https://docs.moodle.org/404/en/api.php?action=feedcontributions&feedformat=atom&user=DivbMoodleDocs - User contributions [en]2026-04-09T17:20:38ZUser contributionsMediaWiki 1.43.5https://docs.moodle.org/404/en/index.php?title=Course_files&diff=99867Course files2012-08-07T18:18:16Z<p>Divb: Fixed some grammar/wording/spacing that needed some help for cleanliness and clarity.</p>
<hr />
<div>{{Working with files and folders}}<br />
This page explains the legacy "Course files" area in Moodle 2, and related topics.<br />
<br />
It's useful for any teacher who wants to know how to add files to a Moodle 2 course (especially if you previously used Moodle 1.9 or earlier).<br />
<br />
==Files in Moodle 1.9==<br />
<br />
In versions of Moodle before 2, all the files uploaded into Moodle were stored in a physical directory on disk known as the "Course files" area. <br />
<br />
This is where a teacher might upload files to be part of the course content, but this area also included everything students uploaded, such as assignments and forum attachments. These "activity files" were stored in a special folder called ''moddata'' in a certain structure that helped modules keep track of their own files.<br />
<br />
===Typical Moodle 1.x workflows===<br />
<br />
The course files area was accessed in two ways through the Moodle interface by teachers.<br />
<br />
# Through the "Files" link in the Course Administration block, or<br />
# When a file was required in other places, such as a resource, or attachment.<br />
<br />
When publishing a file as a resource, say a PDF file, a teacher might:<br />
<br />
# Upload it to their course files area along with all the other files they intend to use in the course<br />
# Add a resource to the course<br />
# Select the PDF from the course files<br />
<br />
Students did not have direct access to read the course files area. All they could do was upload files from their desktop computer straight into activities.<br />
<br />
===A less typical workflow===<br />
<br />
# Use [[wikipedia:FTP|FTP]] to push files straight into the course files area<br />
# Add resources to the course by selecting these files<br />
# Update the resources later by updating the files directly via FTP<br />
<br />
This meant expert users could update course content with files or HTML mini-sites without having to change anything in Moodle.<br />
<br />
===Problems with the Moodle 1.x model===<br />
<br />
* If the original file was deleted from course files area, or renamed, it would result in broken links everywhere where it was previously used<br />
* Storing files on disk meant file names were restricted (eg file names in Japanese would break on some operating systems)<br />
* All course files had to be readable by students (if they knew the URL) because Moodle had no way of telling what context you were viewing a file in (eg the same file might be in a HTML text in a forum and also in a resource). This meant that files stored in the course files area were not as secret as teachers thought they were.<br />
* Files could not be reused in several courses - that had to be uploaded to each course files area<br />
* Backups had to include ALL course files, just in case they were required, even if the backup only contained one activity<br />
* Images and other media might look fine for teachers, but others would not see it (eg in course descriptions)<br />
* When importing activities from one course to another, ALL course files were imported, as it was impossible to tell which files were needed<br />
<br />
==Files in Moodle 2 ==<br />
<br />
In Moodle 2 the files work a lot more like Web 2.0 systems, such as Facebook and Google Docs.<br />
<br />
Each activity and each text has its own file area, and files are associated directly with the place it is used. For example, a file attached to a forum post is stored "with" the forum post, and becomes subject to exactly the same access restrictions.<br />
<br />
The Files system is intimately connected with the Repository system, and a file picker which makes it easy to browse external and internal repositories for files, and then copy them into Moodle. Certain repositories also allow you to link directly to their media files. Repositories in general are the way of the future for content - most Web 2.0 systems are really repositories of data with various management interfaces.<br />
<br />
A private files area is provided for each user to store a collection of files for their own use. This is useful for students as well as teachers, and makes it easy to re-use media across the Moodle site. Only you can access your own private files.<br />
<br />
The course files area in Moodle 2 is [[wikipedia:Deprecation|deprecated]] and is not available by default due to the problems described above. When a site is upgraded from 1.9, all course files are migrated into new file areas and the old course files area is hidden from view.<br />
<br />
Internally, files are stored in a "file pool" of blobs on disk with numbers for names. All the actual names and metadata are stored in a database.<br />
<br />
===Typical Moodle 2 workflow===<br />
<br />
# Edit a text or activity <br />
# Use the filepicker to select the file from a local or remote repository<br />
<br />
The file is then copied to Moodle and stored securely with the text or activity.<br />
<br />
===More advanced Moodle 2 workflow===<br />
<br />
# Edit a text or url resource<br />
# Use the filepicker to select the file from a local or remote repository and select "link"<br />
<br />
The file URL is then embedded into the text and when viewed, the media comes directly from the repository.<br />
<br />
===Why is it better?===<br />
<br />
====Integrity====<br />
<br />
If a forum post with attached files (eg images) is imported into another course, then the files move with it. Anyone in the new course will also see the files. This makes activities more portable and re-usable.<br />
<br />
If two activities use the same file and one is deleted, then the other one is not affected.<br />
<br />
There should be fewer problems where everything looks fine for teachers but doesn't appear for students.<br />
<br />
====Security====<br />
<br />
Access to files is governed the same way as the items that they attached to, which is what people expect. All files are now controlled by the settings in the Moodle interface, including roles and permissions.<br />
<br />
====Re-usability====<br />
<br />
It is now fast and easy to re-use files across Moodle. Using the file picker, a recently-used file may easily be chosen, or a file from any course a user has access to.<br />
<br />
====Backups====<br />
<br />
Backups of activities are small and accurate, because Moodle detects exactly what files to include. This is important for things like [[Community hubs]], where sharing of courses and parts of courses will become more common, and sharing every file in a course may be inappropriate.<br />
<br />
====Internationalization====<br />
<br />
There are no restrictions on file names - even files with names in Japanese may be used.<br />
<br />
====Repositories====<br />
<br />
The world is turning towards better management of files and less "dumping" of files into disks. There are many repository solutions out there that focus on better management of files, with versioning, workflow, metadata and other features.<br />
<br />
===How to duplicate Moodle 1.x functionality in 2===<br />
<br />
If you really want to mimic older workflows in 2 then there are some solutions, although none of them are exactly the same.<br />
<br />
====FTP files into Moodle====<br />
<br />
# One way to do this is via the [[admin/repository/filesystem|File system repository]]. This allows you to turn a directory on the server into a repository of files within the Moodle file picker. You can then use any server technology to access that directory from a desktop, such as FTP, [[wikipedia:Samba (software)|Samba]], [[wikipedia:AppleShare|Appleshare]] or [[wikipedia:WebDAV|WebDAV]].<br />
# See the direct WebDAV plans below.<br />
<br />
====Change a file once and have it update in many places====<br />
<br />
# See [[Working with files]] for the areas in which this is possible.<br />
<br />
===WebDAV support for course files and user files===<br />
<br />
This would effectively replace direct FTP access to the file system with WebDAV access to the "virtual" file system inside these file areas in Moodle. It would allow people to update files without going near the web GUI.<br />
<br />
[[fr:Fichiers de cours]]<br />
[[ja:コースファイル]]<br />
[[de:Kursdateien]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Moodle_in_education&diff=24689Moodle in education2007-06-27T20:21:40Z<p>Divb: /* Editing course section */</p>
<hr />
<div>==Getting started==<br />
If you are a new user and would like a list of all teacher documentation articles, please see [[:Category:Teacher]].<br />
<br />
We are assuming that your site administrator has set up Moodle, you are a user with teacher privileges and the administrator has assigned you to a new, blank course. Don't forget, [http://demo.moodle.org/ demo.moodle.org] will let you play an hour at a time for free.<br />
<br />
You will need to be [[Log in | logged into]] the course as a user who has been assigned [[Teacher|a role as a teacher]] (with editing rights) on that course to use most of the features below. We have some tips if you are having [[Can not log in | trouble logging in]].<br />
<br />
Now onto the real details. You will find the [[Course homepage|course homepage]] is broken down into [[Course sections|course sections]]. A course is created by [[Adding resources and activities|adding resources and activities]]. When writing text in Moodle you have a range of [[Formatting options]], including using [[HTML editor|HTML in Moodle]]. There are different ways to enroll [[Students]] and assign them to one or more [[Groups]] in a course.<br />
<br />
The example below shows a new course set up with topic sections, edit is on. There are a few of Moodle's many [[:Category:Block|blocks]] on the right and left sides of the topics, such as "Latest News" or "[[Administration block|Administration]]". The teacher is all ready to add resources and activities or a few new blocks to their brand new course.<br />
[[Image:Course edit on new 2.jpg|thumb|center|500px|Getting started image - a new course]]<br />
<br />
==Editing course section==<br />
[[Image:Turn_edit_on_Student_on_buttons.JPG]]<br><br />
To add or alter activities or resources a teacher will need to [[Turn editing on|turn editing on]] and off with a button on the course homepage. The student view/change roles option allows the teacher to get a general idea of what students will see. There is also an "editing on" link in the [[Administration block|administration block]]. The turn editing option toggles between on and off, and when on, shows a variety of editing icons next to all editable objects in the course. Here are some common editing icons, for more details about them [[Adding/editing_a_course#Editing_a_course|go to adding/editing a course]]. To ADD items you must use the appropriate drop-downs for them.<br />
<br />
{| border="1" cellpadding="2" cellspacing="0"<br />
!width="30"|Icon<br />
!width="120"|Effect<br />
!width="30"|Icon<br />
!width="120"|Effect<br />
!width="30"|Icon<br />
!width="120"|Effect<br />
!width="30"|Icon<br />
!width="140"|Effect<br />
|-<br />
|[[Image:Edit.gif]]|| Edit item ||[[Image:Open.gif]]* || Close/Hide item||[[Image:Delete.gif]]* || Delete/Remove ||[[Image:Move.gif]] ||Move (up/down)<br />
|-<br />
||[[Image:All.gif]] ||See all weeks/topics||[[Image:Closed.gif]]* || Open/Show Item ||[[Image:Right.gif]] || Indent/shift right ||[[Image:Movehere.gif]] || Move here <br />
|-<br />
||[[Image:One.gif]] || See one week/topic||[[Image:Help.gif]] ||Help || || ||[[Image:Marker.gif]] ||Make Current (highlight) week/topic<br />
|}<br />
<br><br />
*(Note that the open eye indicates that the resource is visible, while clicking it changes it to be invisible (to students), and vice versa with the closed eye. Note that the X deletes resources and activities (with a warning) whereas it only removes blocks (which can be added at any time later)<br />
<br />
==Activity modules==<br />
<br />
[[Image:Activity_dropdown.JPG|frame|right|Add an activity drop-down menu]] <br />
There are a number of robust interactive learning [[:Category:Modules|activity modules]] that you may [[Adding_resources_and_activities | add to your course]].<br />
<br />
Communication and collaboration may take place using [[Chats]] and [[Forums]] for conversational activities and [[Choices]] to gain group feedback. Adding [[Wikis]] to your courses is an excellent way to allow students to work together on a project.<br />
<br />
Work can be submitted by students and marked by teachers using [[Assignments]] or [[Workshops]]. The [[Quizzes]] offer several options for automatic scoring. You can even integrate your Hot Potato quizzes by adding a [[Hotpot]] activity.<br />
<br />
[[Lessons]] and [[SCORM]] activities deliver content and offer ways of individualizing your presentation based upon a student's choices. Key words can be added to [[Glossaries]] by yourself or, if you allow it, your students.<br />
<br />
[[Surveys]] and [[Database module|Databases]] are also very powerful additions to any course.<br />
<br />
If all of that isn't enough for you then you can also add [[:Category:Modules (non-standard)|non-standard modules]] that are not part of the official Moodle release!<br />
<br />
==Resources==<br />
<br />
[[Image:Resource_pulldown_menu.JPG|frame|left|Add a resource drop-down menu]] <br />
<br />
Moodle supports a range of different [[Resources|resource types]] that allow you to include almost any kind of digital content into your courses. These can be added by using the [[Adding_resources_and_activities | add a resource]] dropdown box when editing is turned on. <br />
<br />
A [[Text page]] is a simple page written using plain text. Text pages aren't pretty, but they're a good place to put some information or instructions. If you are after more options for your new page then you should be thinking about adding a [[Web page]] and making use of Moodle's WYSIWYG editor.<br />
<br />
Of course the resource may already exist in electronic form so you may want to [[File or website link|link to an uploaded file or external website]] or simply display the complete contents of a [[Directory|directory]] in your course files and let your users pick the file themselves. If you have an [[IMS content package]] then this can be easily added to your course.<br />
<br />
Use a [[Label|label]] to embed instructions or information in the course section.<br />
<br />
==Blocks==<br />
[[Image:Block_add_dropdown_list2.JPG |thumb|150px|right|Add Block drop-down menu]] <br />
Each course homepage generally contains [[Blocks_%28teacher%29|blocks]] on the left and right with the centre column containing the course content. Blocks may be added, hidden, deleted, and moved up, down and left/right when editing is turned on. Examples of blocks can be see in the Getting Starting image above. [[Latest News block|"Latest News"]], "[[Blogs]]", [[Upcoming Events block|"Upcoming Events"]], and [[Recent Activity block|"Recent Activity"]] are a few examples.<br />
<br />
A wide range of [[Blocks_%28teacher%29#Block_types|over 16 different block types]] can provide additional information or functionality to the learner by the teacher. The standard blocks that come with Moodle are shown on the right. There are also many [[:Category:Block (non-standard)|non-standard blocks]] developed by Moodlers that an administrator can add to this list. <br />
<br />
A teacher with editing rights will also have a course [[Administration_block|administration block]]. This block has sub menus for course: backup/restore, enrollments, format, reports, grades, activity logs, files and other useful tools.<br />
<br />
==General advice==<br />
<br />
* Subscribe yourself to all of the [[forum]]s in your course so that you can keep in touch with your class activity. <br />
* Encourage all of the students to fill out their [[Edit profile|user profile]] (including photos) and read them all - this will help provide some context to their later writings and help you to respond in ways that are tailored to their own needs. <br />
* Keep notes to yourself in the private "Teacher's Forum" (under Administration). This is especially useful when team teaching. <br />
* Use the [[Logs]] link (under Administration) to get access to complete, raw logs. In there you'll see a link to a popup window that updates every sixty seconds and shows the last hour of activity. This is useful to keep open on your desktop all day so you can feel in touch with what's going on in the course. <br />
* Use many reports. [[Reports]] in the Administration block, [[Recent_activity|Activity Reports]] (next to each name in the list of all people, or from any user profile page). These provide a great way to see what any particular person has been up to in the course.<br />
* Respond quickly to students. Don't leave it for later - do it right away. Not only is it easy to become overwhelmed with the volume that can be generated, but it's a crucial part of building and maintaining a community feel in your course.<br />
*Don't be afraid to experiment: feel free to poke around and change things. It's hard to break anything in a Moodle course, and even if you do it's usually easy to fix it. <br />
* Use the [[Navigation bar|navigation bar]] at the top of each page - this should help remind you where you are and prevent getting lost<br />
<br />
== See also ==<br />
*[[Blogs]] - blogs in Moodle<br />
*[[Teaching with Moodle]] - inspiring links<br />
*[[http://moodle.org/mod/forum/discuss.php?d=66854 Moodle and elearning intro]] - Written by Martin Langhoff<br />
*[[Teaching do's and don'ts]] - hints<br />
*[[Moodle manuals]] - a list of links to manuals and books<br />
*[[Using Moodle book]] - a real book you can reprint!<br />
*[[Teaching FAQ]] - common questions<br />
*[http://moodle.tokem.fi/mod/book/view.php?id=5116&chapterid=256 Example of a course teaching checklist], <br />
*One example of a site specific [[http://moodle.tokem.fi/mod/book/view.php?id=5116 Teacher's Moodle Manual]], done in Moodle with the book module<br />
*[[Tips and tricks]]<br />
*[[Student FAQ]] - students have questions about technology?<br />
<br />
[[Category:Teacher]]<br />
[[es:Documentación para Profesores]]<br />
[[eu:Irakasleentzako dokumentazioa]]<br />
[[fr:Documentation enseignant]]<br />
[[it:Documentazione per Docenti]]<br />
[[nl:Documentatie voor leraren]]<br />
[[fi:Opettajan opas]]<br />
[[ru:Учителям]]<br />
[[zh:教师文档]]<br />
[[ja:教師ドキュメント]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Moodle_in_education&diff=24688Moodle in education2007-06-27T20:20:22Z<p>Divb: /* Editing course section */</p>
<hr />
<div>==Getting started==<br />
If you are a new user and would like a list of all teacher documentation articles, please see [[:Category:Teacher]].<br />
<br />
We are assuming that your site administrator has set up Moodle, you are a user with teacher privileges and the administrator has assigned you to a new, blank course. Don't forget, [http://demo.moodle.org/ demo.moodle.org] will let you play an hour at a time for free.<br />
<br />
You will need to be [[Log in | logged into]] the course as a user who has been assigned [[Teacher|a role as a teacher]] (with editing rights) on that course to use most of the features below. We have some tips if you are having [[Can not log in | trouble logging in]].<br />
<br />
Now onto the real details. You will find the [[Course homepage|course homepage]] is broken down into [[Course sections|course sections]]. A course is created by [[Adding resources and activities|adding resources and activities]]. When writing text in Moodle you have a range of [[Formatting options]], including using [[HTML editor|HTML in Moodle]]. There are different ways to enroll [[Students]] and assign them to one or more [[Groups]] in a course.<br />
<br />
The example below shows a new course set up with topic sections, edit is on. There are a few of Moodle's many [[:Category:Block|blocks]] on the right and left sides of the topics, such as "Latest News" or "[[Administration block|Administration]]". The teacher is all ready to add resources and activities or a few new blocks to their brand new course.<br />
[[Image:Course edit on new 2.jpg|thumb|center|500px|Getting started image - a new course]]<br />
<br />
==Editing course section==<br />
[[Image:Turn_edit_on_Student_on_buttons.JPG]]<br><br />
To add or alter activities or resources a teacher will need to [[Turn editing on|turn editing on]] and off with a button on the course homepage. The student view/change roles option allows the teacher to get a general idea of what students will see. There is also an "editing on" link in the [[Administration block|administration block]]. The turn editing option toggles between on and off, and when on, shows a variety of editing icons next to all editable objects in the course. Here are some common editing icons, for more details about them [[Adding/editing_a_course#Editing_a_course|go to adding/editing a course]]. To ADD items you must use the appropriate drop-downs for them.<br />
<br />
{| border="1" cellpadding="2" cellspacing="0"<br />
!width="30"|Icon<br />
!width="120"|Effect<br />
!width="30"|Icon<br />
!width="120"|Effect<br />
!width="30"|Icon<br />
!width="120"|Effect<br />
!width="30"|Icon<br />
!width="120"|Effect<br />
|-<br />
|[[Image:Edit.gif]]|| Edit item ||[[Image:Open.gif]]* || Close/Hide item||[[Image:Delete.gif]]* || Delete/Remove ||[[Image:Move.gif]] ||Move (up/down)<br />
|-<br />
||[[Image:All.gif]] ||See all weeks/topics||[[Image:Closed.gif]]* || Open/Show Item ||[[Image:Right.gif]] || Indent ||[[Image:Movehere.gif]] || Move here <br />
|-<br />
||[[Image:One.gif]] || See one week/topic||[[Image:Help.gif]] ||Help || || ||[[Image:Marker.gif]] ||Make Current (highlight) week/topic<br />
|}<br />
<br><br />
*(Note that the open eye indicates that the resource is visible, while clicking it changes it to be invisible (to students), and vice versa with the closed eye. Note that the X deletes resources and activities (with a warning) whereas it only removes blocks (which can be added at any time later)<br />
<br />
==Activity modules==<br />
<br />
[[Image:Activity_dropdown.JPG|frame|right|Add an activity drop-down menu]] <br />
There are a number of robust interactive learning [[:Category:Modules|activity modules]] that you may [[Adding_resources_and_activities | add to your course]].<br />
<br />
Communication and collaboration may take place using [[Chats]] and [[Forums]] for conversational activities and [[Choices]] to gain group feedback. Adding [[Wikis]] to your courses is an excellent way to allow students to work together on a project.<br />
<br />
Work can be submitted by students and marked by teachers using [[Assignments]] or [[Workshops]]. The [[Quizzes]] offer several options for automatic scoring. You can even integrate your Hot Potato quizzes by adding a [[Hotpot]] activity.<br />
<br />
[[Lessons]] and [[SCORM]] activities deliver content and offer ways of individualizing your presentation based upon a student's choices. Key words can be added to [[Glossaries]] by yourself or, if you allow it, your students.<br />
<br />
[[Surveys]] and [[Database module|Databases]] are also very powerful additions to any course.<br />
<br />
If all of that isn't enough for you then you can also add [[:Category:Modules (non-standard)|non-standard modules]] that are not part of the official Moodle release!<br />
<br />
==Resources==<br />
<br />
[[Image:Resource_pulldown_menu.JPG|frame|left|Add a resource drop-down menu]] <br />
<br />
Moodle supports a range of different [[Resources|resource types]] that allow you to include almost any kind of digital content into your courses. These can be added by using the [[Adding_resources_and_activities | add a resource]] dropdown box when editing is turned on. <br />
<br />
A [[Text page]] is a simple page written using plain text. Text pages aren't pretty, but they're a good place to put some information or instructions. If you are after more options for your new page then you should be thinking about adding a [[Web page]] and making use of Moodle's WYSIWYG editor.<br />
<br />
Of course the resource may already exist in electronic form so you may want to [[File or website link|link to an uploaded file or external website]] or simply display the complete contents of a [[Directory|directory]] in your course files and let your users pick the file themselves. If you have an [[IMS content package]] then this can be easily added to your course.<br />
<br />
Use a [[Label|label]] to embed instructions or information in the course section.<br />
<br />
==Blocks==<br />
[[Image:Block_add_dropdown_list2.JPG |thumb|150px|right|Add Block drop-down menu]] <br />
Each course homepage generally contains [[Blocks_%28teacher%29|blocks]] on the left and right with the centre column containing the course content. Blocks may be added, hidden, deleted, and moved up, down and left/right when editing is turned on. Examples of blocks can be see in the Getting Starting image above. [[Latest News block|"Latest News"]], "[[Blogs]]", [[Upcoming Events block|"Upcoming Events"]], and [[Recent Activity block|"Recent Activity"]] are a few examples.<br />
<br />
A wide range of [[Blocks_%28teacher%29#Block_types|over 16 different block types]] can provide additional information or functionality to the learner by the teacher. The standard blocks that come with Moodle are shown on the right. There are also many [[:Category:Block (non-standard)|non-standard blocks]] developed by Moodlers that an administrator can add to this list. <br />
<br />
A teacher with editing rights will also have a course [[Administration_block|administration block]]. This block has sub menus for course: backup/restore, enrollments, format, reports, grades, activity logs, files and other useful tools.<br />
<br />
==General advice==<br />
<br />
* Subscribe yourself to all of the [[forum]]s in your course so that you can keep in touch with your class activity. <br />
* Encourage all of the students to fill out their [[Edit profile|user profile]] (including photos) and read them all - this will help provide some context to their later writings and help you to respond in ways that are tailored to their own needs. <br />
* Keep notes to yourself in the private "Teacher's Forum" (under Administration). This is especially useful when team teaching. <br />
* Use the [[Logs]] link (under Administration) to get access to complete, raw logs. In there you'll see a link to a popup window that updates every sixty seconds and shows the last hour of activity. This is useful to keep open on your desktop all day so you can feel in touch with what's going on in the course. <br />
* Use many reports. [[Reports]] in the Administration block, [[Recent_activity|Activity Reports]] (next to each name in the list of all people, or from any user profile page). These provide a great way to see what any particular person has been up to in the course.<br />
* Respond quickly to students. Don't leave it for later - do it right away. Not only is it easy to become overwhelmed with the volume that can be generated, but it's a crucial part of building and maintaining a community feel in your course.<br />
*Don't be afraid to experiment: feel free to poke around and change things. It's hard to break anything in a Moodle course, and even if you do it's usually easy to fix it. <br />
* Use the [[Navigation bar|navigation bar]] at the top of each page - this should help remind you where you are and prevent getting lost<br />
<br />
== See also ==<br />
*[[Blogs]] - blogs in Moodle<br />
*[[Teaching with Moodle]] - inspiring links<br />
*[[http://moodle.org/mod/forum/discuss.php?d=66854 Moodle and elearning intro]] - Written by Martin Langhoff<br />
*[[Teaching do's and don'ts]] - hints<br />
*[[Moodle manuals]] - a list of links to manuals and books<br />
*[[Using Moodle book]] - a real book you can reprint!<br />
*[[Teaching FAQ]] - common questions<br />
*[http://moodle.tokem.fi/mod/book/view.php?id=5116&chapterid=256 Example of a course teaching checklist], <br />
*One example of a site specific [[http://moodle.tokem.fi/mod/book/view.php?id=5116 Teacher's Moodle Manual]], done in Moodle with the book module<br />
*[[Tips and tricks]]<br />
*[[Student FAQ]] - students have questions about technology?<br />
<br />
[[Category:Teacher]]<br />
[[es:Documentación para Profesores]]<br />
[[eu:Irakasleentzako dokumentazioa]]<br />
[[fr:Documentation enseignant]]<br />
[[it:Documentazione per Docenti]]<br />
[[nl:Documentatie voor leraren]]<br />
[[fi:Opettajan opas]]<br />
[[ru:Учителям]]<br />
[[zh:教师文档]]<br />
[[ja:教師ドキュメント]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Moodle_in_education&diff=24686Moodle in education2007-06-27T20:19:12Z<p>Divb: /* Editing course section */</p>
<hr />
<div>==Getting started==<br />
If you are a new user and would like a list of all teacher documentation articles, please see [[:Category:Teacher]].<br />
<br />
We are assuming that your site administrator has set up Moodle, you are a user with teacher privileges and the administrator has assigned you to a new, blank course. Don't forget, [http://demo.moodle.org/ demo.moodle.org] will let you play an hour at a time for free.<br />
<br />
You will need to be [[Log in | logged into]] the course as a user who has been assigned [[Teacher|a role as a teacher]] (with editing rights) on that course to use most of the features below. We have some tips if you are having [[Can not log in | trouble logging in]].<br />
<br />
Now onto the real details. You will find the [[Course homepage|course homepage]] is broken down into [[Course sections|course sections]]. A course is created by [[Adding resources and activities|adding resources and activities]]. When writing text in Moodle you have a range of [[Formatting options]], including using [[HTML editor|HTML in Moodle]]. There are different ways to enroll [[Students]] and assign them to one or more [[Groups]] in a course.<br />
<br />
The example below shows a new course set up with topic sections, edit is on. There are a few of Moodle's many [[:Category:Block|blocks]] on the right and left sides of the topics, such as "Latest News" or "[[Administration block|Administration]]". The teacher is all ready to add resources and activities or a few new blocks to their brand new course.<br />
[[Image:Course edit on new 2.jpg|thumb|center|500px|Getting started image - a new course]]<br />
<br />
==Editing course section==<br />
[[Image:Turn_edit_on_Student_on_buttons.JPG]]<br><br />
To add or alter activities or resources a teacher will need to [[Turn editing on|turn editing on]] and off with a button on the course homepage. The student view/change roles option allows the teacher to get a general idea of what students will see. There is also an "editing on" link in the [[Administration block|administration block]]. The turn editing option toggles between on and off, and when on, shows a variety of editing icons next to all editable objects in the course. Here are some common editing icons, for more details about them [[Adding/editing_a_course#Editing_a_course|go to adding/editing a course]]. To ADD items you must use the appropriate drop-downs for them.<br />
<br />
{| border="1" cellpadding="2" cellspacing="0"<br />
!width="30"|Icon<br />
!width="110"|Effect<br />
!width="30"|Icon<br />
!width="110"|Effect<br />
!width="30"|Icon<br />
!width="110"|Effect<br />
!width="30"|Icon<br />
!width="110"|Effect<br />
|-<br />
|[[Image:Edit.gif]]|| Edit item ||[[Image:Open.gif]]* || Close||[[Image:Delete.gif]]* || Delete/Remove ||[[Image:Move.gif]] ||Move (up/down)<br />
|-<br />
||[[Image:All.gif]] ||See all weeks/topics||[[Image:Closed.gif]]* || Open ||[[Image:Right.gif]] || Indent ||[[Image:Movehere.gif]] || Move here <br />
|-<br />
||[[Image:One.gif]] || See one week/topic||[[Image:Help.gif]] ||Help || || ||[[Image:Marker.gif]] ||Make Current (highlight) week/topic<br />
|}<br />
<br><br />
*(Note that the open eye indicates that the resource is visible, while clicking it changes it to be invisible (to students), and vice versa with the closed eye. Note that the X deletes resources and activities (with a warning) whereas it only removes blocks (which can be added at any time later)<br />
<br />
==Activity modules==<br />
<br />
[[Image:Activity_dropdown.JPG|frame|right|Add an activity drop-down menu]] <br />
There are a number of robust interactive learning [[:Category:Modules|activity modules]] that you may [[Adding_resources_and_activities | add to your course]].<br />
<br />
Communication and collaboration may take place using [[Chats]] and [[Forums]] for conversational activities and [[Choices]] to gain group feedback. Adding [[Wikis]] to your courses is an excellent way to allow students to work together on a project.<br />
<br />
Work can be submitted by students and marked by teachers using [[Assignments]] or [[Workshops]]. The [[Quizzes]] offer several options for automatic scoring. You can even integrate your Hot Potato quizzes by adding a [[Hotpot]] activity.<br />
<br />
[[Lessons]] and [[SCORM]] activities deliver content and offer ways of individualizing your presentation based upon a student's choices. Key words can be added to [[Glossaries]] by yourself or, if you allow it, your students.<br />
<br />
[[Surveys]] and [[Database module|Databases]] are also very powerful additions to any course.<br />
<br />
If all of that isn't enough for you then you can also add [[:Category:Modules (non-standard)|non-standard modules]] that are not part of the official Moodle release!<br />
<br />
==Resources==<br />
<br />
[[Image:Resource_pulldown_menu.JPG|frame|left|Add a resource drop-down menu]] <br />
<br />
Moodle supports a range of different [[Resources|resource types]] that allow you to include almost any kind of digital content into your courses. These can be added by using the [[Adding_resources_and_activities | add a resource]] dropdown box when editing is turned on. <br />
<br />
A [[Text page]] is a simple page written using plain text. Text pages aren't pretty, but they're a good place to put some information or instructions. If you are after more options for your new page then you should be thinking about adding a [[Web page]] and making use of Moodle's WYSIWYG editor.<br />
<br />
Of course the resource may already exist in electronic form so you may want to [[File or website link|link to an uploaded file or external website]] or simply display the complete contents of a [[Directory|directory]] in your course files and let your users pick the file themselves. If you have an [[IMS content package]] then this can be easily added to your course.<br />
<br />
Use a [[Label|label]] to embed instructions or information in the course section.<br />
<br />
==Blocks==<br />
[[Image:Block_add_dropdown_list2.JPG |thumb|150px|right|Add Block drop-down menu]] <br />
Each course homepage generally contains [[Blocks_%28teacher%29|blocks]] on the left and right with the centre column containing the course content. Blocks may be added, hidden, deleted, and moved up, down and left/right when editing is turned on. Examples of blocks can be see in the Getting Starting image above. [[Latest News block|"Latest News"]], "[[Blogs]]", [[Upcoming Events block|"Upcoming Events"]], and [[Recent Activity block|"Recent Activity"]] are a few examples.<br />
<br />
A wide range of [[Blocks_%28teacher%29#Block_types|over 16 different block types]] can provide additional information or functionality to the learner by the teacher. The standard blocks that come with Moodle are shown on the right. There are also many [[:Category:Block (non-standard)|non-standard blocks]] developed by Moodlers that an administrator can add to this list. <br />
<br />
A teacher with editing rights will also have a course [[Administration_block|administration block]]. This block has sub menus for course: backup/restore, enrollments, format, reports, grades, activity logs, files and other useful tools.<br />
<br />
==General advice==<br />
<br />
* Subscribe yourself to all of the [[forum]]s in your course so that you can keep in touch with your class activity. <br />
* Encourage all of the students to fill out their [[Edit profile|user profile]] (including photos) and read them all - this will help provide some context to their later writings and help you to respond in ways that are tailored to their own needs. <br />
* Keep notes to yourself in the private "Teacher's Forum" (under Administration). This is especially useful when team teaching. <br />
* Use the [[Logs]] link (under Administration) to get access to complete, raw logs. In there you'll see a link to a popup window that updates every sixty seconds and shows the last hour of activity. This is useful to keep open on your desktop all day so you can feel in touch with what's going on in the course. <br />
* Use many reports. [[Reports]] in the Administration block, [[Recent_activity|Activity Reports]] (next to each name in the list of all people, or from any user profile page). These provide a great way to see what any particular person has been up to in the course.<br />
* Respond quickly to students. Don't leave it for later - do it right away. Not only is it easy to become overwhelmed with the volume that can be generated, but it's a crucial part of building and maintaining a community feel in your course.<br />
*Don't be afraid to experiment: feel free to poke around and change things. It's hard to break anything in a Moodle course, and even if you do it's usually easy to fix it. <br />
* Use the [[Navigation bar|navigation bar]] at the top of each page - this should help remind you where you are and prevent getting lost<br />
<br />
== See also ==<br />
*[[Blogs]] - blogs in Moodle<br />
*[[Teaching with Moodle]] - inspiring links<br />
*[[http://moodle.org/mod/forum/discuss.php?d=66854 Moodle and elearning intro]] - Written by Martin Langhoff<br />
*[[Teaching do's and don'ts]] - hints<br />
*[[Moodle manuals]] - a list of links to manuals and books<br />
*[[Using Moodle book]] - a real book you can reprint!<br />
*[[Teaching FAQ]] - common questions<br />
*[http://moodle.tokem.fi/mod/book/view.php?id=5116&chapterid=256 Example of a course teaching checklist], <br />
*One example of a site specific [[http://moodle.tokem.fi/mod/book/view.php?id=5116 Teacher's Moodle Manual]], done in Moodle with the book module<br />
*[[Tips and tricks]]<br />
*[[Student FAQ]] - students have questions about technology?<br />
<br />
[[Category:Teacher]]<br />
[[es:Documentación para Profesores]]<br />
[[eu:Irakasleentzako dokumentazioa]]<br />
[[fr:Documentation enseignant]]<br />
[[it:Documentazione per Docenti]]<br />
[[nl:Documentatie voor leraren]]<br />
[[fi:Opettajan opas]]<br />
[[ru:Учителям]]<br />
[[zh:教师文档]]<br />
[[ja:教師ドキュメント]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Moodle_in_education&diff=24685Moodle in education2007-06-27T20:14:46Z<p>Divb: /* Editing course section */</p>
<hr />
<div>==Getting started==<br />
If you are a new user and would like a list of all teacher documentation articles, please see [[:Category:Teacher]].<br />
<br />
We are assuming that your site administrator has set up Moodle, you are a user with teacher privileges and the administrator has assigned you to a new, blank course. Don't forget, [http://demo.moodle.org/ demo.moodle.org] will let you play an hour at a time for free.<br />
<br />
You will need to be [[Log in | logged into]] the course as a user who has been assigned [[Teacher|a role as a teacher]] (with editing rights) on that course to use most of the features below. We have some tips if you are having [[Can not log in | trouble logging in]].<br />
<br />
Now onto the real details. You will find the [[Course homepage|course homepage]] is broken down into [[Course sections|course sections]]. A course is created by [[Adding resources and activities|adding resources and activities]]. When writing text in Moodle you have a range of [[Formatting options]], including using [[HTML editor|HTML in Moodle]]. There are different ways to enroll [[Students]] and assign them to one or more [[Groups]] in a course.<br />
<br />
The example below shows a new course set up with topic sections, edit is on. There are a few of Moodle's many [[:Category:Block|blocks]] on the right and left sides of the topics, such as "Latest News" or "[[Administration block|Administration]]". The teacher is all ready to add resources and activities or a few new blocks to their brand new course.<br />
[[Image:Course edit on new 2.jpg|thumb|center|500px|Getting started image - a new course]]<br />
<br />
==Editing course section==<br />
[[Image:Turn_edit_on_Student_on_buttons.JPG]]<br><br />
To add or alter activities or resources a teacher will need to [[Turn editing on|turn editing on]] and off with a button on the course homepage. The student view button allows the teacher to get a general idea of what students will see. There is also an "editing on" link in the [[Administration block|administration block]]. These buttons and links toggle between on and off. Here are some common editing icons, for more details about them [[Adding/editing_a_course#Editing_a_course|go to adding/editing a course]]. <br />
<br />
{| border="1" cellpadding="2" cellspacing="0"<br />
!width="30"|Icon<br />
!width="100"|Effect<br />
!width="30"|Icon<br />
!width="100"|Effect<br />
!width="30"|Icon<br />
!width="100"|Effect<br />
!width="30"|Icon<br />
!width="100"|Effect<br />
|-<br />
|[[Image:Edit.gif]]|| Edit text ||[[Image:Open.gif]]* || Close||[[Image:Delete.gif]]* || Delete/Remove ||[[Image:Move.gif]] ||Move (up/down)<br />
|-<br />
||[[Image:All.gif]] ||See all weeks/topics||[[Image:Closed.gif]]* || Open ||[[Image:Right.gif]] || Indent ||[[Image:Movehere.gif]] || Move here <br />
|-<br />
||[[Image:One.gif]] || See one week/topic||[[Image:Help.gif]] ||Help || || ||[[Image:Marker.gif]] ||Make Current (highlight) week/topic<br />
|}<br />
<br><br />
*(Note that the open eye indicates that the resource is visible, while clicking it changes it to be invisible (to students), and vice versa with the closed eye. Note that the X deletes resources and activities (with a warning) whereas it only removes blocks (which can be added at any time later)<br />
<br />
==Activity modules==<br />
<br />
[[Image:Activity_dropdown.JPG|frame|right|Add an activity drop-down menu]] <br />
There are a number of robust interactive learning [[:Category:Modules|activity modules]] that you may [[Adding_resources_and_activities | add to your course]].<br />
<br />
Communication and collaboration may take place using [[Chats]] and [[Forums]] for conversational activities and [[Choices]] to gain group feedback. Adding [[Wikis]] to your courses is an excellent way to allow students to work together on a project.<br />
<br />
Work can be submitted by students and marked by teachers using [[Assignments]] or [[Workshops]]. The [[Quizzes]] offer several options for automatic scoring. You can even integrate your Hot Potato quizzes by adding a [[Hotpot]] activity.<br />
<br />
[[Lessons]] and [[SCORM]] activities deliver content and offer ways of individualizing your presentation based upon a student's choices. Key words can be added to [[Glossaries]] by yourself or, if you allow it, your students.<br />
<br />
[[Surveys]] and [[Database module|Databases]] are also very powerful additions to any course.<br />
<br />
If all of that isn't enough for you then you can also add [[:Category:Modules (non-standard)|non-standard modules]] that are not part of the official Moodle release!<br />
<br />
==Resources==<br />
<br />
[[Image:Resource_pulldown_menu.JPG|frame|left|Add a resource drop-down menu]] <br />
<br />
Moodle supports a range of different [[Resources|resource types]] that allow you to include almost any kind of digital content into your courses. These can be added by using the [[Adding_resources_and_activities | add a resource]] dropdown box when editing is turned on. <br />
<br />
A [[Text page]] is a simple page written using plain text. Text pages aren't pretty, but they're a good place to put some information or instructions. If you are after more options for your new page then you should be thinking about adding a [[Web page]] and making use of Moodle's WYSIWYG editor.<br />
<br />
Of course the resource may already exist in electronic form so you may want to [[File or website link|link to an uploaded file or external website]] or simply display the complete contents of a [[Directory|directory]] in your course files and let your users pick the file themselves. If you have an [[IMS content package]] then this can be easily added to your course.<br />
<br />
Use a [[Label|label]] to embed instructions or information in the course section.<br />
<br />
==Blocks==<br />
[[Image:Block_add_dropdown_list2.JPG |thumb|150px|right|Add Block drop-down menu]] <br />
Each course homepage generally contains [[Blocks_%28teacher%29|blocks]] on the left and right with the centre column containing the course content. Blocks may be added, hidden, deleted, and moved up, down and left/right when editing is turned on. Examples of blocks can be see in the Getting Starting image above. [[Latest News block|"Latest News"]], "[[Blogs]]", [[Upcoming Events block|"Upcoming Events"]], and [[Recent Activity block|"Recent Activity"]] are a few examples.<br />
<br />
A wide range of [[Blocks_%28teacher%29#Block_types|over 16 different block types]] can provide additional information or functionality to the learner by the teacher. The standard blocks that come with Moodle are shown on the right. There are also many [[:Category:Block (non-standard)|non-standard blocks]] developed by Moodlers that an administrator can add to this list. <br />
<br />
A teacher with editing rights will also have a course [[Administration_block|administration block]]. This block has sub menus for course: backup/restore, enrollments, format, reports, grades, activity logs, files and other useful tools.<br />
<br />
==General advice==<br />
<br />
* Subscribe yourself to all of the [[forum]]s in your course so that you can keep in touch with your class activity. <br />
* Encourage all of the students to fill out their [[Edit profile|user profile]] (including photos) and read them all - this will help provide some context to their later writings and help you to respond in ways that are tailored to their own needs. <br />
* Keep notes to yourself in the private "Teacher's Forum" (under Administration). This is especially useful when team teaching. <br />
* Use the [[Logs]] link (under Administration) to get access to complete, raw logs. In there you'll see a link to a popup window that updates every sixty seconds and shows the last hour of activity. This is useful to keep open on your desktop all day so you can feel in touch with what's going on in the course. <br />
* Use many reports. [[Reports]] in the Administration block, [[Recent_activity|Activity Reports]] (next to each name in the list of all people, or from any user profile page). These provide a great way to see what any particular person has been up to in the course.<br />
* Respond quickly to students. Don't leave it for later - do it right away. Not only is it easy to become overwhelmed with the volume that can be generated, but it's a crucial part of building and maintaining a community feel in your course.<br />
*Don't be afraid to experiment: feel free to poke around and change things. It's hard to break anything in a Moodle course, and even if you do it's usually easy to fix it. <br />
* Use the [[Navigation bar|navigation bar]] at the top of each page - this should help remind you where you are and prevent getting lost<br />
<br />
== See also ==<br />
*[[Blogs]] - blogs in Moodle<br />
*[[Teaching with Moodle]] - inspiring links<br />
*[[http://moodle.org/mod/forum/discuss.php?d=66854 Moodle and elearning intro]] - Written by Martin Langhoff<br />
*[[Teaching do's and don'ts]] - hints<br />
*[[Moodle manuals]] - a list of links to manuals and books<br />
*[[Using Moodle book]] - a real book you can reprint!<br />
*[[Teaching FAQ]] - common questions<br />
*[http://moodle.tokem.fi/mod/book/view.php?id=5116&chapterid=256 Example of a course teaching checklist], <br />
*One example of a site specific [[http://moodle.tokem.fi/mod/book/view.php?id=5116 Teacher's Moodle Manual]], done in Moodle with the book module<br />
*[[Tips and tricks]]<br />
*[[Student FAQ]] - students have questions about technology?<br />
<br />
[[Category:Teacher]]<br />
[[es:Documentación para Profesores]]<br />
[[eu:Irakasleentzako dokumentazioa]]<br />
[[fr:Documentation enseignant]]<br />
[[it:Documentazione per Docenti]]<br />
[[nl:Documentatie voor leraren]]<br />
[[fi:Opettajan opas]]<br />
[[ru:Учителям]]<br />
[[zh:教师文档]]<br />
[[ja:教師ドキュメント]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Moodle_in_education&diff=24684Moodle in education2007-06-27T20:12:57Z<p>Divb: /* Editing course section */</p>
<hr />
<div>==Getting started==<br />
If you are a new user and would like a list of all teacher documentation articles, please see [[:Category:Teacher]].<br />
<br />
We are assuming that your site administrator has set up Moodle, you are a user with teacher privileges and the administrator has assigned you to a new, blank course. Don't forget, [http://demo.moodle.org/ demo.moodle.org] will let you play an hour at a time for free.<br />
<br />
You will need to be [[Log in | logged into]] the course as a user who has been assigned [[Teacher|a role as a teacher]] (with editing rights) on that course to use most of the features below. We have some tips if you are having [[Can not log in | trouble logging in]].<br />
<br />
Now onto the real details. You will find the [[Course homepage|course homepage]] is broken down into [[Course sections|course sections]]. A course is created by [[Adding resources and activities|adding resources and activities]]. When writing text in Moodle you have a range of [[Formatting options]], including using [[HTML editor|HTML in Moodle]]. There are different ways to enroll [[Students]] and assign them to one or more [[Groups]] in a course.<br />
<br />
The example below shows a new course set up with topic sections, edit is on. There are a few of Moodle's many [[:Category:Block|blocks]] on the right and left sides of the topics, such as "Latest News" or "[[Administration block|Administration]]". The teacher is all ready to add resources and activities or a few new blocks to their brand new course.<br />
[[Image:Course edit on new 2.jpg|thumb|center|500px|Getting started image - a new course]]<br />
<br />
==Editing course section==<br />
[[Image:Turn_edit_on_Student_on_buttons.JPG]]<br><br />
To add or alter activities or resources a teacher will need to [[Turn editing on|turn editing on]] and off with a button on the course homepage. The student view button allows the teacher to get a general idea of what students will see. There is also an "editing on" link in the [[Administration block|administration block]]. These buttons and links toggle between on and off. Here are some common editing icons, for more details about them [[Adding/editing_a_course#Editing_a_course|go to adding/editing a course]]. <br />
<br />
{| border="1" cellpadding="2" cellspacing="0"<br />
!width="30"|Icon<br />
!width="100"|Effect<br />
!width="30"|Icon<br />
!width="100"|Effect<br />
!width="30"|Icon<br />
!width="100"|Effect<br />
!width="30"|Icon<br />
!width="100"|Effect<br />
|-<br />
|[[Image:Edit.gif]]|| Edit text ||[[Image:Open.gif]] || Close*||[[Image:Delete.gif]] || Delete/Remove+ ||[[Image:Move.gif]] ||Move<br />
|-<br />
||[[Image:All.gif]] ||See all topics||[[Image:Closed.gif]] || Open* ||[[Image:Right.gif]] || Indent ||[[Image:Movehere.gif]] || Move here <br />
|-<br />
||[[Image:One.gif]] || See one topic||[[Image:Help.gif]] ||Help || || ||[[Image:Marker.gif]] ||Make Current<br />
|}<br />
<br><br />
*(Note that the open eye indicates that the resource is visible, while clicking it changes it to be invisible (to students), and vice versa with the closed eye. Note that the X deletes resources and activities (with a warning) whereas it only removes blocks (which can be added at any time later)<br />
<br />
==Activity modules==<br />
<br />
[[Image:Activity_dropdown.JPG|frame|right|Add an activity drop-down menu]] <br />
There are a number of robust interactive learning [[:Category:Modules|activity modules]] that you may [[Adding_resources_and_activities | add to your course]].<br />
<br />
Communication and collaboration may take place using [[Chats]] and [[Forums]] for conversational activities and [[Choices]] to gain group feedback. Adding [[Wikis]] to your courses is an excellent way to allow students to work together on a project.<br />
<br />
Work can be submitted by students and marked by teachers using [[Assignments]] or [[Workshops]]. The [[Quizzes]] offer several options for automatic scoring. You can even integrate your Hot Potato quizzes by adding a [[Hotpot]] activity.<br />
<br />
[[Lessons]] and [[SCORM]] activities deliver content and offer ways of individualizing your presentation based upon a student's choices. Key words can be added to [[Glossaries]] by yourself or, if you allow it, your students.<br />
<br />
[[Surveys]] and [[Database module|Databases]] are also very powerful additions to any course.<br />
<br />
If all of that isn't enough for you then you can also add [[:Category:Modules (non-standard)|non-standard modules]] that are not part of the official Moodle release!<br />
<br />
==Resources==<br />
<br />
[[Image:Resource_pulldown_menu.JPG|frame|left|Add a resource drop-down menu]] <br />
<br />
Moodle supports a range of different [[Resources|resource types]] that allow you to include almost any kind of digital content into your courses. These can be added by using the [[Adding_resources_and_activities | add a resource]] dropdown box when editing is turned on. <br />
<br />
A [[Text page]] is a simple page written using plain text. Text pages aren't pretty, but they're a good place to put some information or instructions. If you are after more options for your new page then you should be thinking about adding a [[Web page]] and making use of Moodle's WYSIWYG editor.<br />
<br />
Of course the resource may already exist in electronic form so you may want to [[File or website link|link to an uploaded file or external website]] or simply display the complete contents of a [[Directory|directory]] in your course files and let your users pick the file themselves. If you have an [[IMS content package]] then this can be easily added to your course.<br />
<br />
Use a [[Label|label]] to embed instructions or information in the course section.<br />
<br />
==Blocks==<br />
[[Image:Block_add_dropdown_list2.JPG |thumb|150px|right|Add Block drop-down menu]] <br />
Each course homepage generally contains [[Blocks_%28teacher%29|blocks]] on the left and right with the centre column containing the course content. Blocks may be added, hidden, deleted, and moved up, down and left/right when editing is turned on. Examples of blocks can be see in the Getting Starting image above. [[Latest News block|"Latest News"]], "[[Blogs]]", [[Upcoming Events block|"Upcoming Events"]], and [[Recent Activity block|"Recent Activity"]] are a few examples.<br />
<br />
A wide range of [[Blocks_%28teacher%29#Block_types|over 16 different block types]] can provide additional information or functionality to the learner by the teacher. The standard blocks that come with Moodle are shown on the right. There are also many [[:Category:Block (non-standard)|non-standard blocks]] developed by Moodlers that an administrator can add to this list. <br />
<br />
A teacher with editing rights will also have a course [[Administration_block|administration block]]. This block has sub menus for course: backup/restore, enrollments, format, reports, grades, activity logs, files and other useful tools.<br />
<br />
==General advice==<br />
<br />
* Subscribe yourself to all of the [[forum]]s in your course so that you can keep in touch with your class activity. <br />
* Encourage all of the students to fill out their [[Edit profile|user profile]] (including photos) and read them all - this will help provide some context to their later writings and help you to respond in ways that are tailored to their own needs. <br />
* Keep notes to yourself in the private "Teacher's Forum" (under Administration). This is especially useful when team teaching. <br />
* Use the [[Logs]] link (under Administration) to get access to complete, raw logs. In there you'll see a link to a popup window that updates every sixty seconds and shows the last hour of activity. This is useful to keep open on your desktop all day so you can feel in touch with what's going on in the course. <br />
* Use many reports. [[Reports]] in the Administration block, [[Recent_activity|Activity Reports]] (next to each name in the list of all people, or from any user profile page). These provide a great way to see what any particular person has been up to in the course.<br />
* Respond quickly to students. Don't leave it for later - do it right away. Not only is it easy to become overwhelmed with the volume that can be generated, but it's a crucial part of building and maintaining a community feel in your course.<br />
*Don't be afraid to experiment: feel free to poke around and change things. It's hard to break anything in a Moodle course, and even if you do it's usually easy to fix it. <br />
* Use the [[Navigation bar|navigation bar]] at the top of each page - this should help remind you where you are and prevent getting lost<br />
<br />
== See also ==<br />
*[[Blogs]] - blogs in Moodle<br />
*[[Teaching with Moodle]] - inspiring links<br />
*[[http://moodle.org/mod/forum/discuss.php?d=66854 Moodle and elearning intro]] - Written by Martin Langhoff<br />
*[[Teaching do's and don'ts]] - hints<br />
*[[Moodle manuals]] - a list of links to manuals and books<br />
*[[Using Moodle book]] - a real book you can reprint!<br />
*[[Teaching FAQ]] - common questions<br />
*[http://moodle.tokem.fi/mod/book/view.php?id=5116&chapterid=256 Example of a course teaching checklist], <br />
*One example of a site specific [[http://moodle.tokem.fi/mod/book/view.php?id=5116 Teacher's Moodle Manual]], done in Moodle with the book module<br />
*[[Tips and tricks]]<br />
*[[Student FAQ]] - students have questions about technology?<br />
<br />
[[Category:Teacher]]<br />
[[es:Documentación para Profesores]]<br />
[[eu:Irakasleentzako dokumentazioa]]<br />
[[fr:Documentation enseignant]]<br />
[[it:Documentazione per Docenti]]<br />
[[nl:Documentatie voor leraren]]<br />
[[fi:Opettajan opas]]<br />
[[ru:Учителям]]<br />
[[zh:教师文档]]<br />
[[ja:教師ドキュメント]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Moodle_in_education&diff=24683Moodle in education2007-06-27T20:10:22Z<p>Divb: /* Editing course section */</p>
<hr />
<div>==Getting started==<br />
If you are a new user and would like a list of all teacher documentation articles, please see [[:Category:Teacher]].<br />
<br />
We are assuming that your site administrator has set up Moodle, you are a user with teacher privileges and the administrator has assigned you to a new, blank course. Don't forget, [http://demo.moodle.org/ demo.moodle.org] will let you play an hour at a time for free.<br />
<br />
You will need to be [[Log in | logged into]] the course as a user who has been assigned [[Teacher|a role as a teacher]] (with editing rights) on that course to use most of the features below. We have some tips if you are having [[Can not log in | trouble logging in]].<br />
<br />
Now onto the real details. You will find the [[Course homepage|course homepage]] is broken down into [[Course sections|course sections]]. A course is created by [[Adding resources and activities|adding resources and activities]]. When writing text in Moodle you have a range of [[Formatting options]], including using [[HTML editor|HTML in Moodle]]. There are different ways to enroll [[Students]] and assign them to one or more [[Groups]] in a course.<br />
<br />
The example below shows a new course set up with topic sections, edit is on. There are a few of Moodle's many [[:Category:Block|blocks]] on the right and left sides of the topics, such as "Latest News" or "[[Administration block|Administration]]". The teacher is all ready to add resources and activities or a few new blocks to their brand new course.<br />
[[Image:Course edit on new 2.jpg|thumb|center|500px|Getting started image - a new course]]<br />
<br />
==Editing course section==<br />
[[Image:Turn_edit_on_Student_on_buttons.JPG]]<br><br />
To add or alter activities or resources a teacher will need to [[Turn editing on|turn editing on]] and off with a button on the course homepage. The student view button allows the teacher to get a general idea of what students will see. There is also an "editing on" link in the [[Administration block|administration block]]. These buttons and links toggle between on and off. Here are some common editing icons, for more details about them [[Adding/editing_a_course#Editing_a_course|go to adding/editing a course]]. <br />
<br />
{| border="1" cellpadding="2" cellspacing="0"<br />
!width="30"|Icon<br />
!width="100"|Effect<br />
!width="30"|Icon<br />
!width="100"|Effect<br />
!width="30"|Icon<br />
!width="100"|Effect<br />
!width="30"|Icon<br />
!width="100"|Effect<br />
|-<br />
|[[Image:Edit.gif]]|| Edit text ||[[Image:Open.gif]] || Close *||[[Image:Delete.gif]] || Delete/Remove* ||[[Image:Move.gif]] ||Move<br />
|-<br />
||[[Image:All.gif]] ||See all topics||[[Image:Closed.gif]] || Open* ||[[Image:Right.gif]] || Indent ||[[Image:Movehere.gif]] || Move here <br />
|-<br />
||[[Image:One.gif]] || See one topic||[[Image:Help.gif]] ||Help || || ||[[Image:Marker.gif]] ||Make Current<br />
|}<br />
<br><br />
<br />
==Activity modules==<br />
<br />
[[Image:Activity_dropdown.JPG|frame|right|Add an activity drop-down menu]] <br />
There are a number of robust interactive learning [[:Category:Modules|activity modules]] that you may [[Adding_resources_and_activities | add to your course]].<br />
<br />
Communication and collaboration may take place using [[Chats]] and [[Forums]] for conversational activities and [[Choices]] to gain group feedback. Adding [[Wikis]] to your courses is an excellent way to allow students to work together on a project.<br />
<br />
Work can be submitted by students and marked by teachers using [[Assignments]] or [[Workshops]]. The [[Quizzes]] offer several options for automatic scoring. You can even integrate your Hot Potato quizzes by adding a [[Hotpot]] activity.<br />
<br />
[[Lessons]] and [[SCORM]] activities deliver content and offer ways of individualizing your presentation based upon a student's choices. Key words can be added to [[Glossaries]] by yourself or, if you allow it, your students.<br />
<br />
[[Surveys]] and [[Database module|Databases]] are also very powerful additions to any course.<br />
<br />
If all of that isn't enough for you then you can also add [[:Category:Modules (non-standard)|non-standard modules]] that are not part of the official Moodle release!<br />
<br />
==Resources==<br />
<br />
[[Image:Resource_pulldown_menu.JPG|frame|left|Add a resource drop-down menu]] <br />
<br />
Moodle supports a range of different [[Resources|resource types]] that allow you to include almost any kind of digital content into your courses. These can be added by using the [[Adding_resources_and_activities | add a resource]] dropdown box when editing is turned on. <br />
<br />
A [[Text page]] is a simple page written using plain text. Text pages aren't pretty, but they're a good place to put some information or instructions. If you are after more options for your new page then you should be thinking about adding a [[Web page]] and making use of Moodle's WYSIWYG editor.<br />
<br />
Of course the resource may already exist in electronic form so you may want to [[File or website link|link to an uploaded file or external website]] or simply display the complete contents of a [[Directory|directory]] in your course files and let your users pick the file themselves. If you have an [[IMS content package]] then this can be easily added to your course.<br />
<br />
Use a [[Label|label]] to embed instructions or information in the course section.<br />
<br />
==Blocks==<br />
[[Image:Block_add_dropdown_list2.JPG |thumb|150px|right|Add Block drop-down menu]] <br />
Each course homepage generally contains [[Blocks_%28teacher%29|blocks]] on the left and right with the centre column containing the course content. Blocks may be added, hidden, deleted, and moved up, down and left/right when editing is turned on. Examples of blocks can be see in the Getting Starting image above. [[Latest News block|"Latest News"]], "[[Blogs]]", [[Upcoming Events block|"Upcoming Events"]], and [[Recent Activity block|"Recent Activity"]] are a few examples.<br />
<br />
A wide range of [[Blocks_%28teacher%29#Block_types|over 16 different block types]] can provide additional information or functionality to the learner by the teacher. The standard blocks that come with Moodle are shown on the right. There are also many [[:Category:Block (non-standard)|non-standard blocks]] developed by Moodlers that an administrator can add to this list. <br />
<br />
A teacher with editing rights will also have a course [[Administration_block|administration block]]. This block has sub menus for course: backup/restore, enrollments, format, reports, grades, activity logs, files and other useful tools.<br />
<br />
==General advice==<br />
<br />
* Subscribe yourself to all of the [[forum]]s in your course so that you can keep in touch with your class activity. <br />
* Encourage all of the students to fill out their [[Edit profile|user profile]] (including photos) and read them all - this will help provide some context to their later writings and help you to respond in ways that are tailored to their own needs. <br />
* Keep notes to yourself in the private "Teacher's Forum" (under Administration). This is especially useful when team teaching. <br />
* Use the [[Logs]] link (under Administration) to get access to complete, raw logs. In there you'll see a link to a popup window that updates every sixty seconds and shows the last hour of activity. This is useful to keep open on your desktop all day so you can feel in touch with what's going on in the course. <br />
* Use many reports. [[Reports]] in the Administration block, [[Recent_activity|Activity Reports]] (next to each name in the list of all people, or from any user profile page). These provide a great way to see what any particular person has been up to in the course.<br />
* Respond quickly to students. Don't leave it for later - do it right away. Not only is it easy to become overwhelmed with the volume that can be generated, but it's a crucial part of building and maintaining a community feel in your course.<br />
*Don't be afraid to experiment: feel free to poke around and change things. It's hard to break anything in a Moodle course, and even if you do it's usually easy to fix it. <br />
* Use the [[Navigation bar|navigation bar]] at the top of each page - this should help remind you where you are and prevent getting lost<br />
<br />
== See also ==<br />
*[[Blogs]] - blogs in Moodle<br />
*[[Teaching with Moodle]] - inspiring links<br />
*[[http://moodle.org/mod/forum/discuss.php?d=66854 Moodle and elearning intro]] - Written by Martin Langhoff<br />
*[[Teaching do's and don'ts]] - hints<br />
*[[Moodle manuals]] - a list of links to manuals and books<br />
*[[Using Moodle book]] - a real book you can reprint!<br />
*[[Teaching FAQ]] - common questions<br />
*[http://moodle.tokem.fi/mod/book/view.php?id=5116&chapterid=256 Example of a course teaching checklist], <br />
*One example of a site specific [[http://moodle.tokem.fi/mod/book/view.php?id=5116 Teacher's Moodle Manual]], done in Moodle with the book module<br />
*[[Tips and tricks]]<br />
*[[Student FAQ]] - students have questions about technology?<br />
<br />
[[Category:Teacher]]<br />
[[es:Documentación para Profesores]]<br />
[[eu:Irakasleentzako dokumentazioa]]<br />
[[fr:Documentation enseignant]]<br />
[[it:Documentazione per Docenti]]<br />
[[nl:Documentatie voor leraren]]<br />
[[fi:Opettajan opas]]<br />
[[ru:Учителям]]<br />
[[zh:教师文档]]<br />
[[ja:教師ドキュメント]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Moodle_in_education&diff=24682Moodle in education2007-06-27T20:09:02Z<p>Divb: clicking the open eye closes it and vice versa- these were reversed.</p>
<hr />
<div>==Getting started==<br />
If you are a new user and would like a list of all teacher documentation articles, please see [[:Category:Teacher]].<br />
<br />
We are assuming that your site administrator has set up Moodle, you are a user with teacher privileges and the administrator has assigned you to a new, blank course. Don't forget, [http://demo.moodle.org/ demo.moodle.org] will let you play an hour at a time for free.<br />
<br />
You will need to be [[Log in | logged into]] the course as a user who has been assigned [[Teacher|a role as a teacher]] (with editing rights) on that course to use most of the features below. We have some tips if you are having [[Can not log in | trouble logging in]].<br />
<br />
Now onto the real details. You will find the [[Course homepage|course homepage]] is broken down into [[Course sections|course sections]]. A course is created by [[Adding resources and activities|adding resources and activities]]. When writing text in Moodle you have a range of [[Formatting options]], including using [[HTML editor|HTML in Moodle]]. There are different ways to enroll [[Students]] and assign them to one or more [[Groups]] in a course.<br />
<br />
The example below shows a new course set up with topic sections, edit is on. There are a few of Moodle's many [[:Category:Block|blocks]] on the right and left sides of the topics, such as "Latest News" or "[[Administration block|Administration]]". The teacher is all ready to add resources and activities or a few new blocks to their brand new course.<br />
[[Image:Course edit on new 2.jpg|thumb|center|500px|Getting started image - a new course]]<br />
<br />
==Editing course section==<br />
[[Image:Turn_edit_on_Student_on_buttons.JPG]]<br><br />
To add or alter activities or resources a teacher will need to [[Turn editing on|turn editing on]] and off with a button on the course homepage. The student view button allows the teacher to get a general idea of what students will see. There is also an "editing on" link in the [[Administration block|administration block]]. These buttons and links toggle between on and off. Here are some common editing icons, for more details about them [[Adding/editing_a_course#Editing_a_course|go to adding/editing a course]]. <br />
<br />
{| border="1" cellpadding="2" cellspacing="0"<br />
!width="30"|Icon<br />
!width="100"|Effect<br />
!width="30"|Icon<br />
!width="100"|Effect<br />
!width="30"|Icon<br />
!width="100"|Effect<br />
!width="30"|Icon<br />
!width="100"|Effect<br />
|-<br />
|[[Image:Edit.gif]]|| Edit text ||[[Image:Open.gif]] || Close ||[[Image:Delete.gif]] || Remove ||[[Image:Move.gif]] ||Move<br />
|-<br />
||[[Image:All.gif]] ||See all topics||[[Image:Closed.gif]] ||Open||[[Image:Right.gif]] || Indent ||[[Image:Movehere.gif]] || Move here <br />
|-<br />
||[[Image:One.gif]] || See one topic||[[Image:Help.gif]] ||Help || || ||[[Image:Marker.gif]] ||Make Current<br />
|}<br />
<br><br />
<br />
==Activity modules==<br />
<br />
[[Image:Activity_dropdown.JPG|frame|right|Add an activity drop-down menu]] <br />
There are a number of robust interactive learning [[:Category:Modules|activity modules]] that you may [[Adding_resources_and_activities | add to your course]].<br />
<br />
Communication and collaboration may take place using [[Chats]] and [[Forums]] for conversational activities and [[Choices]] to gain group feedback. Adding [[Wikis]] to your courses is an excellent way to allow students to work together on a project.<br />
<br />
Work can be submitted by students and marked by teachers using [[Assignments]] or [[Workshops]]. The [[Quizzes]] offer several options for automatic scoring. You can even integrate your Hot Potato quizzes by adding a [[Hotpot]] activity.<br />
<br />
[[Lessons]] and [[SCORM]] activities deliver content and offer ways of individualizing your presentation based upon a student's choices. Key words can be added to [[Glossaries]] by yourself or, if you allow it, your students.<br />
<br />
[[Surveys]] and [[Database module|Databases]] are also very powerful additions to any course.<br />
<br />
If all of that isn't enough for you then you can also add [[:Category:Modules (non-standard)|non-standard modules]] that are not part of the official Moodle release!<br />
<br />
==Resources==<br />
<br />
[[Image:Resource_pulldown_menu.JPG|frame|left|Add a resource drop-down menu]] <br />
<br />
Moodle supports a range of different [[Resources|resource types]] that allow you to include almost any kind of digital content into your courses. These can be added by using the [[Adding_resources_and_activities | add a resource]] dropdown box when editing is turned on. <br />
<br />
A [[Text page]] is a simple page written using plain text. Text pages aren't pretty, but they're a good place to put some information or instructions. If you are after more options for your new page then you should be thinking about adding a [[Web page]] and making use of Moodle's WYSIWYG editor.<br />
<br />
Of course the resource may already exist in electronic form so you may want to [[File or website link|link to an uploaded file or external website]] or simply display the complete contents of a [[Directory|directory]] in your course files and let your users pick the file themselves. If you have an [[IMS content package]] then this can be easily added to your course.<br />
<br />
Use a [[Label|label]] to embed instructions or information in the course section.<br />
<br />
==Blocks==<br />
[[Image:Block_add_dropdown_list2.JPG |thumb|150px|right|Add Block drop-down menu]] <br />
Each course homepage generally contains [[Blocks_%28teacher%29|blocks]] on the left and right with the centre column containing the course content. Blocks may be added, hidden, deleted, and moved up, down and left/right when editing is turned on. Examples of blocks can be see in the Getting Starting image above. [[Latest News block|"Latest News"]], "[[Blogs]]", [[Upcoming Events block|"Upcoming Events"]], and [[Recent Activity block|"Recent Activity"]] are a few examples.<br />
<br />
A wide range of [[Blocks_%28teacher%29#Block_types|over 16 different block types]] can provide additional information or functionality to the learner by the teacher. The standard blocks that come with Moodle are shown on the right. There are also many [[:Category:Block (non-standard)|non-standard blocks]] developed by Moodlers that an administrator can add to this list. <br />
<br />
A teacher with editing rights will also have a course [[Administration_block|administration block]]. This block has sub menus for course: backup/restore, enrollments, format, reports, grades, activity logs, files and other useful tools.<br />
<br />
==General advice==<br />
<br />
* Subscribe yourself to all of the [[forum]]s in your course so that you can keep in touch with your class activity. <br />
* Encourage all of the students to fill out their [[Edit profile|user profile]] (including photos) and read them all - this will help provide some context to their later writings and help you to respond in ways that are tailored to their own needs. <br />
* Keep notes to yourself in the private "Teacher's Forum" (under Administration). This is especially useful when team teaching. <br />
* Use the [[Logs]] link (under Administration) to get access to complete, raw logs. In there you'll see a link to a popup window that updates every sixty seconds and shows the last hour of activity. This is useful to keep open on your desktop all day so you can feel in touch with what's going on in the course. <br />
* Use many reports. [[Reports]] in the Administration block, [[Recent_activity|Activity Reports]] (next to each name in the list of all people, or from any user profile page). These provide a great way to see what any particular person has been up to in the course.<br />
* Respond quickly to students. Don't leave it for later - do it right away. Not only is it easy to become overwhelmed with the volume that can be generated, but it's a crucial part of building and maintaining a community feel in your course.<br />
*Don't be afraid to experiment: feel free to poke around and change things. It's hard to break anything in a Moodle course, and even if you do it's usually easy to fix it. <br />
* Use the [[Navigation bar|navigation bar]] at the top of each page - this should help remind you where you are and prevent getting lost<br />
<br />
== See also ==<br />
*[[Blogs]] - blogs in Moodle<br />
*[[Teaching with Moodle]] - inspiring links<br />
*[[http://moodle.org/mod/forum/discuss.php?d=66854 Moodle and elearning intro]] - Written by Martin Langhoff<br />
*[[Teaching do's and don'ts]] - hints<br />
*[[Moodle manuals]] - a list of links to manuals and books<br />
*[[Using Moodle book]] - a real book you can reprint!<br />
*[[Teaching FAQ]] - common questions<br />
*[http://moodle.tokem.fi/mod/book/view.php?id=5116&chapterid=256 Example of a course teaching checklist], <br />
*One example of a site specific [[http://moodle.tokem.fi/mod/book/view.php?id=5116 Teacher's Moodle Manual]], done in Moodle with the book module<br />
*[[Tips and tricks]]<br />
*[[Student FAQ]] - students have questions about technology?<br />
<br />
[[Category:Teacher]]<br />
[[es:Documentación para Profesores]]<br />
[[eu:Irakasleentzako dokumentazioa]]<br />
[[fr:Documentation enseignant]]<br />
[[it:Documentazione per Docenti]]<br />
[[nl:Documentatie voor leraren]]<br />
[[fi:Opettajan opas]]<br />
[[ru:Учителям]]<br />
[[zh:教师文档]]<br />
[[ja:教師ドキュメント]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Moodle_in_education&diff=24681Moodle in education2007-06-27T20:08:03Z<p>Divb: /* Editing course section */</p>
<hr />
<div>==Getting started==<br />
If you are a new user and would like a list of all teacher documentation articles, please see [[:Category:Teacher]].<br />
<br />
We are assuming that your site administrator has set up Moodle, you are a user with teacher privileges and the administrator has assigned you to a new, blank course. Don't forget, [http://demo.moodle.org/ demo.moodle.org] will let you play an hour at a time for free.<br />
<br />
You will need to be [[Log in | logged into]] the course as a user who has been assigned [[Teacher|a role as a teacher]] (with editing rights) on that course to use most of the features below. We have some tips if you are having [[Can not log in | trouble logging in]].<br />
<br />
Now onto the real details. You will find the [[Course homepage|course homepage]] is broken down into [[Course sections|course sections]]. A course is created by [[Adding resources and activities|adding resources and activities]]. When writing text in Moodle you have a range of [[Formatting options]], including using [[HTML editor|HTML in Moodle]]. There are different ways to enroll [[Students]] and assign them to one or more [[Groups]] in a course.<br />
<br />
The example below shows a new course set up with topic sections, edit is on. There are a few of Moodle's many [[:Category:Block|blocks]] on the right and left sides of the topics, such as "Latest News" or "[[Administration block|Administration]]". The teacher is all ready to add resources and activities or a few new blocks to their brand new course.<br />
[[Image:Course edit on new 2.jpg|thumb|center|500px|Getting started image - a new course]]<br />
<br />
==Editing course section==<br />
[[Image:Turn_edit_on_Student_on_buttons.JPG]]<br><br />
To add or alter activities or resources a teacher will need to [[Turn editing on|turn editing on]] and off with a button on the course homepage. The student view button allows the teacher to get a general idea of what students will see. There is also an "editing on" link in the [[Administration block|administration block]]. These buttons and links toggle between on and off. Here are some common editing icons, for more details about them [[Adding/editing_a_course#Editing_a_course|go to adding/editing a course]]. <br />
<br />
{| border="1" cellpadding="2" cellspacing="0"<br />
!width="30"|Icon<br />
!width="100"|Effect<br />
!width="30"|Icon<br />
!width="100"|Effect<br />
!width="30"|Icon<br />
!width="100"|Effect<br />
!width="30"|Icon<br />
!width="100"|Effect<br />
|-<br />
|[[Image:Edit.gif]]|| Edit text ||[[Image:Open.gif]] || Open ||[[Image:Delete.gif]] || Remove ||[[Image:Move.gif]] ||Move<br />
|-<br />
||[[Image:All.gif]] ||See all topics||[[Image:Closed.gif]] ||Close||[[Image:Right.gif]] || Indent ||[[Image:Movehere.gif]] || Move here <br />
|-<br />
||[[Image:One.gif]] || See one topic||[[Image:Help.gif]] ||Help || || ||[[Image:Marker.gif]] ||Make Current<br />
|}<br />
<br><br />
<br />
==Activity modules==<br />
<br />
[[Image:Activity_dropdown.JPG|frame|right|Add an activity drop-down menu]] <br />
There are a number of robust interactive learning [[:Category:Modules|activity modules]] that you may [[Adding_resources_and_activities | add to your course]].<br />
<br />
Communication and collaboration may take place using [[Chats]] and [[Forums]] for conversational activities and [[Choices]] to gain group feedback. Adding [[Wikis]] to your courses is an excellent way to allow students to work together on a project.<br />
<br />
Work can be submitted by students and marked by teachers using [[Assignments]] or [[Workshops]]. The [[Quizzes]] offer several options for automatic scoring. You can even integrate your Hot Potato quizzes by adding a [[Hotpot]] activity.<br />
<br />
[[Lessons]] and [[SCORM]] activities deliver content and offer ways of individualizing your presentation based upon a student's choices. Key words can be added to [[Glossaries]] by yourself or, if you allow it, your students.<br />
<br />
[[Surveys]] and [[Database module|Databases]] are also very powerful additions to any course.<br />
<br />
If all of that isn't enough for you then you can also add [[:Category:Modules (non-standard)|non-standard modules]] that are not part of the official Moodle release!<br />
<br />
==Resources==<br />
<br />
[[Image:Resource_pulldown_menu.JPG|frame|left|Add a resource drop-down menu]] <br />
<br />
Moodle supports a range of different [[Resources|resource types]] that allow you to include almost any kind of digital content into your courses. These can be added by using the [[Adding_resources_and_activities | add a resource]] dropdown box when editing is turned on. <br />
<br />
A [[Text page]] is a simple page written using plain text. Text pages aren't pretty, but they're a good place to put some information or instructions. If you are after more options for your new page then you should be thinking about adding a [[Web page]] and making use of Moodle's WYSIWYG editor.<br />
<br />
Of course the resource may already exist in electronic form so you may want to [[File or website link|link to an uploaded file or external website]] or simply display the complete contents of a [[Directory|directory]] in your course files and let your users pick the file themselves. If you have an [[IMS content package]] then this can be easily added to your course.<br />
<br />
Use a [[Label|label]] to embed instructions or information in the course section.<br />
<br />
==Blocks==<br />
[[Image:Block_add_dropdown_list2.JPG |thumb|150px|right|Add Block drop-down menu]] <br />
Each course homepage generally contains [[Blocks_%28teacher%29|blocks]] on the left and right with the centre column containing the course content. Blocks may be added, hidden, deleted, and moved up, down and left/right when editing is turned on. Examples of blocks can be see in the Getting Starting image above. [[Latest News block|"Latest News"]], "[[Blogs]]", [[Upcoming Events block|"Upcoming Events"]], and [[Recent Activity block|"Recent Activity"]] are a few examples.<br />
<br />
A wide range of [[Blocks_%28teacher%29#Block_types|over 16 different block types]] can provide additional information or functionality to the learner by the teacher. The standard blocks that come with Moodle are shown on the right. There are also many [[:Category:Block (non-standard)|non-standard blocks]] developed by Moodlers that an administrator can add to this list. <br />
<br />
A teacher with editing rights will also have a course [[Administration_block|administration block]]. This block has sub menus for course: backup/restore, enrollments, format, reports, grades, activity logs, files and other useful tools.<br />
<br />
==General advice==<br />
<br />
* Subscribe yourself to all of the [[forum]]s in your course so that you can keep in touch with your class activity. <br />
* Encourage all of the students to fill out their [[Edit profile|user profile]] (including photos) and read them all - this will help provide some context to their later writings and help you to respond in ways that are tailored to their own needs. <br />
* Keep notes to yourself in the private "Teacher's Forum" (under Administration). This is especially useful when team teaching. <br />
* Use the [[Logs]] link (under Administration) to get access to complete, raw logs. In there you'll see a link to a popup window that updates every sixty seconds and shows the last hour of activity. This is useful to keep open on your desktop all day so you can feel in touch with what's going on in the course. <br />
* Use many reports. [[Reports]] in the Administration block, [[Recent_activity|Activity Reports]] (next to each name in the list of all people, or from any user profile page). These provide a great way to see what any particular person has been up to in the course.<br />
* Respond quickly to students. Don't leave it for later - do it right away. Not only is it easy to become overwhelmed with the volume that can be generated, but it's a crucial part of building and maintaining a community feel in your course.<br />
*Don't be afraid to experiment: feel free to poke around and change things. It's hard to break anything in a Moodle course, and even if you do it's usually easy to fix it. <br />
* Use the [[Navigation bar|navigation bar]] at the top of each page - this should help remind you where you are and prevent getting lost<br />
<br />
== See also ==<br />
*[[Blogs]] - blogs in Moodle<br />
*[[Teaching with Moodle]] - inspiring links<br />
*[[http://moodle.org/mod/forum/discuss.php?d=66854 Moodle and elearning intro]] - Written by Martin Langhoff<br />
*[[Teaching do's and don'ts]] - hints<br />
*[[Moodle manuals]] - a list of links to manuals and books<br />
*[[Using Moodle book]] - a real book you can reprint!<br />
*[[Teaching FAQ]] - common questions<br />
*[http://moodle.tokem.fi/mod/book/view.php?id=5116&chapterid=256 Example of a course teaching checklist], <br />
*One example of a site specific [[http://moodle.tokem.fi/mod/book/view.php?id=5116 Teacher's Moodle Manual]], done in Moodle with the book module<br />
*[[Tips and tricks]]<br />
*[[Student FAQ]] - students have questions about technology?<br />
<br />
[[Category:Teacher]]<br />
[[es:Documentación para Profesores]]<br />
[[eu:Irakasleentzako dokumentazioa]]<br />
[[fr:Documentation enseignant]]<br />
[[it:Documentazione per Docenti]]<br />
[[nl:Documentatie voor leraren]]<br />
[[fi:Opettajan opas]]<br />
[[ru:Учителям]]<br />
[[zh:教师文档]]<br />
[[ja:教師ドキュメント]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Moodle_myths&diff=24679Moodle myths2007-06-27T19:42:14Z<p>Divb: /* There’s no point in looking at Moodle unless you have a full time, php developer on your staff. At the very least you need a lot of technical support to run it in house */</p>
<hr />
<div>The top 10 list started life in [http://moodle.org/mod/forum/discuss.php?d=33044 a post by Josie Fraser], as part of the 2005-6 [http://helpusgettobett.com HUGToB campaign].<br />
<br />
{{About Moodle}}<br />
<br />
==Once Moodle is stable, it will be put under licence. If it were any good, they’d already be charging for it==<br />
Martin Dougiamas is [http://moodle.org/mod/forum/discuss.php?d=41253 on record] that Moodle will always be free and under the GPL. Even if it weren't, the community could take the latest GPL code and continue development from there. One of the reasons why Moodle's so good is that it's open source code, and so the world wide educational community can contribute to making it better still. <br />
<br />
In other cases where such things have happened, the community quickly "forked" the tool and continued it, with ongoing improvements, as an open-source project. What is out there up to this point will stay out there - legally - even if something in the future did not. Nobody can "buy" moodle, and any coopting without the consent of the global community wouldn't get very far.<br />
<br />
==Moodle needs a full time, php developer on your staff- or at least a lot of technical support to run it in house==<br />
There are ''plenty'' of institutions running Moodle as is, without any php developers in sight. You don't need to know any programming if you just want to run an out of the box, feature rich Moodle site. <br />
<br />
That said, PHP is actually a fairly easy language to pick up, and the Moodle code is well documented, so if you did want to help with development, it's a fairly gentle learning curve.<br />
<br />
It is also fair to say you need a certain amount of technical know-how to run any program on the web securely. But this has more to do with getting a web-server, SQL database and scripting language up and integrated than a Moodle instance itself. If you can run your own webserver, you should be OK to run Moodle on it. <br />
<br />
You don't actually have to run Moodle in house though - there are well respected [http://moodle.com Moodle Partners] who'll run Moodle for you, some of the more enlightened Local Authorities and Regional Broadband Consortia (in the UK) will provide Moodle hosting, and Moodle will work on plenty of commercially hosted webspaces too.<br />
<br />
==Moodle won’t be compatible with our other systems/software==<br />
Moodle will run on FreeBSD, Linux, Mac OS X, and Windows. It's compatible with a huge range of databases through ADODB integration. There's a whole host of authentication and enrollment mechanisms, including LDAP. Moodle will allow teachers to integrate content in a range of different formats, including SCORM, Flash, MP3s and RSS feeds. On the [[Roadmap]] for future releases is a Web API which will allow easy integration with other web-based applications. <br />
<br />
Finally, remember that this is open source software, with a well documented data and file structure. If Moodle's not compatible with a particular application at the moment, then you can pay a developer to code up that integration, or develop it in-house.<br />
<br />
==Moodle just doesn’t have the commercial experience we’re looking for==<br />
Check out the [http://moodle.com partners]. Moodle is also in use throughout the world by corporate clients for in-house training, including flight schools, pilot and mechanic certification, and all other varieties of professional development. Moodle as a tool is an application, not an organization. The PEOPLE that make up the Moodle world-wide community have experience across the board in every industry and every sort of education. In fact, you'll be hard-pressed to find a more committed group of educators and trainers in one place than on moodle.org. Further evidence of the commercial applications of moodle are supported by the fact that Microsoft Corporation funded the modification of moodle to work on their SQL Server platform (if you choose to use that instead of mySQL) and that the support for features ranging from clustering to built-in payment mechanisms is growing with each version.<br />
<br />
==You can’t just use Moodle out of the box – the basic Moodle install just isn’t that sophisticated==<br />
Have a look at the [[Features|feature list]], all of which comes as standard. Additional themes, blocks and activities are easy to integrate and the vast majority are free, open source code too. It is true that is basically easy to [https://docs.moodle.org/en/Complete_install_packages#Install_complete_package install] all those features out of the box as a standalone desktop or on a web server.<br />
<br />
You can do a full install on a Windows-based pc in the time it takes to download a 50MB file, unzip it, change a folder name, double-click a file, and open a webpage. This install includes a webserver, the database, and the moodle installation. While this basic install is not appropriate for an enterprise installation, the simplicity with which it offers the full power of moodle is remarkable, and a testament to the robustness of the platform.<br />
<br />
==There’s no documentation, training or technical support available – you’re on your own==<br />
There's excellent (and expanding) documentation [https://docs.moodle.org/en/Main_Page online], provided by the user and developer community. Being online and digital, this resource is updated daily and keeps abreast of moodle developments as they happen - with far more details than any book could provide, and certainly more than any commercial vendor offers for their product.<br />
<br />
The Open University's [http://moodle.org/user/view.php?id=9318&course=5 Jason Cole] has written an excellent introduction to Moodle for teachers, available as a [http://www.amazon.com/gp/product/0596008635/ proper book] from O'Reilly. In addition William Rice has written a Moodle book [http://www.packtpub.com/moodle/book Moodle E-Learning Course Development] available from [http://www.packtpub.com/ Packt Publishing].<br />
<br />
Most users find the Moodle interface intuitive and this helps reduce the training requirements. It's possible for institutions to run in-house training and many have successfully adopted this approach. Some Moodle Partners [http://moodle.com/training/ moodle.com] also specialize in training.<br />
<br />
High quality, timely technical support is available from the user and developer community in the Using Moodle course on [http://moodle.org moodle.org]. Some LAs and RBCs (Local Authorities and Regional Broadband Consortia in the UK) support Moodle in their areas. Commercial support contracts are available from authorized Moodle Partners [http://moodle.com/support/ moodle.com].<br />
<br />
==The total Cost of Ownership is actually higher for Moodle than it would be with a wholly commercial platform==<br />
Stop and think for a moment. With both Moodle and commercial platforms, you'll still need to pay for hosting, support, training and content, one way or another: with Moodle, more of these costs ''can'' be brought in-house, because the code's open source and Moodle's great at providing the tools teachers need to write online activities themselves, but that doesn't mean you have to.<br />
<br />
The difference is that with Moodle, there are '''no''' licence fees to pay. None. The money you do spend can go back into making the software better, or remain within the educational community for the common good. None of it needs to go to meet shareholder dividends or pay back the venture capitalists. Furthermore, you're not exposed to the risks of commercial suppliers unilaterally increasing their licence fees, or going out of business.<br />
<br />
It's therefore not that surprising that when the UK government agency [http://www.becta.org.uk Becta] examined the [http://www.becta.org.uk/corporate/publications/documents/BEC5606_Full_report18.pdf Total Cost of Ownership of open-source software] on desktops in UK schools, they found significant savings compared to commercial alternatives. The savings on support costs were particularly impressive. It's likely that these savings would have been greater still had they examined web-based applications like Moodle.<br />
<br />
==Moodle is just no good for an institution as large as mine==<br />
So, that would be one larger than the UK's Open University, with 180,000 students, yes? The OU has [http://www3.open.ac.uk/events/7/2005118_40887_nr.doc announced] that they're moving to Moodle as their institutional VLE, and there are plenty of other [[Large_installations|large institutions]] officially using Moodle, and a good number of others where sections are.<br />
<br />
==Moodle is just not designed to cope with my specific group of learners or customers==<br />
Moodle's being used successfully from elementary education, including early years provision, up to higher education, in all subject areas including art, languages, the humanities and mathematics. It's also established itself in the world of life-long learning, teachers' CPD, corporate and government training environments.<br />
<br />
==We have all our stuff on *******, it’s just not worth the hassle of switching to Moodle==<br />
The switch may not be that much of a hassle, as Moodle will happily import content in a wide range of standard formats, including SCORM, Blackboard and WebCT questions. There are an increasing number of Further and Higher Education institutions that are making the move.<br />
<br />
Pedagogically, there's much to be gained from moving to a VLE which puts social, collaborative learning at the centre, and acknowledges the vital role that learners have to play, as well as providing teachers with the tools that they need to build effective on-line learning communities, rather than just presenting resources and activities. <br />
<br />
From a financial perspective, the costs involved in switching to Moodle should be quickly recouped through savings in licence fees.<br />
[[Category:Core]]<br />
[[es:Los 10 mitos de Moodle]]<br />
[[fr:Mythes sur Moodle]]<br />
[[zh:Moodle十大流言]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Moodle_myths&diff=24678Moodle myths2007-06-27T19:41:01Z<p>Divb: /* Once Moodle is stable, it will be put under licence. If it were any good, they’d already be charging for it */</p>
<hr />
<div>The top 10 list started life in [http://moodle.org/mod/forum/discuss.php?d=33044 a post by Josie Fraser], as part of the 2005-6 [http://helpusgettobett.com HUGToB campaign].<br />
<br />
{{About Moodle}}<br />
<br />
==Once Moodle is stable, it will be put under licence. If it were any good, they’d already be charging for it==<br />
Martin Dougiamas is [http://moodle.org/mod/forum/discuss.php?d=41253 on record] that Moodle will always be free and under the GPL. Even if it weren't, the community could take the latest GPL code and continue development from there. One of the reasons why Moodle's so good is that it's open source code, and so the world wide educational community can contribute to making it better still. <br />
<br />
In other cases where such things have happened, the community quickly "forked" the tool and continued it, with ongoing improvements, as an open-source project. What is out there up to this point will stay out there - legally - even if something in the future did not. Nobody can "buy" moodle, and any coopting without the consent of the global community wouldn't get very far.<br />
<br />
==There’s no point in looking at Moodle unless you have a full time, php developer on your staff. At the very least you need a lot of technical support to run it in house==<br />
There are ''plenty'' of institutions running Moodle as is, without any php developers in sight. You don't need to know any programming if you just want to run an out of the box, feature rich Moodle site. <br />
<br />
That said, PHP is actually a fairly easy language to pick up, and the Moodle code is well documented, so if you did want to help with development, it's a fairly gentle learning curve.<br />
<br />
It is also fair to say you need a certain amount of technical know-how to run any program on the web securely. But this has more to do with getting a web-server, SQL database and scripting language up and integrated than a Moodle instance itself. If you can run your own webserver, you should be OK to run Moodle on it. <br />
<br />
You don't actually have to run Moodle in house though - there are well respected [http://moodle.com Moodle Partners] who'll run Moodle for you, some of the more enlightened Local Authorities and Regional Broadband Consortia (in the UK) will provide Moodle hosting, and Moodle will work on plenty of commercially hosted webspaces too.<br />
<br />
==Moodle won’t be compatible with our other systems/software==<br />
Moodle will run on FreeBSD, Linux, Mac OS X, and Windows. It's compatible with a huge range of databases through ADODB integration. There's a whole host of authentication and enrollment mechanisms, including LDAP. Moodle will allow teachers to integrate content in a range of different formats, including SCORM, Flash, MP3s and RSS feeds. On the [[Roadmap]] for future releases is a Web API which will allow easy integration with other web-based applications. <br />
<br />
Finally, remember that this is open source software, with a well documented data and file structure. If Moodle's not compatible with a particular application at the moment, then you can pay a developer to code up that integration, or develop it in-house.<br />
<br />
==Moodle just doesn’t have the commercial experience we’re looking for==<br />
Check out the [http://moodle.com partners]. Moodle is also in use throughout the world by corporate clients for in-house training, including flight schools, pilot and mechanic certification, and all other varieties of professional development. Moodle as a tool is an application, not an organization. The PEOPLE that make up the Moodle world-wide community have experience across the board in every industry and every sort of education. In fact, you'll be hard-pressed to find a more committed group of educators and trainers in one place than on moodle.org. Further evidence of the commercial applications of moodle are supported by the fact that Microsoft Corporation funded the modification of moodle to work on their SQL Server platform (if you choose to use that instead of mySQL) and that the support for features ranging from clustering to built-in payment mechanisms is growing with each version.<br />
<br />
==You can’t just use Moodle out of the box – the basic Moodle install just isn’t that sophisticated==<br />
Have a look at the [[Features|feature list]], all of which comes as standard. Additional themes, blocks and activities are easy to integrate and the vast majority are free, open source code too. It is true that is basically easy to [https://docs.moodle.org/en/Complete_install_packages#Install_complete_package install] all those features out of the box as a standalone desktop or on a web server.<br />
<br />
You can do a full install on a Windows-based pc in the time it takes to download a 50MB file, unzip it, change a folder name, double-click a file, and open a webpage. This install includes a webserver, the database, and the moodle installation. While this basic install is not appropriate for an enterprise installation, the simplicity with which it offers the full power of moodle is remarkable, and a testament to the robustness of the platform.<br />
<br />
==There’s no documentation, training or technical support available – you’re on your own==<br />
There's excellent (and expanding) documentation [https://docs.moodle.org/en/Main_Page online], provided by the user and developer community. Being online and digital, this resource is updated daily and keeps abreast of moodle developments as they happen - with far more details than any book could provide, and certainly more than any commercial vendor offers for their product.<br />
<br />
The Open University's [http://moodle.org/user/view.php?id=9318&course=5 Jason Cole] has written an excellent introduction to Moodle for teachers, available as a [http://www.amazon.com/gp/product/0596008635/ proper book] from O'Reilly. In addition William Rice has written a Moodle book [http://www.packtpub.com/moodle/book Moodle E-Learning Course Development] available from [http://www.packtpub.com/ Packt Publishing].<br />
<br />
Most users find the Moodle interface intuitive and this helps reduce the training requirements. It's possible for institutions to run in-house training and many have successfully adopted this approach. Some Moodle Partners [http://moodle.com/training/ moodle.com] also specialize in training.<br />
<br />
High quality, timely technical support is available from the user and developer community in the Using Moodle course on [http://moodle.org moodle.org]. Some LAs and RBCs (Local Authorities and Regional Broadband Consortia in the UK) support Moodle in their areas. Commercial support contracts are available from authorized Moodle Partners [http://moodle.com/support/ moodle.com].<br />
<br />
==The total Cost of Ownership is actually higher for Moodle than it would be with a wholly commercial platform==<br />
Stop and think for a moment. With both Moodle and commercial platforms, you'll still need to pay for hosting, support, training and content, one way or another: with Moodle, more of these costs ''can'' be brought in-house, because the code's open source and Moodle's great at providing the tools teachers need to write online activities themselves, but that doesn't mean you have to.<br />
<br />
The difference is that with Moodle, there are '''no''' licence fees to pay. None. The money you do spend can go back into making the software better, or remain within the educational community for the common good. None of it needs to go to meet shareholder dividends or pay back the venture capitalists. Furthermore, you're not exposed to the risks of commercial suppliers unilaterally increasing their licence fees, or going out of business.<br />
<br />
It's therefore not that surprising that when the UK government agency [http://www.becta.org.uk Becta] examined the [http://www.becta.org.uk/corporate/publications/documents/BEC5606_Full_report18.pdf Total Cost of Ownership of open-source software] on desktops in UK schools, they found significant savings compared to commercial alternatives. The savings on support costs were particularly impressive. It's likely that these savings would have been greater still had they examined web-based applications like Moodle.<br />
<br />
==Moodle is just no good for an institution as large as mine==<br />
So, that would be one larger than the UK's Open University, with 180,000 students, yes? The OU has [http://www3.open.ac.uk/events/7/2005118_40887_nr.doc announced] that they're moving to Moodle as their institutional VLE, and there are plenty of other [[Large_installations|large institutions]] officially using Moodle, and a good number of others where sections are.<br />
<br />
==Moodle is just not designed to cope with my specific group of learners or customers==<br />
Moodle's being used successfully from elementary education, including early years provision, up to higher education, in all subject areas including art, languages, the humanities and mathematics. It's also established itself in the world of life-long learning, teachers' CPD, corporate and government training environments.<br />
<br />
==We have all our stuff on *******, it’s just not worth the hassle of switching to Moodle==<br />
The switch may not be that much of a hassle, as Moodle will happily import content in a wide range of standard formats, including SCORM, Blackboard and WebCT questions. There are an increasing number of Further and Higher Education institutions that are making the move.<br />
<br />
Pedagogically, there's much to be gained from moving to a VLE which puts social, collaborative learning at the centre, and acknowledges the vital role that learners have to play, as well as providing teachers with the tools that they need to build effective on-line learning communities, rather than just presenting resources and activities. <br />
<br />
From a financial perspective, the costs involved in switching to Moodle should be quickly recouped through savings in licence fees.<br />
[[Category:Core]]<br />
[[es:Los 10 mitos de Moodle]]<br />
[[fr:Mythes sur Moodle]]<br />
[[zh:Moodle十大流言]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Moodle_myths&diff=24677Moodle myths2007-06-27T19:37:37Z<p>Divb: /* You can’t just use Moodle out of the box – the basic Moodle install just isn’t that sophisticated */</p>
<hr />
<div>The top 10 list started life in [http://moodle.org/mod/forum/discuss.php?d=33044 a post by Josie Fraser], as part of the 2005-6 [http://helpusgettobett.com HUGToB campaign].<br />
<br />
{{About Moodle}}<br />
<br />
==Once Moodle is stable, it will be put under licence. If it were any good, they’d already be charging for it==<br />
Martin Dougiamas is [http://moodle.org/mod/forum/discuss.php?d=41253 on record] that Moodle will always be free and under the GPL. Even if it weren't, the community could take the latest GPL code and continue development from there. One of the reasons why Moodle's so good is that it's open source code, and so the world wide educational community can contribute to making it better still.<br />
<br />
==There’s no point in looking at Moodle unless you have a full time, php developer on your staff. At the very least you need a lot of technical support to run it in house==<br />
There are ''plenty'' of institutions running Moodle as is, without any php developers in sight. You don't need to know any programming if you just want to run an out of the box, feature rich Moodle site. <br />
<br />
That said, PHP is actually a fairly easy language to pick up, and the Moodle code is well documented, so if you did want to help with development, it's a fairly gentle learning curve.<br />
<br />
It is also fair to say you need a certain amount of technical know-how to run any program on the web securely. But this has more to do with getting a web-server, SQL database and scripting language up and integrated than a Moodle instance itself. If you can run your own webserver, you should be OK to run Moodle on it. <br />
<br />
You don't actually have to run Moodle in house though - there are well respected [http://moodle.com Moodle Partners] who'll run Moodle for you, some of the more enlightened Local Authorities and Regional Broadband Consortia (in the UK) will provide Moodle hosting, and Moodle will work on plenty of commercially hosted webspaces too.<br />
<br />
==Moodle won’t be compatible with our other systems/software==<br />
Moodle will run on FreeBSD, Linux, Mac OS X, and Windows. It's compatible with a huge range of databases through ADODB integration. There's a whole host of authentication and enrollment mechanisms, including LDAP. Moodle will allow teachers to integrate content in a range of different formats, including SCORM, Flash, MP3s and RSS feeds. On the [[Roadmap]] for future releases is a Web API which will allow easy integration with other web-based applications. <br />
<br />
Finally, remember that this is open source software, with a well documented data and file structure. If Moodle's not compatible with a particular application at the moment, then you can pay a developer to code up that integration, or develop it in-house.<br />
<br />
==Moodle just doesn’t have the commercial experience we’re looking for==<br />
Check out the [http://moodle.com partners]. Moodle is also in use throughout the world by corporate clients for in-house training, including flight schools, pilot and mechanic certification, and all other varieties of professional development. Moodle as a tool is an application, not an organization. The PEOPLE that make up the Moodle world-wide community have experience across the board in every industry and every sort of education. In fact, you'll be hard-pressed to find a more committed group of educators and trainers in one place than on moodle.org. Further evidence of the commercial applications of moodle are supported by the fact that Microsoft Corporation funded the modification of moodle to work on their SQL Server platform (if you choose to use that instead of mySQL) and that the support for features ranging from clustering to built-in payment mechanisms is growing with each version.<br />
<br />
==You can’t just use Moodle out of the box – the basic Moodle install just isn’t that sophisticated==<br />
Have a look at the [[Features|feature list]], all of which comes as standard. Additional themes, blocks and activities are easy to integrate and the vast majority are free, open source code too. It is true that is basically easy to [https://docs.moodle.org/en/Complete_install_packages#Install_complete_package install] all those features out of the box as a standalone desktop or on a web server.<br />
<br />
You can do a full install on a Windows-based pc in the time it takes to download a 50MB file, unzip it, change a folder name, double-click a file, and open a webpage. This install includes a webserver, the database, and the moodle installation. While this basic install is not appropriate for an enterprise installation, the simplicity with which it offers the full power of moodle is remarkable, and a testament to the robustness of the platform.<br />
<br />
==There’s no documentation, training or technical support available – you’re on your own==<br />
There's excellent (and expanding) documentation [https://docs.moodle.org/en/Main_Page online], provided by the user and developer community. Being online and digital, this resource is updated daily and keeps abreast of moodle developments as they happen - with far more details than any book could provide, and certainly more than any commercial vendor offers for their product.<br />
<br />
The Open University's [http://moodle.org/user/view.php?id=9318&course=5 Jason Cole] has written an excellent introduction to Moodle for teachers, available as a [http://www.amazon.com/gp/product/0596008635/ proper book] from O'Reilly. In addition William Rice has written a Moodle book [http://www.packtpub.com/moodle/book Moodle E-Learning Course Development] available from [http://www.packtpub.com/ Packt Publishing].<br />
<br />
Most users find the Moodle interface intuitive and this helps reduce the training requirements. It's possible for institutions to run in-house training and many have successfully adopted this approach. Some Moodle Partners [http://moodle.com/training/ moodle.com] also specialize in training.<br />
<br />
High quality, timely technical support is available from the user and developer community in the Using Moodle course on [http://moodle.org moodle.org]. Some LAs and RBCs (Local Authorities and Regional Broadband Consortia in the UK) support Moodle in their areas. Commercial support contracts are available from authorized Moodle Partners [http://moodle.com/support/ moodle.com].<br />
<br />
==The total Cost of Ownership is actually higher for Moodle than it would be with a wholly commercial platform==<br />
Stop and think for a moment. With both Moodle and commercial platforms, you'll still need to pay for hosting, support, training and content, one way or another: with Moodle, more of these costs ''can'' be brought in-house, because the code's open source and Moodle's great at providing the tools teachers need to write online activities themselves, but that doesn't mean you have to.<br />
<br />
The difference is that with Moodle, there are '''no''' licence fees to pay. None. The money you do spend can go back into making the software better, or remain within the educational community for the common good. None of it needs to go to meet shareholder dividends or pay back the venture capitalists. Furthermore, you're not exposed to the risks of commercial suppliers unilaterally increasing their licence fees, or going out of business.<br />
<br />
It's therefore not that surprising that when the UK government agency [http://www.becta.org.uk Becta] examined the [http://www.becta.org.uk/corporate/publications/documents/BEC5606_Full_report18.pdf Total Cost of Ownership of open-source software] on desktops in UK schools, they found significant savings compared to commercial alternatives. The savings on support costs were particularly impressive. It's likely that these savings would have been greater still had they examined web-based applications like Moodle.<br />
<br />
==Moodle is just no good for an institution as large as mine==<br />
So, that would be one larger than the UK's Open University, with 180,000 students, yes? The OU has [http://www3.open.ac.uk/events/7/2005118_40887_nr.doc announced] that they're moving to Moodle as their institutional VLE, and there are plenty of other [[Large_installations|large institutions]] officially using Moodle, and a good number of others where sections are.<br />
<br />
==Moodle is just not designed to cope with my specific group of learners or customers==<br />
Moodle's being used successfully from elementary education, including early years provision, up to higher education, in all subject areas including art, languages, the humanities and mathematics. It's also established itself in the world of life-long learning, teachers' CPD, corporate and government training environments.<br />
<br />
==We have all our stuff on *******, it’s just not worth the hassle of switching to Moodle==<br />
The switch may not be that much of a hassle, as Moodle will happily import content in a wide range of standard formats, including SCORM, Blackboard and WebCT questions. There are an increasing number of Further and Higher Education institutions that are making the move.<br />
<br />
Pedagogically, there's much to be gained from moving to a VLE which puts social, collaborative learning at the centre, and acknowledges the vital role that learners have to play, as well as providing teachers with the tools that they need to build effective on-line learning communities, rather than just presenting resources and activities. <br />
<br />
From a financial perspective, the costs involved in switching to Moodle should be quickly recouped through savings in licence fees.<br />
[[Category:Core]]<br />
[[es:Los 10 mitos de Moodle]]<br />
[[fr:Mythes sur Moodle]]<br />
[[zh:Moodle十大流言]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Moodle_myths&diff=24676Moodle myths2007-06-27T19:34:23Z<p>Divb: /* There’s no documentation, training or technical support available – you’re on your own */</p>
<hr />
<div>The top 10 list started life in [http://moodle.org/mod/forum/discuss.php?d=33044 a post by Josie Fraser], as part of the 2005-6 [http://helpusgettobett.com HUGToB campaign].<br />
<br />
{{About Moodle}}<br />
<br />
==Once Moodle is stable, it will be put under licence. If it were any good, they’d already be charging for it==<br />
Martin Dougiamas is [http://moodle.org/mod/forum/discuss.php?d=41253 on record] that Moodle will always be free and under the GPL. Even if it weren't, the community could take the latest GPL code and continue development from there. One of the reasons why Moodle's so good is that it's open source code, and so the world wide educational community can contribute to making it better still.<br />
<br />
==There’s no point in looking at Moodle unless you have a full time, php developer on your staff. At the very least you need a lot of technical support to run it in house==<br />
There are ''plenty'' of institutions running Moodle as is, without any php developers in sight. You don't need to know any programming if you just want to run an out of the box, feature rich Moodle site. <br />
<br />
That said, PHP is actually a fairly easy language to pick up, and the Moodle code is well documented, so if you did want to help with development, it's a fairly gentle learning curve.<br />
<br />
It is also fair to say you need a certain amount of technical know-how to run any program on the web securely. But this has more to do with getting a web-server, SQL database and scripting language up and integrated than a Moodle instance itself. If you can run your own webserver, you should be OK to run Moodle on it. <br />
<br />
You don't actually have to run Moodle in house though - there are well respected [http://moodle.com Moodle Partners] who'll run Moodle for you, some of the more enlightened Local Authorities and Regional Broadband Consortia (in the UK) will provide Moodle hosting, and Moodle will work on plenty of commercially hosted webspaces too.<br />
<br />
==Moodle won’t be compatible with our other systems/software==<br />
Moodle will run on FreeBSD, Linux, Mac OS X, and Windows. It's compatible with a huge range of databases through ADODB integration. There's a whole host of authentication and enrollment mechanisms, including LDAP. Moodle will allow teachers to integrate content in a range of different formats, including SCORM, Flash, MP3s and RSS feeds. On the [[Roadmap]] for future releases is a Web API which will allow easy integration with other web-based applications. <br />
<br />
Finally, remember that this is open source software, with a well documented data and file structure. If Moodle's not compatible with a particular application at the moment, then you can pay a developer to code up that integration, or develop it in-house.<br />
<br />
==Moodle just doesn’t have the commercial experience we’re looking for==<br />
Check out the [http://moodle.com partners]. Moodle is also in use throughout the world by corporate clients for in-house training, including flight schools, pilot and mechanic certification, and all other varieties of professional development. Moodle as a tool is an application, not an organization. The PEOPLE that make up the Moodle world-wide community have experience across the board in every industry and every sort of education. In fact, you'll be hard-pressed to find a more committed group of educators and trainers in one place than on moodle.org. Further evidence of the commercial applications of moodle are supported by the fact that Microsoft Corporation funded the modification of moodle to work on their SQL Server platform (if you choose to use that instead of mySQL) and that the support for features ranging from clustering to built-in payment mechanisms is growing with each version.<br />
<br />
==You can’t just use Moodle out of the box – the basic Moodle install just isn’t that sophisticated==<br />
Have a look at the [[Features|feature list]], all of which comes as standard. Additional themes, blocks and activities are easy to integrate and the vast majority are free, open source code too. It is true that is basically easy to [https://docs.moodle.org/en/Complete_install_packages#Install_complete_package install] all those features out of the box as a standalone desktop or on a web server.<br />
<br />
==There’s no documentation, training or technical support available – you’re on your own==<br />
There's excellent (and expanding) documentation [https://docs.moodle.org/en/Main_Page online], provided by the user and developer community. Being online and digital, this resource is updated daily and keeps abreast of moodle developments as they happen - with far more details than any book could provide, and certainly more than any commercial vendor offers for their product.<br />
<br />
The Open University's [http://moodle.org/user/view.php?id=9318&course=5 Jason Cole] has written an excellent introduction to Moodle for teachers, available as a [http://www.amazon.com/gp/product/0596008635/ proper book] from O'Reilly. In addition William Rice has written a Moodle book [http://www.packtpub.com/moodle/book Moodle E-Learning Course Development] available from [http://www.packtpub.com/ Packt Publishing].<br />
<br />
Most users find the Moodle interface intuitive and this helps reduce the training requirements. It's possible for institutions to run in-house training and many have successfully adopted this approach. Some Moodle Partners [http://moodle.com/training/ moodle.com] also specialize in training.<br />
<br />
High quality, timely technical support is available from the user and developer community in the Using Moodle course on [http://moodle.org moodle.org]. Some LAs and RBCs (Local Authorities and Regional Broadband Consortia in the UK) support Moodle in their areas. Commercial support contracts are available from authorized Moodle Partners [http://moodle.com/support/ moodle.com].<br />
<br />
==The total Cost of Ownership is actually higher for Moodle than it would be with a wholly commercial platform==<br />
Stop and think for a moment. With both Moodle and commercial platforms, you'll still need to pay for hosting, support, training and content, one way or another: with Moodle, more of these costs ''can'' be brought in-house, because the code's open source and Moodle's great at providing the tools teachers need to write online activities themselves, but that doesn't mean you have to.<br />
<br />
The difference is that with Moodle, there are '''no''' licence fees to pay. None. The money you do spend can go back into making the software better, or remain within the educational community for the common good. None of it needs to go to meet shareholder dividends or pay back the venture capitalists. Furthermore, you're not exposed to the risks of commercial suppliers unilaterally increasing their licence fees, or going out of business.<br />
<br />
It's therefore not that surprising that when the UK government agency [http://www.becta.org.uk Becta] examined the [http://www.becta.org.uk/corporate/publications/documents/BEC5606_Full_report18.pdf Total Cost of Ownership of open-source software] on desktops in UK schools, they found significant savings compared to commercial alternatives. The savings on support costs were particularly impressive. It's likely that these savings would have been greater still had they examined web-based applications like Moodle.<br />
<br />
==Moodle is just no good for an institution as large as mine==<br />
So, that would be one larger than the UK's Open University, with 180,000 students, yes? The OU has [http://www3.open.ac.uk/events/7/2005118_40887_nr.doc announced] that they're moving to Moodle as their institutional VLE, and there are plenty of other [[Large_installations|large institutions]] officially using Moodle, and a good number of others where sections are.<br />
<br />
==Moodle is just not designed to cope with my specific group of learners or customers==<br />
Moodle's being used successfully from elementary education, including early years provision, up to higher education, in all subject areas including art, languages, the humanities and mathematics. It's also established itself in the world of life-long learning, teachers' CPD, corporate and government training environments.<br />
<br />
==We have all our stuff on *******, it’s just not worth the hassle of switching to Moodle==<br />
The switch may not be that much of a hassle, as Moodle will happily import content in a wide range of standard formats, including SCORM, Blackboard and WebCT questions. There are an increasing number of Further and Higher Education institutions that are making the move.<br />
<br />
Pedagogically, there's much to be gained from moving to a VLE which puts social, collaborative learning at the centre, and acknowledges the vital role that learners have to play, as well as providing teachers with the tools that they need to build effective on-line learning communities, rather than just presenting resources and activities. <br />
<br />
From a financial perspective, the costs involved in switching to Moodle should be quickly recouped through savings in licence fees.<br />
[[Category:Core]]<br />
[[es:Los 10 mitos de Moodle]]<br />
[[fr:Mythes sur Moodle]]<br />
[[zh:Moodle十大流言]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Moodle_myths&diff=24675Moodle myths2007-06-27T19:32:17Z<p>Divb: /* Moodle just doesn’t have the commercial experience we’re looking for */</p>
<hr />
<div>The top 10 list started life in [http://moodle.org/mod/forum/discuss.php?d=33044 a post by Josie Fraser], as part of the 2005-6 [http://helpusgettobett.com HUGToB campaign].<br />
<br />
{{About Moodle}}<br />
<br />
==Once Moodle is stable, it will be put under licence. If it were any good, they’d already be charging for it==<br />
Martin Dougiamas is [http://moodle.org/mod/forum/discuss.php?d=41253 on record] that Moodle will always be free and under the GPL. Even if it weren't, the community could take the latest GPL code and continue development from there. One of the reasons why Moodle's so good is that it's open source code, and so the world wide educational community can contribute to making it better still.<br />
<br />
==There’s no point in looking at Moodle unless you have a full time, php developer on your staff. At the very least you need a lot of technical support to run it in house==<br />
There are ''plenty'' of institutions running Moodle as is, without any php developers in sight. You don't need to know any programming if you just want to run an out of the box, feature rich Moodle site. <br />
<br />
That said, PHP is actually a fairly easy language to pick up, and the Moodle code is well documented, so if you did want to help with development, it's a fairly gentle learning curve.<br />
<br />
It is also fair to say you need a certain amount of technical know-how to run any program on the web securely. But this has more to do with getting a web-server, SQL database and scripting language up and integrated than a Moodle instance itself. If you can run your own webserver, you should be OK to run Moodle on it. <br />
<br />
You don't actually have to run Moodle in house though - there are well respected [http://moodle.com Moodle Partners] who'll run Moodle for you, some of the more enlightened Local Authorities and Regional Broadband Consortia (in the UK) will provide Moodle hosting, and Moodle will work on plenty of commercially hosted webspaces too.<br />
<br />
==Moodle won’t be compatible with our other systems/software==<br />
Moodle will run on FreeBSD, Linux, Mac OS X, and Windows. It's compatible with a huge range of databases through ADODB integration. There's a whole host of authentication and enrollment mechanisms, including LDAP. Moodle will allow teachers to integrate content in a range of different formats, including SCORM, Flash, MP3s and RSS feeds. On the [[Roadmap]] for future releases is a Web API which will allow easy integration with other web-based applications. <br />
<br />
Finally, remember that this is open source software, with a well documented data and file structure. If Moodle's not compatible with a particular application at the moment, then you can pay a developer to code up that integration, or develop it in-house.<br />
<br />
==Moodle just doesn’t have the commercial experience we’re looking for==<br />
Check out the [http://moodle.com partners]. Moodle is also in use throughout the world by corporate clients for in-house training, including flight schools, pilot and mechanic certification, and all other varieties of professional development. Moodle as a tool is an application, not an organization. The PEOPLE that make up the Moodle world-wide community have experience across the board in every industry and every sort of education. In fact, you'll be hard-pressed to find a more committed group of educators and trainers in one place than on moodle.org. Further evidence of the commercial applications of moodle are supported by the fact that Microsoft Corporation funded the modification of moodle to work on their SQL Server platform (if you choose to use that instead of mySQL) and that the support for features ranging from clustering to built-in payment mechanisms is growing with each version.<br />
<br />
==You can’t just use Moodle out of the box – the basic Moodle install just isn’t that sophisticated==<br />
Have a look at the [[Features|feature list]], all of which comes as standard. Additional themes, blocks and activities are easy to integrate and the vast majority are free, open source code too. It is true that is basically easy to [https://docs.moodle.org/en/Complete_install_packages#Install_complete_package install] all those features out of the box as a standalone desktop or on a web server.<br />
<br />
==There’s no documentation, training or technical support available – you’re on your own==<br />
There's excellent (and expanding) documentation [https://docs.moodle.org/en/Main_Page online], provided by the user and developer community. The Open University's [http://moodle.org/user/view.php?id=9318&course=5 Jason Cole] has written an excellent introduction to Moodle for teachers, available as a [http://www.amazon.com/gp/product/0596008635/ proper book] from O'Reilly. In addition William Rice has written a Moodle book [http://www.packtpub.com/moodle/book Moodle E-Learning Course Development] available from [http://www.packtpub.com/ Packt Publishing].<br />
<br />
Most users find the Moodle interface intuitive and this helps reduce the training requirements. It's possible for institutions to run in-house training and many have successfully adopted this approach. Some Moodle Partners [http://moodle.com/training/ moodle.com] also specialize in training.<br />
<br />
High quality, timely technical support is available from the user and developer community in the Using Moodle course on [http://moodle.org moodle.org]. Some LAs and RBCs (Local Authorities and Regional Broadband Consortia in the UK) support Moodle in their areas. Commercial support contracts are available from authorized Moodle Partners [http://moodle.com/support/ moodle.com].<br />
<br />
==The total Cost of Ownership is actually higher for Moodle than it would be with a wholly commercial platform==<br />
Stop and think for a moment. With both Moodle and commercial platforms, you'll still need to pay for hosting, support, training and content, one way or another: with Moodle, more of these costs ''can'' be brought in-house, because the code's open source and Moodle's great at providing the tools teachers need to write online activities themselves, but that doesn't mean you have to.<br />
<br />
The difference is that with Moodle, there are '''no''' licence fees to pay. None. The money you do spend can go back into making the software better, or remain within the educational community for the common good. None of it needs to go to meet shareholder dividends or pay back the venture capitalists. Furthermore, you're not exposed to the risks of commercial suppliers unilaterally increasing their licence fees, or going out of business.<br />
<br />
It's therefore not that surprising that when the UK government agency [http://www.becta.org.uk Becta] examined the [http://www.becta.org.uk/corporate/publications/documents/BEC5606_Full_report18.pdf Total Cost of Ownership of open-source software] on desktops in UK schools, they found significant savings compared to commercial alternatives. The savings on support costs were particularly impressive. It's likely that these savings would have been greater still had they examined web-based applications like Moodle.<br />
<br />
==Moodle is just no good for an institution as large as mine==<br />
So, that would be one larger than the UK's Open University, with 180,000 students, yes? The OU has [http://www3.open.ac.uk/events/7/2005118_40887_nr.doc announced] that they're moving to Moodle as their institutional VLE, and there are plenty of other [[Large_installations|large institutions]] officially using Moodle, and a good number of others where sections are.<br />
<br />
==Moodle is just not designed to cope with my specific group of learners or customers==<br />
Moodle's being used successfully from elementary education, including early years provision, up to higher education, in all subject areas including art, languages, the humanities and mathematics. It's also established itself in the world of life-long learning, teachers' CPD, corporate and government training environments.<br />
<br />
==We have all our stuff on *******, it’s just not worth the hassle of switching to Moodle==<br />
The switch may not be that much of a hassle, as Moodle will happily import content in a wide range of standard formats, including SCORM, Blackboard and WebCT questions. There are an increasing number of Further and Higher Education institutions that are making the move.<br />
<br />
Pedagogically, there's much to be gained from moving to a VLE which puts social, collaborative learning at the centre, and acknowledges the vital role that learners have to play, as well as providing teachers with the tools that they need to build effective on-line learning communities, rather than just presenting resources and activities. <br />
<br />
From a financial perspective, the costs involved in switching to Moodle should be quickly recouped through savings in licence fees.<br />
[[Category:Core]]<br />
[[es:Los 10 mitos de Moodle]]<br />
[[fr:Mythes sur Moodle]]<br />
[[zh:Moodle十大流言]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Calculated_question_type&diff=24581Calculated question type2007-06-23T23:28:01Z<p>Divb: /* Question set-up */</p>
<hr />
<div>{{Questions}}<br />
Calculated questions offer a way to create individual numerical questions by the use of wildcards (i.e '''{x}''' , '''{y}''')that are substituted with random values when the quiz is taken.<br />
<br />
For example, if you want to create a large number of '''"Calculate the area of a rectangle"''' problems to drill your students, you could create a question with two wildcards (i.e. '''{base}''', '''{height}''') and put in the "'''Correct Answer Formula='''" input field '''{base}''' * '''{height}''' ( * being the multiplication sign ).<br />
<br />
'''Correct Answer Formula=''' {base}*{height}<br />
<br />
<br />
When a student takes the test, Moodle will randomly select values for '''{base}''' and '''{height}''' and grade the response using the result of the '''Correct Answer Formula='''. <br />
<br />
The test will very rarely appear the same way twice.<br />
<br />
==CAUTION: At least ONE wildcard in one of the answers==<br />
The main purpose of calculated question is to create multiple versions of a question with different numerical values.<br />
<br />
Otherwise use numerical question.<br />
<br />
==A three steps process==<br />
To create (or modify) a calculated question you need:<br />
===Define the usual question parameters=== <br />
====Name====<br />
:Give the question a descriptive name.<br />
====Question text====<br />
:All variables "wildcard" you want Moodle to replace with generated values must be placed in curly braces. For example if you wanted to sum numbers A and B the wild cards would be {A} and {B} or even {FirstNumber} and {SecondNumber}<br />
:Question text should contains at least one wildcard (otherwise you wouldn't be using this kind of question).<br />
:The user have all the necessary information to answer correctly<br />
<br />
====Correct answer formula====<br />
*define at least one formula answer containing at least the wildcards that were put in the question text and all the other parameter related to precision or units.<br />
*set 100% at least to one of the answers<br />
===Precise the dataset definitions===<br />
:For each wild card(s) there is a the dataset containing the data that will be substituted to the wild card.<br />
<br />
:The dataset can be <br />
:*'''private''' i.e. only used by this question<br />
:*'''shared''' i.e shared with other questions from the same category<br />
<br />
:A dataset definition is '''mandatory''' for each of the wild cards '''used in the formulas'''.<br />
:If you put in the question text some text between brackets {zzz} that is a '''possible''' wild card ,<br />
: you will be able to choose if it is really a wild card or not.<br />
<br />
===Define at least one set of values for each wild card ===<br />
:If you define a large number of values (actual maximum number = 100),<br />
:you get a more randomized set of different questions.<br />
<br />
==Question set-up==<br />
#If you wish, add general feedback.<br />
#Enter the formula for the answer. Be sure to use the same placeholders so Moodle can substitute the same values.<br />
#Determine the tolerance for error that you will accept in the answer. The tolerance and tolerance type combine to give a range of acceptable scores.<br />
#Select the number of significant figures you want in the correct answer.<br />
#Add correct answer feedback.<br />
#Enter the units for the answer (e.g. meters, kg, etc.). Moodle will look for the correct units. If you want to enter other acceptable units, such as metric versus imperial distances, enter them along with a conversion factor.<br />
#Click Save changes.<br />
#On the next screen, choose whether to create substitution values for each placeholder only for this question, or for other questions in the same category.<br />
#Click Save changes.<br />
#Create a dataset for the question or questions in the category. For each placeholder, generate a series of acceptable values. The more values you generate, the more a question can be used without repeating values. Note that you must click the Add (number) items button to actually incorporate the displayed numbers into your question. Once added, you'll see a list of possible value (dataset) at the bottom, and you can proceed.<br />
#Click Back to quiz editing.<br />
<br />
==Correct answer formula ==<br />
<br />
=== DO NOT PUT THE = sign in the fomula. ===<br />
<br />
* In the recent versions of the calculated question type, you could have more than one answer formula and applied a specific grading value to each of them as long as there is at least one 100% correct answer formula.<br />
If more than one correct answer formula input field are displayed when editing, <br />
your site has the multiple answer feature. <br />
<br />
<br />
* As a general rule, write these formulas like you would in a calculator e.g. <code>3 + 5 * sin (3/{x})</code><br />
* Each function's placeholders and other arguments should be in parentheses (brackets). For example, if you want students to calculate the sine of one angle and two times cosine of another, you would enter <code>sin({a}) + cos({b}*2)</code>.<br />
* It's usually better to have too many parentheses (brackets) than too few. The server won't care, and the more specific you are about what you mean, the more likely it will like your complex formulas.<br />
* There is no implicit multiplication. To you, the human editor, "5(23)" or "5x" may seem perfectly obvious. To the server doing the math, it's crazy talk and won't be understood. Always use the "*" for multiplication.<br />
* Any special mathematical function must have parentheses around its values. Take the sine function in the first bullet point for instance. Notice that the ''3 / x'' is wrapped in parentheses (brackets)--this is so the server can understand it properly. Without those parentheses, the server won't know if you mean "(sin 3) / x" or "sin (3 / x)" and will reject the entire formula accordingly.<br />
<br />
==Available functions==<br />
<br />
*Calculated questions can use more than simple arithmetic operators. See below for a table of available functions (taken from [http://us3.php.net/manual/en/ref.math.php PHP: Mathematical Functions], where you can get further functions, though be careful, as the page may contain more information than you want!). <br />
<br />
{| width="97%" border="1px"<br />
!Function<br />
!Explanation<br />
|-<br />
|abs<br />
|Absolute value<br />
|-<br />
|acos<br />
|Arc cosine -- in radians!!! Convert your degree measurement to radians before you take the acos of it.<br />
|-<br />
|acosh<br />
|Inverse hyperbolic cosine -- in radians!!! Convert your degree measurement to radians before you take the acosh of it.<br />
|-<br />
|asin<br />
|Arc sine -- in radians!!! Convert your degree measurement to radians before you take the asin of it.<br />
|-<br />
|asinh<br />
|Inverse hyperbolic sine -- in radians!!! Convert your degree measurement to radians before you take the asing of it.<br />
|-<br />
|atan2<br />
|Arc tangent of two variables -- pass in two values like (x, y), and you'll get the atah(y/x), adjusted to the proper quadrant.<br />
|-<br />
|atan<br />
|Arc tangent -- in radians!!! Convert your degree measurement to radians before you take the atan of it.<br />
|-<br />
|atanh<br />
|Inverse hyperbolic tangent<br />
|-<br />
|base_convert<br />
|Convert a number between arbitrary bases. Example: to get the value of 50 (in base 10) in base 5, you'd write "base_convert(50, 10, 5)"<br />
|-<br />
|bindec<br />
|Binary to decimal<br />
|-<br />
|ceil<br />
|Round fractions up<br />
|-<br />
|cos<br />
|Cosine -- in radians!!! Convert your degree measurement to radians before you take the cos of it.<br />
|-<br />
|cosh<br />
|Hyperbolic cosine -- in radians!!! Convert your degree measurement to radians before you take the cosh of it.<br />
|-<br />
|decbin<br />
|Decimal to binary<br />
|-<br />
|dechex<br />
|Decimal to hexadecimal<br />
|-<br />
|decoct<br />
|Decimal to octal<br />
|-<br />
|deg2rad<br />
|Converts the number in degrees to the radian equivalent<br />
|-<br />
|exp<br />
|Calculates the exponent of e<br />
|-<br />
|expm1<br />
|Returns exp(number) - 1, computed in a way that is accurate even when the value of number is close to zero<br />
|-<br />
|floor<br />
|Round fractions down<br />
|-<br />
|fmod<br />
|Returns the floating point remainder (modulo) of the division of the arguments<br />
|-<br />
|hexdec<br />
|Hexadecimal to decimal<br />
|-<br />
|is_finite<br />
|Finds whether a value is a legal finite number<br />
|-<br />
|is_infinite<br />
|Finds whether a value is infinite<br />
|-<br />
|log10<br />
|Base-10 logarithm<br />
|-<br />
|log1p<br />
|Returns log(1 + number), computed in a way that is accurate even when the value of number is close to zero<br />
|-<br />
|log<br />
|Natural logarithm (''ln'')<br />
|-<br />
|max<br />
|Find highest value<br />
|-<br />
|min<br />
|Find lowest value<br />
|-<br />
|mt_rand<br />
|Generate a better random value<br />
|-<br />
|octdec<br />
|Octal to decimal<br />
|-<br />
|pi<br />
|Get value of pi<br />
|-<br />
|pow (numberToRaise, NumberRaisedTo)<br />
|Exponential expression<br />
|-<br />
|rad2deg<br />
|Converts the radian number to the equivalent number in degrees<br />
|-<br />
|rand<br />
|Generate a random integer<br />
|-<br />
|round<br />
|Rounds a float<br />
|-<br />
|sin<br />
|Sine -- in radians!!! Convert your degree measurement to radians before you take the sin of it.<br />
|-<br />
|sinh<br />
|Hyperbolic sine -- in radians!!! Convert your degree measurement to radians before you take the sinh of it.<br />
|-<br />
|sqrt<br />
|Square root<br />
|-<br />
|tan<br />
|Tangent -- in radians!!! Convert your degree measurement to radians before you take the tan of it.<br />
|-<br />
|tanh<br />
|Hyperbolic tangent -- in radians!!! Convert your degree measurement to radians before you take the tanh of it.<br />
|}<br />
<br />
==Predefined constants==<br />
<br />
*Some predefined constants are available for you to use. A table of these appears below, altered from [http://us3.php.net/manual/en/ref.math.php PHP: Mathematical Functions], where you can get more information. (Be careful, as the page may contain more information than you want!)<br />
<br />
{| width="97%" border="1px"<br />
!Constant<br />
!Value<br />
!Description<br />
|-<br />
|M_PI<br />
|3.14159265358979323846<br />
|Pi<br />
|-<br />
|M_E<br />
|2.7182818284590452354<br />
|e<br />
|-<br />
|M_LOG2E<br />
|1.4426950408889634074<br />
|log_2 e<br />
|-<br />
|M_LOG10E<br />
|0.43429448190325182765<br />
|log_10 e<br />
|-<br />
|M_LN2<br />
|0.69314718055994530942<br />
|log_e 2<br />
|-<br />
|M_LN10<br />
|2.30258509299404568402<br />
|log_e 10<br />
|-<br />
|M_PI_2<br />
|1.57079632679489661923<br />
|pi/2<br />
|-<br />
|M_PI_4<br />
|0.78539816339744830962<br />
|pi/4<br />
|-<br />
|M_1_PI<br />
|0.31830988618379067154<br />
|1/pi<br />
|-<br />
|M_2_PI<br />
|0.63661977236758134308<br />
|2/pi<br />
|-<br />
|M_2_SQRTPI<br />
|1.12837916709551257390<br />
|2/sqrt(pi)<br />
|-<br />
|M_SQRT2<br />
|1.41421356237309504880<br />
|sqrt(2)<br />
|-<br />
|M_SQRT1_2<br />
|0.70710678118654752440<br />
|1/sqrt(2)<br />
|}<br />
<br />
==Additional predefined constants==<br />
<br />
*Some other constants may be available, depending on how your instance of Moodle is set up.<br />
{| width="97%" border="1px"<br />
!Constant<br />
!Value<br />
!Description<br />
|-<br />
|M_SQRTPI<br />
|1.77245385090551602729<br />
|sqrt(pi)<br />
|-<br />
|M_SQRT3<br />
|1.73205080756887729352<br />
|sqrt(3)<br />
|-<br />
|M_LNPI<br />
|1.14472988584940017414<br />
|log_e(pi)<br />
|-<br />
|M_EULER<br />
|0.57721566490153286061<br />
|Euler constant<br />
|}<br />
<br />
[[Category:Question]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Calculated_question_type&diff=24580Calculated question type2007-06-23T23:18:53Z<p>Divb: /* Question text */</p>
<hr />
<div>{{Questions}}<br />
Calculated questions offer a way to create individual numerical questions by the use of wildcards (i.e '''{x}''' , '''{y}''')that are substituted with random values when the quiz is taken.<br />
<br />
For example, if you want to create a large number of '''"Calculate the area of a rectangle"''' problems to drill your students, you could create a question with two wildcards (i.e. '''{base}''', '''{height}''') and put in the "'''Correct Answer Formula='''" input field '''{base}''' * '''{height}''' ( * being the multiplication sign ).<br />
<br />
'''Correct Answer Formula=''' {base}*{height}<br />
<br />
<br />
When a student takes the test, Moodle will randomly select values for '''{base}''' and '''{height}''' and grade the response using the result of the '''Correct Answer Formula='''. <br />
<br />
The test will very rarely appear the same way twice.<br />
<br />
==CAUTION: At least ONE wildcard in one of the answers==<br />
The main purpose of calculated question is to create multiple versions of a question with different numerical values.<br />
<br />
Otherwise use numerical question.<br />
<br />
==A three steps process==<br />
To create (or modify) a calculated question you need:<br />
===Define the usual question parameters=== <br />
====Name====<br />
:Give the question a descriptive name.<br />
====Question text====<br />
:All variables "wildcard" you want Moodle to replace with generated values must be placed in curly braces. For example if you wanted to sum numbers A and B the wild cards would be {A} and {B} or even {FirstNumber} and {SecondNumber}<br />
:Question text should contains at least one wildcard (otherwise you wouldn't be using this kind of question).<br />
:The user have all the necessary information to answer correctly<br />
<br />
====Correct answer formula====<br />
*define at least one formula answer containing at least the wildcards that were put in the question text and all the other parameter related to precision or units.<br />
*set 100% at least to one of the answers<br />
===Precise the dataset definitions===<br />
:For each wild card(s) there is a the dataset containing the data that will be substituted to the wild card.<br />
<br />
:The dataset can be <br />
:*'''private''' i.e. only used by this question<br />
:*'''shared''' i.e shared with other questions from the same category<br />
<br />
:A dataset definition is '''mandatory''' for each of the wild cards '''used in the formulas'''.<br />
:If you put in the question text some text between brackets {zzz} that is a '''possible''' wild card ,<br />
: you will be able to choose if it is really a wild card or not.<br />
<br />
===Define at least one set of values for each wild card ===<br />
:If you define a large number of values (actual maximum number = 100),<br />
:you get a more randomized set of different questions.<br />
<br />
==Question set-up==<br />
#If you wish, add general feedback.<br />
#Enter the formula for the answer. Be sure to use the same placeholders so Moodle can substitute the same values.<br />
#Determine the tolerance for error that you will accept in the answer. The tolerance and tolerance type combine to give a range of acceptable scores.<br />
#Select the number of significant figures you want in the correct answer.<br />
#Add correct answer feedback.<br />
#Enter the units for the answer (e.g. meters, kg, etc.). Moodle will look for the correct units. If you want to enter other acceptable units, such as metric versus imperial distances, enter them along with a conversion factor.<br />
#Click Save changes.<br />
#On the next screen, choose whether to create substitution values for each placeholder only for this question, or for other questions in the same category.<br />
#Click Save changes.<br />
#Create a dataset for the question or questions in the category. For each placeholder, generate a series of acceptable values. The more values you generate, the more a question can be used without repeating values.<br />
#Click Back to quiz editing.<br />
<br />
==Correct answer formula ==<br />
<br />
=== DO NOT PUT THE = sign in the fomula. ===<br />
<br />
* In the recent versions of the calculated question type, you could have more than one answer formula and applied a specific grading value to each of them as long as there is at least one 100% correct answer formula.<br />
If more than one correct answer formula input field are displayed when editing, <br />
your site has the multiple answer feature. <br />
<br />
<br />
* As a general rule, write these formulas like you would in a calculator e.g. <code>3 + 5 * sin (3/{x})</code><br />
* Each function's placeholders and other arguments should be in parentheses (brackets). For example, if you want students to calculate the sine of one angle and two times cosine of another, you would enter <code>sin({a}) + cos({b}*2)</code>.<br />
* It's usually better to have too many parentheses (brackets) than too few. The server won't care, and the more specific you are about what you mean, the more likely it will like your complex formulas.<br />
* There is no implicit multiplication. To you, the human editor, "5(23)" or "5x" may seem perfectly obvious. To the server doing the math, it's crazy talk and won't be understood. Always use the "*" for multiplication.<br />
* Any special mathematical function must have parentheses around its values. Take the sine function in the first bullet point for instance. Notice that the ''3 / x'' is wrapped in parentheses (brackets)--this is so the server can understand it properly. Without those parentheses, the server won't know if you mean "(sin 3) / x" or "sin (3 / x)" and will reject the entire formula accordingly.<br />
<br />
==Available functions==<br />
<br />
*Calculated questions can use more than simple arithmetic operators. See below for a table of available functions (taken from [http://us3.php.net/manual/en/ref.math.php PHP: Mathematical Functions], where you can get further functions, though be careful, as the page may contain more information than you want!). <br />
<br />
{| width="97%" border="1px"<br />
!Function<br />
!Explanation<br />
|-<br />
|abs<br />
|Absolute value<br />
|-<br />
|acos<br />
|Arc cosine -- in radians!!! Convert your degree measurement to radians before you take the acos of it.<br />
|-<br />
|acosh<br />
|Inverse hyperbolic cosine -- in radians!!! Convert your degree measurement to radians before you take the acosh of it.<br />
|-<br />
|asin<br />
|Arc sine -- in radians!!! Convert your degree measurement to radians before you take the asin of it.<br />
|-<br />
|asinh<br />
|Inverse hyperbolic sine -- in radians!!! Convert your degree measurement to radians before you take the asing of it.<br />
|-<br />
|atan2<br />
|Arc tangent of two variables -- pass in two values like (x, y), and you'll get the atah(y/x), adjusted to the proper quadrant.<br />
|-<br />
|atan<br />
|Arc tangent -- in radians!!! Convert your degree measurement to radians before you take the atan of it.<br />
|-<br />
|atanh<br />
|Inverse hyperbolic tangent<br />
|-<br />
|base_convert<br />
|Convert a number between arbitrary bases. Example: to get the value of 50 (in base 10) in base 5, you'd write "base_convert(50, 10, 5)"<br />
|-<br />
|bindec<br />
|Binary to decimal<br />
|-<br />
|ceil<br />
|Round fractions up<br />
|-<br />
|cos<br />
|Cosine -- in radians!!! Convert your degree measurement to radians before you take the cos of it.<br />
|-<br />
|cosh<br />
|Hyperbolic cosine -- in radians!!! Convert your degree measurement to radians before you take the cosh of it.<br />
|-<br />
|decbin<br />
|Decimal to binary<br />
|-<br />
|dechex<br />
|Decimal to hexadecimal<br />
|-<br />
|decoct<br />
|Decimal to octal<br />
|-<br />
|deg2rad<br />
|Converts the number in degrees to the radian equivalent<br />
|-<br />
|exp<br />
|Calculates the exponent of e<br />
|-<br />
|expm1<br />
|Returns exp(number) - 1, computed in a way that is accurate even when the value of number is close to zero<br />
|-<br />
|floor<br />
|Round fractions down<br />
|-<br />
|fmod<br />
|Returns the floating point remainder (modulo) of the division of the arguments<br />
|-<br />
|hexdec<br />
|Hexadecimal to decimal<br />
|-<br />
|is_finite<br />
|Finds whether a value is a legal finite number<br />
|-<br />
|is_infinite<br />
|Finds whether a value is infinite<br />
|-<br />
|log10<br />
|Base-10 logarithm<br />
|-<br />
|log1p<br />
|Returns log(1 + number), computed in a way that is accurate even when the value of number is close to zero<br />
|-<br />
|log<br />
|Natural logarithm (''ln'')<br />
|-<br />
|max<br />
|Find highest value<br />
|-<br />
|min<br />
|Find lowest value<br />
|-<br />
|mt_rand<br />
|Generate a better random value<br />
|-<br />
|octdec<br />
|Octal to decimal<br />
|-<br />
|pi<br />
|Get value of pi<br />
|-<br />
|pow (numberToRaise, NumberRaisedTo)<br />
|Exponential expression<br />
|-<br />
|rad2deg<br />
|Converts the radian number to the equivalent number in degrees<br />
|-<br />
|rand<br />
|Generate a random integer<br />
|-<br />
|round<br />
|Rounds a float<br />
|-<br />
|sin<br />
|Sine -- in radians!!! Convert your degree measurement to radians before you take the sin of it.<br />
|-<br />
|sinh<br />
|Hyperbolic sine -- in radians!!! Convert your degree measurement to radians before you take the sinh of it.<br />
|-<br />
|sqrt<br />
|Square root<br />
|-<br />
|tan<br />
|Tangent -- in radians!!! Convert your degree measurement to radians before you take the tan of it.<br />
|-<br />
|tanh<br />
|Hyperbolic tangent -- in radians!!! Convert your degree measurement to radians before you take the tanh of it.<br />
|}<br />
<br />
==Predefined constants==<br />
<br />
*Some predefined constants are available for you to use. A table of these appears below, altered from [http://us3.php.net/manual/en/ref.math.php PHP: Mathematical Functions], where you can get more information. (Be careful, as the page may contain more information than you want!)<br />
<br />
{| width="97%" border="1px"<br />
!Constant<br />
!Value<br />
!Description<br />
|-<br />
|M_PI<br />
|3.14159265358979323846<br />
|Pi<br />
|-<br />
|M_E<br />
|2.7182818284590452354<br />
|e<br />
|-<br />
|M_LOG2E<br />
|1.4426950408889634074<br />
|log_2 e<br />
|-<br />
|M_LOG10E<br />
|0.43429448190325182765<br />
|log_10 e<br />
|-<br />
|M_LN2<br />
|0.69314718055994530942<br />
|log_e 2<br />
|-<br />
|M_LN10<br />
|2.30258509299404568402<br />
|log_e 10<br />
|-<br />
|M_PI_2<br />
|1.57079632679489661923<br />
|pi/2<br />
|-<br />
|M_PI_4<br />
|0.78539816339744830962<br />
|pi/4<br />
|-<br />
|M_1_PI<br />
|0.31830988618379067154<br />
|1/pi<br />
|-<br />
|M_2_PI<br />
|0.63661977236758134308<br />
|2/pi<br />
|-<br />
|M_2_SQRTPI<br />
|1.12837916709551257390<br />
|2/sqrt(pi)<br />
|-<br />
|M_SQRT2<br />
|1.41421356237309504880<br />
|sqrt(2)<br />
|-<br />
|M_SQRT1_2<br />
|0.70710678118654752440<br />
|1/sqrt(2)<br />
|}<br />
<br />
==Additional predefined constants==<br />
<br />
*Some other constants may be available, depending on how your instance of Moodle is set up.<br />
{| width="97%" border="1px"<br />
!Constant<br />
!Value<br />
!Description<br />
|-<br />
|M_SQRTPI<br />
|1.77245385090551602729<br />
|sqrt(pi)<br />
|-<br />
|M_SQRT3<br />
|1.73205080756887729352<br />
|sqrt(3)<br />
|-<br />
|M_LNPI<br />
|1.14472988584940017414<br />
|log_e(pi)<br />
|-<br />
|M_EULER<br />
|0.57721566490153286061<br />
|Euler constant<br />
|}<br />
<br />
[[Category:Question]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Calculated_question_type&diff=24578Calculated question type2007-06-23T23:13:22Z<p>Divb: Clarified use of pow...</p>
<hr />
<div>{{Questions}}<br />
Calculated questions offer a way to create individual numerical questions by the use of wildcards (i.e '''{x}''' , '''{y}''')that are substituted with random values when the quiz is taken.<br />
<br />
For example, if you want to create a large number of '''"Calculate the area of a rectangle"''' problems to drill your students, you could create a question with two wildcards (i.e. '''{base}''', '''{height}''') and put in the "'''Correct Answer Formula='''" input field '''{base}''' * '''{height}''' ( * being the multiplication sign ).<br />
<br />
'''Correct Answer Formula=''' {base}*{height}<br />
<br />
<br />
When a student takes the test, Moodle will randomly select values for '''{base}''' and '''{height}''' and grade the response using the result of the '''Correct Answer Formula='''. <br />
<br />
The test will very rarely appear the same way twice.<br />
<br />
==CAUTION: At least ONE wildcard in one of the answers==<br />
The main purpose of calculated question is to create multiple versions of a question with different numerical values.<br />
<br />
Otherwise use numerical question.<br />
<br />
==A three steps process==<br />
To create (or modify) a calculated question you need:<br />
===Define the usual question parameters=== <br />
====Name====<br />
:Give the question a descriptive name.<br />
====Question text====<br />
:All variables "wildcard" you want Moodle to replace with generated values must be placed in curly braces. <br />
:Question text should contains at least one wildcard <br />
:The user have all the necessary information to answer correctly<br />
====Correct answer formula====<br />
*define at least one formula answer containing at least the wildcards that were put in the question text and all the other parameter related to precision or units.<br />
*set 100% at least to one of the answers<br />
===Precise the dataset definitions===<br />
:For each wild card(s) there is a the dataset containing the data that will be substituted to the wild card.<br />
<br />
:The dataset can be <br />
:*'''private''' i.e. only used by this question<br />
:*'''shared''' i.e shared with other questions from the same category<br />
<br />
:A dataset definition is '''mandatory''' for each of the wild cards '''used in the formulas'''.<br />
:If you put in the question text some text between brackets {zzz} that is a '''possible''' wild card ,<br />
: you will be able to choose if it is really a wild card or not.<br />
<br />
===Define at least one set of values for each wild card ===<br />
:If you define a large number of values (actual maximum number = 100),<br />
:you get a more randomized set of different questions.<br />
<br />
==Question set-up==<br />
#If you wish, add general feedback.<br />
#Enter the formula for the answer. Be sure to use the same placeholders so Moodle can substitute the same values.<br />
#Determine the tolerance for error that you will accept in the answer. The tolerance and tolerance type combine to give a range of acceptable scores.<br />
#Select the number of significant figures you want in the correct answer.<br />
#Add correct answer feedback.<br />
#Enter the units for the answer (e.g. meters, kg, etc.). Moodle will look for the correct units. If you want to enter other acceptable units, such as metric versus imperial distances, enter them along with a conversion factor.<br />
#Click Save changes.<br />
#On the next screen, choose whether to create substitution values for each placeholder only for this question, or for other questions in the same category.<br />
#Click Save changes.<br />
#Create a dataset for the question or questions in the category. For each placeholder, generate a series of acceptable values. The more values you generate, the more a question can be used without repeating values.<br />
#Click Back to quiz editing.<br />
<br />
==Correct answer formula ==<br />
<br />
=== DO NOT PUT THE = sign in the fomula. ===<br />
<br />
* In the recent versions of the calculated question type, you could have more than one answer formula and applied a specific grading value to each of them as long as there is at least one 100% correct answer formula.<br />
If more than one correct answer formula input field are displayed when editing, <br />
your site has the multiple answer feature. <br />
<br />
<br />
* As a general rule, write these formulas like you would in a calculator e.g. <code>3 + 5 * sin (3/{x})</code><br />
* Each function's placeholders and other arguments should be in parentheses (brackets). For example, if you want students to calculate the sine of one angle and two times cosine of another, you would enter <code>sin({a}) + cos({b}*2)</code>.<br />
* It's usually better to have too many parentheses (brackets) than too few. The server won't care, and the more specific you are about what you mean, the more likely it will like your complex formulas.<br />
* There is no implicit multiplication. To you, the human editor, "5(23)" or "5x" may seem perfectly obvious. To the server doing the math, it's crazy talk and won't be understood. Always use the "*" for multiplication.<br />
* Any special mathematical function must have parentheses around its values. Take the sine function in the first bullet point for instance. Notice that the ''3 / x'' is wrapped in parentheses (brackets)--this is so the server can understand it properly. Without those parentheses, the server won't know if you mean "(sin 3) / x" or "sin (3 / x)" and will reject the entire formula accordingly.<br />
<br />
==Available functions==<br />
<br />
*Calculated questions can use more than simple arithmetic operators. See below for a table of available functions (taken from [http://us3.php.net/manual/en/ref.math.php PHP: Mathematical Functions], where you can get further functions, though be careful, as the page may contain more information than you want!). <br />
<br />
{| width="97%" border="1px"<br />
!Function<br />
!Explanation<br />
|-<br />
|abs<br />
|Absolute value<br />
|-<br />
|acos<br />
|Arc cosine -- in radians!!! Convert your degree measurement to radians before you take the acos of it.<br />
|-<br />
|acosh<br />
|Inverse hyperbolic cosine -- in radians!!! Convert your degree measurement to radians before you take the acosh of it.<br />
|-<br />
|asin<br />
|Arc sine -- in radians!!! Convert your degree measurement to radians before you take the asin of it.<br />
|-<br />
|asinh<br />
|Inverse hyperbolic sine -- in radians!!! Convert your degree measurement to radians before you take the asing of it.<br />
|-<br />
|atan2<br />
|Arc tangent of two variables -- pass in two values like (x, y), and you'll get the atah(y/x), adjusted to the proper quadrant.<br />
|-<br />
|atan<br />
|Arc tangent -- in radians!!! Convert your degree measurement to radians before you take the atan of it.<br />
|-<br />
|atanh<br />
|Inverse hyperbolic tangent<br />
|-<br />
|base_convert<br />
|Convert a number between arbitrary bases. Example: to get the value of 50 (in base 10) in base 5, you'd write "base_convert(50, 10, 5)"<br />
|-<br />
|bindec<br />
|Binary to decimal<br />
|-<br />
|ceil<br />
|Round fractions up<br />
|-<br />
|cos<br />
|Cosine -- in radians!!! Convert your degree measurement to radians before you take the cos of it.<br />
|-<br />
|cosh<br />
|Hyperbolic cosine -- in radians!!! Convert your degree measurement to radians before you take the cosh of it.<br />
|-<br />
|decbin<br />
|Decimal to binary<br />
|-<br />
|dechex<br />
|Decimal to hexadecimal<br />
|-<br />
|decoct<br />
|Decimal to octal<br />
|-<br />
|deg2rad<br />
|Converts the number in degrees to the radian equivalent<br />
|-<br />
|exp<br />
|Calculates the exponent of e<br />
|-<br />
|expm1<br />
|Returns exp(number) - 1, computed in a way that is accurate even when the value of number is close to zero<br />
|-<br />
|floor<br />
|Round fractions down<br />
|-<br />
|fmod<br />
|Returns the floating point remainder (modulo) of the division of the arguments<br />
|-<br />
|hexdec<br />
|Hexadecimal to decimal<br />
|-<br />
|is_finite<br />
|Finds whether a value is a legal finite number<br />
|-<br />
|is_infinite<br />
|Finds whether a value is infinite<br />
|-<br />
|log10<br />
|Base-10 logarithm<br />
|-<br />
|log1p<br />
|Returns log(1 + number), computed in a way that is accurate even when the value of number is close to zero<br />
|-<br />
|log<br />
|Natural logarithm (''ln'')<br />
|-<br />
|max<br />
|Find highest value<br />
|-<br />
|min<br />
|Find lowest value<br />
|-<br />
|mt_rand<br />
|Generate a better random value<br />
|-<br />
|octdec<br />
|Octal to decimal<br />
|-<br />
|pi<br />
|Get value of pi<br />
|-<br />
|pow (numberToRaise, NumberRaisedTo)<br />
|Exponential expression<br />
|-<br />
|rad2deg<br />
|Converts the radian number to the equivalent number in degrees<br />
|-<br />
|rand<br />
|Generate a random integer<br />
|-<br />
|round<br />
|Rounds a float<br />
|-<br />
|sin<br />
|Sine -- in radians!!! Convert your degree measurement to radians before you take the sin of it.<br />
|-<br />
|sinh<br />
|Hyperbolic sine -- in radians!!! Convert your degree measurement to radians before you take the sinh of it.<br />
|-<br />
|sqrt<br />
|Square root<br />
|-<br />
|tan<br />
|Tangent -- in radians!!! Convert your degree measurement to radians before you take the tan of it.<br />
|-<br />
|tanh<br />
|Hyperbolic tangent -- in radians!!! Convert your degree measurement to radians before you take the tanh of it.<br />
|}<br />
<br />
==Predefined constants==<br />
<br />
*Some predefined constants are available for you to use. A table of these appears below, altered from [http://us3.php.net/manual/en/ref.math.php PHP: Mathematical Functions], where you can get more information. (Be careful, as the page may contain more information than you want!)<br />
<br />
{| width="97%" border="1px"<br />
!Constant<br />
!Value<br />
!Description<br />
|-<br />
|M_PI<br />
|3.14159265358979323846<br />
|Pi<br />
|-<br />
|M_E<br />
|2.7182818284590452354<br />
|e<br />
|-<br />
|M_LOG2E<br />
|1.4426950408889634074<br />
|log_2 e<br />
|-<br />
|M_LOG10E<br />
|0.43429448190325182765<br />
|log_10 e<br />
|-<br />
|M_LN2<br />
|0.69314718055994530942<br />
|log_e 2<br />
|-<br />
|M_LN10<br />
|2.30258509299404568402<br />
|log_e 10<br />
|-<br />
|M_PI_2<br />
|1.57079632679489661923<br />
|pi/2<br />
|-<br />
|M_PI_4<br />
|0.78539816339744830962<br />
|pi/4<br />
|-<br />
|M_1_PI<br />
|0.31830988618379067154<br />
|1/pi<br />
|-<br />
|M_2_PI<br />
|0.63661977236758134308<br />
|2/pi<br />
|-<br />
|M_2_SQRTPI<br />
|1.12837916709551257390<br />
|2/sqrt(pi)<br />
|-<br />
|M_SQRT2<br />
|1.41421356237309504880<br />
|sqrt(2)<br />
|-<br />
|M_SQRT1_2<br />
|0.70710678118654752440<br />
|1/sqrt(2)<br />
|}<br />
<br />
==Additional predefined constants==<br />
<br />
*Some other constants may be available, depending on how your instance of Moodle is set up.<br />
{| width="97%" border="1px"<br />
!Constant<br />
!Value<br />
!Description<br />
|-<br />
|M_SQRTPI<br />
|1.77245385090551602729<br />
|sqrt(pi)<br />
|-<br />
|M_SQRT3<br />
|1.73205080756887729352<br />
|sqrt(3)<br />
|-<br />
|M_LNPI<br />
|1.14472988584940017414<br />
|log_e(pi)<br />
|-<br />
|M_EULER<br />
|0.57721566490153286061<br />
|Euler constant<br />
|}<br />
<br />
[[Category:Question]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Moodle_in_education&diff=16563Moodle in education2006-10-03T05:42:03Z<p>Divb: /* Editing a course */</p>
<hr />
<div>==Getting started==<br />
If you are a new user and would like a list of all teacher documentation articles, please see [[:Category:Teacher]].<br />
<br />
We are assuming that your site administrator has set up Moodle, you are a user with teacher privileges and the administrator has assigned you to a new, blank course. <br />
<br />
You will need to be [[Log in | logged into]] the course using an account that has been assigned [[Teacher|teacher status]] (with editing rights) on that course to use most of the features below. We have some tips if you are having [[Can not log in | trouble logging in]].<br />
<br />
Now onto the real details. You will find the [[Course homepage|course homepage]] is broken down into [[Course sections]]. A course is created by [[Adding resources and activities|adding resources and activities]]. When writing text in Moodle you have a range of [[Formatting options]] including using [[HTML in Moodle]]<br />
<br />
The example below shows a new course set up with topic sections, edit is on and there are [[Blocks|blocks]] on the right and left sides of the topics. Resources and activities are ready to be added.<br />
[[Image:Course edit on new 2.jpg|thumb|center|500px]]<br />
<br />
==Editing a course==<br />
<br />
To add or alter activities or resources you will need to [[Turn editing on|turn editing on]]. You can do this by pressing the button at the top right of the course homepage or following the turn editing on link in the administration block. You can turn editing off again by pressing the button or the admin block link again (now renamed turn editing off)<br />
<br />
When editing is on you will see the following icons:<br />
<br />
:[[Image:Edit.gif]] - the edit icon lets you alter/update whatever resource or activity it is next to by taking you to its setup page.<br />
<br />
:[[Image:Help.gif]] - the help icon will pop-up a relevant help window.<br />
<br />
:[[Image:Open.gif]] - the open-eye icon means an item is visible to students. Clicking it will make the item invisible to participants and change the icon to the closed eye.<br />
<br />
:[[Image:Closed.gif]] - the closed-eye icon means an item is hidden from students. Clicking it will make the item visible to participants and change the icon to the open eye.<br />
<br />
:[[Image:Right.gif]] - the left arrow icon is used to outdent course elements. There is also a right arrow icon for indenting items.<br />
<br />
:[[Image:Move.gif]] - the move icon allows course elements to be moved up or down throughout the course.<br />
<br />
:[[Image:Movehere.gif]] - the move here icon appears when moving a course element. It appears only after you've clicked the move icon, and indicates the destination of the item you're moving. Future versions of moodle will replace this move icon with a cross icon that acts as a drag-and-drop grab handle.<br />
<br />
:[[Image:Delete.gif]] - the delete icon will permanently delete something from the course - but there is a confirmation screen after you click the icon.<br />
<br />
:[[Image:Marker.gif]] - the marker icon allows you to make a section current, which typically causes that section of your course to be "highlighted" depending on the theme/colors your course is using.<br />
<br />
:[[Image:One.gif]] - the one/collapse icon hides all other sections of the course, showing only this one.<br />
<br />
:[[Image:All.gif]] - the all/expand icon shows all sections in a course.<br />
<br />
If you are running version 1.6 or above you will see a '''Student View''' toggle button at the top right of the course homepage. This allows you to see the course almost exactly as your students will see it. Future versions will allow you to choose a role.<br />
<br />
==Activity modules==<br />
<br />
[[Image:Activity_dropdown.JPG|frame|right|Add an activity drop-down menu]] <br />
There are a number of robust interactive learning [[Modules (teacher)|activity modules]] that you may [[Adding_resources_and_activities | add to your course]].<br />
<br />
Communication and collaboration may take place using [[Chats]] and [[Forums]] for conversational activities and [[Choices]] to gain group feedback. Adding [[Wikis]] to your courses is an excellent way to allow students to work together on a project.<br />
<br />
Work can be submitted by students and marked by teachers using [[Assignments]] or [[Workshops]]. The [[Quizzes]] offer several options for automatic scoring. You can even integrate your Hot Potato quizzes by adding a [[Hotpot]] activity.<br />
<br />
[[Lessons]] and [[SCORM]] activities deliever content and offer ways of individualizing your presentation based upon a student's choices. Key words can be added to [[Glossaries]] by yourself or, if you allow it, your students.<br />
<br />
[[Surveys]] and [[Database module|Databases]] are also very powerful additions to any course.<br />
<br />
If all of that isn't enough for you then you can also [[Non-standard modules|add other modules]] that are not part of the official Moodle release!<br />
<br />
==Resources==<br />
<br />
[[Image:Resource_pulldown_menu.JPG|frame|left|Add a resource drop-down menu]] <br />
<br />
Moodle supports a range of different [[Resources|resource types]] that allow you to include almost any kind of digital content into your courses. These can be added by using the [[Adding_resources_and_activities | add a resource]] dropdown box when editing is turned on. <br />
<br />
A [[Text page]] is a simple page written using plain text. Text pages aren't pretty, but they're a good place to put some information or instructions. If you are after more options for your new page then you should be thinking about adding a [[Web page]] and making use of Moodle's WYSIWYG editor.<br />
<br />
Of course the resource may already exist in electronic form so you may want to [[File or website link|link to an uploaded file or external website]] or simply display the complete contents of a [[Directory|directory]] in your course files and let your users pick the file themselves. If you have an [[IMS content package]] then this can be easily added to your course.<br />
<br />
Use a [[Label|label]] to embed instructions or information in the course section.<br />
<br />
==Blocks==<br />
[[Image:Block_add_dropdown_list2.JPG |thumb|150px|right|Add Block drop-down menu]] <br />
Each course homepage generally contains blocks on the left and right with the centre column containing the course content. Blocks may be added, hidden, deleted, and moved up, down and left/right when editing is turned on. Examples of blocks can be see in the Getting Starting image above. "Latest News", "Upcoming Events", and "Recent Activity" are blocks.<br />
<br />
<br />
A [[Blocks (teacher)|wide range of blocks]] exist that can provide additional information or functionality to the learner by the teacher. The standard blocks that come with Moodle are shown on the right. There are also many [[Non-standard blocks]] developed by Moodlers that an administrator can add to this list. <br />
<br />
A teacher with editing rights will also have a course [[Administration_block|administration block]].<br />
<br />
==General advice==<br />
<br />
* Subscribe yourself to all of the [[forum]]s in your course so that you can keep in touch with your class activity. <br />
* Encourage all of the students to fill out their [[Edit profile|user profile]] (including photos) and read them all - this will help provide some context to their later writings and help you to respond in ways that are tailored to their own needs. <br />
* Keep notes to yourself in the private "Teacher's Forum" (under Administration). This is especially useful when team teaching. <br />
* Use the [[Logs]] link (under Administration) to get access to complete, raw logs. In there you'll see a link to a popup window that updates every sixty seconds and shows the last hour of activity. This is useful to keep open on your desktop all day so you can feel in touch with what's going on in the course. <br />
* Use the [[Recent_activity|Activity Reports]] (next to each name in the list of all people, or from any user profile page). These provide a great way to see what any particular person has been up to in the course.<br />
* Respond quickly to students. Don't leave it for later - do it right away. Not only is it easy to become overwhelmed with the volume that can be generated, but it's a crucial part of building and maintaining a community feel in your course.<br />
*Don't be afraid to experiment: feel free to poke around and change things. It's hard to break anything in a Moodle course, and even if you do it's usually easy to fix it. <br />
* Use the [[Navigation bar|navigation bar]] at the top of each page - this should help remind you where you are and prevent getting lost<br />
<br />
== See also ==<br />
*[[Teaching with Moodle]] - inspiring links<br />
*[[Teaching do's and don'ts]] - hints<br />
*[[Moodle manuals]] - A list of links to manuals and books<br />
*[[Using Moodle book]] - A real book you can reprint!<br />
*[[Teaching FAQ]] - common questions<br />
*[http://moodle.tokem.fi/mod/book/view.php?id=5116&chapterid=256 Example of a course teaching checklist], <br />
*One example of a site specific [[http://moodle.tokem.fi/mod/book/view.php?id=5116 |Teacher's Moodle Manual]], done in Moodle with the book module<br />
*[[Tips and tricks]]<br />
*[[Student FAQ]] - students have questions about technology?<br />
<br />
[[Category:Teacher]]<br />
[[es:Documentación para Profesores]]<br />
[[fr:Documentation enseignant]]<br />
[[nl:Documentatie voor leraren]]<br />
[[ru:Учителям]]<br />
[[zh:教师文档]]<br />
[[ja:教師ドキュメント]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Tracker&diff=16519Tracker2006-10-01T07:12:37Z<p>Divb: Fixed typo, and switched statement from passive to active voice</p>
<hr />
<div>[[Image:Tracker.jpg]]<br />
<br />
Bug tracking is an important part of a continuous quality control process. Unlike most proprietary software programs, Moodle bug reporting and bug tracking information is open to everyone. Moodle's bug tracking system is called '''[http://tracker.moodle.org Tracker]'''. Tracker is a slightly customised version of Atlassian's product [http://www.atlassian.com/software/jira/ Jira]. <br />
<br />
"Bugs" not only include software problems with current versions of Moodle, but we welcome your requests for new features, improvements, or even constructive criticism of existing features.<br />
<br />
The beauty of open source is that anyone can participate and help to create a better product for all of us to enjoy. In this project, your input is very welcome!<br />
<br />
==Logging in to Tracker==<br />
*If you're a new Tracker user, create a user account [http://tracker.moodle.org here]. It is strongly suggested your Tracker username is the same name you use at Moodle.org. <br />
*If you've forgotten your password, go [http://tracker.moodle.org here] and select '<u>forgot password</u>' which is just under the 'log in' button. Follow the prompts.<br />
<br />
== How to report a bug, improvement, or new feature request ==<br />
NB See the section 'Tracker fields' below for a full description of every field.<br />
*Login to [http://tracker.moodle.org Tracker]<br />
*Select "Create New Issue" from the menu under the Moodle Tracker logo<br />
*From the dropdown menu select the "Issue type": Bug, New Feature, Task or Improvement<br />
*You will see a series of dropdown and free text fields. Complete as many as you can. Some fields are required while others are optional.<br />
*Press the 'Create' button at the bottom of the page to create the bug. <br />
<br />
==Tracker fields==<br />
NB A short explanation appears under each field in Jira.<br />
<br />
'''Project''' - Required field. Tracker is made of of multiple projects. At present there are 2: 'moodle' and 'moodle.org sites'. Specify 'moodle' for issues/bugs related to moodle software; specify 'moodle.org sites' for issues/bugs related to tracker.moodle.org, docs.moodle.org, demo.moodle.org, download.moodle.org, or moodle.org. <br />
<br />
'''Issue Type''' - Required field. Bugs are classified as 1 of the following:<br />
:''Bug'' - A problem which impairs or prevents Moodle from functioning correctly.<br />
:''Improvement'' - An enhancement to an existing Moodle feature.<br />
:''New Feature'' - A new Moodle feature which has yet to be developed.<br />
:''Task'' - A task that needs to be completed. Tasks usually refer to work that must be done outside the product.<br />
:''Sub-Task'' - Issues are sometimes broken into multiple sub-tasks.<br />
<br />
'''Summary''' - Required field. A brief, concise description of the problem.<br />
<br />
'''Security Level''' - Optional field. Specify if this bug or change has security implications for Moodle.<br />
<br />
'''Priority''' - Bugs are prioritised using one of the following:<br />
:''Blocker'' - Blocks development and/or testing work, production could not run.<br />
:''Critical'' - Crashes, loss of data, severe memory leak.<br />
:''Major'' - Major loss of function.<br />
:''Minor'' - Minor loss of function, or other problem where easy workaround is available.<br />
:''Trivial'' - Cosmetic problem like misspelled words or misaligned text.<br />
<br />
'''Component/s''' - Required field. Select the area in Moodle which is affected by this bug. Select 'Unknown' if you are unsure.<br />
<br />
'''Affects Version/s''' - This is the Moodle version in which the bug has been found. It is normally entered by the person logging the bug, and typically only 1 version is specified. Enter a version in this field when you are logging an 'improvement', 'task', or 'new feature' as this will help assess the state of the product when the request was made.<br />
<br />
'''Assigned To''' - This is the person who will fix (code) the problem. This field is completed by developers or Component Leads.<br />
<br />
'''Reporter''' - The person who logs the bug. This field is automatically filled by Tracker.<br />
<br />
'''Environment''' - Specify the operating system, software platform and/or hardware specifications if applicable to this bug.<br />
<br />
'''Description''' - A full and complete yet concise description of the problem or improvement.<br />
<br />
'''Database''' - Optional field. If applicable to the bug, identify the database type.<br />
<br />
'''URL''' - Optional field. If possible, provide a URL address that demonstrates an example of this bug.<br />
<br />
'''QA Assignee''' - Used to designate the person who will test this bug.<br />
<br />
'''Fixed Version/s''' - This is the Moodle version the bug was or will be fixed in. This field is normally completed by the developer when the bug has been resolved or by lead developers allocating bugs for a specific release. Normally only one version is specified in this field. It symbolises the ''first'' version of Moodle where the change will be seen.<br />
<br />
'''Attachment''' - Optional. Attach a file that will help developers and testers better understand the bug. Maximum attachement size is 512Kb.<br />
<br />
'''Comment''' - The comment field is a detailed register of all changes that relate to this bug.<br />
<br />
'''Resolution''' - This field is only displayed when resolving or closing a bug. Specify a code that best describes how this bug was resolved.<br />
:''Fixed'' - Bug has been fixed; a code change will be checked into CVS. Use this resolution code only when actual changes were made to Moodle code.<br />
:''Won't Fix'' - The problem described is an issue which will never be fixed. <br />
:''Not a bug'' - This issue is not a bug; was logged in error. Use this code if the bug was fixed by another bug report or in some earlier Moodle version.<br />
:''Duplicate'' - The problem is a duplicate of an existing issue.<br />
:''Incomplete'' - More information is needed to understand this bug.<br />
:''Can't Reproduce'' - All attempts at reproducing this issue failed, or not enough information was available to reproduce the issue. Reading the code produces no clues as to why this behavior would occur. If more information appears later, please reopen the issue.<br />
:''Deferred'' - The resolution to this bug will be deferred to a later release.<br />
<br />
==Resolving bugs in Tracker==<br />
NB Only Moodle core developers and testers are permitted to change the status of bugs in Tracker to "resolved" or "closed".<br />
*Bugs are assigned by developers or Component Leads.<br />
*Developers modify or add code and check into CVS.<br />
*Appropriate comments are added in Tracker. The bug's status is changed to '''Resolved''' by using the "Resolve Issue" button. <br />
*You must indicate the version of Moodle in which the change has been made. Do this by selecting the appropriate Moodle version in '''Fix Version/s'''. <br />
*The only exception to not moving a bug to Resolved is if a developer believes there is no value in testing the issue, in which case the bug status can be changed to Closed.<br />
<br />
==Testing bugs==<br />
All users are encouraged to be active participants when it comes to testing Moodle. Anyone with a Tracker user account can log, view, comment on, vote, and watch bugs. If you find bugs or problems, have ideas for improvements, or want additional functionality added to Moodle, please log a bug in Tracker. <br />
<br />
We've formalised a group of testers in Tracker who are responsible for verifying the accuracy of changes made by developers. These testers have responsibilities and authority in Tracker beyond that of standard users. Testers normally have a good understanding of Moodle, and are active in the Moodle community. Obviously testers should have the skills and knowledge to sufficiently test the issue - experience is important - but don't forget there are others in the Moodle community who may be willing to lend a hand. If you are interested in becoming a member of the Moodle Testing team, make yourself known by logging a request through Tracker. We'd love to have you join the team! Log your request at the [http://tracker.moodle.org/secure/project/ViewProject.jspa?pid=10020 Moodle.org Sites] Tracker project.<br />
<br />
<u>Testing a bug in Tracker</u><br />
<br />
NB This is the process members of the moodle-testers group should follow to move bugs from 'resolved' to 'closed'. <br />
*Testers test bugs with Status=Resolved. Global filters have been created based on upcoming releases (eg 1.7 Resolved) to make identification simple. <br />
*Use the '''QA Assignee''' field to identify yourself as the tester of a particular bug. <br />
<br />
*It's a good idea to add your name to the watch list for all bugs you test. (see "Tracker watch list", below.) <br />
*If the bug passes testing, close the bug using the "Close Issue" button. You must add appropriate '''comments''' describing your testing methods, any issues that were found, etc.<br />
*If the bug fails testing or if you feel the fix is incomplete, '''reopen''' the bug using the "Reopen Issue" button. Ensure the bug is assigned to the correct developer. Work with the developer to find a mutually agreeable resolution to the bug. <br />
*A release will be deemed ready when all bugs fixed for a particular version have been closed.<br />
*All resolved bugs should be tested. Bugs with a resolution code of "fixed" represent bugs where code has been updated, and probably represent more of a challenge than bugs with resoluton codes of duplicate, won't fix, and not a bug, and can't reproduce. Please ensure bugs have been closed with a proper resolution code. Unfortunately it's not easy to change a resolution code in Tracker once the bug has been resolved (the only way is to reopen, then re-resolve). <br />
*Don't be afraid to discuss your testing with the developer assigned to the bug. Simply adding a comment should get the attention of the developer as they are notified of all changes.<br />
<br />
==More about Tracker functionality==<br />
*You will receive an email when you log a new bug or make updates to bugs you've reported. You'll also receive notification when updates are made to bugs you're watching. Read on for more information on watching a bug.<br />
*You can monitor, or "watch" bugs reported by others. To do this, open the bug, then select "Watch it" from the left hand navigation panel. To add others to the watchlist for your bug, open the bug, select the option "Watching" from the left hand navigation panel. These people will receive email notification when updates are made to this bug.<br />
*Tracker provides a facility to '''Link''' bugs. Any user logged onto Tracker may link issues. Multiple link types are defined in the system; you will be required to select one when linking bugs. The following link types are available:<br />
::duplicates - duplicates are inevitable in a project the size of Moodle. They occur when a logger is unaware of an existing bug that describes the same problem. Use ''duplicates'' to link to the first or most comprehensively described instance of the problem. All duplicates should be linked together.<br />
::blockers - use this to identify bugs that block others from being fixed.<br />
::cloners - in some instances a duplicate bug is intentionally created in order to track the fix in another branch of the code - this almost never is used in the Moodle project.<br />
::dependency - often a fix is dependent on another bug being resolved first, on in a specific order.<br />
::relates - used to identify a bug that is somehow related to another bug.<br />
:Links are bi-directional meaning that there's a concept of 'inward' and 'outward' - it affects how linked bugs are displayed. This is why you'll see "blocks/is blocked by" or "duplicates/is duplicated by" in the drop down list of the ''Link Issue'' dialog. Don't become too concerned about using the "correct" link type - all link types work similarly.<br />
<br />
:'''Don't be afraid to link bugs.''' It's very helpful to developers and testers to get a complete picture of a problem.<br />
<br />
*'''Vote''' for bugs you want to see addressed in Moodle. Any user can vote. To vote for a specific bug, browse to the bug, then select "Vote for it" from the left-hand navigation panel. Developers may consider the number of votes a bug has when weighing the merits of two or more bugs. <br />
<br />
*The Tracker '''Dashboard''' is flexible and customisable depending on your area of interest. For instructions on configuring the Tracker dashboard click [http://www.atlassian.com/software/jira/docs/v3.6.3/dashboard.html here].<br />
<br />
*The Tracker '''Issue Navigator''' is used to find and filter bugs. For instructions on configuring the Issue Navigator click [http://www.atlassian.com/software/jira/docs/v3.6.4/navigatorcolumns.html here].<br />
<br />
*Tracker's '''Quick Search''' function is explained [http://www.atlassian.com/software/jira/docs/v3.6.4/quicksearch.html here]<br />
<br />
== Tracker groups and permissions ==<br />
'''Standard Users''' [groupname=jira-user] - This is the default group. New user accounts are placed in this group at the time of creation, and users must be a member of this group in order to log into Tracker. Members of this group can browse bugs, create new bugs, comment on bugs, create attachments, create sub-tasks, create filters, watch bugs, and vote for bugs. Members of this group can also resolve bugs, which is primarily a way of closing bugs that are no longer relevant (eg duplicates, or logged in error). Standard Users can configure their Tracker workspace by using the "Configure your Issue Navigator" button. This feature allows users to view watch and voting lists and to manage preferences, profile, and password.<br />
<br />
'''Developers''' [groupname=jira-developer] - Developers can do everything Standard Users can do. In addition they can clone bugs, close bugs, edit bugs, link bugs, and assign bugs. Members of this group can also use the Bulk Edit function which allows bulk updated to multiple bugs. <br />
<br />
'''Testers''' [groupname=moodle-testers] - Testers can do everything a Developer can do.<br />
<br />
NB You can browse a project while not logged in to Tracker, however you will be unable change/edit/comment on bugs.<br />
<br />
== General reporting guidelines ==<br />
<br />
Good bug reports address these elements (in the field Description):<br />
<br />
#'''Steps to reproduce'''. That is, a detailed sequence of steps a developer can follow to see the problem. It is very hard to fix a bug that is not reproducible. If possible, provide a URL so we can see the problem with one click.<br />
#'''What I expected to happen'''. Again, provide as much detail as possible. Your expectation might mean that our instructions need to be improved or our interface should be changed.<br />
#'''What actually happened''' (with detail).<br />
<br />
Here is an example of a [http://tracker.moodle.org/browse/MDL-6030 good bug report] in browse view, [http://tracker.moodle.org/browse/MDL-5688 and here is another].<br />
<br />
*If you have an error message, or information in your PHP or web server logs, copy and paste it into the bug report. If you can, turn on "debug" in your Admin configuration page and reproduce the problem to get the best possible error message.<br />
*Screen shots are very helpful for some bugs, but please write a textual description of the problem too.<br />
*Make sure we know everything we need to know about your setup including operating system, database, etc. If you run out of room in the environment section, add more detail in the description. The full set of information that might be relevant is:<br />
**Server operating system type and version number<br />
**Web server type and version number<br />
**PHP version number (and whether you are using an accelerator)<br />
**Database type and version number<br />
**Moodle version (there is a dropdown menu on the top of the form, if that does not have what you want, add it in the description)<br />
**Client-side operating system type and version number<br />
**Web browser type and version number<br />
<br />
You don't need to give all those details all the time. For example, for a layout rendering problem, you need to give only the client-side OS and browser info, and if it is a server-side problem you only need to describe the setup there. Use your judgment. Here are some examples:<br />
<br />
::I see this bug with the latest Moodle HEAD running on PHP5.1.2/Apache 2.2.3 on Linux. My database is Postgres 8.1.<br />
<br />
::This rendering problem happens using Internet Explorer 6.0 on Windows XP.<br />
<br />
In summary stick with facts and present enough facts so someone else can duplicate the problem.<br />
<br />
<br />
== Developer comments ==<br />
<br />
"What’s the hardest thing about a bug report?" Most of the time fixing the problem is the easy part, the hard part is reproducing the bug. The developer needs to see how it is broke to be able to fix it. If they can't reproduce the error you can be sure they won't be able to fix it!<br />
<br />
Good bug reports contain as much detail as possible and are specific. Don't generalise or leap to conclusions.<br />
<br />
For example, a bug report that only says "The RSS feed doesn’t support UTF-8" is not helpful. The developer knows that UTF-8 and RSS feeds are compatible. The developer has no idea of what the person sees and why they reported this bug. In this case more time and effort needs to be expended to determine the problem.<br />
<br />
Consider a bug report which says that the descriptions for the specific RSS feed XYZ@abc shows unrecognisable characters rather than expected characters.<br />
<br />
==See also==<br />
<br />
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=43952 How to manipulate Moodle developers] forum discussion<br />
*Wikipedia [http://en.wikipedia.org/wiki/Software_bug Definition of a bug]<br />
*[[Tracker development]]<br />
*[[Getting Started with the Tracker]]<br />
[[Category:Teacher]]<br />
[[Category:Administrator]]<br />
[[Category:Developer]]<br />
[[Category:Developer tools]]<br />
<br />
[[es:Sistema de bugs]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Moodle_in_education&diff=13024Moodle in education2006-07-11T00:24:34Z<p>Divb: added a period for consistency</p>
<hr />
<div>__NOTOC__<br />
<br />
==Getting started==<br />
<br />
This article is for teachers wanting an overview of the Moodle features that will be used in the day to day running of a course. <br />
<br />
We are assuming that your site administrator has set up Moodle and given you a new, blank course to start with. You will need to be [[Log in | logged into]] the course using an account that has been assigned [[Teacher|teacher status]] (with editing rights) on that course to use most of the features below. We have some tips if you are having [[Can not log in | trouble logging in]].<br />
<br />
Now onto the real details. You will find the [[Course homepage|course homepage]] is broken down into [[Course sections]]. A course is created by [[Adding resources and activities|adding resources and activities]]. When writing text in Moodle you have a range of [[Formatting options]] including using [[HTML in Moodle]]<br />
<br />
==Editing A Course==<br />
<br />
To add or alter activities or resources you will need to [[Turn editing on|turn editing on]]. You can do this by pressing the button at the top right of the course homepage or following the turn editing on link in the administration block. You can turn editing off again by pressing the button or the admin block link again (now renamed turn editing off)<br />
<br />
When editing is on you will see the following icons:<br />
<br />
:[[Image:Edit.gif]] - the edit icon lets you alter/update whatever resource or activity it is next to by taking you to it's setup page.<br />
<br />
:[[Image:Help.gif]] - the help icon will pop-up a relevant help window.<br />
<br />
:[[Image:Open.gif]] - the open-eye icon means an item is visible to students. Clicking it will make the item invisible to participants and change the icon to the closed eye.<br />
<br />
:[[Image:Closed.gif]] - the closed-eye icon means an item is hidden from students. Clicking it will make the item visible to participants and change the icon to the open eye.<br />
<br />
:[[Image:Right.gif]] - the left icon is used to outdent course elements. There is also a right icon for indenting items.<br />
<br />
:[[Image:Move.gif]] - the move icon allows course elements to be moved up or down throughout the course.<br />
<br />
:[[Image:Movehere.gif]] - the move here icon appears when moving a course element. It appears only after you've clicked the move icon, and indicates the destination of the item you're moving.<br />
<br />
:[[Image:Delete.gif]] - the delete icon will permanently delete something from the course after you confirm a warning on a second page.<br />
<br />
:[[Image:Marker.gif]] - the marker icon allows you to make a section current.<br />
<br />
:[[Image:One.gif]] - the one icon hides all other sections of the course, showing only this one.<br />
<br />
:[[Image:All.gif]] - the all icon redisplays all sections in a course.<br />
<br />
If you are running version 1.6 or above you will see a '''Student View''' toggle button at the top right of the course homepage. This allows you to see the course almost exactly as your students will see it.<br />
<br />
==Activity modules==<br />
<br />
There are a number of interactive learning [[Modules (teacher)|activity modules]] that you may [[Adding_resources_and_activities | add to your course]].<br />
<br />
Communication and collaboration may take place using [[Chats]] and [[Forums]] for conversational activities and [[Choices]] to gain group feedback. Adding [[Wikis]] to your courses is an excellent way to allow students to work together on a single piece.<br />
<br />
Work can be submitted by students and marked by teachers using [[Assignments]] or [[Workshops]]. Automatic marking can be achieved by using [[Quizzes]]. You can even integrate your Hot Potato quizzes by adding a [[Hotpot]] activity.<br />
<br />
Content may be delivered and supported using [[Lessons]] and [[SCORM]] activities. Key words can be added to [[Glossaries]] by yourself or, if you allow it, your students.<br />
<br />
[[Surveys]] and [[Database module|Databases]] are also very powerful additions to any course.<br />
<br />
If all of that isn't enough for you then you can also [[Non-standard modules|add other modules]] that are not part of the official Moodle release!<br />
<br />
==Resources==<br />
<br />
Moodle supports a range of different [[Resources|resource types]] that allow you to include almost any kind of digital content into your courses. These can be added by using the [[Adding_resources_and_activities | add a resource]] dropdown box when editing is turned on. <br />
<br />
A [[Text page]] is a simple page written using plain text. Text pages aren't pretty, but they're a good place to put some information or instructions. If you are after more options for your new page then you should be thinking about adding a [[Web page]] and making use of Moodle's WYSIWYG editor.<br />
<br />
Of course the resource may already exist in electronic form so you may want to [[File or website link|link to an uploaded file or external website]] or simply display the complete contents of a [[Directory|directory]] in your course files and let your users pick the file themselves. If you have an [[IMS content package]] then this can be easily added to your course.<br />
<br />
Use a [[Label|label]] to embed instructions or information in the course section.<br />
<br />
==Blocks==<br />
<br />
Each course homepage generally contains blocks on the left and right with the centre column containing the course content. Blocks may be added, hidden, deleted, and moved up, down and left/right when editing is turned on.<br />
<br />
A [[Blocks (teacher)|wide range of blocks]] exist that provide additional information or functionality to the learner or teacher. These are included with the standard Moodle package but a range of [[Non-standard blocks]] exist which an administrator can add.<br />
<br />
===Administration Block===<br />
<br />
All of the links in the administration block are only available to teachers of the course. Students will receive their own version of the block which will display a link to their own gradebook and, if enabled, their own course logs.<br />
<br />
Features in the administration block allow teachers to manage [[Students | student]] and [[Teachers | teacher]] enrollments and their [[Groups | groups]], view the course [[Grades | gradebook]], create custom [[Scales | grading scales]] and access the Teacher forum. The teacher forum is a private forum only available to teachers of that course. It can be used to discuss the course content, the direction the course could take or even to attach files to that can be shared among the course teachers.<br />
<br />
You can change the way students (and other teachers) access and view your course by exploring the [[Settings]] option in the [[Administration | administration block]]. <br />
<br />
There are lots of possible ways to set up a course using blocks, but teachers may be particularly interested in [[Settings#Format | course formats]] which change how the course is presented to the learner. The weekly format is suitable for courses that have a clear start date and activities are presented in weekly blocks. Topic formatted courses are actually presented in a similar way but with the dates removed so activities can belong to general or specific areas of study. The social format doesn't use much content at all and is based around just one forum which is displayed on the main course page. <br />
<br />
In the course homepage there is a white square icon on the top right of a [[Course_sections | section]] which can be used to expand and collapse sections. You can also use the lightbulb icon to mark a topic as current.<br />
<br />
Another much used feature of the adminstration block is the [[Files]] link. From here you can upload any digital content for inclusion in an activity, resource, course section or for a direct download. These files can be moved, renamed, edited directly on the server (if they are HTML or text) or deleted. You can also create a directory and display the whole contents of that directory to course students using the add resource drop down in any course section.<br />
Of course if your content resides out on the web then you don't need to upload the files at all - you can link directly to them from inside the course using the link to file or website option.<br />
<br />
==General Advice==<br />
<br />
* Subscribe yourself to all the [[forum]]s so you keep in touch with your class activity. <br />
* Encourage all the students fill out their [[Edit profile|user profile]] (including photos) and read them all - this will help provide some context to their later writings and help you to respond in ways that are tailored to their own needs. <br />
* Keep notes to yourself in the private "Teacher's Forum" (under Administration). This is especially useful when team teaching. <br />
* Use the [[Logs]] link (under Administration) to get access to complete, raw logs. In there you'll see a link to a popup window that updates every sixty seconds and shows the last hour of activity. This is useful to keep open on your desktop all day so you can feel in touch with what's going on in the course. <br />
* Use the [[Recent_activity|Activity Reports]] (next to each name in the list of all people, or from any user profile page). These provide a great way to see what any particular person has been up to in the course.<br />
* Respond quickly to students. Don't leave it for later - do it right away. Not only is it easy to become overwhelmed with the volume that can be generated, but it's a crucial part of building and maintaining a community feel in your course.<br />
*Don't be afraid to experiment: feel free to poke around and change things. It's hard to break anything in a Moodle course, and even if you do it's usually easy to fix it. <br />
* Use the [[Navigation bar|navigation bar]] at the top of each page - this should help remind you where you are and prevent getting lost<br />
<br />
== See also ==<br />
*[[Teaching with Moodle]]<br />
*[[Teaching do's and don'ts]]<br />
*[[Teaching FAQ]]<br />
*[[Tips and tricks]]<br />
*[[Student FAQ]]<br />
*[[Presentations]]<br />
*[[Moodle manuals]]<br />
*[[Using Moodle book]]<br />
*[https://docs.moodle.org/en/Category:Lesson Lesson Module Basics]<br />
<br />
For an index of teacher topics go here:<br />
<br />
[[Category:Teacher]]<br />
[[es:Documentación para Profesores]]<br />
[[fr:Documentation enseignant]]<br />
[[nl:Documentatie voor leraren]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Moodle_in_education&diff=13021Moodle in education2006-07-10T23:30:07Z<p>Divb: /* Editing A Course */</p>
<hr />
<div>__NOTOC__<br />
<br />
==Getting started==<br />
<br />
This article is for teachers wanting an overview of the Moodle features that will be used in the day to day running of a course. <br />
<br />
We are assuming that your site administrator has set up Moodle and given you a new, blank course to start with. You will need to be [[Log in | logged into]] the course using an account that has been assigned [[Teacher|teacher status]] (with editing rights) on that course to use most of the features below. We have some tips if you are having [[Can not log in | trouble logging in]].<br />
<br />
Now onto the real details. You will find the [[Course homepage|course homepage]] is broken down into [[Course sections]]. A course is created by [[Adding resources and activities|adding resources and activities]]. When writing text in Moodle you have a range of [[Formatting options]] including using [[HTML in Moodle]]<br />
<br />
==Editing A Course==<br />
<br />
To add or alter activities or resources you will need to [[Turn editing on|turn editing on]]. You can do this by pressing the button at the top right of the course homepage or following the turn editing on link in the administration block. You can turn editing off again by pressing the button or the admin block link again (now renamed turn editing off)<br />
<br />
When editing is on you will see the following icons:<br />
<br />
:[[Image:Edit.gif]] - the edit icon lets you alter/update whatever resource or activity it is next to by taking you to it's setup page.<br />
<br />
:[[Image:Help.gif]] - the help icon will pop-up a relevant help window<br />
<br />
:[[Image:Open.gif]] - the open-eye icon means an item is visible to students. Clicking it will make the item invisible to participants and change the icon to the closed eye.<br />
<br />
:[[Image:Closed.gif]] - the closed-eye icon means an item is hidden from students. Clicking it will make the item visible to participants and change the icon to the open eye.<br />
<br />
:[[Image:Right.gif]] - the left icon is used to outdent course elements. There is also a right icon for indenting items.<br />
<br />
:[[Image:Move.gif]] - the move icon allows course elements to be moved up or down throughout the course.<br />
<br />
:[[Image:Movehere.gif]] - the move here icon appears when moving a course element. It appears only after you've clicked the move icon, and indicates the destination of the item you're moving.<br />
<br />
:[[Image:Delete.gif]] - the delete icon will permanently delete something from the course after you confirm a warning on a second page.<br />
<br />
:[[Image:Marker.gif]] - the marker icon allows you to make a section current.<br />
<br />
:[[Image:One.gif]] - the one icon hides all other sections of the course, showing only this one.<br />
<br />
:[[Image:All.gif]] - the all icon redisplays all sections in a course.<br />
<br />
If you are running version 1.6 or above you will see a '''Student View''' toggle button at the top right of the course homepage. This allows you to see the course almost exactly as your students will see it.<br />
<br />
==Activity modules==<br />
<br />
There are a number of interactive learning [[Modules (teacher)|activity modules]] that you may [[Adding_resources_and_activities | add to your course]].<br />
<br />
Communication and collaboration may take place using [[Chats]] and [[Forums]] for conversational activities and [[Choices]] to gain group feedback. Adding [[Wikis]] to your courses is an excellent way to allow students to work together on a single piece.<br />
<br />
Work can be submitted by students and marked by teachers using [[Assignments]] or [[Workshops]]. Automatic marking can be achieved by using [[Quizzes]]. You can even integrate your Hot Potato quizzes by adding a [[Hotpot]] activity.<br />
<br />
Content may be delivered and supported using [[Lessons]] and [[SCORM]] activities. Key words can be added to [[Glossaries]] by yourself or, if you allow it, your students.<br />
<br />
[[Surveys]] and [[Database module|Databases]] are also very powerful additions to any course.<br />
<br />
If all of that isn't enough for you then you can also [[Non-standard modules|add other modules]] that are not part of the official Moodle release!<br />
<br />
==Resources==<br />
<br />
Moodle supports a range of different [[Resources|resource types]] that allow you to include almost any kind of digital content into your courses. These can be added by using the [[Adding_resources_and_activities | add a resource]] dropdown box when editing is turned on. <br />
<br />
A [[Text page]] is a simple page written using plain text. Text pages aren't pretty, but they're a good place to put some information or instructions. If you are after more options for your new page then you should be thinking about adding a [[Web page]] and making use of Moodle's WYSIWYG editor.<br />
<br />
Of course the resource may already exist in electronic form so you may want to [[File or website link|link to an uploaded file or external website]] or simply display the complete contents of a [[Directory|directory]] in your course files and let your users pick the file themselves. If you have an [[IMS content package]] then this can be easily added to your course.<br />
<br />
Use a [[Label|label]] to embed instructions or information in the course section.<br />
<br />
==Blocks==<br />
<br />
Each course homepage generally contains blocks on the left and right with the centre column containing the course content. Blocks may be added, hidden, deleted, and moved up, down and left/right when editing is turned on.<br />
<br />
A [[Blocks (teacher)|wide range of blocks]] exist that provide additional information or functionality to the learner or teacher. These are included with the standard Moodle package but a range of [[Non-standard blocks]] exist which an administrator can add.<br />
<br />
===Administration Block===<br />
<br />
All of the links in the administration block are only available to teachers of the course. Students will receive their own version of the block which will display a link to their own gradebook and, if enabled, their own course logs.<br />
<br />
Features in the administration block allow teachers to manage [[Students | student]] and [[Teachers | teacher]] enrollments and their [[Groups | groups]], view the course [[Grades | gradebook]], create custom [[Scales | grading scales]] and access the Teacher forum. The teacher forum is a private forum only available to teachers of that course. It can be used to discuss the course content, the direction the course could take or even to attach files to that can be shared among the course teachers.<br />
<br />
You can change the way students (and other teachers) access and view your course by exploring the [[Settings]] option in the [[Administration | administration block]]. <br />
<br />
There are lots of possible ways to set up a course using blocks, but teachers may be particularly interested in [[Settings#Format | course formats]] which change how the course is presented to the learner. The weekly format is suitable for courses that have a clear start date and activities are presented in weekly blocks. Topic formatted courses are actually presented in a similar way but with the dates removed so activities can belong to general or specific areas of study. The social format doesn't use much content at all and is based around just one forum which is displayed on the main course page. <br />
<br />
In the course homepage there is a white square icon on the top right of a [[Course_sections | section]] which can be used to expand and collapse sections. You can also use the lightbulb icon to mark a topic as current.<br />
<br />
Another much used feature of the adminstration block is the [[Files]] link. From here you can upload any digital content for inclusion in an activity, resource, course section or for a direct download. These files can be moved, renamed, edited directly on the server (if they are HTML or text) or deleted. You can also create a directory and display the whole contents of that directory to course students using the add resource drop down in any course section.<br />
Of course if your content resides out on the web then you don't need to upload the files at all - you can link directly to them from inside the course using the link to file or website option.<br />
<br />
==General Advice==<br />
<br />
* Subscribe yourself to all the [[forum]]s so you keep in touch with your class activity. <br />
* Encourage all the students fill out their [[Edit profile|user profile]] (including photos) and read them all - this will help provide some context to their later writings and help you to respond in ways that are tailored to their own needs. <br />
* Keep notes to yourself in the private "Teacher's Forum" (under Administration). This is especially useful when team teaching. <br />
* Use the [[Logs]] link (under Administration) to get access to complete, raw logs. In there you'll see a link to a popup window that updates every sixty seconds and shows the last hour of activity. This is useful to keep open on your desktop all day so you can feel in touch with what's going on in the course. <br />
* Use the [[Recent_activity|Activity Reports]] (next to each name in the list of all people, or from any user profile page). These provide a great way to see what any particular person has been up to in the course.<br />
* Respond quickly to students. Don't leave it for later - do it right away. Not only is it easy to become overwhelmed with the volume that can be generated, but it's a crucial part of building and maintaining a community feel in your course.<br />
*Don't be afraid to experiment: feel free to poke around and change things. It's hard to break anything in a Moodle course, and even if you do it's usually easy to fix it. <br />
* Use the [[Navigation bar|navigation bar]] at the top of each page - this should help remind you where you are and prevent getting lost<br />
<br />
== See also ==<br />
*[[Teaching with Moodle]]<br />
*[[Teaching do's and don'ts]]<br />
*[[Teaching FAQ]]<br />
*[[Tips and tricks]]<br />
*[[Student FAQ]]<br />
*[[Presentations]]<br />
*[[Moodle manuals]]<br />
*[[Using Moodle book]]<br />
*[https://docs.moodle.org/en/Category:Lesson Lesson Module Basics]<br />
<br />
For an index of teacher topics go here:<br />
<br />
[[Category:Teacher]]<br />
[[es:Documentación para Profesores]]<br />
[[fr:Documentation enseignant]]<br />
[[nl:Documentatie voor leraren]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Installations_10000_plus&diff=6899Installations 10000 plus2006-03-09T02:33:37Z<p>Divb: /* United States */</p>
<hr />
<div>{{Template:Large Installations}}<br />
<br />
Please add your school info here, if you have a Moodle installation catering (or expecting to cater) for 10,000 or more users.<br />
<br />
==Canada==<br />
<br />
*[http://www.athabascau.ca/ Athabasca University] - Canada's leading distance-education and online university: Canada's Open University, serving about 30,000 students per year. Athabasca has decided to adopt Moodle as a single platform instead of WebCT Vista (i.e. the top of the line version). Source: [https://eduforge.org/wiki/wiki/nzvle/wiki?pagename=NZOSVLE%20Project%20Updates NZVLE website]<br />
<br />
==China==<br />
<br />
* [http://english.bit.edu.cn/ Beijing Institute of Technology]<br />
<br />
==Ireland==<br />
<br />
* [http://www.dcu.ie Dublin City University] 18,000 users in 3,600 courses.<br />
<br />
==New Zealand==<br />
<br />
*[http://campus.openpolytechnic.ac.nz/ The Open Polytechnic of New Zealand] - 35,000+ students, 6,500+ courses, single sign-on for library services using Ezy Proxy, single sign-on for webmail, using SquirrelMail, uses LDAP for interface with Sears Student Management System. Comments by [https://eduforge.org/wiki/wiki/nzvle/wiki?pagename=Comments%20by%20Ken%20Udas%2C%20Director%20of%20eLearning%20at%20the%20Open%20Polytechnic Ken Udas, Director of eLearning at the Open Polytechnic]<br />
<br />
==United Kingdom==<br />
<br />
*[http://www.open.ac.uk The Open University (OU)] - the United Kingdom's only university dedicated to distance learning. They have around 150,000 undergraduate and more than 30,000 postgraduate students. They recently announced their adoption of Moodle:<br />
<br />
:"Now, The Open University’s Learning and Teaching Office has started a new programme worth nearly £5 million to build a comprehensive online student learning environment for the 21st century. <br />
<br />
:The development, which will first appear in May of 2006, and be fully operational for February 2007 courses, will see the largest use of Moodle in the world. Moodle is a free, Open Source software package course management system used by educators to create effective online learning communities.<br />
<br />
:Currently Open University students use a variety of software in a network to access their course work, interact with tutors and other students, use the library, submit assignments and handle administrative paperwork. The new development incorporating Moodle will ensure the network is much more user-friendly and uniform." Source: [http://www3.open.ac.uk/events/7/2005118_40887_nr.doc OU press release] (.doc format).<br />
<br />
*[http://www.gla.ac.uk/ The University of Glasgow] - A long-established (founded 1451) and high-profile research university in the UK, with 20,000 students (16,000 undergrad, 4,000 postgrad), 6,000 staff, 12,000 unique users of Moodle (as of Dec 2005). Uses LDAP for integration with Novell and a custom MIS system for user authentication.<br />
<br />
==United States==<br />
*[http://moodle.cpcc.edu Central Piedmont Community College (CPCC) ] uses moodle for both curriculum and Corporate and Continuing Education. For curriculum it runs in parallel to Blackboard as faculty migrate to moodle over time. There are currently no plans to go moodle only, although many administrators favor this option. The server has 30,000 or so users on it, but the actual number of active users varies widely. It is used for both hybrid and full-online classes. Corporate and Continuing Education runs its own branded instance and uses only moodle for distance education. We have about 80,000 students total, covering the range from GED, adult-ed, curriculum, and other areas serviced by 7 campuses in and around Charlotte, North Carolina. <br />
<br />
{{Template:Large Installations}}<br />
<br />
[[Category:Administrator]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Installations_10000_plus&diff=6898Installations 10000 plus2006-03-09T02:32:16Z<p>Divb: /* United States */</p>
<hr />
<div>{{Template:Large Installations}}<br />
<br />
Please add your school info here, if you have a Moodle installation catering (or expecting to cater) for 10,000 or more users.<br />
<br />
==Canada==<br />
<br />
*[http://www.athabascau.ca/ Athabasca University] - Canada's leading distance-education and online university: Canada's Open University, serving about 30,000 students per year. Athabasca has decided to adopt Moodle as a single platform instead of WebCT Vista (i.e. the top of the line version). Source: [https://eduforge.org/wiki/wiki/nzvle/wiki?pagename=NZOSVLE%20Project%20Updates NZVLE website]<br />
<br />
==China==<br />
<br />
* [http://english.bit.edu.cn/ Beijing Institute of Technology]<br />
<br />
==Ireland==<br />
<br />
* [http://www.dcu.ie Dublin City University] 18,000 users in 3,600 courses.<br />
<br />
==New Zealand==<br />
<br />
*[http://campus.openpolytechnic.ac.nz/ The Open Polytechnic of New Zealand] - 35,000+ students, 6,500+ courses, single sign-on for library services using Ezy Proxy, single sign-on for webmail, using SquirrelMail, uses LDAP for interface with Sears Student Management System. Comments by [https://eduforge.org/wiki/wiki/nzvle/wiki?pagename=Comments%20by%20Ken%20Udas%2C%20Director%20of%20eLearning%20at%20the%20Open%20Polytechnic Ken Udas, Director of eLearning at the Open Polytechnic]<br />
<br />
==United Kingdom==<br />
<br />
*[http://www.open.ac.uk The Open University (OU)] - the United Kingdom's only university dedicated to distance learning. They have around 150,000 undergraduate and more than 30,000 postgraduate students. They recently announced their adoption of Moodle:<br />
<br />
:"Now, The Open University’s Learning and Teaching Office has started a new programme worth nearly £5 million to build a comprehensive online student learning environment for the 21st century. <br />
<br />
:The development, which will first appear in May of 2006, and be fully operational for February 2007 courses, will see the largest use of Moodle in the world. Moodle is a free, Open Source software package course management system used by educators to create effective online learning communities.<br />
<br />
:Currently Open University students use a variety of software in a network to access their course work, interact with tutors and other students, use the library, submit assignments and handle administrative paperwork. The new development incorporating Moodle will ensure the network is much more user-friendly and uniform." Source: [http://www3.open.ac.uk/events/7/2005118_40887_nr.doc OU press release] (.doc format).<br />
<br />
*[http://www.gla.ac.uk/ The University of Glasgow] - A long-established (founded 1451) and high-profile research university in the UK, with 20,000 students (16,000 undergrad, 4,000 postgrad), 6,000 staff, 12,000 unique users of Moodle (as of Dec 2005). Uses LDAP for integration with Novell and a custom MIS system for user authentication.<br />
<br />
==United States==<br />
*[http://moodle.cpcc.edu Central Piedmont Community College (CPCC) ] uses moodle for both curriculum and Corporate and Continuing Education. For curriculum it runs in parallel to Blackboard as faculty migrate to moodle over time. There are currently no plans to go moodle only, although many administrators favor this option. The server has 30,000 or so users on it, but the actual number of active users varies widely. It is used for both hybrid and full-online classes. Corporate and Continuing Education runs its own branded instance and uses only moodle for distance education.<br />
<br />
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[[Category:Administrator]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Installations_5000_plus&diff=6897Installations 5000 plus2006-03-09T02:31:25Z<p>Divb: /* USA */ moved to larger group</p>
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<div>{{Template:Large Installations}}<br />
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==USA==<br />
<br />
* Luther College, Decorah, IA, USA 6,000+ 300 courses this term (FALL-2005) Using Moodle on single-server for 1-1/2 years. We just discovered we only had 512 MB RAM installed, never even suspected because performance never suffered.<br />
<br />
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{{Template:Large Installations}}<br />
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[[Category:Administrator]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Installations_5000_plus&diff=6896Installations 5000 plus2006-03-09T02:30:24Z<p>Divb: /* USA */ - Central Piedmont Community College</p>
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<div>{{Template:Large Installations}}<br />
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<br />
<br />
==USA==<br />
<br />
* Luther College, Decorah, IA, USA 6,000+ 300 courses this term (FALL-2005) Using Moodle on single-server for 1-1/2 years. We just discovered we only had 512 MB RAM installed, never even suspected because performance never suffered.<br />
<br />
*[http://moodle.cpcc.edu Central Piedmont Community College (CPCC) ] uses moodle for both curriculum and Corporate and Continuing Education. For curriculum it runs in parallel to Blackboard as faculty migrate to moodle over time. There are currently no plans to go moodle only, although many administrators favor this option. The server has 30,000 or so users on it, but the actual number of active users varies widely. It is used for both hybrid and full-online classes. Corporate and Continuing Education runs its own branded instance and uses only moodle for distance education.<br />
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{{Template:Large Installations}}<br />
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[[Category:Administrator]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=User:D.I._von_Briesen&diff=5981User:D.I. von Briesen2006-02-20T06:14:40Z<p>Divb: Linked to my moodle profile</p>
<hr />
<div>Erg... well, now that authentication has changed, I guess I'll use my moodle ID.<br />
Check me out at: http://moodle.org/user/view.php?id=11852&course=1</div>Divbhttps://docs.moodle.org/404/en/index.php?title=FAQ&diff=4342FAQ2006-01-30T09:21:19Z<p>Divb: </p>
<hr />
<div>{{FAQ}}<br />
<br />
Questions? — If you can't find the answer to your question here, there are several other options.<br />
<br />
* Find out where to ask a question.<br />
* If you are new to moodleDOCS, you may want to read the Main page and visit the help [https://docs.moodle.org/en/Help:Contents] link, which provide information and links to get you started. The Help page, which is available at all times on the navigation menu (usually on the left-hand side of your screen) can also help you get started.<br />
* Or, you can just try things out. There are numerous moodleDOCSters who can set things right, so be bold. We invite you to participate. Type in your subject in the "search" box on the left, then click Go.<br />
<br />
[[Category:Administrator]]<br />
[[Category:FAQ]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=FAQ&diff=4341FAQ2006-01-30T09:19:31Z<p>Divb: </p>
<hr />
<div>{{FAQ}}<br />
<br />
Questions? — If you can't find the answer to your question here, there are several other options.<br />
<br />
* Find out where to ask a question.<br />
* If you are new to moodleDOCS, you may want to read the Main page and visit the [[Help]] link, which provide information and links to get you started. The Help page, which is available at all times on the navigation menu (usually on the left-hand side of your screen) can also help you get started.<br />
* Or, you can just try things out. There are numerous moodleDOCSters who can set things right, so be bold. We invite you to participate. Type in your subject in the "search" box on the left, then click Go.<br />
<br />
[[Category:Administrator]]<br />
[[Category:FAQ]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=FAQ&diff=4339FAQ2006-01-30T09:18:53Z<p>Divb: </p>
<hr />
<div>{{FAQ}}<br />
<br />
Questions? — If you can't find the answer to your question here, there are several other options.<br />
<br />
* Find out where to ask a question.<br />
* If you are new to moodleDOCS, you may want to read the Main page and visit the [Help] link, which provide information and links to get you started. The Help page, which is available at all times on the navigation menu (usually on the left-hand side of your screen) can also help you get started.<br />
* Or, you can just try things out. There are numerous moodleDOCSters who can set things right, so be bold. We invite you to participate. Type in your subject in the "search" box on the left, then click Go.<br />
<br />
[[Category:Administrator]]<br />
[[Category:FAQ]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=FAQ&diff=4338FAQ2006-01-30T09:18:22Z<p>Divb: it bugs me that the main FAQ is empty, so working on something...</p>
<hr />
<div>{{FAQ}}<br />
<br />
Frequently asked questions...<br />
<br />
Questions? — If you can't find the answer to your question here, there are several other options.<br />
<br />
* Find out where to ask a question.<br />
* If you are new to moodleDOCS, you may want to read the Main page and visit the [Help] link, which provide information and links to get you started. The Help page, which is available at all times on the navigation menu (usually on the left-hand side of your screen) can also help you get started.<br />
* Or, you can just try things out. There are numerous moodleDOCSters who can set things right, so be bold. We invite you to participate. Type in your subject in the "search" box on the left, then click Go.<br />
<br />
[[Category:Administrator]]<br />
[[Category:FAQ]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=User:Divb&diff=4333User:Divb2006-01-30T09:02:33Z<p>Divb: Upated to include links to my page.</p>
<hr />
<div>I'm the self annointed, self appointed moodle evangelist at my school, and probably for the state of North Carolina. <br />
My moodle.org page is [http://moodle.org/user/view.php?id=11852&course=1]<br />
My school faculty page is [http://secure.cpcc.edu/webpages/view.asp?edirID=2621].<br />
<br />
Please don't call me dan or daniel. Anyone know how to make the 'D' in my id into a 'd'?</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Sandbox&diff=4272Sandbox2006-01-29T10:40:30Z<p>Divb: </p>
<hr />
<div>the text below will show in a frame:<br />
<nowiki>'''some text'''</nowiki> Text text text text text text text text text text text. Text text<br />
text text text text text text text text text. Text text text text text text text text text text text.<br />
Text text text text text text text text text text text. Text text text text text text text text text<br />
text text. Text text text text text text text text text text text. Text text text text text text text<br />
text text text text. Text text text text text text text text text text text. Text text text text text<br />
text text text text text text. Text text text text text text text text text text text.<br />
Get it?<br />
<br />
<br />
----<br />
I can't figure out what makes the box. I think four dashes makes the line, like so<br />
----<br />
but if i just type one word:<br />
<br />
one one one one one one one oneon eo neone one one one olenonsdljl aldfjlsjd slj sdlj sdl jsdlf jsdl <br />
jasdl jsdl jsdl k sadlkajsdf lsdl jal jasld sdl sdl fjdlf sdlf jsadl sdfljs dflaj lsj lsadfj sla aslkdf lskj lsaf jslf sdl sdl sdlk adf lkasd falsd flasd <br />
<br />
spam was hidden, now deleted<br />
<br />
so I put in [[User:Divb|Divb]] 18:36, 29 January 2006 (WST) and it signs and dates it?<br />
<br />
Text text text text text text text text text text text. Text text<br />
text text text text text text text text text. Text text text text text text text text text text text.<br />
Text text text text text text text text text text text. Text text text text text text text text text<br />
text text. Text text text text text text text text text text text. Text text text text text text text<br />
text text text text. Text text text text text text text text text text text. Text text text text text<br />
text text text text text text. Text text text text text text text text text text text.<br />
<br />
text text text text text text text text text. Text text text text text text text text text text text.<br />
Text text text text text text text text text text text. Text text text text text text text text text<br />
text text. Text text text text text text text text text text text. Text text text text text text text<br />
text text text text. Text text text text text text text text text text text. Text text text text text</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Sandbox&diff=4271Sandbox2006-01-29T10:40:01Z<p>Divb: </p>
<hr />
<div>the text below will show in a frame:<br />
<nowiki>'''some text'''</nowiki> Text text text text text text text text text text text. Text text<br />
text text text text text text text text text. Text text text text text text text text text text text.<br />
Text text text text text text text text text text text. Text text text text text text text text text<br />
text text. Text text text text text text text text text text text. Text text text text text text text<br />
text text text text. Text text text text text text text text text text text. Text text text text text<br />
text text text text text text. Text text text text text text text text text text text.<br />
Get it?<br />
<br />
<br />
----<br />
I can't figure out hwat makes the box. I think for dashes makes the line, like so<br />
----<br />
but if i just type one word:<br />
<br />
one one one one one one one oneon eo neone one one one olenonsdljl aldfjlsjd slj sdlj sdl jsdlf jsdl <br />
jasdl jsdl jsdl k sadlkajsdf lsdl jal jasld sdl sdl fjdlf sdlf jsadl sdfljs dflaj lsj lsadfj sla aslkdf lskj lsaf jslf sdl sdl sdlk adf lkasd falsd flasd <br />
<br />
spam was hidden, now deleted<br />
<br />
so I put in [[User:Divb|Divb]] 18:36, 29 January 2006 (WST) and it signs and dates it?<br />
<br />
Text text text text text text text text text text text. Text text<br />
text text text text text text text text text. Text text text text text text text text text text text.<br />
Text text text text text text text text text text text. Text text text text text text text text text<br />
text text. Text text text text text text text text text text text. Text text text text text text text<br />
text text text text. Text text text text text text text text text text text. Text text text text text<br />
text text text text text text. Text text text text text text text text text text text.<br />
<br />
text text text text text text text text text. Text text text text text text text text text text text.<br />
Text text text text text text text text text text text. Text text text text text text text text text<br />
text text. Text text text text text text text text text text text. Text text text text text text text<br />
text text text text. Text text text text text text text text text text text. Text text text text text</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Sandbox&diff=4269Sandbox2006-01-29T10:36:21Z<p>Divb: </p>
<hr />
<div>the text below will show in a frame:<br />
<nowiki>'''some text'''</nowiki> Text text text text text text text text text text text. Text text<br />
text text text text text text text text text. Text text text text text text text text text text text.<br />
Text text text text text text text text text text text. Text text text text text text text text text<br />
text text. Text text text text text text text text text text text. Text text text text text text text<br />
text text text text. Text text text text text text text text text text text. Text text text text text<br />
text text text text text text. Text text text text text text text text text text text.<br />
Get it?<br />
<br />
<br />
----<br />
<br />
spam was hidden, now deleted<br />
<br />
so I put in [[User:Divb|Divb]] 18:36, 29 January 2006 (WST) and it signs and dates it?</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Category:FAQ&diff=4264Category:FAQ2006-01-29T10:29:38Z<p>Divb: </p>
<hr />
<div>Frequently asked questions and answers about '''Moodle'''.<br />
<br />
*What is moodle?<br />
Check out the About Moodle page at https://docs.moodle.org/en/About_Moodle<br />
<br />
*What do you need to run moodle?<br />
Moodle runs on a variety of platforms, the most preferred being Linux, Apache, mySQL and PHP (also known as LAMP for the acronym). Please read the installation guidelines FAQ for more specifics. <br />
<br />
*I don't understand this LAMP thingee... how can I use moodle?<br />
Any organization with more than a few computers likely has a Technology person who understands this. If you are not running a large operation, many website providers include an optional moodle install on their site. Usually this comes with a package called Fantastico - so if you're site provide includes Fantastico you can probably install moodle. Contact them for more information. You can even run moodle off a laptop, but then it would be hard for all your students to get to anything you built with it. It really needs to run as part of a website.<br />
<br />
*Is moodle complicated?<br />
Moodle is very powerful, and with power comes complexity. However, it is designed to be easy for teachers to use, and for technicians to install, and for administrators to manage. There are however a lot of options and settings, but getting started is easy if you're not afraid to explore on your own, or if you get some training from a moodle partner or someone who knows moodle well. <br />
<br />
*Is moodle for teachers or administrators?<br />
Moodle is a Learning/Course Management Systems (LMS/CMS) which helps individual, groups, schools, institutions, business, and even boards of education and school districts manage courses for anyone involved in teaching. These course can be from 5 minutes to 5 years, from 1 person to 500 (or more!), and for everyone from first-graders to senior-citizens. The tools built into moodle are appropriate for everything from social groups to professional development to traditional students in class.<br />
<br />
*Why would a school trust their enterprise work to a free software package?<br />
You might not know it, but almost 70% of the world's websites run on Apache, which is a free webserver. That's SEVENTY out of one hundred. Moodle is open-source, and while this FAQ is not the appropriate place to discuss open-source software, a quick google search on the viability of open-source products should provide ample material. Other great examples of widely-used open-source software include Linux, Sendmail, and numerous other packages that you probably use daily that you don't even know about.<br />
<br />
*How can moodle be free?<br />
Moodle.org, the organization responsible for improving moodle, is supported by donations, by consulting generated by clients who need specific enhancements and are willing to pay for them, and by dividends paid by moodle partners. <br />
<br />
*What's a moodle partner?<br />
Moodle partners are companies around the world that have been certified by moodle to deliver high-quality moodle services to customers that use moodle. You can read up on and see a list of them at http://www.moodle.com (note this is .com, and not .org)<br />
<br />
*How many people are using moodle?<br />
Because moodle is free, there is no simple way to count it's "customers" since anyone can use it any time with no record. The statistics from users and installations that have registered are linked to from the main page of moodle.org and show over 7000 worldwide installations as of the end of 2005. Worldwide users are in the millions. Countries are at about 140.<br />
<br />
*How do we know moodle will still be in business in the future?<br />
If you note the installed base- that is the number of organizations and people using moodle, and note that all the software is open, you'll realize that even if the supporting organization were to drop off the earth, others would quickly network and step in to continue improvement of the product. There are already numerous partners around the world who make their living off helping clients with moodle and improving the product and contributing to the community. One coming or going does not have a tremendous impact on the product as a whole, and it's openness assures that people will always be able to access, modify, and support the code - at least for as long as people are teaching with technology.</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Category:FAQ&diff=4263Category:FAQ2006-01-29T10:18:19Z<p>Divb: </p>
<hr />
<div>Frequently asked questions and answers about '''Moodle'''.<br />
<br />
*Why would a school trust their enterprise work to a free software package?<br />
You might not know it, but almost 70% of the world's websites run on Apache, which is a free webserver. That's SEVENTY out of one hundred. Moodle is open-source, and while this FAQ is not the appropriate place to discuss open-source software, a quick google search on the viability of open-source products should provide ample material. Other great examples of widely-used open-source software include Linux, Sendmail, and numerous other packages that you probably use daily that you don't even know about.<br />
<br />
<br />
*How can moodle be free?<br />
Moodle.org, the organization responsible for improving moodle, is supported by donations, by consulting generated by clients who need specific enhancements and are willing to pay for them, and by dividends paid by moodle partners. <br />
<br />
*What's a moodle partner?<br />
Moodle partners are companies around the world that have been certified by moodle to deliver high-quality moodle services to customers that use moodle. You can read up on and see a list of them at http://www.moodle.com (note this is .com, and not .org)<br />
<br />
*How many people are using moodle?<br />
Because moodle is free, there is no simple way to count it's "customers" since anyone can use it any time with no record. The statistics from users and installations that have registered are linked to from the main page of moodle.org and show over 7000 worldwide installations as of the end of 2005. Worldwide users are in the millions. Countries are at about 140.<br />
<br />
*How do we know moodle will still be in business in the future?<br />
If you note the installed base- that is the number of organizations and people using moodle, and note that all the software is open, you'll realize that even if the supporting organization were to drop off the earth, others would quickly network and step in to continue improvement of the product. There are already numerous partners around the world who make their living off helping clients with moodle and improving the product and contributing to the community. One coming or going does not have a tremendous impact on the product as a whole, and it's openness assures that people will always be able to access, modify, and support the code - at least for as long as people are teaching with technology.</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Features&diff=4256Features2006-01-29T09:56:26Z<p>Divb: /* Resource Module */</p>
<hr />
<div>{{About Moodle}}<br />
Moodle is an active and evolving product. This page lists just some of the many features it contains:<br />
<br />
== Overall design ==<br />
<br />
* Promotes a social constructionist pedagogy (collaboration, activities, critical reflection, etc)<br />
* Suitable for 100% online classes as well as supplementing face-to-face learning<br />
* Simple, lightweight, efficient, compatible, low-tech browser interface<br />
* Easy to install on almost any platform that supports PHP. Requires only one database (and can share it).<br />
* Full database abstraction supports all major brands of database (except for initial table definition)<br />
* Course listing shows descriptions for every course on the server, including accessibility to guests.<br />
* Courses can be categorised and searched - one Moodle site can support thousands of courses<br />
* Emphasis on strong security throughout. Forms are all checked, data validated, cookies encrypted etc<br />
* Most text entry areas (resources, forum postings etc) can be edited using an embedded WYSIWYG HTML editor<br />
<br />
== Site management ==<br />
<br />
* Site is managed by an admin user, defined during setup<br />
* Plug-in "themes" allow the admin to customise the site colours, fonts, layout etc to suit local needs<br />
* Plug-in activity modules can be added to existing Moodle installations<br />
* Plug-in language packs allow full localisation to any language. These can be edited using a built-in web-based editor. Currently there are language packs for over [http://download.moodle.org/lang/ 70 languages].<br />
* The code is clearly-written PHP under a GPL license - easy to modify to suit your needs<br />
<br />
== User management ==<br />
<br />
* Goals are to reduce admin involvement to a minimum, while retaining high security<br />
* Supports a range of authentication mechanisms through plug-in authentication modules, allowing easy integration with existing systems.<br />
* Standard email method: students can create their own login accounts. Email addresses are verified by confirmation.<br />
* LDAP method: account logins can be checked against an LDAP server. Admin can specify which fields to use.<br />
* IMAP, POP3, NNTP: account logins are checked against a mail or news server. SSL, certificates and TLS are supported.<br />
* External database: any database containing at least two fields can be used as an external authentication source.<br />
* Each person requires only one account for the whole server - each account can have different access<br />
* An admin account controls the creation of courses and creates teachers by assigning users to courses<br />
* A course creator account is only allowed to create courses and teach in them<br />
* Teachers may have editing privileges removed so that they can't modify the course (e.g. for part-time tutors)<br />
* Security - teachers can add an "enrolment key" to their courses to keep out non-students. They can give out this key face-to-face or via personal email etc<br />
* Teachers can enrol students manually if desired<br />
* Teachers can unenrol students manually if desired, otherwise they are automatically unenrolled after a certain period of inactivity (set by the admin)<br />
* Students are encouraged to build an online profile including photos, description. Email addresses can be protected from display if required.<br />
* Every user can specify their own timezone, and every date in Moodle is translated to that timezone (e.g. posting dates, assignment due dates etc)<br />
* Every user can choose the language used for the Moodle interface (English, French, German, Spanish, Portuguese etc)<br />
<br />
== Course management ==<br />
<br />
* A full teacher has full control over all settings for a course, including restricting other teachers<br />
* Choice of course formats such as by week, by topic or a discussion-focussed social format<br />
* Flexible array of course activities - Forums, Quizzes, Glossaries, Resources, Choices, Surveys, Assignments, Chats, Workshops<br />
* Recent changes to the course since the last login can be displayed on the course home page - helps give sense of community<br />
* Most text entry areas (resources, forum postings etc) can be edited using an embedded WYSIWYG HTML editor<br />
* All grades for Forums, Quizzes and Assignments can be viewed on one page (and downloaded as a spreadsheet file)<br />
* Full user logging and tracking - activity reports for each student are available with graphs and details about each module (last access, number of times read) as well as a detailed "story" of each students involvement including postings etc on one page.<br />
* Mail integration - copies of forum posts, teacher feedback etc can be mailed in HTML or plain text.<br />
* Custom scales - teachers can define their own scales to be used for grading forums and assignments<br />
* Courses can be packaged as a single zip file using the Backup function. These can be restored on any Moodle server.<br />
<br />
== Assignment Module ==<br />
<br />
* Assignments can be specified with a due date and a maximum grade.<br />
* Students can upload their assignments (any file format) to the server - they are date-stamped.<br />
* Late assignments are allowed, but the amount of lateness is shown clearly to the teacher<br />
* For each particular assignment, the whole class can be assessed (grade and comment) on one page in one form.<br />
* Teacher feedback is appended to the assignment page for each student, and notification is mailed out.<br />
* The teacher can choose to allow resubmission of assignments after grading (for regrading)<br />
<br />
== Chat Module ==<br />
<br />
* Allows smooth, synchronous text interaction<br />
* Includes profile pictures in the chat window<br />
* Supports URLs, smilies, embedded HTML, images etc<br />
* All sessions are logged for later viewing, and these can also be made available to students<br />
<br />
== Choice Module ==<br />
<br />
* Like a poll. Can either be used to vote on something, or to get feedback from every student (eg research consent)<br />
* Teacher sees intuitive table view of who chose what<br />
* Students can optionally be allowed to see an up-to-date graph of results<br />
<br />
== Forum Module ==<br />
<br />
* Different types of forums are available, such as teacher-only, course news, open-to-all, and one-thread-per-user.<br />
* All postings have the authors photo attached.<br />
* Discussions can be viewed nested, flat or threaded, oldest or newest first.<br />
* Individual forums can be subscribed to by each person so that copies are forwarded via email, or the teacher can force subscription for all<br />
* The teacher can choose not to allow replies (eg for an announcements-only forum)<br />
* Discussion threads can be easily moved between forums by the teacher<br />
* Attached images are shown inline<br />
* If forum ratings are being used, these can be restricted to a range of dates<br />
<br />
== Quiz Module ==<br />
<br />
* Teachers can define a database of questions for re-use in different quizzes<br />
* Questions can be stored in categories for easy access, and these categories can be "published" to make them accessible from any course on the site.<br />
* Quizzes are automatically graded, and can be re-graded if questions are modified<br />
* Quizzes can have a limited time window outside of which they are not available<br />
* At the teacher's option, quizzes can be attempted multiple times, and can show feedback and/or correct answers<br />
* Quiz questions and quiz answers can be shuffled (randomised) to reduce cheating<br />
* Questions allow HTML and images<br />
* Questions can be imported from external text files<br />
* Quizzes can be attempted multiple times, if desired<br />
* Attempts can be cumulative, if desired, and finished over several sessions<br />
* Multiple-choice questions supporting single or multiple answers<br />
* Short Answer questions (words or phrases)<br />
* True-False questions<br />
* Matching questions<br />
* Random questions<br />
* Numerical questions (with allowable ranges)<br />
* Embedded-answer questions (cloze style) with answers within passages of text<br />
* Embedded descriptive text and graphics<br />
<br />
== Resource Module ==<br />
<br />
* Supports display of any electronic content, Word, Powerpoint, Flash, Video, Sounds etc. that are stored locally, or remotely<br />
* Files can be uploaded and managed (zipped, unzipped, renamed, moved, etc..) on the server<br />
* Folders can be created and managed on the server and linked to<br />
* Internal web pages (html formatted) can be created with WYSIWYG editor and linked to<br />
* Internal text pages (no formatting) can be created and linked to<br />
* External content on the web can be linked to or seamlessly included within the course interface.<br />
* External web applications can be linked to with data passed to them<br />
* Linked MP3 audio files will display with elegant flash player<br />
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== Survey Module ==<br />
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* Built-in surveys (COLLES, ATTLS) have been proven as instruments for analysing online classes<br />
* Online survey reports always available, including many graphs. Data is downloadable as an Excel spreadsheet or CSV text file.<br />
* Survey interface prevents partly-finished surveys.<br />
* Feedback is provided to the student of their results compared to the class averages<br />
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== Workshop Module ==<br />
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* Allows peer assessement of documents, and the teacher can manage and grade the assessment.<br />
* Supports a wide range of possible grading scales<br />
* Teacher can provide sample documents for students to practice grading<br />
* Very flexible with many options.<br />
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[[Category:Core]]<br />
[[Category:Administrator]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Course_sections&diff=2500Course sections2005-08-23T21:57:39Z<p>Divb: More about why you might use weeks or topics</p>
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<div> '''Note for Contributors'''<br />
This page should explain what course sections are, what the difference is between weeks and topics, etc.<br />
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Using the course settings, you can arrange your course by weeks or topics. <br />
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Choosing weeks will automatically fill in the dates, starting with whatever date you specify as your first day for the course, and incrementing each week by seven days thereafter. So if you start your course on Wednesday, each week will run from Wednesday to Tuesday. You may wish to start the week on Sunday or Monday prior to the actual first day of class, so that weeks will reflect the actual work/study week of your lesson (if applicable). <br />
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Arranging by topics lends itself to rolling enrollment, or courses whose duration changes often, or where sequence is less important (though these are only suggestions). Often teachers will think about their course in terms of "modules" so topics work well - one topic per module.<br />
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Note that sections can be easily hidden using the eyeball icon. There is a course setting that specifies whether or not these hidden sections are entirely invisible to student/participants, or just show as a horizontal block that says it is unavailable. Such sections will always be full available (greyed out though) to teacher/administrators of the course.<br />
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A small hack: If you want to have a super-short course that is JUST the top with no section blocks, note that you must have at least one section. The solution is to have one, then make it invisible, and in your settings full hide hidden blocks. Now you have a "one main area" course. <br />
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[[Image:Weekly section.jpg]]<br />
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[[Image:Topic sections.jpg]]</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Section_links_block&diff=2499Section links block2005-08-23T21:48:10Z<p>Divb: quick fix of error I submitted.</p>
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<div>Section Links helps you move from one to another topic of the course. The numbers from 1 to n (where 'n' is the number of topics in a given course) are the numbers assigned to given course blocks. <br />
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[[Image:SectionLinksBlock.jpg]]<br />
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Clicking Jump to current topic will transfer you to the topic highlighted as the current one.<br />
If there are a large number of sections/weeks, it will display every other number (i.e. 2, 4, etc...). For this block, think of a section as being a week or a topic, depending on how you've organized your course.</div>Divbhttps://docs.moodle.org/404/en/index.php?title=Section_links_block&diff=2498Section links block2005-08-23T21:46:43Z<p>Divb: Clarified a bit more</p>
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<div>Section Links helps you move from one to another topic of the course. The numbers from 1 to n (where 'n' is the number of topics in a given course) are the numbers assigned to given course blocks. <br />
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[[Image:SectionLinksBlock.jpg]]<br />
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Clicking Jump to current topic will transfer you to the topic highlighted as the current one.<br />
If there are a large number of sections/weeks, it will display every other number (i.e. 2, 4, etc...). For this block, weeks/sections are interchangeable - so it should say weeks if you've organized by weeks, and sections if you've organized by topics.</div>Divb