MoodleDocs - User contributions [en]

Theme directory

2009-10-10T01:16:03Z

Joergw:

{{Themes}}
In the standard Moodle distribution, all themes are placed in the theme/ directory.

From version 1.7, moodle will support changing the location which themes are stored in and used with the theme selector.

== Changing Theme Storage Location ==
{{Moodle 1.7}}
Starting from Moodle 1.7, the storage location of themes may be altered, using the variables ''$CFG->themewww'' and ''$CFG->themedir''. Themes from placed in the directory specified by these variables will then be available for selection using the theme selector.

For example, should you wish to place themes in a subdirectory called 'my_moodle_themes', your config.php might look like this:
<pre>
$CFG->wwwroot = 'http://my.moodle.site.edu';
$CFG->dirroot = '/var/www/my.moodle.site.edu/public_html';
$CFG->themewww = $CFG->wwwroot . '/my_moodle_themes';
$CFG->themedir = $CFG->dirroot . '/my_moodle_themes';
</pre>

== Theme directory for Developers ==

Developers should follow the [[Development:Theme directory guide]]

== See Also ==

*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=20152 Feature request: Themes path in a VAR]
*Moodle Tracker [http://tracker.moodle.org/browse/MDL-6784 MDL-6784]

[[Category:Administrator]]
[[Category:Themes]]

[[fr:Dossier de thèmes]]
[[ja:テーマディレクトリ]]
[[de:Design-Verzeichnis]]

Theme settings

2009-10-10T00:48:20Z

Joergw:

{{Themes}}
Location: ''Administration > Appearance > Themes > Theme settings''

== Theme settings ==

*''themelist'' - This lists the themes available for course and user themes. Leave this blank to allow any valid theme to be used. If you want to shorten the theme menu, you may specify a comma-separated list of names, though don't use spaces (e.g. standard,orangewhite).

*''allowuserthemes'' - If enabled, then users will be allowed to set their own themes through their [[Edit_profile#Preferred_theme|Edit Profile]] page. User themes override site themes but not if the course setting is [[Course_settings#Force_Theme|Force theme]].

*''allowcoursethemes'' - If you enable this, then teachers will be able to set their own course themes. Course themes override all other theme choices (site, user, or session themes).

*''allowcategorythemes'' - If you enable this, then themes can be set at the category level. This will affect all child categories and courses unless they have specifically set their own theme. WARNING: Enabling category themes may affect performance.

*''allowuserstohideblocks''- Allows users to display and hide blocks

*''showblocksonmodulepage'' -If activity module allows blocks, this will enable a pulldown list.

*''allowcategorythemes'' - If you enable this, then themes can be set at the category level (from Moodle 1.9 onwards).

== Theme types ==

==== Site themes ====
Site themes may be previewed and chosen via Administration >> Configuration >> [[Themes]].

==== User themes ====
If the option ''allowuserthemes'' is enabled, each user may select their preferred theme on the [[user/edit|Edit profile]] page. All Moodle pages will be displayed in the user's theme, apart from courses where a course theme has been set.

==== Course themes ====
If the option ''allowcoursethemes'' is enabled, each editing teacher may select their course theme via the Force theme option on the [[course/edit|Course settings]] page. The course will always be displayed in the theme specified in the course setting, with user and the site themes being overwritten.

==== Category themes ====
{{Moodle 1.9}}In Moodle 1.9 onwards, category themes may be set. There is an admin setting to turn this feature on/off under "Site Administration/Appearance/Themes/Theme settings". It is off by default as it does take a bit of processing overhead. If it is switched on then you will be able to select a theme when editing categories. The theme will then apply to all courses in that category or child categories and the category page itself.

==== Session themes ====
Moodle offers an additional way to set a theme - the '''session theme'''. This is set with the URL and lasts until you log out. When you next login, the site/course/user themes are active again. This option is great for theme testing and works perfectly when you want to enable different themes for different situations.

For example you can offer a special link for PDA users and integrate the session theme ''orangewhitepda'' in that link. Nobody needs to change any settings, you just click on that link. The session theme is called by the URL parameter <code>&theme=orangewhitepda</code>. The whole URL without the session theme could look like <code><nowiki>http://mymoodlesite.org/course/view.php?id=18</nowiki></code> and with the parameter for the PDA theme like <code><nowiki>"http://mymoodlesite.org/course/view.php?id=18&theme=orangewhitepda"</nowiki></code>.

In a standard Moodle installation, session themes are not active. To activate them the administrator must add the parameter <code>$CFG->allowthemechangeonurl = true;</code> to the Moodle ''config.php'' file in the Moodle base directory.

==== Page theme ====
A page theme is for special page-only themes set by code.

== Theme overview ==

{| style="border:1px dashed #ddd"
|- style="vertical-align:top;text-align:left"
!Theme type
! style="background:#eee"|Overwrites
!Display
! style="background:#eee"|Setting type
|- style="vertical-align:top"
|Site
|style="background:#eee"| -
|all pages*
|style="background:#eee"|saved in theme profile
|- style="vertical-align:top"
|User
|style="background:#eee"|Site theme
|all pages*
|style="background:#eee"|saved in user profile
|- style="vertical-align:top"
|Course
|style="background:#eee"|Site, user and session themes
|one course
|style="background:#eee"|saved in course profile
|- style="vertical-align:top"
|Session
|style="background:#eee"|Site and user themes
|all pages*
|style="background:#eee"|temporary until logout
|}
(* except courses with the course theme set)

== Sideblock width ==
{{Moodle 1.8}}When you need to define the side column width for your themes you can add the following settings to your theme config.php.

<code><pre><nowiki>
$THEME->block_l_min_width = 148;
$THEME->block_l_max_width = 148;
$THEME->block_r_min_width = 260;
$THEME->block_r_max_width = 260;

/// These values define the min and max width of the left and right
/// sideblocks in the course pages. If not set or false the standard
/// values are taken.
</nowiki></pre></code>

==Change column order==
{{Moodle 1.8}}When you need to change the column order for your themes you can add the following settings to your theme config.php.

<code><pre><nowiki>
$THEME->layouttable = array('left', 'right', 'middle');

/// These values define the order of the columns for all
/// pages showing sideblocks. If not set Moodle uses the
/// default order:
/// $THEME->layouttable = array('left', 'middle', 'right');
</nowiki></pre></code>

== Theme priority==
{{Moodle 1.9}}In Moodle 1.9 onwards, the priority of themes can be set. The order defines which theme wins when there are several set at different levels. You can set a variable in config.php called $CFG->themeorder (see config-dist.php for more details). By default it is set to:

<code><nowiki>$CFG->themeorder = array('page', 'course', 'category', 'session', 'user', 'site');</nowiki></code>

==Hide activity type navigation==
{{Moodle 1.9}}In Moodle 1.9 onwards, the activity type (e.g. Quizzes) crumb in the navigation bar may be hidden from students or all users.

==See also==
*How to change [[Header logo]]
*[[Theme scrapbook]] has more information about themes
*[http://www.youtube.com/watch?v=mCVsJ3Wsoj8 Video demonstrating how to set a category theme in Moodle 1.9]

[[Category:Themes]]

[[es:Configuración de temas]]
[[fr:Configuration des thèmes]]
[[ja:テーマ設定]]
[[de:Design-Einstellungen]]

Themes FAQ

2009-10-10T00:43:14Z

Joergw:

{{Themes}}==How do I install a new theme?==

# Unzip the .zip file to an empty local directory.
# Upload folder to your web server to the /moodle/theme/[Theme Name]. (Replace [Theme Name] with the name of the theme you have downloaded.) Ensure the new theme folder and its contents are readable by the webserver. Change Read and Write permissions (CHMOD) for the files and folder to 755 - Owner read/write/execute, Group read/execute, Everyone read/execute. Incorrect permissions may prevent display of the newly installed theme.
# Choose your new theme from within Moodle via ''Administration > Appearance > Themes > Theme selector'' (or ''Administration > Configuration > Themes'' in versions of Moodle prior to 1.7).

==How do I create a custom theme?==

See [[Creating a custom theme]] and/or [[Make your own theme]].

==How can I get the New Moodle2 theme for my site?==
Not til Moodle 2.x comes out and it will be a "sort of". The new look (refered to as "Moodle2") for Moodle.org was made public just before the close of 2008. The Moodle2 look has various things hard coded into its fabric. The good news is that many pieces of the look are available.

==Will I lose my courses, language files, logo, etc. if I switch my theme?==
Switching themes only changes the appearance of your site, not the content within it. The logo is a part of the theme and will be lost when you switch.

Follow these instructions to [[Creating_a_custom_theme#Adding_a_Logo|add a logo]] to a theme.

== Are there tools which help me creating and editing themes? ==

=== Clear Cache Button ===
This useful Firefox add-on let's you add a button to your tool bar for easily clearing your cache while working on your theme: https://addons.mozilla.org/de/firefox/addon/1801

Please note that the following tools are only for development. They only change the way ''you'' see your Moodle site, not the Moodle site itself. Any changes you make using these tools will not be visible to anyone else who uses your site. For this you will have to make those changes permanent by changing your theme's CSS files for example.

=== Firebug ===
The single most useful tool is the [[Development:Firebug|Firebug]] add-on for the [[Firefox]] web browser. Firebug integrates with Firefox to put a wealth of development tools at your fingertips while you browse. You can edit, debug, and monitor CSS, HTML, and JavaScript live in any web page... And there are additional add-ons for making Firebug an even more powerful tool.

=== Web Developer Toolbar ===
Another great tool for any web developer is the [[Web developer extension]], another Firefox add-on. One very useful feature is the option to '''disable your browser's cache''' while working on your theme. That way you are sure you're always presented with your latest modifications and not with an older, cached version.

=== Stylish ===
Modifications made with Firebug are lost when refreshing your page. If you want your CSS changes to be a bit more permanent, for example to try them with different pages of your Moodle installation, you can use another Firefox plugin: [https://addons.mozilla.org/en-US/firefox/addon/2108 Stylish]. That way you can change your site's CSS with a simple mouse click without having to change Moodle code.

See [[Stylish]] for detailed instructions and examples.

== How do I check for cross-browser compatibility? ==
There are some tools (standalone and online) which can show you how your site looks in different browsers. See this [http://moodle.org/mod/forum/discuss.php?d=127746 forum discussion] for details.

== Where do I find concrete examples for modifying Moodle themes? ==
See [[Theme scrapbook]] (soon to be incorporated in this page).

== See also ==

* Using Moodle [http://moodle.org/mod/forum/view.php?f=29 Themes forum]
* [[CSS FAQ]]

[[Category:FAQ]]
[[de:Designs_FAQ]]

Themes

2009-10-09T23:53:32Z

Joergw:

{{Themes}}
A Moodle theme is a pre-designed user "view" (interface) that can be changed by the site administrator, teacher, or student. While robust, it does not affect how Moodle functions, just how it looks. Moodle comes with a standard set of themes and there is a [http://moodle.org/mod/data/view.php?id=6552 large free library] available to download.

==Moodle themes==
Moodle has a powerful themes system that allows for a variety of effects through the use of XHTML and CSS.

* Themes may be [[Theme settings|selected]] at site level, course level and/or user level.
* Each page is individually-addressable via CSS, allowing you to pinpoint exact items.
* Our CSS class naming system uses simple English, is consistent and easily understood.
* New modules can tell Moodle what styles they need and automatically include these in the stylesheet.
* Themes can be based on the ''standard'' theme, which is very plain but functional. You simply override styles you want to change by adding to the stylesheet in your own theme. This means that if you upgrade Moodle later and new styles are needed, your custom theme will still work without any changes, because the new classes will be defined in the ''standard'' theme.
* Themes can also be based on any other theme. This allows you to easily create families of themes, or variations on a theme. For example you might create a spectrum of pastel shades for use in different courses, but with the same basic layout and logos. You may also want to create a family of differently-coloured themes for accessibility purposes.

==Theme selector==

Moodle has a number of themes for you to choose from using the theme selector, including an interactive theme called [[Chameleon]]. Chameleon uses Ajax technology to enable you to easily design your own theme or enhance an existing theme. The Ajax editing interface for Chameleon loads for administrators only.

Alternatively, you can download a theme from the Moodle.org [http://moodle.org/themes Themes database].

== Creating your own theme ==

If you plan to work on your own theme please create a new one (with its own named subfolder) and use Moodle's theme system to base your theme on an existing theme such as ''standard''. If you just modify one of the delivered themes it will be overwritten by the next Moodle update.

See [[Creating a custom theme]] and/or [[Make your own theme]] for some tutorials.

To distribute your theme, zip the theme folder and submit to the Moodle.org [http://moodle.org/themes Themes database].

== Installing a theme ==

To install a theme:
# Unzip the .zip file to an empty local directory.
# Upload folder to your web server to the /moodle/theme/[Theme Name]. (Replace [Theme Name] with the name of the theme you have downloaded.) Ensure the new theme folder and its contents are readable by the webserver. Change Read and Write permissions (CHMOD) for the files and folder to 755 - Owner read/write/execute, Group read/execute, Everyone read/execute. Incorrect permissions may prevent display of the newly installed theme.
# Choose your new theme from within Moodle via ''Administration > Appearance > Themes > Theme selector'' (version 1.7+) or ''Administration > Configuration > Themes'' (older versions).

See [[Installing a new theme]] for more information.

== Theme system changes ==

Themes have improved a great deal in recent versions of Moodle. If you are using your own theme and want to upgrade, please refer to one of the following:
* [[1.6 theme upgrade]]
* [[1.7 theme upgrade]]
* [[1.8 theme upgrade]]

==Core themes==

Themes included in Moodle 1.9 are [[Chameleon theme|chameleon]], cornflower, [[Custom corners theme|custom corners]], formal white, metal, oceanblue, orangewhite, orangewhitepda, standard (default), standardblue, standardgreen, standardlogo, standardred, standardwhite, wood

==See also==

*[http://www.youtube.com/watch?v=pPUB_ReBPeg Installing 3rd Party Modules and Themes in Moodle video]
* [[Themes FAQ]]
*[[Web developer extension]] Firefox addon tool

[[es:Temas]]
[[fr:Thèmes]]
[[ja:テーマ]]
[[pt:Temas]]
[[de:Designs]]

Installing a new theme

2009-07-14T11:27:32Z

Joergw:

== Change Moodle Theme ==

You can easily change the moodle theme. Here we will install a new theme that has been made by someone else.

Steps are

1) Download the zip file of the theme

2) Extract to it's own named folder

3) copy this folder to the /theme folder of your Moodle installation site

4) Go to yourdomain.com/admin/ or your site administration block

5) You will have to have administrative rights as the user

6) Expand Appearance icon/link

7) Expand Theme icon/link

8) click on Theme Selector icon/link

9) Find your theme picture and theme name displayed here

10) First click preview link on the right side of your theme picture to preview before selection

11) press Choose button to select your new theme, your theme will now be displayed on the site.

12) Now you can check your Moodle site (e.g. yourdomain.com) by going to the site home page!
[[de:Ein_neues_Design_installieren]]

Moodle Docs

2009-05-19T00:48:50Z

Joergw:

Location: ''Administration > Appearance > Moodle Docs''

Moodle Docs is an abbreviation for ''Moodle documentation''.

[[Image:Information_icon.GIF|frame|Example link]]
By default, teachers and administrators have "Moodle Docs for this page" links at the bottom of each page in Moodle for accessing context-specific documentation.

==Settings==
The default path is to docs.moodle.org.. You can change this if you wish to have your own custom online documentation. However if you do, make sure that the paths in your documentation follow the same format as docs.moodle.org.

If the Moodle Docs document root field is left blank, no "Moodle Docs for this page" links will appear.

You may find that teachers prefer the documentation to open in a new window, so they can easily return to their page in Moodle. If so, click the "Open in new window" checkbox.

==Moodle documentation==
As you may have discovered, Moodle Docs contains many searchable pages which represents 1,000s of hours of refinement by the Moodle community. For example, it is common to see a link from a forum in Moodle.org to a specific page or section in a Moodle Docs page. Likewise, something can be added to Moodle Docs to cover a new feature or to give a more detail description of a process that is not possible or desirable in a forum or as part of the help files.

Moodle Docs is a living document that is constantly changing at docs.moodle.org . Anyone in the Moodle community who sees a need is invited to make an addition or add their opinion in the page comments tab.

==Tips and tricks ==
It is possible to download am HTML copy of Moodle documentation at [http://wimski.org/docs/ wimski.org/docs] to another server. While useful, these are not Wiki pages and do not follow the file structure of docs.moodle.org.

It is possible to export one or more docs.moodle.org pages and then import those to another wiki via functions found in Special pages, located in the wiki Toolbox, usually located on the left of each Moodle Doc page.

*Note: Information links are different than help links [[Image:Help.gif]] which are internal links. They can be found in the Moodle site file structure. For example a lesson question's feedback help file might be found at <nowiki>C:\moodle18\moodle\lang\en_utf8\help\lesson\feedback.html</nowiki>

==See also ==
*[[Capabilities/moodle/site:doclinks]]
*[[:Category:MoodleDocs]]
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=81000 MoodleDocs link] forum discussion

[[Category:Administrator]]

[[eu:Moodle_Doc-ak]]
[[fr:Moodle Docs]]
[[de:Dokumentation]]

HTML settings

2009-05-19T00:07:23Z

Joergw:

{{Moodle 1.9}}Location: ''Administration > Appearance > HTML Settings''

In Moodle 1.9.3 onwards, HTML tags in activity and resource names may be allowed by unchecking the "Remove HTML tags from all activity names" box.

[[Category:Administrator]]
[[Category:HTML]]

[[eu:HTML_ezarpenak]]
[[fr:Réglages HTML]]
[[de:HTML-Einstellungen]]

Administrator

2009-05-17T23:49:16Z

Joergw:

An administrator in Moodle, manages the overall site. Typically, the administrator supervises the look and feel that makes their organization's Moodle unique.

The administrator is the top level category of privileges (called roles) in Moodle. A user's privileges can hide features and functions from a user depending upon their level. There are several layers of privileges from highest to lowest role of the user: primary administrator, an administrator, course creator, editing teacher, non-editing teacher, student, and guest.

The purpose of this page is to provide links to other pages and provide other definitions.

== See also ==

*[[Administrator documentation]] - a good starting place for a new administrator
*[[Assign administrators]]
*[[:Category:Administrator]] - an index of documentation pages for administrators
*[[Manage roles]] for details about roles in Moodle 1.7
*[http://tracker.moodle.org/browse/MDL-10312 MDL-10312 - Admins can delete every other admin] tracker report

[[Category:Administrator]]

[[eu:Kudeatzailea]]
[[fr:Administrateur]]
[[it:Amministratore]]
[[de:Administrator]]

Unicode

2009-05-17T23:10:54Z

Joergw:

==About unicode==

[http://en.wikipedia.org/wiki/Unicode Unicode], or UTF-8, is a character set that allows one to support practically any language and many special characters used in science, math and technology. Moodle transformed (optionally in 1.6 and 1.7, required in 1.8 onwards) to Unicode to better be able to support different languages.

In MySQL, the database collation has to be set to unicode before the Moodle database is created. There are two different Unicode collations used: utf8_general_ci (default) and utf8_unicode_ci. The utf8_general_ci collation is slightly faster but less accurate than the utf8_unicode_ci collation in representing all the characters in languages. For this reason, Moodle tables are normally set-up using the utf8_unicode_ci collation. For a discussion of the difference between the collations see [http://dev.mysql.com/doc/refman/4.1/en/charset-unicode-sets.html the MySQL documentation].

[http://www-atm.physics.ox.ac.uk/user/iwi/charmap.html Free On-line Unicode Character Map] gives you the possibility to see the different characters that are supported (or NOT!) in your browser and see which code is used if you need that. A nice feature with the characters is that you can easily enlarge the text in your browser to see them better. ([Ctrl]+[+] in Mozilla) If you are interested in Math symbols check list "22 Mathematical Operators". For Chemists looking for arrows, list "21" might be interesting.

[http://www.catalysoft.com/catalog/unicode-1-1.jar Free offline java application], you must have java (ordinary, doesn't need the development environment) installed on your computer. Click on the JAR file. Chose Insert symbol, a popup with a list of categories comes, like "arrows" (but it doesn't have the group numbers).

Moodle has good support for mathematical expressions in its [[TeX filter]], but using Unicode instead can sometimes be good. In some places (e.g. [[Cloze|CLOZE]] questions) the \ characters for TeX can cause problems, whereas Unicode characters won't. A user can enlarge an expression with Unicode.

==Migrating to unicode==
Prior to 1.6, Moodle did not support UTF-8 across all languages and the encoding in which the data was stored in the database depended upon the language used in a particular course. From Moodle 1.6 onwards, all language packs are converted to UTF-8 and different languages may be used on the same page. Moodle 1.6 and 1.7 include a utility to [[Database migration|migrate your database]] from any encoding to UTF-8.

From Moodle 1.8 onwards, the database migration utility is no longer included, as it is assumed that you upgrade from a UTF-8 encoded database.

Thus, if you wish to upgrade from 1.5 or an earlier version, ''you must first upgrade to 1.6 or 1.7'', migrate your database to UTF-8, and then upgrade to 1.8. Similarly, if you are using Moodle 1.6 or 1.7 and have not yet migrated your database, you need to do so before upgrading to 1.8. Please refer to [[Upgrading to Moodle 1.6]] for additional information.

[[Category:Environment]]
[[Category:UTF-8]]

[[fr:Unicode]]
[[de:Unicode]]

Block layout

2009-05-16T04:37:28Z

Joergw:

==Default block layout for new courses==

[[Sticky blocks]] may be used in Moodle 1.6.

Alternatively, to amend the default block layout for new courses (in all versions of Moodle), add one or more of the following lines (omitting the forward slashes) to ''config.php'' and amend the block names as required.

Note how the colon is used to separate those blocks appearing on the left, from those appearing on the right.

// These variables define DEFAULT block variables for new courses
// If this one is set it overrides all others and is the only one used.
// $CFG->defaultblocks_override = 'participants,activity_modules,search_forums,admin,course_list:news_items,calendar_upcoming,recent_activity';
//
// These variables define the specific settings for defined course formats.
// They override any settings defined in the formats own config file.
// $CFG->defaultblocks_site = 'site_main_menu,admin,course_list:course_summary,calendar_month';
// $CFG->defaultblocks_social = 'participants,search_forums,calendar_month,calendar_upcoming,social_activities,recent_activity,admin,course_list';
// $CFG->defaultblocks_topics = 'participants,activity_modules,search_forums,admin,course_list:news_items,calendar_upcoming,recent_activity';
// $CFG->defaultblocks_weeks = 'participants,activity_modules,search_forums,admin,course_list:news_items,calendar_upcoming,recent_activity';
// These blocks are used when no other default setting is found.
// $CFG->defaultblocks = 'participants,activity_modules,search_forums,admin,course_list:news_items,calendar_upcoming,recent_activity';</pre>
(code copied from ''config-dist.php'')

==Resetting the block layout for existing courses==

The block layout for existing courses may be reset by copying the following script into a text file, saving it as ''resetblocks.php'', copying it into the Moodle root directory, then visiting <code><nowiki>http://yourmoodlesite.org/resetblocks.php</nowiki></code>.

'''Warning''': This script may change the layout of your course pages and also remove blocks from those pages if they have not been specified in the config.php line. Check which of your courses has blocks which are not in the config.pho line and be prepared to spend time adding blocks to your course pages again. ''Please note that a database backup is recommended before using the script''.

<?php
require_once('config.php');
require_once($CFG->libdir.'/blocklib.php');
$courses = get_records('course');
foreach($courses as $course) {
$page = page_create_object(PAGE_COURSE_VIEW, $course->id);
blocks_repopulate_page($page);
}
print_heading('Done!');
?>

==See also==

Using Moodle [http://moodle.org/mod/forum/discuss.php?d=98808 Default Block Layout for moodle 1.9] forum discussion

[[Category:Block]]
[[ja:ブロックレイアウト]]
[[de:Layout_von_Bl%C3%B6cken]]

Front page settings

2009-04-11T01:40:40Z

Joergw:

Location: ''Administration > Front Page > Front Page settings''

The site front page is similar to a course page. Administrators can edit the front page by clicking the "Turn editing on" button in the top right corner of the front page.

Front page settings include the following options:

==Full site name==
This name appears at the top of every page above the navigation bar.

==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 description==
An optional setting enabling you to add short message to your users in a block on the front 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 course categories, a list of categories and courses or none. If you choose to display a list of courses when logged in, then students
are provided with a list of only the courses they are enrolled in.

Note: An alternative option for logged-in users is [[My Moodle]].

==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 News block]].

==Default front page role==
{{Moodle 1.9}}To enable logged-in users to participate in front page activities, a default front page role, such as student, can be set.

Note: The default front page role should ''never'' be set to [[Guest]].

In versions of Moodle prior to 1.9, you can enable logged-in users to participate in front page activities by setting an authenticated user role override or by assigning users a front page role.

==See also==
*[[Site files]]
*[[Site settings]] for versions of Moodle prior to 1.7
*[[Upgrading to Moodle 1.8]] for the steps to enable logged-in users to read the site news
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=73448 Front page activities] forum discussion

[[Category:Administrator]]

[[fr:Réglages page d'accueil]]
[[pl:Ustawienia strony głównej]]
[[de:Einstellungen_f%C3%BCr_die_Startseite]]

Formatting options

2009-04-11T01:26:15Z

Joergw:

When writing text in Moodle there are several formats you can choose to produce your text, depending on your expertise and the type of browser you are using. Usually you can just leave this setting to the default value and things should work as you expect.

==Moodle auto-format==

This format is best for when you are using normal web forms for entry (instead of the Richtext HTML editor). Just type text normally, as if you were sending an email.

When you save your text, Moodle will do a number of things to automatically format your text for you, for example:

* URLs such as http://yahoo.com or even www.yahoo.com will be turned into links.
* Your line breaks will be retained, and blank lines will start new paragraphs.
* Smiley characters such as :-) will automatically become their graphical equivalents.
* You can even embed HTML code if you want to and it will be retained.

==HTML format==

This format assumes the text is pure HTML. If you are using the HTML editor to edit text then this is the default format - all the commands in the toolbar are producing HTML for you.

Even if you are not using the Richtext HTML editor, you can use HTML code in your text and it should come out exactly as you intended.

Unlike the Moodle auto-format, no automatic formatting is performed.

==Plain text format==

This format is useful when you need to include lots of code or HTML that you want to be displayed exactly as you wrote it.

It still translates spaces and new lines, but otherwise your text isn't touched.

==Markdown text format==

Markdown format tries to make it easy as possible to type well-formatted XHTML pages using nothing but text written more or less like you would write an email.

It's very good for writing clean text pages with some headings and some lists but without many links or images. It is an excellent choice when accessibility of the generated page is important.

For complete syntax description, see: http://daringfireball.net/projects/markdown/syntax
{{Moodle 1.6}}
Moodle 1.6 has extended features called Markdown Extra: for ''additional'' features see http://www.michelf.com/projects/php-markdown/extra/

[[Category:Teacher]]
[[de:Formatierung]]

Front page

2009-04-01T08:26:28Z

Joergw:

The front page is the initial page seen by someone reaching a Moodle site.

The site settings determine which user roles can reach it. For example, the demo.moodle.org allows visitors (guests) to see it's front page and asks them to log in. A user clicking on the course is taken to the "Returning to this website" Moodle login in screen. Other sites may require a login before showing the front page.

Many functions of a front page are similar to those found in a course. The administration block will allow topics to be added to a Front Page.

==Backup topic section tips==
In earlier versions of Moodle, there is no obvious way to backup or move something placed in a topic on the front page. One trick is to go to any course and click on the backup icon. Change the id in the address bar of the browser to 1.
:For example <nowiki>http://demo.moodle.org/backup/backup.php?id=2</nowiki>
:Change to <nowiki>http://demo.moodle.org/backup/backup.php?id=1</nowiki>

Go to that page. This will show a standard backup menu for the Front Page's activities and resources. It will behave just like any [[Course backup]] and [[Restore]] process. The backup file will be located with the site files (admin block >Server>Sitefiles) in a folder called backupdata. You will need the correct permissions to be able to do this.

==See also==

*[[Make News on Front Page viewable to Teachers only]]

[[de:Startseite]]

Pedagogy

2009-03-11T09:37:09Z

Joergw: /* What else would you like to see? */

Let's sit back and really reflect on the pedagogy that is at the core of what we, as online educators, are trying to do.

==Definition of Pedagogy==
One definition of [http://en.wiktionary.org/wiki/Pedagogy pedagogy] in Wiktionary says
#The profession of teaching
#The activities of educating, teaching or instructing

Wikipedia has a much longer page on [http://en.wikipedia.org/wiki/Pedagogy Pedagogy]. At one point it said Pedagogy is the art or science of being a teacher, generally refers to strategies of instruction, or a style of instruction. The word comes from the Ancient Greek παιδαγωγέω (paidagōgeō; from παῖς (child) and ἄγω (lead)): literally, "to lead the child”.

==Moodle in three short paragraphs==

The heart of Moodle is courses that contain activities and resources. There are about 20 different types of activities available (forums, glossaries, wikis, assignments, quizzes, choices (polls), scorm players, databases etc) and each can be customised quite a lot. The main power of this activity-based model comes in combining the activities into sequences and groups, which can help you guide participants through learning paths. Thus, each activity can build on the outcomes of previous ones.

There are a number of other tools that make it easier to build communities of learners, including blogs, messaging, participant lists etc, as well useful tools like grading, reports, integration with other systems and so on.

For more about Moodle, see http://moodle.org, and particularly the main community “course” called [http://moodle.org/course/view.php?id=5 Using Moodle]. It's crowded and busy these days, but jump in and you'll soon find interesting stuff I'm sure. The developers and the users are deliberately forced to mix in the same forums. The other great place to start is our [https://docs.moodle.org/ online documentation] which is a community-developed wiki site.

==Social Constructionism as a Referent==

I have these five points on a slide which I use in every presentation I do. They are useful referents taken from research that apply to education in general, boiled down into a simple list that I carry around under the moniker of "social constructionism".

# '''All of us are potential teachers as well as learners - in a true collaborative environment we are both'''. It's so important to recognise and remember this. I think this perspective helps us retain some humility as teachers and fight the (very natural!) tendency to consolidate all your history and assume the revered position of “wise source of knowledge”. It helps us keep our eyes open for opportunities to allow the other participants in our learning situation to share their ideas with us and to remind us to listen carefully and ask good questions that elicit more from others. I find I need to constantly remind myself of this point, especially when the culture of a situation pushes me into a central role (like now!) 
# '''We learn particularly well from the act of creating or expressing something for others to see.''' For most of us this is basically “learning by doing”, and is fairly obvious, yet it's worth reminding ourselves of it. It's surprising how much online learning is still just presenting static information, giving students little opportunity to practice the activities they are learning about. I often see online teachers spending a great deal of time constructing perfect resources for their course, which no doubt is a terrific learning experience for them, but then they deny their students that same learning experience. Even textbooks often do a better job, with exercises after every chapter and so on. Most importantly, such learning is best when you are expressing and presenting posts, projects, assignments, constructions etc '''for others to see'''. In this situation your personal “stakes” are a lot higher, and a lot of self-checking and reflection takes place that increases learning. Seymour Papert (the inventor of logo) famously described the process of constructing something for others to see as a very powerful learning experience, and really this sort of thinking goes right back to Socrates and beyond. 
# '''We learn a lot by just observing the activity of our peers'''. Basically this is about “classroom culture”, or learning by osmosis. Humans are good at watching each other and learning what to do in a given situation though cues from others. For example, if you walk into a lecture theatre where everyone is sitting in seats, facing the front, listening quietly to the teacher at the front and taking notes, then that's most likely what you are going to do too, right? If you are in a less rigid class where people are asking questions all the time, then it's likely you'll feel freer to do so too. By doing so you'll be learning about both the subject itself and the meta-subject of how learning occurs from overhearing the discussions of your peers and the kinds of questions that get asked, leading to a richer multi-dimensional immersion in learning. 
# '''By understanding the contexts of others, we can teach in a more transformational way (constructivism)''' As you probably know from experience, advice from a mentor or friend can provide better, more timely and customised learning experience than with someone who doesn't know you and is speaking to a hundred people. If we understand the background of the people we are speaking to then we can customise our language and our expression of concepts in ways that are best suited to the audience. You can choose metaphors that you know the audience will relate to. You can use jargon where it helps or avoid jargon when it gets in the way. Again this is a pretty basic idea - every guide to public speaking talks about knowing your audience - but in online learning we need to be particular mindful of this because we often have not met these people in person and don't have access to many visual and auditory cues. 
# '''A learning environment needs to be flexible and adaptable, so that it can quickly respond to the needs of the participants within it'''. Combining all the above, if you as a learning facilitator want to take advantage of your growing knowledge about your participants, giving them tailored opportunities to share ideas, ask questions and express their knowledge, then you need an environment which is flexible, both in time and space. If you discover that you need to throw your schedule out the window because your participants know a lot less than you'd expected when you first designed the course, you should be able to readjust the schedule, and easily add new activities to help everyone (or just one group) catch up. Likewise, some great ideas for a simulation or something may have come up during discussions, so you should be able to add those later in the course. Timewise, your participants may be spread over different timezones, or maybe they live in the same timezone but have differing free time, so you should be able to offer asynchronous activities where people can work together but at different times. 

Jason Cole from Open University recently referred to these as “Martin's five laws” (ha!) but really they are referents: guiding concepts that I personally find useful to refer to whenever I need to make a decision in any given educational situation. In particular I find them useful for building '''communities of learners'''.

I guess you probably find a lot of this familiar, even if you use different terms. If not there is a lot of research about constructionism, constructivism and social Constructionism which you can find out more about in some of [http://dougiamas.com/writing/ my more formal papers].

==How Moodle tries to support a Social Constructionist view==

I'm going to go through the earlier list again, this time pointing out existing features in Moodle. Pedagogy and software design are closely intertwined in online learning - the "shape" of the software can help or hinder the teacher in what they are trying to do.

# '''All of us are potential teachers as well as learners - in a true collaborative environment we are both''' Many of the activities in Moodle are designed to allow students to control common content, such as forums, wikis, glossaries, databases, messaging and so on. This encourages students to add to the total course experience for others. In Moodle 1.7 we've made a huge step of a whole new Roles implementation which further breaks down the distinction of teachers and students, allowing Moodle system administrators and teachers to create new roles with any mix of capabilities they like. If you want students to be allowed to facilitate forums, create quiz questions or even control the course layout then you can. There is a very fine degree of control – for example you can allow students the ability to delete posts in just one single forum if you like. I hope that people will take these new features and experiment with control in their courses, allowing students more flexibility to do things that were previously thought of as something teachers should do. 
# '''We learn particularly well from the act of creating or expressing something for others to see''' Moodle has a wide range of ways in which people can create representations of their knowledge and share them. 
#* The course structure itself is terrific way to construct a shared and active representation of the learning journey that everyone is going through.
#* Forums of course are the core of this, providing spaces for discussion and sharing of media and documents (using the media plugin filters, attachments or simply links).
#* Wikis are collaboratively-built pages useful for group work and other negotiations.
#* Glossaries are collaboratively-built lists of definitions that can then appear throughout the course.
#* Databases are an extension of this idea allowing participants to enter structured media of any type (for example a collection of digital photos or a library of references). 
# '''We learn a lot by just observing the activity of our peers''' The participants page is the main place where you can see everyone in your course. It shows a lot of information about your participants and how recently they've been there. An Online Users block is the best way to see everyone else who might be on right now. The Recent Activity block shows a great deal of information about what has happened recently, and via link you can see reports with more detail. Things that happened not only include changes to the course and forum posts, etc, but also things like assignment submissions and quiz attempts. Students can't see the results that other students got from these activities, but they do get some sense that everyone is submitting Assignment 1 now and this peer pressure hopefully helps those who need it. Finally, almost all the modules will "tag" an entry or change with the name of the user, so that you can see who did what and when. For example, wiki pages all have a history link with full details on every edit. 
# '''By understanding the contexts of others, we can teach in a more transformational way (constructivism)''' There are many different ways to find out about people. Access to these can be decided on a site basis (different sites have different privacy policies): 
#* The user profile contains several fields where people can provide information about their background, etc. In particular there is a user profile photograph, which appears throughout Moodle whenever that person writes something. The photo links back to the profile page.
#* A compendium of forum posts (and discussion starters) by that person in that course (or across the site).
#* Individual blogs allow people to express things in a public but reflective way, often providing access to thinking that might not normally expressed in, say, a forum.
#* Overall activity reports show all the contributions from a user in a course, including assignment submissions, glossary entries, etc.
#* User log reports show detailed logs of every action taken by a person in Moodle, as well as graphs showing overall activity statistics.
#* The survey module provides a variety of proven questionnaire instruments for discovering interesting information about the state of mind of the group. 
# '''A learning environment needs to be flexible and adaptable, so that it can quickly respond to the needs of the participants within it''' 
#* The course page itself is the main tool for a teacher, allowing them to add/remove and structure activities as necessary. Changing the course is one button click away at any time, so the teacher can change it on a whim. In Moodle 1.7 we have now added AJAX features, so that activities, sections and blocks can all be simply dragged-and-dropped.
#* The roles in Moodle 1.7 can be applied individually in every context across the site, and can be further tweaked with overrides. So if you want to create one single quiz where everyone has access to everybody's results, or allow parents of students to see parts of your course, then you can.
#* Navigation around the course and site is automatically generated.
#* The gradebook is automatically maintained, and reflects the activities in the course at any given time.
#* There are preferences for many aspects of appearance and behaviour, at site, course and activity levels, allowing educators to fine-tune the behaviour of Moodle in many ways.
#* External systems can be integrated easily, to maintain authentication, enrolments and other things, allowing Moodle to react smoothly as data in other systems is modified. 

==Finding a balance==

Before I talk about about where we are going, let me talk a little about the balance that a Course Management System (aka VLE) like Moodle needs to achieve. One thing I found out quickly in a community like ours is that people have a wide range of expectations of online learning.

At the fascist extreme there are those who want students to be highly controlled: reading resources that are revealed at set times and later sitting quizzes to prove they read those resources. I call this the rat-in-the-maze approach, or dump-and-pump.

At the techno-hippy end of that spectrum there are those who want to devolve management completely, with every user running their own portfolio site, streaming blogs and files to each other using RSS and trackbacks. It's an interesting dream that really opens up thinking about education but I think the problems to be solved are many (such as security, accountability, the structure of institutions etc).

The vast majority of people that I meet fall somewhere between these two extremes. Many of them are new to online learning, and are looking for the next step beyond what they were being paid to do offline, while being accepting of gentle guidance to improving their online techniques. These people are on a steep learning curve already without facing the aggregation of 100 different blogs.

==Progression==

Moodle needs to be flexible to cater for a wide variety of needs while remaining simple enough for ordinary teachers to start making good use of the power of the internet for community building and collaborative learning. My hope is that Moodle can be seen as a toolbox where they can start simply and naturally, and then progress to more and more advanced community facilitation over time. Ultimately, we'd like to see teachers being involved with and supported by a community of their peers.

Let's look at a typical progression that a teacher might go through as they learn to use the Moodle tools:

# Putting up the handouts (Resources, SCORM)
# Having a passive forum
# Using Quizzes and Assignments (less management)
# Using the Wiki, Glossary and Database tools (interactive content)
# Using the Forum seriously and actively
# Combining activities into sequences, where results feed later activities
# Think deeper about each activity, advanced features, unusual applications
# Using the Survey module to study and reflect on course activity
# Using peer-review modules like Workshop
# Conducting active research on oneself, sharing ideas in a community of peers

==Where Moodle can do better and what we're doing about it==

Keeping in mind the theme of this paper and the conference stream, here are a few of the upcoming plans for things that are more related to pedagogy:

===Repositories and Portfolios===

Currently only teachers can upload and manage '''collections''' of files into Moodle, using the Files tool in each course. There is no easy way to share files between courses, and no way for ordinary users to keep a portfolio, say.

This is changing in Moodle 2.0 with the addition of a [[Development:Repository API|Repository API]] (which allows any external repository to be used as a source of files and data) and a [[Development:Portfolio API|Portfolio API]] (which will allow all users to capture things in Moodle and store them in any external repository of their choice).

Special-purpose repositories are a growing area, and it means institutions can keep their valuable data where they want to, even if they switch front-end systems like VLEs.

Most importantly, this will allow the development of e-Portfolios to explode, and these are something I think a lot of us really want to see as a very positive pedagogical enhancement.

===Community Hubs===

We want to improve the way teachers and users of Moodle communicate with each other, not only about e-learning and Moodle, but also in their subject areas. For example, imagine a Biology 101 teacher finding a "community" button in their course, taking them straight to a place where their peers are all discussing best practice for teaching Biology 101, sharing and browsing repositories of course materials and learning designs.

A major focus for Moodle 2.0 is the creation of networking between Moodles, allowing anyone to turn their Moodle site into a Moodle Community Hub. Login between Moodles will be transparent but secure and fully controlled by site administrators. The peer-to-peer nature of the design will allow all sorts of interesting scenarios to develop.

===Better interaction between tools===

Currently Moodle already sends an email as notification of a lot of different types of events, but it can be difficult to manage. By piping all the messaging from throughout the system via the Messaging module that we already have, users will have a much finer control over exactly what sorts of messages they want to see. We can also allow email to come back into Moodle.

Similarly, we'll be integrating the existing blogging much more tightly with the whole system, by adding "blog this" buttons everywhere that allow users to capture and comment on items of interest.

===Metadata and outcome statements===

Currently Moodle courses need to be manually connected to state learning standards. In many places of the world such reporting is mandatory, so it can take a lot of time.

Moodle 1.9 introduced a mechanism so that:

# admins can import a long list of outcome statements (as tags)
# teachers can relate a subset of these to their course
# teachers can connect each activity to an even smaller subset

This helps course design by providing teachers with a tool to ensure the requirements for the course are being met, while also providing much better reporting for admins and students on what has been achieved.

Moodle 2.0 will build on this with [[Development:Progress_tracking|Progress Tracking]] which allows these things to be guided by individual learning plans for each student.

===Role-playing and scenario simulations===

A popular and effective technique in face-to-face teaching is that of role-playing in scenarios, and this can be difficult to do online. You could imagine an Environmental Science course running a role-playing simulation where some students play the government, some as Greenpeace, some as industry for a particular scenario.

The plans for this have been around for a long time, but I hope it can be developed soon. It would be a module where people can be assigned roles within a simulated situation and appear to others anonymously in those roles, interacting in forums, wikis, and all the other tools in Moodle according to the rules of the simulation.

==What else would you like to see?==

I hope this has stimulated some thoughts about the sorts of things you would like to see in your ideal online learning environment. If so, please join in with the discussions on http://moodle.org and let's brainstorm them a bit. I hope we can come up with some new ideas to put in the [http://tracker.moodle.org Moodle Tracker], or at least some support or modifications for old ones.

[[Category:Pedagogy]]
[[fr:Pédagogie]][[es:Pedagogia]][[ru:Педагогика]]
[[de:Pädagogik]]

YouTube block

2009-02-17T00:23:48Z

Joergw:

[[Image:Youtube block.png|thumb|A Youtube block showing links to videos about dogs]]The Youtube block can only be added to a [[Tags]] page.

[[Category:Block]]

[[eu:Youtube_blokea]]
[[de:YouTube_%28Block%29]]

Site administration block

2009-02-17T00:23:15Z

Joergw:

{{Moodle 1.8}}
The site administration block is seen on the home page of the Moodle site by administrators. This block was reorganized in Moodle 1.7. The page index will guide you to the sub categories under each of the major headings.

==General Links==
[[Image:Block_Site_administration.JPG|frame|left|Site Administration block menu 1.8]]

*'''Links in Moodle Docs'''
**[[Notification page|Notifications]]
**[[Users]]
**[[Site_administration_block#Courses|Courses]]
**Location: [[Location settings]], [[Update timezones|Timezone]]
**[[Language]]
**[[Activity modules administration|Modules]]
**[[Security]]
**[[Site_administration_block#Appearance|Appearance]]
**[[Front Page]]
**[[Site_administration_block#Server|Server]] Proposed page [[Server links {administrator)]]
**[[Moodle Network|Networking]]
**[[Reports]]
**Miscellaneous: [[Experimental]] and [[XMLDB editor|Moodle global word editor
]]

==Notifications==
This links to a page with several purposes.

*[[Cron]] can be run from this page if it's not automated
*The site's [[Moodle version]], copyright, acknowledgments and GNU license information can be found here
*If a new version of Moodle has been loaded, notification can begin the install process
*There is a [[Moodle registration]] request and link

==Users==
[[Users]] page has a site admin block section
*[[Authentication]]
**[[Manage authentication]]
**[[Email-based self-registration]]
**[[Manual accounts]]
**[[No login]]

*Accounts
**[[Browse list of users]]
**Bulk user actions (add/send message,delete, display list, download)
**[[Edit profile|Add a new user]]
**[[Upload users]]
**User profile fields (create new fields for user profile)
**[[Enrolment plugins]] (was moved to Course folder in 1.8)
*Permissions
**[[Manage roles|Define roles]]
**[[Assign roles]]
**[[User policies]]

==Courses==
The site administration block under the courses folder has
*[[Add/edit courses]] link will also [[Add/edit course categories]]
*[[Enrolment plugins|Enrollment]] (settings page)
*[[Course request]]
*[[Backup settings]]

==Location==
*[[Location settings]]
*[[Update timezones]]

==Language==
*[[Language settings]]
*[[Language editing]]
*[[Language packs]]

==Modules==
*[[Activity modules administration|Activities]]
*[[Blocks administration|Blocks]]
*[[Filters]]

==Security==
*[[Site policies]]
*[[HTTP security]]
*[[Module security]]
*[[Notifications]]
*[[Anti-virus]]

==Appearance==
*Themes folder
**[[Themes|Theme selector]]
**[[Theme settings]]
*[[Calendar settings|Calendar]]
*[[Filter settings]]
*[[HTML editor]]
*[[Moodle Docs]]
*[[My Moodle]]
*[[Grades|Gradebook]]/Grades
*[[Course managers]]
*[[Sticky blocks]]

==Front Page==
[[Front Page]] is often administered as a type of course.
*[[Front Page settings]]
*[[Assign_roles#Locations_that_assign_roles|Front Page roles]] Assign roles page
*[[Course backup|Front Page backup]] Course backup page
*[[Restore|Front Page restore]] General Restore page
*[[Site files]]

==Server==
*[[System paths]]
*[[Email settings|Email]]
*[[Session handling]]
*[[RSS]]
*[[Debugging]]
*[[Statistics]]
*[[HTTP security|HTTP]]
*[[Maintenance mode]]
*[[Cleanup]]
*[[Environment]]
*[[PHP|PHP info]]
*[[Performance]]

==Networking==
*[[Moodle Network|Peers]] Moodle Network page
*[[Moodle Network|SSO Access Control]] Moodle Network page
*[[Enrolments]]
*[[Moodle Network|XML-RPC hosts]] Moodle Network page

==Reports==
*[[Course overview reports|Course overview]]
*[[Logs]]
*[[Development:Unit tests|Unit tests]]
*[[Statistics]]

==Miscellaneous==
*[[Experimental]]
*[[XMLDB editor]]

==See also==
[[Category: Administrator]]

[[fr:Bloc administration du site]]
[[de:Website-Administration_%28Block%29]]

Search forums block

2009-02-17T00:22:07Z

Joergw:

The Search Forum block allows you to search the course forums for a word or phrase. Type the word or phrase you want to find in the text field space.

[[Image:SearchBlock.jpg]]

For basic searching of one or more words anywhere in the texts, just type them separated by spaces. All words longer than two characters are used. If you want to use advanced search options you can either move to the Advanced Search page (clicking Advanced Search in the Search Forums block) or use

To force exact matching of a word, use the plus sign, and the minus sign if there are particular exact words you don't want included in the search. To search for a particular phrase, use double quotes around it. To search for texts by a particular user, prefix a word from their name with "user:". If you know the user id of a particular user, you can search for them like this. To search for a word within the subject or title of a text only, prefix the word with "subject:".

You can also use the [[Advanced forum search|advanced search options]].

[[Category:Search]]
[[Category:Block]]
[[Category:Forum]]

[[de:Suche_in_Foren_%28Block%29]]

Recent activity block

2009-02-17T00:18:43Z

Joergw:

[[Image:Recent activity.png|frame|Recent Activity block]]
The Recent Activity block lists course activity, such as updated resources and activities, forum posts and [[Assignment submissions|assignment submissions]], since the user last accessed the course.

The activity report filter and generator may be accessed via the [[Full report of recent activity]] link.

The setting ''assignment_showrecentsubmissions'' in the [[Assignment settings]] (accessed via ''Administration > Modules > Activities'') determines whether students can see other students' recent assignment submissions or not. Teachers can always see all recent submissions and students can always see their own recent submissions.

==See also==

*[http://www.moodletutorials.org/view_video.php?viewkey=8ab9159f51fd0297e236 Video showing different ways to monitor activity in Moodle]

[[Category:Block]]

[[fr:Bloc Activité récente]]
[[de:Neueste_Aktivit%C3%A4ten_%28Block%29]]

Network servers block

2009-02-17T00:18:16Z

Joergw:

{{stub}}
A site [[Administrator]] can add a [[Blocks_administration#Blocks_.28administrator.29_list|block]] from a list that is called "Network Servers".

[[Image:Block network servers.jpg|center]]

[[de:Netzwerk_Server_%28Block%29]]

Mentees block

2009-02-17T00:17:01Z

Joergw:

{{Moodle 1.8}}
The '''Mentees block''', from Moodle 1.8 onwards, may be added to the site front page or to [[My Moodle]]. It provides a mentor with quick access to their mentee(s) profile page(s).

==Adding the Mentees block==

To the site front page:
#On the site front page click "Turn editing on"
#Choose Mentees from the Add a block drop-down menu
#If required, give the Mentees block a title by following the block configuration/edit link

To My Moodle:
#Access My Moodle configuration via ''Administration > Appearance > [[Sticky blocks]]''
#Choose Mentees from the Add a block drop-down menu
#If required, give the Mentees block a title by following the block configuration/edit link

==Block visibility==

The Mentees block is visible only for users who are assigned a role in the user context with the capability [[Capabilities/moodle/user:viewdetails|moodle/user:viewdetails]] set to ''allow''.

==Example usage==

The [[Parent role]] is an example of a role which utilizes the Mentees block.

==See also==

*[[Roles]]
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=57812 Create a Parent of a student role] forum discussion

[[Category:Block]]

[[fr:Bloc participants suivis]]
[[ja:メンティーブロック]]
[[ru:Подопечные (блок)]]
[[de:Mentoren_%28Block%29]]

Courses block

2009-02-17T00:16:08Z

Joergw:

[[Image:CourseBlock.jpg|frame|My Courses block]]
The '''Courses''' block lists and allows navigation between all of the courses in which the logged in user is a participant (as tutor and/or student). The block title shows as "My courses" and allows one-click access to a course's home page.

There is a also the option to list ''All courses...'' available within the Moodle site. In 1.6 this will display a list of course types and a click on one of the types will reveal all the courses in that category. There is also a search all courses option on this page.

A brand new user to a Moodle site, who has not enrolled in any course, will see the block title as "Course Categories".

When a student enters an unassigned course using the course block, they will be asked to enroll.

==See also==

*[[Courses block configuration]]
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=92190 How to make users can only see their own courses?] forum discussion

[[Category:Block]]

[[de:Kurse_%28Block%29]]

Remote RSS Feeds block settings

2009-02-17T00:14:00Z

Joergw:

Location: Remote RSS Feeds settings link in ''Administration > Modules > Blocks''

This page defines the settings for remote RSS feeds. You can find on the internet on blog sites, newspapers etc. and they can be shown in a block on your Moodle course.

Three settings are available here:
* block_rss_client_num_entries - The default number of entries to show per feed shown in the block. This can be overridden when you actually set up a block in a course.
* block_rss_timeout - The time in minutes between a reread of the feed by Moodle. Since some feeds on busy sites can take long to load, it can slow down the load of your course page. Therefore it is wise to set this time rather high, so only every now and then a visitor of your course is the victim of the slow remote server. Time is in minutes here.
* block_rss_client_submitters - Who will be allowed to define new rss feeds? Defined feeds are available for any page on your site. The choice is administrators, teachers and administrators or everybody.

Adding more feeds can be done from an [[RSS feeds block]].

==See also==
* [[RSS feeds block]]

[[Category:Administrator]]
[[Category:RSS]]

[[de:Konfiguration_des_Blocks_%22RSS-Feeds%22]]

Online Users block settings

2009-02-17T00:13:30Z

Joergw:

The Online Users Block is configured from ''Administration -> Configuration -> Blocks''. Click on '''Settings''' to see the configuration page.

There is only one setting to change: '''block_online_users_timetosee''' which is the number of minutes after which users will not be displayed in the list. The default is 5 minutes. You may want to adjust this if the list of users displayed is too long or too short.

'''Note''': If separate groups are enabled in a course and this block is added onto the course page, only members of the group will be displayed in the list.

[[Category:Administrator]]
[[Category:Block]]

[[eu:On-line_erabiltzaileak_bloklearen_ezarpenak]]
[[fr:Configuration bloc utilisateurs en ligne]]
[[de:Konfiguration_des_Blocks_%22Online-Aktivit%C3%A4ten%22]]

Courses block settings

2009-02-17T00:12:46Z

Joergw:

Location: Courses settings link in ''Administration > Modules > Blocks''

There are two settings for the [[Courses block]]:
*block_course_list_adminview - This determines what administrators see in the block.
*block_course_list_hideallcourseslink - This enables you to hide the "All courses" link at the bottom of the block from everyone except administrators.

==See also==

*[[Courses block]]

[[Category:Administrator]]
[[Category:Block]]

[[fr:Configuration des blocs de cours]]
[[ja:コースブロック設定]]
[[de:Konfiguration_des_Blocks_%22Kurse%22]]

Flickr block

2009-02-17T00:09:00Z

Joergw:

[[Image:Flickr block.png|thumb|A Flickr block showing images of dogs]]The Flickr block can only be added to a [[Tags]] page.

[[Category:Block]]

[[eu:Flickr_blokea]]
[[de:Flickr_%28Block%29]]

Blocks FAQ

2009-02-17T00:08:25Z

Joergw:

{{stub}}==How do I set the default block layout for new courses?==

The default block layout can be set as "sticky" blocks via ''Administration > Appearance > [[Sticky blocks]]'' (in 1.6 to 1.8) or ''Administration > Modules > Blocks > [[Sticky blocks]]'' (in 1.9 onwards).

An alternative method is to edit ''config.php''. See [[Block layout]] for more details.

==How do I hide front page blocks from non-logged-in users?==

# Click the "Turn editing on" button at the top-right of the front page. (You need to be logged in as an administrator.)
# Access the assign roles page via the assign roles icon (a face and mask) in the header of the block to be hidden.
# Click the "Override permissions" tab.
# Select the guest role.
# Set the capability [[Capabilities/moodle/block:view|moodle/block:view]] to prevent.
# Click the "Save changes" button.

==See also==

*Using Moodle [http://moodle.org/mod/forum/view.php?id=2121 Blocks forum]

[[Category:Block]]
[[Category:FAQ]]

[[de:Bl%C3%B6cke_FAQ]]

Upcoming events block

2009-02-17T00:06:47Z

Joergw:

[[Image:UpcomingBlock4.jpg|right]]
The '''Upcoming Events''' block displays future events in a summarised list - the number of days in advance is determined as a global variable.

Events are generated directly from the calendar and/or activity deadlines, providing a link to full details or directly to the activity.

There are also links to ''Go to calendar...'' and add a ''New Event...''.

If you click on a date, you will go to the day-view calendar for that day. If the title of the event is a link, and you click on it, you will be taken to that event.

[[Category:Block]]

[[fr:Bloc Prochains événements]]
[[de:Bald_aktuell_%28Block%29]]

Managing blocks

2009-02-17T00:05:41Z

Joergw:

Location: ''Administration > Modules > Blocks > Manage Blocks''
[[Image:blocks admin.png|thumb|Blocks administration]]

The blocks administration page enables administrators to manage installed blocks and their settings.

==Hiding a block==

The hide/show column allows selected blocks to be hidden i.e. they do not appear in any course "Add a block" dropdown menu and cannot be used in any course. To hide a block, click the eye icon so that it changes to a closed eye.

To reduce the length of course "Add a block" dropdown menus, you should hide blocks which will not be used, such as global search (unless you have enabled the global search feature in ''Administration > Miscellaneous > Experimental''), mentees (unless you have added a [[Parent role|mentor role]]) and network servers (unless you are using [[Moodle Network|Moodle Networking]]).

==Instances==

The blocks page also lists the number of instance for each block. Clicking on a number results in the list of courses containing that block being displayed.

==Multiple blocks==

Some blocks, such as the HTML block, can be used more than once on a course page. You can choose whether or not to allow this by clicking the change link in the Multiple column.

==Block deletion==

Any block can be deleted using the link in the delete column. There is no reason for standard blocks to be deleted, however non-standard blocks may need to be deleted before upgrading.

Note: To delete a block completely, in addition to deleting it on the blocks page, you also need to remove/delete the actual block folder from the ''moodle/blocks'' folder, otherwise Moodle will reinstall it next time you access the site administration.

==Block settings==
A few blocks have additional settings, which can be accessed via the links in the settings column.

*[[Courses block settings]]
*[[Online Users block settings]]
*[[Remote RSS Feeds block settings]]

==Blocks (administrator) list==
In edit mode, a Moodle page can show a block which contains a list of blocks that are available to add in that context for a [[Roles and capabilities|role]]. There are special blocks only available to [[Administrator]].

Examples of context include a Site's front page or a Course's main page. [[Blocks (teacher)|Teacher blocks]] are available to administrators in their contextual pull down menus.

The list below only includes those blocks available to administrator. All of these are available on the frontpage, only Admin bookmarks and Network Servers are found on the course level.
{| border="0"
| |
{| border="2";"
|'''[[Activities block]]'''
|-
|'''[[Student projects/Admin page cleanup/Bookmarks|Admin bookmarks block]]'''
|-
|'''[[Courses block|Courses]]'''
|-
|'''[[Latest News block]]'''
|-
|'''[[Main menu block|Main menu]]'''
|-
|'''[[Network servers block|Network Servers]]'''
|-
|'''[[People block]]'''
|-
|'''[[Recent Activity block]]'''
|-
|}
| style="width:100px" |
|[[Image:Block add frontpage dropdown list admin 1 9.jpg|frame|left| Admin blocks for site frontpage 1.9]]
|}

==Contributed blocks==

In addition to using the blocks included in the standard download, other Moodlers have developed their own blocks which they share with the Moodle community. You can download these contributed blocks from the Moodle.org [http://moodle.org/mod/data/view.php?id=6009 Modules and plugins database].

Warning: Be aware that contributed blocks may have quality issues, may not work correctly, and may not work when you upgrade Moodle. You should test them thoroughly before using them and be prepared to uninstall them before upgrading.

==See also==

*[[Block layout]]
*[[Installing contributed modules or plugins]]

[[Category:Block]]

[[eu:Blokeak_%28Kudeatzailea%29]]
[[ja:ブロック管理 (管理者)]]
[[de:Administration_von_Bl%C3%B6cken]]

Remote RSS feeds block

2009-01-14T23:05:40Z

Joergw:

The '''RSS feeds''' block enables [[RSS]] feeds from external websites to be displayed within Moodle. As the information on the other site (for example, news headlines or recently added documents) is changed the block will update to show the latest information. One or more RSS feeds can be added to a course by selecting them from an existing list. Site and course home pages are common places to place an RSS feed block(s).

==Configuring RSS feeds block==

After adding an RSS feed block, select the edit icon on the Remote News Feed block. The default will open up the '''Configure this block''' tab.

;Display each link's description?
:Choose yes or no from the drop-down menu to determine whether the block will display a description of each article, or just the title of the article. Both the title and description are generated by the external feed.

;Max number of entries to show per block
:Determines how many articles will be displayed. The most recent will be displayed first.

;Choose the feeds to make available
:Check the box next to each feed you would displayed in this block. You can have more than one instance of the RSS feed block if you would like to break them up.

;Title
:Enter a title for the block. If you leave this blank a title will be taken from the RSS feeds, which can be confusing if there are multiple feeds in one block.

;Display a link?
:Each article headline should link to the full article, but you can also display a link to the original site where available.

;Show channel image?
:Some feeds supply an image or logo from the original site which you can choose to display when available.

==Add/Manage all RSS feeds ==
All the Moodle site's RSS feeds can be managed on the ''Manage all my feeds'' tab in the RSS News Feed edit menu. The site administrator may give other roles permission to use this tab. This tab creates a list of RSS feeds that can be selected for display in every course on the Moodle site.

Copy and paste (or type) the URL address of the RSS feed in the space provided. This the generating site's actual RSS page address. For example here is a Moodle RSS feed address : http://moodle.org/rss/file.php/1/1/forum/1/rss.xml

Adding a custom title will take the place of the one supplied by the generating site.There is a validation tool included to confirm the feed URL is accurate.

When checked, the Shared Feed checkbox makes the feed available (although not necessarily visible) to all courses on the Moodle site. This would be useful, for example, when a college has an urgent announcements feed that would be of interest to all students, regardless of the Moodle course in which they are enrolled. Leave unchecked if the feed is of interest only to a single course.

Click the ''Add'' button to submit the feed.

==See also==

*[http://www.youtube.com/watch?v=wiwSZNgXuzo RSS feeds and how to add them to your course video]

[[Category:RSS]]

[[fr:Bloc Fil RSS]]
[[de:RSS-Block]]

Activities block

2008-12-26T21:28:07Z

Joergw:

An activity is generally an interactive learning segment for a student in a course. The teacher adds activities by a pull down menu found in their course's sections when the edit mode is turned on.

The '''Activities''' block lists and allows navigation between the different activities available in your course ([[Forums]], [[Quizzes]], [[Assignments]], [[Lesson module]] and so forth). The activities list will grow as you add activities to your course. Therefore, the first time you enter your course, the only category that is listed is Forums. This is because one forum exists by default – the news forum.

Whenever you add a different activity or resource to your course, an icon will appear in this block representing the specific Moodle module. These icons will link to a list of all instances of that modules activity that appear throughout the course.

The activity block is on the left and the activity pulldown menu is on the right.

The two lists do not match because [[Hotpot module|Hot Potatoes Quizzes]] is a non-standard activity (great one but non standard). [[LAMS]] and [[SCORM]] require more set up than the demo.moodle can provide.

[[Image:ActivityBlock.jpg|left|Activity block]]
[[Image:Activity dropdown.JPG|center|Activity drop down menu]]
 
'''
== See also ==
'''
[[Category:Teacher]]
[[Category:Block]]

[[es:Actividades]]
[[eu:Jarduerak]]
[[fr:Bloc activités]]
[[pl:Blok działalności]]
[[de:Aktivit%C3%A4ten_%28Block%29]]

Lesson FAQ

2008-12-25T00:44:56Z

Joergw:

{{Lessons}}
==Import PowerPoint does not work==
"No data" or some other error shows up. Please read [[Import PowerPoint]]. Most common causes:
#Complicated PowerPoint. Too many images, text boxes or fancy features.
#Wrong version of PowerPoint
#Site error - try the tested zip file at [http://tracker.moodle.org/browse/MDL-15755 Tracker.Moodle.org]

==What is the difference between a Branch and a Branch Table?==
A '''Branch Table''' is like a Question page. However, a branch table can not be scored and a teacher can not give a response. Both pages have a content area, offer a student choices and these can lead to other pages (jumps).

Many Moodlers call a series of pages in their lesson "'''a branch'''". Usually the student will enter the series by jumping from a page that is not directly before the "branch". Thus, a student will "branch" off the lesson path from a missed question and visit a series of pages for review before they are returned to the main lesson path again.

Some Moodlers think of a Branch Table as an index page. Where each choice sends the student off on a branch. At the end of the series of pages (maybe just one), the student is sent back to the starting branch table. This process is sometimes called a classic branch.

Confused yet? :) Maybe [[Branch structures]] will help.

==Multiple Choice and Multianswer issues==
When I check the multianswer box in a multiple choice question, it does not work. It makes random jumps and does not put the teacher's response with the students choice.

*In a Lesson module [[Lesson_module#Multiple_choice|multianswer question]], all the correct choices must have the same jump and teacher response. All the wrong choices must also have the same jump and teacher response.

==Are there some examples of Lessons I can see?==
[[Lesson samples]] is one place to look

==The lesson was completed but it does not record it==
Every lesson must have one question.
*Tip: There are lots of creative ways to put in a question, such as setting a multiple choice question so that all answers are correct and the answers act like a branch table. Or put in content and then award 1 point for "next page" as the answer, do not include the score in grades.

==How to add sound to a lesson page==
There are some detailed instructions and options on linking to sound files. *[[MP3_player#Inserting_sounds_into_questions|Here is the best place to look]].
*[[Audio in Moodle]] has an overview and tool recommendations.

==Can I turn off the answer shuffle in a lesson?==
In short, no. Turning off the page and answer shuffle are Quiz options, but neither is found in Lesson. A minor hack to the Lesson code is possible but that would impact the entire Moodle site.
*''TIP:'' If you don't need to score students answers in a question, then consider using a branch table instead of a Multiple Choice or a True/False question.

==See also==

* Using Moodle [http://moodle.org/mod/forum/view.php?f=333 Lesson module forum]

[[Category:FAQ]]
[[de:Lektion_FAQ]]

Lesson reports

2008-12-24T23:52:48Z

Joergw:

{{Lessons}}
This page is about the Lesson Report tab that is available to a teacher.

*A teacher in edit mode can click on the "Reports" tab in a lesson.
*Lesson reports can also be reached from [[Grades]] in the course administration menu by clicking on the Lesson name in the column title. Note: the lesson can not be a practice lesson and have a grade to appear in a grades report.
*Student activity (sometimes called logs) of page views can be seen in the [[Reports|report]] menu.

==Lesson report tab==
The Lesson Reports tab has an "Overview" (default) and a "Detailed statistics" screen links. The reports show student scores and grades for an individual lesson.
[[Image:Lesson_Tabs_Report18.JPG|center]]

===Overview===
This screen has two sections.

*'''The top section''' shows all student attempts. By clicking on the specific attempt, the teacher can view the student's answers to specific questions. It is also possible to delete a student attempt by checking the attempt and using the pull down menu to change "Choose" to "Delete".
[[Image:Lesson Report Overview19 1.jpg|center|thumb|Example of Overview, click to expand]]
Note: the "See all course grades" link that goes to the course [[Grades|grade report]].

*'''The lower section''' shows lesson statistics of the: Average score, Average time, High score, Low score, High time, Low time.
[[Image:Lesson Report Stats19.jpg|center|thumb|Example of Overview, click to expand]]

===Detailed statistics===
This view shows every page and the choices offered to a student. It tells the teacher what percentage of the class selected each answer on a question page. While the report is available by clicking on a student's individual attempt,it is different than a quiz report. The Lesson detailed report will give the raw score (for example, 11/13) of a student.

The detailed report shows each page's choice buttons and where the button will jump. Note that it does not tell the teacher what percentage of students selected a branch table choice.

:''TIP:'' The detailed report will not show how the individual student answered each question. This tool is located in the overview tab.

[[Image:Lesson Report questiondetail19.jpg|thumb|center|Example of Detail statistics of a question page]]

==Grades in lesson==
For a lesson to be graded, it must have at least one question where a student can receive a [[Lesson score|score]] and the lesson can not be a practice lesson. Grades are calculated when the student has completed a lesson. Grades are kept for every student attempt.

==Tips and Tricks==
*It is possible to change a grade using the [[Grades]] report in the administrative block by using the "turn editing on" button. The "See all course grades" link on the Lesson>Report>Overview menu will take the teacher to the Grades report screen.

==See also ==
*[[Lesson_module#Grading]] for more help on grading
*[[Lesson score]]

[[Category:Teacher]]
[[Category:Lesson]]

[[de:Lektionen-Berichte]]

Lesson clusters

2008-12-24T23:52:23Z

Joergw:

{{Lessons}}

'''Clusters''' are special navigational sections in a [[Lesson_module]]. A "cluster" is a group of pages. It is formed by placing a "cluster" page at the start of the group and an "end cluster" page after the last page in the group. Clusters can be considered an advanced feature of Lesson.

:'''''Note:''' If you are a Moodle [[Administrator documentation|administrator]] looking for information on using multiple machines in a '''server cluster''' see the [[Performance]] page instead.''

== What are clusters? ==

The typical cluster group (or series of pages) contains question pages and we will focus our attention on this kind of cluster. It is a good practice to first add most of the branch and question pages in a lesson, then consider where to place the special navigation pages that define a cluster.

Consider a series of question pages: Q1, Q2, Q3, Q4, Q5, Q6, Q7, Q8. This represents 8 questions in a Lesson.

A cluster is started in the logical order with a cluster page. Clusters should be completed with an End of Cluster page for best results (otherwise they treat the End of Lesson as the End of Cluster).

The teacher might put some of them in a cluster, where C1 is the first "cluster" page and EC1 is the first "end cluster" page in the lesson.
*Q1, '''C1''', Q2, Q3, Q4, Q5, Q6, Q7, '''EC1''', Q8.

A cluster represents a set of pages from which one or more may be randomly chosen. Questions within a cluster are randomly selected by choosing "Random Question within a Cluster" as the jump in the "Start Cluster" page. Questions within a cluster may either link to the End of Cluster to exit the cluster, or jump to any other page in the lesson. They may also jump to an unseen question within the cluster but most commonly are directed back to the "Start Cluster" page.

==Sub-Clusters==

Clusters can contain sub-clusters by using Branch Tables and End of Branches. To implement this advanced feature, set up a cluster as normal with a Cluster page followed by question pages (with the jumps set up the same as above) and ended with an End of Cluster page.
* Q1, '''C1''', Q2, Q3, Q4, Q5, Q6, Q7, '''EC1''', Q8
To set up a sub-cluster, wrap a group of questions with a Branch Table and an End of Branch.
* Q1, '''C1''', Q2, Q3, '''B1''', Q4, Q5, Q6, '''EB1''', Q7, '''EC1''', Q8
Neither the content nor the jumps of the Branch Table and the End of Branch are seen by the student. Rather the two pages act as markers for the sub-cluster within the main cluster. When the student attempts the lesson, only one random question page within the sub-cluster will be displayed to the student.

==When to use a cluster?==
A cluster is used when the teacher wants a series of questions in a lesson to appear in a different random order for each student.

In the example: Q1, Q2, C1, Q3, Q4, Q5, EC1, Q6, Q7, Q8, when the student reaches C1, the teacher might set the jump to "go to an unseen question in the cluster". When a jump in Q3, Q4 and Q5 is set to go back to C1, the student will see a "new" question in the cluster. When the student has seen all the questions in the cluster, they will be sent to EC1. The student will never see EC1, just be redirected by the jump in EC1.

Any or all of the question answers inside a cluster, could exit the student from the cluster. For example, specific jumps in Q3, Q4 and Q5 could be set to Q6, thus the student would pass over EC1 and leave the cluster.

==Tips and tricks==
Remember clusters have their own adaptive logic. It is always a good idea to test a cluster when logged in as a student. New users of a cluster, might do well to create a simple lesson so they understand how clusters work when applied in a more complex adaptive lesson.

:''TIP:'' Setting an answer's jump to "Unseen question" may cause problems. For example, when a student has seen all the questions and is allowed to re-enter the cluster in the same lesson attempt. Clusters are an advanced feature and should be checked in a student role.

:''TIP:'' Looking for a page that redirects without the student seeing it? Alison Schubert discovered the start and end cluster pages are not seen by the student. The teacher can insert an "End of cluster" page in the edit order with a jump. This will automatically redirect a student to another page without the usual continue button.

==See also==
*[[Branch structures]]
[[Category:Teacher]]
[[Category:Lesson]]

[[fr:Groupes de questions]]
[[de:Cluster]]

Adding a question page

2008-12-24T23:51:53Z

Joergw:

{{Lessons}}

There are several ways to add a question to a Lesson. This page will show ways of adding a question when in edit mode.
==Insert question page==
In Moodle 1.7 and later there is now a collapsed view under edit. Use the Action "Add a page" pulldown to the right and select "Question".
[[Image:Lesson Tabs Collapsed short-1 7.JPG|thumb|center|500px|Moodle 1.7 Edit in Collapsed]]

Or under the Expanded view (previously called "All pages view"), above each existing page you will see a link '''Add a Question Page here,''' similar to below.
[[Image:Lesson_insert_page_types_circle1.GIF|frame|Insert page types]]

This link will insert a question page for you in that spot. Don't worry you can move it later like any other page.

===Importing questions===
It is possible to insert one or more questions from a file by using the [[Import questions]] link in the expanded edit tab. Between each question the teacher will see something like the "Insert page type" links shown above.

==Select question type==

'''Before you type in any information, you should decide about the kind of question which will end your question page.''' The default type is multiple choice. You can easily change that to any of the following: True/ False, Short Answer, Numerical, Matching or Essay question. To find out more about question types available in the lesson, [[Lesson_module#Types_of_questions_available_within_a_lesson|go here in MoodleDocs]] or on the help button near the top of the screen next to "Question Types" for a quick review.
[[Image:Question_type_tabs.GIF]]

==Elements of question page==
A lesson question page has blocks for [[Lesson_Pages#Title_.26_Content|title, content]], [[Lesson_Pages#Answer|answers]], [[Lesson_Pages#Responses_in_Questions|responses]] and [[Jumps|jumps]]. Depending up the [[Adding/editing a lesson|lesson settings]], each answer maybe assigned a [[Adding/editing_a_lesson#Custom_Scoring|specific score]]. Each question type has a slightly different look. In general you will give your question a title, add something to the content (the question), supply answer(s), perhaps a response to an answer and the jump the student will take depending up their answer.

The content and answer blocks have the [[Page content|HTML toolbar]] available

Remember to click on '''Add a Question Page''' to save your page.

== How to add a picture as an answer ==
Moodle is little quirky ( for programming reasons) in inserting pictures into answers.
#Insert your question into the lesson. Remember the page title (important step for bald guys),
##Maybe type in your question,
##Save the question with the Add question button at the bottom, then the "continue" link
#Find the question you just saved,
##Edit the question. Now you will see a place to check "Use Editor" next to each of the answers and responses,
##Check off the boxes you want, There is a help icon which will describe this process,
##Click on redisplay at the bottom. You should see the html editor tool bar above the responces you checked off,
##Insert your picture using the editor,
##Save your work by clicking of add question button at bottom.

There is a help icon which will describe this editing tool.

== See Also ==
*[[Lesson score]] methods for scoring a lesson
*This MoodleDoc section gives more detail about [https://docs.moodle.org/en/Lesson#Types_of_questions_available_within_a_lesson Types of questions available in a Lesson].
*[[Effective_quiz_practices]] offers some good advice about designing questions and "security and cheating".
*In version 1.6, it is possible to import questions from the [[Question bank]], a feature of the Quiz module. The teacher first exports questions from the question bank in a GIFT file, then use Import Questions in the expanded edit mode in Lesson.
*[[MP3_player#Inserting_sounds_into_questions|Adding sound to a question]] is written for Quiz but it will work in a Lesson question.

[[Category:Teacher]]
[[Category:Lesson]]

[[de:Frageseite_einf%C3%BCgen]]

Adding a branch table

2008-12-24T23:51:26Z

Joergw:

{{Lessons}}
A Branch Table is one of two content page types in a Lesson. Sometimes they are referred to as a Branch page. A branch is a series of pages.

== Branch Tables and branches in a nutshell ==
# Branch Tables are simply pages which have a set of links to other pages in the lesson. Typically a lesson may start with a Branch Table which acts as a table of contents.
# Each link in a Branch Table has two components, a "jump" and a "description" that the student sees as a button.
# A Branch Table can effectively divide the lesson into a number of branches (or sections). Each branch can contain a number of pages (probably all related to the same topic). The end of a branch is usually marked by an End of Branch page. This is a special page which, by default, returns the student back to the preceding Branch Table. As with any page, the "return" jump in an End of Branch page can be changed, by editing the page. In some versions, using a "This page" jump in an End of Branch, will send the student to the first page in the lesson.
# Branches can be nested within each other. For example, a lesson might usefully be structured so that specialist points are sub-branches within the main subject branches. Working on nested sub branches can get complicated without a plan.
# Branch Tables can also be used to hold content in the lesson as a simple page. As such they are really non-graded content pages. With no description, their jump-link will automatically go to the next page if that is the default in the lesson setting.

== Title ==
The title in a branch table is similar to other pages but has some special uses. The title is the identifier in collapse edit mode and appears on the pulldown jumpto list. The title in a branch table is also used with the "display left menu" setting.

== Content==
The content area in a branch table is typical of most informational areas used in Moodle. It has the standard Moodle [[HTML editor]].

==Description==
A branch table description appears to the student as a button. The button width fits the text and the height is fixed. The student selects the button which is associated with a jump. These buttons may be arranged vertically or horizontally. Vertical buttons are centered. Horizon buttons appear in a row, and a second row will appear if needed. The arrangement of buttons is the only thing a teacher can change and this is done in the Lesson settings.

:''TIP:'' The "Description" box does not work like the "Answer" box in a question, no mater what it looks like. The "use editor" check box is there and the familiar HTML editor will appear. They do not work. For example, you will see the text in a description field in bold, but the student will not see it.

*The "[[Adding/editing_a_lesson#The_Maximum_Number_of_Answers_.2F_Branches_in_a_Lesson|Maximum number of answers/branches]]" in Lesson settings ("Update this Lesson" button) determines how many blank descriptions the teacher will see in edit mode.

== The Jump link ==

Each Description in a Branch Table has a Jump associated with it. When a Description button is chosen, the student is sent to the page defined in the Jump associated with the button. The jump can direct a student to a relative or absolute page. In edit mode the teacher can see all the possible jumps by a pull down menu. The most common Relative links are "This page" and "Next page". "This page" means that the student sees the current page again. "Next page" shows the page which follows in the logical order of pages. An absolute page link is specified by choosing a page's title.

Note that when a page is moved, its relative (for example, "Next page") Jump link will show the student a different page than before. Whereas a Jump link that uses an absolute (For example, a page title) always show the same page after the page has been moved.

===Special Jumps===

====Unseen Question within a branch====

This will link to a randomly chosen unseen (by the student in this attempt) question between this Branch Table and the End of the Lesson or the next End of Branch.

====Random Question within a branch====

This will link to a randomly chosen question between the current Branch Table and the End of Lesson or the next End of Branch. If the student has already seen the question and attempts are greater than 1, they will get another chance to earn the point(s) for that question. If attempts are set to 1, the question will be skipped and another random question shown.

====Random Branch Table====

This will jump to a random Branch Table between the current Branch Table and the End of Lesson or the next End of Branch.

== Creating a branch structure in a lesson ==
It is best to create a branching structure in a lesson after you have created content pages in your lesson in some sort of logical order. Here is a simple example of creating branches that students can navigate to from a page at the start of a lesson.

Go to All-Pages View or Expanded View of your lesson. Above each page of your lesson you will see a link: Add a Branch Table. Decide where you want to create a branch table and click on the Add Branch Table link. You will need to specify the name of your Branch Table (for example: Contents) and then write a few words introducing the topic/ topics covered in your branches.

Next, enter the name of each button link in the description and the page to which each button link will jump. This jump should be the start of each navigational branch section. As a best practice, add a button for End of Lesson in at least this branch table so the student can exit.

Finally you will insert End of Branch pages where each navigational branch section ends. All the jumps your End of Branch pages should be set to the Content page we created in this example.

== See Also ==
*[http://moodle.org/help.php?file=index.html Index of Help Files] - Very Useful
[[Lesson_Pages#Branch_.28Branch_Table.29-_Choice_Pages]]

For more Lesson topics click on Lesson or the Teacher links below
[[Category:Teacher]]
[[Category:Lesson]]

[[fr:Ajouter une table de branchement]]
[[de:Verzweigungsseite_einf%C3%BCgen]]

Using Lesson

2008-12-24T23:50:19Z

Joergw:

{{Lessons}}
In an existing lesson, there are 2 basic lesson views types for a teacher: preview and edit. There are several variations of these views which depend upon the needs of the teacher and the version of Moodle. A lesson must have at least one page before it can be viewed. This page will not cover [[Grades]] in the course administration block, that will give a teacher another view of how students did in the lesson.

== When the lesson already has content ==

There are three main ways in which the teacher can view a lesson after the first page(s) has been added:
* Navigation view - Preview tab
* Expanded - Edit tab
* Collapsed - Edit tab

Navigational tabs for the teacher were added in Moodle 1.6 . The views can be selected by clicking on a tab.

[[Image:Lesson_Tabs_Expanded_short-1_6.JPG]]

=== Expanded Edit View ===
In the expanded view, the teacher sees the pages in the edit order. There is the page title, an edit or action bar, a view of the page content, and more information about the jumps.
[[Image:Lesson Edit Expanded 1 9.JPG|center]]
The action bar next to the page title, allows the teacher to move, edit, preview or delete the page.

Here is a detail showing a single branch page.
[[Image:Lesson Edit Expanded single page.JPG|thumb|center|500px]]

Notice the blue links that repeat at the top bottom for page insertions. These separate every page in the expanded view.
[[Image:Lesson_insert_page_types_circle1.GIF]]

===Tree or collapsed view===
[[Image:Lesson Edit Collapsed 1 9.JPG|center]]

In the collapsed view, the teacher sees the pages in edit order, with the page title, type of question and where the jumps will take the student. It also has some edit-action functions to the right. In either the collapsed or expanded edit view, the pages are presented what is called the edit (logical) order.

[[Image:Lesson Edit Collapsed edit functions.JPG|center]]

These action functions allow the teacher to move, edit, preview, delete or add a page type (pull down menu).

====Older versions====
In version 1.5, there is a lesson setting under "other" called tree view. In version 1.6 this is located under the edit on the collapsed tab.
[[Image:Lesson_collapsed_view_logical_order.JPG|center]]

These views show the teacher the structure of the lesson in what is called the [[Edit page order (Lesson)|edit order]]. It shows the page titles and uses colors to show different types of pages. There are icons to edit, move and delete the pages.
In 1.8, this view also shows the jumps associated with branch tables

===Preview or Navigation order ===
There are several ways a teacher can see how a lesson's [[Navigation Page Order|navigation order]] "works" from a student's perspective. Remember that jumps make the Lesson module adaptive or individualize based upon a student's choices. Preview tab is a way to view some of the adaptive nature of compiled lesson. The Preview tab will start the lesson at the first page in the edit order. While there are exceptions, the lesson will then appear in the navigational order seen by students when they make a choice.

Another way to view the lesson is to click on the preview icon which is part of the action bar which is next to every page in the edit mode. This will start the lesson at that page.

:''TIP:'' navigation view will often depend upon the choices the student makes. In lessons with more complicated structures, each student maybe presented with a different navigation view.

:''TIP:'' If, in the lesson settings, the teacher has chosen to '''display the left menu''', the student will see that menu on the left hand side. This menu is visible only when teacher is in the navigation view. The teacher sees if currently using the All pages view or the Tree view.

====Older ways to check navigational order====

In Version 1.5 and earlier there are two ways to preview this as a teacher. One is to use the Check Navigation link, located at the start and end of the lesson in 'all pages view'. The Check Navigation link starts the lesson at the first page, the way a student would see the lesson initially. In Version 1.6 this tool is placed on a tab and is called Preview. Another way to see how things works is to use the individual page preview buttons labeled as "Check Question" or "Check Branch". The Check Question or Branch buttons "launches" the lesson at that page.
== When the lesson has no content ==
When adding a new lesson activity to a course, Moodle will first ask the creator to decide on the settings of the lesson (see [[Adding/editing a lesson]]). Next Moodle will ask how you want to start editing your lesson. When in doubt, start by adding either a question page or branch table from the menu shown below.

[[Image:Lesson initial page add 1.9.JPG]]

:''TIP:'' It is a good idea to first create the majority of a lesson's pages with content and/or questions with either branch or question pages. And then if desired, add [[Jumps|jumps]] to those pages and then add [[Lesson_Pages#Navigation_Pages|navigational pages]] that create [[Lesson_Pages#Branches_and_clusters|classic branches or clusters]]''.

[[Category:Teacher]]
[[Category:Lesson]]

[[fr:Afficher une leçon]]
[[de:Lektion_ansehen]]

Lesson Pages

2008-12-24T23:49:43Z

Joergw:

{{Lessons}}

The intent of this page is to give a slightly different context for teachers concerning lesson pages. Teachers can add 10 different types of pages to a Lesson. 6 basic question types and a content page called a Branch Table. There are 3 navigation "pages" called Cluster, End of Cluster, and End of Branch which give special attributes to a series of pages. Students will only see Question and Branch Table page types.

== Overview Lesson Pages ==
{{Moodle 1.8}}
There are two basic types of Lesson pages: Choice and Navigation. Most pages offer the student choices, "question pages" (related to [[Quizzes]]) are the most common. Moodle calls another type of choice page a "branch table". Navigation pages create additional robust features that impact a student's choices and might be considered more advanced features. "End of Branch", "Cluster" and "End Cluster" are the Navigational pages seen by the teacher but can not be seen by the student.

This article will cover the generic format for these types. We will focus upon the Choice pages format as seen by the teacher in edit mode. A Question page has all the elements of a Branch Table, plus a few more features.

*Choice pages could also be called a: View page, Student page, Seen page. Generally we will refer to the specific page type.
*Navigation pages are not seen by the student.

===Branches and clusters===
A teacher may think of a single lesson as being made up of a series of ideas. For example, a lesson of 40 pages might have 4 different parts to it, or it might have 1 part. When more than 1, these parts are generally referred to as branches or [[Clusters|clusters]]. These parts are a series of pages in the logical order. In their simplest form, they do not overlap one another in the lesson.

The term branch can be confusing. For the sake of discussion, there are two types. The ordered branch sends the student to specific page every time. For example a Branch Table can be used as a Table of Contents and its links/jumps go to specific pages in the Lesson. The classic branch uses the more advanced navigation page called "End of Branch". The classic branch offers the teacher a way to randomize what the student sees next in a series of pages.

A "cluster" is a group of pages, similar to a classic branch and could also be considered an advanced feature. For example, either a cluster or classic branch might be used for a mini quiz to reinforce other lesson segments. A cluster group starts with a "cluster" page and ends with a "end cluster" page.

== Branch (Branch Table)- Choice Pages ==
Branch (we will simply call it Branch) pages have content and buttons at the bottom that students can select. Branch pages can serve as neutral content pages that don't count as a question page in grade or lesson completion calculations.

The basic parts of a Branch page are: Page Title, Page Content, Description(#) and Jump(#). In the edit mode there is an edit toolbar filled with icons directly below the Page Title. At the bottom of the edit mode screen are buttons to redisplay, save or cancel. Small yellow buttons with question marks are help links.

The number of choices (descriptions or answers) can be changed in edit mode as needed by the "Updating the Lesson" button in edit mode. The Maximum number of answers/branches default is 4, but can range from 2 to 20. Teachers may discover that they can not edit a 10 answer question they created, because they changed the lesson setting back to a smaller number.

[[Image:Lesson_branch_edit_expanded1.GIF]]

==== Page Title ====
In general, the Page Title is used to locate the page. For example, it can be used in jumps or seen in edit modes by the teacher. The title can also be seen by the student in any choice page.

==== Page Content ====
Page Content is where material is going to be presented to the student. [[Page content]] offers a [[HTML editor|tool bar]] with basic formatting icons. Perhaps the simplest form of content is text. Moodle also allows insertion of pictures of various types, links to documents or webpages. Not to mention blank tables, emoticons, and special text characters. And for the brave and HTML savvy, there is a toggle that switches between HTML code and WYSIWYG (what you see it what you get) which allows the teacher to use tags to embed audio or Quicktime video.

In other pages you will read that Branch pages can serve as an initial Table of Contents. You will read more about that in Descriptions and Jumps below.

==== Descriptions ====
Descriptions are the choices the student must make. In a branch page these show up as buttons below the page. They can be arranged vertically or horizontally in any branch page. While you can turn on the HTML editor, you will not be able to insert a picture in a button description or make the text bold.

Leaving description 1 blank, will automatically give the student one choice: "continue" with the flow set to next page. This is a Moodle default setting.

==== Jumps in General====
[[Jumps]] determine what happens after a student makes a choice.

Jumps can be divided into two types - Relative Jumps and Absolute Jumps. The default navigation using the relative jumps is Next Page and This Page. The destination of the Next Page jump is the next page in the logical order of the lesson. Absolute jumps specify the actual page to show next by specifying of the page's Title.

There is a pull down menu which lists the relative jumps like "next page", "this page" "previous page" and some special navigation pages we will discuss later. There will probably be many absolute page jumps listed in a nearly completed lesson. The teacher selects the page listed in the pull down menu that the student will jump to after their choice, and after seeing the response. See [[Jumps]] for more details.

== Questions - Choice Pages ==
Question pages have content and something for the student to answer or select. There can be a specific text responce for each specific answer. Question pages can be scored/graded [[Lesson_module#Grading|(see lesson grading)]] in several ways. These last two features make them different from Branch pages.

There are many [[Lesson_module#Types_of_questions_available_within_a_lesson|types of questions]] the teacher can select. The help button next to Question type gives a good description of each. In Version 1.6, the question types are on tabs. Be sure to select the question type before starting your question or you could lose your work when you try to change it later.
:''TIP:'' Often you can start a question, save it, then change it's type without losing your content section. 
[[Image:Question_multiplechoice_expanded_med.gif| question in expanded lesson view ]]

==== Title & Content ====
The title and content sections are the same as for a branch page. Again, the page title can be important, don't give away the answer!

In some learning situations, the teacher will put lesson material in the [[Page content| page content]]. At the bottom of the content section, they put the question the student must answer. In other lessons, the question will be the content.

==== Answer ====
Answers are the choices the student must make. In a question, these can take different forms and show up below the content section page. Each of the question types has its own type of answer. The help button next to Answer offers a good description of each type. The most common is mutiple choice. We will use this type in our examples.

The order of the answers will appear to be random to the students. In other words, two students looking at the same question, will see the answers in a different order. Unlike a Quiz, there is no Lesson setting to turn off the "shuffle".

When form permits, a good practice is to always enter the correct answer(s) first. Moodle does not like skipped answers.

There is also the ability to use all the content editing tools in each of the answers. For example, one answer could be a picture, another text. Normally it is turned off, but checking the box and pressing the redisplay button at the bottom of the page in edit mode, will turn it on.

The default answer for a question with all blank answers is "continue".

====Responses in Questions====
{{Moodle 1.7}}
Every question can have a default or teacher designed response for an answer. Different types of questions use the response field differently. Version 1.7 has a Lesson setting that can turn off the [[Adding/editing_a_lesson#Display_default_feedback|default response]].

Each answer can have a unique response in a multiple choice, short answer, numeric question. There can only be a correct and wrong answer response for multianswer and matching question types. Teachers can create individualized responses when they grade essay questions.

'''If you want a student to be taken directly from one question to the next irrespective of their answer being correct or incorrect:''' in the Lesson Settings, set [[Adding/editing_a_lesson#The_Maximum_Number_of_Attempts_.28by_a_Student.29|Maximum number of attempts:]] to "1" and in Version 1.7 [[Adding/editing_a_lesson#Display_default_feedback|Display default feedback]] to "no".

*In earlier versions without the display feedback option, a default response message will still be displayed to the student upon answering each question. Of course you can always enter your own response for every or any answer. However if you want no visible message displayed after the answer, then make sure your enter the special character called a non-breaking space as response in text mode. You will type this in text mode: &nbsp; (Ampersand nbsp semicolon).

*This task is a little easier for those who import questions, just enter the &nbsp; as the response and you will achieve the desired effect in the Lesson.

==== Jumps in Questions ====
Jumps determine what happens after a student makes a choice. See [[Jumps]] for more details. Their use is the same as a Branch page jump. Make sure you check lesson settings and flow control to see what will happen if you don't put in an answer or jump for a correct answer.

Usually the presentation mode default for a question with all blank answers is "Next Page". The default for Correct answer is "Next Page. For a wrong answer the default is "This Page." See [[Lesson_module#The_Flash_card_lesson| Lesson Flash Card]] for lesson setting that create a different random navigational order for the student.

Each answer can have a unique jump in a multiple choice,short answer and numeric questions and true/false question types. There can only be a correct and wrong answer jumps for multianswer and matching question types.

==== Score ====
The score is used with "custom scoring". It serves as the basis for grading each specific answer. It can be a positive or negative number. The default is 1 for a correct answer and 0 for a wrong answer. It is possible to use other scoring methods which ignore this value. See - link- for a better description of grading and scoring a lesson.

==== Other ====
There are several buttons at the bottom. Save and Cancel should explain themselves. Redisplay is used after the "use HTML Editor" box is checked on the answer.

= Navigation Pages =
There are 3 navigational pages which can be added by the teacher. These provide special special effects and are discussed elsewhere in MoodleDocs. They are not seen by the students and are only used by the teacher.

==Cluster Pages - Start and End ==
Clusters are a series of question or branch pages used by relative jumps for special effects. For example, the teacher can send a student to a question they have not seen before. "A cluster" is defined by the pages that appear between the Start Cluster page and End Cluster page in the logical order. Typically, the pages in "a cluster" are question pages. The page content for a Start and End Cluster are not visible to the student. Using an End Cluster page by itself can act as a hidden redirect page from the students perspective.

See also the MoodleDoc page on [[Clusters]].

==End of Branch Page ==
Inserting an "End of Branch" page creates some new relative jumps for the teacher to use in a series of Lesson pages. These relative jumps are "Random Branch", "Unseen question within a branch" and "Random question within a branch". The series is defined by a Branch Table and an End of Branch page that follows it someplace in the logical order. Usually the single jump in the End of Branch links to the start of the series.

If Lesson expects to find an End of Branch and does not, then it will use all the pages in the logical order to the end of the Lesson.

Please note that Branch Table pages do not require an End of Branch page. See also [[Adding_a_branch_table| adding branch tables]].

==End of Lesson Page==
This relative page is created by the Lesson Module. It is called "End of Lesson" in a list of page jumps. It is seen by the student when they finish the lesson. An example appears below. This is also the page where a button linking to the next activity will appear.

[[Image:Lesson End of Lesson1.JPG|center|thumb|200px|Example End of Lesson]]

= Tips & Suggestions =
*Planning is important, in presenting a classroom lesson or in Moodle lesson. We suggest to check your work from the students perspective available in Moodle. There are several ways to do this [[Viewing_a_lesson]]. For those new to Moodle, we strongly suggest to learn the way you teach. Start simple and build upon your successes.
*Looking for title page, a static page, description page or page that just holds information? Use a Branch table page and only add content. Or use a Multiple Choice question page and only add content. Lesson will automatically place a continue button at the bottom of the page when the student views it.
*Continue button. Some sites like to modify this button. It is possible to change the word "Continue" to another word by [[Language editing|editing the local language]]. However it will take an [http://moodle.org/mod/forum/discuss.php?d=52338#p449760 adjustment in the code] to change the speed of the automatic advance past the continue or to visually skip it.

= See Also =
*[[Jumps]] More details
*[[Lesson_module]]
*[http://moodle.org/mod/lesson/view.php?id=2321 Demo Lesson] - One demonstration of a Moodle Course, all about Moodle of course
*[http://download.moodle.org/docs/using_moodle/ch10_lessons.pdf Using Moodle Chapter 10: Lessons] - a PDF document which could be a little outdated but still useful
*[https://docs.moodle.org/en/Adding_a_question_page Adding a question page]
*[http://moodle.org/help.php?file=index.html Index of Help Files] - Very Useful, organized by grouping topics with similar uses. For example "Reading and Writing" contains text formatting.

[[Category:Teacher]]
[[Category:Lesson]]

[[fr:Pages d'une leçon]]
[[de:Lektionsseiten]]

Lesson settings

2008-12-05T03:50:53Z

Joergw:

{{Lessons}}
This page is about lesson settings (update this lesson) that can be changed by the teacher when they view the lesson in edit mode. There are excellent help files once Lesson settings window has been open. After selecting lesson with the "Add activity" pull down menu, Moodle will first show the lesson settings page. At any point in the design or compilation of the lesson, it is possible (almost desirable in some cases) to edit the lesson settings by using the "Update the Lesson" button.

After reviewing the lesson settings and saving them, you(the teacher) will jump back to the page list with its insert, edit, move or delete potentials.

There is some difference between Moodle 1.5 and 1.6 with additional settings. Please note that the settings group category is shown.

== General ==
===Name===
Lesson name, HTML code will not work in 1.9

===Timed===

This puts a time limit on the lesson. Students are shown a JavaScript counter and the time is recorded in the database. Due to the inconsistent nature of JavaScript, the timer does not evict a student from the lesson when the time is up, however a question answered after the time limit is not counted. The time in the database is checked each time a student submits a question.

===The Maximum Number of Answers / Branches in a Lesson===

This value determines the maximum number of answers the teacher can see and use when editing a lesson or a page. The default value is 4. This is a useful feature in older versions of Moodle that have no collapsed view. This value can reduce the number of screens a teacher might see in the lesson edit mode.

This parameter also sets the maximum number of Branches that can be seen by the teacher in a Branch Table.

It is safe to change the value of this parameter at any time. It only effects what the teacher sees, not the data. For example, a teacher starting to enter a series of multiple choice questions with 6 answers, might set this value to 6. Then when the teacher starts to enter a series of questions with 2 answers, they might set this value to 2 because they don't need to see 4 blank answers for every question in the design phase.

In a similar manner, changing the value does not effect what the student sees when they view a branch page, nor does it change previous information put in by the teacher.

== Grade Options ==

===Practice Lesson===

A practice lesson will not show up in the Gradebook. A practice lesson can not be a dependent lesson.

===Custom Scoring===

This will allow you to put a numerical point value on each answer. Answers may have negative values or positive values. Imported questions will automatically be assigned 1 point for correct answers and 0 for incorrect, though you may change this after the import.

===Maximum Grade===

This value determines the maximum grade which can be awarded in the lesson. The range is 0 to 100%. This value can be changed at any time during the lesson. Any change has an immediate effect in the Grades page and on the grades shown to the students in various lists. If the grade is set to 0 the Lesson does not appear in any of the Grades pages.

===User can re-take===

This setting determines whether the students can take the lesson more than once or only once. The teacher may decide that the lesson contains material which the students ought to know thoroughly. In which case repeated viewing of the lesson should be allowed. If, however, the material is used more like an exam then the students should not be allowed to re-take the lesson.

When the students are allowed to re-take the lesson, the grades shown in the Grades page are either their average grade over the re-takes or their best grade for the lesson. The next parameter determines which of these two grading alternatives is used.

Note that the Question Analysis always uses the answers from the first tries of the lesson, subsequent re-takes by students are ignored.

By default this option is Yes, meaning that students are allowed to re-take the lesson. It is expected that only in exceptional circumstances will this option be set to No.

===Handling of Re-takes===

When students are allowed to re-take the lesson, this option allows the teacher to show the grade for the lesson in, for example, the Grades page, as either the mean, this is average, of the grades over the first and subsequent tries or as the grade from the students' best tries.

This option can be changed at any time.

===Display ongoing score===

This setting will allow the student to see their current score.

== Flow Control ==

===Allow Student Review===

This will place a "Review Lesson" button on the last screen of the lesson to encourage the to student navigate through the lesson again from the start. Be sure to check other settings to allow them to change their answers.

===Display Review Button===

This will display a button after an incorrectly answered question, allowing a student to re-attempt it.

:''TIP:'' It is not compatible with essay questions, so leave this off if you are using essay questions. Sometimes this setting will override any "display default feedback" lesson setting, where the default feedback will always be displayed when the review button is shown.

===The Maximum Number of Attempts (by a Student)===

This value determines the maximum number of attempts a Student has in answering any of the questions in the lesson. Once reached, the student does not see the question again.

The default value is 5. Smaller values may discourage the student from trying different answers about a question. Larger values may lead to frustration when the student "does not get it". For example with a short answer or numerical question, the student is not given an opportunity to try different answer choices. This value provides an escape route to the next page in the lesson.

Setting this value to 1 gives the students just single chance to answer each question. This would be similar to a question in the Quiz module.

:''Note:'' this value is student global parameter and that it applies to all the questions in the lesson regardless of their type. However it does not apply to teachers checking of questions or navigating through the lesson. Checking the number of attempts relies on values stored in the database and question attempts by teachers are not recorded. The teacher should after all know the answers!

===Action after a Correct Answer===

The usual action is to follow the jump as specified in the answer. In most cases this will probably show the Next Page of the lesson. The student is taken through the lesson in a logical way, beginning at the start and ending at the end.

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

This option allows two very similar variants of Flash Card behavior. The option "Show an unseen page" never shows the same page twice (even if the student did not answer the question associated with the Card/Page correctly). The other non-default option "Show an unanswered page" allows the student to see pages that may have appeared before but only if they answered the associated question wrongly.

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

'''If you want a student to be taken directly from one question to the next irrespective of their answer being correct or incorrect''': in the Lesson Settings, set Maximum number of attempts: to 1. Please note, however, that a message "correct / incorrect" will still be displayed to the student upon answering each question. If you do not want this (default) feedback message to be displayed then enter your own feedback message (i.e. "continue", "---", etc.) In case you want no visible message displayed then enter a non-breaking space as feedback, so you'll have to put a # after the answer which may be ~3 and write & n b s p ; after that.(without spaces between these characters) To find out how Moodle works - you may export a sample of your questions with GIFT and check them out!

===Display default feedback ===
{{Moodle 1.7}}
Feedback to a specific answer to a question can appear on the next page after the student makes a choice and submits it. The question, the student's answer and the feedback appear on a page with a continue button at the bottom. This lesson setting controls what appears as the feedback response and if the page appears at all.

When this option is set to Yes, the standard default response will appear. In most lessons, when this is set to yes, Lesson first looks for the teachers custom feedback and if it does not find one, will put in the default feedback. It is possible to change the words used in the standard [[Language editing|default feedbacks]] for the entire MoodleSite.

Selecting No, will only show the teacher's supplied feedbacks for each specific answer. If the teacher has not entered a response for a specific answer, then the feedback page is not displayed and the student will immediately go to the page that the specific answer's jump is set to.

:''TIP:'' Under some versions of Moodle, other lesson settings may cause the default feedback to appear, even when the teacher has supplied their own feedback. Changing the "Review button" lesson setting to "No" will show the teachers custom feedback.

===The Minimum Number of Questions in a Lesson===
This value determines the '''minimum''' number of questions that will be used to calculate a student's score. It does not force students to answer that many questions in the lesson. When a lesson contains one or more [[Adding a branch table| branches]], the teacher should normally set this parameter.

For example, setting this parameter to 20, will ensure that grades are given as though the students have seen at least this number of questions. Take the case of a student who only looks at a single branch in a lesson with 5 pages and answers all the associated questions correctly. This student then choose to end the lesson (assuming there is that option in the "top level"Branch Table, a reasonable enough assumption). If this parameter was set to 0 their grade would be 5 out of 5, that is 100%. However, with it set to 20 their grade would be reduced to 5 out of 20, that is 25%. In the case of another student who goes through all the branches and sees, say, 25 pages and answers all but two of the questions correctly, then their grade would be 23 out of 25, that is 92%.

If this parameter is used, the teacher might want to add a statement on the opening page of the lesson. For example, if the teacher set the value to 20 they might say:

:In this lesson you are expected to attempt at least ''20'' questions. You can attempt more if you wish. However, if you attempt less than ''20'' questions your grade will be calculated as though you attempted ''20''.

When this parameter is set to a value more than 0, students are told how many questions they have attempted and how many they are expected to attempt.

===Number of Pages (Cards) to Show===

This parameter is only used in Flash Card type lessons. The default value is zero which means that all the Pages/Cards are shown in a lesson. Setting this parameter to a non-zero value shows that number of pages. After that number of Page/Cards have been shown the end of lesson is reached and the student is shown their grade.

If this parameter is set to a number greater than the number of pages in the lesson then the end of the lesson is reached when all the pages have been shown.

== Lesson formatting ==

===Slide Show===

This enables the display of the lesson as a slide show, with a fixed width, height, and custom background color. A CSS based scroll bar will be displayed if the width or height of the slide is exceeded by the content of a page. Questions will 'break out' of the slide show mode, only pages (branch tables) will be shown in a slide by default. Buttons labeled with the lang default for "Next" and "Back" will be shown at the far right and left of the slide if that option is chosen on the page. Other buttons will be centered below the slide. You can also decide on the width, height and the background colour of the slide show.

===Display Left Menu===

This will show a list of the pages (Branch Tables) in the lesson. Question pages, cluster pages, etc. will not be shown by default (you may choose to show question pages by checking that option on the question).

===Progress bar===
A simple bar at the bottom of the lesson which will give an approximate percentage of completion. Since lessons vary greatly in their navigation, this works best with lesson that follow the logical order and do not jump around.

== Access control ==

===Password Protected Lesson===

This will not allow a student to access the lesson unless they type the password.

=== Dependent on ===
{{Moodle 1.6}}
In Version 1.6 a lesson can be dependent upon another lesson. There are 3 possible dependencies which can be use separately or in combination with each other. Time Spent (minutes) refers to how long the student was in the lesson on their last attempt (it is not cumulative). Completed means the student has attempted one question. Grade as a percentage of a specific lesson means just that.
:''TIP:'' Dependency not working when is sent to "Completed" on another lesson? You must have a question for lesson to recognize that it is complete. Put a multiple choice question at the end of the lesson and ask: "In this lesson you learned A, B, and C." Do not put in an answer or a jump. The student will see "Continue" at the end and go to the end of the lesson and fulfil the requirement of completing the lesson. The dependent on lesson can not be a practice lesson.

===Available from & deadline dates===

Determine the dates for the opening and closing of the lesson. For example in Moodle 1.7 it is possible to close the course in the year 2020.

== Other ==
===Link to activity===
Upon completion of the lesson, use the pull down menu to offer a choice for the student to go to another activity.

===Pop-up to file or web page===
At the start of the lesson, this creates a popup window. For example this might be a music file, an agreement or text which the student can refer while in the lesson.

===Tree View===
Found in pre 1.6 versions of Moodle. Similar to the setting under Lesson Formatting, display left menu in Moodle 1.6 and later.

===Display High Scores===

A list of the high scores for the lesson will be shown. Students who get a high score can choose a custom name to list their score by. There is a 'badwords' filter which checks for naughty names.

High scores do not display if the "Practice lesson" option is turned On.

===Number of High Scores Displayed===

Type a number to limit how many of the top scores are displayed.

===Use this lesson's settings as defaults===

Select yes before Saving the lesson, and the settings you have chosen for this lesson will be the default settings for the next time you create a lesson for this course.

===Visible to users===

Allows you to show to, or to hide the lesson from students.

==Common module settings==
*Groupings (advanced):
*Available for groups only check box (advanced)
*Visable
*ID number
*Grade category
----

==Adding the first page in a Lesson==

After you decide on the lesson settings (above), you are taken to the lesson and you are asked which of the following you want to do now: import questions, add a Branch Table or add a Question Page. To read more about adding pages go to: [[Viewing_a_lesson]]. If you would like more information about lesson pages in general go to [[Lesson Pages]] or select something from the index at the top of this page or one of the overall indexes below.

==See also==
*[http://www.youtube.com/watch?v=4xjXelUZguw Creating a Lesson video tutorial]

[[fr:Ajouter/modifier une leçon]]
[[de:Lektion_anlegen]]

Lesson activity

2008-12-05T03:49:46Z

Joergw:

{{Lessons}}

[[Image:Lesson icon.gif]] The lesson module presents a series of HTML pages to the student, who is usually asked to make some sort of choice underneath the content area. In a Lesson page's simplest form, the student can select a continue button at the bottom of the page, which will send them to the next page in the Lesson.

The significant difference between a Lesson and other activity tools available in Moodle comes from its adaptive ability. With this tool, each answer to a question may send the student to a different series of pages in the lesson. The teacher's response and the next page the student will see has already been thought out by the teacher. Thus Lesson can deliver content in interesting and flexible ways to each student, with no direct or time sensitive action required by the teacher once the lesson has been created.

There are 7 different choice types that the teacher can use with the standard content area. Some of the choice types can be scored, such as a multiple choice question. There are also several advanced navigational features which can meet more specialized adaptive needs of the Teacher. However, the two basic Lesson type of pages are question pages and branch table pages, both types are straight forward to most teachers.

There are two basic modes: presentation and flash card. Most of the descriptions of a lesson in this document are about the [[Lesson_module#Presentation mode|presentation mode]] and the use of questions and branch pages. The [[Lesson_module#The_Flash_card_lesson|Flash Card]] section describes how to make lesson pages appear randomly.

==Table of Contents==
__TOC__

== General information about the lesson and its methodology ==
For a student, a lesson is a series of interactive pages that require a choice on their part before the next page appears.

The determines the way the lesson appears to the student. The lesson can be a series of pages presented in a linear fashion, like a slide show, or presented in a non-linear, branching manner, or a combination of the two. The teacher can use the Lesson settings to create a different student experience for each lesson. There are also special navigation pages that the teacher may use to change the way parts of the lesson are viewed by students.

The student choice generally drives the lesson, which has been thought out by the teacher. For example, a particular answer might send the student back in the lesson for a review, while another answer will advance the student to a new page. Sometimes the student will only be given the choice to "continue". The lesson can be scored with the use of questions for a grade, or used simply as a resource of non-graded pages or a combination of both.

There are two basic modes: presentation and flash card. Most of the descriptions of a lesson in this document are about the presentation mode and the use of questions and branch pages. The Flash Card section describes how to make lesson pages appear randomly.

[[Lesson_module#Table_of_Contents|Table of Contents]]

== Presentation Lesson ==
The Lesson activity uses the standard Moodle [[HTML editor]] tool to make any [[Page content|page's content]] interesting. This tool can assist the teacher with pictures, links, fonts, tables and other graphics to engage the student's attention. Lesson also can keep students from straying from the lesson plan with various settings including, password protection, various time limits and dependency on a previous lesson's activity.

Navigation pages are only seen by the teacher but will effect the order of the pages the student views. For example, a [[Cluster|cluster]] is a series of pages bracketed by a navigational pages called a "start cluster" and a "end of cluster" page. Navigation pages are an advanced feature and are best added after the teacher has laid out their lesson with the pages that will be seen by the student.

===Pages, questions, answers and responses===
A [[Lesson_Pages|lesson is made up of pages]]. For the teacher there are two basic types of Lesson pages: choice and navigation. The student sees choice pages called [[Lesson_Pages#Branch_.28Branch_Table.29-_Choice_Pages|"Branch Tables"]] or [[Lesson_module#Types_of_questions_available_within_a_lesson|Question pages]]. Branch tables deliver content and can provide links to one or more other pages in the lesson. Each question page can do the same but also can give an individual response and an individual score for each choice (the student's answer). The teacher decides upon the page type and how to best use its flexibility to achieve the educational goals of the specific Lesson or course.

For example, the default lesson question is a multiple choice page. The teacher might place content on the page and ask a question about it. The teacher can provide 1 to 20 answers. In a simple use of the multiple choice question, the teacher might decided to send the student back to the question again after a student selects a wrong answer, but move a correct answer to the next page. On some answers, the teacher may decide to provide some explanation before sending the student along. Unlike a piece of paper, the answers are going to re arrange themselves every time the student enters the question page.

Of course the teacher can decide a more complex approach in constructing Lesson or a page. Using our multiple choice example,the teacher may give each answer a different score. And/or depending upon the answer, send the student to a different page for an appropriate review. The teacher may decide that a specific Lesson is a series of pages filled with information and only one choice (the continue button) that always sends the student to the next page, perhaps saving the question pages for the end.

[[Lesson_module#Table_of_Contents|Table of Contents]]

===Edit order and navigation order===

The order of the pages of a lesson is usually determined by the material or the personal style of the teacher. A page feature called [[Jumps|jumps]] determines what a student sees next.
Once a lesson contains two or more pages the teacher can move existing pages around and add different kinds of pages to any position within the lesson.

The teacher sees the pages in what is called the ''[[Edit page order (Lesson)|edit order]]'' when they edit a lesson. The students see the lesson pages in the ''[[Navigation Page Order|navigation order]]'', which can also be seen by the teacher in preview mode. Most of the time we will be talking about the edit order from the teacher's perspective, rather than navigation order of the student.

Jumps are the primary tool the teacher will use to determine a students navigation. For example, each different answer to a question, might send the student to a different page. There are two types of jumps, ''relative'' and ''absolute''. The default jumps used by most pages are the ''relative'' jumps "Next Page" and "This Page". For example, the destination of the Next Page jump is always the next page in the edit order of the lesson. An ''absolute'' jump sends the student to a specific page (identified by the page title). A pull down list of possible jumps assist the teacher in being creative. Thus jumps allow the teacher to design a lesson for the students with "branches", loops and a non-linear structure.

The teacher can see how a lesson's navigation "works" by using several preview tools. For example there is a [[Viewing_a_lesson#When_the_lesson_already_has_content:|Preview tab]] for the teacher when they open a lesson and there is also a preview icon associated with each page. It is possible for the Teacher to switch their role in the course to that of a student.

[[Lesson_module#Table_of_Contents|Table of Contents]]

===Answers===

Typically each question within a lesson will have one correct [[Answers|answer]] and several wrong answers. For example, in a multiple choice question, each answer can receive an individual response from the teacher before sending the student (with a jump setting) to view the same or another page.

As will be seen later, there are two ways to score an answer. In one method, the direction students are sent in the edit order of pages determines if the answer was correct or wrong for scoring purposes. Usually a correct answer advances the student in the edit order and wrong answers send the students back to the question page or back in the edit order. The other method uses custom scoring and an answer is given a score to calculate the grade.

When a question page is added, the jumps have a default setting. The jump for the first answer is the Next Page and it is a good practice to keep this as a right answer. The jumps for the subsequent answers are set to Same Page. The score for the first answer is 1 and for the rest 0. These settings can be changed by editing the question. Remember the order of the answers is going to be random each time a student enters the question page.

When Custom Scoring is turned On in the Lesson settings, then each answer has a point value associated with it. Usually a correct answer receives a score of 1 and a wrong answer receive a score 0. It is possible to give a negative score or partial credit (say 3 for the best answer and 1 for a marginal answer) in some question types.
[[Lesson_module#Table_of_Contents|Table of Contents]]

===Grading===
A students answers to questions can be graded. The [[Lesson score|lesson scores]] and grades can be viewed on the [[Lesson reports|"Reports" tab]] in edit mode and become part of the [[Grades|gradebook]]. A relatively simple formula is used to [[Lesson score|score]] the lesson. It is the number of correct answers divided by the number of question pages seen. This number score can be use by the [[Scales|grade scale]].

When [[Adding/editing_a_lesson#Custom_Scoring|Custom Scoring]] is selected in the Lesson settings, then the grading method changes. With this option, the grade is based on earned points by the user, which is divided by the total points possible. When this option is turned on, the teacher can assign a score for each answer, this can be a negative or 0 (zero) or a positive number. Usually the score is 0 for a wrong answer and 1 for a correct answer. The point values associated with each of the user's answers are added up. That is then divided by the total of the maximum points that the user could have earned for each page answered. This number is then scaled by the grade parameter of the lesson.

The overall score is computed when the Lesson is completed by the student. A completed lesson usually means the student has viewed every page, or answered every question or is directed by a jump to the "[[Lesson_Pages#End_of_Lesson_Page|end of lesson]]".

:''TIP:'' Grading can be continued when student leaves the lesson for some reason before completing it. The student does not have to go through all of the lesson in one "[[Adding/editing_a_lesson#User_can_re-take|sitting]]". For example, if a student goes through some pages and then breaks off, the next time they view the lesson they are asked whether they want to start at the beginning of the lesson or at the point where they left off. The latter point is actually the page they reached with their last correct answer. The previous "attempts" are recorded and the grade for "broken" sessions will include pages seen and questions answered in the previous viewings.

*The main focus of a lesson should be the transfer of knowledge in a reasonably interesting way. Giving a grade may well turn the lesson into a kind of quiz where giving the correct answer is the sole goal instead of exploring different ways of thinking about an idea. On the other hand, students like to get a perfect "score" and giving grades may well be the carrot needed to get the student to repeat the lesson until they get the magic 100%.

*Some instructors use Lessons as Formative Assignments where the grades, although some measure of activity, are not generally counted in the final mark for the course. If lessons are used in a formal way then it is probably best to use their grades in thresholds.
*Many instructors use lessons to get across chunks of knowledge. The grading options enable instructors to utilize the [http://www.wcln.org/Flow_Documentation.htm#The_Practice_Principle "Practice Principle"] of eLearning, in which immediate practice in answering questions about content leads to improved retention and understanding of the material.

With that in mind, a lesson has a Retake option.

===Teacher review of students answers===
The teacher has several options to review students answers in a lesson. The [[Lesson reports|report tab]] provides both an overview of each student's attempt of a lesson, and a detailed summary of the class's answers to each question. It is also possible to see the same report via [[Grades|gradebook]] in the course administration block.

===Student Review===

Enabling student review will override custom feedback for questions. [http://moodle.org/mod/forum/discuss.php?d=70798 Forum discussion]

[[Lesson_module#Table_of_Contents|Table of Contents]]

===Re-takes===
Allowing a student to re take a lesson is the default lesson setting under [[Adding/editing_a_lesson#User_can_re-take|grade options]]. Each attempt at a lesson is normally recorded and the student can see a record of their performance by viewing their [[Student_tutorials#Settings|activity page]]. The teacher when creating a lesson has the option of showing the "final" grade as either the mean of all the attempts or the best (maximum score) of their attempts. This "final" grade is the one shown on the [[Grades]] page and the "Lessons" page. By default the mean of the grades is used.

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

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

*Remember that even if a student has achieved the maximum possible grade in a lesson, allowing them to revisit the lesson to explore the various "wrong" paths in the lesson, may provide the student, you and your class additional insights.

[[Lesson_module#Table_of_Contents|Table of Contents]]

===Building lessons===

When creating a lesson the teacher must put some content using the [[HTML editor]] tool into the first page. Once the first page is in place the teacher has the option of adding more pages in front or after that page. Once a question or branch page have been created, the pages can be edited by the teacher at any time. When the lesson contains more than one page the teacher also has the option of moving pages, that is, changing the order of the pages.

*A lesson will normally cover a limited amount of material. A topic or week might contain many lessons. Lessons are shown to the student in the home page for the course within "weeks" or "topics", and/or in the activity block when it is part of the course home page.

*As with any lesson, it is a good idea to have a plan before starting the presentation. Simple lessons that basically go from the start to the end in a straight line path, one page after the other, can be created from an outline. More complicated lessons require more planning. The good news is that a teacher can create a simple lesson and then based upon feedback and performance, can add refinements or complexity.

[[Adding_a_question_page]]- more help on adding question pages 
[[Adding_a_branch_table]] - more help on adding branch pages

[[Lesson_module#Table_of_Contents|Table of Contents]]

== Types of questions available within a lesson ==
{{Moodle 1.6}} [[Image:Question_type_tabs.GIF]]
===Multiple choice ===
In a multiple choice question, the student is given a question and a list of answers. In a Lesson, the answer list will be shuffled every time the question is view by a student. In a multiple choice question, the student selects one answer.

Questions can use pictures. Indeed, pictures can be used as answers when the [[HTML editor]] is turned on and the page reloaded. Each answer in a multichoice question can be scored separately. It is possible to give a negative score for an answer, or partial credit for a wrong answer. The teacher can give a response based upon the answer selected by the student.

====With multianswer box checked====
A check in the multianswer box allows the teacher to determine that more than 1 answer is required for the student to receive credit for the question. There is no partial credit and the student must select just correct answers from a list.

An example of a multianswer question is:
::'''Which of the following are animals'''?
::- A dog
::- A cow
::- A rock
::- A rose

To ensure the multianswer feature works, all correct answers should be in first lines of the answer list, receive the same score (let say 1), response and jump to the same page. Then wrong answers should hve the same score (usually 0), response and all jump to the same page. In other words you should have two groups of answers (correct answers first and then incorrect ones) with the identical scores, responses and jumps for each group.

A student who does not select all the correct answers, or includes any wrong answer will receive the "wrong answer" score, response and jump.

See also [[Multiple_Choice_question_type]] which is a quiz question and works differently.

===Short answer===
In a short answer question the student is expected to answer with one word or a few words. [[Short-Answer question type]] gives more information about this kind of question
{{Moodle 1.6}}
Starting with Moodle 1.6, there are two different ''student answer'' analysis systems available for the Short Answer type of question in the Lesson Module: the '''simple system ''' and the new '''regular expressions system'''. The simple system is the default and is the same used by the Quiz Module. There is a "Use Regular Expressions" option box on the Edit Question Page screen in the Lesson Module.

We suggest first reading about the [[Short-Answer question type|Short answer question page]] with the examples of the "simple analysis", and then read the [[Short answer analysis]] page that gives more information about "Regular Expression analysis".

[[Lesson_module#Table_of_Contents|Table of Contents]]

===True / false===

The True/False question type is a special case of the multiple choice question. The student is prompted to choose which is the correct option. See [[Lesson_module#Multiple_choice|multiple choice question]] above for details.

===Matching questions===
[[Image:Question Matching pulldown 1.JPG||thumb|80px|right|Matching]]
Matching questions consist of a list of names or statements, or pictures which must be correctly matched against another list. For example "Match the letter with its position in the alphabet. One list would have A, B, C, D, Z and the other in a pull down menu next to each item would have 2, 4, 3, 1, 26 .

Unlike the ''Multichoice question'' where the choices are shown in a random order, the first list of items in a ''Matching question'' is not shuffled but shown in the same order as entered. The second list is scrambled.

In 1.9 there is one score, one response and one jump associated with the right answers (where all matches are correct) and one score, one response and one jump associated with a wrong match (where one or more are not matched correctly).

See [[Matching question type]] for more information.

===Numerical Question===
This type of question requires a number as the answer. In it's simplest form it requires just one answer to be specified. For example "What is 2 plus 2?", where 4 is the correct answer. A numerical question will also accept a number in a range as being correct. The answers are similar to short answer, where the order that the teacher lists the answers is important.

See [[Numerical question type]] for more information.

The lesson numerical question differs from the numerical quiz question and the numerical embedded question (Cloze), in a couple of ways when it evaluates answers. For example there is no wild card.

[[Lesson_module#Table_of_Contents|Table of Contents]]

===Essay Questions===
Short essay questions were introduced in Moodle version 1.5. These are meant for short, paragraph or two type of essays one often finds on exams. Thus we did not use the html editor, preferring a simple text field. For longer essays, the assignment module is a better choice.

The student simply enters their essay in the box provided. The teacher sees ungraded essay questions when opening the lesson. After grading, the teacher can email their responses to the student.

[[Essay question type]] page has more information.

[[Lesson_module#Table_of_Contents|Table of Contents]]

== Branches and branch tables ==
If your lesson delivers quite a lot of information, you can divide it into sections that are called [[Lesson_Pages#Branch_.28Branch_Table.29-_Choice_Pages|branches]] in Moodle. One way of moving between these branches is by [[Adding_a_branch_table |adding a Branch Table page]].

Branch tables are simply pages which have a set of links/jumps to other pages in the lesson. The student sees labeled buttons under the page content to provide their choices. Branch tables are similar to a multiple choice question format. They have a title, [[Page content|content]] section, student choices (called descriptions) and [[Jumps|jumps]]. There is no score for a student's choice, so branch tables are grade neutral. Branch tables also can be put to special uses by a teacher. To help understand these concepts we are going to call one use a "ordered branch" and the other a "classic branch".

===Ordered branches===
A table of contents is an example of a use of ordered branches. Typically a lesson may start with a [[Lesson_Pages#Branch_.28Branch_Table.29-_Choice_Pages|branch table]] with the title "Table of Contents". The student selects a Description button and jumps to a page in the edit order that starts a series of pages about that subject. At the end of an ordered branch, the student is given several options by a question or branch page, such as: "Go to the next page", "Start of the series again", "End the lesson", or "Return to the Table of Contents. [[Image:Lesson visual order graphic1.png|thumb|100px|center|TOC that leads to 3 ordered branches]]

===Classic branches===
The classic branch is an advanced navigational feature. It introduces random movement within a series of pages that the teacher determines. A classic branch needs a Branch Table at the start of the series and a special navigation page called "End of Branch" at the end of the series.

The default jump in an "End of Branch" page is the preceding branch table page as an absolute jump. After a classic branch has been created, the teacher will see 3 new relative jump options: "Unseen question within a branch", "Random question within a branch" and "Random branch page". The classic branch with its "end of branch" navigation page is similar to a [[Clusters|cluster]].

:''Tip:'' As with any advanced navigational feature, it is best to add it after the basic question and branch tables pages have been created. Checking the Lesson's behavior in a student role is another best practice with highly adaptive lesson formats.

===Tips when using branches===
*The number of links shown when setting up or editing a branch table or a question is set by the lesson setting "[[Adding/editing_a_lesson#The_Maximum_Number_of_Answers_.2F_Branches_in_a_Lesson|Number of Answers/Branches]]". This parameter can be changed on the fly by simply clicking on the "Update this Lesson" button at the top of the teacher's page and changing the value.

*When a lesson includes one or more ordered or classic branches, teachers need to decide if their students must visit every branch. By adding a question or two in each branch, the teacher can set the "[[Adding/editing_a_lesson#The_Minimum_Number_of_Questions_in_a_Lesson|Minimum number of Questions]]" parameter to some reasonable number of questions that must be answered. Without this parameter a student might visit a single branch in the lesson, answer all its questions correctly and leave the lesson with the maximum grade based upon their attempts, not the total number of available questions.

*Remember that using branches may encourage a student to revisit a question page more than once. This can impact scoring. Since scores can not be displayed for a teacher, it is a good practice for a new Moodling Teacher to log in as a student to check how the score is kept in their Lesson.

*[[Lesson_Pages#Branch_.28Branch_Table.29-_Choice_Pages|Choice pages gives]] detailed help about editing a branch . [[Adding_a_branch_table|Adding a branch table]] reviews process.

[[Lesson_module#Table_of_Contents|Table of Contents]]

== The Flash card lesson ==

The Lesson module can be used as a type of Flash Card assignment by changing the [[Adding/editing_a_lesson|lesson settings]]. In this kind of lesson, the student is shown pages (cards) in random order. Usually these are question pages. There is no set beginning and no set end. Just a series of cards shown one after another in no particular order.

There are two very similar variants of Flash Card behavior. A Flow Control option, "After a correct answer" set to [[Adding/editing_a_lesson#Action_after_a_Correct_Answer |"Show an unseen page"]] never shows the same page twice (even if the student did not answer the question associated with the Card/Page correctly). The other option is "Show an unanswered page" which shows the student pages that may have appeared before but only if they answered the associated question wrongly.

When using either of these Flash Card lessons the teacher can decide to use either all the Cards/Pages in the lesson or just a (random) sub-set. This is done through the [[Adding/editing_a_lesson#Number_of_Pages_.28Cards.29_to_Show|"Number of Pages (Cards) to show"]] parameter also found in the Flow Control settings. Make sure the number is less than the total number of available pages.

When using the Flash Card mode of presentation, setting the jumps is important. A correct answer jump should point to the Next Page, a wrong answer should stay on the same page.

The Lesson Flash Card mode is very similar to a random ordered Quiz, the difference is that the questions are shown one page at a time. And, extra text can be included with each question in the Flash Card.

There is also a [[Flashcard_module]] that can be added to a Moodle site. It is also possible to create lesson segment that is a mini flashcard lesson with the use of special jumps and navigational pages called [[Clusters]].

[[Lesson_module#Table_of_Contents|Table of Contents]]

== Lesson dependencies and linking ==
===Dependency===
[[Adding/editing_a_lesson#Dependent_on|A dependency setting]] allows the current lesson to be dependent upon a student's performance in one specific lesson that is in the same course. If the conditions(s) is not met, then the student will not be able to access this lesson.

These conditions time spent, if they answered at least one question (Completed) or a "better than" grade. Any combination of the conditions can be used.

*A typical use of this feature is to "daisy chain" a series of Lessons to make sure the students take the lessons in order. This might be useful in a training type of course which has no open or close dates because it can be started and finished at any time.

===Links to other places===
Using the [[Adding/editing_a_lesson#Link_to_activity|link to activity]] in the Lesson settings, will offer the student a direct link button to another activity in the course when they complete the lesson.

Another handy Lesson setting [[Adding/editing_a_lesson#Pop-up_to_file_or_web_page|Pop-Up]], will create a window the student can view while in the lesson.

More advanced Moodlers can figure out how to place HTML links on a lesson page. Thus it is possible to create a link to another lesson/activity, a lesson/activity in another course, or even to a specific page in a lesson. While this method can be useful, the student may not be able to find their way back to the page with the link. In general, the links can be created by copying the location of the desired link from the browser's address bar, then pasting it as a link.

[[Lesson_module#Table_of_Contents|Table of Contents]]

== See also ==

*[[Lesson samples]] down loadable and on line demonstrations of the Lesson module.
*[[Using Moodle book]] Chapter 9: Lessons
*[[Grades]] See how individuals and the class answered the questions (must not be a practice lesson)
*[http://www.youtube.com/watch?v=4xjXelUZguw Creating a Lesson video tutorial]
*[http://moodle.tokem.fi moodle.tokem.fi] Go to teacher's manual and select lesson. For versions 1.5.4 and 1.6.4, a good supplement or alternative to MoodleDocs. Very hands on for specific type of teacher.

[[Category:Modules]]

[[es:Lecciones]]
[[eu:Ikasgaiak]]
[[fr:Leçon]]
[[de:Lektion]]

Jumps

2008-12-05T03:49:02Z

Joergw:

{{Lessons}}
Jumps determine what happens after a student makes a choice in a lesson. They the feature that creates the potential for an adaptive lesson. There are really two types of jumps - Relative and Absolute. The teacher uses a pull down menu to see a selection of all possible jumps.

For example, a teacher creates 10 Lesson pages and titles them P1 to P10.

P1, P2, P3, P4, '''P5''', P6, P7, P8, P9, P10.

On P5, the teacher may want to send the student to P7 for one student choice and to "Next Page" for other choices. In this example "P7" is an absolute jump and "Next Page is a relative jump.

== Absolute jumps ==
The absolute jump always goes to the same page that a teacher has created. In our example we used P7.

P1, P2, P3, P4, '''P5''', P6, '''P7''', P8, P9, P10.

Note that the teacher can decide to change the title of "P7" to "Grading" as the page title. The jump from P5 will automatically change.

P1, P2, P3, P4, '''P5''', P6, '''Grading''', P8, P9, P10.

Moving either page will not effect any absolute jumps. In the example below the absolute jump in P5 will now skip 4 pages in the logical order.

P1, P2, '''P5''', P3, P4, P6, P8, '''Grading''', P9, P10.

Pages can have the same title and this can be confusing when setting jumps. For example, it is a good practice to retitle an End of Branch page so you don't end up with 5 pages all called End of Branch.

== Relative jumps ==
These kinds of jumps go to a position or create an effect. In our example, a Next Page jump in P5 is the next page in the logical order of the lesson is P6.

P1, P2, P3, P4, '''P5''', '''P6''', P7, P8, P9, P10.

The teacher may decide that more information is needed for those students going to P6. The teacher can insert a page (called P5-b)immediately after P5 and the Next Page jump will now go to P5-b.

P1, P2, P3, P4, '''P5, P5-b''', P6, P7, P8, P9, P10.

Or the teacher can move another page to the position right after P5, and the Next page jump will go there. In the example below P10 has been moved and it has become the "Next page".

P1, P2, P3, P4, '''P5, P10''', P5-b, P6, P7, P8, P9.

If the teacher moves P5 to another location in the logical order, the relative jump will still look for the "Next page" in our example this will now be P10.

P1, P2, P3, P4, P6, P7, P8, P9, '''P5, P10'''.

Here are a few of the relative jumps that a teacher might find in a Lesson page.

The random relative jumps need to be planned with care. The were designed to be used within a segment of a lesson.

===Next page===
We have covered this relative jump in our above example. It is also the default jump for the first answer of any question or branch table choices.

===This page===
This page takes the student back to the page they just viewed. Lesson will usually use this jump as a default in most questions and branch pages, if it didn't use "Next page".

===Previous page===
The page which is in front of the current page in the logical order.

===End of lesson===
The end of lesson is the splash screen a student sees when they have completed the lesson. In the simple lesson, this follows the last page in the logical order. It may show their score, offer a link to the next lesson or just say that they have completed the lesson. This jump is often used as a branch table choice to allow the student to end the lesson at that point in the Lesson.

=== Unseen question within a branch ===
This will link to a randomly chosen unseen (by the student in this attempt) question between this branch table and the End of the Lesson or the next End of Branch. This might be used in a segment of a lesson, where it is used in as a jump in BT2 in the example below. Use with care.

BT1, '''BT2, Q1, Q2, Q3, EoB''', B3, B4, B5, Q4, B6.

=== Random question within a branch ===
This will link to a randomly chosen question between the current branch table and the End of Lesson or the next End of Branch. If the student has already seen the question and attempts are greater than 1, they will get another chance to earn the point(s) for that question. If attempts are set to 1, the question will be skipped and another random question shown. Use with care.

BT1, '''BT2, Q1, Q2, Q3, EoB''', B3, B4, B5, Q4, B6.

=== Random branch table ===
This will jump to a random Branch Table between the current Branch Table and the End of Lesson or the next End of Branch. It is used in a segment and is a jump in BT2 shown below. Use with care.

BT1, '''BT2, B3, B4, B5 EoB''', Q1, Q2, Q3, Q4, B6.

==Lesson jump pulldown example==
[[Image:Lesson Jump pulldown 3.JPG|center]]

Here is a pull down of jumps in a demo lesson for 1.8. Notice the relative and absolute pages. The relative pages are listed at the top and the absolute pages underneath them. Depending upon the current pages in a Lesson, some of the relative jumps may not be shown.

=See also=
[[Lesson_Pages]] for short review of different lesson pages

[[Lesson_module]] for a longer review of Lesson features

[[Category:Teacher]]
[[Category:Lesson]]

[[fr:Sauts]]
[[de:Spr%C3%BCnge]]

People block

2008-12-04T00:40:53Z

Joergw:

[[Image:ParticBlock.jpg|right]]

The '''People''' block contains a link to the list of course [[Participants|participants]].

You can view participants' profiles from this block.

==See also==

* Using Moodle [http://moodle.org/mod/forum/discuss.php?d=32461#151290 The Lonely People Block] forum discussion and code for combining the People block and [[Online Users block]]

[[Category:Block]]

[[fr:Bloc Personnes]]
[[de:Personen_%28Block%29]]

Participants

2008-12-04T00:39:36Z

Joergw:

[[Image:Participants list.png|thumb|Participants list showing members of group A]] Participants are the [[Teachers|teachers]] and [[Students|students]] who are part of a course. The list of participants can be seen by following the Participant link in the [[People block]].

{{Moodle 1.9}}In Moodle 1.9 onwards, any users with hidden [[Assign roles|role assignments]] are indicated with a closed eye icon.

The participants list may be restricted to display:
* Members of a particular [[Groups|group]]
* Users inactive for more than a particular period of time
* Users with a particular role, such as teacher

Teachers (or other users with appropriate permissions) may select particular users then perform any of the following actions:
* Send [[Messaging|message]]
* Add a [[Notes|new note]]
* Add a common note (for adding the same note to more than one user)
* Extend [[Enrolment|enrolment]] (individual)
* Extend enrolment (common) (for extending enrolment by the same amount for more than one user)

==See also==

*The ''Enrolment duration'' in the [[Course_settings|course settings]], which unenrols students after the specified time has elapsed

[[Category:Teacher]]
[[fr:Participants]]
[[ca:Participants]]
[[de:Teilnehmerliste]]

Groups FAQ

2008-12-03T03:32:37Z

Joergw:

==General==
===What is the 'groups mode' setting?===

There are three different groups modes – No groups, Separate Groups, Visible Groups. In ‘Separate groups’ mode, each group can only see their own group – other groups are invisible. In ‘Visible groups’ mode, each group works in their own group, but can also see other groups.

===What is the 'force' setting?===

If force is set to yes, then all activities are group activities. This overrides any settings for individual activities. If force is set to no, then activities are only group activities if they have been set to group mode. In this case, each activity requires to be set to group mode individually.

===How do I assign a teacher to a group? Can a teacher be in more than one group?===

You can assign a teacher to a group in exactly the same way that you assign a student to a group. In 1.5, a teacher cannot be in more than one group. This has changed in 1.6.

===How do I restrict a teacher to view only information about the groups that they are in?===

In Moodle 1.6, for Separate Groups mode, teachers can see all groups, whilst non-editing teachers can only see the groups of which they are a member.

In Moodle 1.7 onwards, for Separate Groups mode, the capability [[Capabilities/moodle/site:accessallgroups|moodle/site:accessallgroups]] may be used to restrict access to all groups in a particular context.

===What determines whether students can see a teacher's profile?===

A student can see the profile of all teachers that are members of their group or that have edit rights.

===I have two groups that meet on different days. Can I set up activities for different times for the two groups?===

Not currently. You can create a separate course for each class using backup and restore, though you do then have to update both courses.

===Can I use the same groups for more than one course?===

Not currently. There are two possible workarounds for this. The first is to give the students group enrolment keys, so they enrol themselves into the right group for each course. The other alternative is to create a master course with all the students enrolled and in the correct groups, and then to make each of the courses a metacourse based on that master course (although the metacourse documentation claims that metacourses do not preserve groups, this seems to have been used by some people). See the documentation on [[Metacourses]].

===Can a student be a member of more than one group? Is it possible to have students not in any group?===

In 1.5, a student cannot be a member of more than one group. This has changed in 1.6 - a student can be in more than one group. A student does not need to be in a group.

===If I have several groups, can I make a specific activity visible to just one of those groups?===
{{Moodle 1.9}}In Moodle 1.9 onwards, you can organise groups into [[Groupings|groupings]], then assign an activity (or resource) to a particular grouping.

In any version of Moodle you can make a forum post visible to just one group.

===Can I have one set of groups for Activity A and another set of groups for Activity B?===

{{Moodle 1.9}}In Moodle 1.9 onwards, you can create two different [[Groupings|groupings]] (a grouping is a set of groups), and assign different groupings to the two activities.

===Is it possible to view all the groups in a course as a list to print out?===

In Moodle 1.9 onwards, the [[Groups overview|groups overview page]] provides a table listing groups, group members and a user count.

===When I try to add a student, they are always added to the first group, whichever group I select?===

Make sure that the students name does not include any punctuation. There is also a workaround – give each group a temporary name at the start of the alphabet, put your students in the group and then rename the group.

===How can I delete a group in Moodle 1.9?===

{{Moodle 1.9}}In Moodle 1.9, follow these steps.

After clicking, "Groups" in the Administration block,

# Select the group that you want to delete.
# Click "Show members for group." (Then the "Delete selected group" button will become active.)
# Now you can click the "Delete selected group" button

===How can I import a list of students into a group?===

Please check [[Upload users]].

===How can I sort students automatically into groups during enrolment?===

You can make use of [[Enrolment key|enrolment keys]]. Set an enrolment key on the course settings page (to enforce the enrolment key dialogue form when students enrol). That key is only for students who should not be in a group. On the screen for administering groups, you create your groups and by editing the settings of each group, you can add a different enrolment key for each group. When a student enrols, using an enrolment key that is connected to a certain group, the student will automatically be part of that group.

:''TIP:'' Make sure that the first letter for each group enrolment key is the same as the course settings enrolment key. If a student makes a mistake typing in the enrolment key, they are provided with the first letter of the course settings enrolment key as a hint.

===How can I change the sort order of the participants?===

The admin can change the "fullnamedisplay" which will affect the sort order of participants.

Have your admin go to:

Administration >> Configuration >> Variables

Then under "User," see "fullnamedisplay."

(Tested using Moodle 1.6.3.)

===What are groupings?===
{{Moodle 1.9}}Groupings, in Moodle 1.9 onwards, are collections of groups. Groups normally exist within a grouping, but it is possible to create a group which doesn't belong to any grouping.

===What is an orphan group?===

An orphan group (in Moodle 1.9 onwards) is simply a group that doesn't belong to any grouping.

===Is it possible to create site-wide groups?===

Site-wide groups are not yet available in Moodle. The Using Moodle forum discussion [http://moodle.org/mod/forum/discuss.php?d=43755 Site Wide Groups] contains possible work-arounds.

===Is there any way to enable students to choose a group?===

Not in the standard Moodle 1.9 build, but there are hacks which people have described in the forums.

==Activity modules and groups==

Different activity modules vary as to how they treat groups – some have better support for groups than others! For groups in forums, see the section on group mode in [[Adding/editing a forum]].

In general if you have questions about how an activity supports groups, you’re advised to post in the forum for the activity module, and not the groups forum.

===What happens if I switch an activity from being in non-groups mode to being in groups mode?===

This depends on the activity module in question.

For forums, posts made before the forum is put into groups mode are visible to all students after you have put the forum into group mode. However students cannot reply to these posts if they have no group (i.e. blank).

===What happens if I change the groups for an activity in groups mode e.g. if I move a student from one group to another?===

Again this depends on the activity module. You may find that grades or activity logs are lost, so check for the specific activity module first.

===How do I post a message in a forum that only one group can see?===

Before you click 'Add a new topic', you need to choose the group from the Separate groups drop-down menu at the top left.

===As a teacher I want to put the same post in each group's forum with students able to reply to that post. How can I do this?===

You need to post the same message into the forum for each group. There is currently no way to do this in one go if you want students to be able to reply to your post. If you don't mind students not being able to reply, then you can of course just post the message to all participants.

[[Category:Groups]]
[[Category:FAQ]]

[[fr:FAQ des groupes]]
[[ru:FAQ по группам]]
[[de:Gruppen_FAQ]]

Calendar export

2008-12-03T00:30:53Z

Joergw:

{{Calendar}}
{{Moodle 1.8}}Moodle allows administrators, teachers and students to easily export calendars for backing up or inserting in calendar software.

There are two methods for exporting a calendar in Moodle.

== To backup a calendar ==
[[Image:MoodleCalendarExport.jpg|thumb|150px|right|Moodle Calendar "Export calendar" and "iCal" buttons]]
* Click the "Export calendar" button located on the bottom of the calendar page
* Select the items you wish to back up (select "All events" to back up the entire calendar)
* Click "Export" when you are ready to export

Note: you can only export calendar events up to the next 60 days.

== To copy a calendar ==

For use on a device such as a PDA, or to import a Moodle calendar into software such as Apple iCal, Microsoft Outlook, or Mozilla Thunderbird:

* Click on the orange "iCal" button located on the bottom of the calendar page
* Alternatively, when using "Export calendar" clicking on "Get calendar URL" will provide you with a URL which can be used with other calendar software to sync with a Moodle calendar

Note: you cannot select individual items to include in the exported file with iCal, all events will be included.

You can then import the exported calendar into your desired software.

== Importing a Moodle calendar into Mozilla Thunderbird/Lightning ==

* Enter into calendar mode by clicking the Calendar icon at the bottom-right of the client
* Click Calendar -> Import... then locate the exported iCal file

Note: changing an event in Thunderbird/Lightning will not change the event in a Moodle calendar as well, you must do that yourself.

==Subscribing to a calendar in Outlook 2007==
If you use an Outlook 2007 calendar, you can have your Moodle calendar events overlaid on top (or placed side by side) by following these steps:

#Go to the calendar view in your Moodle install and find the orange ical icon at the bottom and right click it, choosing "copy link location". This link will permanently subscribe to the calendar events for the currently logged in user.
#Open Outlook 2007 and go to Tools->account settings->internet calendars->new.
#Paste in the address you copied from Moodle.
#Click OK and close.
#You should now see another calendar available on the left hand calendar bar, underneath 'My Calendars'. Enable this and Outlook will update the calendar every time it opens.
#Right-click on the tabs to choose between 'side by side mode' and 'overlay mode'.

[http://au.youtube.com/watch?v=H9qQ1dWcloo| See video demonstration of calendar linking]

[[Category:Backup]]

[[ca:Exportaci%C3%B3_d%27un_calendari]]
[[fr:Exportation_du_calendrier]]
[[de:Kalender_exportieren]]

Calendar

2008-12-02T17:01:03Z

Joergw:

{{Calendar}}

The Calendar displays the following events:

* Site (event viewable in all courses - created by admin users)
* Course (event viewable only to course members - created by teachers)
* Groups (event viewable only by members of a group - created by teachers)
* User (personal event a student user can create - viewable only by the user)

Events are added to the calendar, and can be aimed at individual users, your defined groups, or your courses. Adding closing dates to assignments, forums, quizzes, etc. will cause them to show up in the [[Calendar block|calendar block]]. You can view previous or future months on Calendar by clicking the left/right arrows next to the current month's name. The current date is outlined. You can hide or show various categories of events by clicking on the color key below the calendar. This can make the calendar easier to read (especially if there are many events on the calendar). For example, if you wanted to hide Group event dates (events assigned to learner Groups you create), click "Group events" on the bottom of the Calendar. This would hide all group events, and the color code would disappear from the link on the calendar. To show the events again, click the Group Events link again.

Both the daily detail screen and the monthly detail screen have the Preferences button in the upper right. This button leads to a screen like this: The last two settings ('Maximum upcoming events' and 'Upcoming events look-ahead') affect how the Upcoming Events block displays information. You may change any of these settings to suit your class needs. When you have finished any changes, click Save changes.

Both the daily and monthly detail screens have the New Event button. This allows you to manually add events for your classes (remember that the system will automatically add due dates for assignments, quizzes, etc. when you create those activities).

==See also==
*[[Calendar FAQ]]
*[http://www.youtube.com/watch?v=Rwst4lSNniw Video on using the Moodle calendar]
*[[Calendar settings]] for administrators

[[fr:Calendrier]]
[[ca:Calendari]]
[[de:Kalender]]

Calendar preferences

2008-12-02T15:00:26Z

Joergw:

{{Calendar}}

To enter a Moodle calendar's preferences, click on the "Preferences" button located at the top-right of the calendar. [[Image:MoodleCalendarPreferenceButton.jpg|thumb|150px|right|Moodle Calendar "Preferences" Button]]

Once you have made changes (i.e. changed the default values) remember to click the "Save changes" button at the bottom of the Preferences page, otherwise the changed settings will not be saved. Default values for each of the preferences are listed below.

== Time display format ==

Either 12-hour (am/pm) or 24-hour time display formatting can be set. The default setting formats the time display according to the language settings you use on the site (US-English will format the time display to 12-hour).

== First day of week ==

The day that a calendar weeks will start with when being displayed. Default is set to "Sunday".
[[Image:MoodleCalendarPreferencePage.jpg|thumb|150px|right|Moodle Calendar Preferences Page]]
== Maximum upcoming events ==

The maximum number of upcoming events displayed on the calendar at one time. A larger number will mean that upcoming events displays will take up a large amount of space on a screen. Default is set to 10.

== Upcoming events look-ahead ==

The maximum number of days in the future that an event has to occur in order to be displayed as an upcoming event. Events that start on a date beyond the value set will not be displayed as an upcoming event. Default is set to 21.

'''Note:''' If the number of upcoming events exceeds the maximum number of upcoming events allowed (see above) then the ones that exceed this limit will '''not''' be displayed. To allow for more upcoming events to be displayed at one time, set Maximum upcoming events to a higher value.

== Remember filter settings ==

If the value is set to "Yes" then your last event filter settings will be automatically restores each time you login. Default is set to "No".

== Other Settings ==

Various other settings for the Moodle calendar can be located at Appearance -> Themes -> Calendar in the Site Administration panel.

'''Note:''' Settings will be dependent on the site theme used.

[[ca:Prefer%C3%A8ncies_del_calendari]]
[[fr:Pr%C3%A9f%C3%A9rences_du_calendrier]]
[[de:Kalendereinstellungen]]

Calendar FAQ

2008-12-02T13:59:44Z

Joergw:

{{Calendar}}==See also==

*Using Moodle [http://moodle.org/mod/forum/view.php?f=345 Calendar forum]

{{stub}}

[[Category:FAQ]]

[[de:Kalender_FAQ]]

Adding/editing a calendar event

2008-12-02T13:45:54Z

Joergw:

{{Calendar}}

To add a calendar event
* Click month on Calendar to get an expanded month view
* In Calendar view click the New Event button
* On a New Event page select the type of event
** A '''User Event''' will only be visible by the user currently logged in (i.e. the one creating the event);
** A '''Group Event''' will be visible to a particular Group on the course (chosen from a drop-down list);
** A '''Course Event''' will be visible to participants on the course in question. Only users with editing rights on a course can add course events;
** A '''Site Event''' is a "global" event - visible in every course and on the calendar on the home page. Only Administrators can add site events.
* Set the event properties
* Click Save changes

==See also==

*[http://www.youtube.com/watch?v=Rwst4lSNniw Video on using the Moodle calendar]
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=51583 Importing a global calendar from outlook] forum discussion

[[ca:Afegir/editar_esdeveniments]]
[[fr:Ajouter/modifier_un_%C3%A9v%C3%A9nement]]
[[de:Neuen_Termin_anlegen]]

HTML block

2008-12-02T10:23:16Z

Joergw:

A '''HTML block''' is a standard [[Blocks|block]] used to add text or images on a site or course page. The title bar can be left blank.

The block is a flexible and can incorporate a variety of functions and uses in the content area. It has the standard Moodle [[HTML editor]] for formatting text, adding images or creating links, switching to code view and allows any valid [[HTML in Moodle|HTML markup]] to be used. This enables [[Multimedia plugins|embedding video]], [[Audio in Moodle|sounds]], [[Flash]], and other files which can add unique elements to a course or site page.

==See also ==
*[[HTML editor]]

[[Category:Block]]
[[Category:HTML]]

[[fr:Bloc HTML]]
[[de:HTML-Block]]

Notes

2008-12-02T10:22:15Z

Joergw:

{{Moodle 1.9}}From Moodle 1.9 onwards, teachers may add notes about their students.

The notes page may be accessed via the Notes tab in a user's profile page or the Notes tab on the Participants page.

==Note status==

A note's status determines who can see the note.

* Personal - The note will be visible only to you (as the teacher)
* Course - The note will be visible to other teachers in this course
* Site - The note will be visible to other teachers in all courses

==See also==
*[http://www.youtube.com/watch?v=cS2tBi-ct5k Moodle 1.9 Notes Tutorial video]

[[Category:Notes]]

[[eu:Oharrak]]
[[fr:Annotations]]
[[ca:notes/index|Anotacions]]
[[de:Anmerkungen]]