https://docs.moodle.org/test/api.php?action=feedcontributions&feedformat=atom&user=Cmcqueen 2026-04-22T21:28:42Z User contributions MediaWiki 1.43.5 https://docs.moodle.org/test/index.php?title=Tools_for_creating_SCORM_content&diff=48085 2008-12-11T22:46:40Z

<p>Cmcqueen: </p> <hr /> <div>{{Scorm}}<br /> ===Articulate===<br /> Articulate Presenter '09, coupled with Articulate Quizmaker '09, is a great solution in developing SCORM content for Moodle. Both Articulate Presenter '09 and Articulate Quizmaker '09 are SCORM certified by an independent ADL certification expert (both SCORM 1.2 AND SCORM 2004). This means that Articulate Presenter '09 and Quizmaker '09 will seamlessly report results to Moodle by uploading the published project as a SCORM package. With the complete suite of products from Articulate, you'll be able to quickly create e-learning courses from PowerPoint and develop interactive content, quizzes, assessments, and surveys.<br /> <br /> To learn more about the products from Articulate, go to http://www.articulate.com and download a 30 day trial of any of the products including: Articulate Presenter '09, Articulate Quizmaker '09, Articulate Engage '09, and Articulate Video Encoder '09.<br /> <br /> ===Camtasia===<br /> This is a commercial screen-recording product for producing demonstrations and tutorials. It has SCORM compliant output as an option, and permits quizzing and branching. The SCORM output option creates a single .zip file that is appropriate for uploading into a SCORM activity for Moodle. Retail price for Camtasia is US$299, but non-profit educational discounts of about 50% are offered. 30 day trials are also available.<br /> <br /> More information can be found at http://www.techsmith.com/products.asp<br /> <br /> === Captivate ===<br /> Add here: options to use, types of content to avoid, tricks to take advantage of, bugs, gotchas...<br /> <br /> === ContentGenerator.net SCORM functionality ===<br /> Software was successfully used at the CambsMoodle.org conference on July 10th 2008 - every teacher at the workshop was able to get their SCORM game uploaded and working. The software doesn't create extensive courses, but instead trackable interactive Flash games such as Fling the Teacher and Teacher Invaders.<br /> <br /> * Free software (+ some pay for) at http://www.contentgenerator.net/ - need to register on forum, but downloads free from there.<br /> * Select SCORM option within software<br /> * Generates single .zip file<br /> * Select 'Add SCORM / AICC' from add resource option in your course<br /> * Edit SCORM settings - copy settings from http://www.contentgenerator.net/images/scorm/16_settings_mostimportant.png <br /> * Some overly detailed instructions available here: http://www.contentgenerator.net/scorm/<br /> <br /> === Courselab ===<br /> CourseLab version 2.4 has a few bugs. First is with audio. Sometimes (for some reason not known to CourseLab) the audio will restart, creating an echo effect. You will need to un-check the &quot;autostart&quot; mark of the Video object (vidoe object is used to insert audio too)and then define an action on some event that fits the case (for example on the slide's afterdisplay event) choose METHOD (yourvideoobject, PLAY. this will play the audio after the slide is displayed.<br /> <br /> Another issue is with FireFox browsers displaying graphics with CourseLab. It is stated in user's manual that some objects utilize Explorer-specific features and author should avoid using them, if he wants to use the course in multi-browser environment. These are: Gradient Box and all AutoShapes. AutoShapes are VML-objects and VML (Vector Markup Language) is not supported by FireFox. SVG (Scalable Vector Graphics - another vector format) could be the good alternative, but there are still problems with displaying inline SVG-objects in both Gecko-family and IE. (from CourseLab Support)<br /> <br /> If these FireFox/Image display problems are not an issue then be sure to install the latest browser plug-ins.<br /> <br /> There are some problems with Moodle configuration see http://moodle.org/mod/forum/discuss.php?d=96338#p425335<br /> <br /> === eXe OPEN SOURCE SCORM Development Package ===<br /> The eXe project is developing a freely available Open Source authoring application to assist teachers and academics in the publishing of web content without the need to become proficient in HTML or XML markup. Resources authored in eXe can be exported in IMS Content Package, SCORM 1.2, or IMS Common Cartridge formats or as simple self-contained web pages.<br /> <br /> http://exelearning.org/<br /> <br /> === Learning Essentials 2.0 for Microsoft Office ===<br /> Free Download - http://www.microsoft.com/downloads/details.aspx?FamilyID=e5f4f9c7-1a6a-484b-99fd-c231442deaa4&amp;displaylang=en<br /> <br /> From the Microsoft WebSite:<br /> With Learning Essentials, educators and students can get started, stay organized, and successfully complete high-quality work. Educators can create effective instructional resources, complete administrative tasks, and implement new teaching strategies. Using the Content Development Kit, educators can create additional templates and tutorials that integrate with familiar Microsoft Office applications. And students can use templates with project assistance to coach them through a variety of assignments. <br /> <br /> The English, French, German, Italian, Norwegian, and Spanish versions of Learning Essentials also support SCORM standards. SCORM Tools seamlessly convert Microsoft Office documents into standards-based e-learning content that can be managed and reused by any SCORM-conformant learning management system. <br /> <br /> Learning Essentials is a free download for schools that license Microsoft Office. <br /> <br /> (Note, someone with personal experience should update the overview to explain how this tool really works)<br /> <br /> === Microsoft Learning Development System ===<br /> Free tool from Microsoft that allows you to create Scorm resources using drag and drop. This is an internal microsoft tool. Has a few Querks and can crash.<br /> <br /> NOTE READ the Help info. To upload to Moodle you will need to zip up your working directory then upload using the 'Add SCORM / AICC' from add resource option in your course <br /> <br /> https://www.microsoft.com/learning/tools/lcds/default.mspx<br /> <br /> === MyUdutu ===<br /> Free software for creating elearning courses with flash interactivity. Website here: http://www.udutu.com/ and an explanatory video here: http://www.udutu.com/my_udutu_video.html It is free to sign up and make the courses - there are many customisable templates enabling users to import images/video/audio/etc and incorporate them into scored questions of varying formats. The finished course can be exported as SCORM 2004 or SCORM 1.2 compliant -again for free and then hosted on a Moodle or other site. (The courses can also be hosted on the udutu site, either for free but with a watermark or for a fee) Quite intuitive to use and offering many features, it is however dependent on good connection to the site as it is created online. Also doesn't seem to like working in Opera.<br /> <br /> === Reload ===<br /> Reusable eLearning Object Authoring and Delivery - NB it is rather technical and may only be suitable for those with an understanding of HTML and the underlying SCORM specification.<br /> <br /> http://www.reload.ac.uk/<br /> <br /> === MOS Solo ===<br /> SCORM 2004 authoring tool. Entirely free.<br /> <br /> http://www.mossolo.com/<br /> <br /> === ToolBook ===<br /> [Moodle 1.9 / ToolBook Instructor 9.01] Tracking and bookmarking work well. The content should be exported using the SCORM 1.2 option; AICC and SCORM 2004 do not seem to work properly. Scoring works and is viewable within the tracking details, but does not transfer correctly into the Gradebook.<br /> === Wimba Create (formerly Course Genie) ===<br /> <br /> A commercial tool allowing you to convert Word documents into CMS ready content. It's particularly suited for non-technical teachers who have large documents to display on Moodle and allows embedding of video, sound etc. When downloaded to your computer it generates a toolbar in Word giving options to enable easy conversion of the file to clean html pages which include navigation and interactive features. It claims to work on Windows 2000, Windows XP or Windows Vista<br /> Word 2000, XP, 2003 or 2007 and the official site is: http://www.wimba.com/products/wimbacreate/ This link gives information about integration with Moodle: http://www.wimba.com/products/integration_moodle.php Although this is a paid-for option, you can download a free trial from the above site. <br /> <br /> === Wondershare PPT2Flash Professional ===<br /> Convert PowerPoint to Flash and upload the courses to Moodle. <br /> Note that this is not a free tool, rather there is a free '''trial''' version of the full software. Output from the trial version has a watermark on it.<br /> * Download the trial version of the software from http://www.sameshow.com/powerpoint-to-flash-pro.html<br /> * There is a plug-in menu in PowerPoint, click &quot;Publish&quot; button and select &quot;LMS&quot;<br /> * Select &quot;SCORM 1.2&quot; or &quot;SCORM 2004&quot;<br /> * Click &quot;Convert&quot; button<br /> * Select &quot;Open output folder&quot; after conversion is completed<br /> * Choose the output .zip file and upload to Moodle<br /> * Done! <br /> <br /> Some overly detailed instructions available here: http://www.sameshow.com/powerpoint-to-flash/howto3.html<br /> <br /> ===QuizForce===<br /> QuizForce is a MS Windows program that provides a comprehensive but easy-to-use set of tools for creating highly customized Flash-based quizzes and surveys for non-programmers.<br /> SCORM 1.2 or 2004 compatible. Free 14 days trial, tutorials, examples are available from site:<br /> http://www.elearningforce.biz/e-learning-software/quizforce/quizforce.html<br /> <br /> ===WordForce===<br /> WordForce is a MS Windows program. The main feature of the program is the conversion of MS Word (2007/2003) documents into web sites.<br /> SCORM 1.2 or 2004 compatible. Free 14 days trial, tutorials, examples are available from site:<br /> http://www.elearningforce.biz/e-learning-software/wordforce/wordforce.html<br /> <br /> ===PowerPointForce===<br /> PowerpointForce is a MS windows program, which converts PowerPoint(2003/2007) slides into flash with different additional features and brings to you professional rapid flash-based presentations in the matter of minutes.<br /> SCORM 1.2 or 2004 compatible. Free 14 days trial, tutorials, examples are available from site:<br /> http://www.elearningforce.biz/e-learning-software/powerpointforce/powerpointforce.html<br /> <br /> <br /> ==See also==<br /> <br /> *Using Moodle [http://moodle.org/mod/forum/discuss.php?d=57059 Are there any sugestions for scorm authoring with Microsoft (MS-M$) word / or any other easy (maybe free) scorm authoring tool?] forum discussion</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Upload_users&diff=34065 2008-03-27T10:30:08Z

<p>Cmcqueen: Added Moodle 1.7 change for roles fieldname</p> <hr /> <div>Location: ''Administration &gt; Users &gt; Accounts &gt; Upload users''<br /> <br /> <br /> The upload users page allows you to import a list of users via a text file. Moodle creates an account for each user and, if you want, can also enrol students in courses and arrange them in groups.<br /> <br /> The user data text file must follow a certain format, as described below.<br /> <br /> ==Flat file format==<br /> <br /> Users may be imported, enrolled on courses and organised into groups via flat file.<br /> <br /> Firstly, note that '''it is usually not necessary to import users in bulk''' - to keep your own maintenance work down you should first explore forms of authentication that do not require manual maintenance, such as connecting to existing external databases or letting the users create their own accounts. See the Authentication section in the admin menus.<br /> <br /> If you are sure you want to import multiple user accounts from a text file, then you need to format your text file as follows:<br /> <br /> * Each line of the file contains one record<br /> * Each record is a series of data separated by commas<br /> * The first record of the file is special, and contains a list of fieldnames. This defines the format of the rest of the file.<br /> <br /> :'''Required fieldnames''': these fields must be included in the first record, and defined for each user<br /> :&lt;p&gt;&lt;code&gt;username, password, firstname, lastname, email&lt;/code&gt;&lt;/p&gt;<br /> <br /> :'''Default fieldnames''': these are optional - if they are not included then the values are taken from the primary admin<br /> :&lt;p&gt;&lt;code&gt;institution, department, city, country, lang, auth, timezone&lt;/code&gt;&lt;/p&gt;<br /> <br /> :'''Optional fieldnames''': all of these are completely optional. The course names are the &quot;shortnames&quot; of the courses - if present then the user will be enrolled as students in those courses. Group names must be associated to the corresponding courses, i.e. group1 to course1, etc.<br /> :&lt;p&gt;&lt;code&gt;idnumber, icq, phone1, phone2, address, url, description, mailformat, maildisplay, htmleditor, autosubscribe, course1, course2, course3, course4, course5, group1, group2, group3, group4, group5, type1, type2, type3, type4, type5&lt;/code&gt;&lt;/p&gt;<br /> <br /> {{Moodle 1.7}}:'''Roles amendments''': Note that since roles have been added since Moodle 1.7 there is a new (better) fieldname to use for enrolments and that is ''role''. You can use ''role'' field instead of the legacy ''type'' field to specify roles directly - use either role short name or id (numeric names of roles are not supported).<br /> <br /> * Commas within the data should be encoded as &amp;#44 - the script will automatically decode these back to commas.<br /> * For Boolean fields, use 0 for false and 1 for true.<br /> * Types are used to tell Moodle whether the user is a student or a teacher if a corresponding course exists (e.g. type2 corresponds to course2). 1 = Student, 2 = Editing Teacher, and 3 = Non-editing Teacher. If type is left blank, or if no course is specified, the user is default to student.<br /> * Force password change: Set the password field for desired users to '''changeme'''.<br /> * Turn email off: The parameter '''emailstop''' must be set to 1 if the email address should not work. If you set it to 0 then the email address is switched on. If you want to have all the email addresses active then you do not need the additional parameter in your upload file.<br /> * For courses, use the short name for the course<br /> * Note: If a user is already registered in the Moodle user database, this script will return the userid number (database index) for that user, and will enrol the user as a student in any of the specified courses WITHOUT updating the other specified data.<br /> <br /> Here is an example of a valid import file:<br /> <br /> &lt;code&gt;username, password, firstname, lastname, email, lang, idnumber, maildisplay, course1, group1, type1&lt;br /&gt;<br /> jonest, verysecret, Tom, Jones, jonest@someplace.edu, en, 3663737, 1, Intro101, Section 1, 1&lt;br /&gt;<br /> reznort, somesecret, Trent, Reznor, reznort@someplace.edu, en_us, 6736733, 0, Advanced202, Section 3, 3&lt;/code&gt;<br /> <br /> (Text copied from [http://moodle.org/help.php?file=uploadusers.html Upload users help file].)<br /> <br /> ==Updating existing accounts==<br /> <br /> By default Moodle assumes that you will be creating new user accounts, and skips records where the username matches an existing account. However, if you set &quot;Update existing accounts&quot; to '''Yes''', the existing user account will be updated.<br /> <br /> When updating existing accounts you can change usernames as well. Set &quot;Allow renames&quot; to '''Yes''' and include in your file a field called &lt;code&gt;oldusername&lt;/code&gt;.<br /> <br /> '''Warning''': any errors updating existing accounts can affect your users badly. Be careful when using the options to update.<br /> <br /> ==Encoding==<br /> <br /> Prior to Moodle 1.9, the file must have the same encoding as your language pack. In Moodle 1.7 and 1.8 it is always UTF-8.<br /> <br /> {{Moodle 1.9}}In Moodle 1.9 onwards, the encoding may be selected.<br /> <br /> ==Hints==<br /> <br /> ===Spreadsheet===<br /> <br /> If you use a spreadsheet program such as Excel to create your .csv file, check the resulting output in a text editor before you upload it. It is possible to get trailing commas on each line from an empty field if you have added and deleted columns of information prior to saving the final file. Also check the character encoding.<br /> <br /> ===Country===<br /> The country should be written as a two letter code, e.g. BE for Belgium, NL for the Netherlands, and should be written in capitals. If not, it gets abbreviated to two letters, which can cause an invalid country entry in the database.<br /> <br /> ==See also==<br /> <br /> *[[Flat file]]<br /> *Using Moodle [http://moodle.org/mod/forum/discuss.php?d=36851 Can I auto enroll from Excel?] forum discussion<br /> *Using Moodle [http://moodle.org/mod/forum/discuss.php?d=58215 Making Email Optional] forum discussion<br /> <br /> [[Category:Authentication]]<br /> [[Category:Enrolment]]<br /> [[Category:Groups]]<br /> <br /> [[fr:Importer des utilisateurs]]<br /> [[ja:ユーザのアップロード]]<br /> [[zh:上传用户]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Shibboleth&diff=33117 2008-03-01T20:39:27Z

<p>Cmcqueen: /* Shibboleth in the UK */</p> <hr /> <div>Location: Settings link in ''Administration &gt; Users &gt; [[Authentication]]''<br /> <br /> <br /> Shibboleth is an Internet2 Middleware Initiative project that has created an architecture and open-source implementation for federated identity-based authentication and authorization infrastructure based on SAML. Federated identity allows for information about users in one security domain to be provided to other organizations in a common federation. This allows for cross-domain single sign-on and removes the need for content providers to maintain usernames and passwords. Identity providers (IdP's) supply user information, while service providers (SP's) consume this information and gate access to secure content.<br /> <br /> (Taken from [http://en.wikipedia.org/wiki/Shibboleth_%28Internet2%29 Wikipedia, the free encyclopedia])<br /> <br /> ==Configuring Moodle to use Shibboleth==<br /> <br /> The README.txt file in the ''auth/shibboleth'' folder of your Moodle distribution contains set-up instructions.<br /> <br /> ==Shibboleth in the UK==<br /> <br /> In the UK Becta and JISC have implemented an education federation using Shibboleth to provide single sign on. This means that education establishments in the UK using Moodle should be able to authenticate their users via Shibboleth IF their education organisation joins the UK Access Management Federation and their users' identity is held by the identity provider the LA/RBC use. For maintained schools in the England and Wales this will probably mean contacting their Local Authority or Regional Broadband Consortium (RBC). A list of current UK federation members can be found [http://www.ukfederation.org.uk/content/Documents/MemberList here].<br /> <br /> ==External links==<br /> *[http://shibboleth.internet2.edu Shibboleth Internet2 Website]<br /> *[http://schools.becta.org.uk/index.php?section=lv&amp;rid=11277 Becta - Federated access management for UK schools]<br /> *[http://www.ukfederation.org.uk/ UK Access Management Federation for Education and Research]<br /> *[http://www.ukfederation.org.uk/content/Documents/AttributeUsage Current Core Attributes for the UK Federation]<br /> <br /> [[Category:Authentication]]<br /> <br /> [[fr:Shibboleth]]<br /> [[ja:Shibboleth]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Shibboleth&diff=33116 2008-03-01T20:37:33Z

<p>Cmcqueen: /* Shibboleth in the UK */</p> <hr /> <div>Location: Settings link in ''Administration &gt; Users &gt; [[Authentication]]''<br /> <br /> <br /> Shibboleth is an Internet2 Middleware Initiative project that has created an architecture and open-source implementation for federated identity-based authentication and authorization infrastructure based on SAML. Federated identity allows for information about users in one security domain to be provided to other organizations in a common federation. This allows for cross-domain single sign-on and removes the need for content providers to maintain usernames and passwords. Identity providers (IdP's) supply user information, while service providers (SP's) consume this information and gate access to secure content.<br /> <br /> (Taken from [http://en.wikipedia.org/wiki/Shibboleth_%28Internet2%29 Wikipedia, the free encyclopedia])<br /> <br /> ==Configuring Moodle to use Shibboleth==<br /> <br /> The README.txt file in the ''auth/shibboleth'' folder of your Moodle distribution contains set-up instructions.<br /> <br /> ==Shibboleth in the UK==<br /> <br /> In the UK Becta and JISC have implemented an education federation using Shibboleth to provide single sign on. This means that education establishments in the UK using Moodle should be able to authenticate their users via Shibboleth IF their education organisation joins the UK Access Management Federation and their users' identity is held by the identity provider the LA/RBC use. For maintained schools in the England and Wales this will probably mean contacting their Local Authority or Regional Broadband Consortium (RBC).<br /> <br /> ==External links==<br /> *[http://shibboleth.internet2.edu Shibboleth Internet2 Website]<br /> *[http://schools.becta.org.uk/index.php?section=lv&amp;rid=11277 Becta - Federated access management for UK schools]<br /> *[http://www.ukfederation.org.uk/ UK Access Management Federation for Education and Research]<br /> *[http://www.ukfederation.org.uk/content/Documents/AttributeUsage Current Core Attributes for the UK Federation]<br /> <br /> [[Category:Authentication]]<br /> <br /> [[fr:Shibboleth]]<br /> [[ja:Shibboleth]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Shibboleth&diff=33115 2008-03-01T20:33:36Z

<p>Cmcqueen: /* External links */</p> <hr /> <div>Location: Settings link in ''Administration &gt; Users &gt; [[Authentication]]''<br /> <br /> <br /> Shibboleth is an Internet2 Middleware Initiative project that has created an architecture and open-source implementation for federated identity-based authentication and authorization infrastructure based on SAML. Federated identity allows for information about users in one security domain to be provided to other organizations in a common federation. This allows for cross-domain single sign-on and removes the need for content providers to maintain usernames and passwords. Identity providers (IdP's) supply user information, while service providers (SP's) consume this information and gate access to secure content.<br /> <br /> (Taken from [http://en.wikipedia.org/wiki/Shibboleth_%28Internet2%29 Wikipedia, the free encyclopedia])<br /> <br /> ==Configuring Moodle to use Shibboleth==<br /> <br /> The README.txt file in the ''auth/shibboleth'' folder of your Moodle distribution contains set-up instructions.<br /> <br /> ==Shibboleth in the UK==<br /> <br /> In the UK Becta and JISC have a plan to implement a schools, FE and HE federation using Shibboleth to provide single sign on. This means that education establishments in the UK using Moodle should be able to authenticate their users via Shibboleth IF their education organisation joins the UK Access Management Federation and their users' identity is held by the identity provider the LA/RBC use. For Local Authority (LA) schools this will probably mean contacting their Local Authority or Regional Broadband Consortium (RBC).<br /> <br /> ==External links==<br /> *[http://shibboleth.internet2.edu Shibboleth Internet2 Website]<br /> *[http://schools.becta.org.uk/index.php?section=lv&amp;rid=11277 Becta - Federated access management for UK schools]<br /> *[http://www.ukfederation.org.uk/ UK Access Management Federation for Education and Research]<br /> *[http://www.ukfederation.org.uk/content/Documents/AttributeUsage Current Core Attributes for the UK Federation]<br /> <br /> [[Category:Authentication]]<br /> <br /> [[fr:Shibboleth]]<br /> [[ja:Shibboleth]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Development:Student_Information_API&diff=32722 2008-02-24T11:44:42Z

<p>Cmcqueen: </p> <hr /> <div>Some standards:<br /> * [http://www.pesc.org/ PESC - Postsecondary Electronic Standards Council]<br /> * [http://www.sifinfo.org/sif-specification.asp SIF Specification]<br /> *[[IMS Enterprise]]<br /> <br /> Some notes:<br /> * In the UK the Becta has made a strategic case for SIF being adopted as the standard for interoperability between MIS systems, Learning Platforms (VLEs etc.) and other database systems that carry data for UK education. The UK SIF version 1.0 data model has been published and the next version 1.1 is available for review. See [http://uk.sifinfo.org/]<br /> * In the UK the dominant Information Management system is SIMS.net from Capita. This has a restricted IMS web services profile to connect to. See [http://moodle.org/mod/forum/discuss.php?d=15012&amp;parent=245946] Capita also have adopted the SIF data model and transport mechanism for their Partnership Exchange Server, a SIF Zone Integration Server which targets 14-19 diploma requirements. The diplomas will require MIS systems in secondary schools and sixth form colleges to have data interoperability for student information including attendance and assessment data.<br /> <br /> Things to pass out:<br /> <br /> * Grades<br /> * Outcomes<br /> * Calendar events<br /> <br /> [[Category:Developer|Student Information API]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Development:Using_XMLDB&diff=32711 2008-02-23T18:34:09Z

<p>Cmcqueen: /* What is XMLDB and how can it help you */</p> <hr /> <div>{{Moodle 1.7}}Note: This page is a work in progress. It is intended to help developers of third-party modules, and other plugins, to help them switch to XMLDB.<br /> <br /> ==What is XMLDB and how can it help you==<br /> <br /> XMLDB stores the database definition in an XML format that can be used to install Moodle on any database. Everywhere in Moodle now uses XMLDB.<br /> <br /> In every module (or other plugin) folder, there is a ''db/'' folder where the database structure is stored. In the past, this used to contain separate files ''mysql.php'', ''mysql.sql'', etc. for different databases. It meant that you had to create different files for each database system. If there were more databases you wanted your module to be compatible with, you had to create more files. Switching to XMLDB means that you only have to create one file, and there is an editor to help you, so it saves you time.<br /> <br /> ==Getting started==<br /> <br /> The XMLDB database definition is stored in the file ''db/install.xml''. You can use a built-in XMLDB editor to create or edit any ''install.xml'' files. If you're using MySQL as your default database schemes. XMLDB editor's powerful tools allowing retrofit MySQL table to XMLDB format.<br /> <br /> The XMLDB editor is located in administration block, go to ''Miscellaneous &gt; XMLDB editor''. Find your module name. Initially you won't be able to click on ''Create'' link and also can't edit your module (If the ''Create'' link is clickable you can skip this step). Since you must make your module folder has write permission first (And if you haven't created ''db/'' folder in your module folder yet, create it now). In Linux operating system, ''chmod'' your ''/db'' folder to 777 solves this. Now you're ready to create your module's XMLDB files.<br /> <br /> Note that XMLDB editor is not a tool for creating your module, though it can help you with the database. It is a tool to manage XMLDB database file (think about phpmyadmin manages SQL database). You can create tables/fields/keys/indexes or export your existing MySQL tables to XMLDB.<br /> <br /> Another XMLDB's advantage is you can create table comments as you want. To describe it to other developer.<br /> <br /> XMLDB editor is really easy to work with. We strongly recommend you to play with it for a while and read [[XMLDB editor]] and about XMLDB structure [[Development:XMLDB defining an XML structure]].<br /> <br /> ===Create ''install.xml''===<br /> <br /> If you never create ''install.xml'' before (your ''db/'' doesn't have ''install.xml''), click ''Create'' first. install.xml will store your database info for this module.<br /> <br /> ===Start editing===<br /> <br /> To start editing ''install.xml'', click ''Load'' and then ''Edit''. You need to do this every time before editing any XMLDB file. If this is your first time, there is a default table named like your module stored.<br /> <br /> ===Create new table===<br /> <br /> # Go to ''New Table''.<br /> # Enter table name and comment, click ''change''.<br /> <br /> ===Add field in table===<br /> <br /> # Click ''Edit'' on your desired table.<br /> # Click ''New Field'', You can now edit field information like name, comment, type, length, etc. See [[Development:XMLDB column types] for XMLDB column type comparing with other database system.<br /> # When you're done, click ''Change''.<br /> <br /> ===Retrofit MySQL table to XMLDB===<br /> <br /> XMLDB editor can retrofit MySQL table to XMLDB. In other word, it can create XMLDB table from existing SQL. This is useful if your module database already using MySQL.<br /> First, your module has to be installed. Then follow these steps:<br /> <br /> # Click ''New Table from MySQL''<br /> # In ''Create Table'' box, choose your table from MySQL database. In ''After Table'' choose where would you like to add this table to (It doesn't matter, just for arrangement). Click ''Create''.<br /> # Do it again until every table added, you are done!<br /> <br /> Note: Table name must contains only lowercase character, number, underscore and length must not exceed 28 characters. More info here: [[Development:XMLDB defining an XML structure]]<br /> <br /> ===Other operation===<br /> <br /> It's intuitive once you use it. There are visible links for editing, moving up or down and deleting.<br /> <br /> ==See also==<br /> <br /> *[[XMLDB editor]]<br /> *[[Development:XMLDB introduction]]<br /> *[[Development:XMLDB defining an XML structure]]<br /> *[[Development:XMLDB column types]]<br /> <br /> [[Category:Developer|Using XMLDB]]<br /> [[Category:XMLDB]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Development:Student_Information_API&diff=31615 2008-01-26T15:02:04Z

<p>Cmcqueen: </p> <hr /> <div>Some standards:<br /> * [http://www.pesc.org/ PESC - Postsecondary Electronic Standards Council]<br /> * [http://www.sifinfo.org/sif-specification.asp SIF Specification]<br /> *[[IMS Enterprise]]<br /> <br /> Some notes:<br /> * In the UK the dominant Information Management system is SIMS.net from Capita. This has a restricted IMS web services profile to connect to. See [http://moodle.org/mod/forum/discuss.php?d=15012&amp;parent=245946]<br /> * In the UK the Becta has made a strategic case for SIF being adopted as the standard for interoperability between MIS systems and Learning Platforms (VLEs etc.). The UK SIF version 1.0 data model has been published. See [http://uk.sifinfo.org/]<br /> <br /> <br /> Things to pass out:<br /> <br /> * Grades<br /> * Outcomes<br /> * Calendar events<br /> <br /> [[Category:Developer|Student Information API]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Development:Student_Information_API&diff=31614 2008-01-26T15:01:31Z

<p>Cmcqueen: </p> <hr /> <div>Some standards:<br /> * [http://www.pesc.org/ PESC - Postsecondary Electronic Standards Council]<br /> * [http://www.sifinfo.org/sif-specification.asp SIF Specification]<br /> *[[IMS Enterprise]]<br /> <br /> Some notes:<br /> * In the UK the dominant Information Management system is SIMS.net from Capita. This has a restricted IMS web services profile to connect to. See [http://moodle.org/mod/forum/discuss.php?d=15012&amp;parent=245946]<br /> * In the UK the Becta has made a stregic case for SIF as the standard for interoperability across MIS systems and Learning Platforms (VLEs etc.). The UK SIF version 1.0 data model has been published. See [http://uk.sifinfo.org/]<br /> <br /> <br /> Things to pass out:<br /> <br /> * Grades<br /> * Outcomes<br /> * Calendar events<br /> <br /> [[Category:Developer|Student Information API]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Forum&diff=25070 2007-07-14T22:59:07Z

<p>Cmcqueen: /* How do I know which forum is right for my purpose? */</p> <hr /> <div>{{Forums}}<br /> Forums can contribute significantly to successful communication and community building in an online environment. You can use forums for many innovative purposes in educational settings, but teaching forums and student forums are arguably the two more significant distinctions. <br /> <br /> ==Teaching and Learning Forums==<br /> <br /> When you decide to use a discussion forum as an activity in an e-learning environment it is important to be aware that your time will be needed in some sense in order to make the activity successful. If your goal is to encourage discussion, the forum will only work if: <br /> <br /> a.) participants feel there is a need/reason to participate and they will gain something from the experience. Incentives for learning, gathering support, etc. should be explored and encouraged early on in order to clearly convey the purpose of the forum to others. Anyone considering offering grades or marks for participation is advised to think very carefully about the difference between quantity and quality of discussions in forums.<br /> <br /> b.) a sense of community and purpose can be fostered amongst participants. This sense of community can be fostered through tutor/teacher initiative and scaffolding, or primarily through the students/participants themselves depending on the intentions of the activity.<br /> <br /> '''Participation and Scaffolding'''<br /> <br /> Whilst one of the great advantages of e-learning is the flexibility it affords participants, this does not mean that days or weeks should pass without response and discussion in a forum (unless it is appropriate for it to do so). This is perhaps most especially true at the beginning of a course or programme when students and tutors are new to each other and in need of welcome messages/encouragement. Whilst e-learning, and discussions in particular, can support learning that is not always tutor/teacher-centred, your role will be important, especially as an online community begins to develop. It is during these initial stages of introductory material that a group of students can become a community of participants who begin to grow in their understandings of course material and individual contributions to the knowledge construction process.<br /> <br /> As the discussions progress and learners become accustomed to the mechanics and the tone of the forums then there are key ways in which your input can be reduced, thereby helping to foster a community that is less dependent on the tutor/teacher. Even then, however, you will probably want to be a presence in the discussions although you may choose to be one of many contributors rather than the font of all wisdom.<br /> <br /> '''Committment and Participation'''<br /> <br /> Ask yourself if<br /> <br /> # you wish to have involvement in the forum or if you want the students to lead and own the space<br /> # you want the forum to add value to the face to face environment or have a life of its own in its own right outside the lecture theatre/classroom or seminar room<br /> # you are prepared to make appropriate contributions to the discussion in order to: <br /> ## encourage discussion if students are quiet<br /> ## help shape ideas if students begin to wander off-task<br /> ## your role will be defined as discussions/a course progresses <br /> ## you will explicitly but gradually relinquish control of the discussions<br /> ## you will encourage and support learners to share control of discussions(for example you might ask a learner/group of learners to summarise contributions to a discussion thread/topic or you might ask learners to initiate discussion topics)<br /> <br /> ==Student Centred Forums==<br /> <br /> With the growing popularity of social networking software like Facebook, Bebo, MySpace and the like, students are leaving schools and coming to Higher and Further Education with a new technological sophistication and with new expectations for communication. And as school, colleges and universities recognise that reflective and life long learning are significant goals in education, student centered learning and the creation of student centered spaces online are also gaining credence in educational settings. We know that effective learning requires access to social and academic networks for both study material and emotional support; as such, online communities can offer a holistic knowledge construction and support mechanism and recognize that affective activity is effective. <br /> <br /> Social forums, often called ‘Virtual Cafes’ or ‘Common Rooms’ can be set up for courses or for programmes, depending on the student need. Such spaces provide a common area for students to come together and discuss unlimited topics, including social activities and educational ideas. They are supportive spaces for students, most successful with large first and second year courses where students would not otherwise have the opportunity to communicate with others outside their own tutorial group. It is arguable that students will experience a greater sense of community within and a sense of belonging to an educational institution or individual department having had the experience and convenience of the social forum on their course; this could arguably have implications for retention.<br /> <br /> These spaces are typically highly active, especially in first term. Depending on your institution, they are usually self monitored by students, who understand that the same ‘rules’ and ‘netiquette’ that apply to them within any computing space, also apply in Moodle. <br /> <br /> ==The News Forum==<br /> <br /> Moodle courses automatically generate a News Forum which defaults to automatically subscribe all participants in a course. The name of the News Forum can be changed to something more appropriate, such as ‘Important Announcements’ or the like. This is a useful feature and many use this forum in a Moodle course to announce exam dates, times or changes to exams, lectures or seminars, as well important information about course work throughout a term or special announcements relating to events.<br /> <br /> ==Teacher/Tutor forums==<br /> <br /> ''Prior to Moodle 1.7, each course had a teacher forum, accessible via a link in the course administration block.''<br /> <br /> A teacher/tutor-only forum may be added to a course by creating a hidden forum. Teachers are able to view hidden course activities whereas students cannot.<br /> <br /> ==How do I know which forum is right for my purpose?==<br /> <br /> Moodle has four kinds of forums:<br /> <br /> # A single simple discussion <br /> # Standard forum for general use <br /> # Each person posts one discussion <br /> # Q And A Forum <br /> <br /> Which of the above will best suit your needs for a particular activity? In order to answer this question it is useful to think how you might lead such a discussion in a face-to-face environment. Would you throw the question out to the class and sit back to observe them in their answers? Or would you break them up into smaller groups first and ask them to have discussions with a partner before bringing them back to the main group? Or perhaps you would like to keep them focused on a particular aspect of a question and ensure that they do not wander away from the topic at hand? All of the above approaches are both valid and useful, depending on your learning outcomes, and you can replicate all of them in Moodle forums.<br /> <br /> ''A standard forum for general use'' is probably most useful for large discussions that you intend to monitor/guide or for social forums that are student led. This does not mean that you need to make a new posting for each reply in each topic although, in order to ensure that discussion does not get 'out of control', you may need to be prepared to spend a significant amount of time finding the common threads amongst the various discussions and weaving them together. Providing overall remarks for particular topics can also be a key aspect of your responsibilities in the discussion. Alternatively, you could ask students to summarize discussion topics at agreed points, once a week or when a thread comes to an agreed conclusion. Such a learner-centred approach may be particularly useful once the online community has been established and, perhaps, when you have modeled the summarizing process.<br /> <br /> ''A single simple discussion'' is most useful for short/time-limited discussion on a single subject or topic. This kind of forum is very productive if you are interested in keeping students focused on a particular issue. <br /> <br /> ''Each person posts one discussion'' is most useful when you want to achieve a happy medium between a large discussion and a short and focused discussion. A single discussion topic per person allows students a little more freedom than a single discussion forum, but not as much as a standard forum where each student can create as many topics as they wish. Successful forums of this selection can be active, yet focused, as students are not limited in the number of times they can respond to others within threads.<br /> <br /> A ''Q and A forum'' is best used when you have a particular question that you wish to have answered. In a Q and A forum, tutors post the question and students respond with possible answers. By default a Q and A forum requires students to post once before viewing other students' postings. After the initial posting, students can view and respond to others' postings. This feature allows equal initial posting opportunity among all students, thus encouraging original and independent thinking.<br /> <br /> ==Some forum suggestions to consider==<br /> <br /> #If your course is at a distance, if your face to face time is limited, or if you just wish to foster a sense of community in your Moodle course which supplements your face to face course, it is good practice to begin with a welcome or introductory message or thread in one of your forums. This welcome or introduction from you invites participants, for example, to post some specific details to introduce themselves to you and their peers. This can be your icebreaker or you can have an icebreaker separately.<br /> #If you have two questions for participants to answer, starting the two strands or topics within the forum itself will both help learners to see where to put their responses, and remind them to answer all parts of your question.<br /> #Remember that you are communicating in an environment that does not have the benefit of verbal tone, eye contact, body language and the like. Careful consideration of your communication is, therefore, necessary.<br /> #Postings to a forum are always written but they can take different forms and you may wish to consider what form best suits the activity. For instance, you might choose to articulate a form of contribution in order to be explicit. Thus you might say, 'This is a think-aloud forum in which, together, we will try to tease out ideas and possibilities' or 'This is a formal forum in which you are invited to share your ideas on (topic)' and, where you select the latter, you might have already suggested learners plan those ideas offline or in another kind of activity within Moodle.<br /> #Create a forum where only the teacher can start discussions, but the students can only reply. Each thread you start contains an essay question (or several similar ones). The students make a bullet point plan for the essay and post it as a reply. This works well as a revision strategy as the students can see how others have approached the same task. Once everyone has posted their plan, you can start a discussion as to which plans seem better and why. Creating a scale to use for rating the posts can be useful so that the students can see how helpful other people think their effort were.<br /> <br /> ===Grading forums===<br /> <br /> *You can use the ratings to grade student activities by restricting ratings to instructors only, and then rating all student posts. But be aware that this reports an average of all ratings for a single student to the gradebook, and not a sum total of the ratings for all posts. So if you want your students to make several posts in one forum, then you may want to use an Assignment module to house the Forum grade for a particular block. That grade will then be reported to the gradebook. Be sure to make it clear to the students that they don't have to do any assignment in that assignment module, and that that's where their forum grade will be housed. <br /> <br /> ===Best Practice and shared discussions===<br /> *There are lots of discussions about Forum best use and Forum assessment in the Teaching Strategies Forum http://moodle.org/mod/forum/view.php?id=41.<br /> <br /> *A useful discussion about Forum assessment can be found here http://moodle.org/mod/forum/discuss.php?d=66008.<br /> <br /> == See also ==<br /> <br /> * [http://download.moodle.org/docs/using_moodle/ch4_forums.pdf Using Moodle Chapter 4: Using Forums, Chats and Dialogues]<br /> * Using Moodle [http://moodle.org/mod/forum/discuss.php?d=5367 The philosophy underlying &quot;no editing after 30 minutes&quot;] forum discussion<br /> * Using Moodle [http://moodle.org/mod/forum/view.php?f=116 Forum module] forum<br /> * Using Moodle [http://moodle.org/mod/forum/discuss.php?d=66008 Best Practices for grading discussions] forum discussion<br /> <br /> [[category:Modules]]<br /> <br /> [[es:Foros]]<br /> [[eu:Foroak]]<br /> [[fr:Forum]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Talk:Roadmap&diff=23768 2007-05-28T07:43:31Z

<p>Cmcqueen: </p> <hr /> <div>==1.8 scorm feature==<br /> I don't really want to take it out myself, but I think that Martin D has said in the forums that SCORM 2004 will not be completed in time for the 1.8 release. Probably a good idea for someone to move it into 1.9. This would probably help out the over ambitious!!!<br /> <br /> ==1.8? 1.9?==<br /> Is it worth while saying why there is a jump from 1.7 to 2.0? I have always wondered but never did find out. --[[User:Darren Smith|Darren Smith]] 00:10, 2 April 2006 (WST)<br /> <br /> :Hi Darren, how about asking this question in a Using Moodle forum? --[[User:Helen Foster|Helen Foster]] 01:52, 2 April 2006 (WST)<br /> <br /> :: I keep forgetting until I see it written down! It's not that important to me just one of the zillion little things I haven't got around to doing yet. --[[User:Darren Smith|Darren Smith]] 18:55, 2 April 2006 (WST)<br /> <br /> :::Hi Darren, thanks for your forum posting [http://moodle.org/mod/forum/discuss.php?d=43094 1.7 to 2.0 jump] :-) --[[User:Helen Foster|Helen Foster]] 17:55, 10 April 2006 (WST)<br /> <br /> == New Wiki in 1.8? ==<br /> <br /> According to this: http://moodle.org/mod/forum/discuss.php?d=55613 the new Wiki module might appear in 1.8? I didn't want to add it to the roadmap, as I don't know if this is semi-official or not. Or a Roadmap worthy addition? --[[User:Samuli Karevaara|Samuli Karevaara]] 04:08, 9 October 2006 (CDT)<br /> :Update: According to http://moodle.org/mod/forum/discuss.php?d=60540 the new Wiki still requires a lot of work, so it might not make it to 1.8... --[[User:Samuli Karevaara|Samuli Karevaara]] 01:53, 12 December 2006 (CST)<br /> <br /> <br /> ==Updated IMS Enterprise plug-in in 1.8==<br /> <br /> On the MINTED website there is a statement that Martin has accepted their update of the IMS Enterprise plug-in for Moodle 1.9 but it doesn't say so here. We could do with knowing how soon this may arrive as we are currently working on a PoC that involves IMS Enterprise enrolments.<br /> <br /> ==Student Information API for version 2.0==<br /> <br /> Also on a related point the student API which is down for version 2.0. Is there any more detail to here on this yet? Will this be part of the IMS Enterprise data model and therefore enrolments plug in or will someone be working on a Moodle SIF agent? In the UK SIF is likely to take off as the DfES via Becta are currently consulting on a UK SIF model and piloting SIF in Birmingham and Northern Ireland. I believe that SIF is used quite widely in the US?</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Talk:Roadmap&diff=23767 2007-05-28T07:43:05Z

<p>Cmcqueen: </p> <hr /> <div>==1.8 scorm feature==<br /> I don't really want to take it out myself, but I think that Martin D has said in the forums that SCORM 2004 will not be completed in time for the 1.8 release. Probably a good idea for someone to move it into 1.9. This would probably help out the over ambitious!!!<br /> <br /> ==1.8? 1.9?==<br /> Is it worth while saying why there is a jump from 1.7 to 2.0? I have always wondered but never did find out. --[[User:Darren Smith|Darren Smith]] 00:10, 2 April 2006 (WST)<br /> <br /> :Hi Darren, how about asking this question in a Using Moodle forum? --[[User:Helen Foster|Helen Foster]] 01:52, 2 April 2006 (WST)<br /> <br /> :: I keep forgetting until I see it written down! It's not that important to me just one of the zillion little things I haven't got around to doing yet. --[[User:Darren Smith|Darren Smith]] 18:55, 2 April 2006 (WST)<br /> <br /> :::Hi Darren, thanks for your forum posting [http://moodle.org/mod/forum/discuss.php?d=43094 1.7 to 2.0 jump] :-) --[[User:Helen Foster|Helen Foster]] 17:55, 10 April 2006 (WST)<br /> <br /> == New Wiki in 1.8? ==<br /> <br /> According to this: http://moodle.org/mod/forum/discuss.php?d=55613 the new Wiki module might appear in 1.8? I didn't want to add it to the roadmap, as I don't know if this is semi-official or not. Or a Roadmap worthy addition? --[[User:Samuli Karevaara|Samuli Karevaara]] 04:08, 9 October 2006 (CDT)<br /> :Update: According to http://moodle.org/mod/forum/discuss.php?d=60540 the new Wiki still requires a lot of work, so it might not make it to 1.8... --[[User:Samuli Karevaara|Samuli Karevaara]] 01:53, 12 December 2006 (CST)<br /> <br /> <br /> ==Updated IMS Enterprise plug-in is 1.8==<br /> <br /> On the MINTED website there is a statement that Martin has accepted their update of the IMS Enterprise plug-in for Moodle 1.9 but it doesn't say so here. We could do with knowing how soon this may arrive as we are currently working on a PoC that involves IMS Enterprise enrolments.<br /> <br /> ==Student Information API for version 2.0==<br /> <br /> Also on a related point the student API which is down for version 2.0. Is there any more detail to here on this yet? Will this be part of the IMS Enterprise data model and therefore enrolments plug in or will someone be working on a Moodle SIF agent? In the UK SIF is likely to take off as the DfES via Becta are currently consulting on a UK SIF model and piloting SIF in Birmingham and Northern Ireland. I believe that SIF is used quite widely in the US?</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Wiki_standard_index_pages&diff=21775 2007-03-24T10:43:13Z

<p>Cmcqueen: /* Export pages */</p> <hr /> <div>{{Wiki}}<br /> Wiki has a set of standard pages which contain several indexes. These can be helpful to students and teachers. There is a dropdown menu which shows these different pages.<br /> [[Image:Wiki ChooseWikiLinks pulldown.JPG]]<br /> <br /> ==Sitemap==<br /> Shows list of nested pages links(like an outline)<br /> <br /> ==Page index==<br /> An alphabetical list of page links<br /> <br /> ==Export pages==<br /> There are 3 ways to export the wiki, with an option to maintain the wiki links for each. The exported material does not maintain a live link to the wiki, but is a snapshot which can be updated by repeating the operation.<br /> *Downloadable zip archive <br /> **creates a series of individual html files that can be saved on a local drive. <br /> *Module Directory:MoodleGraphics-Lesson<br /> **Creates a directory and places current wiki HTML page files in it. This directory is part of the course files. Thus it can be linked to in the course. <br /> *Module backupdata<br /> **places current wiki HTML page files in the course backup folder. This needs users to be included in the backup otherwise you get a blank wiki.<br /> <br /> ==See also==<br /> [[Category:Teacher]]<br /> [[Category:Wiki]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Viewing_a_wiki&diff=21750 2007-03-23T19:30:17Z

<p>Cmcqueen: </p> <hr /> <div>{{Wiki}}<br /> <br /> ::This page is for documentation on how to use the wiki activity i.e. View, Edit, Links, History and is redirected from mod/wiki/view, a help page. <br /> ==Overview==<br /> [[Image:Wiki_tabs.JPG]]<br /> A wiki has 4 tabs, the most commonly used tabs are view and edit.<br /> <br /> ==Adding a wiki page==<br /> There are several ways to add a new wiki page. In later versions of Moodle, the course participant's privileges can effect adding or editing wiki pages. First you will create a link to a page that does not exist, then the wiki will create the blank page which someone can edit.<br /> ===From a wiki page===<br /> Participants in a wiki can also create a new wiki page by editing an existing page and adding a wiki link to the page they want to create<br /> <br /> * Click the edit tab on the front page of the wiki (&quot;Group&quot; in our example)<br /> * We added a catagory, &quot;How to create a new page&quot; in our example and it is not linked<br /> * Type the desired page title in square brackets, for example [Image:Wiki_bracket_surds.JPG]] <br /> * Save the page<br /> [[Image:Wiki_view_page_group_before.JPG]] <br /> <br /> The question mark after &quot;Surds&quot; is a hyperlink to the new empty page <br /> * Click on the question mark<br /> *Add content to the new page and save it. <br /> [[Image:Wiki_edit_surds.JPG]]<br /> *Now our front page called group has a hyperlink &quot;Surds&quot; and no question mark<br /> [[Image:Wiki_view_page_group_after.JPG]]<br /> <br /> After either selecting '''Save page'' or '''Show preview''', the participant will then see a clickable link to &quot;Roses&quot;; they or someone else can click on it and begin to edit that page.<br /> <br /> ===Add by initial wiki creation===<br /> When the teacher selects '''Wiki''' from the [[Adding resources and activities|Add an Activity<br /> ]] pull down menus in a course, they will be asked to create the first page.<br /> <br /> ===Add by using search===<br /> Any participant (with correct privileges) of an existing wiki can enter the name of the page they would like to create in the Search box on a wiki page. For example they might enter the name &quot;Roses&quot;.<br /> <br /> : If the page already exists <br /> ::they will be taken to the page &quot;Roses&quot;<br /> : If the page does not exist, they will see:<br /> :: '''There is no page titled &quot;Roses&quot;''' <br /> ::They can create this page by clicking on the &quot;create this page&quot; link <br /> ::and begin editing the new page called &quot;Roses&quot;<br /> <br /> ==Editing a wiki page==<br /> Editing the standard Moodle wiki is simple<br /> * Click on the '''edit''' tag at the top of the wiki page<br /> * Edit the text<br /> * Then save the page, or preview the page before saving<br /> <br /> * Remember that MoodleDocs is a different(more robust and complicated) kind of wiki than the standard Moodle wiki. Many MoodleDoc or WikiMedia wiki tags (See [[Help:Editing]]) '''may not''' work in the standard Moodle wiki in versions 1.8 and earlier.<br /> The standard help file gives the basics of editing in ErfurtWiki. See [http://moodle.org/help.php?module=wiki&amp;file=howtowiki.html&amp;forcelang=#createpages Moodle Help Docs on How to wiki]<br /> <br /> ==Wiki search==<br /> Wiki search ignores hyperlinks so it is wise to add a &quot;Keywords:&quot; line which contains the words of the the page title separated by commas, and any other entries that you wish to be found by the search.<br /> <br /> [[Category:Teacher]]<br /> [[Category:Wiki]]<br /> <br /> [[fr:Afficher un wiki]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Roles_and_capabilities&diff=21437 2007-03-17T10:55:37Z

<p>Cmcqueen: /* Contexts */</p> <hr /> <div>{{Roles}}<br /> {{Moodle 1.7}}<br /> The new roles and capabilities system in Moodle provides you with a huge amount of flexibility to manage how students and other people interact. In older versions of Moode (prior to 1.7), there were only six roles possible: guest, student, non-editing teacher, editing teacher, course creator, and administrator. Whilst the new system supports these roles out of the box, it also allows you to create and customize roles, and to change what a given role can do in each activity. For example, you can now create permissions in individual forums, which allows you to let students act as moderators in one forum, while you retain the moderator role in all of the other forums in your course.<br /> <br /> ==Examples of roles==<br /> Why would a site want different roles? Consider the following:<br /> <br /> Site Designers, Educational Authority Adviser, Educational Inspector, Second Marker / Moderator, Peer observer of teaching, External Examiner, Parent, Manager, Weekly Seminar Leader, Mentor/Mentee, Community-Designed Rating Criteria, Visitor, Guest Speaker, Former Student, Alumnus, Librarian, Teacher, Community Education Tutors/Trainers, Secretary/Student Worker, Teaching Assistant, Student - FERPA rights, Help Desk<br /> <br /> ==Definitions==<br /> *A '''role''' is an identifier of the user's status in some context, for example ''teacher'', ''student'' and ''forum moderator''.<br /> *A '''capability''' is a description of a particular Moodle feature, for example ''[[Capabilities/moodle/blog:create|moodle/blog:create]]''. Capabilities are associated with roles.<br /> *A '''permission''' is [[Manage roles#Permissions|a value that is assigned]] for a capability for a particular role, for example ''allow'' or ''prevent''.<br /> *A '''context''' is a &quot;space&quot; in Moodle, such as courses, activity modules or blocks. Roles will only work if the role assignment is made at the correct context level. For example, a ''teacher'' role should be assigned at course context level, a ''forum moderator'' for a particular forum should be assigned at activity level, an ''administrator'' should be assigned at system level and so on.<br /> <br /> ==Contexts==<br /> <br /> The list of contexts in hierarchical order is as follows:<br /> *System context - accessible via the administrator's block (no parent)<br /> *Site context - accessible via the administrator's block front page section (parent = system) 1.8+ only<br /> *Course category context - accessible via the course category page (parent = site)<br /> *Course context - accessible via the course administration block (old admin block) (parent = course category or site)<br /> *Module context - accessible whilst updating the module (parent = course)<br /> *Block context - accessible when editing mode is on (parent = site or course)<br /> *User context - accessible via the Roles tab in the user profile (parent = site)<br /> <br /> Inheritance will kick in if a role is assigned at a higher level. For example assigning a ''teacher'' to a course category will make this user the teacher for ALL courses within the category.<br /> <br /> ==Capabilities==<br /> <br /> Capabilities are aggregated and controlled via roles. Stated another way, a role consists of a list of capabilities for different possible actions within Moodle (e.g. delete discussions or add activities). With 1.7 it's now possible to have sophisticated yet flexible levels of control over participants and what they can or can't do.<br /> <br /> ==Upgrading to 1.7==<br /> <br /> The upgrade to 1.7 is as smooth as we could make it. The existing roles (admin, teacher, student etc.) and the existing capabilities will be automatically retained. This is done by creating default roles at site/course levels, and assigning the current users to these roles accordingly. The default roles will have default capabilities associated with them, mirroring what we have in 1.6. With no modifications, Moodle will operate almost exactly the same before and after the upgrade.<br /> <br /> ==Roles in 1.8==<br /> {{Moodle 1.8}}<br /> In addition to many Roles fixes and refinements, Moodle 1.8 has separated the SYSTEM context from the SITE context (which makes it more like 1.6 used to work). The SITE context is the &quot;front page course&quot; and it's activities. This should make it easier for admins to set up permissions.<br /> <br /> ==See also==<br /> *[[Development:Roles]]<br /> *[[:Category:Capabilities]]<br /> *Using Moodle [http://moodle.org/mod/forum/view.php?id=6826 Roles and Capabilities forum]<br /> *[http://tracker.moodle.org/secure/IssueNavigator.jspa?mode=hide&amp;requestId=10221 Roles stuff fixed in 1.8]<br /> <br /> [[Category:Teacher]]<br /> [[Category:Administrator]]<br /> [[Category:Roles]]<br /> <br /> [[fr:Rôles et capacités]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Roles_and_capabilities&diff=21436 2007-03-17T10:54:56Z

<p>Cmcqueen: /* Contexts */</p> <hr /> <div>{{Roles}}<br /> {{Moodle 1.7}}<br /> The new roles and capabilities system in Moodle provides you with a huge amount of flexibility to manage how students and other people interact. In older versions of Moode (prior to 1.7), there were only six roles possible: guest, student, non-editing teacher, editing teacher, course creator, and administrator. Whilst the new system supports these roles out of the box, it also allows you to create and customize roles, and to change what a given role can do in each activity. For example, you can now create permissions in individual forums, which allows you to let students act as moderators in one forum, while you retain the moderator role in all of the other forums in your course.<br /> <br /> ==Examples of roles==<br /> Why would a site want different roles? Consider the following:<br /> <br /> Site Designers, Educational Authority Adviser, Educational Inspector, Second Marker / Moderator, Peer observer of teaching, External Examiner, Parent, Manager, Weekly Seminar Leader, Mentor/Mentee, Community-Designed Rating Criteria, Visitor, Guest Speaker, Former Student, Alumnus, Librarian, Teacher, Community Education Tutors/Trainers, Secretary/Student Worker, Teaching Assistant, Student - FERPA rights, Help Desk<br /> <br /> ==Definitions==<br /> *A '''role''' is an identifier of the user's status in some context, for example ''teacher'', ''student'' and ''forum moderator''.<br /> *A '''capability''' is a description of a particular Moodle feature, for example ''[[Capabilities/moodle/blog:create|moodle/blog:create]]''. Capabilities are associated with roles.<br /> *A '''permission''' is [[Manage roles#Permissions|a value that is assigned]] for a capability for a particular role, for example ''allow'' or ''prevent''.<br /> *A '''context''' is a &quot;space&quot; in Moodle, such as courses, activity modules or blocks. Roles will only work if the role assignment is made at the correct context level. For example, a ''teacher'' role should be assigned at course context level, a ''forum moderator'' for a particular forum should be assigned at activity level, an ''administrator'' should be assigned at system level and so on.<br /> <br /> ==Contexts==<br /> <br /> The list of contexts in hierarchical order is as follows:<br /> *System context - accessible via the administrator's block (no parent)<br /> *Site context - accessible via the administrator's block front page section (parent = site) 1.8+ only<br /> *Course category context - accessible via the course category page (parent = site)<br /> *Course context - accessible via the course administration block (old admin block) (parent = course category or site)<br /> *Module context - accessible whilst updating the module (parent = course)<br /> *Block context - accessible when editing mode is on (parent = site or course)<br /> *User context - accessible via the Roles tab in the user profile (parent = site)<br /> <br /> Inheritance will kick in if a role is assigned at a higher level. For example assigning a ''teacher'' to a course category will make this user the teacher for ALL courses within the category.<br /> <br /> ==Capabilities==<br /> <br /> Capabilities are aggregated and controlled via roles. Stated another way, a role consists of a list of capabilities for different possible actions within Moodle (e.g. delete discussions or add activities). With 1.7 it's now possible to have sophisticated yet flexible levels of control over participants and what they can or can't do.<br /> <br /> ==Upgrading to 1.7==<br /> <br /> The upgrade to 1.7 is as smooth as we could make it. The existing roles (admin, teacher, student etc.) and the existing capabilities will be automatically retained. This is done by creating default roles at site/course levels, and assigning the current users to these roles accordingly. The default roles will have default capabilities associated with them, mirroring what we have in 1.6. With no modifications, Moodle will operate almost exactly the same before and after the upgrade.<br /> <br /> ==Roles in 1.8==<br /> {{Moodle 1.8}}<br /> In addition to many Roles fixes and refinements, Moodle 1.8 has separated the SYSTEM context from the SITE context (which makes it more like 1.6 used to work). The SITE context is the &quot;front page course&quot; and it's activities. This should make it easier for admins to set up permissions.<br /> <br /> ==See also==<br /> *[[Development:Roles]]<br /> *[[:Category:Capabilities]]<br /> *Using Moodle [http://moodle.org/mod/forum/view.php?id=6826 Roles and Capabilities forum]<br /> *[http://tracker.moodle.org/secure/IssueNavigator.jspa?mode=hide&amp;requestId=10221 Roles stuff fixed in 1.8]<br /> <br /> [[Category:Teacher]]<br /> [[Category:Administrator]]<br /> [[Category:Roles]]<br /> <br /> [[fr:Rôles et capacités]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Importing/exporting_glossaries&diff=21050 2007-03-03T12:48:14Z

<p>Cmcqueen: </p> <hr /> <div>{{Glossaries}}<br /> <br /> ===Importing a glossary===<br /> <br /> There are two ways to import glossaries<br /> <br /> 1. Restoring the glossaries from a moodle course backup file containing the glossary. This method includes categories, images and attachments within glossary entries and if you also select users then the authors of entries are also imported if they were originally included in the backup.<br /> <br /> 2. Importing a specially formatted XML file in glossary format. This method only inports text, some HTML formatting and switches such as auto-linking, case specific and whole words linking. There is also a switch to import categories into which entries are automatically included.<br /> https://docs.moodle.org/en/index.php?title=Importing/exporting_glossaries&amp;action=edit<br /> Editing Importing/exporting glossaries - Edit - MoodleDocs<br /> ====Some import issues====<br /> <br /> You can only import the XML file from within a glossary that already exists but you can import to a new glossary.<br /> <br /> In experimenting with import I have found that the import will fail often. Some reasons appear to be:-<br /> <br /> If there are mistakes in the XML file such as the &lt;entries&gt; tag being missing or the &lt;info&gt; tag being in the wrong place. May happen if you have constructed the XML file manually or with some sort of tool like mailmerge in Word and your template is wrong.<br /> <br /> If there are top bit set characters in the text of the entities like concepts, definitions or keywords. Replace things like &amp; with &amp;amp;amp;<br /> <br /> If there are tabs or spaces between entries. Not sure if spaces cause problems but best to remove any between the end of one tag and start of the next. e.g. Search and replace &gt; &lt; with &gt;&lt; via a text editor.<br /> <br /> In most cases the import is halted if any of these errors occur.<br /> <br /> Duplicates in the entries which clash with entries already when merging a glossary is usually not a problem.<br /> <br /> Warnings like <br /> <br /> Warning: exec() has been disabled for security reasons in /moodle/lib/uploadlib.php on line 603<br /> <br /> may not be the problem when importing but may distract one from dealing with problems with the format of the XML file.<br /> <br /> ===Exporting a glossary===<br /> <br /> There are two ways to export glossaries<br /> <br /> 1. Backing up glossaries only via a moodle course backup file. This method will also export any categories, embedded images and attached files within entries and any HTML formatting. If users are also exported authors of entries are also included.<br /> <br /> 2. Exporting a specially formatted XML file in glossary format. This will only export text, some HTML formatting and switches such as auto-linking, case specific and whole words linking.<br /> <br /> ====Some export Issues====<br /> <br /> You can only export the XML file from within a glossary.<br /> <br /> ===Glossaries in the future===<br /> <br /> The glossary module may eventually be replaced by the database module which will greatly improve import and export functionality.<br /> <br /> == See also ==<br /> <br /> *[http://download.moodle.org/docs/using_moodle/ch9_glossaries.pdf Using Moodle Chapter 9: Glossaries]<br /> *Using Moodle [http://moodle.org/mod/forum/discuss.php?d=54403 Any creative ideas/ stories for using glossaries] forum discussion<br /> <br /> [[Category:Teacher]]<br /> [[Category:Glossary]]<br /> [[Category:Modules]]<br /> <br /> [[fr:Importer/exporter un glossaire]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=error/forum/nopostforum&diff=20682 2007-02-21T08:49:02Z

<p>Cmcqueen: </p> <hr /> <div>You are trying to post in a forum that you are not allowed to post into and the language text for the error message is missing from the language files.</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Development:Student_Information_API&diff=17544 2006-10-27T21:25:29Z

<p>Cmcqueen: </p> <hr /> <div>Some standards:<br /> * [http://www.pesc.org/ PESC - Postsecondary Electronic Standards Council]<br /> * [http://www.sifinfo.org/sif-specification.asp SIF Specification]<br /> *[[IMS Enterprise]]<br /> <br /> Some notes:<br /> * In the UK the dominant Information Management system is SIMS.net from Capita. This has a restricted IMS web services profile to connect to. See [http://moodle.org/mod/forum/discuss.php?d=15012&amp;parent=245946]<br /> <br /> Things to pass out:<br /> <br /> * Grades<br /> * Outcomes<br /> * Calendar events<br /> <br /> [[Category:Developer]]<br /> [[Category:Future]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Importing/exporting_glossaries&diff=17366 2006-10-21T14:08:14Z

<p>Cmcqueen: </p> <hr /> <div>{{Glossaries}}<br /> <br /> ===Importing a glossary===<br /> <br /> There are two ways to import glossaries<br /> <br /> 1. Restoring the glossaries from a moodle course backup file containing the glossary. This method includes categories, images and attachments within glossary entries and if you also select users then the authors of entries are also imported if they were originally included in the backup.<br /> <br /> 2. Importing a specially formatted XML file in glossary format. This method only inports text, some HTML formatting and switches such as auto-linking, case specific and whole words linking. There is also a switch to import categories into which entries are automatically included.<br /> <br /> ====Some import issues====<br /> <br /> You can only import the XML file from within a glossary that already exists but you can import to a new glossary.<br /> <br /> In experimenting with import I have found that the import will fail often. Some reasons appear to be:-<br /> <br /> If there are mistakes in the XML file such as the &lt;entries&gt; tag being missing or the &lt;info&gt; tag being in the wrong place. May happen if you have constructed the XML file manually or with some sort of tool like mailmerge in Word and your template is wrong.<br /> <br /> If there are top bit set characters in the text of the entities like concepts, definitions or keywords. Replace things like &amp; with &amp;amp;<br /> <br /> If there are tabs or spaces between entries. Not sure if spaces cause problems but best to remove any bewtween the end of one tag and start of the next. e.g. Search and replace &gt; &lt; with &gt;&lt; via a text editor.<br /> <br /> In most cases the import is halted if any of these errors occur.<br /> <br /> Duplicates in the entries which clash with entries already when merging a glossary is usually not a problem.<br /> <br /> Warnings like <br /> <br /> Warning: exec() has been disabled for security reasons in /moodle/lib/uploadlib.php on line 603<br /> <br /> may not be the problem when importing but may distract one from dealing with problems with the format of the XML file.<br /> <br /> ===Exporting a glossary===<br /> <br /> There are two ways to export glossaries<br /> <br /> 1. Backing up glossaries only via a moodle course backup file. This method will also export any categories, embedded images and attached files within entries and any HTML formatting. If users are also exported authors of entries are also included.<br /> <br /> 2. Exporting a specially formatted XML file in glossary format. This will only export text, some HTML formatting and switches such as auto-linking, case specific and whole words linking.<br /> <br /> ====Some export Issues====<br /> <br /> You can only export the XML file from within a glossary.<br /> <br /> ===Glossaries in the future===<br /> <br /> The glossary module may eventually be replaced by the database module which will greatly inporve import and export functionality.<br /> <br /> == See also ==<br /> <br /> *[http://download.moodle.org/docs/using_moodle/ch9_glossaries.pdf Using Moodle Chapter 9: Glossaries]<br /> *Using Moodle [http://moodle.org/mod/forum/discuss.php?d=54403 Any creative ideas/ stories for using glossaries] forum discussion<br /> <br /> [[Category:Teacher]]<br /> [[Category:Glossary]]<br /> [[Category:Modules]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Importing/exporting_glossaries&diff=17365 2006-10-21T14:06:59Z

<p>Cmcqueen: </p> <hr /> <div>{{Glossaries}}<br /> <br /> ===Importing a glossary===<br /> <br /> There are two ways to import glossaries<br /> <br /> 1. Restoring the glossaries from a moodle course backup file containing the glossary. This method includes categories, images and attachments within glossary entries and if you also select users then the authors of entries are also imported if they were originally included in the backup.<br /> <br /> 2. Importing a specially formatted XML file in glossary format. This method only inports text, some HTML formatting and switches such as auto-linking, case specific and whole words linking. There is also a switch to import categories into which entries are automatically included.<br /> <br /> ====Some import issues====<br /> <br /> You can only import the XML file from within a glossary that already exists but you can import to a new glossary.<br /> <br /> In experimenting with import I have found that the import will fail often. Some reasons appear to be:-<br /> <br /> If there are mistakes in the XML file such as the &lt;entries&gt; tag being missing or the &lt;info&gt; tag being in the wrong place. May happen if you have constructed the XML file manually or with some sort of tool like mailmerge in Word and your template is wrong.<br /> <br /> If there are top bit set characters in the text of the entities like concepts, definitions or keywords. Replace things like &amp; with &amp;amp;<br /> <br /> If there are tabs or spaces between entries. Not sure if spaces cause problems but best to remove any bewtween the end of one tag and start of the next. e.g. Search and replace &gt; &lt; with &gt;&lt; via a text editor.<br /> <br /> In most cases the import is halted if any of these errors occur.<br /> <br /> Duplicates in the entries which clash with entries already when merging a glossary is usually not a problem.<br /> <br /> Warnings like <br /> <br /> Warning: exec() has been disabled for security reasons in /moodle/lib/uploadlib.php on line 603<br /> <br /> may not be the problem when importing but may distract one from dealing with problems with the format of the XML file.<br /> <br /> The glossary module may eventually be replaced by the database module.<br /> <br /> ===Exporting a glossary===<br /> <br /> There are two ways to export glossaries<br /> <br /> 1. Backing up glossaries only via a moodle course backup file. This method will also export any categories, embedded images and attached files within entries and any HTML formatting. If users are also exported authors of entries are also included.<br /> <br /> 2. Exporting a specially formatted XML file in glossary format. This will only export text, some HTML formatting and switches such as auto-linking, case specific and whole words linking.<br /> <br /> ====Some export Issues====<br /> <br /> You can only export the XML file from within a glossary.<br /> <br /> == See also ==<br /> <br /> *[http://download.moodle.org/docs/using_moodle/ch9_glossaries.pdf Using Moodle Chapter 9: Glossaries]<br /> *Using Moodle [http://moodle.org/mod/forum/discuss.php?d=54403 Any creative ideas/ stories for using glossaries] forum discussion<br /> <br /> [[Category:Teacher]]<br /> [[Category:Glossary]]<br /> [[Category:Modules]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Importing/exporting_glossaries&diff=17364 2006-10-21T14:00:47Z

<p>Cmcqueen: /* Importing a glossary */</p> <hr /> <div>{{Glossaries}}<br /> <br /> ===Importing a glossary===<br /> <br /> There are two ways to import glossaries<br /> <br /> 1. Restoring the glossaries from a moodle course backup file containing the glossary. This method allows images within glossaries to be included and if you also select users then the authors of entries are also imported if they were originally included in the backup.<br /> <br /> 2. Importing a specially formatted XML file in glossary format.<br /> <br /> ====Some import issues====<br /> <br /> You can only import the XML file from within a glossary that already exists but you can import to a new glossary.<br /> <br /> In experimenting with import I have found that the import will fail often. Some reasons appear to be:-<br /> <br /> If there are mistakes in the XML file such as the &lt;entries&gt; tag being missing or the &lt;info&gt; tag being in the wrong place. May happen if you have constructed the XML file manually or with some sort of tool like mailmerge in Word and your template is wrong.<br /> <br /> If there are top bit set characters in the text of the entities like concepts, definitions or keywords. Replace things like &amp; with &amp;amp;<br /> <br /> If there are tabs or spaces between entries. Not sure if spaces cause problems but best to remove any bewtween the end of one tag and start of the next. e.g. Search and replace &gt; &lt; with &gt;&lt; via a text editor.<br /> <br /> In most cases the import is halted if any of these errors occur.<br /> <br /> Duplicates in the entries which clash with entries already when merging a glossary is usually not a problem.<br /> <br /> Warnings like <br /> <br /> Warning: exec() has been disabled for security reasons in /moodle/lib/uploadlib.php on line 603<br /> <br /> may not be the problem when importing but may distract one from dealing with problems with the format of the XML file.<br /> <br /> The glossary module may eventually be replaced by the database module.<br /> <br /> ===Exporting a glossary===<br /> <br /> There are two ways to export glossaries<br /> <br /> 1. Backing up glossaries only via a moodle course backup file (untested)<br /> <br /> 2. Exporting a specially formatted XML file in glossary format.<br /> <br /> ====Some export Issues====<br /> <br /> You can only export the XML file from within a glossary.<br /> <br /> == See also ==<br /> <br /> *[http://download.moodle.org/docs/using_moodle/ch9_glossaries.pdf Using Moodle Chapter 9: Glossaries]<br /> *Using Moodle [http://moodle.org/mod/forum/discuss.php?d=54403 Any creative ideas/ stories for using glossaries] forum discussion<br /> <br /> [[Category:Teacher]]<br /> [[Category:Glossary]]<br /> [[Category:Modules]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=mod/glossary/import&diff=17363 2006-10-21T13:58:24Z

<p>Cmcqueen: </p> <hr /> <div>{{Help files}}<br /> {{Glossaries}}<br /> <br /> ==Glossary Import==<br /> <br /> See [[Importing/exporting glossaries]]<br /> <br /> <br /> [[Category:Teacher]]<br /> [[Category:Glossary]]<br /> [[Category:Modules]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=mod/glossary/export&diff=17362 2006-10-21T13:57:44Z

<p>Cmcqueen: </p> <hr /> <div>{{Help files}}<br /> {{Glossaries}}<br /> <br /> ==Glossary Export==<br /> <br /> See [[Importing/exporting glossaries]]<br /> <br /> <br /> [[Category:Teacher]]<br /> [[Category:Glossary]]<br /> [[Category:Modules]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=HTML_editor&diff=17360 2006-10-21T13:31:52Z

<p>Cmcqueen: /* Paste text in from other applications */</p> <hr /> <div>The Richtext HTML editor provides a word-processor interface embedded in your web page to allow you to edit text in an intuitive way, and produces normal HTML code.<br /> <br /> In addition to formatting text, this editor provides a number of extra features you may find useful.<br /> <br /> ==Paste text in from other applications==<br /> <br /> *You can cut and paste rich text from other Windows applications such as Microsoft Word straight into this editor, and your formatting will be preserved. Just use the normal cut and paste menus in your web browser (or Control-C and Control-V).<br /> *'''Clean Word HTML button''' removes some Word formatting from your pasted text so that the page is smaller, less complex and thus loads faster. The [http://www.microsoft.com/downloads/details.aspx?FamilyID=209ADBEE-3FBD-482C-83B0-96FB79B74DED&amp;displaylang=EN Microsoft Office HTML Filter 2.0] removes all Word code from HTML file far more effectively. This filter is already built into office in Microsoft Office XP onwards.<br /> <br /> ==Inserting images==<br /> <br /> If you have images that are already published on a web site and accessible via a URL, you can include these images in your texts using the &quot;[[Page_content#Image_Insertion|Insert Image]]&quot; button. Moodle recongizes JPG, GIF and PNG as image files.<br /> <br /> ==Inserting tables==<br /> <br /> *To add layout to your texts, you can use the &quot;Insert Tables&quot; button in the toolbar.<br /> *Most table editing tools are only visible if you click the '''Enlarge Editor''' button.<br /> <br /> ==Inserting links==<br /> <br /> To make a new link,<br /> *type the text that you want to be a link<br /> *select the text<br /> *click the link button in the toolbar<br /> *Type (or paste, or browse to) the URL you want to link to<br /> *Click OK<br /> NOTE: This process does '''NOT''' work inside the wiki module where you need to use the Wiki link system (square brackets containing the label and the link seperated by a vertical line character)<br /> <br /> ==Inserting smilies (emoticons)==<br /> <br /> To embed these small icons in your text, click on the smiley icon in the toolbar. A dialog will pop up that allows you to select from the following smiley icons. (Alternatively, you can just type the corresponding code straight into your text and it will be converted later when your text is displayed).<br /> <br /> ==See also== <br /> <br /> *[[Page content]] - for more assistance on using some of above editing icons<br /> *[[HTML in Moodle]]<br /> *Using Moodle [http://moodle.org/mod/forum/view.php?id=1035 HTML Editor discussion]<br /> <br /> [[Category:Teacher]]<br /> [[Category:Lesson]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Glossary_module&diff=17359 2006-10-21T13:24:14Z

<p>Cmcqueen: </p> <hr /> <div>{{Glossaries}}<br /> <br /> *This activity allows participants to create and maintain a list of definitions, like a dictionary.<br /> *The entries can be searched or browsed in many different formats. The glossary also allows teachers to export entries from one glossary to another (the main one) within the same course.<br /> *If glossary autolinking is enabled by an administrator (see [[Filters (administrator)]] for further details) then it is possible to automatically create links to these entries from throughout the course.<br /> <br /> == See also ==<br /> <br /> *[http://download.moodle.org/docs/using_moodle/ch9_glossaries.pdf Using Moodle Chapter 9: Glossaries]<br /> *Using Moodle [http://moodle.org/mod/forum/discuss.php?d=54403 Any creative ideas/ stories for using glossaries] forum discussion<br /> <br /> [[Category:Teacher]]<br /> [[Category:Glossary]]<br /> [[Category:Modules]]<br /> <br /> [[nl:Woordenlijst]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Importing/exporting_glossaries&diff=17358 2006-10-21T13:22:36Z

<p>Cmcqueen: </p> <hr /> <div>{{Glossaries}}<br /> <br /> ===Importing a glossary===<br /> <br /> There are two ways to import glossaries<br /> <br /> 1. Restoring the glossaries from a moodle course backup file containing the glossary (untested)<br /> <br /> 2. Importing a specially formatted XML file in glossary format.<br /> <br /> ====Some import issues====<br /> <br /> You can only import the XML file from within a glossary that already exists but you can import to a new glossary.<br /> <br /> In experimenting with import I have found that the import will fail often. Some reasons appear to be:-<br /> <br /> If there are mistakes in the XML file such as the &lt;entries&gt; tag being missing or the &lt;info&gt; tag being in the wrong place. May happen if you have constructed the XML file manually or with some sort of tool like mailmerge in Word and your template is wrong.<br /> <br /> If there are top bit set characters in the text of the entities like concepts, definitions or keywords. Replace things like &amp; with &amp;amp;<br /> <br /> If there are tabs or spaces between entries. Not sure if spaces cause problems but best to remove any bewtween the end of one tag and start of the next. e.g. Search and replace &gt; &lt; with &gt;&lt; via a text editor.<br /> <br /> In most cases the import is halted if any of these errors occur.<br /> <br /> Duplicates in the entries which clash with entries already when merging a glossary is usually not a problem.<br /> <br /> Warnings like <br /> <br /> Warning: exec() has been disabled for security reasons in /moodle/lib/uploadlib.php on line 603<br /> <br /> may not be the problem when importing but may distract one from dealing with problems with the format of the XML file.<br /> <br /> The glossary module may eventually be replaced by the database module.<br /> <br /> ===Exporting a glossary===<br /> <br /> There are two ways to export glossaries<br /> <br /> 1. Backing up glossaries only via a moodle course backup file (untested)<br /> <br /> 2. Exporting a specially formatted XML file in glossary format.<br /> <br /> ====Some export Issues====<br /> <br /> You can only export the XML file from within a glossary.<br /> <br /> == See also ==<br /> <br /> *[http://download.moodle.org/docs/using_moodle/ch9_glossaries.pdf Using Moodle Chapter 9: Glossaries]<br /> *Using Moodle [http://moodle.org/mod/forum/discuss.php?d=54403 Any creative ideas/ stories for using glossaries] forum discussion<br /> <br /> [[Category:Teacher]]<br /> [[Category:Glossary]]<br /> [[Category:Modules]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Glossary_module&diff=17357 2006-10-21T13:21:07Z

<p>Cmcqueen: </p> <hr /> <div>{{Glossaries}}<br /> <br /> *This activity allows participants to create and maintain a list of definitions, like a dictionary.<br /> *The entries can be searched or browsed in many different formats. The glossary also allows teachers to export entries from one glossary to another (the main one) within the same course.<br /> *If glossary autolinking is enabled by an administrator (see [[Filters (administrator)]] for further details) then it is possible to automatically create links to these entries from throughout the course.<br /> <br /> == See also ==<br /> <br /> *[http://download.moodle.org/docs/using_moodle/ch9_glossaries.pdf Using Moodle Chapter 9: Glossaries]<br /> *Using Moodle [http://moodle.org/mod/forum/discuss.php?d=54403 Any creative ideas/ stories for using glossaries] forum discussion<br /> <br /> [[Category:Teacher]]<br /> [[Category:Glossary]]<br /> [[Category:Modules]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Importing/exporting_glossaries&diff=17356 2006-10-21T13:19:54Z

<p>Cmcqueen: </p> <hr /> <div>{{Glossaries}}<br /> <br /> ===Importing a glossary===<br /> <br /> There are two ways to import glossaries<br /> <br /> 1. Restoring the glossaries from a moodle course backup file containing the glossary (untested)<br /> <br /> 2. Importing a specially formatted XML file in glossary format.<br /> <br /> ====Some import issues====<br /> <br /> You can only import the XML file from within a glossary that already exists but you can import to a new glossary.<br /> <br /> In experimenting with import I have found that the import will fail often. Some reasons appear to be:-<br /> <br /> If there are mistakes in the XML file such as the &lt;entries&gt; tag being missing or the &lt;info&gt; tag being in the wrong place. May happen if you have constructed the XML file manually or with some sort of tool like mailmerge in Word and your template is wrong.<br /> <br /> If there are top bit set characters in the text of the entities like concepts, definitions or keywords. Replace things like &amp; with &amp;amp;<br /> <br /> If there are tabs or spaces between entries. Not sure if spaces cause problems but best to remove any bewtween the end of one tag and start of the next. e.g. Search and replace &gt; &lt; with &gt;&lt; via a text editor.<br /> <br /> In most cases the import is halted if any of these errors occur.<br /> <br /> Duplicates in the entries which clash with entries already when merging a glossary is usually not a problem.<br /> <br /> Warnings like <br /> <br /> Warning: exec() has been disabled for security reasons in /moodle/lib/uploadlib.php on line 603<br /> <br /> may not be the problem when importing but may distract one from dealing with problems with the format of the XML file.<br /> <br /> The glossary module may eventually be replaced by the database module.<br /> <br /> ===Exporting a glossary===<br /> <br /> There are two ways to export glossaries<br /> <br /> 1. Backing up glossaries only via a moodle course backup file (untested)<br /> <br /> 2. Exporting a specially formatted XML file in glossary format.<br /> <br /> ====Some export Issues====<br /> <br /> You can only export the XML file from within a glossary.<br /> <br /> == See also ==<br /> <br /> *[http://download.moodle.org/docs/using_moodle/ch9_glossaries.pdf Using Moodle Chapter 9: Glossaries]<br /> *Using Moodle [http://moodle.org/mod/forum/discuss.php?d=54403 Any creative ideas/ stories for using glossaries] forum discussion<br /> <br /> [[Category:Teacher]]<br /> [[Category:Glossary]]<br /> [[Category:Modules]]<br /> <br /> [[nl:Woordenlijst]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Importing/exporting_glossaries&diff=17355 2006-10-21T13:15:49Z

<p>Cmcqueen: </p> <hr /> <div>Importing a glossary<br /> <br /> There are two ways to import glossaries<br /> <br /> 1. Restoring the glossaries from a moodle course backup file containing the glossary (untested)<br /> <br /> 2. Importing a specially formatted XML file in glossary format.<br /> <br /> Some import issues<br /> <br /> You can only import the XML file from within a glossary that already exists but you can import to a new glossary.<br /> <br /> In experimenting with import I have found that the import will fail often. Some reasons appear to be:-<br /> <br /> If there are mistakes in the XML file such as the &lt;entries&gt; tag being missing or the &lt;info&gt; tag being in the wrong place. May happen if you have constructed the XML file manually or with some sort of tool like mailmerge in Word and your template is wrong.<br /> <br /> If there are top bit set characters in the text of the entities like concepts, definitions or keywords. Replace things like &amp; with &amp;amp;<br /> <br /> If there are tabs or spaces between entries. Not sure if spaces cause problems but best to remove any bewtween the end of one tag and start of the next. e.g. Search and replace &gt; &lt; with &gt;&lt; via a text editor.<br /> <br /> In most cases the import is halted if any of these errors occur.<br /> <br /> Duplicates in the entries which clash with entries already when merging a glossary is usually not a problem.<br /> <br /> Warnings like <br /> <br /> Warning: exec() has been disabled for security reasons in /moodle/lib/uploadlib.php on line 603<br /> <br /> may not be the problem when importing but may distract one from dealing with problems with the format of the XML file.<br /> <br /> The glossary module may eventually be replaced by the database module.<br /> <br /> Exporting a glossary<br /> <br /> There are two ways to export glossaries<br /> <br /> 1. Backing up glossaries only via a moodle course backup file (untested)<br /> <br /> 2. Exporting a specially formatted XML file in glossary format.<br /> <br /> Some export Issues<br /> <br /> You can only export the XML file from within a glossary.</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Importing/exporting_glossaries&diff=17354 2006-10-21T12:53:08Z

<p>Cmcqueen: </p> <hr /> <div>Importing a glossary<br /> <br /> There are two ways to import glossaries<br /> <br /> 1. Restoring the glossaries from a moodle course backup file containing the glossary (untested)<br /> <br /> 2. Importing a specially formatted XML file in glossary format.<br /> <br /> Some import issues<br /> <br /> You can only import the XML file from within a glossary that already exists but you can import to a new glossary.<br /> <br /> In experimenting with import I have found that the import will fail often. Some reasons appear to be:-<br /> <br /> If there are mistakes in the XML file such as the &lt;entries&gt; tag being missing or the &lt;info&gt; tag being in the wrong place.<br /> <br /> If there are top bit set characters in the text of the entities like concepts, definitions or keywords.<br /> <br /> If there are tabs or spaces between entries.<br /> <br /> In most cases the import is halted if any of these errors occur.<br /> <br /> Duplicates in the entries which clash with entries already when merging a glossary is usually not a problem.<br /> <br /> Warnings like <br /> <br /> Warning: exec() has been disabled for security reasons in /moodle/lib/uploadlib.php on line 603<br /> <br /> may not be the problem when importing but may distract one from dealing with problems with the format of the XML file.<br /> <br /> The glossary module may eventually be replaced by the database module.<br /> <br /> Exporting a glossary<br /> <br /> There are two ways to export glossaries<br /> <br /> 1. Backing up glossaries only via a moodle course backup file (untested)<br /> <br /> 2. Exporting a specially formatted XML file in glossary format.<br /> <br /> Some export Issues<br /> <br /> You can only export the XML file from within a glossary.</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Template:Glossaries&diff=17353 2006-10-21T12:31:50Z

<p>Cmcqueen: </p> <hr /> <div>&lt;div class=&quot;sideblock right&quot; style=&quot;width: 12em;&quot;&gt;<br /> &lt;div class=&quot;header&quot;&gt;[[Glossary module]]&lt;/div&gt;<br /> &lt;div class=&quot;content&quot;&gt;<br /> * [[Adding/editing a glossary]]<br /> * [[Viewing a glossary]]<br /> * [[Adding/editing a glossary entry]]<br /> * [[Importing/exporting glossaries]]<br /> &lt;/div&gt;<br /> &lt;/div&gt;</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Edit_profile&diff=17157 2006-10-16T20:34:04Z

<p>Cmcqueen: </p> <hr /> <div>{{Course admin}}<br /> Students are usually asked to edit their profile in Moodle. It is also possible for the administrator to edit users' profiles. In 1.6, on the home page in the administration block select '''users''', and then '''edit user accounts'''. Find the student and click on the edit link. This brings you to their profile page, which has tabs for Edit Profile, Forum Posts, Blogs, and activity reports. <br /> <br /> ;First name, surname<br /> :The first two fields are quite self-explanatory. The first and last names should be those that the student is to be known by in the course. They will identify the student everywhere in the cousre.<br /> <br /> ;Email address<br /> :The email address should be the address at which the student receives acknowledgements and messages from the system, and is also the address that is displayed to the instructor and other users of the Moodle site, assuming that they have set the &quot;Email display&quot; option to allow other participants in the course to see their address, so it should be a mail address that they check regularly. Other email display options are to hide your mail address from all users (it will still be visible to admins and instructors), or to make it available to everyone who visits the course, not just those that are enrolled.<br /> <br /> ;Email display<br /> :This controls the visibility of the address to others, allowing you to show or hide your email in the class. There are three options: you can set it so that all users (including guests) could see your email, or so that only other enrollees in the course can see the email address, or so that no one could see your email address at all. <br /> <br /> ;Email activated<br /> :One can either enable or disable emails being sent to an address. Note that if this is disabled, students will not receive any mail whatsoever from the site.<br /> <br /> ;Email format<br /> :There are two &quot;Pretty HTML format&quot; (which means that the messages will be formatted with different fonts and colours to make them easier to read) and &quot;Plain text format&quot; (plain text with no fancy formatting or colours). <br /> <br /> ;Email digest type<br /> :This setting determines how one receives any posts from forums to which one is subscribed. There are three possible choices: No digest (one recieves individual emails), complete (a single digest daily) or subjects (a single digest daily with only the post topics included).<br /> <br /> [[Image:Forum_subscription_options.gif|frame|right|users may choose how they receive email from forums]]<br /> &lt;br&gt;<br /> <br /> ;Forum auto-subscribe<br /> :This setting lets one decide if one wants email copies of posts that are added to forums. If you set this to subscribe, the system will automatically email one copies of new posts in forums that one posts in, unless they manually override it when posting. <br /> <br /> ;Forum tracking<br /> :Enabling forum tracking means highlighting the posts you have not read yet, which should improve your forum navigation. <br /> <br /> ;When editing text<br /> :This can usually be left on &quot;Use HTML editor (some browsers only)&quot;. This allows for text formatting options, but requires newer browsers. If you find your browser is not letting you edit text, change this setting to &quot;Use standard web forms&quot;. <br /> <br /> ;City/town; country<br /> :These fields are used to further identify you by geographical location.<br /> <br /> ;Timezone<br /> :This field is used to convert time-related messages on the system (such as assignment deadlines) from the default Moodle timezone to the correct time in whichever zone you have selected. <br /> <br /> ;Preferred language and theme<br /> :The E-learning server can display in several different languages and colour themes, which you can choose from in these two options.<br /> <br /> ;Description<br /> :In this field you can enter some text about yourself, be it information about your studies, hobbies, qualifications or anything else that does not break the acceptable use policy of this site. This text will be visible to anyone that views your profile.<br /> <br /> ;Optional items<br /> ;Current picture<br /> :This shows the picture associated with a profile.<br /> <br /> ;New picture<br /> :This has a Browse button and field to allow you to upload a new picture for the profile. Pictures are constrained to 100px by 100px for the larger view and 35px by 35px for the smaller view. Both of these are created by Moodle in the upload process and are held in the Users sub-folder of the Moodle data folder. The two images are called f1.jpg and f2.jpg<br /> <br /> Nb All uploaded user pictures can be viewed via the URL &lt;moodle url&gt;/userpix/<br /> <br /> ===Locking Profile fields===<br /> To prevent users from altering some fields (e.g. students changing profile information to innappropriate or misleading information, the site administrator can lock profile fields.<br /> '''Administration''' - '''Authentication''' - '''User''' - '''Authentication''' - '''Data Mapping'''&lt;br&gt;<br /> [[Image:Authent-data-map-fname.jpg|Data Mapping Options]]<br /> *These fields are optional. You can choose to pre-fill some Moodle user fields with information from the LDAP fields that you specify here. If you leave these fields blank, then nothing will be transferred from LDAP and Moodle defaults will be used instead. In either case, the user will be able to edit all of these fields after they log in.<br /> *'''Update local''': If enabled, the field will be updated (from external auth) every time the user logs in or there is a user synchronization. Fields set to update locally should be locked.<br /> *'''Lock value''': If enabled, will prevent Moodle users and admins from editing the field directly. Use this option if you are maintaining this data in the external auth system.<br /> *'''Update external''': If enabled, the external auth will be updated when the user record is updated. Fields should be unlocked to allow edits. Note: Updating external LDAP data requires that you set '''binddn''' and '''bindpw''' to a bind-user with editing privileges to all the user records. It currently does not preserve multi-valued attributes, and will remove extra values on update. <br /> <br /> <br /> If you are using a mixture of authentication types (such as IMAP and manual), then the fields you lock in the administrator &gt; users &gt; authentication options will only apply to the type of authentication indicated by the dropdown box at the top of the screen. Remember to test the field locking by logging in with the proper type of account! If you test with a manual account but have set the field locking to apply to IMAP accounts, you will not be able to tell if it worked!<br /> <br /> [[Category:Teacher]]<br /> <br /> [[fr:Modifier mon profil]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=View_profile&diff=17156 2006-10-16T20:19:31Z

<p>Cmcqueen: </p> <hr /> <div>The user profile page gathers together all the known information about a particular user.<br /> <br /> If you are a teacher, or looking at your own profile, then you will see some extra tabs allowing you to edit the profile settings, or providing detailed report and logs about the activity of that user.<br /> <br /> You may also see a link for each course you or the user belongs to. This depends on your privileges. If you are viewing your profile or are an administrator clicking on these links keeps you on the user's profile but alters the breadcrumb menu so you can quickly jump to that course.<br /> <br /> There may be buttons at the bottom of the view profile page depending on whose profile you are viewing and what permissions have been set.<br /> <br /> ;Change password<br /> :This takes you to a form for changing your password.<br /> <br /> ;Messages<br /> :This opens the Messaging pop-up. It only shows when viewing your profile.<br /> <br /> ;Send message<br /> :This takes you to the Messaging pop-up and opens a messaging session with the user whose profile you were using. It only shows when viewing someone else's profile and if messaging is switched on by the administrator.<br /> <br /> [[Category:Teacher]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Development:Grades&diff=13969 2006-08-05T08:50:51Z

<p>Cmcqueen: /* Other ideas */</p> <hr /> <div>This page is to create a specification for the next generation of Moodle gradebook. If you edit it, please try and keep modifications under the correct headings.<br /> <br /> ==Centralising data==<br /> <br /> Currently (in all versions up to 1.6) Moodle uses a &quot;pull&quot; model for grade collection. That is, at the time a user requests a view of the gradebook, each activity module is polled for grades and either returns grades or it doesn't. These are then massaged into the gradebook view.<br /> <br /> Problems with this are bad performance and less flexibility.<br /> <br /> In the next version, the modules must &quot;push&quot; their grades to the central gradebook at the time grades are changed. For example, if a student completes a quiz, the quiz module should call a central function such as grade_store() with courseid, userid, moduleid, column name, grade type and grade. This data gets stored in a central table (like grades). <br /> <br /> Modules can store grades internally as well if they want to (for efficiency and reports etc). All storing of grades centrally should take place via the API function: modules must not manipulate the grades table directly.<br /> <br /> An option in the gradebook should allow grades to be retained even if the activity that generated it has been deleted. If this is turned off, then when displaying the columns, a clean-up function should check the course format, and remove columns belonging to obsolete activities.<br /> <br /> For backward compatibility, a Moodle cron trigger should cause the gradebook to periodically look in activity modules for an old-style xxxx_grades() function, then call that function to extract and cache grades locally.<br /> <br /> ==Additional columns==<br /> <br /> With a centralised table, it should be easier to add support for manual or ad-hoc calculation columns that are not connected to any activity table.<br /> <br /> For example, a final course grade column could be created that is a mathematical calculation based on other columns. Syntax could be provided to make the column empty unless all the other columns contain a value of some kind (for that user).<br /> <br /> ==Export API==<br /> <br /> A great need is to connect grades to external systems, such as Student Information Systems.<br /> <br /> A plugin system should be added that can export grades to external systems, either at the time grades are added or via cron. The plugins take care of which data is chosen and where it goes. <br /> <br /> ==Other ideas==<br /> There are multiple contributed addons that allow for grading of activities that do not take place within moodle. This is necessary to allow teachers to only use moodle's gradebook for grade entry. A modular grade import system would naturally follow.<br /> <br /> Graphing plug-in?<br /> <br /> So that data from the gradebook can create graphs/charts but also so people could easily extend the type of graph/charts available by writing extensions for the plug-in.<br /> <br /> Grading scheme plug-in interface?<br /> <br /> So that the dominant USA High School/College format can be changed to grading for other countries and year groups. Schemes could be created by either programmers or maybe even a forms interface for teachers to create schemes and save them off for sharing between teachers and across courses. Probably incorporating the scales used within it.<br /> <br /> ==See also==<br /> <br /> * Using Moodle [http://moodle.org/mod/forum/discuss.php?d=51107 New gradebook for Moodle] forum discussion<br /> <br /> [[Category:Developer]]<br /> [[Category:Grades]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Development:Roles&diff=13306 2006-07-22T18:31:13Z

<p>Cmcqueen: /* Librarian */</p> <hr /> <div>'''Roles and capabilities''' are planned to be included in Moodle 1.7. For now, we have some basic ideas of how to implement such a structure in Moodle.<br /> <br /> ''Please note that none of the following is finalised.''<br /> <br /> ==Definitions==<br /> <br /> By roles, we mean an identifier of the user's status, for example, teacher, student and forum moderator are examples of roles.<br /> <br /> A capability is a permission to access some particular Moodle feature. Capabilities are associated with roles. For example, ''mod/forum:replypost'' is a capability.<br /> <br /> ==The existing system==<br /> <br /> Currently in Moodle, we have a fixed set of roles i.e. primary admin, admins, course creators, editing teachers, non-editing teachers, students, and guests. For each role, the capability or actions that they can performed are fixed. For example, the role student allows the user to submit an assignment, but doesn't allow the user to browse/edit other users' work. By using this setup we limit ourselves to a rather rigid set of capabilities for each role. If we want, say a particular student or group to be able to mark assignments in a particular course, we can't do that without giving these users teacher privileges.<br /> <br /> ==The new roles and capability system==<br /> <br /> The new system will allow authorized users to define an arbitrary number of roles. Each role can have a customizable set of capabilities in every context. A context can be the whole Moodle site, a course, or a module instance, e.g. quiz 5 in 'Introduction to Photography'. An authorized user will be able to assign an arbitrary number of roles to each user. Since the capabilities in each role could be different, there could be conflict in capabilities. This is resolved by giving roles different 'priorities'. For example, to prevent a naughty student from posting, one could assign him a 'naughty student' role that does not allow him to post. This role should have a priority higher than that of a normal 'student' role. <br /> <br /> To facilitate exceptional cases in roles and capabilities, we can use exception rules. For example, we can specify a rule saying that all students are able to mark/read other students' assignment in this particular course. Note that such rules need to have a priority as well. The capability of a user, in any context is then resolved by finding the highest priority role/rule.<br /> <br /> ''A smooth upgrade will be provided with 1.7. The existing roles (admin, teacher, student, etc), and the exisiting capabilities will be retained. This is done by creating default roles at site/course levels, and assigning the current users to these roles accordingly. The default roles will have default capabilities associated with them, which pretty much is what we have in 1.6. The whole process is automatic so there's nothing to worry about =). With no modifications, Moodle will operate exactly the same before and after the upgrade.''<br /> <br /> ==The plan==<br /> <br /> There are a few major things that need to be done. Here's a list (in no particular order):<br /> <br /> #Identify permissions required for site/course/each module.<br /> #Define the database structure for storing roles and capabilities.<br /> #Recode the whole of Moodle, including all modules to support the new structure. Instead of using &lt;code&gt;isteacher()&lt;/code&gt; or &lt;code&gt;isstudent()&lt;/code&gt; we should be using &lt;code&gt;has_capability($capability, $instanceid)&lt;/code&gt; etc. A new API for handling roles and capabilities will be implemented (accesslib.php).<br /> #Add storage of capabilities for each module. Can be done either in a file, e.g. db/capability.xml, or as a sql file that gets installed to a central db whenever this module is installed. Either way, what do we do when we need to upgrade these capabilities? Some capabilities might need refining/splitting later on. How do we control the 'version' of a capability?<br /> #Consider interface issues, especially how to manage conflicting role/exception rules.<br /> #Upon logging in, we should use a cache to store capability, down to module level. How should that be structured?<br /> #Consider the impact on backup/restore.<br /> #Upgrade path for current users. The user information in table user_coursecreators, user_admins, user_teachers, and user_students will most likely be migrated to the new roles and capabilities tables. The users will most likely be assigned default roles that comes with default capabilities (e.g. teachers, admins, students, etc). The old tables themselves could possibly be dropped at the end of the upgrade.<br /> <br /> ==Capabilities==<br /> <br /> This is a comprehensive list of capabilities, well, in the making. It is important that capability names are unique. Please edit. Should we distinguish canedit and candelete?<br /> <br /> What about a canview capability? Like for choice, where a person is allowed to see the choice question but not participate in it? --[[User:N Hansen|N Hansen]] 19:29, 16 May 2006 (WST)<br /> <br /> Certainly need a canview or cansee capability for parents as linked to their child's data/contributions.<br /> <br /> Do we need to add canview and cansearch logs at site/course/user/group level?<br /> <br /> I could use a canview at a course level, if I understand what that means exactly.--[[User:N Hansen|N Hansen]] 19:43, 12 June 2006 (WST)<br /> <br /> <br /> <br /> ===Core-level Capabilities===<br /> <br /> Moodle core capabilitie names start with 'moodle/'. The capabilities for the Moodle core are defined in lib/db/access.php<br /> Do we still keep student view? What is a student view?<br /> <br /> #moodle/site:config - applicable in admin/index.php and config.php (might break down later)<br /> #moodle/site:manageblocks - adding/removing/editing blocks (site, course contexts only for now)<br /> #moodle/site:backup - can create a course backup<br /> #moodle/site:restore - can restore into this context<br /> #moodle/site:import - can import other courses into this context<br /> #moodle/blog:view - read blogs<br /> #moodle/blog:create - write new blog posts<br /> #moodle/blog:manageofficialtags - create/delete official blog tags that others can use<br /> #moodle/blog:managepersonaltags - create/delete official blog tags that others can use<br /> #moodle/blog:manageentries - edit/delete all blog entries<br /> #moodle/course:create - create courses<br /> #moodle/course:delete - create courses<br /> #moodle/course:update - update course settings<br /> #moodle/course:view - can use this to find participants<br /> #moodle/course:viewparticipants - allows a user to view participant list<br /> #moodle/course:viewscales - view scales (i.e. in a help window?)<br /> #moodle/course:manageactivities - adding/removing/editing activities and resources (don't think it makes any sense to split these)<br /> #moodle/course:managescales - add, delete, edit scales, move scales up and down<br /> #moodle/course:managegroups - managing groups, add, edit, delete<br /> #moodle/course:visibility - hide/show courses<br /> #moodle/category:create - create category<br /> #moodle/category:delete - create category<br /> #moodle/category:update - update category settings<br /> #moodle/category:visibility - hide/show categories<br /> #moodle/user:create - create user<br /> #moodle/user:delete - create user<br /> #moodle/user:update - update user settings<br /> #moodle/user:viewdetails - view personally-identifying user details (e.g. name, photo). This ties in with the &quot;visitor&quot; scenario described below.<br /> #moodle/calendar:manageownentries - create/edit/delete <br /> #moodle/calendar:manageentries - create/edit/delete<br /> <br /> ===Module-level Capabilities===<br /> The capabilities are cached into a database table when a module is installed or updated. Whenever the capability definitions are updated, the module version number should be bumped up so that the database table can be updated.<br /> <br /> The naming convention for capabilities that are specific to modules and blocks is 'mod/mod_name:capability'. The module capabilities are defined in mod/mod_name/db/access.php.<br /> <br /> #Assignment<br /> ##mod/assignment:view- reading the assignment description<br /> ##mod/assignment:grade - grading, viewing of list of submitted assignments<br /> #Chat<br /> ##mod/chat:chat - allows a user to participate in this chat<br /> ##mod/chat:readlog - allows a user to read past chat session logs<br /> ##mod/chat:deletelog - allows a user to delete past chat logs<br /> #Choice<br /> ##mod/choice:choose - make a choice<br /> ##mod/choice:readresponses - read all responses<br /> ##mod/choice:deleteresponses - deletes all responses<br /> ##mod/choice:downloadresponses - download responses<br /> #Database<br /> ##mod/data:readentry - reads other people's entry<br /> ##mod/data:writeentry - add / edit and delete (own) entries<br /> ##mod/data:managetemplates - add, delete, edit fields and templates<br /> ##mod/data:manageentries - edit/delete all entries<br /> ##mod/data:comment - comment<br /> ##mod/data:managecomments - edit/delete all comments<br /> ##mod/data:rate - rate an entry<br /> ##mod/data:approve - approves an entry<br /> ##mod/data:uploadentries - batch upload of entries<br /> #Exercise<br /> ##mod/exercise:assess<br /> #Forum<br /> ##mod/forum:viewforum<br /> ##mod/forum:viewdiscussion<br /> ##mod/forum:viewdiscussionsfromallgroups<br /> ##mod/forum:startdiscussion<br /> ##mod/forum:replypost<br /> ##mod/forum:viewrating<br /> ##mod/forum:rate<br /> ##mod/forum:attachments<br /> ##mod/forum:deleteownpost<br /> ##mod/forum:deleteanypost<br /> ##mod/forum:splitdiscussions<br /> ##mod/forum:movediscussions<br /> ##mod/forum:editanypost<br /> #Glossary<br /> ##mod/glossary:view - read entries<br /> ##mod/glossary:write - add entries<br /> ##mod/glossary:manageentries - add, edit, delete entries<br /> ##mod/glossary:managecategories - create, delete, edit categories<br /> ##mod/glossary:comment - comment on an entry<br /> ##mod/glossary:managecomments - edit, delete comments<br /> ##mod/glossary:import - import glossaries<br /> ##mod/glossary:export - export glossaries<br /> ##mod/glossary:approve - approve glossaries<br /> ##mod/glossary:rate - rates glossary<br /> ##mod/glossary:readrate - view rating?<br /> #Hotpot<br /> ##mod/hotpot:view<br /> #Label<br /> ##none<br /> #Lams<br /> ##TBD<br /> #Lesson<br /> ##TBD<br /> #Quiz<br /> ##TBD<br /> #Resource<br /> ##mod/resource:view<br /> #Scorm<br /> ##mod/scorm:view<br /> ##mod/scorm:viewgrades<br /> #Survey<br /> ##mod/survey:download - downloads survery result<br /> ##mod/survey:participate - participate/ do survey<br /> ##mod/survey:readresponses - read all user's responese<br /> #Wiki<br /> ##Waiting on new wiki<br /> #Workshop<br /> ##Waiting on new Workshop<br /> <br /> <br /> <br /> ==Questions==<br /> I am adding question categories here because they seem to have been forgotten in the whole scheme of things since having been removed from the quiz module itself. I've made a suggestion on how these could be handled in [http://www.moodle.org/bugs/bug.php?op=show&amp;bugid=6118&amp;pos= bug 6118].<br /> <br /> ==Scenarios==<br /> <br /> This section is for brainstorming some example roles that we would like to support:<br /> <br /> ===Student===<br /> Has this one been missed?<br /> <br /> ===Site Designers===<br /> Is there a role for people involved in how the site looks but not full administrators? Thinking here of online control of themes rather than FTP theme uploading. But in either case they caneditlogos, caneditcss, candeditlevelatwhichthemeapplies.<br /> <br /> ===Educational Authority Adviser===<br /> Someone who would want to browse the site and may be asked to comment or contribute to particular discussions or developments in school. Access for this role would be controlled by the school in the case of school level moodles but may be different if there were to be a Local Authority wide Moodle.<br /> <br /> ===Educational Inspector===<br /> Someone who will visit the site to verify the school's self review that comments on home school relationships, extending the classroom etc. They may want to see summaries of usage and reports from surveys garnering parent and pupil views.<br /> <br /> ===Second Marker / Moderator===<br /> A teacher within ths site that has access to assignments and quizzes from another teacher's course for second marking purposes. This may need additional functionality adding to the assignment module so that two sets of grades/feedback can be given to one set of assignments.<br /> <br /> ===Peer observer of teaching===<br /> Many institutions encourage peer observation of teaching, to encourage reflection on practice. In online environments this will be similar to moderation or inspection. The peer observer would need to be able to experience the course &quot;as a student&quot;, but also to be able to view summaries of usage, transcripts of interactions (forums/surveys/polls etc), grades assigned (e.g. in assignments).<br /> <br /> ===External Examiner===<br /> Has all the rights of inpectors, but would also need to be able to review assignments and feedback, view forums, glossaries etc. However, would not want to post, feedback onto the site at all.<br /> <br /> ===Parent===<br /> A parent will have one or more children in one or more institutions which could be using one or more moodle instances or a mixture of Learning Platforms. A parent's role will vary depending on the age of their children and whether they are contributing as a parent or a school supporter.<br /> <br /> In Early Years (EY=3+4 yr olds) and Key Stage 1 (KS1=5+6 yr olds) they may play/learn on an activity or write for the child. Parents often interpret homework tasks and read to their children perhaps filling in a joint reading diary. In Key Stage 2 (KS2=7-11 yr olds) parents would be more monitoring but may join in as well.<br /> <br /> In Key stages 3 (KS3=12-14 yr olds) and 4 (KS4=15+16 yr olds) this changes to more of a monitoring/awareness role where a parent would expect to have a summary report of attendance, attainment and general achievement on a weekly/monthly/termly or annual basis. Parents will often be asked to sign and write back comments about this review report.<br /> <br /> In all Key Stages there is a great need for parents to receive communication from the school which they can confirm they have received by signing a form. In some cases this may also involve making choices from a list. It may also involve payment for a trip or disco being returned so there could be the possibility of electronic payments. Also in all Key Satges there may be a home-school agreement which may be signed up to. Could this form part of a site policy system that incorporates a tickable list of activities the parent agrees to the child using (blogs/wikis/forums etc.)?<br /> <br /> Parent's evenings often involve complex booking systems that attempt to get parent's and teachers together. Easy for EY/KS1/KS2 very difficult for KS3/KS4. Wow would this help if it was built into the Learning Platform.<br /> <br /> In some cases there needs to be confidential communication between the parent and the teacher without the child being party to this. It may involve teaching and learning but could also involve a behaviour or medical issue. Often this may be done via a sealed letter or face to face. <br /> <br /> The latest incarnation of OfSTED with the Self Review Framework (SEF) there is a greater emphasis on schools gathering parent voice via surveys and discussion. There is a clear match here with parents have access to parental votes, questionnaires and discussions and for schools to be able to publish news, results and reports back to parents.<br /> <br /> In the UK the LP framework and agenda as being pushed by the DfES via Becta emphasises that within the mandatory groups and roles functionality the parent role is likely to be required to meet the LP Framework procurement standard.<br /> <br /> ===Manager===<br /> ''Please add text here...''<br /> <br /> ===Weekly Seminar Leader===<br /> ''In a university seminar, typically 8-15 students in their 3rd/4th year, each student is responsible for leading one topic in a study series. I ask each student to research 5-10 resources, then give a powerpoint presentation to the other students. This is followed by an in-class discussion and then online homework. The homework involves some fun quiz questions and then some reflective journal questions. I ask each seminar leader to prepare the quiz questions and journal questions as well as their presentation. To do that, I would like to assign activity-making/authoring roles to the student--either for a short period, or for duration of the whole course. Thus &quot;Allow Quiz Authoring Role&quot; or &quot;Allow Assignment Authoring Role&quot; at the course level or, if possible, even the Topic level (in a topic or week format course) would be important.''<br /> <br /> ===Mentor/Mentee===<br /> ''Please add text here...''<br /> <br /> ===Community-Designed Rating Criteria===<br /> ''The gradebook tends to be the domain of the teacher. What if community/peer ratings/marks could also be entered there? What if peer assessment criteria could be designed by the students, not just the teacher?''<br /> <br /> ===Visitor===<br /> <br /> This would be a role whereby one could allow a visitor to visit one's classroom. This might be a colleague interested in seeing your course, or a journalist who might be writing an article about one's site. They should not be able to see the names of any students anywhere (eg recent activity, forum posts) for privacy reasons. They should be able to try out things like quizzes, and lessons but no grades would be recorded (like in teacher preview mode). They would not be able to participate in choices and forums but could view them. It would be read only in a way like former-student role below but without access to a particular student's records that former student role would grant. <br /> <br /> ===Former Student===<br /> This role would be of particular use for courses with rolling enrollments. This role would be one where a student had completed all of the requirements of a course (ie assignments, quizzes etc.) but wished to have continued access to the course material for review or consultation. The key factor is that one would give access to the completed student to the notes he read, his work and the teacher's comments on it, but he would not be allowed to do anything that would take up the teacher's time. In other words, a sort-of read-only access to the course. How forums, which might contain pertinent information and would continue to grow, would be handled is a question. Perhaps the student would be shown only what was in the forums at the time he completed the course. He would not be allowed to see any new posts or add any himself. Same thing for database and glossary entries. In other words, a snapshot of the course at the time his regular enrollment ended. He shouldn't be able to see the names or profiles of any newly enrolled students for privacy reasons-hence the restrictions on forum access. One issue that would have to be dealt with would be changes to existing modules-such as resources. Does the student get access to the module as it was or as it is? We have no versioning of resources in Moodle so this would be a problem. What about a teacher changing a quiz question so that the answer is different? What would a former student see?<br /> <br /> Is this the same as '''ALUMNUS''' ? An ALUMNUS should be able to search for all other ALUMNI of the school, interact with them and be enrolled in a seperate course - which is like a META course with all the content of his learning and interaction - as well as capabilities to be a part of this ALUMNI only course. All the teachers of courses during school years should automatically be a part of the ALUMNI course .. which means when an ALUMNUS is enrolled in a course, the original teachers of all his courses get enrolled ? --[[User:Anil Sharma|Anil Sharma]] 20:54, 15 July 2006 (WST)<br /> <br /> ===Librarian===<br /> <br /> Reference Librarians have an active role in most of the courses taught at Earlham College (with Bibliographic Instruction). The Librarian role within Moodle could encompass default read access to all courses (unless prohibited by course teacher) and read access to all components of the course unless access is barred (again by teacher). The Librarians would also perhaps have a block called perhaps Reference Services or Reference Desk with write access where they could deposit resources. Also this block might have a chat applet whereby enrolled students could chat to the Reference Librarian on duty about their bibliographic research needs.<br /> <br /> In schools there is often a book review system. This may be covered by the lending system database but may not in which case a librarian may neeed to have a course area they can create a database template to handle the reviews in which case they may have a normal teacher style role? Off topic but course an integration with common schools database systems would be great.<br /> <br /> ===Teacher===<br /> <br /> Teachers should have read access to other Teacher's courses unless explictly prohibited. They should be able to set parts of their own course to be totally private (perhaps even to admin?). Just as each activity can currently be set to have group access, each activity could have a permissions field. Teachers could set default permissions for all activities on their course (eg they might disallow Librarian access for example) and then change the access permission for an individual activity. <br /> <br /> I think that what is needed is a simple heirarchy of permissions and levels of granularity.<br /> <br /> I would take issue with &quot;teachers should have read access to other teacher's courses unless explicitly prohibited.&quot; This is a violation of the students' privacy as how they perform and what they do in one class isn't the business of another teacher. Moreover, in the real world a teacher wouldn't suddenly go sit in on a colleague's class without asking permission first. I would not have appreciated such an invasion of privacy as either a teacher or a student. It could be an option, but shouldn't be default.--[[User:N Hansen|N Hansen]] 19:54, 12 June 2006 (WST)<br /> <br /> ===Community Education Tutors/Trainers===<br /> Teachers may be community adult education trainers making use of a school moodle so must only have access to their courses unless given access elsewhere. They would not necessarily get the default teacher privileges.<br /> <br /> ===Secretary/Student Worker===<br /> <br /> We often have faculty who want their departmental secretary or student worker to scan and upload files and perhaps create resources. Currently they have to be given teacher access to the course. This is dangerous from a FERPA standpoint since they could easily get access to grades.<br /> <br /> ===Teaching Assistant===<br /> <br /> Our Faculty frequently have undergraduate students acting as Teaching Assistants. These students need to be able to add resources, create assignments, and possibly grade assignments. However, due to FERPA they cannot have access to other students' overall grade information. I think the requirements here are slightly different than those of Secretary/Student Worker<br /> <br /> ===Admin - Catgory based===<br /> <br /> Basically a person in between full Admin and Creator that has the permissions of an Admin but only with respect to courses and students. Currently a Creator has permissions site-wide which does not always meet the requirements of a given organisation (e.g. Department A may not be happy that a person from Department B can create/modify courses within Department A's area). The ability to designate a Creator within a specific category would allow areas to be set up for a faculty/department/organisation and allow the Admin for that area to create/delete courses, upload users, add site-wide entries to the calendar etc.<br /> <br /> ===PROCESS ROLES===<br /> <br /> organising the learning process for a group you wish to have the choice to place students in differnt roles: examples of this are:<br /> &lt;li&gt;1. Give a student the role of forum-moderator with edit and chunk-rights<br /> &lt;li&gt;2. Give students different roles &amp; rights in a Webquest design (and change these roles next week<br /> &lt;li&gt;3. Give students different resources, depending of their roles in a rolegame/simulation<br /> &lt;li&gt;4. Give a student the rights to create the section content of next week (and only that week..)<br /> &lt;li&gt;5. ..<br /> <br /> ==See also==<br /> <br /> *Using Moodle [http://moodle.org/mod/forum/discuss.php?d=38788 Roles and Permissions architecture] forum discussion<br /> <br /> [[Category:Developer]]<br /> [[Category:Future]]<br /> <br /> <br /> [[ru:Роли]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Development:Roles&diff=13305 2006-07-22T18:26:48Z

<p>Cmcqueen: /* Parent */</p> <hr /> <div>'''Roles and capabilities''' are planned to be included in Moodle 1.7. For now, we have some basic ideas of how to implement such a structure in Moodle.<br /> <br /> ''Please note that none of the following is finalised.''<br /> <br /> ==Definitions==<br /> <br /> By roles, we mean an identifier of the user's status, for example, teacher, student and forum moderator are examples of roles.<br /> <br /> A capability is a permission to access some particular Moodle feature. Capabilities are associated with roles. For example, ''mod/forum:replypost'' is a capability.<br /> <br /> ==The existing system==<br /> <br /> Currently in Moodle, we have a fixed set of roles i.e. primary admin, admins, course creators, editing teachers, non-editing teachers, students, and guests. For each role, the capability or actions that they can performed are fixed. For example, the role student allows the user to submit an assignment, but doesn't allow the user to browse/edit other users' work. By using this setup we limit ourselves to a rather rigid set of capabilities for each role. If we want, say a particular student or group to be able to mark assignments in a particular course, we can't do that without giving these users teacher privileges.<br /> <br /> ==The new roles and capability system==<br /> <br /> The new system will allow authorized users to define an arbitrary number of roles. Each role can have a customizable set of capabilities in every context. A context can be the whole Moodle site, a course, or a module instance, e.g. quiz 5 in 'Introduction to Photography'. An authorized user will be able to assign an arbitrary number of roles to each user. Since the capabilities in each role could be different, there could be conflict in capabilities. This is resolved by giving roles different 'priorities'. For example, to prevent a naughty student from posting, one could assign him a 'naughty student' role that does not allow him to post. This role should have a priority higher than that of a normal 'student' role. <br /> <br /> To facilitate exceptional cases in roles and capabilities, we can use exception rules. For example, we can specify a rule saying that all students are able to mark/read other students' assignment in this particular course. Note that such rules need to have a priority as well. The capability of a user, in any context is then resolved by finding the highest priority role/rule.<br /> <br /> ''A smooth upgrade will be provided with 1.7. The existing roles (admin, teacher, student, etc), and the exisiting capabilities will be retained. This is done by creating default roles at site/course levels, and assigning the current users to these roles accordingly. The default roles will have default capabilities associated with them, which pretty much is what we have in 1.6. The whole process is automatic so there's nothing to worry about =). With no modifications, Moodle will operate exactly the same before and after the upgrade.''<br /> <br /> ==The plan==<br /> <br /> There are a few major things that need to be done. Here's a list (in no particular order):<br /> <br /> #Identify permissions required for site/course/each module.<br /> #Define the database structure for storing roles and capabilities.<br /> #Recode the whole of Moodle, including all modules to support the new structure. Instead of using &lt;code&gt;isteacher()&lt;/code&gt; or &lt;code&gt;isstudent()&lt;/code&gt; we should be using &lt;code&gt;has_capability($capability, $instanceid)&lt;/code&gt; etc. A new API for handling roles and capabilities will be implemented (accesslib.php).<br /> #Add storage of capabilities for each module. Can be done either in a file, e.g. db/capability.xml, or as a sql file that gets installed to a central db whenever this module is installed. Either way, what do we do when we need to upgrade these capabilities? Some capabilities might need refining/splitting later on. How do we control the 'version' of a capability?<br /> #Consider interface issues, especially how to manage conflicting role/exception rules.<br /> #Upon logging in, we should use a cache to store capability, down to module level. How should that be structured?<br /> #Consider the impact on backup/restore.<br /> #Upgrade path for current users. The user information in table user_coursecreators, user_admins, user_teachers, and user_students will most likely be migrated to the new roles and capabilities tables. The users will most likely be assigned default roles that comes with default capabilities (e.g. teachers, admins, students, etc). The old tables themselves could possibly be dropped at the end of the upgrade.<br /> <br /> ==Capabilities==<br /> <br /> This is a comprehensive list of capabilities, well, in the making. It is important that capability names are unique. Please edit. Should we distinguish canedit and candelete?<br /> <br /> What about a canview capability? Like for choice, where a person is allowed to see the choice question but not participate in it? --[[User:N Hansen|N Hansen]] 19:29, 16 May 2006 (WST)<br /> <br /> Certainly need a canview or cansee capability for parents as linked to their child's data/contributions.<br /> <br /> Do we need to add canview and cansearch logs at site/course/user/group level?<br /> <br /> I could use a canview at a course level, if I understand what that means exactly.--[[User:N Hansen|N Hansen]] 19:43, 12 June 2006 (WST)<br /> <br /> <br /> <br /> ===Core-level Capabilities===<br /> <br /> Moodle core capabilitie names start with 'moodle/'. The capabilities for the Moodle core are defined in lib/db/access.php<br /> Do we still keep student view? What is a student view?<br /> <br /> #moodle/site:config - applicable in admin/index.php and config.php (might break down later)<br /> #moodle/site:manageblocks - adding/removing/editing blocks (site, course contexts only for now)<br /> #moodle/site:backup - can create a course backup<br /> #moodle/site:restore - can restore into this context<br /> #moodle/site:import - can import other courses into this context<br /> #moodle/blog:view - read blogs<br /> #moodle/blog:create - write new blog posts<br /> #moodle/blog:manageofficialtags - create/delete official blog tags that others can use<br /> #moodle/blog:managepersonaltags - create/delete official blog tags that others can use<br /> #moodle/blog:manageentries - edit/delete all blog entries<br /> #moodle/course:create - create courses<br /> #moodle/course:delete - create courses<br /> #moodle/course:update - update course settings<br /> #moodle/course:view - can use this to find participants<br /> #moodle/course:viewparticipants - allows a user to view participant list<br /> #moodle/course:viewscales - view scales (i.e. in a help window?)<br /> #moodle/course:manageactivities - adding/removing/editing activities and resources (don't think it makes any sense to split these)<br /> #moodle/course:managescales - add, delete, edit scales, move scales up and down<br /> #moodle/course:managegroups - managing groups, add, edit, delete<br /> #moodle/course:visibility - hide/show courses<br /> #moodle/category:create - create category<br /> #moodle/category:delete - create category<br /> #moodle/category:update - update category settings<br /> #moodle/category:visibility - hide/show categories<br /> #moodle/user:create - create user<br /> #moodle/user:delete - create user<br /> #moodle/user:update - update user settings<br /> #moodle/user:viewdetails - view personally-identifying user details (e.g. name, photo). This ties in with the &quot;visitor&quot; scenario described below.<br /> #moodle/calendar:manageownentries - create/edit/delete <br /> #moodle/calendar:manageentries - create/edit/delete<br /> <br /> ===Module-level Capabilities===<br /> The capabilities are cached into a database table when a module is installed or updated. Whenever the capability definitions are updated, the module version number should be bumped up so that the database table can be updated.<br /> <br /> The naming convention for capabilities that are specific to modules and blocks is 'mod/mod_name:capability'. The module capabilities are defined in mod/mod_name/db/access.php.<br /> <br /> #Assignment<br /> ##mod/assignment:view- reading the assignment description<br /> ##mod/assignment:grade - grading, viewing of list of submitted assignments<br /> #Chat<br /> ##mod/chat:chat - allows a user to participate in this chat<br /> ##mod/chat:readlog - allows a user to read past chat session logs<br /> ##mod/chat:deletelog - allows a user to delete past chat logs<br /> #Choice<br /> ##mod/choice:choose - make a choice<br /> ##mod/choice:readresponses - read all responses<br /> ##mod/choice:deleteresponses - deletes all responses<br /> ##mod/choice:downloadresponses - download responses<br /> #Database<br /> ##mod/data:readentry - reads other people's entry<br /> ##mod/data:writeentry - add / edit and delete (own) entries<br /> ##mod/data:managetemplates - add, delete, edit fields and templates<br /> ##mod/data:manageentries - edit/delete all entries<br /> ##mod/data:comment - comment<br /> ##mod/data:managecomments - edit/delete all comments<br /> ##mod/data:rate - rate an entry<br /> ##mod/data:approve - approves an entry<br /> ##mod/data:uploadentries - batch upload of entries<br /> #Exercise<br /> ##mod/exercise:assess<br /> #Forum<br /> ##mod/forum:viewforum<br /> ##mod/forum:viewdiscussion<br /> ##mod/forum:viewdiscussionsfromallgroups<br /> ##mod/forum:startdiscussion<br /> ##mod/forum:replypost<br /> ##mod/forum:viewrating<br /> ##mod/forum:rate<br /> ##mod/forum:attachments<br /> ##mod/forum:deleteownpost<br /> ##mod/forum:deleteanypost<br /> ##mod/forum:splitdiscussions<br /> ##mod/forum:movediscussions<br /> ##mod/forum:editanypost<br /> #Glossary<br /> ##mod/glossary:view - read entries<br /> ##mod/glossary:write - add entries<br /> ##mod/glossary:manageentries - add, edit, delete entries<br /> ##mod/glossary:managecategories - create, delete, edit categories<br /> ##mod/glossary:comment - comment on an entry<br /> ##mod/glossary:managecomments - edit, delete comments<br /> ##mod/glossary:import - import glossaries<br /> ##mod/glossary:export - export glossaries<br /> ##mod/glossary:approve - approve glossaries<br /> ##mod/glossary:rate - rates glossary<br /> ##mod/glossary:readrate - view rating?<br /> #Hotpot<br /> ##mod/hotpot:view<br /> #Label<br /> ##none<br /> #Lams<br /> ##TBD<br /> #Lesson<br /> ##TBD<br /> #Quiz<br /> ##TBD<br /> #Resource<br /> ##mod/resource:view<br /> #Scorm<br /> ##mod/scorm:view<br /> ##mod/scorm:viewgrades<br /> #Survey<br /> ##mod/survey:download - downloads survery result<br /> ##mod/survey:participate - participate/ do survey<br /> ##mod/survey:readresponses - read all user's responese<br /> #Wiki<br /> ##Waiting on new wiki<br /> #Workshop<br /> ##Waiting on new Workshop<br /> <br /> <br /> <br /> ==Questions==<br /> I am adding question categories here because they seem to have been forgotten in the whole scheme of things since having been removed from the quiz module itself. I've made a suggestion on how these could be handled in [http://www.moodle.org/bugs/bug.php?op=show&amp;bugid=6118&amp;pos= bug 6118].<br /> <br /> ==Scenarios==<br /> <br /> This section is for brainstorming some example roles that we would like to support:<br /> <br /> ===Student===<br /> Has this one been missed?<br /> <br /> ===Site Designers===<br /> Is there a role for people involved in how the site looks but not full administrators? Thinking here of online control of themes rather than FTP theme uploading. But in either case they caneditlogos, caneditcss, candeditlevelatwhichthemeapplies.<br /> <br /> ===Educational Authority Adviser===<br /> Someone who would want to browse the site and may be asked to comment or contribute to particular discussions or developments in school. Access for this role would be controlled by the school in the case of school level moodles but may be different if there were to be a Local Authority wide Moodle.<br /> <br /> ===Educational Inspector===<br /> Someone who will visit the site to verify the school's self review that comments on home school relationships, extending the classroom etc. They may want to see summaries of usage and reports from surveys garnering parent and pupil views.<br /> <br /> ===Second Marker / Moderator===<br /> A teacher within ths site that has access to assignments and quizzes from another teacher's course for second marking purposes. This may need additional functionality adding to the assignment module so that two sets of grades/feedback can be given to one set of assignments.<br /> <br /> ===Peer observer of teaching===<br /> Many institutions encourage peer observation of teaching, to encourage reflection on practice. In online environments this will be similar to moderation or inspection. The peer observer would need to be able to experience the course &quot;as a student&quot;, but also to be able to view summaries of usage, transcripts of interactions (forums/surveys/polls etc), grades assigned (e.g. in assignments).<br /> <br /> ===External Examiner===<br /> Has all the rights of inpectors, but would also need to be able to review assignments and feedback, view forums, glossaries etc. However, would not want to post, feedback onto the site at all.<br /> <br /> ===Parent===<br /> A parent will have one or more children in one or more institutions which could be using one or more moodle instances or a mixture of Learning Platforms. A parent's role will vary depending on the age of their children and whether they are contributing as a parent or a school supporter.<br /> <br /> In Early Years (EY=3+4 yr olds) and Key Stage 1 (KS1=5+6 yr olds) they may play/learn on an activity or write for the child. Parents often interpret homework tasks and read to their children perhaps filling in a joint reading diary. In Key Stage 2 (KS2=7-11 yr olds) parents would be more monitoring but may join in as well.<br /> <br /> In Key stages 3 (KS3=12-14 yr olds) and 4 (KS4=15+16 yr olds) this changes to more of a monitoring/awareness role where a parent would expect to have a summary report of attendance, attainment and general achievement on a weekly/monthly/termly or annual basis. Parents will often be asked to sign and write back comments about this review report.<br /> <br /> In all Key Stages there is a great need for parents to receive communication from the school which they can confirm they have received by signing a form. In some cases this may also involve making choices from a list. It may also involve payment for a trip or disco being returned so there could be the possibility of electronic payments. Also in all Key Satges there may be a home-school agreement which may be signed up to. Could this form part of a site policy system that incorporates a tickable list of activities the parent agrees to the child using (blogs/wikis/forums etc.)?<br /> <br /> Parent's evenings often involve complex booking systems that attempt to get parent's and teachers together. Easy for EY/KS1/KS2 very difficult for KS3/KS4. Wow would this help if it was built into the Learning Platform.<br /> <br /> In some cases there needs to be confidential communication between the parent and the teacher without the child being party to this. It may involve teaching and learning but could also involve a behaviour or medical issue. Often this may be done via a sealed letter or face to face. <br /> <br /> The latest incarnation of OfSTED with the Self Review Framework (SEF) there is a greater emphasis on schools gathering parent voice via surveys and discussion. There is a clear match here with parents have access to parental votes, questionnaires and discussions and for schools to be able to publish news, results and reports back to parents.<br /> <br /> In the UK the LP framework and agenda as being pushed by the DfES via Becta emphasises that within the mandatory groups and roles functionality the parent role is likely to be required to meet the LP Framework procurement standard.<br /> <br /> ===Manager===<br /> ''Please add text here...''<br /> <br /> ===Weekly Seminar Leader===<br /> ''In a university seminar, typically 8-15 students in their 3rd/4th year, each student is responsible for leading one topic in a study series. I ask each student to research 5-10 resources, then give a powerpoint presentation to the other students. This is followed by an in-class discussion and then online homework. The homework involves some fun quiz questions and then some reflective journal questions. I ask each seminar leader to prepare the quiz questions and journal questions as well as their presentation. To do that, I would like to assign activity-making/authoring roles to the student--either for a short period, or for duration of the whole course. Thus &quot;Allow Quiz Authoring Role&quot; or &quot;Allow Assignment Authoring Role&quot; at the course level or, if possible, even the Topic level (in a topic or week format course) would be important.''<br /> <br /> ===Mentor/Mentee===<br /> ''Please add text here...''<br /> <br /> ===Community-Designed Rating Criteria===<br /> ''The gradebook tends to be the domain of the teacher. What if community/peer ratings/marks could also be entered there? What if peer assessment criteria could be designed by the students, not just the teacher?''<br /> <br /> ===Visitor===<br /> <br /> This would be a role whereby one could allow a visitor to visit one's classroom. This might be a colleague interested in seeing your course, or a journalist who might be writing an article about one's site. They should not be able to see the names of any students anywhere (eg recent activity, forum posts) for privacy reasons. They should be able to try out things like quizzes, and lessons but no grades would be recorded (like in teacher preview mode). They would not be able to participate in choices and forums but could view them. It would be read only in a way like former-student role below but without access to a particular student's records that former student role would grant. <br /> <br /> ===Former Student===<br /> This role would be of particular use for courses with rolling enrollments. This role would be one where a student had completed all of the requirements of a course (ie assignments, quizzes etc.) but wished to have continued access to the course material for review or consultation. The key factor is that one would give access to the completed student to the notes he read, his work and the teacher's comments on it, but he would not be allowed to do anything that would take up the teacher's time. In other words, a sort-of read-only access to the course. How forums, which might contain pertinent information and would continue to grow, would be handled is a question. Perhaps the student would be shown only what was in the forums at the time he completed the course. He would not be allowed to see any new posts or add any himself. Same thing for database and glossary entries. In other words, a snapshot of the course at the time his regular enrollment ended. He shouldn't be able to see the names or profiles of any newly enrolled students for privacy reasons-hence the restrictions on forum access. One issue that would have to be dealt with would be changes to existing modules-such as resources. Does the student get access to the module as it was or as it is? We have no versioning of resources in Moodle so this would be a problem. What about a teacher changing a quiz question so that the answer is different? What would a former student see?<br /> <br /> Is this the same as '''ALUMNUS''' ? An ALUMNUS should be able to search for all other ALUMNI of the school, interact with them and be enrolled in a seperate course - which is like a META course with all the content of his learning and interaction - as well as capabilities to be a part of this ALUMNI only course. All the teachers of courses during school years should automatically be a part of the ALUMNI course .. which means when an ALUMNUS is enrolled in a course, the original teachers of all his courses get enrolled ? --[[User:Anil Sharma|Anil Sharma]] 20:54, 15 July 2006 (WST)<br /> <br /> ===Librarian===<br /> <br /> Reference Librarians have an active role in most of the courses taught at Earlham College (with Bibliographic Instruction). The Librarian role within Moodle could encompass default read access to all courses (unless prohibited by course teacher) and read access to all components of the course unless access is barred (again by teacher). The Librarians would also perhaps have a block called perhaps Reference Services or Reference Desk with write access where they could deposit resources. Also this block might have a chat applet whereby enrolled students could chat to the Reference Librarian on duty about their bibliographic research needs.<br /> <br /> ===Teacher===<br /> <br /> Teachers should have read access to other Teacher's courses unless explictly prohibited. They should be able to set parts of their own course to be totally private (perhaps even to admin?). Just as each activity can currently be set to have group access, each activity could have a permissions field. Teachers could set default permissions for all activities on their course (eg they might disallow Librarian access for example) and then change the access permission for an individual activity. <br /> <br /> I think that what is needed is a simple heirarchy of permissions and levels of granularity.<br /> <br /> I would take issue with &quot;teachers should have read access to other teacher's courses unless explicitly prohibited.&quot; This is a violation of the students' privacy as how they perform and what they do in one class isn't the business of another teacher. Moreover, in the real world a teacher wouldn't suddenly go sit in on a colleague's class without asking permission first. I would not have appreciated such an invasion of privacy as either a teacher or a student. It could be an option, but shouldn't be default.--[[User:N Hansen|N Hansen]] 19:54, 12 June 2006 (WST)<br /> <br /> ===Community Education Tutors/Trainers===<br /> Teachers may be community adult education trainers making use of a school moodle so must only have access to their courses unless given access elsewhere. They would not necessarily get the default teacher privileges.<br /> <br /> ===Secretary/Student Worker===<br /> <br /> We often have faculty who want their departmental secretary or student worker to scan and upload files and perhaps create resources. Currently they have to be given teacher access to the course. This is dangerous from a FERPA standpoint since they could easily get access to grades.<br /> <br /> ===Teaching Assistant===<br /> <br /> Our Faculty frequently have undergraduate students acting as Teaching Assistants. These students need to be able to add resources, create assignments, and possibly grade assignments. However, due to FERPA they cannot have access to other students' overall grade information. I think the requirements here are slightly different than those of Secretary/Student Worker<br /> <br /> ===Admin - Catgory based===<br /> <br /> Basically a person in between full Admin and Creator that has the permissions of an Admin but only with respect to courses and students. Currently a Creator has permissions site-wide which does not always meet the requirements of a given organisation (e.g. Department A may not be happy that a person from Department B can create/modify courses within Department A's area). The ability to designate a Creator within a specific category would allow areas to be set up for a faculty/department/organisation and allow the Admin for that area to create/delete courses, upload users, add site-wide entries to the calendar etc.<br /> <br /> ===PROCESS ROLES===<br /> <br /> organising the learning process for a group you wish to have the choice to place students in differnt roles: examples of this are:<br /> &lt;li&gt;1. Give a student the role of forum-moderator with edit and chunk-rights<br /> &lt;li&gt;2. Give students different roles &amp; rights in a Webquest design (and change these roles next week<br /> &lt;li&gt;3. Give students different resources, depending of their roles in a rolegame/simulation<br /> &lt;li&gt;4. Give a student the rights to create the section content of next week (and only that week..)<br /> &lt;li&gt;5. ..<br /> <br /> ==See also==<br /> <br /> *Using Moodle [http://moodle.org/mod/forum/discuss.php?d=38788 Roles and Permissions architecture] forum discussion<br /> <br /> [[Category:Developer]]<br /> [[Category:Future]]<br /> <br /> <br /> [[ru:Роли]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Marking_block&diff=12952 2006-07-08T09:16:21Z

<p>Cmcqueen: /* Links */</p> <hr /> <div>The '''Marking''' block is a Moodle block add-on that provides a summary of activities awaiting grading. It includes a separate page that provides an alternate gradebook functionality ties to the marking block. This block is restricted to teachers and administrators.<br /> <br /> This block displays marking information for newly submitted, resubmitted, and overdue (activities past their defined close dates) activities. The marking page provides the same information and easy access to the grading functions for these activities.<br /> <br /> This block cam also display a list of students below a certain grade level.<br /> <br /> The block can be configured to display a maximum number of students in each list and to set the grade level to display below.<br /> <br /> This directory uses custom code for all activities it summarizes. There are few common activity library functions that can perform the same operations, and thus any new activities to be added will need new code.<br /> <br /> ==Installation==<br /> <br /> To install and use, unzip this file into your Moodle root directory making sure<br /> that you 'use folder names'. This will add a new block directory (marking) to<br /> your '/blocks' directory and some language files to your langage directory.<br /> Once unzipped, visit your admin screen and configure the new block the way you<br /> want.<br /> <br /> ==Credits==<br /> <br /> The marking block has been designed and built with the contributions of the<br /> following people:<br /> * Fernando Oliviera - G8 First Nation Schools &gt; original design concept of the marking page<br /> * Darren Smith - Egglescliffe School &gt; orginal design concept of the marking block, and additional design of the marking page<br /> * Mike Churchward - churchward.ca (mike AT churchward DOT ca)&gt; original technical design and development<br /> <br /> ==To do==<br /> <br /> * Make sure all strings are in language file<br /> * Allow configuration of each section (i.e. enable/disable 'below average list')<br /> * Create a local block library file and better compartmentalize functions<br /> <br /> ==Links==<br /> * [http://download.moodle.org/download.php/modules/block_marking.zip Download]<br /> * [http://moodle.org/mod/forum/discuss.php?d=45432 Link to forum post with a lang/en file with all strings filled in]<br /> <br /> [[Category:Block (non-standard)]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Installation_guide_for_Windows_using_EasyPHP&diff=12859 2006-07-05T03:58:46Z

<p>Cmcqueen: /* Get EasyPHP */</p> <hr /> <div>*Return to [[Windows installation]]<br /> <br /> Moodle requires that a webserver, PHP and a supported database be installed to run on Windows. This may be achieved by using EasyPHP, a package that bundles all the software you need in the form of Apache (webserver), PHP and MySQL (database) into a single Windows application. Please note however, that EasyPHP is not designed to be used for a production server. Here are the steps from start to finish.<br /> <br /> ===Preparation===<br /> <br /> # Firstly, if you have ever installed MySQL before (even as part of another package), uninstall it all, delete all the MySQL files and make sure you delete ''c:\my.cnf'' and ''c:\windows\my.ini''. You might want to do a search and delete ANY file called ''my.cnf'' or ''my.ini''.<br /> # If you've ever installed PHP before delete any files called php4ts.dll from around your Windows directory, as well as any files called php.ini.<br /> ===Get EasyPHP===<br /> # Download EasyPHP from here: [http://www.easyphp.org/telechargements/dn.php?F=easyphp1-7 EasyPHP 1.7] (approx 10 Mb). You may want to try the later [http://www.easyphp.org/telechargements/dn.php?F=easyphp1-8 EasyPHP 1.8] (approx 9 Mb)<br /> <br /> ===Install EasyPHP===<br /> # Run the downloaded file: ''easyphp1-7_setup.exe''. The installation process is in French but is much like installing any other Windows program - I advise accepting the defaults and letting it all install. Note: that &quot;Suivant&quot; means Next and &quot;Oui&quot; means Yes.<br /> # At the end of the install leave the checkbox selected to &quot;Lancer EasyPHP&quot; (Start EasyPHP) and hit the &quot;Terminer&quot; button. You might be taken to a information web page which you can safely ignore.<br /> # If all went well - congratulations! Apache, PHP and MySQL are all installed and running! You should see a black E in your toolbar tray. You can right click on it to get a menu which will let you control the running programs, but you won't be needing that for now.<br /> #Some things may be in French and you may prefer English. You can download this file http://www.easyphp.org/telechargements/dn.php?F=indexUS_1.7 which contains English versions of www and home folder in the EasyPHP1-7 folder. These can be copied over the default files.<br /> <br /> ===Create a database===<br /> # The next thing you need to do is to set up a database for Moodle to use. Right-click the black E in the toolbar tray and choose Administration, then click DB Management (beside PHPMyAdmin). Alternatively, using a browser, go to http://localhost/mysql/ (note the final slash).<br /> # If asked for a username, use &quot;''root''&quot; with a ''blank password''. You should see a phpMyAdmin web interface that allows you to create a new databases and user accounts.<br /> # Create a new database by typing &quot;moodle&quot; into the field and hitting the &quot;Create&quot; button. That was easy!<br /> # You can also create a new user to access your database if you want. This can be a bit tricky for a first-time user, so you might just want to use the existing user &quot;root&quot; with no password in your Moodle config for now, and fix this later.<br /> ===Get Moodle!===<br /> # You're ready to install Moodle! Download the latest release of Moodle from [http://moodle.org/download Moodle.org], then unzip the archive.<br /> === Installing Moodle===<br /> # Copy your moodle files into ''C:\Program Files\EasyPHP\www''. You can either copy the entire moodle directory (ie ''C:\Program Files\EasyPHP\www\moodle'') or copy all the ''contents'' of the moodle directory. If you choose this second option then you will be able to access your Moodle home page using ''&lt;nowiki&gt;http://localhost/&lt;/nowiki&gt;'' instead of ''&lt;nowiki&gt;http://localhost/moodle/&lt;/nowiki&gt;''.<br /> # Make a new empty folder somewhere else for Moodle to store uploaded files in, eg: ''C:\moodledata''<br /> # Go into your Moodle folder. Make a copy of ''config-dist.php'', and call it ''config.php''<br /> ====Edting the the config.php file==== Edit ''config.php'' using a text editor (Notepad will do, just be careful that it doesn't add unwanted spaces at the end).<br /> # Put in all your new database info:<br /> # $CFG-&gt;dbtype = 'mysql';<br /> #* $CFG-&gt;dbhost = 'localhost';<br /> #* $CFG-&gt;dbname = 'moodle';<br /> #* $CFG-&gt;dbuser = 'root';<br /> #* $CFG-&gt;dbpass = &lt;nowiki&gt;''&lt;/nowiki&gt;;<br /> #* $CFG-&gt;dbpersist = true;<br /> #* $CFG-&gt;prefix = 'mdl_';<br /> # And put in all your file paths<br /> #* $CFG-&gt;wwwroot = 'http://localhost/moodle'; // Use an external address if you know it.<br /> #* $CFG-&gt;dirroot = 'C:\Program Files\EasyPHP\www\moodle';<br /> #* $CFG-&gt;dataroot = 'C:\moodledata';<br /> #Save config.php - you can ignore the other settings if there are any.<br /> <br /> ===The web based installer===<br /> # You're nearly there now! The rest of the setup is all web-based. Visit ''&lt;nowiki&gt;http://localhost/moodle/admin/&lt;/nowiki&gt;'' with your browser to continue the setup via your browser.<br /> # To use zip files with Moodle (for example the backups use zip) you might need to enable &quot;zlib&quot;. You can do this by going to your EasyPHP directory (C:\Program Files\EasyPHP), and running the program phpini.exe in there. Put a mark in the checkbox next to &quot;zlib.dll&quot;. Close that window, then go to the black E in your toolbar and right-click it to get a menu - select &quot;Restart&quot; from this menu.<br /> ===Setting a Cron===<br /> # Lastly, you need to set up some sort of cron. See the [[Installing Moodle#Set up cron|Installation guide]] for more details on this.<br /> ===Tips===<br /> If you don't or can't use EasyPHP, here are a few tips to make sure your PHP is set up correctly and avoid common problems:<br /> * Make sure you enable the GD module so Moodle can process images - you may have to edit php.ini and remove the comment (;) from this line: 'extension=php_gd2.dll'.<br /> * Make sure you enable the Zlib module so that you can create and unpack zip files from within Moodle.<br /> * Make sure sessions is turned on - you may have to edit php.ini and fix the directory for ''session.save_path'' - instead of the default &quot;/tmp&quot; use a Windows directory like &quot;c:/temp&quot;.<br /> <br /> [[Category:Administrator]]<br /> [[Category:Installation]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Shibboleth&diff=10173 2006-05-25T15:43:55Z

<p>Cmcqueen: </p> <hr /> <div>Shibboleth is an Internet2 Middleware Initiative project that has created an architecture and open-source implementation for federated identity-based authentication and authorization infrastructure based on SAML. Federated identity allows for information about users in one security domain to be provided to other organizations in a common federation. This allows for cross-domain single sign-on and removes the need for content providers to maintain usernames and passwords. Identity providers (IdP's) supply user information, while service providers (SP's) consume this information and gate access to secure content.<br /> <br /> Taken from [http://en.wikipedia.org/wiki/Shibboleth_%28Internet2%29 Wikipedia, the free encyclopedia]<br /> <br /> In the UK Becta and JISC have a plan to implement a schools, FE and HE federation using Shibboleth to provide single sign on. This means that education establishments in the UK using Moodle should be able to authenticate their users via Shibboleth IF their education organisation joins the UK Access Management Federation and their users' identity is held by the identity provider the LA/RBC use. For Local Authority (LA) schools this will probably mean contacting their Local Authority or Regional Broadband Consortium (RBC).<br /> <br /> External Links<br /> :[http://shibboleth.internet2.edu Shibboleth Internet2 Website]<br /> :[http://www.oodles.org.uk/moodle/mod/resource/view.php?id=105 Current Core Attributes for school sector members of the UK Access Management Federation]<br /> :[http://www.becta.org.uk/corporate/display.cfm?section=22&amp;id=4665 Becta Website Technical policy and Standards - Shibboleth Pilots]<br /> <br /> Configuring Moodle to use Shibboleth<br /> <br /> In addition to the online instructions you are recommended to read the README.txt file in the auth/shibboleth folder in your Moodle distribution.<br /> <br /> [[Category:Administrator]]<br /> [[Category:Authentication]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=User:Colin_McQueen&diff=10170 2006-05-25T15:40:47Z

<p>Cmcqueen: </p> <hr /> <div>UK based teacher and Local Authority Consultant on Learning Platforms looking to ensure Moodle is included in the Becta Learning Platform list of approved platforms.</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Development:Roles&diff=10166 2006-05-25T15:33:58Z

<p>Cmcqueen: /* Scenarios */</p> <hr /> <div>'''Roles and capabilities''' are planned to be included in Moodle 1.7. For now, we have some basic ideas of how to implement such a structure in Moodle.<br /> <br /> ''Please note that none of the following is finalised.''<br /> <br /> ==Definitions==<br /> <br /> By roles, we mean an identifier of the user's status, for example, teacher, student and forum moderator are examples of roles.<br /> <br /> A capability is a permission to access some particular Moodle feature. Capabilities are associated with roles. For example, ''forum_canreadpost'' is a capability.<br /> <br /> ==The existing system==<br /> <br /> Currently in Moodle, we have a fixed set of roles i.e. primary admin, admins, course creators, editing teachers, non-editing teachers, students, and guests. For each role, the capability or actions that they can performed are fixed. For example, the role student allows the user to submit an assignment, but doesn't allow the user to browse/edit other users' work. By using this setup we limit ourselves to a rather rigid set of capabilities for each role. If we want, say a particular student or group to be able to mark assignments in a particular course, we can't do that without giving these users teacher privileges.<br /> <br /> ==The new roles and capability system==<br /> <br /> The new system will allow authorized users to define an arbitrary number of roles. Each role can have a customizable set of capabilities in every context. A context can be the whole Moodle site, a course, or a module instance, e.g. quiz 5 in 'Introduction to Photography'. An authorized user will be able to assign an arbitrary number of roles to each user. Since the capabilities in each role could be different, there could be conflict in capabilities. This is resolved by giving roles different 'priorities'. For example, to prevent a naughty student from posting, one could assign him a 'naughty student' role that does not allow him to post. This role should have a priority higher than that of a normal 'student' role. <br /> <br /> To facilitate exceptional cases in roles and capabilities, we can use exception rules. For example, we can specify a rule saying that all students are able to mark/read other students' assignment in this particular course. Note that such rules need to have a priority as well. The capability of a user, in any context is then resolved by finding the highest priority role/rule.<br /> <br /> ''A smooth upgrade will be provided with 1.7. The existing roles (admin, teacher, student, etc), and the exisiting capabilities will be retained. This is done by creating default roles at site/course levels, and assigning the current users to these roles accordingly. The default roles will have default capabilities associated with them, which pretty much is what we have in 1.6. The whole process is automatic so there's nothing to worry about =). With no modifications, Moodle will operate exactly the same before and after the upgrade.''<br /> <br /> ==The plan==<br /> <br /> There are a few major things that need to be done. Here's a list (in no particular order):<br /> <br /> #Identify permissions required for site/course/each module.<br /> #Define the database structure for storing roles and capabilities.<br /> #Recode the whole of Moodle, including all modules to support the new structure. Instead of using &lt;code&gt;isteacher()&lt;/code&gt; or &lt;code&gt;isstudent()&lt;/code&gt; we should be using &lt;code&gt;has_capabity($capability, $instanceid)&lt;/code&gt; etc. A new API for handling roles and capabilities will be implemented (accesslib.php).<br /> #Add storage of capabilities for each module. Can be done either in a file, e.g. db/capability.xml, or as a sql file that gets installed to a central db whenever this module is installed. Either way, what do we do when we need to upgrade these capabilities? Some capabilities might needs refining/splitting later on. How do we control the 'version' of a capability?<br /> #Consider interface issues, especially how to manage conflicting role/exception rules.<br /> #Upon logging in, we should use a cache to store capability, down to module level. How should that be structured?<br /> #Consider the impact on backup/restore.<br /> #Upgrade path for current users. The user information in table user_coursecreators, user_admins, user_teachers, and user_students will most likely be migrated to the new roles and capabilities tables. The users will most likely be assigned default roles that comes with default capabilities (e.g. teachers, admins, students, etc). The old tables themselves could possibly be dropped at the end of the upgrade.<br /> <br /> ==Capabilities==<br /> <br /> This is a comprehensive list of capabilities, well, in the making. Please edit. Should we distinguish canedit and candelete?<br /> <br /> What about a canview capability? Like for choice, where a person is allowed to see the choice question but not participate in it? --[[User:N Hansen|N Hansen]] 19:29, 16 May 2006 (WST)<br /> <br /> Certainly need a canview or cansee capability for parents as linked to their childs data/contributions.<br /> <br /> Do we need to add canview and cansearch logs at site/course/user/group level?<br /> <br /> ===Site-level Capabilities===<br /> <br /> #canreadblogs<br /> #canpostblogs<br /> #candeleteallblogs<br /> #canbrowseuser<br /> #canviewhiddenactivity<br /> #cancreatecourse<br /> #caneditownprofile<br /> #caneditallprofiles<br /> <br /> ===Course-level Capabilities===<br /> <br /> #canseecoursecontent<br /> #caneditcourse<br /> #cancreatebackups<br /> #canrestorebackups<br /> #cancreateblocks<br /> #caneditblocks<br /> #candeleteblocks<br /> <br /> ===Module-level Capabilities===<br /> <br /> #Assignment<br /> ##assignment_canadd<br /> ##assignment_canedit<br /> ##assignment_candelete<br /> ##assignment_cansubmit<br /> ##assignment_canmark<br /> ##assignment_canviewsubmissions<br /> #Chat<br /> ##chat_canadd<br /> ##chat_canedit<br /> ##chat_candelete<br /> ##chat_canparticipate<br /> ##chat_canviewpastsessions<br /> #Choice<br /> ##choice_canadd<br /> ##choice_canedit<br /> ##choice_candelete<br /> ##choice_canparticipate<br /> ##choice_canviewresponses<br /> #Database<br /> ##database_canadd<br /> ##database_canedit<br /> ##databaes_candelete<br /> ##database_canaddentry<br /> ##database_canaddtemplates<br /> ##database_canedittemplates<br /> ##database_candeleteownentry<br /> ##database_candeleteallentry<br /> ##database_cancomment<br /> ##database_candeletecomment<br /> ##database_canrate<br /> #Exercise<br /> ##exercise_canadd<br /> ##exercise_canedit<br /> ##exercise_candelete<br /> ##exercise_canassess<br /> #Forum<br /> ##forum_canadd<br /> ##forum_canedit<br /> ##forum_candelete<br /> ##forum_canreadpost<br /> ##forum_canstartnewdiscussion<br /> ##forum_canreply<br /> ##forum_caneditallpost<br /> ##forum_candeleteallpost<br /> ##forum_canrate<br /> #Glossary<br /> ##glossary_canadd<br /> ##glossary_canedit<br /> ##glossary_candelete<br /> ##glossary_canaddcat<br /> ##glossary_caneditcat<br /> ##glossary_candeletecat<br /> ##glossary_canadditem<br /> ##glossary_candeleteitem<br /> ##glossary_canedititem<br /> ##glossary_cancomment<br /> ##glossary_canimportentries<br /> ##glossary_canexportentries<br /> ##glossary_canapprove<br /> #Hotpot<br /> ##hotpot_candd<br /> ##hotpot_canedit<br /> ##hotpot_candelete<br /> ##hotpot_canparticipate<br /> #Label<br /> ##label_canadd<br /> ##label_canedit<br /> ##label_candelete<br /> #Lams<br /> ##lams_canadd<br /> ##lams_canedit<br /> ##lams_candelete<br /> #Lesson<br /> ##lesson_canadd<br /> ##lesson_canedit<br /> ##lesson_candelete<br /> ##lesson_canparticipate<br /> #Quiz<br /> ##quiz_canadd<br /> ##quiz_canedit<br /> ##quiz_candelete<br /> ##quiz_canaddquestion<br /> ##quiz_caneditquestion<br /> ##quiz_candeletequestion<br /> ##quiz_canparticipate<br /> ##quiz_cangrade<br /> #Resource<br /> ##resource_canadd<br /> ##resource_canedit<br /> ##resource_candelete<br /> #Scorm<br /> ##scorm_canadd<br /> ##scorm_canedit<br /> ##socrm_candelete<br /> #Survey<br /> ##survey_canadd<br /> ##survey_canedit<br /> ##survey_candelete<br /> ##survey_canviewresponses<br /> #Wiki<br /> ##wiki_canadd<br /> ##wiki_canedit<br /> ##wiki_candelete<br /> ##wiki_canstartnewwiki<br /> ##wiki_canparticipate<br /> #Workshop<br /> ##workshop_canadd<br /> ##workshop_canedit<br /> ##workshop_candelete<br /> ##workshop_cangrade<br /> ##workshop_canparticipate<br /> <br /> ==Scenarios==<br /> <br /> This section is for brainstorming some example roles that we would like to support:<br /> <br /> ===Student===<br /> Has this one been missed?<br /> <br /> ===Site Designers===<br /> Is there a role for peole involved in how the site looks but not full administrators? Thinking here of online control of themes rather than FTP theme uploading. But in either case they caneditlogos, caneditcss, candeditlevelatwhichthemeapplies.<br /> <br /> ===Educational Authority Adviser===<br /> Someone who would want to browse the site and may be asked to comment or contribute to particular discussions or developments in school. Access for this role would be controlled by the school in the case of school level moodles but may be different if there were to be a Local Authority wide Moodle.<br /> <br /> ===Educational Inspector===<br /> Someone who will visit the site to verify the school's self review that comments on home school relationships, extending the classroom etc. They may want to see summaries of usage and reports from surveys garnering parent and pupil views.<br /> <br /> ===Parent===<br /> A parent will have one or more children in one or more institutions which could be using one or more moodle instances or a mixture of Learning Platforms. A parent's role will vary depending on the age of their children and whether they are contributing as a parent or a school supporter.<br /> <br /> In Early Years (EY) and Key Stage 1 (KS1) they may play/learn on an activity or write for the child. Parents often interpret homework tasks and read to their children perhaps filling in a joint reading diary.<br /> <br /> In Key stages 3 and 4 this changes to more of a monitoring/awareness role where a parent would expect to have a summary report of attendance, attainment and general achievement on a weekly/monthly/termly or annual basis. Parents will often be asked to sign and write back comments about this review report.<br /> <br /> In all Key Stages there is a great need for parents to receive communication from the school which they can confirm they have received by signing a form. In some cases this may also involve making choices from a list. It may also involve payment for a trip or disco being returned so there could be the possibility of electronic payments.<br /> <br /> Parent's evening often involve complex booking systems that attempt to get parent's and teachers together. Easy for EY/KS1/KS2 very difficult for KS3/KS4. Wow would this help if it was built into the Learning Platform.<br /> <br /> In some cases there needs to be confidential communication between the parent and the teacher without the child being party to this. It may involve teaching and learning but could also involve a behaviour or medical issue. Often this may be done via a sealed letter or face to face. <br /> <br /> The latest incarnation of OfSTED with the Self Review Framework (SEF) there is a greater emphasis on schools gathering parent voice via surveys and discussion. There is a clear match here with parents have access to parental votes, questionnaires and discussions and for schools to be able to publish news, results and reports back to parents.<br /> <br /> In the UK the LP framework and agenda as being pushed by the DfES via Becta emphasises that within the mandatory groups and roles functionality the parent role is likely to be required to meet the LP Framework procurement standard.<br /> <br /> ===Manager===<br /> ''Please add text here...''<br /> <br /> ===Weekly Seminar Leader===<br /> ''In a university seminar, typically 8-15 students in their 3rd/4th year, each student is responsible for leading one topic in a study series. I ask each student to research 5-10 resources, then give a powerpoint presentation to the other students. This is followed by an in-class discussion and then online homework. The homework involves some fun quiz questions and then some reflective journal questions. I ask each seminar leader to prepare the quiz questions and journal questions as well as their presentation. To do that, I would like to assign activity-making/authoring roles to the student--either for a short period, or for duration of the whole course. Thus &quot;Allow Quiz Authoring Role&quot; or &quot;Allow Assignment Authoring Role&quot; at the course level or, if possible, even the Topic level (in a topic or week format course) would be important.''<br /> <br /> ===Mentor/Mentee===<br /> ''Please add text here...''<br /> <br /> ===Community-Designed Rating Criteria===<br /> ''The gradebook tends to be the domain of the teacher. What if community/peer ratings/marks could also be entered there? What if peer assessment criteria could be designed by the students, not just the teacher?''<br /> <br /> ===Visitor===<br /> <br /> This would be a role whereby one could allow a visitor to visit one's classroom. This might be a colleague interested in seeing your course, or a journalist who might be writing an article about one's site. They should not be able to see the names of any students anywhere (eg recent activity, forum posts) for privacy reasons. They should be able to try out things like quizzes, and lessons but no grades would be recorded (like in teacher preview mode). They would not be able to participate in choices and forums but could view them. It would be read only in a way like former-student role below but without access to a particular student's records that former student role would grant. <br /> <br /> ===Former Student===<br /> This role would be of particular use for courses with rolling enrollments. This role would be one where a student had completed all of the requirements of a course (ie assignments, quizzes etc.) but wished to have continued access to the course material for review or consultation. The key factor is that one would give access to the completed student to the notes he read, his work and the teacher's comments on it, but he would not be allowed to do anything that would take up the teacher's time. In other words, a sort-of read-only access to the course. How forums, which might contain pertinent information and would continue to grow, would be handled is a question. Perhaps the student would be shown only what was in the forums at the time he completed the course. He would not be allowed to see any new posts or add any himself. Same thing for database and glossary entries. In other words, a snapshot of the course at the time his regular enrollment ended. He shouldn't be able to see the names or profiles of any newly enrolled students for privacy reasons-hence the restrictions on forum access. One issue that would have to be dealt with would be changes to existing modules-such as resources. Does the student get access to the module as it was or as it is? We have no versioning of resources in Moodle so this would be a problem. What about a teacher changing a quiz question so that the answer is different? What would a former student see?<br /> <br /> ===Librarian===<br /> <br /> Reference Librarians have an active role in most of the courses taught at Earlham College (with Bibliographic Instruction). The Librarian role within Moodle could encompass default read access to all courses (unless prohibited by course teacher) and read access to all components of the course unless access is barred (again by teacher). The Librarians would also perhaps have a block called perhaps Reference Services or Reference Desk with write access where they could deposit resources. Also this block might have a chat applet whereby enrolled students could chat to the Reference Librarian on duty about their bibliographic research needs.<br /> <br /> ===Teacher===<br /> <br /> Teachers should have read access to other Teacher's courses unless explictly prohibited. They should be able to set parts of their own course to be totally private (perhaps even to admin?). Just as each activity can currently be set to have group access, each activity could have a permissions field. Teachers could set default permissions for all activities on their course (eg they might disallow Librarian access for example) and then change the access permission for an individual activity. <br /> <br /> I think that what is needed is a simple heirarchy of permissions and levels of granularity.<br /> <br /> ===Community Education Tutors/Trainers===<br /> Teachers may be community adult education trainers making use of a school moodle so must only have access to their courses unless given access elsewhere. They would not necessarily get the default teacher privileges.<br /> <br /> ===Secretary/Student Worker===<br /> <br /> We often have faculty who want their departmental secretary or student worker to scan and upload files and perhaps create resources. Currently they have to be given teacher access to the course. This is dangerous from a FERPA standpoint since they could easily get access to grades.<br /> <br /> ===Teaching Assistant===<br /> <br /> Our Faculty frequently have undergraduate students acting as Teaching Assistants. These students need to be able to add resources, create assignments, and possibly grade assignments. However, due to FERPA they cannot have access to other students' overall grade information. I think the requirements here are slightly different than those of Secretary/Student Worker<br /> <br /> ==See also==<br /> <br /> *Using Moodle [http://moodle.org/mod/forum/discuss.php?d=38788 Roles and Permissions architecture] forum discussion<br /> <br /> [[Category:Developer]]<br /> [[Category:Future]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Development:Roles&diff=10165 2006-05-25T15:31:36Z

<p>Cmcqueen: /* Teacher */</p> <hr /> <div>'''Roles and capabilities''' are planned to be included in Moodle 1.7. For now, we have some basic ideas of how to implement such a structure in Moodle.<br /> <br /> ''Please note that none of the following is finalised.''<br /> <br /> ==Definitions==<br /> <br /> By roles, we mean an identifier of the user's status, for example, teacher, student and forum moderator are examples of roles.<br /> <br /> A capability is a permission to access some particular Moodle feature. Capabilities are associated with roles. For example, ''forum_canreadpost'' is a capability.<br /> <br /> ==The existing system==<br /> <br /> Currently in Moodle, we have a fixed set of roles i.e. primary admin, admins, course creators, editing teachers, non-editing teachers, students, and guests. For each role, the capability or actions that they can performed are fixed. For example, the role student allows the user to submit an assignment, but doesn't allow the user to browse/edit other users' work. By using this setup we limit ourselves to a rather rigid set of capabilities for each role. If we want, say a particular student or group to be able to mark assignments in a particular course, we can't do that without giving these users teacher privileges.<br /> <br /> ==The new roles and capability system==<br /> <br /> The new system will allow authorized users to define an arbitrary number of roles. Each role can have a customizable set of capabilities in every context. A context can be the whole Moodle site, a course, or a module instance, e.g. quiz 5 in 'Introduction to Photography'. An authorized user will be able to assign an arbitrary number of roles to each user. Since the capabilities in each role could be different, there could be conflict in capabilities. This is resolved by giving roles different 'priorities'. For example, to prevent a naughty student from posting, one could assign him a 'naughty student' role that does not allow him to post. This role should have a priority higher than that of a normal 'student' role. <br /> <br /> To facilitate exceptional cases in roles and capabilities, we can use exception rules. For example, we can specify a rule saying that all students are able to mark/read other students' assignment in this particular course. Note that such rules need to have a priority as well. The capability of a user, in any context is then resolved by finding the highest priority role/rule.<br /> <br /> ''A smooth upgrade will be provided with 1.7. The existing roles (admin, teacher, student, etc), and the exisiting capabilities will be retained. This is done by creating default roles at site/course levels, and assigning the current users to these roles accordingly. The default roles will have default capabilities associated with them, which pretty much is what we have in 1.6. The whole process is automatic so there's nothing to worry about =). With no modifications, Moodle will operate exactly the same before and after the upgrade.''<br /> <br /> ==The plan==<br /> <br /> There are a few major things that need to be done. Here's a list (in no particular order):<br /> <br /> #Identify permissions required for site/course/each module.<br /> #Define the database structure for storing roles and capabilities.<br /> #Recode the whole of Moodle, including all modules to support the new structure. Instead of using &lt;code&gt;isteacher()&lt;/code&gt; or &lt;code&gt;isstudent()&lt;/code&gt; we should be using &lt;code&gt;has_capabity($capability, $instanceid)&lt;/code&gt; etc. A new API for handling roles and capabilities will be implemented (accesslib.php).<br /> #Add storage of capabilities for each module. Can be done either in a file, e.g. db/capability.xml, or as a sql file that gets installed to a central db whenever this module is installed. Either way, what do we do when we need to upgrade these capabilities? Some capabilities might needs refining/splitting later on. How do we control the 'version' of a capability?<br /> #Consider interface issues, especially how to manage conflicting role/exception rules.<br /> #Upon logging in, we should use a cache to store capability, down to module level. How should that be structured?<br /> #Consider the impact on backup/restore.<br /> #Upgrade path for current users. The user information in table user_coursecreators, user_admins, user_teachers, and user_students will most likely be migrated to the new roles and capabilities tables. The users will most likely be assigned default roles that comes with default capabilities (e.g. teachers, admins, students, etc). The old tables themselves could possibly be dropped at the end of the upgrade.<br /> <br /> ==Capabilities==<br /> <br /> This is a comprehensive list of capabilities, well, in the making. Please edit. Should we distinguish canedit and candelete?<br /> <br /> What about a canview capability? Like for choice, where a person is allowed to see the choice question but not participate in it? --[[User:N Hansen|N Hansen]] 19:29, 16 May 2006 (WST)<br /> <br /> Certainly need a canview or cansee capability for parents as linked to their childs data/contributions.<br /> <br /> Do we need to add canview and cansearch logs at site/course/user/group level?<br /> <br /> ===Site-level Capabilities===<br /> <br /> #canreadblogs<br /> #canpostblogs<br /> #candeleteallblogs<br /> #canbrowseuser<br /> #canviewhiddenactivity<br /> #cancreatecourse<br /> #caneditownprofile<br /> #caneditallprofiles<br /> <br /> ===Course-level Capabilities===<br /> <br /> #canseecoursecontent<br /> #caneditcourse<br /> #cancreatebackups<br /> #canrestorebackups<br /> #cancreateblocks<br /> #caneditblocks<br /> #candeleteblocks<br /> <br /> ===Module-level Capabilities===<br /> <br /> #Assignment<br /> ##assignment_canadd<br /> ##assignment_canedit<br /> ##assignment_candelete<br /> ##assignment_cansubmit<br /> ##assignment_canmark<br /> ##assignment_canviewsubmissions<br /> #Chat<br /> ##chat_canadd<br /> ##chat_canedit<br /> ##chat_candelete<br /> ##chat_canparticipate<br /> ##chat_canviewpastsessions<br /> #Choice<br /> ##choice_canadd<br /> ##choice_canedit<br /> ##choice_candelete<br /> ##choice_canparticipate<br /> ##choice_canviewresponses<br /> #Database<br /> ##database_canadd<br /> ##database_canedit<br /> ##databaes_candelete<br /> ##database_canaddentry<br /> ##database_canaddtemplates<br /> ##database_canedittemplates<br /> ##database_candeleteownentry<br /> ##database_candeleteallentry<br /> ##database_cancomment<br /> ##database_candeletecomment<br /> ##database_canrate<br /> #Exercise<br /> ##exercise_canadd<br /> ##exercise_canedit<br /> ##exercise_candelete<br /> ##exercise_canassess<br /> #Forum<br /> ##forum_canadd<br /> ##forum_canedit<br /> ##forum_candelete<br /> ##forum_canreadpost<br /> ##forum_canstartnewdiscussion<br /> ##forum_canreply<br /> ##forum_caneditallpost<br /> ##forum_candeleteallpost<br /> ##forum_canrate<br /> #Glossary<br /> ##glossary_canadd<br /> ##glossary_canedit<br /> ##glossary_candelete<br /> ##glossary_canaddcat<br /> ##glossary_caneditcat<br /> ##glossary_candeletecat<br /> ##glossary_canadditem<br /> ##glossary_candeleteitem<br /> ##glossary_canedititem<br /> ##glossary_cancomment<br /> ##glossary_canimportentries<br /> ##glossary_canexportentries<br /> ##glossary_canapprove<br /> #Hotpot<br /> ##hotpot_candd<br /> ##hotpot_canedit<br /> ##hotpot_candelete<br /> ##hotpot_canparticipate<br /> #Label<br /> ##label_canadd<br /> ##label_canedit<br /> ##label_candelete<br /> #Lams<br /> ##lams_canadd<br /> ##lams_canedit<br /> ##lams_candelete<br /> #Lesson<br /> ##lesson_canadd<br /> ##lesson_canedit<br /> ##lesson_candelete<br /> ##lesson_canparticipate<br /> #Quiz<br /> ##quiz_canadd<br /> ##quiz_canedit<br /> ##quiz_candelete<br /> ##quiz_canaddquestion<br /> ##quiz_caneditquestion<br /> ##quiz_candeletequestion<br /> ##quiz_canparticipate<br /> ##quiz_cangrade<br /> #Resource<br /> ##resource_canadd<br /> ##resource_canedit<br /> ##resource_candelete<br /> #Scorm<br /> ##scorm_canadd<br /> ##scorm_canedit<br /> ##socrm_candelete<br /> #Survey<br /> ##survey_canadd<br /> ##survey_canedit<br /> ##survey_candelete<br /> ##survey_canviewresponses<br /> #Wiki<br /> ##wiki_canadd<br /> ##wiki_canedit<br /> ##wiki_candelete<br /> ##wiki_canstartnewwiki<br /> ##wiki_canparticipate<br /> #Workshop<br /> ##workshop_canadd<br /> ##workshop_canedit<br /> ##workshop_candelete<br /> ##workshop_cangrade<br /> ##workshop_canparticipate<br /> <br /> ==Scenarios==<br /> <br /> This section is for brainstorming some example roles that we would like to support:<br /> <br /> ===Site Designers===<br /> Is there a role for peole involved in how the site looks but not full administrators? Thinking here of online control of themes rather than FTP theme uploading. But in either case they caneditlogos, caneditcss, candeditlevelatwhichthemeapplies.<br /> <br /> ===Educational Authority Adviser===<br /> Someone who would want to browse the site and may be asked to comment or contribute to particular discussions or developments in school. Access for this role would be controlled by the school in the case of school level moodles but may be different if there were to be a Local Authority wide Moodle.<br /> <br /> ===Educational Inspector===<br /> Someone who will visit the site to verify the school's self review that comments on home school relationships, extending the classroom etc. They may want to see summaries of usage and reports from surveys garnering parent and pupil views.<br /> <br /> ===Parent===<br /> A parent will have one or more children in one or more institutions which could be using one or more moodle instances or a mixture of Learning Platforms. A parent's role will vary depending on the age of their children and whether they are contributing as a parent or a school supporter.<br /> <br /> In Early Years (EY) and Key Stage 1 (KS1) they may play/learn on an activity or write for the child. Parents often interpret homework tasks and read to their children perhaps filling in a joint reading diary.<br /> <br /> In Key stages 3 and 4 this changes to more of a monitoring/awareness role where a parent would expect to have a summary report of attendance, attainment and general achievement on a weekly/monthly/termly or annual basis. Parents will often be asked to sign and write back comments about this review report.<br /> <br /> In all Key Stages there is a great need for parents to receive communication from the school which they can confirm they have received by signing a form. In some cases this may also involve making choices from a list. It may also involve payment for a trip or disco being returned so there could be the possibility of electronic payments.<br /> <br /> Parent's evening often involve complex booking systems that attempt to get parent's and teachers together. Easy for EY/KS1/KS2 very difficult for KS3/KS4. Wow would this help if it was built into the Learning Platform.<br /> <br /> In some cases there needs to be confidential communication between the parent and the teacher without the child being party to this. It may involve teaching and learning but could also involve a behaviour or medical issue. Often this may be done via a sealed letter or face to face. <br /> <br /> The latest incarnation of OfSTED with the Self Review Framework (SEF) there is a greater emphasis on schools gathering parent voice via surveys and discussion. There is a clear match here with parents have access to parental votes, questionnaires and discussions and for schools to be able to publish news, results and reports back to parents.<br /> <br /> In the UK the LP framework and agenda as being pushed by the DfES via Becta emphasises that within the mandatory groups and roles functionality the parent role is likely to be required to meet the LP Framework procurement standard.<br /> <br /> ===Manager===<br /> ''Please add text here...''<br /> <br /> ===Weekly Seminar Leader===<br /> ''In a university seminar, typically 8-15 students in their 3rd/4th year, each student is responsible for leading one topic in a study series. I ask each student to research 5-10 resources, then give a powerpoint presentation to the other students. This is followed by an in-class discussion and then online homework. The homework involves some fun quiz questions and then some reflective journal questions. I ask each seminar leader to prepare the quiz questions and journal questions as well as their presentation. To do that, I would like to assign activity-making/authoring roles to the student--either for a short period, or for duration of the whole course. Thus &quot;Allow Quiz Authoring Role&quot; or &quot;Allow Assignment Authoring Role&quot; at the course level or, if possible, even the Topic level (in a topic or week format course) would be important.''<br /> <br /> ===Mentor/Mentee===<br /> ''Please add text here...''<br /> <br /> ===Community-Designed Rating Criteria===<br /> ''The gradebook tends to be the domain of the teacher. What if community/peer ratings/marks could also be entered there? What if peer assessment criteria could be designed by the students, not just the teacher?''<br /> <br /> ===Visitor===<br /> <br /> This would be a role whereby one could allow a visitor to visit one's classroom. This might be a colleague interested in seeing your course, or a journalist who might be writing an article about one's site. They should not be able to see the names of any students anywhere (eg recent activity, forum posts) for privacy reasons. They should be able to try out things like quizzes, and lessons but no grades would be recorded (like in teacher preview mode). They would not be able to participate in choices and forums but could view them. It would be read only in a way like former-student role below but without access to a particular student's records that former student role would grant. <br /> <br /> ===Former Student===<br /> This role would be of particular use for courses with rolling enrollments. This role would be one where a student had completed all of the requirements of a course (ie assignments, quizzes etc.) but wished to have continued access to the course material for review or consultation. The key factor is that one would give access to the completed student to the notes he read, his work and the teacher's comments on it, but he would not be allowed to do anything that would take up the teacher's time. In other words, a sort-of read-only access to the course. How forums, which might contain pertinent information and would continue to grow, would be handled is a question. Perhaps the student would be shown only what was in the forums at the time he completed the course. He would not be allowed to see any new posts or add any himself. Same thing for database and glossary entries. In other words, a snapshot of the course at the time his regular enrollment ended. He shouldn't be able to see the names or profiles of any newly enrolled students for privacy reasons-hence the restrictions on forum access. One issue that would have to be dealt with would be changes to existing modules-such as resources. Does the student get access to the module as it was or as it is? We have no versioning of resources in Moodle so this would be a problem. What about a teacher changing a quiz question so that the answer is different? What would a former student see?<br /> <br /> ===Librarian===<br /> <br /> Reference Librarians have an active role in most of the courses taught at Earlham College (with Bibliographic Instruction). The Librarian role within Moodle could encompass default read access to all courses (unless prohibited by course teacher) and read access to all components of the course unless access is barred (again by teacher). The Librarians would also perhaps have a block called perhaps Reference Services or Reference Desk with write access where they could deposit resources. Also this block might have a chat applet whereby enrolled students could chat to the Reference Librarian on duty about their bibliographic research needs.<br /> <br /> ===Teacher===<br /> <br /> Teachers should have read access to other Teacher's courses unless explictly prohibited. They should be able to set parts of their own course to be totally private (perhaps even to admin?). Just as each activity can currently be set to have group access, each activity could have a permissions field. Teachers could set default permissions for all activities on their course (eg they might disallow Librarian access for example) and then change the access permission for an individual activity. <br /> <br /> I think that what is needed is a simple heirarchy of permissions and levels of granularity.<br /> <br /> ===Community Education Tutors/Trainers===<br /> Teachers may be community adult education trainers making use of a school moodle so must only have access to their courses unless given access elsewhere. They would not necessarily get the default teacher privileges.<br /> <br /> ===Secretary/Student Worker===<br /> <br /> We often have faculty who want their departmental secretary or student worker to scan and upload files and perhaps create resources. Currently they have to be given teacher access to the course. This is dangerous from a FERPA standpoint since they could easily get access to grades.<br /> <br /> ===Teaching Assistant===<br /> <br /> Our Faculty frequently have undergraduate students acting as Teaching Assistants. These students need to be able to add resources, create assignments, and possibly grade assignments. However, due to FERPA they cannot have access to other students' overall grade information. I think the requirements here are slightly different than those of Secretary/Student Worker<br /> <br /> ==See also==<br /> <br /> *Using Moodle [http://moodle.org/mod/forum/discuss.php?d=38788 Roles and Permissions architecture] forum discussion<br /> <br /> [[Category:Developer]]<br /> [[Category:Future]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Development:Roles&diff=10164 2006-05-25T15:26:24Z

<p>Cmcqueen: /* Educational Authority Adviser */</p> <hr /> <div>'''Roles and capabilities''' are planned to be included in Moodle 1.7. For now, we have some basic ideas of how to implement such a structure in Moodle.<br /> <br /> ''Please note that none of the following is finalised.''<br /> <br /> ==Definitions==<br /> <br /> By roles, we mean an identifier of the user's status, for example, teacher, student and forum moderator are examples of roles.<br /> <br /> A capability is a permission to access some particular Moodle feature. Capabilities are associated with roles. For example, ''forum_canreadpost'' is a capability.<br /> <br /> ==The existing system==<br /> <br /> Currently in Moodle, we have a fixed set of roles i.e. primary admin, admins, course creators, editing teachers, non-editing teachers, students, and guests. For each role, the capability or actions that they can performed are fixed. For example, the role student allows the user to submit an assignment, but doesn't allow the user to browse/edit other users' work. By using this setup we limit ourselves to a rather rigid set of capabilities for each role. If we want, say a particular student or group to be able to mark assignments in a particular course, we can't do that without giving these users teacher privileges.<br /> <br /> ==The new roles and capability system==<br /> <br /> The new system will allow authorized users to define an arbitrary number of roles. Each role can have a customizable set of capabilities in every context. A context can be the whole Moodle site, a course, or a module instance, e.g. quiz 5 in 'Introduction to Photography'. An authorized user will be able to assign an arbitrary number of roles to each user. Since the capabilities in each role could be different, there could be conflict in capabilities. This is resolved by giving roles different 'priorities'. For example, to prevent a naughty student from posting, one could assign him a 'naughty student' role that does not allow him to post. This role should have a priority higher than that of a normal 'student' role. <br /> <br /> To facilitate exceptional cases in roles and capabilities, we can use exception rules. For example, we can specify a rule saying that all students are able to mark/read other students' assignment in this particular course. Note that such rules need to have a priority as well. The capability of a user, in any context is then resolved by finding the highest priority role/rule.<br /> <br /> ''A smooth upgrade will be provided with 1.7. The existing roles (admin, teacher, student, etc), and the exisiting capabilities will be retained. This is done by creating default roles at site/course levels, and assigning the current users to these roles accordingly. The default roles will have default capabilities associated with them, which pretty much is what we have in 1.6. The whole process is automatic so there's nothing to worry about =). With no modifications, Moodle will operate exactly the same before and after the upgrade.''<br /> <br /> ==The plan==<br /> <br /> There are a few major things that need to be done. Here's a list (in no particular order):<br /> <br /> #Identify permissions required for site/course/each module.<br /> #Define the database structure for storing roles and capabilities.<br /> #Recode the whole of Moodle, including all modules to support the new structure. Instead of using &lt;code&gt;isteacher()&lt;/code&gt; or &lt;code&gt;isstudent()&lt;/code&gt; we should be using &lt;code&gt;has_capabity($capability, $instanceid)&lt;/code&gt; etc. A new API for handling roles and capabilities will be implemented (accesslib.php).<br /> #Add storage of capabilities for each module. Can be done either in a file, e.g. db/capability.xml, or as a sql file that gets installed to a central db whenever this module is installed. Either way, what do we do when we need to upgrade these capabilities? Some capabilities might needs refining/splitting later on. How do we control the 'version' of a capability?<br /> #Consider interface issues, especially how to manage conflicting role/exception rules.<br /> #Upon logging in, we should use a cache to store capability, down to module level. How should that be structured?<br /> #Consider the impact on backup/restore.<br /> #Upgrade path for current users. The user information in table user_coursecreators, user_admins, user_teachers, and user_students will most likely be migrated to the new roles and capabilities tables. The users will most likely be assigned default roles that comes with default capabilities (e.g. teachers, admins, students, etc). The old tables themselves could possibly be dropped at the end of the upgrade.<br /> <br /> ==Capabilities==<br /> <br /> This is a comprehensive list of capabilities, well, in the making. Please edit. Should we distinguish canedit and candelete?<br /> <br /> What about a canview capability? Like for choice, where a person is allowed to see the choice question but not participate in it? --[[User:N Hansen|N Hansen]] 19:29, 16 May 2006 (WST)<br /> <br /> Certainly need a canview or cansee capability for parents as linked to their childs data/contributions.<br /> <br /> Do we need to add canview and cansearch logs at site/course/user/group level?<br /> <br /> ===Site-level Capabilities===<br /> <br /> #canreadblogs<br /> #canpostblogs<br /> #candeleteallblogs<br /> #canbrowseuser<br /> #canviewhiddenactivity<br /> #cancreatecourse<br /> #caneditownprofile<br /> #caneditallprofiles<br /> <br /> ===Course-level Capabilities===<br /> <br /> #canseecoursecontent<br /> #caneditcourse<br /> #cancreatebackups<br /> #canrestorebackups<br /> #cancreateblocks<br /> #caneditblocks<br /> #candeleteblocks<br /> <br /> ===Module-level Capabilities===<br /> <br /> #Assignment<br /> ##assignment_canadd<br /> ##assignment_canedit<br /> ##assignment_candelete<br /> ##assignment_cansubmit<br /> ##assignment_canmark<br /> ##assignment_canviewsubmissions<br /> #Chat<br /> ##chat_canadd<br /> ##chat_canedit<br /> ##chat_candelete<br /> ##chat_canparticipate<br /> ##chat_canviewpastsessions<br /> #Choice<br /> ##choice_canadd<br /> ##choice_canedit<br /> ##choice_candelete<br /> ##choice_canparticipate<br /> ##choice_canviewresponses<br /> #Database<br /> ##database_canadd<br /> ##database_canedit<br /> ##databaes_candelete<br /> ##database_canaddentry<br /> ##database_canaddtemplates<br /> ##database_canedittemplates<br /> ##database_candeleteownentry<br /> ##database_candeleteallentry<br /> ##database_cancomment<br /> ##database_candeletecomment<br /> ##database_canrate<br /> #Exercise<br /> ##exercise_canadd<br /> ##exercise_canedit<br /> ##exercise_candelete<br /> ##exercise_canassess<br /> #Forum<br /> ##forum_canadd<br /> ##forum_canedit<br /> ##forum_candelete<br /> ##forum_canreadpost<br /> ##forum_canstartnewdiscussion<br /> ##forum_canreply<br /> ##forum_caneditallpost<br /> ##forum_candeleteallpost<br /> ##forum_canrate<br /> #Glossary<br /> ##glossary_canadd<br /> ##glossary_canedit<br /> ##glossary_candelete<br /> ##glossary_canaddcat<br /> ##glossary_caneditcat<br /> ##glossary_candeletecat<br /> ##glossary_canadditem<br /> ##glossary_candeleteitem<br /> ##glossary_canedititem<br /> ##glossary_cancomment<br /> ##glossary_canimportentries<br /> ##glossary_canexportentries<br /> ##glossary_canapprove<br /> #Hotpot<br /> ##hotpot_candd<br /> ##hotpot_canedit<br /> ##hotpot_candelete<br /> ##hotpot_canparticipate<br /> #Label<br /> ##label_canadd<br /> ##label_canedit<br /> ##label_candelete<br /> #Lams<br /> ##lams_canadd<br /> ##lams_canedit<br /> ##lams_candelete<br /> #Lesson<br /> ##lesson_canadd<br /> ##lesson_canedit<br /> ##lesson_candelete<br /> ##lesson_canparticipate<br /> #Quiz<br /> ##quiz_canadd<br /> ##quiz_canedit<br /> ##quiz_candelete<br /> ##quiz_canaddquestion<br /> ##quiz_caneditquestion<br /> ##quiz_candeletequestion<br /> ##quiz_canparticipate<br /> ##quiz_cangrade<br /> #Resource<br /> ##resource_canadd<br /> ##resource_canedit<br /> ##resource_candelete<br /> #Scorm<br /> ##scorm_canadd<br /> ##scorm_canedit<br /> ##socrm_candelete<br /> #Survey<br /> ##survey_canadd<br /> ##survey_canedit<br /> ##survey_candelete<br /> ##survey_canviewresponses<br /> #Wiki<br /> ##wiki_canadd<br /> ##wiki_canedit<br /> ##wiki_candelete<br /> ##wiki_canstartnewwiki<br /> ##wiki_canparticipate<br /> #Workshop<br /> ##workshop_canadd<br /> ##workshop_canedit<br /> ##workshop_candelete<br /> ##workshop_cangrade<br /> ##workshop_canparticipate<br /> <br /> ==Scenarios==<br /> <br /> This section is for brainstorming some example roles that we would like to support:<br /> <br /> ===Site Designers===<br /> Is there a role for peole involved in how the site looks but not full administrators? Thinking here of online control of themes rather than FTP theme uploading. But in either case they caneditlogos, caneditcss, candeditlevelatwhichthemeapplies.<br /> <br /> ===Educational Authority Adviser===<br /> Someone who would want to browse the site and may be asked to comment or contribute to particular discussions or developments in school. Access for this role would be controlled by the school in the case of school level moodles but may be different if there were to be a Local Authority wide Moodle.<br /> <br /> ===Educational Inspector===<br /> Someone who will visit the site to verify the school's self review that comments on home school relationships, extending the classroom etc. They may want to see summaries of usage and reports from surveys garnering parent and pupil views.<br /> <br /> ===Parent===<br /> A parent will have one or more children in one or more institutions which could be using one or more moodle instances or a mixture of Learning Platforms. A parent's role will vary depending on the age of their children and whether they are contributing as a parent or a school supporter.<br /> <br /> In Early Years (EY) and Key Stage 1 (KS1) they may play/learn on an activity or write for the child. Parents often interpret homework tasks and read to their children perhaps filling in a joint reading diary.<br /> <br /> In Key stages 3 and 4 this changes to more of a monitoring/awareness role where a parent would expect to have a summary report of attendance, attainment and general achievement on a weekly/monthly/termly or annual basis. Parents will often be asked to sign and write back comments about this review report.<br /> <br /> In all Key Stages there is a great need for parents to receive communication from the school which they can confirm they have received by signing a form. In some cases this may also involve making choices from a list. It may also involve payment for a trip or disco being returned so there could be the possibility of electronic payments.<br /> <br /> Parent's evening often involve complex booking systems that attempt to get parent's and teachers together. Easy for EY/KS1/KS2 very difficult for KS3/KS4. Wow would this help if it was built into the Learning Platform.<br /> <br /> In some cases there needs to be confidential communication between the parent and the teacher without the child being party to this. It may involve teaching and learning but could also involve a behaviour or medical issue. Often this may be done via a sealed letter or face to face. <br /> <br /> The latest incarnation of OfSTED with the Self Review Framework (SEF) there is a greater emphasis on schools gathering parent voice via surveys and discussion. There is a clear match here with parents have access to parental votes, questionnaires and discussions and for schools to be able to publish news, results and reports back to parents.<br /> <br /> In the UK the LP framework and agenda as being pushed by the DfES via Becta emphasises that within the mandatory groups and roles functionality the parent role is likely to be required to meet the LP Framework procurement standard.<br /> <br /> ===Manager===<br /> ''Please add text here...''<br /> <br /> ===Weekly Seminar Leader===<br /> ''In a university seminar, typically 8-15 students in their 3rd/4th year, each student is responsible for leading one topic in a study series. I ask each student to research 5-10 resources, then give a powerpoint presentation to the other students. This is followed by an in-class discussion and then online homework. The homework involves some fun quiz questions and then some reflective journal questions. I ask each seminar leader to prepare the quiz questions and journal questions as well as their presentation. To do that, I would like to assign activity-making/authoring roles to the student--either for a short period, or for duration of the whole course. Thus &quot;Allow Quiz Authoring Role&quot; or &quot;Allow Assignment Authoring Role&quot; at the course level or, if possible, even the Topic level (in a topic or week format course) would be important.''<br /> <br /> ===Mentor/Mentee===<br /> ''Please add text here...''<br /> <br /> ===Community-Designed Rating Criteria===<br /> ''The gradebook tends to be the domain of the teacher. What if community/peer ratings/marks could also be entered there? What if peer assessment criteria could be designed by the students, not just the teacher?''<br /> <br /> ===Visitor===<br /> <br /> This would be a role whereby one could allow a visitor to visit one's classroom. This might be a colleague interested in seeing your course, or a journalist who might be writing an article about one's site. They should not be able to see the names of any students anywhere (eg recent activity, forum posts) for privacy reasons. They should be able to try out things like quizzes, and lessons but no grades would be recorded (like in teacher preview mode). They would not be able to participate in choices and forums but could view them. It would be read only in a way like former-student role below but without access to a particular student's records that former student role would grant. <br /> <br /> ===Former Student===<br /> This role would be of particular use for courses with rolling enrollments. This role would be one where a student had completed all of the requirements of a course (ie assignments, quizzes etc.) but wished to have continued access to the course material for review or consultation. The key factor is that one would give access to the completed student to the notes he read, his work and the teacher's comments on it, but he would not be allowed to do anything that would take up the teacher's time. In other words, a sort-of read-only access to the course. How forums, which might contain pertinent information and would continue to grow, would be handled is a question. Perhaps the student would be shown only what was in the forums at the time he completed the course. He would not be allowed to see any new posts or add any himself. Same thing for database and glossary entries. In other words, a snapshot of the course at the time his regular enrollment ended. He shouldn't be able to see the names or profiles of any newly enrolled students for privacy reasons-hence the restrictions on forum access. One issue that would have to be dealt with would be changes to existing modules-such as resources. Does the student get access to the module as it was or as it is? We have no versioning of resources in Moodle so this would be a problem. What about a teacher changing a quiz question so that the answer is different? What would a former student see?<br /> <br /> ===Librarian===<br /> <br /> Reference Librarians have an active role in most of the courses taught at Earlham College (with Bibliographic Instruction). The Librarian role within Moodle could encompass default read access to all courses (unless prohibited by course teacher) and read access to all components of the course unless access is barred (again by teacher). The Librarians would also perhaps have a block called perhaps Reference Services or Reference Desk with write access where they could deposit resources. Also this block might have a chat applet whereby enrolled students could chat to the Reference Librarian on duty about their bibliographic research needs.<br /> <br /> ===Teacher===<br /> <br /> Teachers should have read access to other Teacher's courses unless explictly prohibited. They should be able to set parts of their own course to be totally private (perhaps even to admin?). Just as each activity can currently be set to have group access, each activity could have a permissions field. Teachers could set default permissions for all activities on their course (eg they might disallow Librarian access for example) and then change the access permission for an individual activity.<br /> <br /> I think that what is needed is a simple heirarchy of permissions and levels of granularity. <br /> <br /> ===Secretary/Student Worker===<br /> <br /> We often have faculty who want their departmental secretary or student worker to scan and upload files and perhaps create resources. Currently they have to be given teacher access to the course. This is dangerous from a FERPA standpoint since they could easily get access to grades.<br /> <br /> ===Teaching Assistant===<br /> <br /> Our Faculty frequently have undergraduate students acting as Teaching Assistants. These students need to be able to add resources, create assignments, and possibly grade assignments. However, due to FERPA they cannot have access to other students' overall grade information. I think the requirements here are slightly different than those of Secretary/Student Worker<br /> <br /> ==See also==<br /> <br /> *Using Moodle [http://moodle.org/mod/forum/discuss.php?d=38788 Roles and Permissions architecture] forum discussion<br /> <br /> [[Category:Developer]]<br /> [[Category:Future]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Development:Roles&diff=10163 2006-05-25T15:25:59Z

<p>Cmcqueen: /* Scenarios */</p> <hr /> <div>'''Roles and capabilities''' are planned to be included in Moodle 1.7. For now, we have some basic ideas of how to implement such a structure in Moodle.<br /> <br /> ''Please note that none of the following is finalised.''<br /> <br /> ==Definitions==<br /> <br /> By roles, we mean an identifier of the user's status, for example, teacher, student and forum moderator are examples of roles.<br /> <br /> A capability is a permission to access some particular Moodle feature. Capabilities are associated with roles. For example, ''forum_canreadpost'' is a capability.<br /> <br /> ==The existing system==<br /> <br /> Currently in Moodle, we have a fixed set of roles i.e. primary admin, admins, course creators, editing teachers, non-editing teachers, students, and guests. For each role, the capability or actions that they can performed are fixed. For example, the role student allows the user to submit an assignment, but doesn't allow the user to browse/edit other users' work. By using this setup we limit ourselves to a rather rigid set of capabilities for each role. If we want, say a particular student or group to be able to mark assignments in a particular course, we can't do that without giving these users teacher privileges.<br /> <br /> ==The new roles and capability system==<br /> <br /> The new system will allow authorized users to define an arbitrary number of roles. Each role can have a customizable set of capabilities in every context. A context can be the whole Moodle site, a course, or a module instance, e.g. quiz 5 in 'Introduction to Photography'. An authorized user will be able to assign an arbitrary number of roles to each user. Since the capabilities in each role could be different, there could be conflict in capabilities. This is resolved by giving roles different 'priorities'. For example, to prevent a naughty student from posting, one could assign him a 'naughty student' role that does not allow him to post. This role should have a priority higher than that of a normal 'student' role. <br /> <br /> To facilitate exceptional cases in roles and capabilities, we can use exception rules. For example, we can specify a rule saying that all students are able to mark/read other students' assignment in this particular course. Note that such rules need to have a priority as well. The capability of a user, in any context is then resolved by finding the highest priority role/rule.<br /> <br /> ''A smooth upgrade will be provided with 1.7. The existing roles (admin, teacher, student, etc), and the exisiting capabilities will be retained. This is done by creating default roles at site/course levels, and assigning the current users to these roles accordingly. The default roles will have default capabilities associated with them, which pretty much is what we have in 1.6. The whole process is automatic so there's nothing to worry about =). With no modifications, Moodle will operate exactly the same before and after the upgrade.''<br /> <br /> ==The plan==<br /> <br /> There are a few major things that need to be done. Here's a list (in no particular order):<br /> <br /> #Identify permissions required for site/course/each module.<br /> #Define the database structure for storing roles and capabilities.<br /> #Recode the whole of Moodle, including all modules to support the new structure. Instead of using &lt;code&gt;isteacher()&lt;/code&gt; or &lt;code&gt;isstudent()&lt;/code&gt; we should be using &lt;code&gt;has_capabity($capability, $instanceid)&lt;/code&gt; etc. A new API for handling roles and capabilities will be implemented (accesslib.php).<br /> #Add storage of capabilities for each module. Can be done either in a file, e.g. db/capability.xml, or as a sql file that gets installed to a central db whenever this module is installed. Either way, what do we do when we need to upgrade these capabilities? Some capabilities might needs refining/splitting later on. How do we control the 'version' of a capability?<br /> #Consider interface issues, especially how to manage conflicting role/exception rules.<br /> #Upon logging in, we should use a cache to store capability, down to module level. How should that be structured?<br /> #Consider the impact on backup/restore.<br /> #Upgrade path for current users. The user information in table user_coursecreators, user_admins, user_teachers, and user_students will most likely be migrated to the new roles and capabilities tables. The users will most likely be assigned default roles that comes with default capabilities (e.g. teachers, admins, students, etc). The old tables themselves could possibly be dropped at the end of the upgrade.<br /> <br /> ==Capabilities==<br /> <br /> This is a comprehensive list of capabilities, well, in the making. Please edit. Should we distinguish canedit and candelete?<br /> <br /> What about a canview capability? Like for choice, where a person is allowed to see the choice question but not participate in it? --[[User:N Hansen|N Hansen]] 19:29, 16 May 2006 (WST)<br /> <br /> Certainly need a canview or cansee capability for parents as linked to their childs data/contributions.<br /> <br /> Do we need to add canview and cansearch logs at site/course/user/group level?<br /> <br /> ===Site-level Capabilities===<br /> <br /> #canreadblogs<br /> #canpostblogs<br /> #candeleteallblogs<br /> #canbrowseuser<br /> #canviewhiddenactivity<br /> #cancreatecourse<br /> #caneditownprofile<br /> #caneditallprofiles<br /> <br /> ===Course-level Capabilities===<br /> <br /> #canseecoursecontent<br /> #caneditcourse<br /> #cancreatebackups<br /> #canrestorebackups<br /> #cancreateblocks<br /> #caneditblocks<br /> #candeleteblocks<br /> <br /> ===Module-level Capabilities===<br /> <br /> #Assignment<br /> ##assignment_canadd<br /> ##assignment_canedit<br /> ##assignment_candelete<br /> ##assignment_cansubmit<br /> ##assignment_canmark<br /> ##assignment_canviewsubmissions<br /> #Chat<br /> ##chat_canadd<br /> ##chat_canedit<br /> ##chat_candelete<br /> ##chat_canparticipate<br /> ##chat_canviewpastsessions<br /> #Choice<br /> ##choice_canadd<br /> ##choice_canedit<br /> ##choice_candelete<br /> ##choice_canparticipate<br /> ##choice_canviewresponses<br /> #Database<br /> ##database_canadd<br /> ##database_canedit<br /> ##databaes_candelete<br /> ##database_canaddentry<br /> ##database_canaddtemplates<br /> ##database_canedittemplates<br /> ##database_candeleteownentry<br /> ##database_candeleteallentry<br /> ##database_cancomment<br /> ##database_candeletecomment<br /> ##database_canrate<br /> #Exercise<br /> ##exercise_canadd<br /> ##exercise_canedit<br /> ##exercise_candelete<br /> ##exercise_canassess<br /> #Forum<br /> ##forum_canadd<br /> ##forum_canedit<br /> ##forum_candelete<br /> ##forum_canreadpost<br /> ##forum_canstartnewdiscussion<br /> ##forum_canreply<br /> ##forum_caneditallpost<br /> ##forum_candeleteallpost<br /> ##forum_canrate<br /> #Glossary<br /> ##glossary_canadd<br /> ##glossary_canedit<br /> ##glossary_candelete<br /> ##glossary_canaddcat<br /> ##glossary_caneditcat<br /> ##glossary_candeletecat<br /> ##glossary_canadditem<br /> ##glossary_candeleteitem<br /> ##glossary_canedititem<br /> ##glossary_cancomment<br /> ##glossary_canimportentries<br /> ##glossary_canexportentries<br /> ##glossary_canapprove<br /> #Hotpot<br /> ##hotpot_candd<br /> ##hotpot_canedit<br /> ##hotpot_candelete<br /> ##hotpot_canparticipate<br /> #Label<br /> ##label_canadd<br /> ##label_canedit<br /> ##label_candelete<br /> #Lams<br /> ##lams_canadd<br /> ##lams_canedit<br /> ##lams_candelete<br /> #Lesson<br /> ##lesson_canadd<br /> ##lesson_canedit<br /> ##lesson_candelete<br /> ##lesson_canparticipate<br /> #Quiz<br /> ##quiz_canadd<br /> ##quiz_canedit<br /> ##quiz_candelete<br /> ##quiz_canaddquestion<br /> ##quiz_caneditquestion<br /> ##quiz_candeletequestion<br /> ##quiz_canparticipate<br /> ##quiz_cangrade<br /> #Resource<br /> ##resource_canadd<br /> ##resource_canedit<br /> ##resource_candelete<br /> #Scorm<br /> ##scorm_canadd<br /> ##scorm_canedit<br /> ##socrm_candelete<br /> #Survey<br /> ##survey_canadd<br /> ##survey_canedit<br /> ##survey_candelete<br /> ##survey_canviewresponses<br /> #Wiki<br /> ##wiki_canadd<br /> ##wiki_canedit<br /> ##wiki_candelete<br /> ##wiki_canstartnewwiki<br /> ##wiki_canparticipate<br /> #Workshop<br /> ##workshop_canadd<br /> ##workshop_canedit<br /> ##workshop_candelete<br /> ##workshop_cangrade<br /> ##workshop_canparticipate<br /> <br /> ==Scenarios==<br /> <br /> This section is for brainstorming some example roles that we would like to support:<br /> <br /> ===Site Designers===<br /> Is there a role for peole involved in how the site looks but not full administrators? Thinking here of online control of themes rather than FTP theme uploading. But in either case they caneditlogos, caneditcss, candeditlevelatwhichthemeapplies.<br /> <br /> ===Educational Authority Adviser===<br /> Someone who would want to browse the site and may be asked to comment or contibute to particular discussions or developments in school. Access for this role would be controlled by the school in the case of school level moodles but may be different if there were to be a Local Authority wide Moodle.<br /> <br /> ===Educational Inspector===<br /> Someone who will visit the site to verify the school's self review that comments on home school relationships, extending the classroom etc. They may want to see summaries of usage and reports from surveys garnering parent and pupil views.<br /> <br /> ===Parent===<br /> A parent will have one or more children in one or more institutions which could be using one or more moodle instances or a mixture of Learning Platforms. A parent's role will vary depending on the age of their children and whether they are contributing as a parent or a school supporter.<br /> <br /> In Early Years (EY) and Key Stage 1 (KS1) they may play/learn on an activity or write for the child. Parents often interpret homework tasks and read to their children perhaps filling in a joint reading diary.<br /> <br /> In Key stages 3 and 4 this changes to more of a monitoring/awareness role where a parent would expect to have a summary report of attendance, attainment and general achievement on a weekly/monthly/termly or annual basis. Parents will often be asked to sign and write back comments about this review report.<br /> <br /> In all Key Stages there is a great need for parents to receive communication from the school which they can confirm they have received by signing a form. In some cases this may also involve making choices from a list. It may also involve payment for a trip or disco being returned so there could be the possibility of electronic payments.<br /> <br /> Parent's evening often involve complex booking systems that attempt to get parent's and teachers together. Easy for EY/KS1/KS2 very difficult for KS3/KS4. Wow would this help if it was built into the Learning Platform.<br /> <br /> In some cases there needs to be confidential communication between the parent and the teacher without the child being party to this. It may involve teaching and learning but could also involve a behaviour or medical issue. Often this may be done via a sealed letter or face to face. <br /> <br /> The latest incarnation of OfSTED with the Self Review Framework (SEF) there is a greater emphasis on schools gathering parent voice via surveys and discussion. There is a clear match here with parents have access to parental votes, questionnaires and discussions and for schools to be able to publish news, results and reports back to parents.<br /> <br /> In the UK the LP framework and agenda as being pushed by the DfES via Becta emphasises that within the mandatory groups and roles functionality the parent role is likely to be required to meet the LP Framework procurement standard.<br /> <br /> ===Manager===<br /> ''Please add text here...''<br /> <br /> ===Weekly Seminar Leader===<br /> ''In a university seminar, typically 8-15 students in their 3rd/4th year, each student is responsible for leading one topic in a study series. I ask each student to research 5-10 resources, then give a powerpoint presentation to the other students. This is followed by an in-class discussion and then online homework. The homework involves some fun quiz questions and then some reflective journal questions. I ask each seminar leader to prepare the quiz questions and journal questions as well as their presentation. To do that, I would like to assign activity-making/authoring roles to the student--either for a short period, or for duration of the whole course. Thus &quot;Allow Quiz Authoring Role&quot; or &quot;Allow Assignment Authoring Role&quot; at the course level or, if possible, even the Topic level (in a topic or week format course) would be important.''<br /> <br /> ===Mentor/Mentee===<br /> ''Please add text here...''<br /> <br /> ===Community-Designed Rating Criteria===<br /> ''The gradebook tends to be the domain of the teacher. What if community/peer ratings/marks could also be entered there? What if peer assessment criteria could be designed by the students, not just the teacher?''<br /> <br /> ===Visitor===<br /> <br /> This would be a role whereby one could allow a visitor to visit one's classroom. This might be a colleague interested in seeing your course, or a journalist who might be writing an article about one's site. They should not be able to see the names of any students anywhere (eg recent activity, forum posts) for privacy reasons. They should be able to try out things like quizzes, and lessons but no grades would be recorded (like in teacher preview mode). They would not be able to participate in choices and forums but could view them. It would be read only in a way like former-student role below but without access to a particular student's records that former student role would grant. <br /> <br /> ===Former Student===<br /> This role would be of particular use for courses with rolling enrollments. This role would be one where a student had completed all of the requirements of a course (ie assignments, quizzes etc.) but wished to have continued access to the course material for review or consultation. The key factor is that one would give access to the completed student to the notes he read, his work and the teacher's comments on it, but he would not be allowed to do anything that would take up the teacher's time. In other words, a sort-of read-only access to the course. How forums, which might contain pertinent information and would continue to grow, would be handled is a question. Perhaps the student would be shown only what was in the forums at the time he completed the course. He would not be allowed to see any new posts or add any himself. Same thing for database and glossary entries. In other words, a snapshot of the course at the time his regular enrollment ended. He shouldn't be able to see the names or profiles of any newly enrolled students for privacy reasons-hence the restrictions on forum access. One issue that would have to be dealt with would be changes to existing modules-such as resources. Does the student get access to the module as it was or as it is? We have no versioning of resources in Moodle so this would be a problem. What about a teacher changing a quiz question so that the answer is different? What would a former student see?<br /> <br /> ===Librarian===<br /> <br /> Reference Librarians have an active role in most of the courses taught at Earlham College (with Bibliographic Instruction). The Librarian role within Moodle could encompass default read access to all courses (unless prohibited by course teacher) and read access to all components of the course unless access is barred (again by teacher). The Librarians would also perhaps have a block called perhaps Reference Services or Reference Desk with write access where they could deposit resources. Also this block might have a chat applet whereby enrolled students could chat to the Reference Librarian on duty about their bibliographic research needs.<br /> <br /> ===Teacher===<br /> <br /> Teachers should have read access to other Teacher's courses unless explictly prohibited. They should be able to set parts of their own course to be totally private (perhaps even to admin?). Just as each activity can currently be set to have group access, each activity could have a permissions field. Teachers could set default permissions for all activities on their course (eg they might disallow Librarian access for example) and then change the access permission for an individual activity.<br /> <br /> I think that what is needed is a simple heirarchy of permissions and levels of granularity. <br /> <br /> ===Secretary/Student Worker===<br /> <br /> We often have faculty who want their departmental secretary or student worker to scan and upload files and perhaps create resources. Currently they have to be given teacher access to the course. This is dangerous from a FERPA standpoint since they could easily get access to grades.<br /> <br /> ===Teaching Assistant===<br /> <br /> Our Faculty frequently have undergraduate students acting as Teaching Assistants. These students need to be able to add resources, create assignments, and possibly grade assignments. However, due to FERPA they cannot have access to other students' overall grade information. I think the requirements here are slightly different than those of Secretary/Student Worker<br /> <br /> ==See also==<br /> <br /> *Using Moodle [http://moodle.org/mod/forum/discuss.php?d=38788 Roles and Permissions architecture] forum discussion<br /> <br /> [[Category:Developer]]<br /> [[Category:Future]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Development:Roles&diff=10162 2006-05-25T15:12:49Z

<p>Cmcqueen: /* Capabilities */</p> <hr /> <div>'''Roles and capabilities''' are planned to be included in Moodle 1.7. For now, we have some basic ideas of how to implement such a structure in Moodle.<br /> <br /> ''Please note that none of the following is finalised.''<br /> <br /> ==Definitions==<br /> <br /> By roles, we mean an identifier of the user's status, for example, teacher, student and forum moderator are examples of roles.<br /> <br /> A capability is a permission to access some particular Moodle feature. Capabilities are associated with roles. For example, ''forum_canreadpost'' is a capability.<br /> <br /> ==The existing system==<br /> <br /> Currently in Moodle, we have a fixed set of roles i.e. primary admin, admins, course creators, editing teachers, non-editing teachers, students, and guests. For each role, the capability or actions that they can performed are fixed. For example, the role student allows the user to submit an assignment, but doesn't allow the user to browse/edit other users' work. By using this setup we limit ourselves to a rather rigid set of capabilities for each role. If we want, say a particular student or group to be able to mark assignments in a particular course, we can't do that without giving these users teacher privileges.<br /> <br /> ==The new roles and capability system==<br /> <br /> The new system will allow authorized users to define an arbitrary number of roles. Each role can have a customizable set of capabilities in every context. A context can be the whole Moodle site, a course, or a module instance, e.g. quiz 5 in 'Introduction to Photography'. An authorized user will be able to assign an arbitrary number of roles to each user. Since the capabilities in each role could be different, there could be conflict in capabilities. This is resolved by giving roles different 'priorities'. For example, to prevent a naughty student from posting, one could assign him a 'naughty student' role that does not allow him to post. This role should have a priority higher than that of a normal 'student' role. <br /> <br /> To facilitate exceptional cases in roles and capabilities, we can use exception rules. For example, we can specify a rule saying that all students are able to mark/read other students' assignment in this particular course. Note that such rules need to have a priority as well. The capability of a user, in any context is then resolved by finding the highest priority role/rule.<br /> <br /> ''A smooth upgrade will be provided with 1.7. The existing roles (admin, teacher, student, etc), and the exisiting capabilities will be retained. This is done by creating default roles at site/course levels, and assigning the current users to these roles accordingly. The default roles will have default capabilities associated with them, which pretty much is what we have in 1.6. The whole process is automatic so there's nothing to worry about =). With no modifications, Moodle will operate exactly the same before and after the upgrade.''<br /> <br /> ==The plan==<br /> <br /> There are a few major things that need to be done. Here's a list (in no particular order):<br /> <br /> #Identify permissions required for site/course/each module.<br /> #Define the database structure for storing roles and capabilities.<br /> #Recode the whole of Moodle, including all modules to support the new structure. Instead of using &lt;code&gt;isteacher()&lt;/code&gt; or &lt;code&gt;isstudent()&lt;/code&gt; we should be using &lt;code&gt;has_capabity($capability, $instanceid)&lt;/code&gt; etc. A new API for handling roles and capabilities will be implemented (accesslib.php).<br /> #Add storage of capabilities for each module. Can be done either in a file, e.g. db/capability.xml, or as a sql file that gets installed to a central db whenever this module is installed. Either way, what do we do when we need to upgrade these capabilities? Some capabilities might needs refining/splitting later on. How do we control the 'version' of a capability?<br /> #Consider interface issues, especially how to manage conflicting role/exception rules.<br /> #Upon logging in, we should use a cache to store capability, down to module level. How should that be structured?<br /> #Consider the impact on backup/restore.<br /> #Upgrade path for current users. The user information in table user_coursecreators, user_admins, user_teachers, and user_students will most likely be migrated to the new roles and capabilities tables. The users will most likely be assigned default roles that comes with default capabilities (e.g. teachers, admins, students, etc). The old tables themselves could possibly be dropped at the end of the upgrade.<br /> <br /> ==Capabilities==<br /> <br /> This is a comprehensive list of capabilities, well, in the making. Please edit. Should we distinguish canedit and candelete?<br /> <br /> What about a canview capability? Like for choice, where a person is allowed to see the choice question but not participate in it? --[[User:N Hansen|N Hansen]] 19:29, 16 May 2006 (WST)<br /> <br /> Certainly need a canview or cansee capability for parents as linked to their childs data/contributions.<br /> <br /> Do we need to add canview and cansearch logs at site/course/user/group level?<br /> <br /> ===Site-level Capabilities===<br /> <br /> #canreadblogs<br /> #canpostblogs<br /> #candeleteallblogs<br /> #canbrowseuser<br /> #canviewhiddenactivity<br /> #cancreatecourse<br /> #caneditownprofile<br /> #caneditallprofiles<br /> <br /> ===Course-level Capabilities===<br /> <br /> #canseecoursecontent<br /> #caneditcourse<br /> #cancreatebackups<br /> #canrestorebackups<br /> #cancreateblocks<br /> #caneditblocks<br /> #candeleteblocks<br /> <br /> ===Module-level Capabilities===<br /> <br /> #Assignment<br /> ##assignment_canadd<br /> ##assignment_canedit<br /> ##assignment_candelete<br /> ##assignment_cansubmit<br /> ##assignment_canmark<br /> ##assignment_canviewsubmissions<br /> #Chat<br /> ##chat_canadd<br /> ##chat_canedit<br /> ##chat_candelete<br /> ##chat_canparticipate<br /> ##chat_canviewpastsessions<br /> #Choice<br /> ##choice_canadd<br /> ##choice_canedit<br /> ##choice_candelete<br /> ##choice_canparticipate<br /> ##choice_canviewresponses<br /> #Database<br /> ##database_canadd<br /> ##database_canedit<br /> ##databaes_candelete<br /> ##database_canaddentry<br /> ##database_canaddtemplates<br /> ##database_canedittemplates<br /> ##database_candeleteownentry<br /> ##database_candeleteallentry<br /> ##database_cancomment<br /> ##database_candeletecomment<br /> ##database_canrate<br /> #Exercise<br /> ##exercise_canadd<br /> ##exercise_canedit<br /> ##exercise_candelete<br /> ##exercise_canassess<br /> #Forum<br /> ##forum_canadd<br /> ##forum_canedit<br /> ##forum_candelete<br /> ##forum_canreadpost<br /> ##forum_canstartnewdiscussion<br /> ##forum_canreply<br /> ##forum_caneditallpost<br /> ##forum_candeleteallpost<br /> ##forum_canrate<br /> #Glossary<br /> ##glossary_canadd<br /> ##glossary_canedit<br /> ##glossary_candelete<br /> ##glossary_canaddcat<br /> ##glossary_caneditcat<br /> ##glossary_candeletecat<br /> ##glossary_canadditem<br /> ##glossary_candeleteitem<br /> ##glossary_canedititem<br /> ##glossary_cancomment<br /> ##glossary_canimportentries<br /> ##glossary_canexportentries<br /> ##glossary_canapprove<br /> #Hotpot<br /> ##hotpot_candd<br /> ##hotpot_canedit<br /> ##hotpot_candelete<br /> ##hotpot_canparticipate<br /> #Label<br /> ##label_canadd<br /> ##label_canedit<br /> ##label_candelete<br /> #Lams<br /> ##lams_canadd<br /> ##lams_canedit<br /> ##lams_candelete<br /> #Lesson<br /> ##lesson_canadd<br /> ##lesson_canedit<br /> ##lesson_candelete<br /> ##lesson_canparticipate<br /> #Quiz<br /> ##quiz_canadd<br /> ##quiz_canedit<br /> ##quiz_candelete<br /> ##quiz_canaddquestion<br /> ##quiz_caneditquestion<br /> ##quiz_candeletequestion<br /> ##quiz_canparticipate<br /> ##quiz_cangrade<br /> #Resource<br /> ##resource_canadd<br /> ##resource_canedit<br /> ##resource_candelete<br /> #Scorm<br /> ##scorm_canadd<br /> ##scorm_canedit<br /> ##socrm_candelete<br /> #Survey<br /> ##survey_canadd<br /> ##survey_canedit<br /> ##survey_candelete<br /> ##survey_canviewresponses<br /> #Wiki<br /> ##wiki_canadd<br /> ##wiki_canedit<br /> ##wiki_candelete<br /> ##wiki_canstartnewwiki<br /> ##wiki_canparticipate<br /> #Workshop<br /> ##workshop_canadd<br /> ##workshop_canedit<br /> ##workshop_candelete<br /> ##workshop_cangrade<br /> ##workshop_canparticipate<br /> <br /> ==Scenarios==<br /> <br /> This section is for brainstorming some example roles that we would like to support:<br /> <br /> ===Parent===<br /> A parent will have one or more children in one or more institutions which could be using one or more moodle instances or a mixture of Learning Platforms. A parent's role will vary depending on the age of their children.<br /> <br /> In Early Years (EY) and Key Stage 1 (KS1) they may play/learn on an activity or write for the child. Parents often interpret homework tasks and read to their children perhaps filling in a joint reading diary.<br /> <br /> In Key stages 3 and 4 this changes to more of a monitoring/awareness role where a parent would expect to have a summary report of attendance, attainment and general achievement on a weekly/monthly/termly or annual basis. Parents will often be asked to sign and write back comments about this review report.<br /> <br /> In all Key Stages there is a great need for parents to receive communication from the school which they can confirm they have received by signing a form. In some cases this may also involve making choices from a list. It may also involve payment for a trip or disco being returned so there could be the possibility of electronic payments.<br /> <br /> Parent's evening often involve complex booking systems that attempt to get parent's and teachers together. Easy for EY/KS1/KS2 very difficult for KS3/KS4. Wow would this help if it was built into the Learning Platform.<br /> <br /> In some cases there needs to be confidential communication between the parent and the teacher without the child being party to this. It may involve teaching and learning but could also involve a behaviour or medical issue. Often this may be done via a sealed letter or face to face. <br /> <br /> The latest incarnation of OfSTED with the Self Review Framework (SEF) there is a greater emphasis on schools gathering parent voice via surveys and discussion. There is a clear match here with parents have access to parental votes, questionnaires and discussions and for schools to be able to publish news, results and reports back to parents.<br /> <br /> In the UK the LP framework and agenda as being pushed by the DfES via Becta emphasises that within the mandatory groups and roles functionality the parent role is likely to be required to meet the LP Framework procurement standard.<br /> <br /> ===Manager===<br /> ''Please add text here...''<br /> <br /> ===Weekly Seminar Leader===<br /> ''In a university seminar, typically 8-15 students in their 3rd/4th year, each student is responsible for leading one topic in a study series. I ask each student to research 5-10 resources, then give a powerpoint presentation to the other students. This is followed by an in-class discussion and then online homework. The homework involves some fun quiz questions and then some reflective journal questions. I ask each seminar leader to prepare the quiz questions and journal questions as well as their presentation. To do that, I would like to assign activity-making/authoring roles to the student--either for a short period, or for duration of the whole course. Thus &quot;Allow Quiz Authoring Role&quot; or &quot;Allow Assignment Authoring Role&quot; at the course level or, if possible, even the Topic level (in a topic or week format course) would be important.''<br /> <br /> ===Mentor/Mentee===<br /> ''Please add text here...''<br /> <br /> ===Community-Designed Rating Criteria===<br /> ''The gradebook tends to be the domain of the teacher. What if community/peer ratings/marks could also be entered there? What if peer assessment criteria could be designed by the students, not just the teacher?''<br /> <br /> ===Visitor===<br /> <br /> This would be a role whereby one could allow a visitor to visit one's classroom. This might be a colleague interested in seeing your course, or a journalist who might be writing an article about one's site. They should not be able to see the names of any students anywhere (eg recent activity, forum posts) for privacy reasons. They should be able to try out things like quizzes, and lessons but no grades would be recorded (like in teacher preview mode). They would not be able to participate in choices and forums but could view them. It would be read only in a way like former-student role below but without access to a particular student's records that former student role would grant. <br /> <br /> ===Former Student===<br /> This role would be of particular use for courses with rolling enrollments. This role would be one where a student had completed all of the requirements of a course (ie assignments, quizzes etc.) but wished to have continued access to the course material for review or consultation. The key factor is that one would give access to the completed student to the notes he read, his work and the teacher's comments on it, but he would not be allowed to do anything that would take up the teacher's time. In other words, a sort-of read-only access to the course. How forums, which might contain pertinent information and would continue to grow, would be handled is a question. Perhaps the student would be shown only what was in the forums at the time he completed the course. He would not be allowed to see any new posts or add any himself. Same thing for database and glossary entries. In other words, a snapshot of the course at the time his regular enrollment ended. He shouldn't be able to see the names or profiles of any newly enrolled students for privacy reasons-hence the restrictions on forum access. One issue that would have to be dealt with would be changes to existing modules-such as resources. Does the student get access to the module as it was or as it is? We have no versioning of resources in Moodle so this would be a problem. What about a teacher changing a quiz question so that the answer is different? What would a former student see?<br /> <br /> ===Librarian===<br /> <br /> Reference Librarians have an active role in most of the courses taught at Earlham College (with Bibliographic Instruction). The Librarian role within Moodle could encompass default read access to all courses (unless prohibited by course teacher) and read access to all components of the course unless access is barred (again by teacher). The Librarians would also perhaps have a block called perhaps Reference Services or Reference Desk with write access where they could deposit resources. Also this block might have a chat applet whereby enrolled students could chat to the Reference Librarian on duty about their bibliographic research needs.<br /> <br /> ===Teacher===<br /> <br /> Teachers should have read access to other Teacher's courses unless explictly prohibited. They should be able to set parts of their own course to be totally private (perhaps even to admin?). Just as each activity can currently be set to have group access, each activity could have a permissions field. Teachers could set default permissions for all activities on their course (eg they might disallow Librarian access for example) and then change the access permission for an individual activity.<br /> <br /> I think that what is needed is a simple heirarchy of permissions and levels of granularity. <br /> <br /> ===Secretary/Student Worker===<br /> <br /> We often have faculty who want their departmental secretary or student worker to scan and upload files and perhaps create resources. Currently they have to be given teacher access to the course. This is dangerous from a FERPA standpoint since they could easily get access to grades.<br /> <br /> ===Teaching Assistant===<br /> <br /> Our Faculty frequently have undergraduate students acting as Teaching Assistants. These students need to be able to add resources, create assignments, and possibly grade assignments. However, due to FERPA they cannot have access to other students' overall grade information. I think the requirements here are slightly different than those of Secretary/Student Worker<br /> <br /> ==See also==<br /> <br /> *Using Moodle [http://moodle.org/mod/forum/discuss.php?d=38788 Roles and Permissions architecture] forum discussion<br /> <br /> [[Category:Developer]]<br /> [[Category:Future]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Development:Roles&diff=10161 2006-05-25T15:09:16Z

<p>Cmcqueen: /* Parent */</p> <hr /> <div>'''Roles and capabilities''' are planned to be included in Moodle 1.7. For now, we have some basic ideas of how to implement such a structure in Moodle.<br /> <br /> ''Please note that none of the following is finalised.''<br /> <br /> ==Definitions==<br /> <br /> By roles, we mean an identifier of the user's status, for example, teacher, student and forum moderator are examples of roles.<br /> <br /> A capability is a permission to access some particular Moodle feature. Capabilities are associated with roles. For example, ''forum_canreadpost'' is a capability.<br /> <br /> ==The existing system==<br /> <br /> Currently in Moodle, we have a fixed set of roles i.e. primary admin, admins, course creators, editing teachers, non-editing teachers, students, and guests. For each role, the capability or actions that they can performed are fixed. For example, the role student allows the user to submit an assignment, but doesn't allow the user to browse/edit other users' work. By using this setup we limit ourselves to a rather rigid set of capabilities for each role. If we want, say a particular student or group to be able to mark assignments in a particular course, we can't do that without giving these users teacher privileges.<br /> <br /> ==The new roles and capability system==<br /> <br /> The new system will allow authorized users to define an arbitrary number of roles. Each role can have a customizable set of capabilities in every context. A context can be the whole Moodle site, a course, or a module instance, e.g. quiz 5 in 'Introduction to Photography'. An authorized user will be able to assign an arbitrary number of roles to each user. Since the capabilities in each role could be different, there could be conflict in capabilities. This is resolved by giving roles different 'priorities'. For example, to prevent a naughty student from posting, one could assign him a 'naughty student' role that does not allow him to post. This role should have a priority higher than that of a normal 'student' role. <br /> <br /> To facilitate exceptional cases in roles and capabilities, we can use exception rules. For example, we can specify a rule saying that all students are able to mark/read other students' assignment in this particular course. Note that such rules need to have a priority as well. The capability of a user, in any context is then resolved by finding the highest priority role/rule.<br /> <br /> ''A smooth upgrade will be provided with 1.7. The existing roles (admin, teacher, student, etc), and the exisiting capabilities will be retained. This is done by creating default roles at site/course levels, and assigning the current users to these roles accordingly. The default roles will have default capabilities associated with them, which pretty much is what we have in 1.6. The whole process is automatic so there's nothing to worry about =). With no modifications, Moodle will operate exactly the same before and after the upgrade.''<br /> <br /> ==The plan==<br /> <br /> There are a few major things that need to be done. Here's a list (in no particular order):<br /> <br /> #Identify permissions required for site/course/each module.<br /> #Define the database structure for storing roles and capabilities.<br /> #Recode the whole of Moodle, including all modules to support the new structure. Instead of using &lt;code&gt;isteacher()&lt;/code&gt; or &lt;code&gt;isstudent()&lt;/code&gt; we should be using &lt;code&gt;has_capabity($capability, $instanceid)&lt;/code&gt; etc. A new API for handling roles and capabilities will be implemented (accesslib.php).<br /> #Add storage of capabilities for each module. Can be done either in a file, e.g. db/capability.xml, or as a sql file that gets installed to a central db whenever this module is installed. Either way, what do we do when we need to upgrade these capabilities? Some capabilities might needs refining/splitting later on. How do we control the 'version' of a capability?<br /> #Consider interface issues, especially how to manage conflicting role/exception rules.<br /> #Upon logging in, we should use a cache to store capability, down to module level. How should that be structured?<br /> #Consider the impact on backup/restore.<br /> #Upgrade path for current users. The user information in table user_coursecreators, user_admins, user_teachers, and user_students will most likely be migrated to the new roles and capabilities tables. The users will most likely be assigned default roles that comes with default capabilities (e.g. teachers, admins, students, etc). The old tables themselves could possibly be dropped at the end of the upgrade.<br /> <br /> ==Capabilities==<br /> <br /> This is a comprehensive list of capabilities, well, in the making. Please edit. Should we distinguish canedit and candelete?<br /> <br /> What about a canview capability? Like for choice, where a person is allowed to see the choice question but not participate in it? --[[User:N Hansen|N Hansen]] 19:29, 16 May 2006 (WST)<br /> <br /> ===Site-level Capabilities===<br /> <br /> #canreadblogs<br /> #canpostblogs<br /> #candeleteallblogs<br /> #canbrowseuser<br /> #canviewhiddenactivity<br /> #cancreatecourse<br /> #caneditownprofile<br /> #caneditallprofiles<br /> <br /> ===Course-level Capabilities===<br /> <br /> #canseecoursecontent<br /> #caneditcourse<br /> #cancreatebackups<br /> #canrestorebackups<br /> #cancreateblocks<br /> #caneditblocks<br /> #candeleteblocks<br /> <br /> ===Module-level Capabilities===<br /> <br /> #Assignment<br /> ##assignment_canadd<br /> ##assignment_canedit<br /> ##assignment_candelete<br /> ##assignment_cansubmit<br /> ##assignment_canmark<br /> ##assignment_canviewsubmissions<br /> #Chat<br /> ##chat_canadd<br /> ##chat_canedit<br /> ##chat_candelete<br /> ##chat_canparticipate<br /> ##chat_canviewpastsessions<br /> #Choice<br /> ##choice_canadd<br /> ##choice_canedit<br /> ##choice_candelete<br /> ##choice_canparticipate<br /> ##choice_canviewresponses<br /> #Database<br /> ##database_canadd<br /> ##database_canedit<br /> ##databaes_candelete<br /> ##database_canaddentry<br /> ##database_canaddtemplates<br /> ##database_canedittemplates<br /> ##database_candeleteownentry<br /> ##database_candeleteallentry<br /> ##database_cancomment<br /> ##database_candeletecomment<br /> ##database_canrate<br /> #Exercise<br /> ##exercise_canadd<br /> ##exercise_canedit<br /> ##exercise_candelete<br /> ##exercise_canassess<br /> #Forum<br /> ##forum_canadd<br /> ##forum_canedit<br /> ##forum_candelete<br /> ##forum_canreadpost<br /> ##forum_canstartnewdiscussion<br /> ##forum_canreply<br /> ##forum_caneditallpost<br /> ##forum_candeleteallpost<br /> ##forum_canrate<br /> #Glossary<br /> ##glossary_canadd<br /> ##glossary_canedit<br /> ##glossary_candelete<br /> ##glossary_canaddcat<br /> ##glossary_caneditcat<br /> ##glossary_candeletecat<br /> ##glossary_canadditem<br /> ##glossary_candeleteitem<br /> ##glossary_canedititem<br /> ##glossary_cancomment<br /> ##glossary_canimportentries<br /> ##glossary_canexportentries<br /> ##glossary_canapprove<br /> #Hotpot<br /> ##hotpot_candd<br /> ##hotpot_canedit<br /> ##hotpot_candelete<br /> ##hotpot_canparticipate<br /> #Label<br /> ##label_canadd<br /> ##label_canedit<br /> ##label_candelete<br /> #Lams<br /> ##lams_canadd<br /> ##lams_canedit<br /> ##lams_candelete<br /> #Lesson<br /> ##lesson_canadd<br /> ##lesson_canedit<br /> ##lesson_candelete<br /> ##lesson_canparticipate<br /> #Quiz<br /> ##quiz_canadd<br /> ##quiz_canedit<br /> ##quiz_candelete<br /> ##quiz_canaddquestion<br /> ##quiz_caneditquestion<br /> ##quiz_candeletequestion<br /> ##quiz_canparticipate<br /> ##quiz_cangrade<br /> #Resource<br /> ##resource_canadd<br /> ##resource_canedit<br /> ##resource_candelete<br /> #Scorm<br /> ##scorm_canadd<br /> ##scorm_canedit<br /> ##socrm_candelete<br /> #Survey<br /> ##survey_canadd<br /> ##survey_canedit<br /> ##survey_candelete<br /> ##survey_canviewresponses<br /> #Wiki<br /> ##wiki_canadd<br /> ##wiki_canedit<br /> ##wiki_candelete<br /> ##wiki_canstartnewwiki<br /> ##wiki_canparticipate<br /> #Workshop<br /> ##workshop_canadd<br /> ##workshop_canedit<br /> ##workshop_candelete<br /> ##workshop_cangrade<br /> ##workshop_canparticipate<br /> <br /> ==Scenarios==<br /> <br /> This section is for brainstorming some example roles that we would like to support:<br /> <br /> ===Parent===<br /> A parent will have one or more children in one or more institutions which could be using one or more moodle instances or a mixture of Learning Platforms. A parent's role will vary depending on the age of their children.<br /> <br /> In Early Years (EY) and Key Stage 1 (KS1) they may play/learn on an activity or write for the child. Parents often interpret homework tasks and read to their children perhaps filling in a joint reading diary.<br /> <br /> In Key stages 3 and 4 this changes to more of a monitoring/awareness role where a parent would expect to have a summary report of attendance, attainment and general achievement on a weekly/monthly/termly or annual basis. Parents will often be asked to sign and write back comments about this review report.<br /> <br /> In all Key Stages there is a great need for parents to receive communication from the school which they can confirm they have received by signing a form. In some cases this may also involve making choices from a list. It may also involve payment for a trip or disco being returned so there could be the possibility of electronic payments.<br /> <br /> Parent's evening often involve complex booking systems that attempt to get parent's and teachers together. Easy for EY/KS1/KS2 very difficult for KS3/KS4. Wow would this help if it was built into the Learning Platform.<br /> <br /> In some cases there needs to be confidential communication between the parent and the teacher without the child being party to this. It may involve teaching and learning but could also involve a behaviour or medical issue. Often this may be done via a sealed letter or face to face. <br /> <br /> The latest incarnation of OfSTED with the Self Review Framework (SEF) there is a greater emphasis on schools gathering parent voice via surveys and discussion. There is a clear match here with parents have access to parental votes, questionnaires and discussions and for schools to be able to publish news, results and reports back to parents.<br /> <br /> In the UK the LP framework and agenda as being pushed by the DfES via Becta emphasises that within the mandatory groups and roles functionality the parent role is likely to be required to meet the LP Framework procurement standard.<br /> <br /> ===Manager===<br /> ''Please add text here...''<br /> <br /> ===Weekly Seminar Leader===<br /> ''In a university seminar, typically 8-15 students in their 3rd/4th year, each student is responsible for leading one topic in a study series. I ask each student to research 5-10 resources, then give a powerpoint presentation to the other students. This is followed by an in-class discussion and then online homework. The homework involves some fun quiz questions and then some reflective journal questions. I ask each seminar leader to prepare the quiz questions and journal questions as well as their presentation. To do that, I would like to assign activity-making/authoring roles to the student--either for a short period, or for duration of the whole course. Thus &quot;Allow Quiz Authoring Role&quot; or &quot;Allow Assignment Authoring Role&quot; at the course level or, if possible, even the Topic level (in a topic or week format course) would be important.''<br /> <br /> ===Mentor/Mentee===<br /> ''Please add text here...''<br /> <br /> ===Community-Designed Rating Criteria===<br /> ''The gradebook tends to be the domain of the teacher. What if community/peer ratings/marks could also be entered there? What if peer assessment criteria could be designed by the students, not just the teacher?''<br /> <br /> ===Visitor===<br /> <br /> This would be a role whereby one could allow a visitor to visit one's classroom. This might be a colleague interested in seeing your course, or a journalist who might be writing an article about one's site. They should not be able to see the names of any students anywhere (eg recent activity, forum posts) for privacy reasons. They should be able to try out things like quizzes, and lessons but no grades would be recorded (like in teacher preview mode). They would not be able to participate in choices and forums but could view them. It would be read only in a way like former-student role below but without access to a particular student's records that former student role would grant. <br /> <br /> ===Former Student===<br /> This role would be of particular use for courses with rolling enrollments. This role would be one where a student had completed all of the requirements of a course (ie assignments, quizzes etc.) but wished to have continued access to the course material for review or consultation. The key factor is that one would give access to the completed student to the notes he read, his work and the teacher's comments on it, but he would not be allowed to do anything that would take up the teacher's time. In other words, a sort-of read-only access to the course. How forums, which might contain pertinent information and would continue to grow, would be handled is a question. Perhaps the student would be shown only what was in the forums at the time he completed the course. He would not be allowed to see any new posts or add any himself. Same thing for database and glossary entries. In other words, a snapshot of the course at the time his regular enrollment ended. He shouldn't be able to see the names or profiles of any newly enrolled students for privacy reasons-hence the restrictions on forum access. One issue that would have to be dealt with would be changes to existing modules-such as resources. Does the student get access to the module as it was or as it is? We have no versioning of resources in Moodle so this would be a problem. What about a teacher changing a quiz question so that the answer is different? What would a former student see?<br /> <br /> ===Librarian===<br /> <br /> Reference Librarians have an active role in most of the courses taught at Earlham College (with Bibliographic Instruction). The Librarian role within Moodle could encompass default read access to all courses (unless prohibited by course teacher) and read access to all components of the course unless access is barred (again by teacher). The Librarians would also perhaps have a block called perhaps Reference Services or Reference Desk with write access where they could deposit resources. Also this block might have a chat applet whereby enrolled students could chat to the Reference Librarian on duty about their bibliographic research needs.<br /> <br /> ===Teacher===<br /> <br /> Teachers should have read access to other Teacher's courses unless explictly prohibited. They should be able to set parts of their own course to be totally private (perhaps even to admin?). Just as each activity can currently be set to have group access, each activity could have a permissions field. Teachers could set default permissions for all activities on their course (eg they might disallow Librarian access for example) and then change the access permission for an individual activity.<br /> <br /> I think that what is needed is a simple heirarchy of permissions and levels of granularity. <br /> <br /> ===Secretary/Student Worker===<br /> <br /> We often have faculty who want their departmental secretary or student worker to scan and upload files and perhaps create resources. Currently they have to be given teacher access to the course. This is dangerous from a FERPA standpoint since they could easily get access to grades.<br /> <br /> ===Teaching Assistant===<br /> <br /> Our Faculty frequently have undergraduate students acting as Teaching Assistants. These students need to be able to add resources, create assignments, and possibly grade assignments. However, due to FERPA they cannot have access to other students' overall grade information. I think the requirements here are slightly different than those of Secretary/Student Worker<br /> <br /> ==See also==<br /> <br /> *Using Moodle [http://moodle.org/mod/forum/discuss.php?d=38788 Roles and Permissions architecture] forum discussion<br /> <br /> [[Category:Developer]]<br /> [[Category:Future]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Shibboleth&diff=8218 2006-04-09T09:00:35Z

<p>Cmcqueen: </p> <hr /> <div>Shibboleth is an Internet2 Middleware Initiative project that has created an architecture and open-source implementation for federated identity-based authentication and authorization infrastructure based on SAML. Federated identity allows for information about users in one security domain to be provided to other organizations in a common federation. This allows for cross-domain single sign-on and removes the need for content providers to maintain usernames and passwords. Identity providers (IdP's) supply user information, while service providers (SP's) consume this information and gate access to secure content.<br /> <br /> Taken from [http://en.wikipedia.org/wiki/Shibboleth_%28Internet2%29 Wikipedia, the free encyclopedia]<br /> <br /> Shibboleth Federations<br /> <br /> United Kingdom<br /> <br /> In the UK Becta and JISC have a plan to implement a schools, FE and HE federation using Shibboleth to provide single sign on. This means that education establishments in the UK using Moodle should be able to authenticate their users via Shibboleth IF their education organisation joins the UK Access Management Federation and their users' identity is held by the identity provider the LA/RBC use. For Local Authority (LA) schools this will probably mean contacting their Local Authority or Regional Broadband Consortium (RBC).<br /> <br /> External Links<br /> :[http://shibboleth.internet2.edu Shibboleth Internet2 Website]<br /> :[http://www.oodles.org.uk/moodle/mod/resource/view.php?id=105 Current Core Attributes for school sector members of the UK Access Management Federation]<br /> :[http://www.becta.org.uk/corporate/display.cfm?section=22&amp;id=4665 Becta Website Technical policy and Standards - Shibboleth Pilots]<br /> <br /> Configuring Moodle to use Shibboleth<br /> <br /> In addition to the online instructions you are recommended to read the README.txt file in the auth/shibboleth folder in yor Moodle distribution.<br /> <br /> [[Category:Administrator]]<br /> [[Category:Authentication]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Shibboleth&diff=8217 2006-04-09T08:58:56Z

<p>Cmcqueen: </p> <hr /> <div>Shibboleth is an Internet2 Middleware Initiative project that has created an architecture and open-source implementation for federated identity-based authentication and authorization infrastructure based on SAML. Federated identity allows for information about users in one security domain to be provided to other organizations in a common federation. This allows for cross-domain single sign-on and removes the need for content providers to maintain usernames and passwords. Identity providers (IdP's) supply user information, while service providers (SP's) consume this information and gate access to secure content.<br /> <br /> Taken from [http://en.wikipedia.org/wiki/Shibboleth_%28Internet2%29 Wikipedia, the free encyclopedia]<br /> <br /> In the UK Becta and JISC have a plan to implement a schools, FE and HE federation using Shibboleth to provide single sign on. This means that education establishments in the UK using Moodle should be able to authenticate their users via Shibboleth IF their education organisation joins the UK Access Management Federation and their users' identity is held by the identity provider the LA/RBC use. For Local Authority (LA) schools this will probably mean contacting their Local Authority or Regional Broadband Consortium (RBC).<br /> <br /> External Links<br /> :[http://shibboleth.internet2.edu Shibboleth Internet2 Website]<br /> :[http://www.oodles.org.uk/moodle/mod/resource/view.php?id=105 Current Core Attributes for school sector members of the UK Access Management Federation]<br /> :[http://www.becta.org.uk/corporate/display.cfm?section=22&amp;id=4665 Becta Website Technical policy and Standards - Shibboleth Pilots]<br /> <br /> Configuring Moodle to use Shibboleth<br /> <br /> In addition to the online instructions you are recommended to read the README.txt file in the auth/shibboleth folder in yor Moodle distribution.<br /> <br /> [[Category:Administrator]]<br /> [[Category:Authentication]]</div>

Cmcqueen https://docs.moodle.org/test/index.php?title=Shibboleth&diff=8216 2006-04-09T08:58:05Z

<p>Cmcqueen: </p> <hr /> <div>Shibboleth is an Internet2 Middleware Initiative project that has created an architecture and open-source implementation for federated identity-based authentication and authorization infrastructure based on SAML. Federated identity allows for information about users in one security domain to be provided to other organizations in a common federation. This allows for cross-domain single sign-on and removes the need for content providers to maintain usernames and passwords. Identity providers (IdP's) supply user information, while service providers (SP's) consume this information and gate access to secure content.<br /> <br /> Taken from [http://en.wikipedia.org/wiki/Shibboleth_%28Internet2%29 Wikipedia, the free encyclopedia]<br /> <br /> In the UK Becta and JISC have a plan to implement a schools, FE and HE federation using Shibboleth to provide single sign on. This means that education establishments in the UK using Moodle should be able to authenticate their users via Shibboleth IF their education organisation joins the UK Access Management Federation and their users' identity is held by the identity provider the LA/RBC use. For Local Authority (LA) schools this will probably mean contacting their Local Authority or Regional Broadband Consortium (RBC).<br /> <br /> External Links<br /> :[http://shibboleth.internet2.edu Shibboleth Internet2 Website]<br /> :[http://www.oodles.org.uk/moodle/mod/resource/view.php?id=105 Current Core Attributes for school sector members of the UK Access Management Federation]<br /> :[http://www.becta.org.uk/corporate/display.cfm?section=22&amp;id=4665 Becta Website Technical policy and Standards - Shibboleth Pilots]<br /> <br /> Configuring Moodle to use Shibboleth<br /> <br /> In addition to the online instructions you are recomended to read the README.txt file in the auth/shibboleth folder in yor Moodle distribution.<br /> <br /> [[Category:Administrator]]<br /> [[Category:Authentication]]</div>

Cmcqueen