky is missing!

'''Note.-'''
Using the "negative lookahead assertion" syntax mentioned at the beginning of this section, Teacher Answer 2 would look like this:
* Teacher Answer 2: '''^(?!'''.*\bblue\b.*''')'''

'''Example 5.''' Question: "Name an animal whose name consists of 3 letters and the middle letter is the vowel ''a''".
* Teacher Answer: "--^[bcr].*". '''OR''' * Teacher Answer: "--^(b|c|r).*".
* Sample student Response: "dog"
* Feedback: "Your answer should start with one of these letters: b, c or r"

'''Note.-'''
In regular expressions syntax, the caret ^ stands for "beginning of character string to be matched", while the dollar sign $ stands for "end of character string".

'''Example 6.''' Question "What are the colors of the French flag?".

* Teacher Answer: "--.*(blue|red|white).*"
* Sample student Response #1: "It's black and orange."
* Feedback: "You have not even found one of the colors of the French flag!"
* Sample student Response #2: "It's blue and orange."
* Feedback: None, the analysis continues to the next Teacher Answer expression.

'''''Explanation'''''.- The regular expression looks for a missing word among those listed between brackets and separated by the | sign. As soon as one of those words is found, the "missing condition" is considered false, and the response analysis continues to the next Answer's regular expression.

'''Note.-'''
Using the "negative lookahead assertion" syntax, Teacher Answer would look like this: '''^(?!.*(blue|red|white).*)'''

'''Example 7.''' Question "What are the colors of the French flag?".

* Teacher Answer: "--.*('''&&'''blue'''&&'''red'''&&'''white).*"
* Sample student Response #1: "It's blue and orange."
* Feedback: "You have not found all the colors of the French flag".
* Sample student Response #2: "white blue red".
* Feedback: None, the analysis continues to the next Teacher Answer expression.

'''''Explanation'''''.- The regular expression looks for a missing word among all of those listed between brackets and separated by the && double character combination. Only if all of those words are present, will the "missing condition" be considered false, and the response analysis continue to the next Answer's regular expression. Please note that the list of parenthesized words must begin with the && character sequence.

'''Note.-'''
Using the "negative lookahead assertion" syntax, Teacher Answer would look like this: '''(^(?!.*(blue).*)|^(?!.*(white).*)|^(?!.*(red).*))'''

===Editing a regular expression question===

[[Image:regexp settings 01.jpg]]

====Help Button Mode====

Selecting a mode other than ''None'' will display a button to enable the student to get the next letter or word or punctuation mark (including the very first letter or word).

''The "Word or Punctuation" help mode is a new feature starting in Moodle 3.1.
''

In ''Adaptive mode'' the button displayed will say "Buy next letter" or "Buy next word" or "Buy next word or punctuation" according to the mode selected by the teacher. For setting the "cost" of buying a letter or word, see the ''Penalty for incorrect tries and Buying a letter or word'' settings further down the Edit form.

In ''Adaptive No penalty'' mode the button displayed will say "Get next letter" or "Get next word" or "Get next word or punctuation".

By default the Help button mode value is set at '''None'''. The Help button will only be available to quizzes that have their '''Question behaviour''' mode set to ''Adaptive'' or ''Adaptive (no penalties)'' as it does not make sense to enable the Help button for non-adaptive tests.

====Show alternate answers to student====
Show all correct alternative answers to student when on review page? If there are a lot of automatically generated correct alternative answers, displaying them all can make the review page quite long. So, you may wish to ''not'' display all those alternative correct answers. The first correct answer will always be displayed, under the label "The best correct answer is:"

====First correct answer====

For Answer 1 you must enter an answer text which a) is the "best" possible answer; b) is '''not''' a regular expression or - more exactly - ''will not be interpreted as a regular expression'' but "as is" and c) has a Grade value of 100%. You will notice that when you create a new RegExp question the Grade value for Answer 1 is already automatically set at 100% and cannot be changed.

Note.- There are two ways to enter an answer containing meta characters, according to whether this is Answer 1 or any of the subsequent Answers. Exemple question: how much did your computer cost?

Answer 1: It cost $1,000.

Answer 2: It cost (me )?\$1,000\.

In Anwer 1 you just type the expected answer "as is". The text in Answer 2 will be interpreted as a regular expression, and thus you need to escape the two meta characters (the $ sign and the end-of-sentence full stop). Note that here I have added the optional pronoun "me".

====Other answers====

Any answers with a Grade higher than 0% must be entered as valid regular expressions ''which can yield acceptable alternative answers'' (regardless of the Grade being less than 100%).

For example, you cannot enter the following Answer with a grade greater than zero:

.*blue, white(,| and) red.*

The reason is that this expression would accept as correct (with a non-null grade) an infinity of answers, many of which would be incorrect, e.g.: "My hat it blue, white, red and orange", "The French flag is blue, white, red, black and nice" etc.

If you try to do so, validation of your question will fail and an error message will be displayed to tell you where you went wrong.

This means that some regular expressions, which are perfectly valid and would correctly analyse the student's (correct) answer are not recommended. The only case where they would work is a) if your question's '''Display Hint Button''' is set at No and b) your quiz '''Adaptative Mode''' is set at No. This means that you must ''not'' enter as an answer with a grade higher than 0% a regular expression beginning with a double hyphen "--", used for detecting missing character strings.

====Show/Hide alternate answers====

When you are creating (or modifying) a RegExp question, you may want to make sure that all the alternative correct answers that you have created in the Answers fields will work. You can click the '''Show alternate answers''' button to calculate and display all the correct answers in the form you are editing. This may take quite some time on your server, depending on the number and complexity of the regular expressions you have entered in the Answer fields!

On the other hand, it is the recommended way to check that your "correct answers" expressions are correctly written. Here is an example.

Please remember that only Answers regular expressions with a score greater than zero will be used to calculate those alternative answers.

Please note that clicking the '''Show alternate answers''' button will perform an analysis of all the regular expressions you entered in the Answers field. If a syntax error is detected at this stage, the alternative correct answers will ''not'' be displayed, and an ''ad hoc'' error message will displayed above the faulty regular expression.

[[Image:showhidealternateanswers.jpg]]

===Automatic formatted extra feedback===
Please note that the RegExp question can be used in any '''Question behaviour''' mode. However, it is advised to create quizzes containing only RegExp questions or containing other types of questions, but ''preferably'' if the quiz's '''''Question behaviour / How questions behave''''' setting is set to ''Adaptive mode'' (with or without penalty).

When a student (or teacher in Preview Question mode) submits a response to a RegExp question, 3 types of feedback messages are displayed (in Adaptive mode).

* (line 3) The standard correct/incorrect Quiz message (plus the colour associated with either state).
* (line 2) The Feedback message entered by the question creator for each Teacher Answer.
* (line 1) An extra feedback system is automatically provided, displaying the student's submitted response, with the following format codes:
** the beginning of the student's submitted response which best matches one of the Alternate Answers is displayed in blue;
** any words from the submitted response which are present in the potential Alternate Answers following the initial correct part submitted (correct but misplaced words) are displayed on a green background;
** any words not present in the potential Alternate Answers following the initial correct part submitted (Wrong words) are displayed on a red background.
The meaning of those colours is explained below the feedback with the 2 labels "Wrong words" and "Misplaced words".

''Please note that the colour scheme has been changed starting with the Moodle 3.1 version of RegExp.''

[[Image:regexp04.jpg]]

===Feedback given by the Help button===

Each time a student clicks the '''Buy/Get next letter/word/punctuation''' button to buy/get a letter/word/punctuation mark, that letter, word or punctuation mark is added to their response. The last line of the feedback zone shows the following information: added letter/word; penalty cost (if applicable); total penalties so far (if applicable). Note that if the total of penalties exceeds 1 (i.e. 100%), that total is displayed in red.

When the teacher views the quiz results, on the ''''Review Attempt'''' pages, ''''Response history'''' section, the response history shows ''Submit (with a request for help)'' with the response states before and after the letter/word/punctuation mark was added.
----
[[Image:regexp03.jpg]]

===Display right answers===

If your Quiz settings ''Review options'' are set to display the Right answer (During the attempt or Immediately after the attempt etc.), and your question's ''Show alternate answers to student'' setting is set to '''Yes''', when the student has submitted his attempt, and is reviewing his answers, all of the possible answers will be displayed, as shown in this screenshot. Correct responses with a grade < 100% are also listed, with their grade value.

Please note that the ''teacher'' will always be able to see that "other accepted answers" section when reviewing the Quiz answers.

[[Image:23 correct responses.jpg]]

===In the Mobile App===
Starting with the Moodle 3.5 version, RegExp includes code for the Moodle Mobile App. If you access a quiz with the mobile app that contains RegExp questions it will be automatically loaded as a remote add-on.

[[Image:regexp05.jpg]]

===Inserting RegExp sub-questions in Cloze type questions===

{| class="wikitable"
|-
!Important notice
|-
|
The RegExp question type is '''''not''''' recognized by the standard Moodle '''Cloze''' question type. If you want to use it you'll have to replace 2 files (''renderer.php'' and ''questiontype.php'') on your ''<yourmoodle>/question/type/multianswer'' with the hacked files available from the links below.

https://raw.githubusercontent.com/rezeau/moodle_multianswer_regexp_compatible/master/questiontype.php

https://raw.githubusercontent.com/rezeau/moodle_multianswer_regexp_compatible/master/renderer.php

|}

Syntax for inserting RegExp sub-questions in Cloze type questions.

Use '''REGEXP''' or shorter '''RX''' coding for questions which ignore case

* The colors of the French flag are {:REGEXP:=blue, white and red#Correct!}.
* The colors of the French flag are {:RX:=blue, white and red#Correct!}.

Will accept "blue, white and red" as a correct answer as well as "Blue, White and Red"

use '''REGEXP_C''' or shorter '''RXC''' coding for questions in which case matters
* The colors of the French flag are {:REGEXP_C:=blue, white and red#Correct!}.
* The colors of the French flag are {:RXC:=blue, white and red#Correct!}.

Will not accept "Blue, White and Red" as a correct answer (wrong capital letters).

Please note that, as explained above, the very first answer ''must'' be Graded 100% (in Cloze type question syntax, all correct is either '''=''' or '''100%''') and it must ''not'' be a regular expression.

A more complete example. If you enter the following in the text of a Cloze question:
''The colors of the French flag are {:REGEXP:=blue, white and red#Very correct indeed!~--.*\bblue\b.*#The color of the sky is missing!~--.*(blue|red|white).*#You have not even found one of the colors of the French flag!}.'' and click the ''Decode and verify the question text'' button, you will see this:

Question {#9} Regular expression short answer
Question definition
{:REGEXP:=blue, white and red#Very correct indeed!~--.*\bblue\b.*#The color of the sky is missing!~--.*(blue|red|white).*#You have not even found one of the colors of the French flag!}
Default mark
1
Answer
blue, white and red
Grade
1
Feedback
Very correct indeed!
Answer
--.*\bblue\b.*
Grade
0
Feedback
The color of the sky is missing!
Answer
--.*(blue|red|white).*
Grade
0
Feedback
You have not even found one of the colors of the French flag!
[[Image:regexp_in_cloze_question.jpg]]

Please note that the syntax of the sub-questions inside a Cloze-type question must be followed exactly and that you must never ever copy and paste any question text from e.g. a word-processor into the Cloze-type question editing window. Quite often Cloze-type questions yield errors because extraneous blank spaces, new lines, or any odd formatting character has made its way into the question text.

Note that the ''Hint'' button is not available for a RegExp question embedded in a Cloze-type question.

==See also==
====Downloads====
* Download [http://moodle.org/plugins/view.php?plugin=qtype_regexp the Regexp question type] from the Moodle Plugins repository.
* IMPORTANT : Starting with the 2.2 version of REGEXP, if you want the Help feature, you must also download and install the following 2 "question behaviours" from the Moodle Plugins repository: [http://moodle.org/plugins/view.php?plugin=qbehaviour_regexpadaptivewithhelp RegExp Adaptive mode with Help] and [http://moodle.org/plugins/view.php?plugin=qbehaviour_regexpadaptivewithhelpnopenalty RegExp Adaptive mode with Help (no penalties)].

====Installation====
-------------------------------
If you have downloaded the zip archive from the new moodle.org plugins page

1.- Unzip the zip archive to your local computer.

2.- This will give you a folder named "regexp".

3.- GO TO STEP 4 below
---

If you have downloaded the zip archive from https://github.com/rezeau/moodle-qtype_regexp ('''for latest developments''')

1.- Unzip the zip archive to your local computer.

2.- This will give you a folder named something like "rezeau-moodle_qtype_regexp-ff8c6a1". The end of the name may vary.

3.- ***Rename*** that folder to "regexp".

---

4.- Upload the regexp folder to <yourmoodle>/question/type/ folder.

5.- Visit your Admin/Notifications page so that the new question type gets installed.

====Learn more about regular expressions====

*[http://www.regular-expressions.info/tutorial.html Regular Expressions Tutorial] A complete introduction to the topic.
*[http://www.regexplanet.com/simple/index.html Regular Expression Test Page] Test your regular expressions on a variety of "answers".

====See also these other Moodle question types based on regular expressions====
* [[Pattern-match question type]]
* [[Preg question type]]

[[Category:Quiz]]
[[Category:Questions]]
[[Category:Contributed code]]

[[fr:question/type/regexp]]
[[es:Tipo de pregunta respuesta corta de expresión regular]]
[[de:Fragetyp Kurzantwort vom Typ regulärer Ausdruck]]

Publish as LTI tool

2021-08-10T15:14:09Z

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{{Enrolment}}
==Moodle as an LTI provider==

The 'Publish as LTI tool' enrolment plugin, together with the LTI authentication plugin, allows remote users on a different site (known as an LTI consumer) to access selected courses and activities. In other words, Moodle functions as an LTI tool provider. Grades are sent back to the remote system. See the screencast [https://www.youtube.com/watch?v=cMQiKjXdm3A Publish as LTI tool] for a demonstration.

If your moodle instance is using HTTP (and not HTTPS) you will only be able to use the tool on sites that are also using HTTP (and not HTTPS). It's recommended that you use HTTPS on your moodle instance. See [[Transitioning to HTTPS]]

Note: LTI 2 is supported in Moodle 3.2, making it easier for others to access your shared content.

==Enabling 'Publish as LTI tool' at site level==

An administrator can enable the 'Publish as LTI tool' for use across the site:

# Go to ''Site administration > Plugins > Authentication > Manage authentication'' and enable LTI
# Go to ''Site administration > Plugins > Enrolments > Manage enrol plugins'' and enable 'Publish as LTI tool'

It is recommended that the site administration setting 'Allow frame embedding' is enabled (in "Site Administration > Security > HTTP security") so that tools are displayed within a frame rather than in a new window.

==Sharing access to a course or activity==
[[File:published tools.png|thumb|Published tools]]
# Go to the 'Enrolment methods' page and add 'Publish as LTI tool' as an enrolment method
# In 'Tool to be published' select the course or activity to be shared
# Click the 'Add method' button
# Go to ''Course Administration > Published as LTI tools'' page (/enrol/lti/index.php?courseid=''n'') and make a note of the launch details or the registration URL for the LTI consumer site (see below for info on which to choose). The URL will be of the form: .../enrol/lti/...
# You will also need to give the LTI consumer site a consumer key - this can be anything you want.

{{New features}}The LTI consumer can be another Moodle site or any other LTI-consumer-compliant LMS, such as Sakai. Depending on the requirements of the LTI consumer, you can provide either a cartridge URL (also called configuration URL) plus secret OR a launch URL (new in Moodle 3.5.2) OR a registration URL.

Grade and user synchronisation (if required) are done via the 'Publish as LTI tool grade sync' and 'Publish as LTI tool users sync' [[Scheduled tasks|scheduled tasks]], which run by default every 30 minutes.

If user synchronisation is set to yes, enrolled users in the remote system are synchronised with enrolments in the course, with an account created for each remote user as necessary, and the user enrolled or unenrolled as required. If set to no, at the moment when a remote user accesses the tool, an account will be created for them and they will be automatically enrolled.

==LTI 1 or LTI 2?==

LTI 1 actually means a launch URL (which is compatible with LTI 1 or LTI 2 compliant consumers). LTI 2 actually means a proxy (which is compatible with LTI 2 compliant consumers).

{| class="wikitable"
|-
!IMS Spec
!Moodle
!Canvas
!Edu app center (Canvas)
!Desire2Learn
!Blackboard
!Sakai
!Chamilo
|-
|Tool consumer
|External Tool
|External App
|App
|Link
|LTI Tool provider*
|Sakai Basic LTI portlet
|IMS/LTI Plugin
|-
|Launch URL
|Tool URL
|Launch URL
|n/a
|URL
|Provider Domain
|Remote Tool URL
|Launch URL
|-
|Secret
|Secret
|Secret
|Secret
|Secret
|Tool Provider Secret
|Remote tool secret
|Secret
|-
|Cartridge URL
|Tool URL
|Paste XML
|Configuration URL
|n/a
|n/a
|Tool registration file?
|n/a
|-
|Proxy URL
|Registration URL/Tool URL
|LTI 2 Registration URL
|n/a
|n/a
|n/a
| -
|n/a
|}

==On the LTI consumer site==

# Visit a course.
# Add a LTI activity and use the URL and secret from the LTI provider site and enter any consumer key you want.
# If you would like to not show blocks for teachers, you can pass the custom parameter "force_embed = 1". This may limit the functionality available to teachers and admins. To get blocks back, simply remove the parameter.
# Log in as a student.
# Visit the course and click on the LTI activity.
# Check the activity displays as expected.

==Common issues==
The setup of LTI can be tricky, these are some of the most frequently reported issues by Moodle users. As always, enabling debug information can help trace the roots of a problem.

=== A required parameter (oauth_consumer_key) was missing ===
This exception occurs when the Tool Consumer is missing a Consumer Key parameter. As mentioned above, the consumer key can be anything you want so long as the field isn't left empty. Best keep it simple and without special characters, however.

=== User has free access to the entire site, isn't contained to the course ===
This can happen when the course content isn't embedded. Enable ''Allow frame embedding'' in ''Site Administration > Security > HTTP Security'' and, on the consumer site LTI tool settings, add ''force_embed=1'' in the ''custom parameters'' settings.

=== This XML file does not appear to have any style information associated with it. ===
Some tool consumers do not support cartridge URLs such as Sakai and Chamilo, in that case, it's better to use the launch URL.

=== Invalid request ===
This exception can happen for various reasons, so it can be difficult to trace the root of the problem. One of the possibilities is that ''deep linking'' is enabled in the tool consumer. Disabling it can help in LMS that have it like Chamilo and Canvas.

=== Exception - Call to a member function out() on string ===
Happens when the tool provider isn't handling custom favicons correctly, in which case it's probably a good idea to remove the custom favicon altogether or experiment with its properties.

==See also==

* [[LTI and Moodle]]
* [https://moodle.org/mod/forum/discuss.php?d=345828 LTI authentication not working] forum discussion
* [http://lti.tools/saltire/ saLTIre - a testing system for LTI]
* [https://lti.tools/saltire/ saLTIre - a testing system for LTI for websites with HTTPS]
* [https://www.imsglobal.org/activity/learning-tools-interoperability IMS Global Learning Consortium - A non-profit organization dedicated to learning technologies]

==Any further questions?==

Please post in the [http://moodle.org/mod/forum/view.php?id=7978 LTI and Moodle forum] on moodle.org

[[Category:LTI]]

[[es:Herramienta publicar como LTI]]
[[de:Als LTI-Tool bereitstellen]]

Outcomes

2021-08-10T15:14:09Z

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{{Grades}}
==What are outcomes?==

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

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

{{Note|Moodle 3.1 includes a new feature, [[Competencies]], which enables [[Learning plans]] to be set up. It provides an alternative to outcomes.}}

==Enabling outcomes==

To enable outcomes to be used in any course on the site

# Go to ''Site administration > Advanced features''
# Tick the ''Enable outcomes'' checkbox
# Save changes

==Adding course-level outcomes==

[[Image:addnewoutcome.png|thumb|Adding an outcome]]
To add a course-level outcome:

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

==Adding standard outcomes==

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

==Using outcomes==

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

==How do I remove a selected outcome from an activity?==

Previously selected outcomes are greyed out on the update activity page. To remove an outcome

# Go to ''Course administration > Gradebook setup''
# Locate the outcome (below or above the activity they have been enabled in) then in the actions column click edit and then delete.

Deleting the outcome will result in the outcome being deselected on the update activity page.

==How do I change the scale associated with an outcome?==

The scale associated with an outcome can only be changed if the outcome is not selected for use with an activity.

# Go to ''Course administration > Outcomes''
# Check that the outcome has zero in the ''Number of grades'' column i.e. it is not used in any activity. If not, go to ''Course administration > Gradebook setup'' and delete all instances of the outcome.
# Return to ''Course administration > Outcomes > Edit outcomes'' and click the edit icon opposite the outcome
# Change the scale
# Click the 'Save changes' button.

==Outcomes report==

The ''Outcomes report'', accessed from the Grades link either in the nav drawer or navigation block depending on your theme, helps teachers monitor their students' progress using outcomes. It lists site-wide outcomes and custom outcomes used in the current course, their overall average (each outcome can be measured through many [[Grade items|grade items]]). It will show the name, course and site wide average, the activity, the average values and the number of "grades" given.

The outcomes report is a table with 6 columns:

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

==Outcomes used in course==

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

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

==Exporting outcomes==

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

==Importing outcomes==

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

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

Here is an example:

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

To import outcomes:

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

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

==Outcomes capabilities==

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

==See also==

* The section 'Outcome items' in [[Grade items]]
* [[Competencies]] - a new feature in 3.1 onwards
*[http://school.demo.moodle.net/mod/assign/view.php?id=190&action=grade&rownum=1&useridlistid=0 See how a teacher selects Outcomes when grading a student] on the Mount Orange School demo site. (Log in with username '''teacher'''; password '''moodle''')

[[Category:Report]]

[[de:Lernziele]]
[[es:Resultados]]
[[fr:Objectifs]]
[[it:Obiettivi]]
[[ja:アウトカム]]

Office365

2021-08-10T15:14:09Z

Moodlebot: Text replacement - "class="nicetable"" to "class="wikitable""

{{Infobox plugin
|type = set
|set=https://moodle.org/plugins/browse.php?list=set&id=72
|entry =
https://moodle.org/plugins/local_o365 https://moodle.org/plugins/auth_oidc https://moodle.org/plugins/repository_office365 https://moodle.org/plugins/filter_oembed https://moodle.org/plugins/block_microsoft
|tracker = https://github.com/Microsoft/o365-moodle/issues
|discussion = https://moodle.org/mod/forum/view.php?id=8273
|maintainer = See plugins directory entries
|float = right
}}
{{Note|[[OAuth 2 authentication]] (enabling users to log in to Moodle with their Microsoft account) and the [[OneDrive repository]] are included in the standard Moodle, so require no additional plugins to be installed.}}
= Introduction =
Office 365 services complement the Moodle learning platform to provide a more productive experience for teachers and students.
== Differences from Moodle Core ==
Although Moodle core now provides Office 365 authentication and basic OneDrive repository support, the Office 365 plugin suite provides a much wider set of features.

A few key features only found in the Office 365 plugin suite:
* User sync from Office 365/Azure AD to Moodle
* Automatic and manual user matching from Office 365/Azure AD to Moodle
* Calendar sync
* Course to Office 365 group sync and shared file repositories
* OneNote assignment submission and feedback types
* Office document embedding using Office web apps
* Fully customizable sign-in experience
= Requirements =
To use the Office 365 plugins, you need the following:
* An Office 365 subscription.
* A Microsoft Azure subscription.
* Moodle version 3.1 or above.

= Plugins & Features =
The Office 365 set of plugins contains 5 core plugins, and 3 optional plugins, which provide a wide variety of features to enhance your Moodle instance.

* '''Office 365 Local Plugin''' (local_office365)
** This is a shell plugin which has dependencies on the current version of each of the 5 plugins that make up the complete set. Installing this plugin ensures you have the current version of each of the functional plugins installed.

* '''OpenID Connect Authentication Plugin''' (auth_oidc)
** This plugin allows users to log in to Moodle using their Office 365 accounts.
** Users with existing Moodle accounts can switch to using this authentication plugin, and new users can log in with this plugin and have an account created for them.
** If the administrator allows, users can also choose to disconnect from OpenID Connect and revert their previous login method, or to a username/password.
** Features
*** Standards-Compliant OpenID Connect Authentication
*** Supports authorization code or resource-owner credentials grants
**** Users can log in to Moodle by clicking the identity provider on the login page, or by entering their OpenID Connect credentials.
*** Customizable Icon + Identity Provider name
**** The icon and identity provider name shown on the Moodle login page can be customized. A number of prechosen icons are available, as well as the ability to upload your own.
*** Provides hooks to link OpenID Connect accounts to Moodle accounts
**** If you do not want to change your users' login method, you can still connect to an OpenID Connect provider. The plugin provides code-level hooks to link a Moodle account to an OpenID Connect account without changing the Moodle user's authentication method. This means you can obtain tokens from an OpenID Connect service in the background.
*** Optional user-self-service connection and disconnection
**** A user-facing page is available for users to switch to and from OpenID Connect authentication. Access to this page and feature is controlled by a capability so administrators can disable it.

* '''Office 365 support plugin''' (local_o365)
** This plugin provides most of the Office 365 integration back-end. This provides shared code to communicate with Office 365, and powers the calendar sync.
** Features
*** Calendar sync from/to Office 365 Outlook.
**** Users can sync site events, course events, assignment due dates, and their personal Moodle calendar to their Outlook calendar.
*** User Sync and Matching
**** Users can be synced from Azure AD, or matched with existing users.
*** Course Groups
**** Office 365 groups can be automatically created for each course in Moodle (or you can select which courses are used), and group membership is kept up-to-date with Moodle enrolments.
*** SharePoint sites for each Moodle course (Deprecated)
**** You can connect your Moodle instance to a SharePoint subsite. Sites below this will be created for each course in your Moodle instance, and the document library from each course subsite is accessible through the OneDrive for Business repository. The course subsite document library is accessible by course teachers, serving as a place for teachers to share documents.
**** This feature is now deprecated. It is mainly used to provide shared document repositories for courses, which can now be accomplished by course groups.

* '''Microsoft Block''' (block_microsoft)
** This block provides a user-facing menu to access various Office 365 integration features, resources, and preferences.
** Links to: Course SharePoint sites, Azure AD login preferences, Calendar sync preferences, OneNote notebooks, and the Office 365 integration user control panel.

* '''OneDrive for Business Repository''' (repository_office 365)
** This is a repository plugin that communicates with OneDrive for Business. If the SharePoint link is configured, this also provides access to Moodle course SharePoint sites' document libraries.
** Features
*** Import files into Moodle from OneDrive for Business
*** Upload files into OneDrive for Business from within Moodle
*** Link to files in OneDrive for Business so users always get the most up-to-date version.
*** Embed documents into Moodle courses so users can view documents directly on the site.

== Optional Plugins ==
These 3 plugins provide support for OneNote assignment submission and feedback. While they are not required, they provide a powerful way to submit and review assignments.

* '''OneNote support plugin''' (local_onenote)
** This provides supporting and shared code used by all other OneNote plugins. Does not have an user interface or configuration by itself.

* '''OneNote Assignment Feedback''' (assignfeedback_onenote)
** Allows teachers to leave feedback for students using OneNote.

* '''OneNote Assignment Submission''' (assignsubmission_onenote)
** Allows students to submit assignments using OneNote.

== 3rd Party Plugins ==

* '''oEmbed Filter''' (filter_oembed)
** This filter converts links to a variety of sites into oembed-powered interactions.
** Provides [https://mix.office.com/ Office Mix] support for Moodle, allowing you to embed Office Mixes directly into any text within Moodle.

= Resources =

Tooling and guidance on deploying Scalable Moodle Clusters on Azure
* https://github.com/azure/moodle

= Setup =

== Installation ==
The packages are available from:

* The [https://moodle.org/plugins/ Moodle Plugins directory]
** [https://moodle.org/plugins/browse.php?list=set&id=72 Office 365 Plugin Set]
* GitHub
** http://github.com/microsoft/o365-moodle

When you log back in to your Moodle instance, you are presented with the all the plugin configuration options. Save the settings without configuring them for now, you will come back to them later.

For information on installing plugins in Moodle see [[Installing plugins]]

== Configuration ==
After you have the code installed in your Moodle instance, you'll need to do a bit of setup before you can use the plugins.

=== Enable the OpenID Connect Authentication Plugin ===
# Navigate to '''Site Administration > Plugins > Authentication''' and click '''Manage authentication'''
# Locate the OpenID Connect authentication plugin and click the eye icon to enable
# Click the Settings link for the plugin.
# Verify the Authorization and Token endpoints. These should be set by default but if not, set the endpoints to the following:
## '''Authorization Endpoint:''' https://login.microsoftonline.com/common/oauth2/authorize
## '''Token Endpoint:''' https://login.microsoftonline.com/common/oauth2/token
# Note the Redirect URI. This should be the URI of your Moodle instance followed by /auth/oidc/. You will need to enter this value into Azure AD later, so note this value and put it aside.
## For example, https://www.example.com/auth/oidc/
## Notes:
### This is a fixed value that is derived from your Moodle site's configured URL (wwwroot). You cannot change this value directly. If you need to change it for any of the following reasons, you must change your Moodle site's configured domain name ($CFG->wwwroot).
### This URL must be a fully qualified domain name pointing to your Moodle instance.
### If your Moodle installation is configured with an IP address pointing to your instance, you must change $CFG->wwwroot in your config.php to a fully-qualified domain name.
### This domain name does not need to be publicly accessible (i.e. internet-wide), but does need to be accessible to users of your Moodle instance. So, for example, you can use a intranet-only domain name.

=== Prepare your Office 365 account for single sign-on with your Moodle installation ===
You will need an Azure subscription. If you do not have one, you can create one by visiting [[http://azure.microsoft.com/en-us/pricing/free-trial/ Microsoft Azure Sign Up]]

To use Moodle with Office 365 for SSO, you must [https://manage.windowsazure.com configure Microsoft Azure] to manage your Office 365 Microsoft Azure Active Directory:
# Create a new Active Directory.
# Select Use existing directory.
# Select '''I am ready to be signed out now''' and click the check mark.
# Sign in with your Office 365 subscription credentials.
# Click '''Continue'''.
# Log out and sign back in to your Azure account.

'''Note''': During the setup, you are required to enter a credit card and phone number. If you do not setup virtual machines or use paid services on the subscription, and only use it to access the Azure Active Directory, you will not be charged for the subscription.

=== Register Application in Azure ===
# Sign in to the [https://portal.azure.com Microsoft Azure Management Portal].
# Click on the '''Azure Active Directory''' link on the left menu, then '''App Registrations'''.
# Click '''New application registration''' on the top menu.
# Enter a name for your application (can be anything you want, but should let you know this is for Moodle).
# Choose '''Web app/ API''' for the Application Type.
# The '''Sign-on URI''' is the Redirect URI you from the OpenID Connect authentication plugin configuration. '''Ensure there is a trailing slash for this URL - i.e. https://example.com/auth/oidc/'''
# Click '''Create'''.
# You now have an application registered in Azure for Moodle. Move on to the next section to properly configure it.

=== Configure application ===
# Sign in to the [https://portal.azure.com Microsoft Azure Management Portal].
# Click on the '''Azure Active Directory''' link on the left menu, then '''App Registrations'''.
# Click on the App you created for Moodle.
## You may need to change the dropdown from "My apps" to "All apps"
# Locate the '''Application ID''', note this value (write it down or copy it somewhere), and set it aside. You'll need it later.
# Click on "Settings"
# Create a client secret key.
## Click the '''Keys''' link, under "API Access".
## Enter a description, and select a duration for "Expires"
## Click '''Save'''
## A value will appear under '''Value''', note this key value (write it down or copy it somewhere) and set it aside. You'll need later.
# Configure Permissions
## Click the '''Required Permissions''' link under '''API Access'''.
## Click '''Add''' at the top of the pane.
## Click '''Select an API''', choose "Microsoft Graph", then click '''Select'''.
## Click the checkbox for the following permissions in each of the "Application" and "Delegated" permissions sections:
{| class="wikitable"
|-
! Type
! Name
! Use
|-
| rowspan="7" | Application Permissions
| '''Read and write domains'''
| Required to automatically detect your Office 365 tenant during setup.
|-
| '''Read and write all users' full profiles'''
| Required to sync user information between Moodle and Office 365.
|-
| '''Read and write all OneNote notebooks'''
| Required for the OneNote integration to create notebooks, sections, and pages for assignments.
|-
| '''Read and write all groups'''
| Required for course group integration.
|-
| '''Read directory data'''
| Required for setup detection and verification.
|-
| '''Read and write calendars in all mailboxes'''
| Required for calendar event sync.
|-
| '''Read and write files in all site collections'''
| Required for the Office 365 repository to access, download, and upload files to OneDrive.
|-
| rowspan="10" | Delegated Permissions
| '''Read and write all OneNote notebooks that user can access'''
| Required for the OneNote integration to create notebooks, sections, and pages for assignments.
|-
| '''Sign in and read user profile'''
| Required to sign users in using Office 365, and to access Office 365 APIs.
|-
| '''Read and write all users' full profiles'''
| Required to sync user information between Moodle and Office 365.
|-
| '''Read and write all groups'''
| Required for course group integration.
|-
| '''Read and write directory data'''
| Required for setup detection and verification.
|-
| '''Access directory as the signed in user'''
| Required to access Office 365 APIs.
|-
| '''Have full access to user calendars'''
| Required for calendar event sync.
|-
| '''Have full access to user files'''
| Required for the Office 365 repository to access, download, and upload files to OneDrive.
|-
| '''Read items in all site collections'''
| Required for SharePoint integration (deprecated)
|-
| '''Sign users in'''
| Required to sign users in using Office 365 (required for all integration).
|}
'''When you're done, click save at the top of the screen.'''

=== Add a user to the app ===
# Sign in to the [https://portal.azure.com Microsoft Azure Management Portal].
# Click on the '''Azure Active Directory''' link on the left menu, then '''App Registrations'''.
# Click on the App you created for Moodle.
## You may need to change the dropdown from "My apps" to "All apps"
# Click the name of the app under '''Managed application in local directory'''
# Click '''Users and groups''' under the '''Manage''' section.
# Add users to your application using the '''Add user''' button.

The application will appear in the [https://portal.office.com/myapps My apps] page of the application launcher on the o365 portal for the users which have been assigned.

=== Enter Azure application credentials into Moodle ===
# Navigate to '''Site Administration > Plugins > Local plugins''' and click '''Microsoft Office 365 Integration'''
# Navigate to the OpenID Connect authentication plugin's settings page (Site Administration > Plugins > Authentication > OpenID Connect)
# Enter the '''Application ID''' value you noted earlier from Azure into the '''Application ID''' box on the screen.
# Enter the '''Key''' value you noted earlier from Azure into the "Key" box on the screen.
# Click "Save changes" at the bottom of the screen.

=== Configure the Office 365 support plugin ===
# Navigate to '''Site Administration > Plugins > Local plugins''' and click '''Microsoft Office 365 Integration'''
# Complete each of the steps as follows:
# '''Choose connection method'''
## Choose the method you want to use to connect to Office 365. Unless you have a special reason to use the System API user, choose '''Application access'''.
## Click '''Save changes'''
# '''Admin consent & additional information'''
## '''Admin consent:''' Every time you change a '''Requires admin''' permission in Azure, you will need an administrator to provide consent to use the permission. Clicking the '''Provide admin consent''' button will take you to a log in screen on Office 365. An administrator will have to log in, and then will be given the option to approve the new permissions.
## '''Azure AD Tenant:''' This is the domain name that identifies your Office 365 subscription, for example "contoso.onmicrosoft.com". If you know it, enter it in this box, if not, click the "Detect" button to attempt to detect the correct value.
## '''OneDrive for Business URL:''' This is the URL that your users use to access OneDrive for Business. This can usually be determined from your AzureAD tenant, for example, if your tenant is "contoso.onmicrosoft.com", your OneDrive for Business URL is "contoso-my.sharepoint.com." If you know the URL, enter it here, otherwise click "Detect" to attempt to detect the correct value. Only enter the domain name, do not include "http://", "www." or any trailing slashes. For example "contoso-my.sharepoint.com", not "https://contoso-my.sharepoint.com/"
## Click Save changes.
# '''Verify Setup'''
## This tool verifies that Azure has been correctly set up. Click the "Update" button to check setup.
## If the tool reports any missing permissions, return to Azure and ensure that all required permissions have been added to your configured application for Moodle.

== Connecting users to Office 365 ==
To use any Office 365 features, a Moodle user must be connected to an Office 365 user that has an active Office 365 subscription. There are two ways to connect a Moodle user to an Office 365 user.

=== Switch the user to use OpenID Connect authentication. ===
With this method, the user will log in to Moodle using their Office 365 account credentials.
* Users who do not yet have a Moodle account can simply follow the normal OpenID Connect login process (see: [[Office365#Basic_Usage]]). If a Moodle account is not found for a user logging in with OpenID Connect, an account will be created for them.
* To migrate an existing Moodle user to OpenID Connect authentication, see [[Office365#Switching_existing_Moodle_users_to_use_Office_365_to_log_in]].

=== Link a Moodle user to an Office 365 user. ===
Users in Moodle can also be linked to Office 365 users without changing the Moodle user's authentication method. Users will be able to log in as they always have, and still use all the Office 365 features.
# Ensure the Microsoft block has been added to a page in Moodle (for example, the Moodle dashboard).
# As the user to link to Office 365, visit a page that has the Microsoft block visible.
# Click the '''Connect to Office 365''' link in the Microsoft block.
# You will be brought to the '''Office 365 / Moodle Control Panel'''.
# There will be a "Connection Status" indicator box on the right side of the screen, click the "Click here to connect" link.
# You will be brought to the AzureAD authentication screen. Log in with the Office 365 user's credentials you'd like to connect to the Moodle user you are logged in as.
# If login was successful, you will be brought back to the '''Office 365 / Moodle Control Panel''' page, where the Office 365 connection indicator should now read '''Active'''.
# This user is now connected to the Office 365 user.

= Office 365 Integration Local Plugin =
== Administrator Features and Settings ==
These features are accessible from the plugin's settings page (Site Administration > Plugins > Local plugins > Microsoft Office 365 Integration), on the '''Options''' tab.

=== User Sync ===
This option controls how users are synced from Azure AD to Moodle. If enabled, users from Azure AD can be automatically created in Moodle. This feature can also delete users in Moodle when they are deleted from Azure AD, or attempt to automatically match Moodle users with users in the connected Azure AD.

The main benefit of using this option, compared to having accounts created as users log in using OpenID Connect, is that you can manage and enrol users before they first log in, so everything is ready to go the first time they access Moodle.

'''Notes:'''
* The sync job runs in the Moodle cron, and syncs 1000 users at a time.
* By default, this runs once per day at 1:00 AM in the time zone local to your server.
* To sync large sets of users more quickly, you can increase the freqency of the Sync users with Azure AD task using the Scheduled tasks management page. See [[Scheduled_tasks]].

There are four options that affect user sync:

==== Create accounts in Moodle for users in Azure AD ====
This will create users in Moodle from each user in the linked Azure Active Directory. Only users which do not currently have Moodle accounts will have accounts created. New accounts will be set up to use their Office 365 credentials to log in to Moodle (using the OpenID Connect authentication plugin), and will be able to use all the features of the Office 365 plugin set.

==== Delete previously synced accounts in Moodle when they are deleted from Azure AD ====
This will delete users from Moodle if they are marked as deleted in Azure AD. The Moodle account will be deleted and all associated user information will be removed from Moodle. Be careful!

==== Match preexisting Moodle users with same-named accounts in Azure AD ====
This will look at the each user in the linked Azure Active Directory and try to match them with a user in Moodle. This looks for matching usernames in Azure AD and Moodle. Matches are case-insentitive and ignore the Office 365 tenant. For example, "BoB.SmiTh" in Moodle would match "bob.smith@example.onmicrosoft.com". Users who are matched will have their Moodle and Office accounts connected and will be able to use all Office 365/Moodle integration features. The user's authentication method will not change unless the setting below is enabled.

==== Switch matched users to Office 365 (OpenID Connect) authentication ====
This requires the "Match" setting above to be enabled. When a user is matched, enabling this setting will switch their authentication method to OpenID Connect. They will then log in to Moodle with their Office 365 credentials. Note: Please ensure the OpenID Connect authentication plugin is enabled if you want to use this setting.

====User Creation Restriction====
During user sync, by default, all users from Azure AD will be created in Moodle. This setting allows you to set a required field and value that a user must have in Azure to have an account created in Moodle. For example, if you wanted to only have users from the "IT" department syncing into Moodle, you would choose the "Department" field, and enter "IT".
====User Field Mapping====
This controls how information is synced from Azure AD to Moodle. The first column lists Azure fields, the second column lists Moodle fields, and the third column controls when information is synced.
To create mappings:
# Click "Add Mapping"
# In the row that appears, select an Azure field to bring into Moodle.
# In the second column on the same row, select a Moodle field to copy the value into.
# In the third colum on the same row, choose whether this only happens on user creation, on user login, or both.
# Click "Save Changes" at the bottom of the page.

To Delete A Mapping
# Click the "X" button at the end of the row you want to delete.
# Click "Save changes" at the bottom of the page.
# Note this will only prevent future information syncing, it will not undo past operations.

=== Course Groups ===
The course groups setting creates Office 365 groups for courses in Moodle.

Features:
* Group membership is kept up-to-date with enrolments in Moodle.
* Provides an easy was to address all users in a course from Office 365. For example, a teacher can share a document from OneDrive with all of their students by choosing the user group for their course - they don't have to choose each student individually.
* Course group file stores are accessible from the Office 365 Moodle file repository plugin, allowing users to access group files from Moodle.

The course groups option allows a great deal of customization. An administrator can choose to create groups for all courses, and enable all settings, or customize the implementation. If administrators choose the "Customize" option for this setting, administrators can choose which courses have groups created, and choose which features are enabled for each group.

Once enabled, new groups will be created every cron run for any enabled course that doesn't have a group set up. Once groups are set up, membership will be maintained automatically whenever someone joins or leaves a Moodle course.

=== SharePoint Link ===
'''This feature is deprecated and is likely to be removed in a future version.'''

SharePoint sites can be created for each course on your Moodle site. You will provide a parent SharePoint site and subsites for each course will be automatically created. The document library for each of these subsites can then be accessed by teachers using the OneDrive for Business repository. This provides a shared store of files for a course, allowing teachers to collaborate on documents and share resources.

* Any AzureAD-connected Moodle user with the '''moodle/course:managefiles''' capability in a course will be able to access the document library from the repository.

==== Setting up the SharePoint connection ====
# Visit the plugin's settings page (Site Administration > Plugins > Local plugins > Microsoft Office 365 Integration).
# Under the '''Options''' tab, look for the '''SharePoint Link''' setting.
# Type in the URL of the parent SharePoint site you'd like to use for the course subsites.
## This should be the entire URL to the SharePoint site - for example: '''https://contoso.sharepoint.com/moodle'''.
## This site must be accessible to the '''System API user'''
# When you are done typing in the URL, the URL will be checked for suitability.
## If the valid is invalid, you will see a red box and the text "This is not a usable SharePoint site."
## If the site already exists, you will see a blue box and the text "This site is usable, but already exists". You can use this site, but conflicts can arise. It's recommended to use a URL to a SharePoint site that doesn't yet exist. The site will be created during initialization.
## If the site does not exist but can be created, you will see a green box and the text "This SharePoint site will be created by Moodle and used for Moodle content.". This SharePoint site will be created by Moodle during initialization.
# Click '''Save changes''' at the bottom of the settings page.
# You will see a spinning icon below the SharePoint Link setting, and the text "Moodle is setting up this SharePoint site.". '''This will not automatically update - refresh the page to check if the connection has been set up.'''.
# The SharePoint Link is set up during the Moodle cron, so ensure your Moodle cron is set up and running.

===Office 365 for China===
Office 365 in China differs slightly in some technical aspects. If you are using Office 365 for China, select this box to ensure everything will work properly.
===Disable Office 365 OneNote===
In earlier versions of the Office 365 plugin, the OneNote integration used a Microsoft account version of OneNote. This is separate from the OneNote now provided with your Office 365 subscription. If you are established in this version of OneNote, enable this setting. For everyone else, you can leave this setting off.
===Enable preview features===
From time-to-time, we add features that use brand-new APIs or are slightly experimental in some way. These features often become part of our regular feature offering once they mature, but if you want to see the latest features we're working on, you can enable this setting to enable all preview features. Be careful though! These features do break from time to time.
===Record debug messages===
If you experience problems using any Office 365 features in Moodle, enable this setting. Once enabled, errors will be recorded to the Moodle log for review. These errors can help you or the plugin developers debug and fix the problem. The error log can be viewed by navigating to Site Administation > Reports > Logs, changing the "All activities" select box to "Site errors", and clicking "Get these logs".
===Minimum inexact username length to switch to Office 365===
When using automatic user matching, this setting can be used to exclude accounts with short names. The intended use of this is to avoid matching generic accounts like "admin". This setting is the minimum length of a username required for automatic matching to match users.
===Profile photo refresh time===
Profile photo syncing can be a resource-intensive process, so this setting allows you to set a minimum time between profile photo refresh runs.
== Administrator Tools ==
===Tenants===
This tool allows you to add additional Office 365 tenants to be used with Moodle. Users from additional tenants can log-in to Moodle using their Office 365 account, and use features like calendar sync and the OneDrive repository.

===Health Check===
If you are experiencing problems with any Office 365 / Moodle features, click the '''Health Check''' link to run tests on your system and look for potential problems.

===Connections===
This tool allows administrators to see and manage the connections between their Moodle users and Office 365 accounts. Each user in the system is listed alongside the Office 365 username the user is connected to, if any. Administrators can choose to manually connect or disconnect each user.

===User Matching===
This tool allows administrators to manually match Moodle and Office 365 users using a CSV file. Administrators can upload a CSV file containing, on each line, a Moodle username, and Office 365 username, and a 1 or 0 indicating whether to enable Office 365 login for that user.

Once uploaded, the file is processed in batches during the Moodle cron. The tool page will display the progress of this process.

===Maintenance Tools===
These tools perform maintenance tasks that can help solve problems which may crop up from time to time. Generally, users should not need these tools unless they encounter the specific situation these tools are designed to solve.

====Resync users in groups for courses====
Course group membership is kept up-to-date as users are enrolled and un-enrolled from courses in Moodle. If this membership gets out-of-date for whatever reason, this tool will force a resync of group membership.

====Recreate deleted Office 365 groups====
Course groups are created from Moodle courses when using the course group feature. If a group is manually deleted from the Office 365 administrator panel, this tool will recreate it.

====Generate debug data package====
This tool will generate a package of information that can be sent to the plugin suite maintainers to help debug problems in environment and setup. While no API keys are present, this information does contain a lot about your environment and setup, so please be careful about who you send this information to.

== User Features ==
=== Calendar sync ===
This feature allows users to sync their Moodle calendars with Office 365. Users can have events in their Moodle calendar appear in any Office 365 calendar, and have events created in Office 365 synced back to Moodle.

To use this feature:
# Ensure the Microsoft block has been added to a page in Moodle (for example, the Moodle dashboard).
# As a user connected to Office 365, visit a page where the Microsoft block is visible.
# Click the "Configure Outlook sync" link in the Microsoft block.
# From here, you should see a list of your available Moodle calendars. Click the checkmark next to the ones you'd like to sync.
## By default, the calendars will sync with your Office 365 "primary" calendar. You can choose a different calendar to sync with using the "Sync with" select box.
# You can also choose to sync from Office 365 in to Moodle (or both from Moodle to Office 365 and from Office 365 to Moodle). This is done using the "Sync behavior" select box.
# Once you're subscribed to a calendar, wait for the site's cron function to run to sync older calendar events. However, new events should sync right away.

= OpenID Connect Authentication Plugin =

== Basic Usage ==
Once configured, you should see a link named "OpenID Connect" on the Moodle login page. Clicking this link will redirect the browser to the identity provider. Users will log in there, and will be redirected back to Moodle. If they have logged in to Moodle using OpenID Connect before, they will be logged in to their existing Moodle account. If they have not logged in to Moodle with OpenID Connect before, an account will be created for them.

Note: If the "Prevent account creation when authenticating" setting is enabled in Moodle, new accounts will not be created.

== Settings ==
There are a number of options you can use to customize how the plugin behaves. To configure the plugin, visit the plugin's settings page. (Site Administration > Plugins > Authentication > OpenID Connect)

====Provider Name====
The name entered here will be used through the OpenID Connect plugin and the Office 365 plugins to refer to the system used to log users in. For example, if your users are used to calling their Azure AD account their "School" account, you enter "School account" here, and all references to authentication will be "Log in with your School account".

====Auto-Append====
When using the "Username/Password" login flow, this setting with automatically append a given string to an entered username. This is useful in Azure AD usernames, where a single domain name is often used for every user - i.e. [user]@contoso.onmicrosoft.com. Users would normally have to enter this entire username to successfully log in to Moodle, but in this example, entering "@contoso.onmicrosoft.com" here means users would only have to enter their unique username, i.e. "bob.smith", instead of "bob.smith@contoso.onmicrosoft.com".

====Domain Hint====
If users have several different Azure AD accounts with different tenants (i.e. @contoso.onmicrosoft.com, @example.onmicrosoft.com), but Moodle only uses one of these tenants, you can enter that tenant in this box to have the Azure AD login screen only ever suggest accounts from that tenant.

====Login Flow====
This setting changes how users log in to Moodle using the plugin. You can redirect users to the OpenID Connect provider's login page, or have users enter their credentials directly into Moodle. See the "Login Flows" section below for further information.

====User Restrictions====
This setting allows you to restrict the users that can log in to Moodle using OpenID Connect (Azure AD).

Once you've entered at least one user restriction, users logging in to Moodle must match at least one entered pattern.

How to use user restrictions:
# Enter a regular expression pattern that matches the usernames of users you want to allow.
# Enter one pattern per line
# If you enter multiple patterns a user will be allowed if they match ANY of the patterns.
# The character "/" should be escaped with "\".
# If you don't enter any restrictions above, all users that can log in to the OpenID Connect provider will be accepted by Moodle.
# Any user that does not match any entered pattern(s) will be prevented from logging in using OpenID Connect.

====Record debug messages====
If you experience problems using OpenID Connect, enable this setting. Once enabled, errors will be recorded to the Moodle log for review. These errors can help you or the plugin developers debug and fix the problem. The error log can be viewed by navigating to Site Administation > Reports > Logs, changing the "All activities" select box to "Site errors", and clicking "Get these logs".

====Custom Icon====
This setting allows you to choose from a selection of predefined icons to appear next to the identity provider link on the login page. You can also upload your own icon.

# Visit the plugin settings page (Site Administration > Plugins > Authentication > OpenID Connect)
# Locate the "Icon" section of the settings page.
# There are several predefined icons to choose from, clicking an icon will use that icon on the login page.
# To use a custom icon, use the file picker below the "Icon" setting.
## This image will not be resized on the login page, so we recommend uploading an image no bigger than 35x35 pixels.
## If you have uploaded a custom icon and want to go back to one of the stock icons, click the custom icon in the file picker and click "Delete", then "OK", then "Save Changes" at the bottom of the settings page. The selected stock icon will now appear on the Moodle login page.

== Login flows ==
This plugin supports two different methods for users to log in: Authorization Request and Username/Password Authentication

=== Authorization Request ===
This flow redirects the user to Office 365 to log in and are then brought back to Moodle logged in.

Using this flow:
# The user clicks the name of the identity provider (What you entered in the "Provider Name" box at the top of the settings page.) on the Moodle login page.
# The user is redirected to Office 365 to log in.
# Once successfully logged in, the user is redirected back to Moodle where the Moodle login takes place transparently.

=== Username/Password Authentication ===
This login flow works like a classic username and password, except the user uses their Office 365 account information.

Using this flow:
# The user enters their Office 365 username and password directly into the Moodle login form.
# Their credentials are securely sent to Office 365 for verification.
# If the credentials are verified, the user is logged in to Moodle.

== Switching existing Moodle users to use Office 365 to log in ==
If a user logs in to Moodle using OpenID Connect but does not have a Moodle account, one will be created for them. However, existing Moodle users can be migrated to use OpenID Connect and provide a connection to Office 365.

# Ensure the Microsoft block has been added to a page in Moodle (for example, the Moodle dashboard).
# Log in as the user to be migrated, visit a page that has the Microsoft block visible.
# Click the '''Connect to Office 365''' link in the Microsoft block.
# You will be brought to the '''Office 365 / Moodle Control Panel'''.
# Click the '''Office 365 Login'' link under '''Office 365 Features'''
# Click the "Start using Office 365 to log in to Moodle." link.
# You will be redirected to Office 365 to log in. Log in with the account you'd like to link to the Moodle account you're using.
## '''NOTE:''' If you're already logged in to Office 365, you will not have to enter your credentials on the Office 365 login page. This Office 365 account will be linked to the Moodle account. Ensure you are logged in to the correct account, or log out of Office 365 first to show the Office 365 login screen.
# The Moodle account will now use Office 365 to log in. '''The previous login method will not work.'''
# The Moodle user can now use any of the Office 365 features in Moodle.

== Connecting existing Moodle users to Office 365 without changing login method ==
# Ensure the Microsoft block has been added to a page in Moodle (for example, the Moodle dashboard).
# Log in as the user to be migrated, visit a page that has the Microsoft block visible.
# Click the '''Connect to Office 365''' link in the Microsoft block.
# You will be brought to the '''Office 365 / Moodle Control Panel'''.
# There will be a "Connection Status" indicator box on the right side of the screen, click the "Click here to connect" link.
# You will be brought to the AzureAD authentication screen. Log in with the Office 365 user's credentials you'd like to connect to the Moodle user you are logged in as.
## '''NOTE:''' If you're already logged in to Office 365, you will not have to enter your credentials on the Office 365 login page. This Office 365 account will be linked to the Moodle account. Ensure you are logged in to the correct account, or log out of Office 365 first to show the Office 365 login screen.
# If login was successful, you will be brought back to the '''Office 365 / Moodle Control Panel''' page, where the Office 365 connection indicator should now read '''Active'''.
# The Moodle account is now linked to the Office 365 account and can use Office 365 features as that user.
# The Moodle user's login method will not change, the user will log in to Moodle as they always have.

= OneDrive for Business Repository =
The OneDrive for Business repository allows users using the Office 365 integration plugins to connect to their OneDrive for Business as a Moodle repository.

== Downloading and linking files ==
# When using a filepicker anywhere in Moodle, you'll see a list of repositories on the left side of the popup. Look for and click on "OneDrive for Business".
# You'll see two folders - "My Files" and "Courses". Click the folder for the document library you want to access.
## '''My Files''' contains all documents in your personal OneDrive for Business
## '''Courses''' will list all Moodle course shared document libraries that you have access to. If you want to download files from one of these, you'll click "Courses", then click the folder for the course you want to access.
# You will now see a list of all the files and folders in your OneDrive.
# Click the file you want to download into Moodle.
# Choose to "Make a copy of the file", or "Create an alias/shortcut to the file."
## If you want to download a copy of the file as it is now, choose "Make a cope of the file". This will copy the file into Moodle, and will then use the local Moodle copy when the file is accessed from within Moodle. Any changes to the file in OneDrive will not be seen in Moodle.
## If you want to link a file choose "Create an alias/shortcut to the file". This will create a link in Moodle to the file in OneDrive, and the file will be accessed from OneDrive directly. Any changes to the file in OneDrive will be seen when accessing the file from Moodle.
# You can change other file information like the filename or author name using the respective text fields. This information is only applicable to the Moodle side of the file, and will not transfer to OneDrive.
# Click "Select this file".

== Uploading files ==
You can upload files into both your personal OneDrive for Business document library and a course SharePoint document library from the filepicker interface.

# When accessing a OneDrive document library from a file picker, you will see an "Upload New File" item in the list of files and folders.
# Click the "Upload new file" item.
# Choose the file you want to upload and click "Upload this file".
# The file will be uploaded to OneDrive and selected for the file picker.

== Embedding Office documents ==
This repository allows users to embed Office documents from OneDrive into a course and have the live version viewable using Office web apps.

# Start as a user connected to Office 365 and who has access to modify a course.
# Turn on editing for the course and choose "Add an activity or resource" for the section of the course you want to add the document.
# Choose the "File" resource to add to the course.
# In the "Content" section of the file resource settings page, click the "Add" button in the filepicker
# Choose the "OneDrive for Business" repository and choose your Office document.
# When you select a file, make sure "Create an alias/shortcut to the file" is selected, the click "Select this file"
# Expand the "Appearance" section, and choose "Embed" for the "Display" select box.
# Click "Save and display"
# You should see the file embedded into the page.

= OneNote =
OneNote is now available through Office 365. If you have installed all the plugins (for example, by installing [https://moodle.org/plugins/view/local_office365]) then you already have the OneNote plugins installed. To access OneNote using your Office 365 subscription, add OneNote to the list of applications in your Azure application. This is done the same way you configured Azure permissions, above. Note that OneNote is still in preview, and may not be available to everyone yet. If you don't see OneNote in the list of applications to add to your Azure application, you can try logging in to a desktop OneNote application using an administrator account in your Office 365 tenant. This sometimes expedites to the process of adding the OneNote preview to your tenant.

=FAQ=
==How will cookie changes in Chrome version 80 affect Teams integration?==
The stable release of the Google Chrome web browser (build 80, scheduled for release on February 4, 2020) features a change in how cookies are handled. This will include two changes:
* Cookies without a '''SameSite''' attribute will be treated as SameSite=Lax.
* Cookies with '''SameSite=None''' must also specify '''Secure''', meaning they require a secure context.
The changes are explained in [https://web.dev/samesite-cookies-explained/ here] and [https://blog.chromium.org/2019/10/developers-get-ready-for-new.html here]

Moodle and Microsoft Teams integration will be affected by this change, because the integration requires embedding Moodle pages in Teams. There is [https://tracker.moodle.org/browse/MDL-67175 an open item] in Moodle tracker about this change in general, but the code change proposed in the tracker item didn't get integrated in time for the last minor Moodle upgrade before Chrome 80 release date. As a result, all sites using Moodle and Microsoft Teams integration feature are strongly suggested to apply the patches proposed in the [https://tracker.moodle.org/browse/MDL-67175 tracker item] so that users with Chrome 80 can keep using Moodle tabs in Teams after upgrade.
* Patches are provided for all Moodle versions that are supported for core feature and security issues, i.e. 3.5, 3.6, 3.7 and 3.8.
* Patches are only required before this is integrated into the next Moodle minor release of the Moodle versions, which is scheduled at March 9th, 2020.
* After the next Moodle minor release, the patch should be removed as it would be integration into core Moodle code.

=Any further questions?=

For support, please open an issue on Github at [https://github.com/Microsoft/o365-moodle/issues]

For community discussion, please post in the [https://moodle.org/mod/forum/view.php?id=8273 Moodle office tool integrations forum] on moodle.org. Note: developers may or may not see questions in this forum thread.

[[es:Office365]]

MySQL

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{{Installing Moodle}}
MySQL is one of the supported databases that underpins a Moodle installation.

== Installing MySQL ==

* If you are running Linux your preference should be to install using your distribution's package manager. This ensures you will get any available updates. However, you can also use apt-get or yum depending on the distribution that you are running.
* There are installers available for most popular operating systems at http://www.mysql.com/downloads/mysql/.
* It is possible and reasonably straightforward to build mysql from source but it is not recommended (the pre-built binaries are supposedly better optimised).
* Make sure you set a password for the 'root' user (see http://dev.mysql.com/doc/refman/5.0/en/default-privileges.html).
* Consider installing and configuring my.cnf (the MySQL settings file) to suit your needs. The default configuration is usually very conservative in respect of memory usage versus performance. Increase the 'max_allowed_packet' setting to at least 4 megabytes.
* If you are going to use Master/Slave replication, you must add binlog_format = 'ROW' into your my.cnf within [mysqld]. Otherwise, Moodle will not be able to write to the database.

=== Configure full UTF-8 support ===

It's recommended that you have full UTF-8 support configured in MySQL. If this is not done some character sets, notably emojis, cannot be used. It is possible to do this after your site is installed but it is much easier before installation.

First check if this is already configured by running the following statement, e.g. at the '''mysql>''' prompt or in phpMyAdmin:
<pre>SHOW GLOBAL VARIABLES WHERE variable_name IN ('innodb_file_format', 'innodb_large_prefix', 'innodb_file_per_table');</pre>
{| class="wikitable"
|-
! Variable_name
! Value
|-
| innodb_file_format
| Barracuda
|-
| innodb_file_per_table
| ON
|-
| innodb_large_prefix
| ON
|}

If the three settings you see match the above list then no further configuration changes are needed and you can skip to [[#Creating_Moodle_database| Creating Moodle database]].

If your settings do not match this list then you will have to edit your MySQL configuration file. On Linux this may be the file '''/etc/my.cnf''' or '''/etc/mysql/my.cnf''', on Microsoft Windows it may be '''my.ini'''.

* Note: You should back up your configuration file before changing it.
* Note: You should back up your databases before making this change.
* Note: Other systems using databases on this server may be impacted by this change.

Add the following settings to the configuration file:
<pre>[client]
default-character-set = utf8mb4

[mysqld]
innodb_file_format = Barracuda
innodb_file_per_table = 1
innodb_large_prefix

character-set-server = utf8mb4
collation-server = utf8mb4_unicode_ci
skip-character-set-client-handshake

[mysql]
default-character-set = utf8mb4</pre>

Restart MySQL to apply these settings.

If you have any difficulty applying these settings, see [[MySQL_full_unicode_support]] for further information.

If for some reason you cannot change to the recommended settings as described here you can continue to install Moodle, however you must select '''utf8''' and '''utf8_unicode_ci''' for the default character set and collation respectively.

== Creating Moodle database ==

These are the steps to create an empty Moodle database. Substitute your own database name, user name and password as appropriate.

The instructions assume that the web server and MySQL server are on the same machine. In this case the 'dbhost' is 'localhost'. If they are on different machines substitute the name of the web server for 'localhost' in the following instructions and the 'dbhost' setting will be the name of the database server.
Databases have a "Character set" and a "Collation". For Moodle, we recommend the Character Set be set to '''utf8mb4''' and the Collation '''utf8mb4_unicode_ci'''. You may get the option to set these values when you create the database. If you are not given a choice, the default options are probably good. An install on an old server may have the wrong settings.

=== Command line ===

* To create a database using the 'mysql' command line client, first log into MySQL
<pre>
$ mysql -u root -p
Enter password:
</pre>
(Enter the password you previously set - or been given - for the MySQL 'root' user). After some pre-amble this should take you to the ''mysql>'' prompt.
* Create a new database (called 'moodle' - substitute your own name if required).
If you have successfully configured the recommended full UTF-8 support as described above run:
<pre>
mysql> CREATE DATABASE moodle DEFAULT CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_ci;
</pre>
If you do not have the recommended full UTF-8 support run:
<pre>mysql> CREATE DATABASE moodle DEFAULT CHARACTER SET utf8 COLLATE utf8_unicode_ci;</pre>
* Add a user/password with the minimum needed permissions:
<pre>
mysql> GRANT SELECT,INSERT,UPDATE,DELETE,CREATE,CREATE TEMPORARY TABLES,DROP,INDEX,ALTER ON moodle.* TO moodleuser@localhost IDENTIFIED BY 'yourpassword';
</pre>
...which creates a user called 'moodleuser' with a password 'yourpassword'. Make sure you invent a strong password and resist the temptation to 'GRANT ALL'.
* Exit from mysql:
<pre>
mysql> quit
</pre>

=== phpMyAdmin ===

[http://www.phpmyadmin.net/ phpMyAdmin] is a web based administration tool for MySQL. If this is available you can use it to create a new database. If you have successfully configured the recommended full UTF-8 support as described above select collation '''utf8mb4_unicode_ci'''. If you do not have the recommended full UTF-8 support select collation '''utf8_unicode_ci'''.

==Which database belongs to which Moodle==
If you have installed several Moodle installations on the same server, there will be several databases in your MySQL server. The names might be quite poor reflections of the content like _mdl1 _mdl2 _mdl3 . So how do I see which database goes with which Moodle installation? You can go in with phpMyAdmin and in the various databases check for the table "mdl_course". There you will easily see the name of that Moodle Installation. In table mdl_config you can see the Moodle version. The main URL for the site is not in the database except where there are absolute links.

== See also ==

* [[MariaDB]]
* [[MySQL full unicode support]]
* [http://www.mysql.com/ The MySQL homepage]
* [http://en.wikipedia.org/wiki/MySQL Wikipedia article about ''MySQL'']
* [http://forums.mysql.com/read.php?24,92131,92131 List of articles on MySQL performance tuning]

[[Category:SQL databases]]

[[ja:MySQL]]
[[de:MySQL]]
[[es:MySQL]]

Moodletxt capabilities

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== List of all capabilities installed by MoodleTxt ==

This page is an administrator's reference for the user capabilities that will be installed into your Moodle installation by MoodleTxt. You can use these to grant or deny access to the various sections of MoodleTxt using these capabilities in the standard Moodle control panel.

{| class="wikitable"
|-
! Capability Name
! Default Assignment
! Description
|-
| block/moodletxt:addressbooks
| Teachers and admins
| Granting this permission allows a user to create addressbooks within MoodleTxt
|-
| block/moodletxt:adminsettings
| Admins only
| Allows a user to use the MoodleTxt control panel and see error messages intended for administrators.
|-
| block/moodletxt:adminusers
| Admins only
| Allows a user to admin user information within MoodleTxt, such as editing a user's message filters, or viewing their message history.
|-
| block/moodletxt:defaultinbox
| Teachers and admins
| If a user has this capability assigned to them at system level, then they can be selected as the "default inbox" when creating message filters. (A default inbox is where any unfiltered messages for a given account are deposited.)
|-
| block/moodletxt:globaladdressbooks
| Teachers and admins
| If this user can create address books within MoodleTxt, they can create global address books that can be viewed and used by all users within the system.
|-
| block/moodletxt:personalsettings
| Teachers and admins
| Having this capability assigned to a user allows them to edit their own messaging preferences. This includes message templates and signatures, as well as options related to message display.
|-
| block/moodletxt:receivemessages
| Teachers and admins
| Any user that has this capability assigned can receive inbound messages within the block.
|-
| block/moodletxt:sendmessages
| Teachers and admins
| Any user that has this capability assigned can send messages out from the block.
|-
| block/moodletxt:viewstats
| Teachers and admins
| Any user that has this capability assigned can view user/message statistics. (Coming in 3.1)
|-
| block/moodletxt:viewmoodletxtpluslogs
| Admins only
| Allows the user to view the logs of event-based messaging. (Largely redundant, may be removed in 3.1. Users that have the :adminusers permission can use the sent page, which was upgraded since 3.0 beta 2, to view these logs already.)
|}

[[Category:MoodleTxt|Capabilities]]

Mindmap module

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{{stub}}
This contributed code activity module can add, create and share mindmaps within Moodle.

==Features==
* Create and share mindmaps online.
* Make mindmaps public or share them with groups or make them public.
* Export maps to XML, PDF, image or Freemind-files.
* Edit mindmaps offline via Gears or Adobe AIR

Most important commands and functions
{|class="wikitable"
! Function
! Command
|-
|add node
|
*Doubleclick on any place or click the green plus-icon
*ENTER adds a node to the same layer
*INSERT adds a childnode
|-
| delete nodes
|
* CTRL + click on the node,
* press DELETE
* click the red minus-sign
|-
|deletes a node and all of his child-nodes
|CTRL + D
|-
|Undo and Redo
|
*CTRL + Z and CTRL + Y or
*use the icons|
|-
|Autocomplete-Node
|press END
|-
|move node
|
#position a node over new parent,
#release mouse,
#reposition node
|}
For Mac User: There is no INSERT key! To add a childnode on Mac, first highlight the mother node. Then while pressing command key, double tab at the new position for the childnode. Or if you are using the mouse position your cursor at the new childnode place, then double click left mouse at the same time pressing the command key.

==See also==
*[http://moodle.org/mod/data/view.php?d=13&rid=1628 Mindmap] is a Modules and plugins database page for downloads and more information.
*Discussions: please create or find a discussion topic in the [http://moodle.org/mod/forum/view.php?id=44 Contributed Code forum]
*[[FreeMind filter]] contributed code

* Register here to find out more about: http://ekpenso.com/
[[Category:Contributed code]]

MRBS block/import

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This feature works in a similar way to flatfile enrolement; it is enabled by configuring a file location in the module settings. Once there is a location set, that location will be checked every time cron runs and if a file is found it will be processed.

All existing imported bookings will be deleted from the database before the new import is processed- this is done so that a timetable can be imported regularly, ensuring that mrbs is kept up to date. Any imported bookings that have been edited will not be deleted and will not be re-imported, however any deleted bookings will be re-imported.

The file should be a csv file, without a header row, containing the following fields:
{| class="wikitable"
|-
!Start time
!End time
!Date of first session
!Weekpattern
!Room name
!Username
!Name
!Description
|-
|hh:mm format, if periods are used then see the section below
|hh:mm format, if periods are used then see the section below
|YYYY/MM/DD format
|This field enables a session to be repeated weekly, missing out weeks for holidays etc. To make a single booking just put 1 in this field, otherwise enter a string of 1s and spaces (each 1 representing a booking, each space representing a week without a booking). This string can be as long as required.
|must be the same as that held in the mrbs_room table
|this field is used to link the booking to a moodle user. It is not case sensitive and will not cause an error if no matching user is found (however if this is the case then only mrbs admins will be able to edit the booking)
|the name for the booking to have. If you want to take advantage of some other features then you should set this to the shortname of the course the booking is for (if there is a moodle course for it)
|a description for the booking
|}

====Times when periods are enabled====
MRBS stores period times as minutes past midnight, 00:00 is the time period1 starts, 00:01 is the time period1 ends and period 2 starts etc.

== Other pages about MRBS block ==
* [[MRBS block|Main page]]
* [[MRBS_block/forcebook|Force booking]]
* [[MRBS_block/usertt|User timetables]]

Installation FAQ

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{{Installing Moodle}}
== System information needed for Installation problems forum ==
When posting questions to the [http://moodle.org/mod/forum/view.php?id=28 Installation problems forum], try to provide as much background information as possible about your Moodle system. Consider providing some or all of the following:
* Server Operating System name (version also if possible):
* PHP version (e.g. PHP 5.4.4)
* Database server type and version (e.g. MySQL 5.5.18)
* Browser and version (e.g. Firefox, IE8):
* Moodle version (e.g. 3.0):
* Moodle install type? (New/Upgrade):
* Moodle config.php attached (please remove passwords):
* Phpinfo attached?:

Make sure you provide a sensible description (never HELP! or URGENT!) and a full description of what you did and what happened. Copy and paste any error messages accurately in full. 'Nothing' is not a symptom, even a blank page is something!

[[#top|Top]]

==PHP - is it installed and what version do I have?==

Make a new file on your web site called ''info.php'', containing the following text, and call it from your browser:

<code php>
<?PHP phpinfo() ?>
</code>

If nothing happens then you don't have PHP installed or your webserver is not configured to handle .php files properly. See the installation docs for some information about where to download it for your computer. See the [[phpinfo]] page for details about the content of this page.

[[#top|Top]]

==I am being told that I need the '''intl php plugin''' to continue to install Moodle 2.x==
The intl.dll from Zend is part of the PHP 5.2.8 release and later. It is aimed at improving the internationalization of php pages and Moodle 2.x uses it as part of this process. If your install is on a local machine or network, then you can download the latest version of PHP and update your PHP. You then have to uncomment all the required dynamic extensions you need, including the php_intl.dll extension. The problem is then solved. If the install is on a host server, then you need to contact your host and ask them to do the same, As an alternative, you can unzip/untar the download file, copy and paste the intl.dll file to your php/ext folder and include the line:
extension=php_intl.dll
in the Dynamic Extensions section of your php.ini file.

You can also set the error level using:
intl.error_level = E_WARNING
but this is not essential

If you are using a Linux install, use your system package manager or specify compilation flag.
* Debian 5.0 (& Ubuntu) use: apt-get install php-intl or apt-get install php5-intl
* CentOS 5.5 (& RedHat) you should (probably) be using php 5.3 from remi and then use: yum install php-intl

This technique can be applied to any updated dynamic extension from Zend. You may want to use later dll files in your php/ext folder, you can do so by doing the same as above, but be careful, your version may not be able to take full advantage of the extension, or some very new extensions may cause an unexpected instability. The best option is still to update on a regular basis, perhaps once a year or so for the PHP.

[[#top|Top]]

===What Dynamic Extensions do I really need uncommented in my php.ini file? What else do I need to change?===
This assumes you have complete control over the installation and running of your server, if your Moodle is hosted, you need to do something different, which is also discussed below. In the php.ini you need to delete the semi-colon, the ;, from the start of any line to uncomment it. For Moodle, you really should only need to change some values, and make sure the extensions you require are available. These are:

Resource Limits
memory_limit = 128M //This is the maximum it requires and on a shared server you may get much less.

Data Handling
post_max_size = 512M //This allows postings of up to 512MB, but set it to suit yourself and your circumstances

Paths and Directories
doc_root ="driveletter:\path\to\server\active\web\directory" (e.g. d:\Apache\htdocs or e:\iis\wwwroot )
and
extension_dir = "driveletter:\path\to\php\ext" (e.g. d:\php\ext or e:\iis\php\ext)

File Uploads
upload_max_filesize = 512M (This is different from the post_max_size this is for file uploads.)

Dynamic Extensions ('''Windows Only''')
{| class="wikitable"
|-
! PHP 5.3.x
|-
|
extension=php_curl.dll
extension=php_gd2.dll
extension=php_gettext.dll
extension=php_intl.dll
extension=php_imap.dll
extension=php_ldap.dll
extension=php_mbstring.dll
extension=php_exif.dll ; Must be after mbstring as it depends on it
extension=php_mysql.dll
extension=php_mysqli.dll
extension=php_openssl.dll
extension=php_pdo_mssql.dll
extension=php_pdo_mysql.dll
extension=php_soap.dll
extension=php_sockets.dll
extension=php_sqlite.dll
extension=php_xmlrpc.dll
extension=php_zip.dll
|}

These edits and Dynamic extensions cover a range of options here, there are a number of other possibilities, but these listed are the most common ones. Unless you have a specific need, there may not be any reason to deviate from these settings, but if you do, make sure you know what is going to happen. These extensions will also allow you to successfully install and run many other PHP applications.

One example is the Oracle extensions are not shown here, but Oracle can be used for the Moodle database. Another area people often get themselves into trouble is using "Magic quotes". Magic quotes really should be set to off, they were only introduced early in the use of PHP to allow for some inexperienced scripting practices, (read poor, shoddy or dodgy here). If someone is still writing poor scripts, then they deserve to draw attention to themselves and their scripts deleted.

[[#top|Top]]

==What & where are Moodle's configuration settings stored?==
Configuration settings are stored in the config.php file stored in your moodle folder. This file is created during the installation process. If there is a problem and the installation cannot create the file, you can try creating it manually from the [[Configuration file]] docs.
[[#top|Top]]

==Downloading previous releases of Moodle==

Previous versions of Moodle that are not found on [http://download.moodle.org Moodle downloads] may be downloaded from <nowiki>http://download.moodle.org/stable[version_number]/</nowiki> where [version_number] is the number without a point. For example http://download.moodle.org/stable22/ or http://download.moodle.org/stable27/

You'll see a directory tree with the files displayed. Click on the one you want and download as normal. If you require the latest update of the version, scroll to the end of the list and download the "moodle-latest" file.

* '''Windows Packages''': To download other releases not found in [http://download.moodle.org/windows/ Moodle packages for Windows], use this URL:
:<nowiki>http://download.moodle.org/windows/MoodleWindowsInstaller-latest-[version_number].zip</nowiki>
* '''Mac Packages''': To download other releases not found in [http://download.moodle.org/macosx/ Mac packages], use either of these URLs (depending on whether you need the Intel or PPC package):
:<nowiki>http://download.moodle.org/macosx/Moodle4Mac-Intel-[version_number].dmg</nowiki>
:<nowiki>http://download.moodle.org/macosx/Moodle4Mac-PPC-[version_number}.dmg</nowiki>

For details of how to download a particular weekly version, see the post [https://moodle.org/mod/forum/discuss.php?d=346698#p1398162 Looking for VERY specific release of older Moodle].

[[#top|Top]]

== How to enable and check PHP error logs==
PHP can be set up to log errors in a variety of different ways: two of these involve the use of the php.ini file and the ini_set command. See [[dev:PHP error logs|PHP_error_logs]].

== "Could not find a top level course" ==
If this appears immediately after you have attempted to install Moodle it almost certainly means that the installation did not complete. A complete installation will ask you for the administrator profile and to name the site just before it completes. Check your logs for errors. Then drop the database and start again. If you used the web-based installer try the command line one. Does your computer definitely have sufficient resource to run Moodle?

==Email copies are not being sent from my forums==

You ''must'' set up cron properly if you want Moodle to send out automatic email from forums, assignments etc. This same process also performs a number of clean-up tasks such as deleting old unconfirmed users, unenrolling old students and so on. Please refer to the [[Cron|cron instructions]].

Tips:
* Try the default settings in ''Site administration > Server > Email''. This generally works. Except...
* On a Windows server you *must* supply the address of an SMTP server (Windows, unlike Unix, does not have a build in mail server) in the above settings page
* Make sure that ''allowuseremailcharset'' in ''Site administration > Server > Email > Outgoing mail configuration'' is set to No unless you really know what you are doing. Setting this to Yes can cause a problem in some versions of Moodle.
* Check your firewall or ask your network administrator. Many mail servers are heavily locked down and you may need permission to send mail through them.

[[#top|Top]]

==I can't log in - I just stay stuck on the login screen==

This may also apply if you are seeing “Your session has timed out. Please login again” or "A server error that affects your login session was detected. Please login again or restart your browser" and cannot log in.

The following are possible causes and actions you can take (in no particular order):

* Check first that your main admin account (which will be a manual account) is also a problem. If your users are using an external authentication method (e.g. LDAP) that could be the problem. Isolate the fault and make sure it really is Moodle before going any further.
* Check that your hard disk is not full or if your server is on shared hosting check that you have not reached your disk space quota. This will prevent new sessions being created and nobody will be able to log in.
* Carefully check the permissions in your 'moodledata' area. The web server needs to be able to write to the 'sessions' subdirectory.
* Your own computer (not your Moodle server) may have a firewall that is stripping referrer information from the browser. Here are some instructions for fixing [http://service1.symantec.com/SUPPORT/nip.nsf/46f26a2d6dafb0a788256bc7005c3fa3/b9b47ad7eddd343b88256c6b006a85a8?OpenDocument&src=bar_sch_nam Norton firewall products].
* Try deleting the ''sessions'' folder in your moodledata directory (anybody currently logged in will be thrown out)
* Try deleting cookies on your computer and/or try another browser or another client computer
* In ''Settings > Site administration > Server > Session Handling'', try setting a value for 'Cookie prefix'. You can also do this by setting <code>$CFG->sessioncookie='something';</code> in config.php. This is especially true if you are using multiple Moodles on the same browser.
* Make sure you have not removed or changed the [[Password salting|Password Salt]] value(s) in config.php. If passwords were created using a salt the correct salt must be in config.php for those passwords to continue to work. This is easily done if you recreate config.php while performing an upgrade and forget to transfer the salt values.
* Do you have a .htaccess file in your Moodle folder (or its parent directories). If so, is there anything in there that might be causing trouble (strange redirects, access restrictions etc.)?
* Check the value of '''mnet_localhost_id''' in the mdl_config database table. It's normally 1 but must match the '''mnet_hostid''' field in your user records in the mdl_user table for the user to be recognised. It can sometimes get changed spuriously during upgrades or site migrations.
* Check config.php - it should NOT have any spaces/new lines at the end of code.
* You are using the correct username and password, yes?

If you are still having problems, read the [[Can_not_log_in | Cannot log in]] page. You '''could''' also try changing the admin password. Proceed as if you have lost it - see [[Administration FAQ]].

[[#top|Top]]

==I log in but the login link doesn't change. I am logged in and can navigate freely.==

Make sure the URL in your <code>$CFG->wwwroot</code> setting is exactly the same as the one you are actually using to access the site.

[[#top|Top]]
==Uploaded files give "File not found"==

For example: Not Found: The requested URL /moodle/file.php/2/myfile.jpg was not found on this server.

This indicates that slash arguments are not enabled on your web server. Please see [[Using slash arguments]] for details.

[[#top|Top]]

==Why are all my pages blank?==

Check the dirroot variable in ''config.php''. You must use complete, absolute pathnames (e.g.)

<code php>
$CFG->dirroot = "/var/www/moodle";
</code>

Another reason might be that PHP has not been configured to support MySQL (or whatever other database you are using). This is common on RedHat and OpenBSD installations. In this case, an error is generated, but since error displays are often disabled by default, all that is seen on the browser is a blank screen. To enable PHP error displays see [[Installation_FAQ#How_to_enable_and_check_PHP_error_logs | How to enable and check PHP error logs]].

To determine if database support is your problem, insert this as the second line in your ''config.php'' file

<code php>
phpinfo();
</code>

then reload the web page. Examine the output closely to see if you chosen database is supported. If not, look for a package you are missing.

[[#top|Top]]

== Why is a particular page blank or incomplete? ==

*'''Check your web server log files!!'''
:If a particular page is blank or incomplete (it doesn't display the footer), before you do anything else switch on [[Debugging]] and [[Installation_FAQ#How_to_enable_and_check_PHP_error_logs | check your PHP error logs]]. Having established that PHP error logging is working, reproduce the error. Immediately check the error log file right at the end. Hopefully you will see a PHP error message at or very near the end of the file. This may solve your problem directly or makes it a lot easier to diagnose the problem in the Moodle forums.

*If you are '''upgrading to a new version of Moodle''', check that you do not have an old version of a non-standard block or module installed. Remove any such blocks or modules installed using the admin settings page and start the install process again. However, do also make sure that you have included all optional plugins that were required by your courses. This is particularly common with "editing on".

*If you '''do not see any blocks listed''', turn editing on and remove any blocks that you have added to that page and try reloading.

*You may get this error immediately after '''selecting a language'''. At this stage of the installation process your Moodle computer may need to connect to the Internet and download a language pack, so check that the computer can access the Internet by using a browser. Check also that your PHP settings are as given in the Moodle [[Installing_Moodle#Requirements | Moodle Requirements]] page.

'''See also''':
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=97734 PHP configuration error] forum discussion

==Installation hangs when setting-up database tables==
Sometimes the installation will hang when setting up tables, where only half the page displayed in the browser and/or other outputs are removed. You may see truncated MySQL statements, or the “Scroll to continue” link is displayed but no “Continue” button is there.

See [[Unexpected installation halts]] for more about solutions that involve:
*Checking for MySQL limits
*Checking the .htaccess files
*Code customizations issues
*Checking memory limit
*Upgrade incrementally
*Fix fopen function

[[#top|Top]]

==Why can't I upload a new image into my profile?==

If you don't see anything on your user profile pages to let you upload user images then it's usually one of the following:
*The permissions associated with the role you are using are preventing you from changing your profile picture.
* GD is not installed, or is not enabled on your server. Make sure '''GD has been included in your PHP installation'''. You can check this by going to ''Site Administration > Server > PHP info'' and looking for the gdversion setting. This setting is chosen automatically every time you visit that page. If it shows GD version 1 or version 2 then everything should be fine. Save that configuration page and go back to your user profile.
* GD is installed, but is in some way corrupt. For instance, [http://moodle.org/mod/forum/discuss.php?d=44271#p386194 see this discussion on empty lines or white spaces in config files.]
GD is a library that allows image processing. For example, when all is well with your system, and you upload a new profile image, GD compresses the image and produces two thumbnails, one is 100x100 pixels, and the other is 35x35 pixels.

If Moodle thinks GD is not installed, then you will need to '''install the GD library'''.
*On Unix you may need to re-compile PHP with arguments something like this:

./configure --with-apxs=/usr/local/apache/bin/apxs --with-xml --with-gd
--with-jpeg-dir=/usr/local --with-png-dir=/usr --with-ttf --enable-gd-native-ttf
--enable-magic-quotes --with-mysql --enable-sockets --enable-track-vars
--enable-versioning --with-zlib

* On Windows this is usually a matter of "turning on" the extension in PHP by editing your php.ini file. To do this remove the semicolon for the php_gd2.dll extension - check that this file is actually present in your php extensions folder first (search your php.ini for extension_dir to determine where this points to on your hard disk). You should then have a line that looks like this:
extension=php_gd2.dll

:Windows users should see the [[Installing AMP|installation instructions]] for further help.

3. Remember to '''restart your webserver''' (if possible) and re-visit the Moodle configuration page after making any changes to PHP so it can pick up the correct version of GD.

'''See also''': Using Moodle forum discussion [http://moodle.org/mod/forum/discuss.php?d=44271 Profile pictures] for additional information.

== Why doesn't my Moodle site display the time and date correctly? ==

Please check the timezone settings in ''Site administration > Location > Location settings''.

== How do I uninstall Moodle?==

'''Webhost/manual installation''': If you have installed Moodle manually or have installed onto a webhost, follow these steps:
*Delete the moodle database using this mysql command (or delete using your mysql client, e.g. PHPMyAdmin):
<pre>sql>DROP DATABASE moodle;</pre>
:In the above example replace 'moodle' with the name of the moodle database you created when installing.
*Delete the moodledata directory. If you, or your users, have uploaded materials into this directory take a copy of these before deleting this directory.
*Delete the moodle directory itself. This will delete all of the moodle PHP script files.

'''XAMPP windows installation''': If you have installed Moodle on windows through the XAMPP package, follow these steps:
*Open cmd.exe and navigate to this directory within your installation directory:
<pre>server/mysql/bin</pre>
*Run this command, replacing USERNAME with your database username (the default is "root") and DATABASE with your database name (the default is "moodle"):
<pre>mysqladmin.exe -u USERNAME -p drop DATABASE</pre>
*Enter your database password at the prompt (the default is "" [blank]).
*Enter "y" to confirm the database drop.
*Delete the moodledata directory. If you, or your users, have uploaded materials into this directory take a copy of these before deleting this directory.
*Delete the moodle directory itself. This will delete all of the moodle PHP script files.

==Migrating Moodle to a new site or server==
Migrating Moodle means that you have to move the current installation to a new server, and so may have to change IP addresses or DNS entries. To do this you will need to change the $CFG->wwwroot value in the config.php on the new server. You will also have to change any absolute links stored in the database backup file (before restoring the file on the new server) either using the [[Search and replace tool]], your text editor or another "search and replace" tool, e.g. sed. For more details see the [[Moodle_migration | Moodle Migration]] page.

[[#top|Top]]

==Why does my new installation display correctly on the server, but when I view it from a different machine, styles and images are missing?==
In the installation instructions, one of the suggested settings for 'webroot' is 'localhost'. This is fine if all you want to do is some local testing of your new Moodle installation. If, however, you want to view your new installation from another machine on the same local area network, or view your site on the internet, you will have to change this setting:
*For local testing, 'localhost' is fine for the webroot ($CFG->wwwroot in config.php).
*If you want to test your site from other machines on the same local area network (LAN), then you will have to use the private ip address of the serving machine, (e.g. 192.168.1.2/moodle) or the network name of the serving computer (e.g. network_name_of_serving_machine/moodle) as the web root. Depending on your LAN setup, it may be better to use the network name of the computer rather than its (private) ip address, because the ip address can and will change from time to time. If you don't want to use the network name, then you will have to speak to your network administrator and have them assign a permanent ip address to the serving machine.
*Finally, if you want to test your new installation across the internet, you will have to use either a domain name or a permanent (public) ip address/moodle as your web root. To handle both types of access, see [https://docs.moodle.org/en/masquerading masquerading].

[[#top|Top]]
==Maximum upload file size - how to change it?==
There are several places to change the maximum file upload size. The first place to check is in Site administration > Security > Site security settings and look for "Maximum uploaded file size". This is the "maxbyte" variable found in older versions of Moodle (under Admin > Variables). Teachers may also set the maximum file size by the [[Course_settings#Maximum_upload_size|course administration block]].

If the above does not provide a large enough figure you will need to make changes in your server settings. The usual place is in your php.ini file (go to Site administration > Server > PHPinfo and check a few lines down for its location). Look for settings '''upload_max_filesize''' and '''post_max_size''', setting them both to your desired new value (e.g. '64MB'). You will need to restart the web server for these changes to take effect - e.g. on Linux, '''/etc/init.d/apache2 force-reload'''. Check your documentation or just reboot the server. [http://nginx.org/en/docs/http/ngx_http_core_module.html#client_max_body_size NGINX] system administrators should also add client_max_body_size=XXX to the "http" section of their nginx main configuration file. ([https://rtcamp.com/tutorials/php/increase-file-upload-size-limit/#change-in-nginx-config see more info])

For more help see:
*[[Administration_FAQ#How_do_the_limits_on_uploaded_files_work.3F]]
*[[Installing_Moodle#Recheck_PHP_settings]]
*[[Installing_Moodle#Using_a_.htaccess_file_for_webserver_and_PHP_settings]]
*[[Site_policies#Maximum_uploaded_file_size]]
*These forum posts: http://moodle.org/mod/forum/discuss.php?d=63840#287960 and http://moodle.org/mod/forum/discuss.php?d=93882#p414650

[[#top|Top]]

==Moodle claims PHP float handling is not compatible==

The symptom is that when you try to install or upgrade your Moodle, you get a message "Detected unexpected problem in handling of PHP float numbers".

[http://moodle.org/mod/forum/discuss.php?d=114945 This forum thread] and MDL-18253 have more information. In short, this problem should not happen, you can help us by telling posting information about exactly which version of PHP, and OS you are using. That may let us find a way to work around this problem.

You may be able to solve this issue by installing a more recent PHP versions. If you compile PHP yourself from source, changing the compilation options may help. However, since we don't understand the cause, we don't really know. If you do find a solution that works for you, please do tell us about it.

Update: we have a guess that the problem may be the [http://au2.php.net/manual/en/ini.core.php#ini.precision 'precision' setting in your php.ini file]. In a default PHP install this is set of 14. On at least one server that exhibited this problem it had been changed to a smaller value. So, if you see this problem, please try adding
ini_set('precision', 14);
to your config.php file, and report your success in MDL-18253.

== How do I run multiple instances of Moodle without duplicating base code? ==

See [http://moodle.org/mod/forum/discuss.php?d=13211 this thread] for a detailed explanation by [[User:Martin_Langhoff| Martin Langhoff]].

== What is FreeTDS and how can I use it in my installation? ==
[[Installing MSSQL for PHP|FreeTDS]] is an open source implementation of the Tabular Data Stream protocol used by Microsoft SQL Server and Sybase for their databases. Unfortunately, Microsoft servers don't usually accept TDS 5.0 connections. FreeTDS allows your Unix/Linux applications to talk to these other database products and import and export data between different systems successfully.

== How do I install a plugin? ==

Please see [[Installing plugins]].

==I can't enable a plugin on the Plugins overview page because the icon is not clickable==
The open and closed eye icon on the Plugins overview page is simply there to show whether or not a plugin is enabled. You can't edit plugins from this screen. If you wish to enable a plugin, to to the appropriate page for managing the type of plugin you need, for instance ''Settings>Site administration>Plugins>Repositories>Manage repositories'' or ''Settings>Site administration>Plugins>Activity modules>Manage activities.''

== See also ==

* [[Errors FAQ]]
* [http://moodle.org/mod/forum/view.php?id=28 Installing and upgrading help forum] on moodle.org

Installing Moodle in a shared web hosting environment:
* [[Finding_and_Selecting_A_Web_Host|Finding and Selecting a web host]]

[[Category:FAQ]]

[[de:Installation FAQ]]
[[es:FAQ Instalación]]
[[fr:FAQ d'installation]]
[[it:FAQ Installazione]]
[[ja:インストールFAQ]]

Group Choice

2021-08-10T15:14:07Z

Moodlebot: Text replacement - "class="nicetable"" to "class="wikitable""

{{Note|New to Group choice? Try our '''[[Group choice quick guide]].'''}}

= Introduction =
This block has been developed originally for the teachers of the university Polytechnic of Montreal (as a summer internship).
The needs that the teachers had is to let the students being able to form their groups, with groups already created by the teachers the standard way.

== Social Student Group Formation ==
Since the students are the ones that form the groups, it means that there is a social interaction that has to be considered.

There are two ways to join a group:
# A Student sends an invitation to a group's <del>teamleader</del> '''teamcreator'''.
# A TeamCreator sends an invitation to a student to join its group.

''There are some more few things that are important to know for the teamcreator:''
* if the group is originally empty, the first student that try to send an invitation become the teamcreator.
* the teamCreator of a group is defined by the timestamp of the mdl_groups_members "timeadded" field.
** If a teamCreator quits the group, the next student that has the min(timeadded timestamp) become the next teamCreator (or the group is empty).

== Why There is a TeamCreator? ==
The reason why we added the concept of a teamleader is because we were at the problem where if a student has sent an invitation to a group's members:
* All the members should accept the student's invitation for him/her to join the group (which increase the complexity!)
* It is not fun for the students if they '''HAVE''' to login to send an invitation to a group in which they know they will be part.
In fact this is the major reason why a teamcreator has been used has a main concept for the block.
Because how the groups are formed is normally someone in the group that write the names of the other students of the group and give the paper to the teacher for the group formation.

'''Note:''' invitation will be changed for request in the future.

= Use Cases =

{| class="wikitable"
|-
! title
| '''''The teacher sets the block's preferences'''''
|-
! Scenario
| The system display the page "Preferences". The teacher sets the data he/she wants the block to have, then click "Save changes". The system checks if the input received is valid and save in the DB the new preferences of the block's instance for the course.
|-
! Alternative
| '''1. The input is not valid:'''
The page show a box indicating that the data has not been saved.
|}

 
{| class="wikitable"
|-
! title
| '''''The teacher checks the course's groups and groupings'''''
|-
! Scenario
| The System shows the page "Group List". The Teacher can see the groups and groupings used for the course's. The Teacher can also see which student is alone and is not part of a group (todo: by groupings too).
|-
! Alternative
| N/A
|}

 
{| class="wikitable"
|-
! title
| '''''The teacher export the course's groups'''''
|-
! Scenario
| The System shows the page "Export Groups". The Teacher choose the data that the export file should contains, choose the format of the file and append the email address of the people that should receive the file. Then clicks on "Export". The System create the file with the input's data and sends it to the emails written.
|-
! Alternative
| '''1. No email has been written:'''
The System create the file with the input's data and force the download to the local machine.

'''2. Try to uncheck the student's Email option:'''
The system show a message indicating that indicates that this data must be present in the file.
|}

 
{| class="wikitable"
|-
! title
| '''''the student visuzalize his/her groups'''''
|-
! Scenario
| The System show the page "Summary". The Student can now vizualize the groups and groupings in which he/she is part of.
|-
! Alternative
| '''The student is not part of any group:'''
The system show a message indicating that the student is not part of any group.
|}

 
{| class="wikitable"
|-
! title
| '''''the student sends a resquest to a group'''''
|-
! Scenario
| The System show the page "Join a Group". The Student click the checkbox of the group he/she wants to join, then clicks on "Join Group". The System appends the student's request in the DB. Then show a message indicating that the request has been sent.
|-
! Alternative
| '''1. The student is already part of the group/grouping:'''
A green tick replaced the checkbox.

'''2. The Student can't join a group/grouping:'''

A red mark replaced the checkbox.

'''3. A request between the student and the group is present in the DB:'''

A clock replaced the checkbox meaning the request is in pending.
|}

 
{| class="wikitable"
|-
! title
| '''''the teamcreator sends a request to a student'''''
|-
! Scenario
| The System show the page "Add Student to Group" and select the first group found for the teamcreator. The teamcreator clicks on the group he/she wants to modify. The System refresh the list of the student that can be selected by the teamcreator. The teamcreator checks the checkbox on the row of the student he want to invite into his/her group, then clicks "Add To My Group". The System add the Request into the DB.
|-
! Alternative
| '''1. The user is not a teamcreator:'''
The system show a message indicating that the user is not a teamcreator for any group.

'''2. a request for a student (for the teamcreator's group selected) is already existing in the DB:'''

A clock replaced the checkbox indicating the request is pending in the DB.
|}

 
{| class="wikitable"
|-
! title
| '''''The student quits one of its groups'''''
|-
! Scenario
| use-case(the student visuzalize his/her groups) --> The student clicks on the link "Leave this group" on the same row representing the group. The System remove the student from the group in the DB, then refresh the page "Summary".
|-
! Alternative
| N/A
|}

 
{| class="wikitable"
|-
! title
| '''''Accept/Refuse an invitation'''''
|-
! Scenario
| The System show the page "Summary". The student/teamcreator can see the requests for joinning a group. The student clicks on "Accept" on one request. The System append the student in the group into the DB. The Student clicks "Refuse" on another request. The System removes the request from the DB.
|-
! Alternative
| N/A
|}

 

= Understand the <del>invitation</del> '''Request''' system =
The most complex part of the block, is the request system between the students
to join a specified group.

== little icones signification ==
The student/teamcreator can encounter 4 type of relation with the group.
# [[Image:tick.png|tick]]: meaning you're already part of the group.
# [[Image:cross.png|cross]]: meaning you can join the group.
## You are already part of the group that has this icone.
## You are part of another group that has the same grouping that the group having this icone.
# [[Image:clock.png|clock]]: meaning the request is in pending.
## The student has sent a request to the teamcreator of the group and wait to be accepted.
## The teamcreator has sent the request to the student and wait for him to accept it.
# checkbox: you can select the group to send a request to join. (all clear to send the request)

== student sends a request to the teamcreator ==
In this context, the student is seeking for a group that he/she wants to join. When the student is in the "join a group" tab, he can see the different groups he can send a request to join.

== teamcreator sends a request to a student to join his group ==
The teamcreator has to select the group in which he wants to add student(s). 
A Green Dot indicates the current group that will send the request(s) to the student(s). 
A Red Dot indicates that the group is not currently selected to send requests.

== DataBase model for the request system ==
The information that is kept in the DB for the request system is composed of 4 important elements. 
# '''group_id''': the id of the group to join.
# '''user_id''': the id of the user that will be added to the group.
# '''course_id''': the id of the course in which the group formation takes place.
# '''action_from''': from who the request has been sent? (student or teamleader)

with those informations, and equipped of the course_id, when a student or a teamcreator accepts a request.
the mapping can be done between the member and the group.

= TODO list =
Here is the todo list of things that would improve the block.
'''<info gathering>'''

''' This page is under construction '''

==See also==
* [[Group choice activity]]

[[Category:Contributed code]]
[[fr:Group Choice]]

Grade hiding

2021-08-10T15:14:07Z

Moodlebot: Text replacement - "class="nicetable"" to "class="wikitable""

{{Grades}}
==Introduction==
Assessors often decide to hide grades and feedback until marking is complete and finalised, and then release them all at once.

Although Workflow allows this (and is particularly helpful where there are several multiple markers) it is sometimes quicker to simply hide the grades in the Grader Report until it is time to release them. This page explains how to do that.
{{Note|Using Show/Hide for an Assignment on the course front page has '''no effect''' on whether its grades are shown or hidden for students. The assignment and its grades are entirely independent from each other, so the grades must be show or hidden independently.}}

{{Note|If you are using the Grader Report to calculate final grades, do ensure those activities are not hidden when you carry out the calculation.}}

==Automatically hide grades and feedback until a set date==
This is useful if you have agreed a fixed date to reveal marks and feedback to students. It saves you needing to remember to do this manually (though you can manually change the date if you need to).
#In the Grader Report, turn editing on; further settings and controls display.
#In the activity's column, in its '''Controls''' row, click the '''Edit''' icon; a settings page displays.
#To reveal the settings for dates setting, click the link to '''Show more'''; further settings display.
#For the '''Hidden until''' setting, click its Enable checkbox; it becomes editable.
#Type in the date and time to reveal the marks and feedback.
#Save.

==Manually hide grades and feedback==
This is best used if you never want students to see the grades or feedback, or if you are unsure of the date on which they need to be revealed.
#To get to the Grader Report go to your Moodle course front page and in its Settings click Grades; the Grader Report displays.
#'''Turn editing on'''; further settings and controls display.
# Note that columns correspond to activities, and each column has '''Controls''' (just below the column title) which act on that entire activity.
#To hide grades and feedback for an assignment, find its column and click the '''Show/Hide''' icon in the '''Controls''' row.
#In this case there is no need to Save - the effects are immediate.

==An example of how hiding grades might be used==

{| class="wikitable"
|-
!Phase
!Hidden
![[Grade locking|Locked]]
|-
|Before the due date; participant submissions
|Yes
|No
|-
|Due date and beginning of grading/feedback
|Yes
|Yes
|-
|End of grading/feedback, release of grades
|No
|Yes
|}

[[ca:Ocultació_de_qualificacions]]
[[es:Ocultamiento de calificación]]
[[fr:Dissimulation de notes]]
[[ja:評定非表示]]

Global search

2021-08-10T15:14:07Z

Moodlebot: Text replacement - "class="nicetable"" to "class="wikitable""

{{More features}}
==What is Global search?==
*Global search lets you search everywhere on the Moodle site that you have access to. A student can search their courses for particular lecture notes, for example, or a teacher could search for subject-related activities.
*The feature needs to be enabled by the administrator in Advanced features and then, from the Manage Global search page, the search engine must be selected.

When Global search is enabled, search box is then available next to the user menu.

[[File:NFGlobalsearchbox.png|thumb|center|480px|Searching the site (when global search is enabled)]]

*A [[Global search block]] may also be added to course pages.

==What can I search for?==
You can search for your courses, activities information and some activities contents like forum posts, book chapters, glossary entries or collaborative wikis pages.

HTML block content may be searched and, if the administrator sets the setting "Searchable courses" to ''Search within all courses the user can access'' then courses which are visible to users but which they are not enrolled in may also be searched. (These courses are courses with guest access or if the user has the capability to view all courses.)

==How does it work?==
*Click the search icon by the user menu and type a search term into the box that appears, or type into the box in the [[Global search block]] if enabled.
*On the next screen, you can simply click the search button to search everywhere, or expand the Filter to search in specific areas:

[[File:NFFilteringGlobalSearch2.png|thumb|center|600px|Filtering the search]]

*You will then see results displayed from all areas of Moodle you have access to:

[[File:31GSResults2a.png|thumb|center|600px|Search results]]

===Solr-specific features===
''These features are only available if you use '''Solr''' as your search engine.''

====Search query features====
You can improve your search using any of the following search query features:

* Specifying the field to be searched by prefixing the search query with 'title:', 'content:', 'name:', or 'intro:' e.g.'title:news' returns results with the word 'news' in the title
* Boolean operators ('AND', 'OR', 'NOT') to combine or exclude keywords
* Wildcard characters ('*' or '?' ) to represent characters in the search query
* Proximity searches ('~') e.g. mood~2 returns "moodle" (2 letters away from "mood"), Moodle Australia~3 returns results containing "Moodle HQ in Perth, Australia" (the queried terms were within 3 words of each other)
* Boosting terms ('^') to boost certain words or phrases e.g. "Perth Australia"^5 "Australia" will return results with the phrase "Perth Australia" as more relevant.

====File contents indexing====
Solr has the ability to index the contents of files, such as File resources and attachments to Forum posts.

====Extra filters====
'''New in 3.5''' : New fields now facilitate filtering by user ID and searching by group.

==How is it set up?==

Note: Global search needs a search engine. It's recommended you set everything up first, index the site contents ''and only then'' enable Global search.

Moodle core includes two search engines: Simple Global search and Solr. See the [https://docs.moodle.org/dev/Search_engines Developer docs on Search engine plugins] if you wish to write your own.

===Setting up Simple search===

{{New features}}
Simple Global search provides global search features without the need to install an external search engine.

To enable this feature, Administrators only need to check the box in Advanced features (Enable global search), and then to select Simple search (Site administration > Plugins > Search > Manage global search > Select search engine), and go through the relevant steps including indexing the site.

{{MediaPlayer | url = https://youtu.be/4JJhOd2XAiY | desc = Simple global search}}

===Setting up Solr===

* The latest Solr 5 available version is the recommended one.
* Moodle supports Solr server from 4.0 onwards, although you can only use the Solr schema setup script that we provide with Moodle from Solr 5. The latest Solr 5 available version is the recommended one; the same will apply to Solr 6 once it is released.

====General Setup====

# Set the feature up in ''Site administration > Plugins > Search > Manage global search'' by selecting Solr as the search engine and ticking search area checkboxes as required
# In ''Site administration > Plugins > Search > Solr'', set '''Host name''' to localhost, '''Port''' to 8983 and '''Index name''' to 'moodle' (the name of the index in Solr)
# If you are using Solr with SSL encryption and basic authentication (see below if you want to use client certificates instead), you will need to configure this.This is important if solr is not installed in the web server server.
## Go to ''Site administration > Plugins > Search > Solr''
## Set '''Secure mode''' to Yes
## Set port number if required (sometimes SSL installations use port 443).
## Type in the username and password.
# If you are using Solr with SSL encryption via client certificates, you will need to configure Moodle as such. This is important if solr is not installed in the web server server.
## You will need a separate key file and cacert file, both in pem format, located on your server Moodle, and readable by the PHP process.
## Go to ''Site administration > Plugins > Search > Solr''
## Set '''Secure mode''' to Yes
## '''SSL certificate''' to /path/to/certs/solr-ssl.cacert.pem
## '''SSL key''' to /path/to/certs/solr-ssl.key.pem
## '''SSL key Password''' to The password used to lock the SSL Key
## '''SSL CA certificates name''' to /path/to/certs/solr-ssl.cacert.pem
# You now need to populate the created Solr index with your site's data. You can do it via the web interface by going to ''Site administration > Reports > Global search info'' or from the CLI by running the <tt>search/cli/indexer.php</tt> script. The CLI script is the recommended option for big sites. <code># sudo -u www-run php search/cli/indexer.php --force</code>
# Enable Global search in ''Site administration > Advanced features''

====File Indexing====

Solr has the ability to index the contents of files, such as File resources and attachments to Forum posts. This uses the [https://tika.apache.org/ Tika] engine which comes bundled with Solr. To enable this feature:
# In ''Site administration > Plugins > Search > Solr'' enable the checkbox '''Enable file indexing'''
# Set '''Maximum file size to index (kB)''' to some value - the default is '''2097152''' (2GB)
#* Files larger than this limit will not be sent for Solr for indexing, but the file name will still be indexed.

'''New in 34:''' File indexing now works retroactively -ie, if you set up Global search without file indexing enabled and a later date you enable file indexing, files associated with existing objects will be included.

====How to install Solr====

You need PHP Solr extension installed. You can download the official latest versions from [http://pecl.php.net/package/solr PECL: Package: solr]. The minimum required version is PECL Solr 2.1 for PHP 5 branch and PECL Solr 2.4 for PHP 7 branch.

Basic installation steps (using apache web server):

===== Linux (Debian/Ubuntu) =====
Using APT:
sudo apt install php-solr
sudo service apache2 restart

If you can't install the SOLR PHP module via APT, try the following:

With PHP5.x
sudo apt-get install libpcre3-dev libxml2-dev libcurl4-openssl-dev
sudo apt-get install php5-dev
sudo apt-get install php-pear
sudo pecl install solr
sudo sh -c "echo 'extension=solr.so' > /etc/php5/apache2/conf.d/solr.ini"
sudo sh -c "echo 'extension=solr.so' > /etc/php5/cli/conf.d/solr.ini"
sudo service apache2 restart

With PHP 7
sudo apt-get install libpcre3-dev libxml2-dev libcurl4-openssl-dev
sudo apt-get install php7.0-dev
sudo apt-get install php-pear
sudo pecl install solr
sudo sh -c "echo 'extension=solr.so' > /etc/php/7.0/apache2/conf.d/solr.ini"
sudo sh -c "echo 'extension=solr.so' > /etc/php/7.0/cli/conf.d/solr.ini"
sudo service apache2 restart

===== Linux (Redhat/Centos 6 & 7) =====

====== Using built in php5 packages ======
yum install php-pecl-solr2
service httpd restart

====== Using 3rd party php7 packages (webtactic) ======
yum install libxml2-devel pcre-devel libcurl-devel php70w-devel php70w-pear
pecl install solr
echo "extension=solr.so" > /etc/php.d/solr.ini
service httpd restart

===== OSX using macports =====

sudo port install apache-solr4
sudo port install php54-solr

===== OSX using homebrew =====

brew install homebrew/php/php56-solr

===== Windows =====

Install the pecl package as usual. (This has not yet been tested.)

===== The Solr server =====

Note that for medium/large sites you may need to increase maxBooleanClauses setting. In [https://tracker.moodle.org/browse/MDL-54992 MDL-54992] we are working on an alternative way to query the server.

Please note that there is a security issue that affects some Solr versions. The patched versions are 5.5.5, 6.6.2, 7.1, 7.2 and all new versions are patched. If your Solr server version is lower but you can't upgrade to one of the patched versions it is recommended to disable the XML Query Parser.

The following example snippet (feel free to copy & paste into a .sh script with execution permissions) will download Solr 5.5.5 (replace it with latest 5.x) in the current directory, start the solr server and create an index in it named '''moodle''' to add moodle data to it. If wget gives an error, check http://www-us.apache.org/dist/lucene/solr and update SOLRVERSION

#!/bin/bash
set -e
SOLRVERSION=5.5.5
SOLRNAME=solr-$SOLRVERSION
SOLRTAR=$SOLRNAME'.tgz'
INDEXNAME=moodle
if [ -d $SOLRNAME ]; then
echo "Error: Directory $SOLRNAME already exists, remove it before starting the setup again."
exit 1
fi
if [ ! -f $SOLRTAR ]; then
wget http://www-us.apache.org/dist/lucene/solr/$SOLRVERSION/$SOLRTAR
fi
tar -xvzf $SOLRTAR
cd $SOLRNAME
bin/solr start
bin/solr create -c $INDEXNAME
# After setting it up and creating the index use:
# - "/yourdirectory/solrdir/bin/solr start" from CLI to start the server
# - "/yourdirectory/solrdir/bin/solr stop" from CLI to stop the server.

======Solr 5/6 schema setup======

Moodle will use Solr's managed schema interface to install the required fields. You will be directed on what to do from the Manage global search page.

For very large or busy sites, it is recommended that you manually remove the '''_text_''' field, and associated copy directive from, the default Solr schema. This field is not used by Moodle, and will significantly slow indexing, and increase the size of the resulting Solr core.

======Solr 4 schema setup======

You cannot use the schema setup script when using a Solr 4 server. If you really want to use the Solr 4x branch, here are the field types descriptions:

Extracted from search/classes/document.php

{| class="wikitable"
|-
! Field name
! Field type
! Stored
! Indexed
! Query field
|-
| id
| org.apache.solr.schema.StrField
| true
| false
| false
|-
| itemid
| org.apache.solr.schema.TrieIntField
| true
| true
| false
|-
| title
| org.apache.solr.schema.TextField
| true
| true
| true
|-
| content
| org.apache.solr.schema.TextField
| true
| true
| true
|-
| contextid
| org.apache.solr.schema.TrieIntField
| true
| true
| false
|-
| areaid
| org.apache.solr.schema.StrField
| true
| true
| false
|-
| type
| org.apache.solr.schema.TrieIntField
| true
| true
| false
|-
| courseid
| org.apache.solr.schema.TrieIntField
| true
| true
| false
|-
| owneruserid
| org.apache.solr.schema.TrieIntField
| true
| true
| false
|-
| modified
| org.apache.solr.schema.TrieDateField
| true
| true
| false
|-
| userid
| org.apache.solr.schema.TrieIntField
| true
| true
| false
|-
| description1
| org.apache.solr.schema.TextField
| true
| true
| true
|-
| description2
| org.apache.solr.schema.TextField
| true
| true
| true
|-
| solr_filegroupingid
| org.apache.solr.schema.StrField
| true
| true
| false
|-
| solr_fileid
| org.apache.solr.schema.StrField
| true
| true
| false
|-
| solr_filecontenthash
| org.apache.solr.schema.StrField
| true
| true
| false
|-
| solr_fileindexstatus
| org.apache.solr.schema.TrieIntField
| true
| true
| false
|-
| solr_filecontent
| org.apache.solr.schema.TextField
| false
| true
| true
|}

======Memory and File indexing considerations======

For large sites, and particularly if you are using the File indexing feature, it's a good idea to give Solr plenty of memory, eg aound 10-20GB. To start Solr with more than its default 512MB of RAM, use the ''-m'' option:
solr start -m 12g

See the documents for your version of Solr on how to increases memory when Solr is started automatically.

======Too many boolean clauses error======

Because of the way Moodle handles permissions for searches, if you have non-admin users with access to a large number of activities (>1000), they may an error similar to the following:

The query you provided could not be parsed by the search engine: org.apache.solr.search.SyntaxError: Cannot parse
...
too many boolean clauses

To correct this, you need to increase the ''maxBooleanClauses'' setting in your Solr core. The setting is located in ''corename/conf/solrconfig.xml''.

This important note is included in the config file:
** WARNING **

This option actually modifies a global Lucene property that
will affect all SolrCores. If multiple solrconfig.xml files
disagree on this property, the value at any given moment will
be based on the last SolrCore to be initialized.

This means that for consistent behavior you should update this value for all cores in the Solr server.

=====Commannd for installing Solr Server on Centos 7=====
First of all install java (openjdk)
yum install java-1.8.0-openjdk
Add user for solr
adduser solr
Download solr server, find latest here : http://lucene.apache.org/solr/mirrors-solr-latest-redir.html, from the list there download latest solr-[version].tgz

Here is the list of needed commands (note that latest solr is suggested, change command to appropriate version)
cd /opt
wget http://www-eu.apache.org/dist/lucene/solr/6.6.0/solr-6.6.0.tgz
tar zxvf solr-6.6.0.tgz
cp solr-6.6.0/bin/install_solr_service.sh .
rm -rf solr-6.6.0
./install_solr_service.sh solr-6.6.0.tgz
chkconfig solr on
Create the index
su - solr -c "/opt/solr/bin/solr create_core -c moodle"
Then go to your Moodle and set index name as created (moodle)

==See also==

Forum discussions:
* [https://moodle.org/mod/forum/discuss.php?d=334938 Global search doesn't index plugins?]
* [https://moodle.org/mod/forum/discuss.php?d=339819 Global Search on Moodle 3.1]

A quick introduction to Moodle global search, followed by a description of the new features and fixes in Moodle 3.4 (and some of those in Moodle 3.5).
*[https://www.slideshare.net/sammarshall_ou/moodle-global-search-nows-the-time-to-jump-in Presentation by Sam Marshall from the Open University]

[[es:Búsqueda global]]
[[de:Globale Suche]]

Front page settings

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{{Front page}}The site's [[Front page]] is similar to a course page. The front page settings can be found in 'Front page settings' in the Site administration.

===Full site name===
This name appears at the top of every page above the navigation bar.
[[Image:demositefrontpage01.png|frame|center|Front page full site name]]

===Short name for site===
The short name appears at the beginning of the navigation bar as a link back to your site front page.

===Front page summary===
This summary can be displayed on the left or right of the front page using the course/site summary block.

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.

===Front page and Front page items when logged in===
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.

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.

{| class="wikitable"
|-
!colspan="3"|Combination boxes
|-
|[[Image:FrontPage settings frontpage pd.png|thumb|left|frontpage showing pulldown]]
| The image on the left shows the first Front Page settings dialog - what visitors will see before they log in.

The image on the right shows a second front Page settings dialog - what Authenticated Users will see when logged in.

:An alternative option for logged-in users is their [[Dashboard|dashboard]] (can be set in Site administration > Appearance > Navigation)
|[[Image:FrontPage_settings_frontpageloggedin.png|thumb|right|frontpage for login user box]]
|}

===Maximum category depth===
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.

===Maximum number of courses===
Maximum number of courses to be displayed on the site's front page in course listings.

===Include a topic section===
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.

:Note: The label resource can be used to add text and/or an image to the centre-top of the front page.

===News items to show===
This setting only applies if the front page is set to display news items or if you are using the [[Latest announcements block]].

===Comments per page===
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.

===Default front page role===

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.

==Front Page roles==
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.

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.)

==Front Page backup==
You can backup the front page, similar to a [[Course backup]].

==Front Page restore==
As in a course, you can [[Restore]] a backed up version of the front page.

==Front Page questions==
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.

==Tips and Tricks==

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.
====Visual examples====
<gallery caption="Guest view, same Theme- click on any to enlarge" widths="150px" heights="100px" perrow="3">
Image:fp013col.png|3 column Front Page, topic checked
Image:fp032colright.png|2 column Front Page, blocks right
Image:fp022colleft.png|2 column Front Page, blocks left
Image:fp043coluser.png|3 column Front Page, Categories and courses
Image:fp052colright.png|2 column Front Page, Categories only
Image:fp021col.png|Clean look, topic checked, no blocks
</gallery>

====Central area, Courses or Categories?====
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.

====Clean look, topic checked, no blocks====
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.

====The two column format====
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.
: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.

====The clean look example====
Some sites want an uncluttered look. A site administrator or designer wants to start with the most basic look and then add features.

# 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.
# Then go to the Front Page settings and:
## Set the "Front page" list to None, None, None, None
## Set "Front page items when logged in" list to the same
## Check the box for "Include Topic section"
## Save

All the above was done with 1 theme, and a simple front page.

If you're using a theme such as Clean or More 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].

==Block settings==
[[Image:Editconfigblock.png|thumb|200px|right|Editing block settings]]
Each block has a number of configuration settings that you can change. See [[Managing blocks]] for more details.

==Other settings that change the look of the Main Page==
Some components of the Main Page, such as the logo, heading and Navigation bar may be changed by an administrator in Themes in the Site administration and clicking on the theme name. Different themes may have fewer or more options to set. There are some other settings available in 'Theme settings'.

==See also==
*[[Front Page FAQ]]

[[Category:Site administration]]

[[de:Einstellungen_f%C3%BCr_die_Startseite]]
[[es:Configuraciones de la portada]]
[[eu:Hasiera-orriaren_ezarpenak]]
[[fr:Réglages page d'accueil]]
[[pl:Ustawienia strony głównej]]

Filters used on the Moodle.org forums

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{{Filters}}
The [http://moodle.org/mod/forum/index.php?id=5 Moodle.org forums] have a number of [[Filters|filters]] to make it easier to talk about Moodle. This page lists them.

==Standard filters==

* [[Email protection filter|Email protection]]
* [[Display emoticons as images filter|Display emoticons as images]]
* [[Convert URLs into links filter|Convert URLs into links]]
* [[Glossary auto-linking filter|Glossary auto-linking]] - Automatically links to things defined in the [http://moodle.org/mod/glossary/view.php?id=851 Glossary of common terms] when the term is mentioned.
*[[Multi language content]]
*[[Multimedia plugins]] (with default settings i.e. all media format filters except .swf are enabled).
*[[MathJax filter|MathJax]]

Filters which are off, but available
* [[Activity names auto-linking filter|Activity names auto-linking]]
* [[Database auto-linking filter|Database auto-linking]]

==Contributed filters==

===Tracker issue auto-linking===

Automatically links to [http://tracker.moodle.org/ tracker] issues when you type the issue number e.g. MDL-1234.

===Moodle Docs auto-linking===

Automatically links to a page in the user documentation wiki (most recent version) when you type the page title enclosed in double square brackets.

For example, to link to https://docs.moodle.org/en/Philosophy type
<nowiki>[[Philosophy]]</nowiki>

To link to a page in the developer docs, add an extra pipe "|" divider followed by dev.

For example, to link to https://docs.moodle.org/dev/Plugins type
<nowiki>[[Plugins||dev]]</nowiki>
or
<nowiki>[[Plugins|Plugins developer documentation|dev]]</nowiki>

To link to a page in a documentation wiki in another language, add an extra pipe "|" divider followed by the language code.

For example, to link to https://docs.moodle.org/es/Los_10_mitos_de_Moodle type
<nowiki>[[Los 10 mitos de Moodle||es]]</nowiki>
or
<nowiki>[[Los 10 mitos de Moodle|Top 10 Moodle Myths in Spanish|es]]</nowiki>

===Auto-linking phrases===

{| class="wikitable"
|-
! Phrase
! Link
|-
| Moodle Roadmap
| https://docs.moodle.org/dev/Roadmap
|-
| Moodle Themes
| http://moodle.org/themes
|-
| Moodle Tracker
| http://tracker.moodle.org/
|-
| Moodle jobs
| http://moodle.org/jobs
|-
| Moodle books
| http://moodle.org/books
|-
| Plugins directory
| http://moodle.org/plugins/
|-
| Planet Moodle
| http://planet.moodle.org/
|-
| MOOCH
| http://hub.moodle.org/
|}

===More contrib filters===

*[[Code syntax highlighting]]

[[Category:Moodle.org]]

[[ja:Moodle.orgフォーラムで使用されているフィルタ]]

File upload size

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{{Installing Moodle}}
==Upload file size restrictions==

Probably the most frequently asked question on moodle.org is "How do I increase the upload file size limit?" The changes that need be made are the same in all versions of Moodle, just in different OS' they need be made in different places. Upload file sizes are restricted in a number of ways and each one in this list restricts the following ones:

# Server level
# Moodle site level
# Course level
# Activity level

This is a contentious issue, mainly because you might think that it should be set inside the Moodle. Unfortunately, this is not so, these are environment issues that need to be set in the server and PHP folders, Moodle cannot work outside itself.

==Physical access to Server==
These instructions assume you have full physical and administrative access to your server. If you are using a hosted server then you will probably need to look into other ways to increase your file upload size.

There are positives and negatives to both methods below. If you modify the php.ini file then the changes will effect all php applications on your server. Since PHP5 you can only have one php.ini file on your server. The php.ini method will work with all web servers though. The .htaccess method will only effect the folder and all subfolders that it is placed in, but you must have certain settings enabled in Apache.

==Restricting the File size - how it works==
The Host may set a limit on the maximum file upload size in the Server environment, which you may override if the Host allows you to. PHP has a setting that it uses to limit the size of the file that it handles in upload. The Host has set that figure in the php.ini based on their particular perceptions and their clientele need. This size appears in Moodle in the '''Administration > Security > Site Policies > Maximum uploaded file size''' drop-down combo box. You can change this at any time to suit your site need. In the Course Settings page, there is also a further restriction that can be made. At no time can the Course setting over-ride the Site setting, nor can the Site setting over-ride the php.ini setting, which cannot over-ride the Server setting. The only exception to this rule is that you can manipulate both the Server and the PHP settings, and how to do that is described below.

==Modifying the php.ini file==
These instructions show you how to change the file upload size by editing your php.ini file.

For the most part these instructions amount to the following.
In the file /etc/php5/apache2/php.ini you need to change "post_max_size", "upload_max_filesize" and "max_execution_time" to values that suit your needs using whatever editor you are used to.

Below are some line by line instructions for various installations of Moodle.

====Ubuntu Linux Instructions====

These instructions assume that you have installed the standard Moodle package, PHP 5 and Apache 2 via apt-get and left it all as a default install. If you have compiled yourself I presume that you will know where your php.ini files are!

You need to edit the following three settings in your php.ini file located at: /etc/php5/apache2/
Here are a set of instructions to follow line by line.

*Type "sudo nano /etc/php5/apache2/php.ini"
*Press Ctrl and W and type "post_max_size"
*Change the value to the number of Mb you want your site to accept as uploads
*Press Ctrl and W and type "upload_max_filesize"
*Change the value to the number of Mb you want your site to accept as uploads
*Press Ctrl and W and type "max_execution_time"
*Change the value to 600
*Press Ctrl and O
*Press Ctrl and X
*Type sudo apachectl restart

[http://nginx.org/en/docs/http/ngx_http_core_module.html#client_max_body_size NGINX] system administrators should also add "client_max_body_size XXXm;" to the "http" section of their nginx main configuration file. ([https://rtcamp.com/tutorials/php/increase-file-upload-size-limit/#change-in-nginx-config see more info]) if you have SSL, that will require you to set the above for the SSL ''server'' and ''location'' too.

Your new file size limit should now appear in Administration > Security > Site Policies > Maximum uploaded file size

====XAMPP on Mac Instructions====

These are instructions for how to do this for Moodle on a Mac using the [http://download.moodle.org/macosx/ XAMPP sample download package available]. (This is not for a OS X production server.)

* Close down Apache and MySQL if they are running via the XAMPP Control app and close the XAMPP Control app
* Open Finder and go to Applications
* Navigate down and open the folder ''XAMPP'' / ''xamppfiles'' / ''etc''
* Open the file ''php.ini'' with TextEdit (or another plain text editor)
* Search for the ''post_max_size'' setting and up this from 128M (the default) to more; 500M is the maximum
* Do the same for ''upload_max_filesize'' (make the numbers the same)
* Search for the ''max_execution_time'' setting and up this to 300 (or more if you get timeouts on uploads)
* Save the php.ini file
* restart Apache and MySQL as usual

Note: You may get a "permission denied" error when saving the php.ini file unless you are logged in with admin access to your Mac. To work around this, you can set the ''/etc'' directory in which the php.ini file is located to be writable temporarily. For how to do that, see [http://answers.yahoo.com/question/index?qid=20090115235753AA4DtJ0 here] or [http://www.ehow.com/how_2314896_fix-permissions-mac-os-x.html here].

====Windows XP and Server 2003 Instructions====

These instructions presume that you have downloaded the latest PHP 5.3.x Windows zip package and extracted it to C:\PHP. If you have installed PHP to another location then change all references to "C:\PHP" to the location you installed PHP too.
{| class="wikitable"
|[[Image:lightbulb.png]]
|Download and install any text editor that can save the file in a UTF-8 format, [http://www.crimsoneditor.com Crimson Editor] is one such, NotePad++ is another, use that instead of either Wordpad or Notepad! The issue is that WordPad or Notepad will include hidden characters that may not be compatible with the requirements of PHP.
|}

*Open C:\PHP
*Right Click the '''php.ini''' file in this folder and choose "Open with..." selecting your editor of choice.
*Press Ctrl + F and type "post_max_size" (click Find...", where needed)
*Change the value to the number of Mb you want your site to accept as uploads
*Press Ctrl + F and type "upload_max_filesize" (click Find...", where needed)
*Change the value to the number of Mb you want your site to accept as uploads
*Press Ctrl + F and type "max_execution_time" (click Find...", where needed)
*Change the value to 600
*Press Ctrl and S or the save button.
*Exit your editor.
*Restart your webserver to reload PHP with the edited changes.
**'''For IIS'''
**Open the Start Menu on your server and select "Run"
**Type "iisreset /RESTART"
**For '''Apache 2 and Windows XP'''
**Go to Start > All Programs > Apache > Restart
**'''For Apache 2 and Windows Server'''
**The following command will work as long as you have installed Apache 2 as a service on your Windows Server
**Open your Start Menu on your server and select "Run"
**Type "httpd -k restart"

Your new file size limit should now appear in Administration > Security > Site Policies > Maximum uploaded file size

'''NOTE:''' These instructions also cover the Xampp Windows installer. Just replace C:\PHP with C:\Moodle\server\php and to restart your Moodle with a normal stop-start.

==Modifying the apache config file==
====Ubuntu Linux Instructions====
You may also need to edit the config.php file in the moodle directory:
*Type "gksudo nautilus" to get root permissions
*Navigate to /etc/moodle
*Open apache.conf
*Go to the "<IfModule mod_php5.c>" section
*Change "php_value upload_max_filesize = 2M" to a higher value
*Change "php_value post_max_size = 2M" to a higher value
*Go to the "<IfModule mod_php4.c>" section
*Change "php_value upload_max_filesize = 2M" to a higher value
*Change "php_value post_max_size = 2M" to a higher value
*Save file
*Type sudo /etc/init.d/apache2 restart

===Modifying the .htaccess file===

The following instructions will only work on an Apache web server, and also the Apache server must have Overrides allowed. Traditionally, you could only use .htaccess files when PHP was run as a module of Apache, but with Apache 2.2, this appears to no longer be the case. You can now use the .htaccess file in either module or cgi forms. As well, allowing the use of .htaccess files will cause a performance hit on the server, not a desirable outcome either - so check with your Host.

The .htaccess file is a distributed configuration file, that is, it can be used on a per-folder basis to configure each user's folder and sub-folders. You cannot alter the "AllowOverrides" directive in the Apache configuration file with a .htaccess file, only the Host can set that manually. Usually the Host will place a .htaccess file into your site Root if they do allow you to override the server settings. You can edit it the same as below, and the overrides you set will work. Alternatively, you may create your own .htaccess file in your text editor. It may also be called something else, like .config. If you have any file that starts with a ., you might want to open it in your text editor, just out of curiosity.

Create a file called .htaccess in Moodle's main directory (where 'index.php' is located, not the 'moodledata' directory) that contains the following information:

php_value upload_max_filesize 20971520
php_value post_max_size 20971520
php_value max_execution_time 600

20971520 is the integer value for 20Mb. You can use the following site to [http://www.onlineconversion.com/computer_base2.htm convert MegaBytes to Bytes].

For a more complete description of how to edit the .htacess file, look at this page, [http://httpd.apache.org/docs/current/howto/htaccess.html Apache Tutorial: .htaccess files]

===Modifying the IIS 7.0/7.5 configuration (Windows Server 2008, Windows Server 2008 R2)===
First increase activity and request time outs (allows large files to succeed on slow connections)
FastCGI Settings > Edit (Right-click on PHP application)
Set Process Model > Activity Timeout to '3600' (one hour)
Set Process Model > Request Timeout to '3600' (one hour)
Next set 'Maximum allowed content length'
Request Filtering > Edit Feature Settings:
Set 'Maximum allowed content length' to your desired file size (in bytes) e.g. '536870912' for 512MB (default is approximately 28.6MB)

==Hosted Server==
Things can be a little different with a hosted server for uploaded and downloaded file size. You are probably going to to be told to create or change a .htaccess file, or to modify a php.ini file.

{| class="wikitable"
|[[Image:lightbulb.png]]
|It might be a good idea to talk to with your service provider before you attempt anything. They probably have instructions on "how to" and may have their own limits for uploaded file size. Some hosts measure the file size in gigabytes and others in megabytes. If you are unhappy with their limits, then check your contract and consider changing your provider to one that has a limit and price that you like.
|}

===.htaccess with hosted server===
The one purpose of an .htaccess file is to override the the current limitations of both the server and the php.ini file. Your hosted server should inform you where that file needs be placed in your Moodle, but generally in the root is sufficient. They may already have a standard file you can use, if so, use it - but perhaps not.

To the .htaccess file add the lines:
php_value upload_max_filesize 128M
php_value post_max_size 128M

This will limit uploads to 128MB, but you can make it any size you agree with your provider. The wording may vary slightly, according to the demands of the server.

===php.ini with hosted server===
Some servers will not allow you to change the moodle root .htaccess file and tell you to use a php.ini file for php directives. Here you can use the instruction located in the section above called [[File_upload_size#Modifying_the_php.ini_file|Modifying the php.ini file]].

Find the php.ini file in your moodle subfolder on your hosted server. You might want to copy the file as a backup just in case. Edit php.ini, find "upload_max_filesize" and post_max_size in the code. After the = change the number. Here the max filesize is 20 megabytes.

upload_max_filesize = 20M
post_max_size = 20M

{| class="wikitable"
|[[Image:lightbulb.png]]
|Still not changed? Some hosts using cpanel have a php config program under services/software. Use the "Single php.ini" option and make sure you note the location of the php.ini file to modify. This changes the .htaccess file in the same area and thus the server limit for all programs using php.
|}

{| class="wikitable"
|[[Image:lightbulb.png]]
|Still not changed? [http://nginx.org/en/docs/http/ngx_http_core_module.html#client_max_body_size NGINX] system administrators should also add client_max_body_size XXXm; to the "http" section of their nginx main configuration file. ([https://rtcamp.com/tutorials/php/increase-file-upload-size-limit/#change-in-nginx-config see more info]) if you have SSL, that will require you to set the above for the SSL ''server'' and ''location'' too.
|}

==See Also==
*[[Administration_FAQ#How_do_the_limits_on_uploaded_files_work.3F|Administration FAQ Doc page]]
*[[Site_policies#Maximum_uploaded_file_size|Site Policies Doc page]]
* Using Moodle [http://moodle.org/mod/forum/discuss.php?d=39625 Detailed instructions to increase the maximum allowed size for uploaded files] forum discussion
* Using Moodle [http://moodle.org/mod/forum/discuss.php?d=97907 Instructions to increase maximum allowed size on hosted servers] forum discussion
* Using Moodle [http://moodle.org/mod/forum/discuss.php?d=124441 Help on changing the maximum upload size when installing Moodle via apt-get] forum discussion

[[es:Tamaño de archivo subido]]

[[Category:FAQ|File]]

Event monitoring

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Moodlebot: Text replacement - "class="nicetable"" to "class="wikitable""

{{Course reports}}

==What is event monitoring?==
*Event monitoring allows admins and teachers to receive notification when certain events happen in Moodle. See [[Events list]] for examples of events and their levels. Note that students may also be allowed to subscribe to rules if they are given the capability ''tool/monitor:subscribe''. It is not recommended that they be allowed to create or manage rules.
*To do this, a 'rule' needs to be created for the event to be monitored and then a user, such as the admin or teacher will need to subscribe to it to be notified.
*The rule will specify what the event is and how often it must happen before notification is sent to the subscriber. The notification may be pop-up, email or other chosen methods.
*A teacher can create a rule from ''Course administration > Reports > Event monitoring rules'' and an administrator can, additionally, create a rule from ''Site administration > Reports > Event monitoring rules.''
*You can subscribe to available rules via the user menu ''Preferences > Event monitoring''.

http://youtu.be/YkuK2w1lJnk

==Enabling event monitoring==

Event monitoring is disabled by default because of performance issues. An administrator can enable it from ''Site administration > Reports > Event monitoring rules''.

==How to create or manage a rule==

As a course teacher, go to ''Course administration > Reports > Event monitoring rules'', or as an admin go to ''Site administration > Reports > Event monitoring rules''.

===Rule name===

You can call the rule what you like but it should be something others will understand as they may wish to subscribe to the rule you created.

===Area to monitor===

When you select an area to monitor, for example, ''Forum'', the 'Event' drop down menu below will then display the events you can select from.

===Event===

Once an area has been chosen, the events for that area will display here.

===Description===

You don't have to use a description but if you do, it should be something meaningful to others as they may wish to subscribe to the rule you created.

===Notification threshold===

*This means: ''how many times should this event happen before I get notified?''
*For example the following setting would mean that if an event happens five times in 30 minutes then Moodle will send you an alert:
[[File:notificationthreshold.png|center]]

===Notification message===

When creating or editing a rule, you can embed placeholders to add details to notification messages. The use of placeholders is optional; you can use any personalised message, but if you wish to use placeholders, there are examples of use below:

The placeholders that can be used in a message template are as follows:
{| class="wikitable"
! Placeholder
! What it does
! Example
|-
| '''{link}'''
| Direct link to the actual event, eg a forum discussion.
| <nowiki>http://YourMoodle.com/mod/forum/discuss.php?d=2</nowiki>
|-
| '''{modulelink}'''
| Link to the module where the event has happened, eg a forum
| <nowiki>http://YourMoodle.com/mod/forum/view.php?id=8</nowiki>
|-
| '''{rulename}'''
| A name for the rule.
| Student discussions
|-
| '''{description}'''
| A description of the rule.
| I want to receive notifications when there is a large volume of student posts in a discussion.
|-
| '''{eventname}'''
| The name of the event being monitored.
| Forum post created.
|-
|}

====Example 1====

The above example shows the placeholders for a rule to monitor the '''Forum post created''' event. The notification message using these placeholders would be as follows:

The rule '''{rulename}''', monitoring the event '''{eventname}''', has just been fulfilled.
Click the following link to go to the forum discussion: '''{link}'''
Rule description: '''{description}'''

The result would display like this:

The rule Student discussions, monitoring the event Forum post created, has just been fulfilled.
Click on the following link to go to the forum discussion: http://YourMoodle.com/mod/forum/discuss.php?d=2 .
Rule description: I want to receive notifications when there are a large volume of student posts in a discussion.

====Example 2====

Let's create a rule called '''Glossary entries''' to monitor when a new glossary entry is created:

The rule '''{rulename}''', monitoring the event '''{eventname}''', has just been fulfilled.
Click the following link to go to see the new entry created: '''{link}'''
Rule description: '''{description}'''

The result would display like this:

The rule Glossary entries, monitoring the event Entry has been created, has just been fulfilled.
Click on the following link to go to see the new entry created: http://YourMoodle.com/mod/glossary/view.php?id=5&mode=entry&hook=1.
Rule description: I want to receive notifications when a new glossary entry is created.

'''Note:''' Some events do not have a link. '''Course deleted''' and '''Course module deleted''' for example, would not display any link if '''{link}''' or '''{modulelink}''' is used.

==How to subscribe to a rule==

*When events are created from ''Site'' or ''Course administration > Reports > Event monitoring rules'', users who have permission to subscribe to rules have an 'Event monitoring' link on their preferences page
*From here, you can unsubscribe to any events you are subscribed to already and you can subscribe to new events created by you or others.

[[File:EMSubscriptions.png|thumb|center|500px]]

==See also==

* [[Events list report]]

[[es:Monitoreo de eventos]]
[[de:Event-Beobachtung]]

Emoticon images

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The list of images that will be used to replace the emoticon text can be defined by a site administrator in ''Settings > Site administration > Appearence > HTML settings''. The images defined here are used by [[Display emoticons as images]] filter and TinyMCE HTML editor's Insert emoticon popup menu.
[[Image:emoticon-setting.png|thumb|Emoticon setting page]]

== Form table fields ==

The form table maps the emoticon characters like <code>:-)</code> to an image that will be used to display that emoticon. Images can be provided either by the Moodle core itself or by any other installed plugin (like an activity module, block, theme or your plocal plugin). For accessibility reasons, alternative texts for these images should be defined, too.

=== Emoticon text ===

Into the first column, insert the text representation of the emoticon. The emoticon filter converts these texts into images. The text must pass the following constraints:

* It must be at least two characters long
* It can not contain <code>:/</code> and <code>//</code> substring to avoid accidental breaking of URL addresses
* It must contain some non-alphanumeric character to prevent from breaking HTML tags in the text

=== Image name and component ===

The default set of emoticons are provided by Moodle core itself. In that case, the image component is set to ''core''. The image name is a relative path to a file without the trailing slash and without the file extension. The image must be located in the <code>/pix</code> folder of the given component.

''Example:'' if the image name is set to <code>s/smiley</code> and the image component is set to <code>core</code>, the image file <code>{dirroot}/pix/s/smiley.gif</code> from your Moodle installation folder is used to display that emoticon.

=== Alternative text ===

Alternative texts are taken from [[Language packs|language packs]] that can be again provided by either the core or a plugin. The first field value is the string identifier and the second field value is the name of the component providing that string (see the language packs documentation for details).

''Example:'' if the emoticon has the alternative text set to <code>smiley</code> and <code>core_pix</code>, then the localized text will be obtained from the file <code>{dataroot}/lang/XX/pix.php</code> where XX is the current language code. If that translation is available, the value from the English pack <code>{dirroot}/lang/en/pix.php</code> will be used.

''Technical note:'' these two values are passed as the parameters to the <code>get_string()</code> function to obtain the alternative text

== Custom emoticons ==

To support your own emoticons, just add another row into the form table. However, if the images and their alternative texts are not available in the Moodle yet, you will have to add them in a form of an installed plugin, typically together with a theme or via your local plugin. The following section illustrates some options how to register emoticons provided by various types of plugins.

=== Emoticon provided by activity module ===

Let us say we want to use the emoticons system to display [[Workshop module]] icon instead of <code>(workshopicon)</code> text. As you can see, the icon is located in <code>{dirroot}/mod/workshop/pix/icon.gif</code>. Just add the following row into the emoticons form table:

{| class="wikitable"
|-
! Text
! Image name
! Image component
! colspan="2" | Alternative text
|-
| (workshopicon)
| icon
| mod_workshop
|
|
|}

Save changes in the form and the icon should appear at the end of the row. If you have the emoticon filter enabled, whenever you or your users type <code>(workshopicon)</code> in the text, it will be replaced with the image.

You may want to use the localized term for the Workshop module as the alternative text for that image. Because the Workshop module already contains a string that we can use, just add the following values into the last two columns of the table and save the changes again:

{| class="wikitable"
|-
! Text
! Image name
! Image component
! colspan="2" | Alternative text
|-
| (workshopicon)
| icon
| mod_workshop
| modulename
| mod_workshop
|}

=== Emoticon provided by installed theme ===

[[Development:Themes 2.0|Themes in Moodle 2.0]] are able to override any standard image provided by the Moodle core by default. So if a file <code>{themedir}/pix_core/s/biggrin.*</code> exists it is automatically used instead of standard <code>{dirroot}/pix/s/biggrin.*</code>. Themes like any other plugins are also able to extend the standard emoticon set or change the file names or their directories.

Let us say you have installed a theme named <code>mychool</code> that comes with its own set of standard emoticons. Those emoticons must be located in the <code>/pix</code> subfolder of that theme, for example in <code>{themedir}/pix/smilies/happy.png</code>. Now you want to use the emoticons provided by this theme instead of the default Moodle emoticon set. Just replace the relevant rows in the table with the new values:

{| class="wikitable"
|-
! Text
! Image name
! Image component
! colspan="2" | Alternative text
|-
| :-)
| smilies/happy
| theme_myschool
| smiley
| core_pix
|}

Note that we replaced just the image name and component. So the alternative text will be taken from the core language pack which is probably already localized into many languages.

=== Preparing own set of emoticons ===

If you have a set of images you would like to use as emoticons at your site, we recommend you to prepare a local plugin that will just provided these emoticons, without any other functionality. Even though this way involves a bit more work at the beginning, it is preferable over direct modification of the standard Moodle files. By encapsulating your emoticon with a local plugin, you can safely upgrade your site without the risk of overwriting your modifications, deploy the local plugin at multiple servers and share your work easily with the others.

Writing a local plugin that provides a set of emoticons is not hard even if you are not experienced PHP developers. You can use a [http://github.com/mudrd8mz/moodle-local_aliens published example] as a scaffold for your own work.

[[Category:Site administration]]
[[Category:Filter]]

[[es:Imágenes de emoticones]]

Editing Questionnaire questions

2021-08-10T15:14:04Z

Moodlebot: Text replacement - "class="nicetable"" to "class="wikitable""

{{Questionnaire}}

==Editing questions==
* On the Questionnaire '''Editing Questions''' page is displayed a drop-down list of the question types available and a list of the questions already created for the current questionnaire instance (if any).
* Using the standard Moodle icons you can change the order of the questions in the questionnaire, edit or delete questions.

==Common options==
===Question Name===

====Questionnaires '''not''' using the Conditional Branching or the Personality Test features====

You can ''optionally'' enter a '''Question Name''' for each question.

If your questionnaire does not use the "Conditional Branching" or the "Personality Test" feature, the '''Question Name''' is only used when you export responses to CSV/Excel format. If you never export to CSV, then you needn't worry about Question names. If you plan to regularly export your questionnaire data to CSV, then you have a choice of two options for question naming.

=====Option 1: significant names=====

In the '''Question Name ''' box, enter ''meaningful'', ''short'' and '''''different''''' question names for all of the questions within one questionnaire. In the CSV export file, all those question names will be prefixed with the question's actual number (= position) in the quiz. Examples:

{| border="1"
! scope="col" | question number (position) in the questionnaire
! scope="col" | question name entered by teacher
! scope="col" | field header in csv export
|-
|
<div style="text-align: center">5</div>
| favorite colors
| Q05_favorite colors
|-
|
<div style="text-align: center">6</div>
| why_use_Moodle
| Q06_why_use_moodle
|-
|
<div style="text-align: center">7</div>
|
user-friendliness

'' (rate question with 3 possible answers: Moodle, WebCT and Blackboard) ''
|
Q07_user-friendliness->Moodle Q07_user-friendliness->WebCT Q07_user-friendliness->Blackboard
|}

=====Option 2: leave the Question Name boxes blank=====

For each un-named question, CSV export will automatically generate a question name. This is required for table header fields in the CSV and subsequent Excel tables or any statistics package you might be using. The question name generated will be based on the question number in the actual Quiz (excluding ''Section Text'' pseudo-questions, of course) e.g. Q01, Q02, ... Q99. For questions with multiple answers, such as rate-type or Likert type questions, a sub-question number will be generated (Q02_1, Q02_2, Q02_3, etc.). This type of "short-name" naming scheme is advisable for exporting your data to a statistics software. Of course, it's up to you to have your own system for remembering which abbreviated question name corresponds to which question in your questionnaire!

{| width="100%" border="1"
! style="width: 33%" scope="col" | question number (position) in the questionnaire
! style="width: 33%" scope="col" | question name entered by teacher
! style="width: 33%" scope="col" | field header in csv export
|-
|
<div style="text-align: center">5</div>
| style="background-color: #CCCCCC" |
| Q05
|-
|
<div style="text-align: center">6</div>
| style="background-color: #CCCCCC" |
| Q06
|-
|
<div style="text-align: center">7</div>
| style="background-color: #CCCCCC" |
|
Q07_1 Q07_2 Q07_3
|}

It is quite possible (but maybe not advisable) to mix the two systems, and have within one questionnaire both named and un-named questions.

====Questionnaires using the Conditional Branching feature====

If you need a question to be used as the "parent" of one or more subsequent questions in your questionnaire, then you '''must''' name that "parent question". Only those (radio buttons, dropdown list or yes/no) questions with a ''name'' will appear in the Parent question dropdown list when adding a new question, as shown on the following screenshots.

[[Image:05-08-2013 15-26-11.jpg]]

[[Image:05-08-2013 15-34-55.jpg]]

For more information, see [[Questionnaire_Conditional_branching|Conditional branching]].

===Response Required===
If you select '''''Yes''''', response to this question will be required, i.e. the respondent will not be able to submit the questionnaire until this question has been answered. If the respondent tries to submit a questionnaire with unanswered required questions (or, in the case of a questionnaire with more than one section, to go to the next page), a warning message will be displayed with a list of all the missing ''required ''questions in the questionnaire (or on the actual page).

Default.- '''''No'''''.

'''Note'''.- When you create new questions in sequence (one after the other), this parameter is carried over to subsequent questions. E.g. if you create question #1 with '''Response Required''' = '''''Yes''''', then the '''Response Required''' parameter will be pre-set to '''''Yes''''' for question #2, etc. You can of course change this parameter at any time.

In the ''Manage Questions'' section of the Questions editing page, once a question has been created, you can use the green and red dots to switch its Required state, as a shortcut alternative of editing the question.

[[Image:05-08-2013 15-49-48.jpg]]

===Parent Question===

See [[Questionnaire_Conditional_branching|Conditional branching]]

===Question Text===
Enter your question text in this box. The HTML editor is available, which means that you can display not only formatted text but also images or other media in a questionnaire's questions text.

==Question Types==

Select the type of question from the drop-down list and click on the '''Add selected question type''' button.

===---Page Break---===

Use this to insert page breaks in longish questionnaires. Note that if a page contains questions with required response the respondent will not be allowed to navigate to the next page unless those required responses have been given.

If your questionnaire uses the Conditional branching feature, then page breaks will be ''automatically'' inserted when you add "parent" or "child" questions. Page breaks which are needed to ensure a correct "Conditional branching" flow cannot be moved or deleted. Their Move and Delete icons are disabled.

[[Image:05-08-2013 15-58-09.jpg]]

===Check Boxes===
Check boxes allow the user to select multiple answers from a list of options.

==== Question editing interface ====

[[Image:05-08-2013 14-58-42.jpg]]

==== Options ====

{| style="width: 100%" border="1" cellpadding="5"
! style="width: 50%" scope="col" | Editing Mode
! style="width: 50%" scope="col" | Questionnaire View
|-
|
{| style="width: 300"
| colspan="2" valign="top" | Question text: What are your favorite hobbies?

Possible answers:
|-
| style="border: #666666 thin solid" |
Watching TV Dancing Computing !other=Another hobby:
|}
|
[[Image:05-08-2013 13-29-49.jpg]]
|}

You may enter <tt>“!other”</tt> on a line to create an '''''optional''''' ''fill in the blank'' option. An<tt><nowiki>!other</nowiki></tt> box defaults to using the prompt ''Other: '', (or the equivalent translation for ''Other'' in the current language being used). You may change this default prompt by using the format: <tt>“!other=''prompt text”''</tt> as shown in the example above.

'''Notes.-'''

# At the moment the length of the ''fill in the blank'' input text box is set to 25 characters and is not customizable through the online interface.
# You may provide more than one <tt><nowiki>!other</nowiki></tt> ''fill in the blank'' option for a Check Boxes question, but this might cause problems so it is ''not recommended''.
# When a respondent answers a''' Check Boxes''' question which has been created as '''Required''', and the '''Min. forced responses '''and''' Max. forced responses''' parameters have been used, then a warning message will be displayed if respondent does not check the required number of boxes.
# Note that, if the <tt><nowiki>!other</nowiki></tt> ''fill in the blank'' option has been created, then if it is checked by the respondent, it will count in the total of minimum/maximum required check boxes.
# If a respondent checks a ''fill in the blank'' option '''check box''' and leaves the text field empty, ''that box will be unchecked'' (upon navigating to the next page or upon submitting the questionnaire).
# If a respondent has cheked ''a fill in the blank'' option '''check box''' and has filled in the text field, and later on changes his mind and unckecks that box, the ''fill in the blank'' text field will be automatically emptied (cool, ain't it?).

===Date===

''Use the day/month/year format, e.g. for March 14th, 1945: '''14/3/1945'''''

Use this question type if you expect the response to be a correctly formatted date. The format will depend upon the language currently being used by the questionnaire respondent. For example 4/21/2007 (US); 21/4/2007 (UK); 21-4-2007 (France); etc. An example will be displayed in the questionnaire. If an "impossible" or wrongly formatted date is entered, it will either be re-written or reformatted correctly (if possible) or an error message will be displayed to the respondent. In order for dates to be correctly exported to spreadsheets such as Excel, respondent must enter ''a date in the 1902 to 2037 range''. If a date outside this range is expected from respondents, then use the '''Text Box''' question type instead. The date question type will accept dates consisting only of a month plus a year (e.g. 12/2008 for december 2008) or only a year (e.g. 2008). However, for spreadsheet processing compatibility, such incomplete dates will be automatically transformed to complete dd/mm/yy dates, e.g. 12/2008 -> '''01/'''12/2008 and 2008 -> '''01/01/'''2008. You may have to explain this pecularity to your questionnaire users beforehand.

===Dropdown Box===

There is no real advantage to using the '''Dropdown Box''' over using the '''Radio Buttons''' except perhaps for longish lists of options, to save screen space.

===Essay Box===
====Question editing interface====
[[Image:2014-01-24_15-37-29.jpg]]

====Settings====
This question will display a plain text box with '''x''' ''Textarea columns'' (or area ''width'') and '''y''' ''Textarea rows'' (number of text ''lines'').

If you leave both x and y to their default '''0''' value (or if you set it to '''0'''), then moodle's '''HTML editor''' will be displayed with standard height and width (if available in the course/user context & user profile).

===Label===

This is not a question but a (short) text which will be displayed to introduce a series of questions.

===Numeric===

Use this question type if you expect the response to be a correctly formatted number. By using the '''Max. digits allowed '''and '''Nb of decimal digits '''parameters you can specify the length and number of decimal places required. Use '''Max. digits allowed''' to set a limit to the number of characters entered for a Numeric question. Note that the decimal point also counts as one character! Use '''Nb of decimal digits''' to specify the format of the Average value counted and displayed at the Questionnaire Report page.

Examples:

{| class="wikitable"
|-
!
! Max. digits allowed
! Nb of decimal digits
! Response entered
! Average displayed
|-
| Example 1
| 6
| 2
| 12
| 12.00
|-
| Example 2
| 6
| 2
| 12.569
| 12.57
|-
| Example 3
| 8
| 1
| 12.57898
| 12.6
|}

=== Radio Buttons ===
====Question editing interface====
[[Image:05-08-2013 15-03-17.jpg]]

====Radio buttons Alignment====
[[Image:05-08-2013 13-35-04.jpg]]

====Possible answers====
You must fill in one answer per line in the '''Possible answers''' box.

Examples:

{| border="1" cellpadding="5"
! style="width: 250" scope="col" valign="top" | Editing Mode
! style="width: 243" scope="col" valign="top" | Questionnaire View
! style="width: 434" scope="col" valign="top" | (optional horizontal display)
|-
| valign="top" |
'' 1.Possible answers''<nowiki>: </nowiki>

Red Blue Black
| valign="top" |
''' What is your favorite color? ''' Red Blue Black
| valign="top" |
''' What is your favorite color? ''' Red Blue Black
|-
| valign="top" |
'' 2.Possible answers''<nowiki>: </nowiki>

Red Blue Black !other
| valign="top" |
''' What is your favorite color? ''' Red Blue Black Other:
| valign="top" |
''' What is your favorite color? ''' Red Blue Black Other:
|-
| valign="top" |
'' 3.Possible answers:''

Red Blue Black !other=Another color:
| valign="top" |
''' What is your favorite color? ''' Red Blue Black Another color:
| valign="top" |
''' What is your favorite color? ''' Red Blue Black Another color:
|-
| valign="top" |
| valign="top" | Questionnaire View
| valign="top" | ''''' Text data export '''''
|-
| valign="top" |
'' 4.Possible answers: ''

red::the color of blood blue::the color of the sky black::opposite of white
| valign="top" |
''' What is your favorite color? ''' the color of blood the color of the sky opposite of white
| valign="top" |
'' The "values" red, blue and black will be exported to the columns instead of standard 1, 2 and 3 numbers. See [[Viewing_Questionnaire_responses#Download_in_text_format|Download in text format]]. ''
|-
| valign="top" |
'' 5.Possible answers:''

0=Never 1=Once a year 3=Once a month 5=Once a week 7=Once a day
| valign="top" |
''' How often do you practise a sport? '''Never Once a year Once a month Once a week Once a day
| valign="top" |

|}

You may enter <tt>“!other”</tt> on a line to create an '''''optional''''' ''fill in the blank'' option. An <tt><nowiki>!other</nowiki></tt> box defaults to using the prompt ''Other:'', (or the equivalent translation for ''Other'' in the current language being used). You may change this default prompt by using the format: <tt>“!other=''prompt text”''</tt> as shown in Example #3 above.

'''Notes'''

# At the moment the length of the ''fill in the blank'' input text box is set to 25 characters and is not customizable through the online interface.
# It does not make sense to provide more than one <tt><nowiki>!other</nowiki></tt> ''fill in the blank'' option for a Radio Buttons question.
# If a respondent checks a ''fill in the blank'' option '''radio button''' and leaves the text field empty, ''a warning message will be displayed'' (upon navigating to the next page or upon submitting the questionnaire).
# If a respondent has checked a ''fill in the blank'' option '''radio button''' and has filled in the text field, and later on changes his mind and clicks a different radio button in the same question, the ''fill in the blank'' text field previously entered will be automatically emptied.
# Example #4 shows a possible "hidden" option, for exporting - in responses - named values as data instead of standard numbers. If you never export your data for studying it in stats packages you won't need this option.
# If you plan to use the ''''"Personality Test"'''' feature in your questionnaire, the number preceding each choice will be used to calculate the "score" of the section that includes this question. See https://docs.moodle.org/35/en/mod/questionnaire/personality_test#Questions

=== Rate (scale 1..5) ===
==== Example: ====
The Rate question now features extra "not yet answered" radio buttons. This is especially useful in Rate questions with a long list of choices.
[[File:03-12-2013 15-23-57.jpg]]

In case the respondent forgets to check some radio buttons, upon moving to next page or submitting, the error message will be completed with highlighting of the "not yet answered" radio buttons.

[[File:03-12-2013 15-26-58.jpg]]

==== Question editing interface: ====

[[Image:05-08-2013 14-26-37.jpg]]

==== Number of scale items ====
''' Nb of scale items '''is the ''number of items'' to be used in your rate scale. You would normally use a value of 3 to 5. Default value: '''5'''.

==== Type of rate scale ====
* ''' Normal ''' (default value)
* ''' N/A columns ''' : Choose this if you want an '''N/A''' column to be added to the right of your Rate scale items columns.
* ''' No duplicate choices'''<nowiki>: Choose this if you want </nowiki>''to prevent duplicate choices in each degree '''column'''''.
** This is useful if you want the respondent to rank a number of items on a 1 to n scale and to force each rank to be unique. Example: order items A, B and C in order of preference will accept: ''A1, B3 and C2'' or ''A3, B2 and C1'', but ''it will not be possible'' for the respondent to enter: ''A1, B1, C2'' or ''A1, B2, C2,'' etc.
** Used in conjunction with [[#anchor_one|named degrees]], this '''No duplicate choices''' option can also be useful if you want the respondent to match items with named degrees, e.g. the colors ''red, blue, yellow'' with a set of physiological responses: ''excitement, tranquillity, concentration'' where '''one''' color can only match '''one''' physiological response.
* '''Osgood'''<nowiki>: Choose this to create a question of the </nowiki>[http://en.wikipedia.org/wiki/Semantic_differential Osgood's semantic differential] type. This parameter must be used in conjunction with [[#anchor_one|named degrees]].

====Possible answers====
Examples.

{| style="width: 100%" border="1" cellpadding="5"
! style="width: 50%" scope="col" valign="top" | Editing Mode
! style="width: 50%" scope="col" valign="top" | Questionnaire View
|-
| valign="top" |
''' Ex. 1 Rate''' (single line) Possible answers -> '''Enter a blank space or a short "label".''' '''Settings: ''' ''' Nb of scale items ''' = 5 (5 columns numbered 1...5);'''''Type of rate scale''''' = ''Normal'' (N/A column not needed here). 
| valign="top" |
[[Image:05-08-2013_13-53-43.jpg]]
|-
| valign="top" |
''' Ex. 2 Rate ''' (several lines) Possible answers.

Blackboard Desire2Learn Moodle Sakai WebCT

''' Settings: '' Nb of scale items ''''' = 4 (4 columns numbered 1...4) ''''' Type of rate scale ''''' = '' N/A column ''
| valign="top" |
[[Image:05-08-2013 13-50-05.jpg]]
|-
| valign="top" |
''' Ex. 2a Rate ("ordering") '''

This option makes it impossible to click more than one radio button per column; it is thus equivalent to an "ordering" question type.

''' Settings: ''' ''''' Nb of scale items ''''' = 3 (3 columns numbered 1...3) ''''' Type of rate scale''''' = ''No duplicate choices''
| valign="top" |
[[Image:05-08-2013 13-59-31.jpg]]
|-
| valign="top" |
''' Ex. 3 Rate ''with named degrees '' ''' Possible answers.

4=Very easy to use 
3=Easy to use 
2=Somewhat difficult to use 
1=Difficult to use 
Formatting Your Course 
Laying out Your Course 
Number of Clicks to Access Needed Content 
Adding Content 
Ability to Add/Change Themes/Appearance 
Overall Navigation of Moodle 

''' Settings: ''' ''''' Nb of scale items ''''' = 4 (4 named columns) ''''' Type of rate scale ''''' = '' Normal '' (N/A column not needed here)
| valign="top" |
[[Image:05-08-2013 14-04-00.jpg|800px|thumb|left]]
|-
| valign="top" |
''' Ex. 3b Rate ''with named degrees '' ''' Possible answers.

4=Very easy to use 
3=Easy to use 
2=Somewhat difficult to use 
1=Difficult to use 
formatting::Formatting Your Course 
layout::Laying out Your Course 
clicks::Number of Clicks to Access Needed Content 
addcontent::Adding Content 
appearance::Ability to Add/Change Themes/Appearance 
navigation::Overall Navigation of Moodle 

| valign="top" |
If the choice options text is fairly long, you may use shorter "labels" immediately followed by two colons (::).
The labels "formatting", "layout", "clicks" etc. will be saved to the columns headings in the Download as text format operation, instead of the longer labels which will be displayed to the questionnaire respondent.

'''Please note''' that in former versions of Questionnaire the separator between "short label" and "options text" used to be the equal sign (=). In Questionnaire 2.5 and later, please use two colons (::) as a separator.
|-
| valign="top" |
''' Ex. 4 [http://en.wikipedia.org/wiki/Semantic_differential Osgood's Semantic differential] '''' ''' Possible answers.

1=-- 2=- 3=± 4=+ 5=++ weak|strong cold|warm cowardly|brave

''' Settings: ''' ''''' Nb of scale items ''''' = 5 (5 named columns) ''''' Type of rate scale ''''' = ''Osgood''

''' Note.- ''' To separate the pairs of words you must use a pipe character '''<nowiki>|</nowiki>'''
| valign="top" |
[[Image:05-08-2013 14-06-54.jpg]]
|}

'''Notes.-''' '''named degrees'''

For this question type you have two display options. The default option displays the [http://en.wikipedia.org/wiki/Likert_scale Likert] scale degrees as numbers (1...5). If you prefer to have named degrees instead of numbers, you'll have to enter those names in the '''''Possible answers''''' list (see '''''Example 3 ''''' above). On each line of "possible answers" enter the degree number, ''immediately followed'' by the equal sign '''<nowiki>=</nowiki>''' ''immediately followed'' by the name you want to give to that degree.

If you plan to use the "Personality Test" feature in your questionnaire, the number preceding each named degree will be used to calculate the "score" of the section that includes this question. See https://docs.moodle.org/35/en/mod/questionnaire/personality_test#Questions_2.

If ''the number of named degrees'' in the possible answers list ''is different from the number determined by the value you entered'' in the '''Nb of scale items''' field, this will be automatically adjusted when you save the question. If you decide to use named degrees for your Likert scale, it is recommended (but not obligatory) to start your list of possible answers with the named degrees, and then to enter the various ''items'' to be scaled.

Example #3b shows a possible "hidden" option, for exporting - in responses - shorter label instead of the longer text values. If you never export your data for studying it in stats packages you won't need this option. Please note that the example is provided here for the '''Rate ''with named degrees''''' question sub-type but it works for all Rate question sub-types except Osgood which requires short left and right options anyway.

===Text Box===

For the Text Box question type, enter the Input Box length and the Maximum text length of text to be entered by respondent.

Default values are 20 characters for the Input Box width and 25 characters for the maximum length of text entered.

===Yes/No===

==Manage questions==

In the '''Manage questions''' section of the Edit Questions page, you can conduct a number of operations on a Questionnaire's questions. Normally you should never add questions or delete questions in a questionnaire that is live in a moodle course, and which some students may have already responded to.

You can Move a question to a different position in the Questionnaire. If your questionnaire contains some "conditional branching" questions, you may not be able to move some of the parent or child questions to some positions which would ruin the branching.

You can Edit a question, but again, be extra careful when editing questions once students have started to complete a questionnaire.

If you try to Delete a child or parent question (in a Conditional branching questionnaire), you will be warned of the possible consequences of those deletions.

By clicking on the Green or Red dots, you can switch the "Response required" status of questions.

Please note that the numbers in front of each question in this interface are ''not'' the question numbers that will be displayed when answering the questionnaire. Here, these numbers indicate the question's position, and even non-real questions such as Labels and Page Breaks have a position number.

----
[[Category:Teacher]]

[[es:Editando preguntas de un cuestionario]]
[[fr:Ajouter_des_questions]]

EQUELLA repository

2021-08-10T15:14:04Z

Moodlebot: Text replacement - "class="nicetable"" to "class="wikitable""

{{Repositories}}
The EQUELLA repository enables users to make aliases (shortcuts) to EQUELLA files. Updating the files in EQUELLA will automatically cause them to update in Moodle. In addition to being able to search the EQUELLA repository, users also have the option to manage their repository and add new files.

{|
|[[File:equellarepository.png|thumb|600px]]
|}

==Requirements==

EQUELLA 5.2 QA2 or higher is required for this repository plug-in to work correctly.

==Setup==

Warning: This page may be outdated. Please see https://equella.github.io/guides/MoodleIntegrationGuide.html

===EQUELLA configuration===

A shared secret must be configured in EQUELLA that Moodle will use to authenticate access for users.
#Log in to your EQUELLA site as admin. Your URL might be for instance ''http:// equella.myequellainstitution.edu''
#Select 'Settings' and then 'Administration Console' (1 below) NOTE: You will need up to date Java for this to display.
#Select User Management. Highlight 'Shared Secret' and click 'Configure' at the bottom of the screen (2 below)
#A new name 'Default' will appear with configuration elements to the right (3 below)
#Add a name for the Unique identifier and a shared secret. Any secret will do, but a longer one with a mix of letters and numbers is best.
#Make a note of it to use when configuring Moodle. Add any extra details and save.

{|
|[[File:equellaadminconsole.png|thumb|1.Accessing the Admin console]]
|
|[[File:equallasharedsecretconfig.png|thumb|2.Configuring shared secret]]
|
[[File:equellasharedsecret2.png|thumb|3.Defining the shared secret]]
|}

For further information, please consult the [http://support.thelearningedge.com.au/downloads/5.2/Documentation/EQUELLA%205.2%20Moodle%20Configuration%20Guide.pdf EQUELLA Moodle Configuration Guide].

===Moodle configuration===

The EQUELLA repository may be enabled by a site administrator in ''Administration > Site administration > Plugins > Repositories > Manage repositories.'' From there, an EQUELLA repository instance can be created.

{| class="wikitable"
|-
| EQUELLA URL
| The URL to your EQUELLA install with "/signon.do" appended. For example, "http:// equella.myinstitution.edu/logon.do" would become "http:// equella.myinstitution.edu/signon.do"
|-
| EQUELLA options
| This is an optional advanced setting that can be used to restrict users to a limited set of collections or advanced searches.
|-
| Restrict selection
| Choose if users should be restricted to only choosing attached resources, summary pages or no restriction.
|-
| Default role settings
| The shared secret ID and shared secret entered here should match those that have been setup in EQUELLA
|-
| {X} role settings
| Shared secrets configured under a specific role will take precedence over the default shared secret if a user has that role. The security ACLs in EQUELLA can then be configured to grant or revoke access to additional functionality based on the shared secret that the user was authenticated with.
|}

==Capabilities==

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

==See also==

*[http://support.thelearningedge.com.au/downloads/5.2/Documentation/EQUELLA%205.2%20Moodle%20Configuration%20Guide.pdf Moodle configuration guide for EQUELLA 5.2]
*[http://support.thelearningedge.com.au/downloads/5.2/Documentation/EQUELLA%205.2%20Moodle%20User%20Guide.pdf Moodle user guide for EQUELLA 5.2]
*[https://github.com/equella Additional Moodle modules and blocks for integrating with EQUELLA]
*[http://www.equellacommunity.com/ EQUELLA community site]
*[http://www.equella.com/ EQUELLA]
*[http://www.prweb.com/releases/2012/6/prweb9642184.htm Pearson Announces Deeper Integration Between EQUELLA 5.2 Digital Repository and Moodle Learning Management System]

[[de:EQUELLA Repository]]

DragMath equation editor

2021-08-10T15:14:03Z

Moodlebot: Text replacement - "class="nicetable"" to "class="wikitable""

'''WARNING:''' To use DragMath, you need to activate the TeX filter in Moodle. End users will also need to have a recent Java Runtime Environment installed. DragMath is no longer available in the new Atto editor introduced in Moodle 2.7. DragMath was available in the TinyMCE editor in Moodle 2.7, it is not distributed in Moodle 2.8 and later. It is available elsewhere as a third-party plugin which may be downloaded and installed by an administrator.

==Introduction==
To quote the W3C [http://www.w3.org/Math/Software/mathml_software_cat_editors.html]:
This is an open-source drag and drop equation editor written in Java.
Once an expression is created the user can convert it into a variety
of different linear syntax for mathematics, including MathML, LaTeX,
Maple, Maxima or any user defined style.
Created by Christoper Sangwin and Alexander Billingsley at the University of Birmingham as part of the [http://www.stack.bham.ac.uk STACK project], DragMath allows students to build mathematical expressions using a graphical drag-and-drop interface similar in appearance to that available in a number of office productivity suites.

John Isner initially created and maintained several files that allowed for integration of DragMath with HTMLArea, Moodle's editor in 2007. DragMath was then maintained by Marc Grober until it was integrated into core Moodle with the release of Moodle 2.0. An outgrowth of the development to integrate DragMath into tinyMCE has been the development of SEE by Mauno Korpelainen (a link to those plugins can be found below.)

To use DragMath, users must have the Java Runtime Environment (JRE) version 1.5 or higher installed on their desktop computers. Most systems come with the JRE as standard equipment, so you may not have to do anything. If you need to install the JRE manually, you can download it from [http://java.com/en/download/index.jsp here]. Note that the JRE is variously known as Java software for your computer, Java Runtime Environment, the Java Runtime, Runtime Environment, Runtime, Java Virtual Machine, Virtual Machine, Java VM, JVM, VM, or Java download.

You can see a demo of the DragMath editor [http://www.dragmath.bham.ac.uk/ here]. The DragMath interface is highly intuitive and anyone can be using it productively after a few minutes of trial-and-error. If you have questions about the editor, there is a short manual [http://www.dragmath.bham.ac.uk/doc/index.html here] which also discusses the various configuration options, some of which are mentioned briefly below.

==Using DragMath==
DragMath is based on the simple idea that the User who does not know a lot of TeX (pronounced Tech) can still create mathematical formula for publishing. In this case, Moodle is the dispaly agent so the TeX formulae are then rendered to a Moodle screen. This essentially means that with little experience, any Junior High Maths teacher can generate all the formulae they need for most aspects of Maths in Moodle.

===Creating simple expressions===

To begin, click on the DragMath insertion button. This opens The DragMath interface.

[[Image:dragmath02.png|thumb|200px|center|Opening Dragmath]]

The toolbar is different than you may expect, we are used to nice neat rows of buttons, but Dragmath has to use tabs. Each tab is tab is a collection of "templates", that is each symbol is a "template" and can be dragged and dropped onto the work space.

[[Image:dragmath01.png|thumb|200px|center|The DragMath Interface]]

To end editing and insert the script into the Moodle page, click the Insert button. This simple, but not simplistic, interface is a strength of DragMath. It make it easy for even novices to create complex formulae.

{| class="wikitable" align="center"
|-
| colspan="4"|'''A sequence for DragMath - click an image to enlarge'''
|-
|[[Image:dragmath04f.png|thumb|150px|Select the Tab with the symbols required]]
|[[Image:dragmath03.png|thumb|150px|Click, hold then drag'n'drop a symbol]]
|[[Image:dragmath04.png|thumb|150px|Enter the values, select an operation symbol]]
|[[Image:dragmath04a.png|thumb|150px|Select another symbol and drag'n'drop]]
|-
|[[Image:dragmath04b.png|thumb|150px|Add an equal (or other) sign]]
|[[Image:dragmath04c.png|thumb|150px|Add in a variable, (chi in this case) ]]
|[[Image:dragmath04d.png|thumb|150px|Click Insert]]
|[[Image:dragmath04e.png|thumb|150px|See the encoded result in the editing dialog.]]
|}

This same sequence of operations apply equally for all formulae, all insertions, no matter how complex they become.

You can insert a template from the toolbar by drag and drop or by a click on the template in the tab, then clicking in the workspace.

===Creating more complex expressions===

More complex expressions are pretty much more of the same as above. Creating a simple multiplication table matrix, for example, seems complex,but in DragNath, it is actually simple:

{| class="wikitable" align="center"
|-
| colspan="4"|'''A sequence for a simple Multiplication Matrice in DragMath - click an image to enlarge'''
|-
|[[Image:dragmath05.png|thumb|150px|Select the Tab and add in the multiplier]]
|[[Image:dragmath05a.png|thumb|150px|Click, hold then drag'n'drop the Matrix symbol]]
|[[Image:dragmath05b.png|thumb|150px|Enter the values, select a equal symbol]]
|[[Image:dragmath05c.png|thumb|150px|Add in the rows required]]
|-
|[[Image:dragmath05d.png|thumb|150px|Add in the columns required]]
|[[Image:dragmath05e.png|thumb|150px|Edit the Matrice ]]
|[[Image:dragmath05f.png|thumb|150px|Add the equal symbol]]
|[[Image:dragmath05g.png|thumb|150px|Add and edit in the second Matrice.]]
|}

===Locally saving and restoring a DragMath expression===
When you press the Insert button, DragMath inserts the export string into your text and the DragMath window closes. ''The exported string can no longer be manipulated using DragMath.'' If you decide to change the string, you have two options:
*delete the string (including the dollar signs or other token) and completely recreate it using DragMath
*edit the expression by hand
You can not tell DragMath to re-read the expression and show it again in two dimensions. This is a theoretical limitation, not a limitation of DragMath.

But suppose the expression is very complicated. It would be impractical to start over just to make a simple change. Before you Insert the expression, you can save a copy of the expression (a .drgm file) to your local disk using the Save button (see screenshot). Later, if you need to make a change, you open the saved .drgm file.

[[Image:Dragmath_save_and_restore.png|DragMath instructions]]

A .drgm file contains three-dimensional representation of your mathematical expression. It is a binary file that can only be opened by DragMath.
===Additional Editing===

There are times when '''DragMath''' is not going to have a symbol or something you might want. Or perhaps you left something out of the DragMath constuctor, so you want to include it manually. Most likely, for something like the matrix created earlier, I want to go to 15, which means I have to change the structure of the matrix, and edit in some numbers. This is easily done with a little forethought. Copy and paste and delete or edit what you want and do not want.

{| class="wikitable" align="center"
|-
| colspan="4"|'''Manually editing a DragMath construction - click an image to enlarge'''
|-
|[[Image:dragmath06a.png|thumb|150px|Select, copy and paste the original matrix]]
|[[Image:dragmath06b.png|thumb|150px|Edit to what is actually required]]
|[[Image:dragmath06c.png|thumb|150px|Delete the original matrix]]
|}

Sometimes however, you just want to include something you forgot, or rather, add something that was not there in the first place.

{| class="wikitable" align="center"
|-
| colspan="4"|'''Accurately editing a DragMath construction manually - click an image to enlarge'''
|-
|[[Image:dragmath06d.png|thumb|150px|Construct the original equation]]
|[[Image:dragmath06e.png|thumb|150px|Copy, then edit to what is actually required]]
|[[Image:dragmath06f.png|thumb|150px|Return to the edited page]]
|}

==What DragMath Does and How It Does It==
===Configuration files===
DragMath allows you to create your own configuration files. That means it can be used to parse and display what you tell it to parse and display. By way of example, DragMath comes with a number of configuration files, one of which has been specifically designed to place doubledollar tokens before and after inserted text. We have seen a number of people change the TeX tokens in Modle using MathJax, and then become nonplussed that DragMath stops working. No DragMath still works, but it is likely inserting tokens that MathJax is not parsing. This can get confusing if you have more than one display technology in place. DragMath allows you to alter the tokens it inserts, so you can quite easily, for example, have DragMath insert startmath or endmath if that is what you want to use for tokens.
===Language Files===
DragMath can also use quite a few languages.
==So! You want to use DragMath but don't want to use the TeX filter?==
===What?===
Yes. Moodle devs decided that you should not use DragMath unless you used the Moodle TeX filter (yes, over objections from lots of folk.) Does that mean that the TeX filter is the best way to go? Hardly. The TeX filter is rather long in the tooth, desperately in need of revision, and essentially only provides a fallback to a mimetex binary if you have not installed a TeX distribution. There are lots of other options for Math display in Moodle, may of them much easier to configure and use!
===Procedure===
====Decoupling DragMath from the Tex Filter====
Since default configuration of tinymce (the default editor) requires that TeX filter is enabled before Dragmath plugin can be used we need to edit file lib/editor/tinymce/lib.php

First, make a copy of that file to make sure that you can revert back to the original.

Second, open the file for editing (with an appropriate editor that will not do unseen things to the contents of your file)

Third, locate lines 107-111:

if (array_key_exists('filter/tex', $filters)) {
$xdragmath = 'dragmath,';
} else {
$xdragmath = '';
}

Fourth, replace all those lines with this one line:

$xdragmath = 'dragmath,';

removing the if statement that makes DragMath visible only if the TeX filter is turned on.

Fifth, save the file.

Sixth, replace the original file lib/editor/tinymce/lib.php with this modified version.

====Setting up another display mechanism====
Now DragMath will show up in your editor, but you have no way of displaying the TeX or other code that you might insert with DragMath. You can explore the docs and the Math forum and you will find quite a few other ways to display Math in Moodle. One very popular way is to use MathJax. Under Moodle 2.x the AdditionalHtml field can be used to add the reference to MathJax and even do some configuration.
To accomplish this, as an administrator of your site go to: Site administration -> Appearance -> Additional HTML -> Within HEAD
Now, add

<link rel="stylesheet" type="text/css" href="http://jsxgraph.uni-bayreuth.de/distrib/jsxgraph.css" media="screen" />
<script type="text/javascript" src="http://jsxgraph.uni-bayreuth.de/distrib/jsxgraphcore.js"></script>
<script type="text/javascript" src="http://jsxgraph.uni-bayreuth.de/distrib/GeonextReader.js"></script>
<script type="text/javascript" src="http://cdn.mathjax.org/mathjax/latest/MathJax.js?config=TeX-AMS-MML_HTMLorMML">
MathJax.Hub.Config({
tex2jax: {
inlineMath: [ ['$$','$$'], ["\$","\$"], ['@i','@i'] ],
displayMath:[ ["\\[","\\["], ['@d','@d'] ],
processEscapes: true
}
});
</script>

Save changes.

Make sure that Tex filter and Algebra filter are disabled in Site administration > Plugins > Filters > Manage filters

Your moodle 2 is now using MathJax from a cloud server in cdn.mathjax.org with given delimiters (in this example double dollars and @i for inlineMath and @d for displayMath). You can choose to use other delimiters in configuration if you want or swap hat are there, BUT you may not use delimiters Moodle employs for other purposes and you need to be very careful of the syntax. You do not need to have the same token for beginning and end (for example, one could use startmath and endmath as tokens. See http://mathjax.org for additional information on these and other parameters.

"Wait!", you say. "What about the first three lines I added to AdditionalHtml?" We thought you would never ask. These lines add access to jsxgraph and GeoNextReader which you can find discussed in these forums and at the jsxgraph site, http://jsxgraph.uni-bayreuth.de/wp/ Consider this temporary, as you shoulod update the jsxgraph reference to use its cloud source. See a discussion here: http://jsxgraph.uni-bayreuth.de/wp/download/

==See Also==
* [[Advanced Maths Tools]] For an explanation of the SEE tools
* [[Using TeX Notation]] Some ideas and syntax
* [[TeX notation filter]] Turning TeX on
* [http://www.youtube.com/watch?v=mfc7umQ2xLA| A simple YouTube video] Constructing a simple equation.

*[http://www.youtube.com/watch?feature=endscreen&NR=1&v=8wfjwJTa784| Dragmath tutorial 1]
*[http://www.youtube.com/watch?v=XIuMNrvsVN8| Dragmath tutorial 2]
*[http://www.youtube.com/watch?v=g98o0fpmosQ&feature=relmfu| Dragmath tutorial 3]
*[http://www.youtube.com/watch?v=88KN2Y-pJw0&feature=relmfu| Dragmath tutorial 4]

Discussion of the transition of DragMath to Moodle core: http://moodle.org/mod/forum/discuss.php?d=125977&parent=551794

[[ca:DragMath_editor_d%27equacions]]
[[es:Editor de ecuación DragMath]]

Dock

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{{Blocks}}

The dock is an area where blocks can be moved to and from this area with the block to dock [[Image:Block_to_dock.png]] and dock to block [[Image:Dock_to_block.png]] icons.

==Dock area and dock tool==
[[Image:Dock area.png|thumb|475px|center|The dock area with 5 docked blocks and a block with the dock tool]]
The "docked" blocks appear as vertical tabs along the left margin attached to the page.

[[Image:Dock area expanded block menu.png|thumb||center|Expanded navigation block, showing dock tool]]
The docked block can expand into a menu with a click on the tab in the dock area. Clicking on the dock icon when a block is in the docked position, will move the block back to its original position.

==Effect of using dock==
It allows users an option of changing the look of a page on their screen. For example, a student could move all blocks to the dock, creating a 1 column effect.
{| class="wikitable"
|-
| [[File:Dock all blocks docked.png|thumb|300px|center]]
| [[File:Dock no blocks docked.png|thumb|300px|center]]
|-
| A student moves all blocks to the dock area - view had 1 column
| A student un-docks all blocks - now view has 3 columns
|}

==Another docking example==
Moodle 2 introduced a dock for managing blocks. The dock is on the left and can be accessible to anyone any time on any block including navigation to an HTML block.
{| class="wikitable"
|-
| [[Image:docking01.png|thumb|200px|center]]
| [[Image:docking02.png|thumb|200px|center]]
| [[Image:docking03.png|thumb|200px|center]]
|-
| To place a block on the dock, click the docking option
| The block automatically moves to the dock
| To access the block, use the mouse-over.
|}

[[de:Dock]]
[[es:Dársena]]

Datalynx permissions

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{{Datalynx}}
You can change the default permissions of the module. Examples for permission overrides are: Allow students to have certain teachers permission. Hide certain views from a specific role.

==Special permission: "access privileges"==
These priviliges have the name of the role, that has the capability per default. This permission has to be combined with the view settings of each view. In each view it is possible to define which privilege a role has to have in order to access the view.

== Permissions for datalynx activity ==
{| class="wikitable"
! Permission || Description || Roles with permission
|-
|Approve unapproved entries mod/datalynx:approve||If enabled in the datalynx settings, this permission allows to approve entries.||Non-editing teacher, Teacher, Manager
|-
|Write comments mod/datalynx:comment|| If enabled with the appropriate tag, commenting is allowed ||Student, Non-editing teacher, Teacher, Manager
|-
|Edit restricted fields mod/datalynx:editrestrictedfields||A field, that is present in a view with the additional keyword :restricted, can only be viewed by roles with this capability. Example: [[personalinfo:restricted]] ||Manager
|-
|Export all entries mod/datalynx:exportallentries|| Export all entries (as CSV or PDF) ||Non-editing teacher, Teacher, Manager
|-
|Export entry mod/datalynx:exportentry|| Export an entry created by another user as PDF ||Non-editing teacher, Teacher, Manager
|-
|Export own entries mod/datalynx:exportownentry|| User who created entry and user who exports entry have to be identical ||Student, Non-editing teacher, Teacher, Manager
|-
|Manage comments mod/datalynx:managecomments|| Delete comments of other users ||Non-editing teacher, Teacher, Manager
|-
|Manage entries mod/datalynx:manageentries|| Edit, delete entries of other users ||Non-editing teacher, Teacher, Manager
|-
|Manage presets mod/datalynx:managepresets|| Edit, delete presets ||Manager
|-
|Manage ratings mod/datalynx:manageratings|| Rate entries ||Non-editing teacher, Teacher, Manager
|-
|Manage templates mod/datalynx:managetemplates|| Manage settings of views, filters, etc. ||Teacher, Manager
|-
|Notified on added comment mod/datalynx:notifycommentadded|| Not applicable anymore ||Non-editing teacher, Teacher, Manager
|-
|Notified on added entry mod/datalynx:notifyentryadded|| Not applicable anymore ||Non-editing teacher, Teacher, Manager
|-
|Notified on approved entry mod/datalynx:notifyentryapproved|| Not applicable anymore ||Non-editing teacher, Teacher
|-
|Notified on deleted entry mod/datalynx:notifyentrydeleted|| Not applicable anymore ||Non-editing teacher, Teacher, Manager
|-
|Notified on disapproved entry mod/datalynx:notifyentrydisapproved|| Not applicable anymore ||Non-editing teacher, Teacher
|-
|Notified on updated entry mod/datalynx:notifyentryupdated|| Not applicable anymore ||Non-editing teacher, Teacher, Manager
|-
|Inform users about being added as a team member mod/datalynx:notifymemberadded|| ||Student, Non-editing teacher, Teacher, Manager
|-
|Inform users about being removed as a team member mod/datalynx:notifymemberremoved|| ||Student, Non-editing teacher, Teacher, Manager
|-
|Notified on added rating mod/datalynx:notifyratingadded|| ||Non-editing teacher, Teacher, Manager
|-
|Notified on updated rating mod/datalynx:notifyratingupdated|| ||Non-editing teacher, Teacher, Manager
|-
|View presets from all users mod/datalynx:presetsviewall|| ||Non-editing teacher, Teacher, Manager
|-
|Rate entries mod/datalynx:rate|| Rate entries ||Non-editing teacher, Teacher, Manager
|-
|View ratings mod/datalynx:ratingsview|| View ratings ||Non-editing teacher, Teacher, Manager
|-
|View all ratings mod/datalynx:ratingsviewall|| View ratings ||Non-editing teacher, Teacher, Manager
|-
|View any ratings mod/datalynx:ratingsviewany|| View ratings ||Non-editing teacher, Teacher, Manager
|-
|View anonymous entries mod/datalynx:viewanonymousentry|| View entries made by not logged in users ||Non-editing teacher, Manager
|-
|View drafts mod/datalynx:viewdrafts|| If the tag ##status## was added in the the view for creating new entries, it is possible to set the entry to status "draft". In some cases you do not want teachers to see draft entries of their students, but only entries with status "final submission". This does not apply when ##status## is not used. ||Manager
|-
|View entries mod/datalynx:viewentry|| This allows to view (approved) entries. ||Authenticated user on frontpage, Guest, Student, Non-editing teacher, Teacher, Manager
|-
|View index mod/datalynx:viewindex|| Index is currently not used ||Non-editing teacher, Teacher, Manager
|-
|Administrator view access privilege mod/datalynx:viewprivilegeadmin|| Access views that have no privilege set at all ||
|-
|Guest view access privilege mod/datalynx:viewprivilegeguest|| Access views, that have the guest view access privilege enabled ||Guest
|-
|Manager view access privilege mod/datalynx:viewprivilegemanager|| Access views, that have the manager view access privilege enabled ||Manager
|-
|Student view access privilege mod/datalynx:viewprivilegestudent|| Access views, that have the student view access privilege enabled ||Student
|-
|Teacher view access privilege mod/datalynx:viewprivilegeteacher|| Access views, that have the teacher view access privilege enabled ||Non-editing teacher, Teacher
|-
|View statistics mod/datalynx:viewstatistics|| View statistics ||Non-editing teacher, Teacher, Manager
|-
|Write entries mod/datalynx:writeentry|| Add a new entry and edit own entry ||Student, Non-editing teacher, Teacher, Manager
|}

Dataform search sort

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{{Dataform}}
{{Dataform Docs Note 1}}
==Using filters==

Provided the activity creator has added the filtering options to the view, you can filter and sort the displayed list of entries by
*applying a predefined filter (if exist)
*using the quick search and per page options (Quick filter)
*creating and applying your own advanced filters (My saved filters)

[[File:df-filter-display-menus.png]]

All filters are available from the filters menu dropdown.
To apply a filter, select the desired filter from the list. To un-apply the currently selected filter, select 'Choose...'.

[[File:df-filter-display-menu-options.png]]

==The Quick filter==
To display only entries that '''contain''' a certain text content in any of the (view) fields enter the text in the 'Search' input box and press Enter. This will create the Quick filter (or update it if it already exists) and apply it to the view (the Quick filter will show as selected in the filters menu). If you want to clear the search criterion from the Quick filter, clear the input box and press Enter.

To display only a certain number of entries per page, select the desired number in the Per page dropdown. Similar to the 'Search', a Quick filter will be created (or updated) and applied. If you want to clear the paging from the Quick filter, select 'Choose...' in the 'Per page' dropdown.

You have only one Quick filter and it is updated whenever you use the 'Search' and 'Per page' options. If you want to completely remove the Quick filter from the list, select '* Reset quick filter' in the filters menu.
==The Advanced (user) filter==
If Advanced filters are enabled in a view you can click the 'Advanced filter' link to open the advanced filter form. You can edit one of your saved advanced filters by first applying it to the view and then clicking the 'Advanced filter' link.

The advanced filter form allows you to add sort and search criteria on the view fields. In most cases you search/sort the field content. Some fields may have more than one search/sort element.

To define a sort criterion select the field element and the sort order (ascending|descending). The sort order dropdown of the criterion is disabled until to select the element. You can define multiple criteria and input fields for further criteria will be added to the form after filling the displayed ones and saving changes.

To define a search criterion:
*select AND|OR – Retrieved entries will match all AND criteria and at least one of the the OR criteria.
*select field – Field element.
*select IS|NOT – With NOT only entries that do not match the criterion will be retrieved.
*select operator
**Empty
**Equal
**Greater than
**Less than
**Greater or equal
**Less or equal
**Between
**Contains
**In
*Enter search string – See list below for special search string formats in some fields.

When editing a saved filter you can either update that filter or add a new filter. You can save up to 5 filters per view. Adding further filters will drop older ones from the list.

[[File:df-filter-advanced-form.png]]

===Searchable/Sortable fields===
This list includes only internal and standard fields. For search/sort options of add-on fields please consult the respective field's page.
{| class="wikitable" style="background-color:inherit;border:0;"
{{Dataform searchable sortable field table row | | [[Dataformfield entryactions|Entry actions]] | N/A }}
{{Dataform searchable sortable field table row |#F6F6F6| [[Dataformfield entryauthor|Entry author]] | {{Dataformfield entryauthor search sort}} }}
{{Dataform searchable sortable field table row | | [[Dataformfield entrygroup|Entry group]] | {{Dataformfield entrygroup search sort}} }}
{{Dataform searchable sortable field table row |#F6F6F6| [[Dataformfield entrytime|Entry time]] | {{Dataformfield entrytime search sort}} }}
{{Dataform searchable sortable field table row | | [[Dataformfield checkbox|Checkbox]] | {{Dataformfield checkbox search sort}} }}
{{Dataform searchable sortable field table row |#F6F6F6| [[Dataformfield commentmdl|Comment Mdl]] | {{Dataformfield commentmdl search sort}} }}
{{Dataform searchable sortable field table row | | [[Dataformfield entrystate|Entry state]] | {{Dataformfield entrystate search sort}} }}
{{Dataform searchable sortable field table row |#F6F6F6| [[Dataformfield file|File]] | {{Dataformfield file search sort}} }}
{{Dataform searchable sortable field table row | | [[Dataformfield number|Number]] | {{Dataformfield number search sort}} }}
{{Dataform searchable sortable field table row |#F6F6F6| [[Dataformfield picture|Picture]] | {{Dataformfield picture search sort}} }}
{{Dataform searchable sortable field table row | | [[Dataformfield radiobutton|Radio button]] | {{Dataformfield radiobutton search sort}} }}
{{Dataform searchable sortable field table row |#F6F6F6| [[Dataformfield ratingmdl|Rating Mdl]] | {{Dataformfield ratingmdl search sort}} }}
{{Dataform searchable sortable field table row | | [[Dataformfield select|Select]] | {{Dataformfield select search sort}} }}
{{Dataform searchable sortable field table row |#F6F6F6| [[Dataformfield selectmulti|Select (multiple)]] | {{Dataformfield selectmulti search sort}} }}
{{Dataform searchable sortable field table row | | [[Dataformfield text|Text]] | {{Dataformfield text search sort}} }}
{{Dataform searchable sortable field table row |#F6F6F6| [[Dataformfield textarea|Text area]] | {{Dataformfield textarea search sort}} }}
{{Dataform searchable sortable field table row | | [[Dataformfield time|Time]] | {{Dataformfield time search sort}} }}
{{Dataform searchable sortable field table row |#F6F6F6| [[Dataformfield url|Url]] | {{Dataformfield url search sort}} }}
|}

Dataform releases

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{{Dataform}}
As of Moodle 2.6, Dataform module versions are aligned with Moodle versions. Major releases are scheduled as soon as possible after a Moodle major release. Minor releases are scheduled only if needed.

Dataform releases, grouped by '''branch''' in reverse chronological order.

==Dataform 2.8==
{| class="wikitable"
|-
! Release !! Date !! Version !! !! !! !! !!
|-
! 2.8
| Nov 10 2014 || 2014111000
| {{Set Dataform release issue link | affectedversion = 2.8 }}
| {{Set Dataform issues link | name = Fixes | fixversion = 2.8 | issuetype = Bug }}
| {{Set Dataform issues link | name = Improvements | fixversion = 2.8 | issuetype = Improvement }}
| {{Set Dataform issues link | name = Features | fixversion = 2.8 | issuetype = %22New%20Feature%22 }}
| {{Set Dataform issues link | name = All | fixversion = 2.8 }}
|}

==Dataform 2.7==
{| class="wikitable"
|-
! Release !! Date !! Version !! !! !! !! !!
|-
! 2.7
| Jul 21 2014 || 2014072100
| {{Set Dataform release issue link | affectedversion = 2.7 }}
| {{Set Dataform issues link | name = Fixes | fixversion = 2.7 | issuetype = Bug }}
| {{Set Dataform issues link | name = Improvements | fixversion = 2.7 | issuetype = Improvement }}
| {{Set Dataform issues link | name = Features | fixversion = 2.7 | issuetype = %22New%20Feature%22 }}
| {{Set Dataform issues link | name = All | fixversion = 2.7 }}
|-
! 2.7.1
| Jul 31 2014 || 2014073100
|
| {{Set Dataform issues link | name = Fixes | fixversion = 2.7.1 | issuetype = Bug }}
| {{Set Dataform issues link | name = Improvements | fixversion = 2.7.1 | issuetype = Improvement }}
| {{Set Dataform issues link | name = Features | fixversion = 2.7.1 | issuetype = %22New%20Feature%22 }}
| {{Set Dataform issues link | name = All | fixversion = 2.7.1 }}
|-
! 2.7.3
| Nov 10 2014 || 2014111000
|
| {{Set Dataform issues link | name = Fixes | fixversion = 2.7.3 | issuetype = Bug }}
| {{Set Dataform issues link | name = Improvements | fixversion = 2.7.3 | issuetype = Improvement }}
| {{Set Dataform issues link | name = Features | fixversion = 2.7.3 | issuetype = %22New%20Feature%22 }}
| {{Set Dataform issues link | name = All | fixversion = 2.7.3 }}
|}

==Dataform 2.6==
{| class="wikitable"
|-
! Release !! Date !! Version !! !! !! !! !!
|-
! 2.6
| Apr 12 2014 || 2014041200
| {{Set Dataform release issue link | affectedversion = 2.6 }}
| {{Set Dataform issues link | name = Fixes | fixversion = 2.6 | issuetype = Bug }}
| {{Set Dataform issues link | name = Improvements | fixversion = 2.6 | issuetype = Improvement }}
| {{Set Dataform issues link | name = Features | fixversion = 2.6 | issuetype = %22New%20Feature%22 }}
| {{Set Dataform issues link | name = All | fixversion = 2.6 }}
|-
! 2.6.2
| Apr 17 2014 || 2014041700
|
| {{Set Dataform issues link | name = Fixes | fixversion = 2.6.2 | issuetype = Bug }}
| {{Set Dataform issues link | name = Improvements | fixversion = 2.6.2 | issuetype = Improvement }}
| {{Set Dataform issues link | name = Features | fixversion = 2.6.2 | issuetype = %22New%20Feature%22 }}
| {{Set Dataform issues link | name = All | fixversion = 2.6.2 }}
|-
! 2.6.3
| May 13 2014 || 2014051200
|
| {{Set Dataform issues link | name = Fixes | fixversion = 2.6.3 | issuetype = Bug }}
| {{Set Dataform issues link | name = Improvements | fixversion = 2.6.3 | issuetype = Improvement }}
| {{Set Dataform issues link | name = Features | fixversion = 2.6.3 | issuetype = %22New%20Feature%22 }}
| {{Set Dataform issues link | name = All | fixversion = 2.6.3 }}
|-
! 2.6.4
| Aug 14 2014 || 2014081400
|
| {{Set Dataform issues link | name = Fixes | fixversion = 2.6.4 | issuetype = Bug }}
| {{Set Dataform issues link | name = Improvements | fixversion = 2.6.4 | issuetype = Improvement }}
| {{Set Dataform issues link | name = Features | fixversion = 2.6.4 | issuetype = %22New%20Feature%22 }}
| {{Set Dataform issues link | name = All | fixversion = 2.6.4 }}
|-
! 2.6.6
| Nov 10 2014 || 2014111000
|
| {{Set Dataform issues link | name = Fixes | fixversion = 2.6.6 | issuetype = Bug }}
| {{Set Dataform issues link | name = Improvements | fixversion = 2.6.6 | issuetype = Improvement }}
| {{Set Dataform issues link | name = Features | fixversion = 2.6.6 | issuetype = %22New%20Feature%22 }}
| {{Set Dataform issues link | name = All | fixversion = 2.6.6 }}
|}

==See also==
*[https://docs.moodle.org/dev/Releases Moodle releases]
*[https://docs.moodle.org/dev/Roadmap Moodle roadmap]

Dataform System events

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{{Dataform}}
{{Dataform Docs Note 1}}

The Dataform system events are triggered with attached data during the activity, at moments that may be of interest and worth capturing for various purposes (e.g. logging, notifications). You can capture these events in your existing custom module or create a designated plugin (e.g. block, local) for that.

Add-on views and fields may provide further event triggers.

==Activity==


==View==
{| class="wikitable" style="background-color:inherit;"
{{Dataform system event table row | | view_created | A view has been added to the activity. }}
{{Dataform system event table row | | view_updated | A view has been updated in the activity. }}
{{Dataform system event table row | | view_deleted | A view has been deleted from the activity. }}
{{Dataform system event table row | | view_viewed | A view has been displayed. }}
|}
==Field==
{| class="wikitable" style="background-color:inherit;"
{{Dataform system event table row | | field_created | A field has been added to the activity. }}
{{Dataform system event table row | | field_updated | A field has been updated in the activity. }}
{{Dataform system event table row | | field_deleted | A field has been deleted from the activity. }}
{{Dataform system event table row | | field_content_updated | The entry content of a field has been updated. }}
|}
==Filter==
{| class="wikitable" style="background-color:inherit;"
{{Dataform system event table row | | filter_created | A filter has been added to the activity. }}
{{Dataform system event table row | | filter_updated | A filter has been updated in the activity. }}
{{Dataform system event table row | | filter_deleted | A filter has been deleted from the activity. }}
|}
==Entry==
{| class="wikitable" style="background-color:inherit;"
{{Dataform system event table row | | entry_created | An entry has been added to the activity. }}
{{Dataform system event table row | | entry_updated | An entry has been updated in the activity. }}
{{Dataform system event table row | | entry_deleted | An entry has been deleted from the activity. }}
|}

==Other==
{| class="wikitable" style="background-color:inherit;"
{{Dataform system event table row | | comment_created | A comment has been added to an entry in the activity. }}
{{Dataform system event table row | | comment_deleted | A comment has been deleted from an entry in the activity. }}
{{Dataform system event table row | | rating_created | A rating has been added to an entry in the activity. }}
{{Dataform system event table row | | rating_deleted | A rating has been deleted from an entry in the activity. }}
|}
==See also==
[https://docs.moodle.org/dev/Event_2 Event 2]

Course meta link

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{{Enrolment}}
==About the Course meta link==
The Course meta link makes it possible for all users enrolled in one course to be automatically enrolled in one or more other courses. The Course meta link plugin needs to be enabled both on the site level by the site admin and has to be enabled within the course.

==Course settings for Course meta link==

*In a course, go to ''Administration > Course administration > Users > Enrolment methods''.
*Click the dropdown menu under the enrolment methods and select 'Course meta link'.
''
[[File:enrolmentmethods29c.png|thumb|center|300px]]
*In the screen that comes up next, either type in a search term to find your course, or select from the dropdown box the course or courses you wish to bring enrolments from, and then click 'Add method':

[[File:NFCoursemetalinkeg.png|thumb|center|Several courses may be selected at once|400px]]

*For each linked course, the users may be added to an existing group in the new course, or a new group may be created for them. (Groups from the linked courses are not synced to groups in the new courses. All users will be added to one group when the link is made.)

:Note: ''A teacher in a course will only be able to choose from courses they are teachers in elsewhere.''

*The users from the source (child) course will now be enrolled in the current course - see the numbers in the screenshot below:

[[File:NFCoursemetalinkusers.png]]

*When new users are enrolled to the source (child) course, they will be automatically brought into the current target (meta)course.

==Site settings for Course meta link==

The Course meta link plugin may be enabled or disabled throughout the site in ''Administration > Site administration > Plugins > Enrolments > Manage enrol plugins''.

The page ''Administration > Site administration > Plugins > Enrolments > Course meta link'' contains options for defaults that admin can set. (It can be also be accessed by clicking the ''Settings'' link on on the course meta link section of ''Administration > Site administration > Plugins > Enrolments > Manage enrol plugins'')

By default all role assignments from child courses are synchronised to meta courses. However, the "Roles that are not synchronised to metacourses" setting enables administrators to exclude particular roles.

==Course meta link capabilities==

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

==Enabling teachers to add meta links==

An administrator can enable teachers to add course meta links as follows:

* Go to ''Site Administration > Users > Permissions > Define Roles''
* Select the Teacher Role and click on the Edit button
* Scroll down to Course Meta Link as shown in the images below:
{| class="wikitable"
|-
|[[Image:metacoursepermissionset00.png|Permission block for allowing Teachers to link Meta courses.]]
|-
| style="text-align: center;"| The default setting is "Not Set"
|-
|[[Image:metacoursepermissionset01.png|Permission changes for editing.]]
|-
| style="text-align: center;"| When the Edit button is clicked, the panel changes to "Allow" and a checkbox
|-
|[[Image:metacoursepermissionset02.png|Setting permission to allow Teachers to link Meta courses.]]
|-
| style="text-align: center;"| Change to "Allow" by a click on the checkbox.
|}
* Scroll to the bottom of the page to save your changes.

==Examples of meta-linked courses==

{| class="wikitable"
|-
![[Image:simplemetacourse0.png|thumb|left|200px|Created - a child course and a meta course.]]
![[Image:simplemetacourse1.png|thumb|left|200px|Associating one child course and one meta course.]]
|}

Examples: one "child" course (a course linked to a meta course) can be associated with many meta courses. Or one meta course can have many child courses associated with it. Both the child courses (non-meta courses) and the meta courses are independent and can be recycled many times, that is, each can be associated with many of the other.

{| class="wikitable"
|-
![[Image:simplemetacourse2.png|thumb|left|200px|2 child courses and a meta course.]]
![[Image:simplemetacourse3.png|thumb|left|200px|1 child course and 2 meta courses.]]
![[Image:simplemetacourse4a.png|thumb|left|200px|3 child courses and 2 meta courses.]]
|}

There is one limitation: you cannot 'nest' metacourses. In other words, if you have child course A linked to meta course B, and you then link B as a child course to meta course C, a student enrolled in A will be added to B, but not to C. In this situation, you would need to add a meta link directly between A and C instead of trying to nest them. (Another option might be to use [[Cohorts]].)

==See also==

Some known issues:

* MDL-34938 - Important Open Issue: Enrolment expiration date settings in child course do not properly unenrol students from the Meta-course
* MDL-27628 - A workaround in the tracker for adding more than one course at a time

How to use:
* [https://moodle.org/mod/forum/discuss.php?d=316161#p1266891 Re: Help setting up meta link metacourses with parent child courses] forum post
* [http://www.youtube.com/watch?v=hA5QcTb13no&feature=player_embedded Screencast showing how to use the Course meta link plugin to make a Metacourse]
*[[Metacourse examples of use]]

[[de:Meta-Einschreibung]]
[[es:Enlace a metacurso]]
[[ja:コースメタリンク]]

Course contents block

2021-08-10T15:14:00Z

Moodlebot: Text replacement - "class="nicetable"" to "class="wikitable""

'''Course contents block''' produces a table of contents for the course - ie a list of all visible topics/weeks in your course. Clicking at one of these links will display that particular section (topic or week).

If the section has its name defined, the block uses it as the title for that section.

If the section name is not defined but there is the section summary (description) available, the block automatically extracts a suitable title from that summary. If you start summary with a heading (H1, H2, H3, etc), it will use such heading text. If your summary starts with a bold text, it will be used as a section title. If the summary consists of several paragraphs, the first one will be used. Technically spoken, the plain text content of the first non-empty HTML DOM node from the section summary is used as the summary title.

If the summary is empty, a customizable text "Unit X" (where X is the number) is displayed.

You can combine this feature with the multi-language filter to generate course contents in the user's language.

The block was written and is currently maintained by [[User:David Mudrak|David Mudrak]]

[[Image:course-contents-block-screenshot.png|thumb|The topic title is automatically extracted from the section summary|400px|left]]
 

==Installation==

There is a public source code repository for the block at [https://github.com/mudrd8mz/moodle-block_course_contents github.com]. You can either clone that repository or just download the latest package there. Follow the instructions provided by Github or see [[Git for Administrators]] for details. This may be what you want:

# cd /var/www/moodlesite/htdocs/blocks
# git clone git://github.com/mudrd8mz/moodle-block_course_contents.git course_contents
# cd course_contents
# git checkout -b local_22_STABLE origin/MOODLE_22_STABLE

If your Moodle dirroot is git checkout too, you may want to add the block directory into the list of ignored files:

# cd /var/www/moodlesite/htdocs
# echo /blocks/course_contents/ >> .git/info/exclude

To download the block in ZIP or TAR.GZ packages, follow [https://github.com/mudrd8mz/moodle-block_course_contents/tags this page]

==Examples==

{| class="wikitable"
! <center>Start of the section summary HTML</center>
! <center>Automatic course contents line</center>

|-
| <nowiki>Welcome! In this course, you will ...</nowiki>
| Welcome!

|-
| <nowiki><h1>Introduction</h1>In this course ...</nowiki>
| Introduction

|-
| <nowiki><h1>Lesson 1: Introduction</h1></nowiki>
| Lesson 1

|}

==See also==

* [http://moodle.org/plugins/pluginversions.php?plugin=block_course_contents Plugins database record]

[[Category:Block]]
[[Category:Contributed code]]

[[es:Bloque de contenidos del curso]]

Beginning Moodle 2.0 Administration

2021-08-10T15:14:00Z

Moodlebot: Text replacement - "class="nicetable"" to "class="wikitable""

The questions asked here are mostly questions that I was confronted with when I first started with administering a Moodle, but I had some experience as a user which helped me a lot. The other source of questions is the Moodle Forums.

===What kind of technical skills do I need to take on Moodle Administration?===
Reading and writing are handy skills, and probably the most useful. This is something of a loaded question, and the answer is actually, depends on what you want to do, and what skills you already have.

Do you have any HTML, CSS and PHP skills? Do you have any SQL database skills. If you do, then you have a good start, if you do not, then do not worry about it. If you need them, you will pick these skills up as you go, and if you already have any programming skills, it is going to be fairly easy to do so. If you have never done any programming before, it is a little more difficult, but once you have the idea, it becomes a lot easier. Unless you intend on developing your Moodle, e.g. build your own home made theme, alter code to reflect your own organization, then you can get away without any of these skills. What you do need is a way of developing a quick understanding of how Moodle works.

Installing and setting up a new Moodle is not difficult. Some servers and service providers do have problems, from time to time, but if you work with your ISP, and the Moodle Community, you will get your Moodle up and running. Once it is going, start looking at it. You won't break anything, unless you start deleting things. Your best bet would be to read the documents. Look at the page you are working on. Somewhere on that page is a link that points to "Moodle Docs for this page". That is your best, most readily available, clues on how to do things. Once familiar with the environment, and how to get around it, how to get information on it, then the major steps have been taken, the rest is a continual refinement of that.

[[Image:lightbulb.png|frame|left|Tip]]As a newbie Administrator, it is easy to get overwhelmed with all the different things available, useful plugins and extra blocks and so on, but the majority of those things are third-party made, not Moodle.org in origin. Be aware that, as a general rule of thumb, the further you move away from the standard Moodle, the greater your risks of things going wrong. This does not mean the plugins are badly written, and some are really handy, just sometimes things go wrong. If you are going to use them, be deliberate in your choice, do not use them just because it might be a good idea.

Perhaps the best thing is that you create a Moodle on your desktop, or laptop, and you use that as a testbed. It should be the same version as your production site, to make things easy. Try things there first, if there is no problems, then you can replicate it on your production site.

===I am being told that I need a php plugin to continue to install Moodle 2.x===
Check the version of the PHP installation you have installed. This message generally means that your install is not a recent release, and Moodle will have some difficulty in running on it. Download and install the latest version of PHP to update. You will then have to uncomment all the required dynamic extensions you need, including the missing extension. The problem is then solved. If the install is on a host server, then you will need to contact your host and ask them to do this.

===What Dynamic Extensions do I really need uncommented in my php.ini file? What else do I need to change?===
This assumes you have complete control over the installation and running of your server, if your Moodle is hosted, you need to do something different, which is also discussed below. In the php.ini you need to delete the semi-colon, the ;, from the start of any line to uncomment it. For Moodle, you really should only need to change some values, and make sure the extensions you require are available. These are:

Resource Limits
memory_limit = 128M //This is the maximum it requires and on a shared server you may get much less.

Data Handling
post_max_size = 512M //This allows postings of up to 512MB, but set it to suit yourself and your circumstances

Paths and Directories
doc_root ="driveletter:\path\to\server\active\web\directory" (e.g. d:\Apache\htdocs or e:\iis\wwwroot )
and
extension_dir = "driveletter:\path\to\php\ext" (e.g. d:\php\ext or e:\iis\php\ext)

File Uploads
upload_max_filesize = 512M (This is different from the post_max_size this is for file uploads.)

Dynamic Extensions
{| class="wikitable"
|-
! PHP 5.3.x
|-
|
extension=php_curl.dll
extension=php_gd2.dll
extension=php_gettext.dll
extension=php_intl.dll
extension=php_imap.dll
extension=php_ldap.dll
extension=php_mbstring.dll
extension=php_exif.dll ; Must be after mbstring as it depends on it
extension=php_mysql.dll
extension=php_mysqli.dll
extension=php_openssl.dll
extension=php_pdo_mssql.dll
extension=php_pdo_mysql.dll
extension=php_soap.dll
extension=php_sockets.dll
extension=php_sqlite.dll
extension=php_xmlrpc.dll
extension=php_zip.dll
|}

These edits and Dynamic extensions cover a range of options here, there are a number of other possibilities, but these listed are the most common ones. Unless you have a specific need, there may not be any reason to deviate from these settings, but if you do, make sure you know what is going to happen. These extensions will also allow you to successfully install and run many other PHP applications.

One example is the Oracle extensions are not shown here, but Oracle can be used for the Moodle database. Another area people often get themselves into trouble is using "Magic quotes". Magic quotes really should be set to off, they were only introduced early in the use of PHP to allow for some inexperienced scripting practices, (read poor, shoddy or dodgy here). If someone is still writing poor scripts, then they deserve to draw attention to themselves and their scripts deleted.

===My Host took my Moodle 2 down from the server due to an overload of the database.===
This happens far too often on shared servers. The additional memory requirements of Moodle 2+ for installation and the additional database storage required is going to make it worse. The best bet is to find a dedicated server, that is the optimum, but reality is that costs do play a large part in making decisions about where a Moodle will be stored. A dedicated server will give you the entire disc space and all the memory on that server to use as you need. A virtual dedicated server means you are sharing with a few other users on a server, possibly as many as 10, but more likely 5 or 6. A shared server mean you are sharing one box with as many of the Host's clientele that can be put onto one server. This means sharing all resources and Moodle's demands get higher as the number of Users increases which affects all other Clients of the Host. There are any number of Moodle Partners who may be willing to host your Moodle, and the Internet also means you are not restricted by national or natural boundaries or currency transactions - politics, oceans and banks have no impact on where you host your Moodle.

===Why am I having trouble restoring my existing Moodle 1.9.x courses into Moodle 2.0?===
Simply put, the changes in coding between Moodle 1.9.x and Moodle 2.0 are large. Additional security has forced changes to the backup processes. In just looking at the databases there are an additional 60 or more tables, so that creates a number of restoring issues alone. To bring Moodle 1.9.x courses into Moodle 2.0 is a monumental challenge, and full credit to those who are trying it. There is, currently, one commercial Windows based solution but it is not fully successful in its restoration of courses.

: '''NOTE:''' Moodle 2.0 can backup and restore courses from within itself perfectly, the issue appears to be centred on v1.x.x courses.

: '''UPDATE:''' Moodle 2.1 was released on July 1, 2011 and can now restore course files from backups made in v1.9.x. No users or user data can be restored.

===How do I look up the error logs in Moodle 2.0?===
First, turn the error logs on, go to

Site administration ► Development ► Debugging

and set error messages to DEVELOPER: .... Then go to

Site administration ► Reports ► Logs

set your report options to Home 2.0(Site), All Participants, All Activities or Site Errors, View, Display on Page and then click, "Get these logs". The report should give you something, and you may be able to develop an appropriate response from there.

===Do I try to upgrade to Moodle 2.0 or just create a new install?===
There is always debate around these issues, but simply put, Moodle 2.0 is a complete re-write of a tried and tested tool. This presents its own challenges, obviously, and those challenges need be met in the best way we can. It is a temptation to go all in and jump to the new tool, but this can be a dangerous practice when dealing with a lot of people who are resistant to change, and the change from Moodle 1.9.x to 2.0 is massive.
Upgrading to Moodle 2.0 has always been an option, but make sure your environment will meet the newer specifications.
Consider your own circumstances. Are you starting out on the Moodle journey or have you just been dropped into it? Perhaps you are starting out, and you have no resources or courses and you are building for the next few months when you want it to become a part of your learning centre and a showpiece for your institute. A complete new Moodle 2.x.x install and starting from scratch is most appropriate in this circumstance. All major features work in it and some of the tools are a lot more interesting than for Moodle 1.9.x.
Don't worry about Moodle 1.9.x, just use the new Moodle 2.x.x and learn it if you are starting from scratch.
If you have been dropped into it, and have a lot of courses, and you need to administer your Moodle 1.9.x as well as look at updating, then the next best option is to install a new Moodle and open it just for your Administrators and Staff. Let them get used to the new interface, develop training courses around the new Moodle, not just for staff but for Users as well. Aim at your staff first, let them learn it then they can be more confident in using the new Moodle when they come to teaching their Users/Students.
In short, best advice is NOT to install a Moodle 2.0 as a production site without thoroughly testing and training first.
To install and run more than one Moodle successfully is actually simple. Install your Moodle 2.0 and then go to '''''Site administration > Server > Session handling'''''. Look for the Cookie prefix dialogue and add a value to it. Repeat the exercise in every other Moodle you have on your server, it should all work as it is supposed to - as long as the cookie prefixes are different for every Moodle, of course.

[[Image:cookieprefix.png|frame|center|Cookie prefix for Moodle 2.0]]

Essentially, take your time and not be in too much of a rush if you have to convert your Staff and Learners to a new tool. Let the Staff get used to it first, then you can make the swap any time.

If you do update your v1.9.x to v 2.0, and experience some problems, you may want to consider putting the issues and any error messages into a [http://tracker.moodle.org/secure/Dashboard.jspa Moodle Tracker item]. If you do, you may be providing information to resolve a number of updating issues for a lot of people.

===Well, we want to try and upgrade to test our systems.===
Try, by all means. However, there are a couple of issues you may need be aware of.

A rough guide and checklist:
#Plugins that work in Moodle 1.9.x may not be updated to Moodle 2.0. Check your plugins. Are you using any non-core plugins?
#Can you remove any non-core plugins?
#Have you backed up your database?
#Have you backed up your moodledata folder?
#Have you allocated additional time make the update, as a contingency?

You may not necessarily have to remove the non-core plugins from the Moodle, or, they may still be present in the database even if you have deleted them from your Moodle Mod folder. The issue arising is that some plugins appear to be causing update errors as there is no matching core plugin from Moodle 2.0, or the plugin APIs are different and cannot accommodate the older plugins, or the older plugins that have not been properly maintained, cannot handle the newer environment.

: '''NOTE:'''This is not meant to be an exhaustive checklist or to scare people off trying to upgrade their v1.9.x to v2.0.x, just be aware that Moodle 2.0 is still a work in progress, as is this checklist.

===We have extensively used the Book for parts of our previous Moodle, can we do so for Moodle 2.0?===
The really good news is that Petr Skoda (Skodak) has the Maintainer role for the [http://moodle.org/mod/data/view.php?d=13&rid=319&filter=1 Book plugin/module]. Petr announced some time back that when his major coding tasks for Moodle 2.0 had been done, he was taking a short break then he would begin work on updating the Book for Moodle 2.0.

:'''UPDATE''': Petr's updating of the Book module is now complete, and is available at the above link. Initial testing shows it installs easily and seems to run faster than the original. Seems the code has been better optimized by Petr, who deserves a hearty congratulations!!!

'''Please note:''' the book module is available as standard in Moodle 2.3

===That is OK for the Book, but what about other plugins and blocks?===
As a general rule-of-thumb, if a plugin or block has not been maintained through Moodle 1.9.x then it is extremely unlikely it will make it to Moodle 2.0.x. This means the developer has not kept it current and may feel it is too much of a distraction from their current projects to keep active. This does not mean that you, or someone else, may not take it on, as long as you ensure that what you are working with is creative commons, open source or other non-proprietal software and you are not infringing either copyright or intellectual property rights. If you are not sure, try to contact the developer or last maintainer, they may be different - if required, get permission from them to continue development. Of course, you may also seek to develop an entirely new plugin, or block, but it is clear that it is actually duplicating something that already exists or was used in earlier versions of Moodle, but is no longer current. As long as you can prove the provenance of such a plugin or block, and do not use any code from anywhere else that is not original or acknowledged where the code came from, then you should be OK. For ideas and guidelines around developing or updating a plugin, look at this page from [https://docs.moodle.org/dev/Developer_documentation Developer Documentation]. You can also join a [http://dev.moodle.org/ class of developers] and learn how it can be done.

===I am getting error messages about plugins and the installation stops when upgrading. What do I do?===
Quite frequently, not a lot at all, you can just continue on. Many of these messages are just that, messages, they are not supposed to stop or break the installation, they are just warnings that not all is working as you may be used to in an install. Usually they relate to plugins that are not part of Moodle 2.0 yet. Moodle is designed to display a message, but continue on. Or, you can consider that, given the above, upgrading is not really viable and just do a fresh install. If those messages continue, then you have another problem. If there were database errors, or code errors, then it is different, you really do need to stop and investigate.

===We are installing Moodle and getting error messages about not using the unicode or UTF-8 charset===
In recent times, this has become an issue with CPanel and Fantastico installers on some Linux servers. Apparently the default charset for these tools is a latin_swedish_ci charset. Moodle requires the UTF-8 charset. This is a relatively simple fix, if you have the right tools. Install phpMyAdmin and check it is working, if you do not already have it. You can then go to the SQL page and enter the following code:
ALTER DATABASE `moodle` DEFAULT CHARACTER SET utf8 COLLATE utf8_unicode_ci;
There have been, in the past, reports of tables that do not change using this SQL code, so try:
ALTER TABLE `mdl_tablename` DEFAULT CHARACTER SET utf8 COLLATE utf8_unicode_ci;
There have been no reasons as to why some tables are missed, but you can alter individual tables by using the code above. The code should look something like:

[[Image:altertablesqlm202.png|frame|center|Changing the charset in Moodle 2.0]]

''This also works in Moodle 1.9.x IF you use the utf8_general_ci charset.''

'''NOTE:''' This SQL is supposed to work across the database, but recent reports suggest that the ALTER DATABASE seems to have a number of issues stemming from problems with the GRANT command. GRANT <nowiki>[permissiontype]</nowiki> is supposed to allow a user to access the entire database, but it no longer appears to be the case. The ALTER TABLE SQL has not been affected by this issue.

'''FURTHER NOTE:''' When using the ALTER DATABASE SQL, it appears to be diverted to altering the ''db.opt'' file, but is not continued into the tables of the database. So whether this is a deliberate security feature of more recent editions of MySQL or not is, at this stage, unknown. How this affects Postgres, or Oracle databases is also unknown.

===OK, but how can we tell what tables are not converted?===
Using phpMyAdmin, you can find out almost anything you like about your database, as long as you know where to look. There is some real documentation about using phpMyAdmin that is linked both in the left and right panels. Go to the Database tab and then select the database you want to look at.

[[Image:selectdatabasetab.png|thumb|150px|frame|center|Selecting the database tab in Moodle 2.0]]

Once selected, you will see what the charset is of each table. Any table that does not comply you can change using the table SQL code above.

[[Image:phpmyadmintablelisting.png|frame|center|Checking the table listings in phpMyAdmin]]

===How do I get and install phpMyAdmin?===
phpMyAdmin is another very useful plugin. In Moodle 2.0 the plugin has been updated and is now located in a different place than it was in earlier versions. Go to the [http://moodle.org/mod/data/view.php?d=13&rid=448&filter=1 phpMyAdmin page in Modules and Plugins] and download the Moodle 2.0 version. Unzip it to the '''moodle/local''' folder and then go to '''Notifications'''. Moodle will then tell you it has been successfully installed. If you look in Administration > Server you will now find a line "phpMyAdmin". To access your database, click the link.

===When I update over a 1.9 install, I get an error message about an incompatible plugin and it all stops. What can I do?===

One piece of advice is that you just do not do that!

Sometimes, a file/folder will be removed from the code between one version of Moodle and the next. If you upgrade Moodle by copying the new Moodle code over the top of the old code, then the older files not duplicated or no longer existent, or just disused and dropped, will remain, and can break things.

The correct way to upgrade is (assuming your Moodle code is in a folder called <tt>moodle</tt> on the server:
# Upload the new code onto the server into a folder with a temporary name, like <tt>moodle_new</tt>.
# Copy the <tt>config.php</tt> file from the moodle folder to the <tt>moodle_new</tt> folder.
# For any third-party plugins you have installed, copy them into <tt>moodle_new</tt>. (Make sure the plugin is compatible with the version of Moodle you are upgrading to.)
# Then rename the <tt>moodle</tt> folder to <tt>moodle_old</tt>, and then rename <tt>moodle_new</tt> to <tt>moodle</tt>.

If you insist though, then you can expect to be getting all sorts of error messages. Given the fundamental changes to the database and the manner in which plugins are structured, and employed, in Moodle 2.0.x this is a very time consuming and, ultimately, futile (I would suggest) approach. You can, of course, remove all non-core plugins, and their corresponding tables from the database, and then you give yourself a chance at getting through it somewhat less scathed, but I doubt it.

===What is happening to my uploaded files? I cannot see them in the moodledata folder!===
To improve security, Moodle has change how files are stored in the moodledata folder. There are there, but no longer obvious. When a file is uploaded it is given a storage name, an encrypted name, and it is placed into a specific folder within the moodledata folder. That folder's name is directly related to the file storage name. So we have a file with an encrypted name, inside a folder with a related name, inside the moodledata folder. Now comes the nifty part, these encrypted names are used as connections to the database. The database stores those encrypted names as aliases for the files and uses them to link the files to the courses. You see them, but you do not see them, well they are not obvious. Unfortunately, you cannot edit them in place, like you could files in Moodle 1.9.x you have to edit them, delete the older file and upload the new ones.

==See Also==

*[[Beginning Moodle 2.x Administration 2 FAQ | Beginning Moodle 2.x Administration 2 FAQ ]]
*[[:Category:Administrator | Index of all Administrator-related pages]]

[[Category:FAQ]]

Assignment upgrade tool

2021-08-10T15:13:59Z

Moodlebot: Text replacement - "class="nicetable"" to "class="wikitable""

{{Assignment}}
The Assignment upgrade tool is an administrator tool for upgrading assignments in Moodle 2.2 and older to the new assignment module in Moodle 2.3 onwards.

It is recommended that admins upgrade all existing assignments to use the new assignment module as soon as possible after upgrading.

''(Note: the old assignment module, used in Moodle 2.2 and earlier, is no longer part of standard Moodle. If you really, really want to use it,see below for how to reinstall it to your site.)
''
==Upgrading assignments==

To upgrade existing assignments to use the new assignment module

# Go to ''Administration > Site Administration > Assignment Upgrade Helper''.
# Click ''List assignments that have not been upgraded'' to display a list of assignments created in a previous version of Moodle. This page lists the assignments created with an older version of Moodle that have not been upgraded to the new assignment module in Moodle 2.3. Not all assignments can be upgraded - if they were created with a custom assignment subtype, then that subtype will need to be upgraded to the new assignment plugin format in order to complete the upgrade.
# Select the assignment(s) you wish to upgrade and click the ''Upgrade selected assignments'' button in the Batch operations box at the bottom of the screen. Or click the ''Upgrade all assignments'' button in the Batch operations box.
# Confirm by clicking ''Continue''.

A confirmation screen will appear. From here you can view the courses with the converted assignments.

{|
| [[Image:assignment upgrade helper.jpg|thumb|List of assignments not yet upgraded]]
| [[Image:assignment upgrade.jpg|thumb|List of successfully upgraded assignments]]
|}

==Settings Mapping==
The following table maps the settings in the old assignment module to the settings in the new assignment module.

{| class="wikitable"
|-
! New setting
! Old setting
! Comments
|-
| Assignment name
| No change
|
|-
| Description
| No change
|
|-
| Display description on course page
| No change
| This was a new setting in Moodle 2.2. The upgrade tool will set this to off if the assignment version being upgraded doesn't contain it
|-
| Allow submissions from
| Available from
| Nomenclature change*
|-
| Due date
| No change
|
|-
| Always show description
| Hide description before available date
| Nomenclature change*
|-
| Prevent late submissions
| No change
|
|-
| Require students click submit button
| Enable "Send for marking" button
| Nomenclature change*
|-
| Notify graders about submissions
| Email alerts to teachers
| Nomenclature change*
|-
| Notify graders about late submissions
| New setting
| Will upgrade to the value from Email alerts to teachers
|-
| Online text
| New setting
| Replaces old subtype. For an Online Text assignment this setting will upgrade to Yes. For all other subtypes it will upgrade to No
|-
| File submission
| New setting
| Replaces old subtype. For a Single File Upload or Advanced Uploading of Files assignment type this setting will upgrade to Yes. For all other subtypes it will upgrade to No
|-
| Max number of uploaded files
| No change
| For an Online Text or Offline Assignment this setting will be disabled
|-
| Max submission size
| Max size
| Nomenclature change*
|-
| Submission comments
| Allow notes
| Nomenclature change*
|-
| Feedback comments
| New setting
| Will upgrade to Yes for single file and advanced file and No for the others
|-
| Feedback files
| New setting
| Will upgrade to Yes for single file and advanced file and No for the others
|}

'*'Implies no change in functionality, ie. the equivalent setting will be maintained.

===New grading options===

Versions of Moodle older than 2.2 did not contain [[Advanced grading methods]]. Likewise all versions of Moodle older than 2.3 did not contain the [[Marking guide]] grading method included in Advanced grading methods. Owners of any upgraded assignments may wish to investigate the use of the Advanced grading methods feature.

==Reinstalling the old assignment module==

If you absolutely must use the old assignment 2.2 module, then each time you upgrade Moodle to a version later than (or equal to) Moodle 2.7, you must:
#upgrade your code to the latest version of Moodle;
#replace the 'mod/assignment' folder with the one from https://github.com/moodlehq/moodle-mod_assignment/releases
#run the upgrade.

==Restoring course backups from Moodle 2.2 and older==

To restore a [[Course backup|course backup]] containing an assignment from Moodle 2.2 and older (e.g. from Moodle 1.9), the following procedure should be followed:

# Ensure that both the old and the new assignment activity modules (called 'Assignment 2.2' and 'Assignment' respectively) are enabled in ''Administration > Site administration > Plugins > Activity modules > Manage activities''
# Restore the course backup
# Run the Assignment upgrade tool to convert all old assignments into new ones
# Once all course backups are restored, disable 'Assignment 2.2' in ''Administration > Site administration > Plugins > Activity modules > Manage activities''

[[de:Aufgaben-Update]]
[[es:/admin/tool/assignmentupgrade/index]]

Analytics plugins

2021-08-10T15:13:59Z

Moodlebot: Text replacement - "class="nicetable"" to "class="wikitable""

{{Tracking progress}}
{{Template:Update}}
Learning Analytics are any piece of information that can help an LMS user improve learning outcomes. Users include students, teachers, administrators and decision-makers.

== Moodle Plugins ==

There are a number of reports, blocks and other plugins for Moodle that provide learning analytics.

{| class="wikitable"
|-
! Plugin
! Plugin type
! Standard / Additional
! Useful for
! Description
! Reported usage*
|-
| [[:en:Logs|Logs]]
| Report
| Standard
| Teachers, Admins, Decision-makers
| Filterable log of events
| style="text-align:center;" | 71.4%
|-
| [[:en:Activity_report|Activity]]
| Report
| Standard
| Teachers
| View count of activities in course
| style="text-align:center;" | 69.1%
|-
| [[:en:Using_Activity_completion|Activity completion]], see also [[:en:Using_Course_completion|Course completion]]
| Report
| Standard
| Teachers
| Completion matrix of students and activities
| style="text-align:center;" | 66.3%
|-
| [[:en:Logs|Live logs]]
| Report
| Standard
| Teachers, Admins
| Automatically refreshing log of events
| style="text-align:center;" | 55.2%
|-
| [[:en:Feedback_activity|Feedback]]
| Activity
| Standard
| Teachers, Researchers
| Configurable survey tool
| style="text-align:center;" | 59.5%
|-
| [[:en:Quiz_statistics_report|(Quiz) Statistics]]
| Report
| Standard
| Teachers
| Student quiz performance report
| style="text-align:center;" | 53.0%
|-
| [[:en:Participation_report|(Course) Participation]]
| Report
| Standard
| Teachers
| Single student's participation in course
| style="text-align:center;" | 49.9%
|-
| [[:en:Survey_module|Survey]]
| Activity
| Standard
| Teachers, Researchers
| Set of standardised educational surveys
| style="text-align:center;" | 45.6%
|-
| [[:en:Inspire|Inspire]]
| Administrative Tool
| Additional migrating to Standard
| Teachers, Researchers
| Moodle native descriptive and predictive learning analytics
| style="text-align:center;" | n/a
|-
| [http://moodle.org/plugins/view.php?plugin=mod_questionnaire Questionnaire]
| Activity
| Additional
| Teachers, Researchers
| Configurable survey tool
| style="text-align:center;" | 45.3%
|-
| [[:en:Course_overview_report|Course overview]]
| Report
| Standard
| Admins, Decision-makers
| Comparison of participation across multiple courses
| style="text-align:center;" | 45.0%
|-
| [[:en:Course_completion_status_block|Course completion status]]
| Block
| Standard
| Students
| View of student's own completion of activities
| style="text-align:center;" | 41.4%
|-
| [http://moodle.org/plugins/view.php?plugin=block_progress Progress Bar]
| Block
| Additional
| Students, Teachers
| Time management tool for students with overview for teachers
| style="text-align:center;" | 32.0%
|-
| [[:en:Events_list_report|Events list]]
| Report
| Standard
| Teachers, Admins
| Events that can be monitored/searched in logs
| style="text-align:center;" | 28.6%
|-
| [[:en:Activity_results_block|Activity results block]]
| Block
| Standard
| Students
| Leader-board of results in single activity
| style="text-align:center;" | 26.1%
|-
| [http://moodle.org/plugins/view.php?id=82 Configurable Reports]
([https://docs.moodle.org/29/en/ad-hoc_contributed_reports A list of contributed reports])
| Block ([https://github.com/nadavkav/moodle-report_configurablereports Report] [https://github.com/nadavkav/moodle-filter_crgraph Graphs filter])
| Additional
| Teachers, Admins, Decision-makers
| Report generation and viewing
| style="text-align:center;" | 22.7%
|-
| [[Overview_report|(Gradebook) Overview]]
| Report
| Standard
| Teachers, Students
| View of student grades across activites
| style="text-align:center;" | N/A
|-
| [[Statistics]]
| Report
| Standard
| Admins, Decision-makers
| Daily activity across site
| style="text-align:center;" | N/A
|-
| [[:en:Event_monitoring|Event monitor]]
| Report
| Standard
| Teachers, Admins, Decision-makers
| Proactive, focussed monitor tool
| style="text-align:center;" | N/A
|-
| [http://moodle.org/plugins/view/report_customsql Ad-hoc database queries]
| Report
| Additional
| Teachers, Admins, Decision-makers
| SQL-based report generation and viewing
| style="text-align:center;" | N/A
|-
| [http://moodle.org/plugins/browse.php?list=set&id=20 Engagement Analytics]
| Block, Report, Activity module
| Additional
| Teachers
| Configurable engagement measurement report and block
| style="text-align:center;" | N/A
|-
| [http://moodle.org/plugins/view/block_dedication Course Dedication]
| Block
| Additional
| Students, Teachers
| Estimated time online for students
| style="text-align:center;" | N/A
|-
| [http://moodle.org/plugins/view.php?plugin=block_graph_stats Graph Stats]
| Block
| Additional
| Teachers, Admins
| Daily visits to site or course
| style="text-align:center;" | N/A
|-
| [http://moodle.org/plugins/view/block_gismo GISMO]
| Block
| Additional
| Teachers
| Numerous charts of student activity participation
| style="text-align:center;" | N/A
|-
| [http://moodle.org/plugins/view/block_xp Level Up!]
| Block
| Additional
| Students, Teachers
| Incentive-drive participation meter
| style="text-align:center;" | N/A
|-
| [http://moodle.org/plugins/report_forumgraph Forum Graph]
| Report
| Additional
| Teachers
| Graph of forum interactions
| style="text-align:center;" | N/A
|-
| [https://moodle.org/plugins/block_analytics_graphs Analytics Graphs]
| Block
| Additional
| Teachers
| Visualisation of student participation
| style="text-align:center;" | N/A
|-
| [https://moodle.org/plugins/block_heatmap Heatmap]
| Block
| Additional
| Teachers
| Colour-coded indication of activity views on course page
| style="text-align:center;" | N/A
|-
| [https://moodle.org/plugins/local_analytics Analytics]
| Local
| Additional
| Admins, Decision-makers
| Enriched feed to Google Analytics and Pywick
| style="text-align:center;" | N/A
|-
| [https://moodle.org/plugins/gradereport_gradedist Grade distribution]
| report
| Additional
| Teachers
| Visualizes the grades of students in a course
| style="text-align:center;" | N/A
|-
| [https://moodle.org/plugins/logstore_xapi Logstore xAPI]
| Logstore
| Additional
| Admins, Decision-makers, Researchers
| xAPI event stream output
| style="text-align:center;" | N/A
|}

<nowiki>*</nowiki> Reported usage is drawn from the [http://research.moodle.net/71/1/Plugins%20Usage%20Survey%202015%20Report.pdf Plugins Usage Survey from 2015].

== Integrations with Moodle ==

A number of systems integrate with Moodle to provide learning analytics information externally.

* [http://damos.world/2013/08/30/the-moodle-activity-viewer-mav-heatmaps-of-student-activity/ Moodle Activity Viewer] (MAV) ([https://github.com/damoclark/mav-enterprise Git]), consider [https://moodle.org/plugins/block_heatmap Heatmap] as an alternative
* [http://www.intelliboard.net/ Intelliboard]
* [http://www.lambdasolutions.net/products/lmsreporting/ Zoola (was Analytika)]
* [https://learninglocker.net/ Learning Locker], can be used with [https://moodle.org/plugins/logstore_xapi Logstore xAPI]
* [http://klassdata.com/smartklass-learning-analytics-plugin/learning-analytics-moodle-smartklass/ SmartKlass]
* [http://www.blackboard.com/education-analytics/blackboard-predict.aspx Blackboard Predict]
* [http://melbourne-cshe.unimelb.edu.au/research/edutech/completing-the-loop Completing the loop]
* [https://www.iadlearning.com/ IADlearning] offers institutions and educators a rich set of analytics allowing them to understand the quality of their training content, as well as the quality of the ongoing learning processes.

== Dimensions of Analytics ==

Learning analytics are a concept that has been emerging under a number of different names through the past decades. Its origins lie in research in data mining and intelligent tutoring systems. LA tools can be categorised in a number of ways:

* Descriptive
* Predictive
* Diagnostic
* Prescriptive

== See also... ==
* [https://moodle.org/mod/forum/view.php?id=8044 Analytics and reporting forum]
* [https://moodle.org/mod/forum/view.php?id=8205 Moodle Research forum]
* [[:dev:Moodle_research|Moodle research page]]
* [[Logging]]
* [[:en:Events_list_report|Events list]]
* [[:dev:Learning_Analytics_Specification|Learning Analytics API specification]]
* [[:dev:Working_Groups#Assessment_Analytics|Assessment Analytics working group details and issues]]
* [[:dev:Event_2|Events specification]]
* [[:dev:Logging_2|Logging specification]]
* [[:dev:reportbuilder/API|Report Builder API specification]]
* Use [https://moodle.org/plugins/filter_generico Generico filter] to display custom DB reports with graphs [https://moodle.org/mod/forum/discuss.php?d=324771#p1334032 Demo / Forums]
* [https://www.jisc.ac.uk/blog/solving-the-ethical-and-legal-issues-around-learning-analytics-a-series-of-podcasts-11-mar-2016 Solving the ethical and legal issues around learning analytics: a series of podcasts]

== Presentations ==
* [https://www.youtube.com/watch?v=MHv4vp1hxQc&index=5&list=TLGCVIc9g1-qUMUxOTEwMjAxNg Moodle Analytics Plans I Elizabeth Dalton at MoodleMoot Australia 2016] (video 24m)

[[Category:Report]]
[[Category:Analytics]]

[[es:Análisis del aprendizaje]]