MoodleDocs - User contributions [en]

https://docs.moodle.org/test/api.php?action=feedcontributions&feedformat=atom&user=Lsmith MoodleDocs - User contributions [en] 2026-04-22T05:08:19Z User contributions MediaWiki 1.43.5 https://docs.moodle.org/test/index.php?title=Development:Moodle.org_forums_code_of_conduct&diff=33874 Development:Moodle.org forums code of conduct 2008-03-21T12:38:32Z

<p>Lsmith: </p> <hr /> <div><p class="note">'''Note:''' This page is for writing down our previously unwritten agreed Moodle.org forums code of conduct / rules of engagement. This page is STILL UNDER CONSTRUCTION.</p><br /> <br /> ==General Principles==<br /> Deborah Johnson pointed out that the only hope for behaviour online is when participants internalise norms of behaviour, but she did give 3 rules that can help guide participants' behaviour and hence the development of norms.<br /> <br /> "On-line ethics would seem to call for the following three general rules.<br /> <br /> 1. Know the rules of the forums in which you communicate and follow them.<br /> <br /> 2. Respect the privacy and property rights of others. When in doubt assume the user wants privacy and ownership.<br /> <br /> 3. Respect the individuals with whom you communicate and those who are affected by your communication; that is, do not deceive, defame, or harass."<br /> http://webpages.cs.luc.edu/~laufer/ethics96/papers/johnson.html<br /> <br /> In Moodle.org, there are different areas in which slightly different norms may emerge e.g. Using Moodle, Moodle Lounge, Moodle for Business Uses, see Rule 1, but we can expect certain standards of behaviour from all Moodle.org participants, see Rules 2 and 3.<br /> <br /> ==Advertising==<br /> <br /> *It is not allowed to put all-out advertisements (Moodle or otherwise) in Moodle.org content, such as forum posts. The only exceptions are the Partner blocks and the books etc. on the front page.<br /> *There is no restriction on anyone mentioning their services in the forums if it's a natural part of discussion.<br /> <br /> ==Seeking Help==<br /> Please see the guidelines here: https://docs.moodle.org/en/Moodle_Forum_Help. <br /> <br /> These guidlelines arose as a result of a discussion here: http://moodle.org/mod/forum/discuss.php?d=88599. <br /> <br /> ==See also==<br /> <br /> * MDLSITE-392 - Create an agreed Moodle.org forums code of conduct<br /> <br /> [[Category:Moodle.org improvements]]</div>

Lsmith https://docs.moodle.org/test/index.php?title=Moodle_Forum_Help&diff=31628 Moodle Forum Help 2008-01-27T18:09:24Z

<p>Lsmith: </p> <hr /> <div>== Getting Help in the Moodle Forum ==<br /> <br /> The Moodle Forums are a tremendous resource in the world of open source community-supported learning management systems. The following is a list of guidelines for how to best access the support systems already active in the forums.<br /> <br /> '''1.) Asking your question in the right Forum is the first important thing you need to do. ''' <br /> <br /> Since Moodle is compatible with so many different server types and operating systems, many of the questions that people ask (and the answers they are given) depend upon the operating system and computer hardware that is being used. For example, Moodle has a forum just for questions and answers that are specific to Moodle installations running on Windows servers. If, for example, you have a problem with your Moodle installation running on a hosted Linux server and you ask a question in the Windows forum, the people who are most likely to be able to help you may never see your message. If you aren't sure where your questions belong, try asking your question in the General Forum. [link to general forum to be inserted next edit] <br /> <br /> <br /> '''2.) The next thing you need to do is write a subject line (also known as a discussion topic) that is an accurate one-line summary of your question.''' <br /> <br /> If, for example, you are having trouble locating newly created course topics in your Moodle installation, a subject line like "Help My Moodle is broken!" is less likely to encourage people to read and answer your question than a subject line like: "Moodle 1.8.4, new course topics missing."<br /> <br /> '''3.) Once you have written an informative subject line, there are certain elements you should include in your question to get the fastest possible results. ''' <br /> <br /> Your question should contain:<br /> <br /> * The version of Moodle being used (or upgraded To or From)<br /> * The server operating system and version [e.g. RedHat Linux 9.1, Mac OS X 1.4, Windows 2000, etc.]<br /> * The web server being used [e.g. Apache 1.3.18, Apache 2.0.63, IIS 5, IIS 6, etc]<br /> * The PHP version being used [e.g. 4.47, 5.23. 5.25, etc]<br /> * The database being used [MySQL 5.0.41, PostgresQL 7.4, Windows Sequel 2000, etc]<br /> <br /> '''If you don't have all this information, fill in as much as you can.'''<br /> <br /> And, of course, it should contain your question. Remember that your question should be more like a (very) short story than a novel. It should be direct and to the point. For example, the question with the subject line:<br /> <br /> ----<br /> <br /> '''Moodle 1.8.4, new course topics missing'''<br /> <br /> My system:<br /> Moodle 1.8.4<br /> FreeBSD 7.0<br /> Apache 2.0.61<br /> PHP 5.25<br /> PostgresQL 8.1<br /> <br /> After creating new course topics for weeks 7 and 8 in my Latin I class, I logged out of Moodle as an administrator and back in as a test student, but the the new course topics in 7 and 8 aren't there.<br /> Is there some documentation that might explain how to create new course topics that I can follow?<br /> <br /> Tim<br /> <br /> ----<br /> The question lists the hardware and software, a brief description of the events leadng up to the problem, the problem itself, and a request for a resource that might help the questioner solve his own problem.<br /> Knowledgeable Moodlers with experience or insight into that particular problem may even offer solutions in lieu of, or in addition to, any available resources that the questioner requested.<br /> <br /> '''4.) Try to resist emailing or messaging users directly in most cases.''' <br /> <br /> It might be tempting to email the maintainer of the module you have a question about. You are almost always better asking questions in a forum as the audience is much bigger and even Moodle contributers take holidays (sometimes). Don't worry about "clogging" up the forums or asking a stupid question in public. There are so many users out there that someone likely is running into a similar issue and your question will help them clarify their issues, too.<br /> <br /> The Moodle Forums are free, community-supported, resources. Almost all of the participants donate their time and brain-power to the further refining of Moodle as an excellent and evolving learning management system that is provided without license fees to the general public. Questions and comments which are rude, incomprehensible or incomplete can discourage volunteers from sharing their time and their own limited resources with the entire community. It is helpful if your questions or comments try to stay on-topic for the Forum in which they are posted. If you are frustrated by your experience and feel the need to rant (as we all do sometimes), please remember that these Help forums are not the place for diatribes or flames. If you feel the need to address an aspect of Moodle or the online digital environment with other Moodle users that doesn't fit into any of the Help topics, you can use the Lounge (the Social Forum) for general discussions. But even in the Lounge, civil discourse is the Rule of the Day.<br /> <br /> The Moodle Forums are a tremendous resource in the world of open source community-supported learning management systems. They will continue to evolve and improve as long as all of the participants also continue to be dedicated to their own improvement and that of the entire Moodle community.<br /> <br /> [[Category:Teacher]]<br /> [[Category:Administrator]]</div>

Lsmith https://docs.moodle.org/test/index.php?title=Scales&diff=17725 Scales 2006-11-02T12:19:32Z

<p>Lsmith: /* Sharing our Scales */</p> <hr /> <div>{{Course admin}}<br /> <br /> '''Scales''' may be used in [[Forums]], [[Glossaries]] (for rating) and [[Assignments]] (for grading). Custom scales can be created where you would like to assign non-numerical or non-numerically assigned lettered grades.<br /> <br /> * The interface for creating scales is accessed by clicking the "Scales" link in any course [[Administration block]].<br /> * Scales may be created for individual courses by Teachers with editing rights or Administrators.<br /> * Administrators may create site-wide scales by "promoting" a scale created for a course. To achieve this, add a new scale, then use the move down arrow to move the scale from custom scales to standard scales (i.e. site-wide).<br /> <br /> ==Creating a scale==<br /> <br /> If you choose to ''Add a new scale'' from the '''Scales''' administration menu, you can create a custom scale for your course.<br /> <br /> ;Name<br /> :A recognisable name for your scale that will identify it among other scales.<br /> <br /> ;Scale<br /> :Define the options for your scale using comma separated options. For example if you would like two options in your scale (complete and incomplete) type: ''incomplete, complete''. You can use as many options here as you require. Other examples could include a four option scale ''refer, pass, merit, distinction'' or ''Excellent, Average, Acceptable, Hesitant (Fail)'' depending on your curriculum/course needs.<br /> <br /> ;Description<br /> :Explain the methodology and/or purpose of this grading scale if necessary.<br /> <br /> ==Using a custom scale==<br /> <br /> When you create a new graded or rated activity, you should find the name of your scale in the drop-down '''Grade:''' option. When you mark the activity you will now be given the options defined in your scale rather than the standard numerical values.<br /> <br /> Examples:<br /> <br /> '''The Cool Scale''' <br /> The coolest thing ever!<br /> Very cool<br /> Cool<br /> Fairly cool<br /> Not very cool<br /> Not cool<br /> <br /> ==Sharing Our Scales==<br /> '''General Introductions (The Affirmative Scale)''' <br /> Welcome!, Glad to have you here!, Great post!<br /> <br /> '''Generic Social Forum''' (This scale only worked prior to the averaging function.)<br /> Awesome!, Very cool., Interesting., Hmmm. Tell me more., I don’t understand. Please clarify.<br /> <br /> '''Generic Scale with Averaging Capability''' (Attempted, not accomplished)<br /> At least one of the following applies: Good insights! /Creative!/Vivid imagery./Intense. 5/5<br /> Interesting ideas and fairly well-crafted/argued. 4/5<br /> Interesting ideas to ponder but you need to consider more sides of this issue or develop these ideas more. 3/5<br /> Your ideas are a little unclear. Please be a little more specific with examples/imagery. 2/5<br /> Much too vague in use of examples or prosaic and lacking imagery 1/5<br /> Incomplete and/or lacking effort. 0/5<br /> <br /> == See also ==<br /> <br /> *[http://download.moodle.org/docs/using_moodle/ch12_grades.pdf Using Moodle Chapter 12: Grades and Scales]<br /> <br /> [[Category:Administrator]]<br /> [[Category:Teacher]]<br /> [[Category:Forum]]<br /> [[Category:Glossary]]<br /> [[Category:Assignment]]<br /> <br /> [[zh:等级]]</div>

Lsmith https://docs.moodle.org/test/index.php?title=Scales&diff=17724 Scales 2006-11-02T12:19:09Z

<p>Lsmith: </p> <hr /> <div>{{Course admin}}<br /> <br /> '''Scales''' may be used in [[Forums]], [[Glossaries]] (for rating) and [[Assignments]] (for grading). Custom scales can be created where you would like to assign non-numerical or non-numerically assigned lettered grades.<br /> <br /> * The interface for creating scales is accessed by clicking the "Scales" link in any course [[Administration block]].<br /> * Scales may be created for individual courses by Teachers with editing rights or Administrators.<br /> * Administrators may create site-wide scales by "promoting" a scale created for a course. To achieve this, add a new scale, then use the move down arrow to move the scale from custom scales to standard scales (i.e. site-wide).<br /> <br /> ==Creating a scale==<br /> <br /> If you choose to ''Add a new scale'' from the '''Scales''' administration menu, you can create a custom scale for your course.<br /> <br /> ;Name<br /> :A recognisable name for your scale that will identify it among other scales.<br /> <br /> ;Scale<br /> :Define the options for your scale using comma separated options. For example if you would like two options in your scale (complete and incomplete) type: ''incomplete, complete''. You can use as many options here as you require. Other examples could include a four option scale ''refer, pass, merit, distinction'' or ''Excellent, Average, Acceptable, Hesitant (Fail)'' depending on your curriculum/course needs.<br /> <br /> ;Description<br /> :Explain the methodology and/or purpose of this grading scale if necessary.<br /> <br /> ==Using a custom scale==<br /> <br /> When you create a new graded or rated activity, you should find the name of your scale in the drop-down '''Grade:''' option. When you mark the activity you will now be given the options defined in your scale rather than the standard numerical values.<br /> <br /> Examples:<br /> <br /> '''The Cool Scale''' <br /> The coolest thing ever!<br /> Very cool<br /> Cool<br /> Fairly cool<br /> Not very cool<br /> Not cool<br /> <br /> ==Sharing our Scales==<br /> '''General Introductions (The Affirmative Scale)''' <br /> Welcome!, Glad to have you here!, Great post!<br /> <br /> '''Generic Social Forum''' (This scale only worked prior to the averaging function.)<br /> Awesome!, Very cool., Interesting., Hmmm. Tell me more., I don’t understand. Please clarify.<br /> <br /> '''Generic Scale with Averaging Capability''' (Attempted, not accomplished)<br /> At least one of the following applies: Good insights! /Creative!/Vivid imagery./Intense. 5/5<br /> Interesting ideas and fairly well-crafted/argued. 4/5<br /> Interesting ideas to ponder but you need to consider more sides of this issue or develop these ideas more. 3/5<br /> Your ideas are a little unclear. Please be a little more specific with examples/imagery. 2/5<br /> Much too vague in use of examples or prosaic and lacking imagery 1/5<br /> Incomplete and/or lacking effort. 0/5<br /> <br /> <br /> == See also ==<br /> <br /> *[http://download.moodle.org/docs/using_moodle/ch12_grades.pdf Using Moodle Chapter 12: Grades and Scales]<br /> <br /> [[Category:Administrator]]<br /> [[Category:Teacher]]<br /> [[Category:Forum]]<br /> [[Category:Glossary]]<br /> [[Category:Assignment]]<br /> <br /> [[zh:等级]]</div>

Lsmith https://docs.moodle.org/test/index.php?title=Wiki&diff=14575 Wiki 2006-08-20T02:32:50Z

<p>Lsmith: </p> <hr /> <div>A '''Wiki''' enables documents to be authored collectively in a simple markup language using a web browser. Moodle has a [[Wiki module]] that allows you to create wikis within your courses.<br /> <br /> == Meaning of Wiki ==<br /> <br /> "Wiki wiki" means "super fast" in the Hawaiian language, and it is the speed of creating and updating pages that is one of the defining aspects of wiki technology. Generally, there is no prior review before modifications are accepted, and most wikis are open to the general public or at least to all persons who also have access to the wiki server.<br /> <br /> The Moodle wiki module enables participants to work together on web pages to add, expand and change the content. Old versions are never deleted and can be restored.<br /> <br /> This module is based on ErfurtWiki (Ewiki), a WikiWikiWeb hypertext language, all open source.<br /> <br /> == MoodleDoc Wiki ==<br /> There are certain ways (standards, conventions, best practices) we should use when creating and editing these MoodleDoc pages. They are simple. <br /> <br /> *[https://docs.moodle.org/en/MoodleDocs:Guidelines_for_contributors Guidelines for contributors]<br /> <br /> *[https://docs.moodle.org/en/MoodleDocs:Style_guide A style guide]<br /> <br /> == How to Build a Wiki ==<br /> <br /> Here is the help link with the basics of creating a Wiki. <br /> *Instructions for E-wiki [http://moodle.org/help.php?module=wiki&file=howtowiki.html creating pages]<br /> <br /> Here is the section in help that talks about editing Wike page content. Markups is another word for formating.<br /> <br /> *Instructions for E-wiki [http://moodle.org/help.php?module=wiki&file=howtowiki.html#wikimarkup markup]<br /> <br /> *Here is another help file that is very useful as well. [http://moodle.org/help.php?file=markdown.html markdown] <br /> Confused about the difference? Well a markdown is a type of markup notation. "A rose by any other name is still a rose." Yeah, we did not invent this stuff, we just use it OK? :)<br /> <br /> == Screen Shot of Wiki Page ==<br /> Editing a Wiki page is easy. Notice the HTML tool bar at the top of the content section. <br /> <br /> [[Image:Wiki_4.png|frame|left|you can use CamelCase notation to create new pages]]<br /> <br style="clear:both;"><br /> <br /> == CamelCase Notation ==<br /> <br /> *What is a CamelCase notation? Your very first CamelCase notation you will create will look like: <br /> <nowiki>[Create wiki page] <br /> Anything inside the square brackets is the page name</nowiki><br /> When this is placed on the first Wiki Page, a "?" that is a link appears. Clicking on the link in this example will take us to a new blank page called "Create wiki page". <br /> <br /> *CamelCase notations allows pages to be linked, indexes created for catagories, and all sorts of other organizational tools to make connections. Here is the help section on CamelCase: [http://moodle.org/help.php?module=wiki&file=howtowiki.html#CreatePages Create pages section]<br /> <br /> *CamelCase describes what WikiWords look like. Multiple words, joined together without spaces, separated by changes in case. The uppercase and lowercase letters show up like the humps of camels. This linking scheme is often also called BumpyText because it could look like CaMeL_CaSe.<br /> <br /> == Examples of Wiki Use in Moodle Courses ==<br /> <br /> [[Image:Wikiexamples.jpg|frame|left|]] Screen Shot of Moodle v1.4 Wiki Use Contributed by [[Lesli Smith]], 19 Aug 2006<br /> <br /> == See also ==<br /> <br /> *[http://download.moodle.org/docs/using_moodle/ch11_wikis.pdf Using Moodle Chapter 11: Wikis]<br /> *[http://moodle.org/help.php?file=richtext.html RichText]- help file on some format icons<br /> *[[Wiki requirements]] - developer documentation<br /> *[[Dfwiki]] - an alternative wiki language to ErfurtWiki, both used in Moodle.<br /> *[http://meta.wikimedia.org Wikimedia]- MoodleDocs is a version of WikiMedia. Note WikiMedia is not used in Moodle (see ErfurtWiki or Dfwiki). <br /> <br /> [[category:Teacher]]<br /> [[category:Administrator]]<br /> [[category:Wiki]]</div>

Lsmith https://docs.moodle.org/test/index.php?title=File:Wikiexamples.jpg&diff=14574 File:Wikiexamples.jpg 2006-08-20T02:22:42Z

<p>Lsmith: overview of uses for wikis, Moodle v1.4</p> <hr /> <div>overview of uses for wikis, Moodle v1.4</div>

Lsmith https://docs.moodle.org/test/index.php?title=The_Good_Teacher&diff=8609 The Good Teacher 2006-04-15T11:07:19Z

<p>Lsmith: /* Epilogue */ minor revisions to content</p> <hr /> <div>== THE GOOD TEACHER ==<br /> <br /> === Act 1: The good teacher wants to be a better one ===<br /> <br /> Once upon a time, there was a Pretty Good Teacher. Her students and her peers recognized that she was a Pretty Good Teacher. Humble as she was, though, she also felt that she was a Pretty Good Teacher, and she was proud to be one.<br /> <br /> Still, like all good teachers, she wanted to be an even better teacher.<br /> <br /> She spoke with colleagues and they gave her many helpful tips (although she suspected that some of them were holding back a little).<br /> <br /> She talked to her students, and their insights were often quite interesting and thought-provoking.<br /> <br /> She went to her principal and he gave her some good advice. (Really, he did.)<br /> <br /> She read journals and books, joined a ListServ, visited web pages, signed up for courses, attended workshops and conferences, and generally sought knowledge wherever she could find it. She was very motivated.<br /> <br /> Little by little, she began to try new strategies and techniques in her classroom. For example: <br /> * She began to take multiple intelligences into account in her lesson plans.<br /> * She started using cooperative learning in her classroom.<br /> * She integrated more project-based learning into her instruction.<br /> * She even started using an LCD projector.<br /> <br /> Sometimes, it was a bit overwhelming. Exhausting, in fact. Not everything worked out the way she intended. But she perservered, because she wanted her students to learn as much as possible.<br /> <br /> Still, she felt that something was missing. She wanted to do things with her students that she had never been able to do before. Things that were fun, things that were exciting, things that students actually enjoyed doing. Mostly, things that made her students WANT to learn.<br /> <br /> But she couldn't say what those things were.<br /> <br /> === Act 2. The Pretty Good Teacher meets Mr. Douguis ===<br /> <br /> One day, she read an article in her local newspaper about Mr. Dougis, a teacher who was doing great things on the Internet with his students. It sounded exciting and she wondered if this were not what she had been looking for.<br /> <br /> She knew the school where he taught, and she left him a telephone message. Would he mind her dropping by one day to chat?<br /> <br /> The next day, she received an answer. She could drop by any Thursday to see what was up. But it had to be a Thursday.<br /> <br /> She went to her principal and explained to him that she needed a substitute teacher for next Thursday. She told him why and he gladly gave her a professional day in order investigate. Really, he did.<br /> <br /> She went to see Mr. Dougis. He greeted her with a friendly smile.<br /> <br /> "Welcome," he said, and smiled. "It's good that you came today. Thursdays, we Moodle."<br /> <br /> The Pretty Good Teacher looked around. There were about twenty-five students sitting at computers. They looked about thirteen years old. Most did not notice her, because they were engrossed in what they were doing.<br /> <br /> "What are they working on?" she asked.<br /> <br /> "Well," said Mr. Dougis, "a couple of things. Some of them are working together to create a glossary of terms used in the current events articles we read each week."<br /> <br /> "They know how to do that?" she asked. She thought that creating an online glossary must be a bit complicated for this age.<br /> <br /> "Sure," said Mr. Dougis. "It's not hard to do that in Moodle."<br /> <br /> "Oh yes, Moodle," she said, "I read about Moodle in the newspaper article. What is it?"<br /> <br /> "It's the software we use in our virtual classroom", he said, as he guided her to a monitor.<br /> <br /> "See how the students are simply filling in a form to create entries in the glossary?" he asked. "That's Moodle."<br /> <br /> It did not look like the students were having any trouble.<br /> <br /> "And some of the other students," he said, "are having an online debate about the way the current war on terrorism is being conducted. It's turning into a pretty heated discussion," he chuckled.<br /> <br /> "How do you have an online debate?" she asked.<br /> <br /> "They are using a discussion forum to talk with each other and are even rating each others' posts according to criteria we developed together," he said.<br /> <br /> "Can they really handle that at such a young age?" she asked.<br /> <br /> "Some are still learning about how to deal with constructive criticism and how not to take everything that is posted personally," he relpied. "But we are getting there. With a little guidance and encouragement..."<br /> <br /> "No, I mean the technology," she interrupted.<br /> <br /> "Of course!" replied Mr. Dougis. "In Moodle, forums are easy to use."<br /> <br /> And throughout the day, that is how it went. Moodle this and Moodle that. The Pretty Good Teacher had to admit that even the younger students seemed to be proficient Moodlers. And almost all the students seemed engaged and interested in their work.<br /> <br /> She was impressed, but wondered if all were really as it seemed.<br /> <br /> During Mr. Dougis' break, they talked over a cup of coffee and a piece of cake.<br /> <br /> "Tell me more about Moodle," she said.<br /> <br /> "Well," he began, "I use Moodle to compliment and enhance my classroom instruction. I might, for example, just upload a Power Point presentation to the site for my students to review or post links to a good web site. Or we might do something more social, more collaborative, as you have seen today."<br /> <br /> "So, Moodle helps you do some things differently?" she asked.<br /> <br /> "Not just different," he emphatically corrected, "better."<br /> <br /> "How so?" She really wanted to know.<br /> <br /> "Let's say," said Mr. Dougis, "that we are discussing the effects of global warming. I can send my students to the library to do traditional research and we can discuss what they find out in class. And I can have the students make posters to display what they have learned. We can break into groups create lists of top ten easy ways to fight global warming. And we can have a debate in class about th effects of global warming, too."<br /> <br /> "That sounds fine," said the Pretty Good Teacher. "What is wrong with that?"<br /> <br /> "There is nothing wrong with that," replied Mr. Dougis, "but we can, for example, also go to Moodle and create a survey about global warming to administer to students here at our school and to students at our online partner schools in Canada and South Africa in order to see to what extent we all agree on the issue. We can design the survey together, invite our partners to take it, and have a discussion with them about where we see eye to eye and where we don't. And that is potentially a rich, valuable educational experience that we could not have without Moodle, don't you agree?"<br /> <br /> The Pretty Good Teacher did agree. She wanted this Moodle thing for her students.<br /> <br /> Mr. Dougis showed her how to go to any one of several sites and set up a Moodle classroom. That weekend, the Pretty Good Teacher started learning the basics of Moodle. She even got in touch witrh the moodle comunity at moodle.org where she found other teachers like her and lots of people interested in the moodle thing.<br /> <br /> === Act 4. The Pretty Good Teacher starts Moodling ===<br /> <br /> By the next Friday, she and her students were in the school computer lab. She showed them how to use a discussion forum and urged the students to discuss the novel they were currently reading.<br /> <br /> Some students had a good bit to say about it. Others had very little to say. Some comments were insightful. Others were quite foolish.<br /> <br /> The Pretty Good Teacher was disappointed. Was Moodle not really all Mr. Dougis had claimed?<br /> <br /> A few days later, she tried again. She set up a chat room and told the students to chat about anything, but to pretend they were characters from the novel. A few students did a really good job, but many students did not seem to take the assignment seriously. And the chat room became very confusing when everyone spoke at the same time. Frankly, the lesson was a flop.<br /> <br /> Some of her students must have been talking about Moodle in a less than complimentary way, because the Pretty Good Teacher had to endure some snide comments about it in the staff room. Some of her so-called colleagues actually seemed happy to see her struggle a little. It was incomprehensible to her, but it was undeniable. And she didn't like looking foolish.<br /> <br /> Now the Pretty Good Teacher was quite sure that Moodle was not as wonderful as Mr. Dougis seemed to think it was. Annoyed, she sent him an email, telling him so.<br /> <br /> === Act 5. Mr Dougis you've got an email ===<br /> <br /> She received a quick reply. "You sound upset," wrote Mr. Dougis.<br /> <br /> The Pretty Good Teacher returned, "I am upset. I am not so sure that Moodle is right for my students."<br /> <br /> An exchange of emails ensued.<br /> <br /> "Maybe," he responded. "But let me ask you this: Did your students do what you asked them to do?"<br /> <br /> "What do you mean?" asked the Pretty Good Teacher.<br /> <br /> "Well, when you asked them to discuss the novel in the forum, did they do that?" he asked.<br /> <br /> "Yes, I suppose most of them did," she replied.<br /> <br /> "And when you asked them to chat about the novel," he continued, "did they do that?"<br /> <br /> "The majority of them did," she answered."<br /> <br /> "So, why are you unhappy?" asked Mr. Dougis.<br /> <br /> It was a good question.<br /> <br /> "Well," she wrote, "the students did not seem very excited about the lessons and I am not sure that they learned much, either."<br /> <br /> "Does that ever happen in your traditional classroom?" asked Mr. Dougis.<br /> <br /> Now she was offended. "Almost never," came her indignant response.<br /> <br /> "Why not?" asked Mr. Dougis playing with fire.<br /> <br /> First whe planned a very acy and angry response. But after 5 minutes or so, she cooled down and started thinking about it seriously. Normally, her lessons had something like a beginning, a middle and an end. They were well thought out and the students understood just what she expected of them. So that is what she wrote in her response to Mr. Dougis' question.<br /> <br /> "Can you honestly say the same of your two Moodle lessons?" he wrote back. Mr. Dougis was definitively a daredevil. <br /> <br /> She knew he was right. She had expected Moodle to work some sort of magic on her students, but she had not really designed the kind of good, effective lessons she normally planned.<br /> <br /> "What would you advise your students to do in a situatiuon like this?" asked Mr. Dougis.<br /> <br /> She decided to give Moodle another chance.<br /> <br /> === Act 6 The Pretty Good Teacher strikes back ===<br /> <br /> <br /> This time, she asked herself, "What do I want my students to learn?" And she wrote down her objectives.<br /> <br /> Then she asked herself, "What resources will we need to make the lesson work?" and she collected and organized her resources.<br /> <br /> Finally, she asked herself, "What is it I want my students to actually do in order to be successful?" And she designed her activities.<br /> <br /> The Pretty Good Teacher wanted her students to recognize and identify the importance of conflict in the novel.<br /> <br /> She located a couple of good online resources to give students the information they needed to do this and she posted her own notes to help them better understand what they found on the web sites.<br /> <br /> In addition, she wanted them to create a web page for each major conflict in the novel, describing the conflict and suggesting several possible ways the conflict could be resolved. Then she set up a wiki where her students could do this.<br /> <br /> Before going to the lab, she discussed the lesson with her students and showed them how to work in a wiki. She used her cool, new LCD projector for that.<br /> <br /> She posted clear instructions about the lesson to the web site, reinforcing what she had said in class (and unconsciously stating a contract with her students).<br /> <br /> The next day, they went to the lab.<br /> <br /> The Pretty Good Teacher was gratified to see how much better the lesson went. While a few of the students did have a little trouble the first few minutes getting used to the wiki, most of them actually caught on very quickly, and it was a pleasure to see how they helped each other get up and running.<br /> <br /> After about forty-five minutes, almost all students had contributed to the wiki. Some of their web pages were surpisingly good.<br /> <br /> As the Pretty Good Teacher circulated around the lab, she encouraged the students and complimented their work. Of course, she also had to remind a couple of students that playing card games on the computer was not part of the lesson.<br /> <br /> While she could not say that the lesson was perfect, the Pretty Good Teacher was pleased. The students had not only learned a lot, they seemed to enjoy doing so.<br /> <br /> That evening, she went back to the wiki to reread some of the pages. She was surprised to see that some students had continued to work on their pages from home. They had added graphics and links and some shocking, but enthusiastic, text formatting. She had not assigned this as homework, they just wanted to do it. <br /> <br /> And the Pretty Good Teacher smiled a little.<br /> <br /> === Act 7. The next day ===<br /> <br /> When class met the next day, several of the students were quite excited about Moodle. One said, "When my father asked me what we had done in school, I showed him the wiki. He thought it was great!" It was obvious that she was proud of the work she and her classmates had done.<br /> <br /> The Pretty Good Teacher was feeling pretty good.<br /> <br /> "Can we go back to the lab today?" one student asked.<br /> <br /> "No," she replied, "not today, but we can go back next week. Do you all want to do that?"<br /> <br /> When they said yes, she was not very surprised.<br /> <br /> "In the meantime," she suggested, "maybe we should think of a name for our online classroom."<br /> <br /> They thought of several good posibilities and decided to vote to pick the best one. The Pretty Good Teacher said, "We do not have to vote right now. I will post a choice to our new web site and you can take a few days to decide."<br /> <br /> Almost everyone agreed that this was a sensible idea. But a couple of students looked unhappy about it.<br /> <br /> "What's wrong?" the Pretty Good Teacher asked one of them as the class was leaving.<br /> <br /> "We don't have the Internet at my house, so I can't vote," said the student.<br /> <br /> The Pretty Good Teacher hadn't thought of that. But she had an Internet connection in her classroom. And there were quite a few online computers in the school's media center.<br /> <br /> "Why don't you stop be here right after school and use our computer when you want to Moodle?" she suggested. "Or I can write you a pass to the media center during class one day when we have a few extra minutes."<br /> <br /> The student smiled. "Thanks! I'll stop by after school", she said and headed to her next class.<br /> <br /> When she returned at the end of the day, she had a friend with her. "You're not in my class," teased the Pretty Good Teacher. "I know," said the friend, "but it sounds like fun."<br /> <br /> And the Pretty Good Teacher was pretty happy. <br /> <br /> === Act 8. She kept on moodling ===<br /> <br /> And so it went. Over time, Moodle came to be an important part of the class. Soon, the Pretty Good Teacher was posting lesson plans to Moodle. Not very exciting, but the parents seemed to appreciate it. After a while, she began setting up little practice quizzes to help students prepare for tests. Together with another class, the students collaborated on articles for the school newspaper. They submitted rough drafts of papers for peer review and discussed class matters online. Some students even used the chat room for occasional online study sessions. And once they discovered instant messaging and blogs, things really got crazy. <br /> <br /> After a few months, Moodling became second nature to them. It felt natural. It was fun.<br /> <br /> And other teachers at the school began to Moodle. Sometimes, they met with their wireless laptops at a local cafe for "Moodle and Coffee" sessions. The teachers began to look forward to spending this time together--even a couple of the teachers who had made negative remarks in the staff room.<br /> <br /> === Act 9. Unexpected role-reversal===<br /> <br /> One day, the Pretty Good Teacher ran into Mr. Dougis at the grocery store. She told him how well things were going. And she thanked him for Moodle.<br /> <br /> "Glad to share," he said, and smiled. <br /> <br /> "Know what I like best?" she said. "It is cool that we can do a weekly podcast for our new partner class in Australia! My students love that podcasting module!"<br /> <br /> "So there's a podcasting mod? I didn't know that," said her Moodle mentor.<br /> <br /> "Really, well, we should set up a forum where we can share on a regular basis," she replied, secretly thrilled at this unexpected role-reversal.<br /> <br /> "Yes, that's a great idea. Let's do that," answered Mr. Dougis, who was clearly pleased. "You know, it sounds like you have become a Very Good Teacher."<br /> <br /> And he was right. She had, indeed, become a Very Good Teacher.<br /> <br /> === Epilogue ===<br /> <br /> She had to convince the school faculty council and the school director, but she finally succeeded in getting some free days for her trip to the next MoodleMoot. Her school administrators even covered the expenses of her trip, writing it off as "professional development" and wishing her well as she represented them to other schools attending the Moot. Once there she, the Good Teacher, gave a speech to other Moodlers about her Moodling experiences. <br /> <br /> [[Category:Teacher]]<br /> <br /> [[es:La buena maestra]]</div>

Lsmith https://docs.moodle.org/test/index.php?title=The_Good_Teacher&diff=8608 The Good Teacher 2006-04-15T10:54:08Z

<p>Lsmith: /* Act 8. She kept on moodling */</p> <hr /> <div>== THE GOOD TEACHER ==<br /> <br /> === Act 1: The good teacher wants to be a better one ===<br /> <br /> Once upon a time, there was a Pretty Good Teacher. Her students and her peers recognized that she was a Pretty Good Teacher. Humble as she was, though, she also felt that she was a Pretty Good Teacher, and she was proud to be one.<br /> <br /> Still, like all good teachers, she wanted to be an even better teacher.<br /> <br /> She spoke with colleagues and they gave her many helpful tips (although she suspected that some of them were holding back a little).<br /> <br /> She talked to her students, and their insights were often quite interesting and thought-provoking.<br /> <br /> She went to her principal and he gave her some good advice. (Really, he did.)<br /> <br /> She read journals and books, joined a ListServ, visited web pages, signed up for courses, attended workshops and conferences, and generally sought knowledge wherever she could find it. She was very motivated.<br /> <br /> Little by little, she began to try new strategies and techniques in her classroom. For example: <br /> * She began to take multiple intelligences into account in her lesson plans.<br /> * She started using cooperative learning in her classroom.<br /> * She integrated more project-based learning into her instruction.<br /> * She even started using an LCD projector.<br /> <br /> Sometimes, it was a bit overwhelming. Exhausting, in fact. Not everything worked out the way she intended. But she perservered, because she wanted her students to learn as much as possible.<br /> <br /> Still, she felt that something was missing. She wanted to do things with her students that she had never been able to do before. Things that were fun, things that were exciting, things that students actually enjoyed doing. Mostly, things that made her students WANT to learn.<br /> <br /> But she couldn't say what those things were.<br /> <br /> === Act 2. The Pretty Good Teacher meets Mr. Douguis ===<br /> <br /> One day, she read an article in her local newspaper about Mr. Dougis, a teacher who was doing great things on the Internet with his students. It sounded exciting and she wondered if this were not what she had been looking for.<br /> <br /> She knew the school where he taught, and she left him a telephone message. Would he mind her dropping by one day to chat?<br /> <br /> The next day, she received an answer. She could drop by any Thursday to see what was up. But it had to be a Thursday.<br /> <br /> She went to her principal and explained to him that she needed a substitute teacher for next Thursday. She told him why and he gladly gave her a professional day in order investigate. Really, he did.<br /> <br /> She went to see Mr. Dougis. He greeted her with a friendly smile.<br /> <br /> "Welcome," he said, and smiled. "It's good that you came today. Thursdays, we Moodle."<br /> <br /> The Pretty Good Teacher looked around. There were about twenty-five students sitting at computers. They looked about thirteen years old. Most did not notice her, because they were engrossed in what they were doing.<br /> <br /> "What are they working on?" she asked.<br /> <br /> "Well," said Mr. Dougis, "a couple of things. Some of them are working together to create a glossary of terms used in the current events articles we read each week."<br /> <br /> "They know how to do that?" she asked. She thought that creating an online glossary must be a bit complicated for this age.<br /> <br /> "Sure," said Mr. Dougis. "It's not hard to do that in Moodle."<br /> <br /> "Oh yes, Moodle," she said, "I read about Moodle in the newspaper article. What is it?"<br /> <br /> "It's the software we use in our virtual classroom", he said, as he guided her to a monitor.<br /> <br /> "See how the students are simply filling in a form to create entries in the glossary?" he asked. "That's Moodle."<br /> <br /> It did not look like the students were having any trouble.<br /> <br /> "And some of the other students," he said, "are having an online debate about the way the current war on terrorism is being conducted. It's turning into a pretty heated discussion," he chuckled.<br /> <br /> "How do you have an online debate?" she asked.<br /> <br /> "They are using a discussion forum to talk with each other and are even rating each others' posts according to criteria we developed together," he said.<br /> <br /> "Can they really handle that at such a young age?" she asked.<br /> <br /> "Some are still learning about how to deal with constructive criticism and how not to take everything that is posted personally," he relpied. "But we are getting there. With a little guidance and encouragement..."<br /> <br /> "No, I mean the technology," she interrupted.<br /> <br /> "Of course!" replied Mr. Dougis. "In Moodle, forums are easy to use."<br /> <br /> And throughout the day, that is how it went. Moodle this and Moodle that. The Pretty Good Teacher had to admit that even the younger students seemed to be proficient Moodlers. And almost all the students seemed engaged and interested in their work.<br /> <br /> She was impressed, but wondered if all were really as it seemed.<br /> <br /> During Mr. Dougis' break, they talked over a cup of coffee and a piece of cake.<br /> <br /> "Tell me more about Moodle," she said.<br /> <br /> "Well," he began, "I use Moodle to compliment and enhance my classroom instruction. I might, for example, just upload a Power Point presentation to the site for my students to review or post links to a good web site. Or we might do something more social, more collaborative, as you have seen today."<br /> <br /> "So, Moodle helps you do some things differently?" she asked.<br /> <br /> "Not just different," he emphatically corrected, "better."<br /> <br /> "How so?" She really wanted to know.<br /> <br /> "Let's say," said Mr. Dougis, "that we are discussing the effects of global warming. I can send my students to the library to do traditional research and we can discuss what they find out in class. And I can have the students make posters to display what they have learned. We can break into groups create lists of top ten easy ways to fight global warming. And we can have a debate in class about th effects of global warming, too."<br /> <br /> "That sounds fine," said the Pretty Good Teacher. "What is wrong with that?"<br /> <br /> "There is nothing wrong with that," replied Mr. Dougis, "but we can, for example, also go to Moodle and create a survey about global warming to administer to students here at our school and to students at our online partner schools in Canada and South Africa in order to see to what extent we all agree on the issue. We can design the survey together, invite our partners to take it, and have a discussion with them about where we see eye to eye and where we don't. And that is potentially a rich, valuable educational experience that we could not have without Moodle, don't you agree?"<br /> <br /> The Pretty Good Teacher did agree. She wanted this Moodle thing for her students.<br /> <br /> Mr. Dougis showed her how to go to any one of several sites and set up a Moodle classroom. That weekend, the Pretty Good Teacher started learning the basics of Moodle. She even got in touch witrh the moodle comunity at moodle.org where she found other teachers like her and lots of people interested in the moodle thing.<br /> <br /> === Act 4. The Pretty Good Teacher starts Moodling ===<br /> <br /> By the next Friday, she and her students were in the school computer lab. She showed them how to use a discussion forum and urged the students to discuss the novel they were currently reading.<br /> <br /> Some students had a good bit to say about it. Others had very little to say. Some comments were insightful. Others were quite foolish.<br /> <br /> The Pretty Good Teacher was disappointed. Was Moodle not really all Mr. Dougis had claimed?<br /> <br /> A few days later, she tried again. She set up a chat room and told the students to chat about anything, but to pretend they were characters from the novel. A few students did a really good job, but many students did not seem to take the assignment seriously. And the chat room became very confusing when everyone spoke at the same time. Frankly, the lesson was a flop.<br /> <br /> Some of her students must have been talking about Moodle in a less than complimentary way, because the Pretty Good Teacher had to endure some snide comments about it in the staff room. Some of her so-called colleagues actually seemed happy to see her struggle a little. It was incomprehensible to her, but it was undeniable. And she didn't like looking foolish.<br /> <br /> Now the Pretty Good Teacher was quite sure that Moodle was not as wonderful as Mr. Dougis seemed to think it was. Annoyed, she sent him an email, telling him so.<br /> <br /> === Act 5. Mr Dougis you've got an email ===<br /> <br /> She received a quick reply. "You sound upset," wrote Mr. Dougis.<br /> <br /> The Pretty Good Teacher returned, "I am upset. I am not so sure that Moodle is right for my students."<br /> <br /> An exchange of emails ensued.<br /> <br /> "Maybe," he responded. "But let me ask you this: Did your students do what you asked them to do?"<br /> <br /> "What do you mean?" asked the Pretty Good Teacher.<br /> <br /> "Well, when you asked them to discuss the novel in the forum, did they do that?" he asked.<br /> <br /> "Yes, I suppose most of them did," she replied.<br /> <br /> "And when you asked them to chat about the novel," he continued, "did they do that?"<br /> <br /> "The majority of them did," she answered."<br /> <br /> "So, why are you unhappy?" asked Mr. Dougis.<br /> <br /> It was a good question.<br /> <br /> "Well," she wrote, "the students did not seem very excited about the lessons and I am not sure that they learned much, either."<br /> <br /> "Does that ever happen in your traditional classroom?" asked Mr. Dougis.<br /> <br /> Now she was offended. "Almost never," came her indignant response.<br /> <br /> "Why not?" asked Mr. Dougis playing with fire.<br /> <br /> First whe planned a very acy and angry response. But after 5 minutes or so, she cooled down and started thinking about it seriously. Normally, her lessons had something like a beginning, a middle and an end. They were well thought out and the students understood just what she expected of them. So that is what she wrote in her response to Mr. Dougis' question.<br /> <br /> "Can you honestly say the same of your two Moodle lessons?" he wrote back. Mr. Dougis was definitively a daredevil. <br /> <br /> She knew he was right. She had expected Moodle to work some sort of magic on her students, but she had not really designed the kind of good, effective lessons she normally planned.<br /> <br /> "What would you advise your students to do in a situatiuon like this?" asked Mr. Dougis.<br /> <br /> She decided to give Moodle another chance.<br /> <br /> === Act 6 The Pretty Good Teacher strikes back ===<br /> <br /> <br /> This time, she asked herself, "What do I want my students to learn?" And she wrote down her objectives.<br /> <br /> Then she asked herself, "What resources will we need to make the lesson work?" and she collected and organized her resources.<br /> <br /> Finally, she asked herself, "What is it I want my students to actually do in order to be successful?" And she designed her activities.<br /> <br /> The Pretty Good Teacher wanted her students to recognize and identify the importance of conflict in the novel.<br /> <br /> She located a couple of good online resources to give students the information they needed to do this and she posted her own notes to help them better understand what they found on the web sites.<br /> <br /> In addition, she wanted them to create a web page for each major conflict in the novel, describing the conflict and suggesting several possible ways the conflict could be resolved. Then she set up a wiki where her students could do this.<br /> <br /> Before going to the lab, she discussed the lesson with her students and showed them how to work in a wiki. She used her cool, new LCD projector for that.<br /> <br /> She posted clear instructions about the lesson to the web site, reinforcing what she had said in class (and unconsciously stating a contract with her students).<br /> <br /> The next day, they went to the lab.<br /> <br /> The Pretty Good Teacher was gratified to see how much better the lesson went. While a few of the students did have a little trouble the first few minutes getting used to the wiki, most of them actually caught on very quickly, and it was a pleasure to see how they helped each other get up and running.<br /> <br /> After about forty-five minutes, almost all students had contributed to the wiki. Some of their web pages were surpisingly good.<br /> <br /> As the Pretty Good Teacher circulated around the lab, she encouraged the students and complimented their work. Of course, she also had to remind a couple of students that playing card games on the computer was not part of the lesson.<br /> <br /> While she could not say that the lesson was perfect, the Pretty Good Teacher was pleased. The students had not only learned a lot, they seemed to enjoy doing so.<br /> <br /> That evening, she went back to the wiki to reread some of the pages. She was surprised to see that some students had continued to work on their pages from home. They had added graphics and links and some shocking, but enthusiastic, text formatting. She had not assigned this as homework, they just wanted to do it. <br /> <br /> And the Pretty Good Teacher smiled a little.<br /> <br /> === Act 7. The next day ===<br /> <br /> When class met the next day, several of the students were quite excited about Moodle. One said, "When my father asked me what we had done in school, I showed him the wiki. He thought it was great!" It was obvious that she was proud of the work she and her classmates had done.<br /> <br /> The Pretty Good Teacher was feeling pretty good.<br /> <br /> "Can we go back to the lab today?" one student asked.<br /> <br /> "No," she replied, "not today, but we can go back next week. Do you all want to do that?"<br /> <br /> When they said yes, she was not very surprised.<br /> <br /> "In the meantime," she suggested, "maybe we should think of a name for our online classroom."<br /> <br /> They thought of several good posibilities and decided to vote to pick the best one. The Pretty Good Teacher said, "We do not have to vote right now. I will post a choice to our new web site and you can take a few days to decide."<br /> <br /> Almost everyone agreed that this was a sensible idea. But a couple of students looked unhappy about it.<br /> <br /> "What's wrong?" the Pretty Good Teacher asked one of them as the class was leaving.<br /> <br /> "We don't have the Internet at my house, so I can't vote," said the student.<br /> <br /> The Pretty Good Teacher hadn't thought of that. But she had an Internet connection in her classroom. And there were quite a few online computers in the school's media center.<br /> <br /> "Why don't you stop be here right after school and use our computer when you want to Moodle?" she suggested. "Or I can write you a pass to the media center during class one day when we have a few extra minutes."<br /> <br /> The student smiled. "Thanks! I'll stop by after school", she said and headed to her next class.<br /> <br /> When she returned at the end of the day, she had a friend with her. "You're not in my class," teased the Pretty Good Teacher. "I know," said the friend, "but it sounds like fun."<br /> <br /> And the Pretty Good Teacher was pretty happy. <br /> <br /> === Act 8. She kept on moodling ===<br /> <br /> And so it went. Over time, Moodle came to be an important part of the class. Soon, the Pretty Good Teacher was posting lesson plans to Moodle. Not very exciting, but the parents seemed to appreciate it. After a while, she began setting up little practice quizzes to help students prepare for tests. Together with another class, the students collaborated on articles for the school newspaper. They submitted rough drafts of papers for peer review and discussed class matters online. Some students even used the chat room for occasional online study sessions. And once they discovered instant messaging and blogs, things really got crazy. <br /> <br /> After a few months, Moodling became second nature to them. It felt natural. It was fun.<br /> <br /> And other teachers at the school began to Moodle. Sometimes, they met with their wireless laptops at a local cafe for "Moodle and Coffee" sessions. The teachers began to look forward to spending this time together--even a couple of the teachers who had made negative remarks in the staff room.<br /> <br /> === Act 9. Unexpected role-reversal===<br /> <br /> One day, the Pretty Good Teacher ran into Mr. Dougis at the grocery store. She told him how well things were going. And she thanked him for Moodle.<br /> <br /> "Glad to share," he said, and smiled. <br /> <br /> "Know what I like best?" she said. "It is cool that we can do a weekly podcast for our new partner class in Australia! My students love that podcasting module!"<br /> <br /> "So there's a podcasting mod? I didn't know that," said her Moodle mentor.<br /> <br /> "Really, well, we should set up a forum where we can share on a regular basis," she replied, secretly thrilled at this unexpected role-reversal.<br /> <br /> "Yes, that's a great idea. Let's do that," answered Mr. Dougis, who was clearly pleased. "You know, it sounds like you have become a Very Good Teacher."<br /> <br /> And he was right. She had, indeed, become a Very Good Teacher.<br /> <br /> === Epilogue ===<br /> <br /> She had to struggle with the school council and the school director, but she finally succeed. She got some free days and they covered the expenses for her trip to the next MoodleMoot where the Good Teacher gave a speech to other moodlers about her Moodling experiences.<br /> <br /> [[Category:Teacher]]<br /> <br /> [[es:La buena maestra]]</div>

Lsmith https://docs.moodle.org/test/index.php?title=Talk:The_Good_Teacher&diff=8021 Talk:The Good Teacher 2006-04-05T02:46:42Z

<p>Lsmith: </p> <hr /> <div>Gosh, Art. You've more or less captured the Moodle adaptation experience I had in my first two years of using Moodle in my classroom! Thanks! :-) I made only minor changes. The only real content shift I took the liberty to make was to take out the reference to "seventh grade" in order to appeal more to a world-wide application as mentioned in the forums. :-) [[User:Lesli Smith|Lesli]]<br /> <br /> I'm not sure how well it works with the quotes in italics instead of quotes.<br /> <br /> Compare:<br /> <br /> "I'm mad as hell and I'm not going to take it anymore!" she exclaimed as she jumped up on the desk.<br /> <br /> <br /> ''I'm mad as hell and I'm not going to take it anymore!'' she exclaimed as she jumped up on the desk.<br /> [[User:D.I. von Briesen|D.I. von Briesen]] 01:30, 5 April 2006 (WST)<br /> <br /> I think you are right, D. I. I will change it when I get a chance. --[[User:Art Lader|Art Lader]] 01:45, 5 April 2006 (WST)<br /> <br /> <br /> * Changed italics to quotation marks. --[[User:Art Lader|Art Lader]] 09:02, 5 April 2006 (WST)<br /> <br /> <br /> <br /> I like the flow much better and the close is very Moodle. <br /> <br /> As the Pretty Good Teacher might ask: The goal of this piece is to .... This will help with the polishing edit. <br /> <br /> And help determine the type and placement of graphics we are going to put in, because we do have appeal to those visual learners. <br /> <br /> And my other question, once we get the script down, when are we going to put this on a pod cast? And or were you thinking of doing it in Flash. Have different people read the parts, or different sections, what did you have in mind. Good thing I don't know how to do any of this stuff (yet). --[[User:chris collman 2|chris collman 2]] 03:34, 5 April 2006 (WST)<br /> <br /> Good stuff, Chris... My original intention in writing this was '''to put a human face on the evolution of a Moodle-teacher''' in order to possibly use in a staff development course I am helping to develop. It just sort of leaked out of me in its original form. But I am not much of a writer, so I put it out there for suggestions, comments, etc. Basically, I am open to any constructive suggestions. --[[User:Art Lader|Art Lader]] 03:52, 5 April 2006 (WST)<br /> <br /> The narrative style is very confucious-esque, or like a childs storybook. It'd be interesting to see it as a sort of animated slideshow... it could be a podcast... but a narrated picture book would work well, if we could find an illustrator... [[User:D.I. von Briesen|D.I. von Briesen]] 06:26, 5 April 2006 (WST)</div>

Lsmith https://docs.moodle.org/test/index.php?title=The_Good_Teacher&diff=8020 The Good Teacher 2006-04-05T02:39:06Z

<p>Lsmith: minor copy editing as per Art's request</p> <hr /> <div>THE GOOD TEACHER<br /> <br /> ----<br /> <br /> Once upon a time, there was a Pretty Good Teacher. Her students and her peers recognized that she was a Pretty Good Teacher. Humble as she was, though, she also felt that she was a Pretty Good Teacher, and she was proud to be one.<br /> <br /> Still, like all good teachers, she wanted to be an even better teacher.<br /> <br /> She spoke with colleagues and they gave her many helpful tips (although she suspected that some of them were holding back a little).<br /> <br /> She talked to her students, and their insights were often quite interesting and thought-provoking.<br /> <br /> She went to her principal and he gave her some good advice. (Really, he did.)<br /> <br /> She read journals and books, joined a ListServ, visited web pages, signed up for courses, attended workshops and conferences, and generally sought knowledge wherever she could find it. She was very motivated.<br /> <br /> Little by little, she began to try new strategies and techniques in her classroom. For example: <br /> * She began to take multiple intelligences into account in her lesson plans.<br /> * She started using cooperative learning in her classroom.<br /> * She integrated more project-based learning into her instruction.<br /> * She began to do all sorts of things that effective teachers do.<br /> * She even started using an LCD projector.<br /> <br /> Sometimes, it was a bit overwhelming. Exhausting, in fact. Not everything worked out the way she intended. But she perservered, because she wanted her students to learn as much as possible.<br /> <br /> Still, she felt that something was missing. She wanted to do things with her students that she had never been able to do before. Things that were fun, things that were exciting, things that students actually enjoyed doing. Mostly, things that made her students WANT to learn.<br /> <br /> But she couldn't say what those things were.<br /> <br /> ----<br /> <br /> One day, she read an article in her local newspaper about Mr. Dougis, a teacher who was doing great things on the Internet with his students. It sounded exciting and she wondered if this were not what she had been looking for.<br /> <br /> She knew the school where he taught, and she left him a telephone message. Would he mind her dropping by one day to chat?<br /> <br /> The next day, she received an answer. She could drop by any Thursday to see what was up. But it had to be a Thursday.<br /> <br /> She went to her principal and explained to him that she needed a substitute teacher for next Thursday. She told him why and he gladly gave her a professional day in order investigate. Really, he did.<br /> <br /> She went to see Mr. Dougis. He greeted her with a friendly smile.<br /> <br /> "Welcome," he said, and smiled. "It's good that you came today. Thursdays, we Moodle."<br /> <br /> The Pretty Good Teacher looked around. There were about twenty-five students sitting at computers. They looked about thirteen years old. Most did not notice her, because they were engrossed in what they were doing.<br /> <br /> "What are they working on?" she asked.<br /> <br /> "Well," said Mr. Dougis, "a couple of things. Some of them are working together to create a glossary of terms used in the current events articles we read each week."<br /> <br /> "They know how to do that?" she asked. She thought that creating an online glossary must be a bit complicated for this age.<br /> <br /> "Sure," said Mr. Dougis. "It's not hard to do that in Moodle."<br /> <br /> "Oh yes, Moodle," she said, "I read about Moodle in the newspaper article. What is it?"<br /> <br /> "It's the software we use in our virtual classroom", he said, as he guided her to a monitor.<br /> <br /> "See how the students are simply filling in a form to create entries in the glossary?" he asked. "That's Moodle."<br /> <br /> It did not look like the students were having any trouble.<br /> <br /> "And some of the other students," he said, "are having an online debate about the way the current war on terrorism is being conducted. It's turning into a pretty heated discussion," he chuckled.<br /> <br /> "How do you have an online debate?" she asked.<br /> <br /> "They are using a discussion forum to talk with each other and are even rating each others' posts according to criteria we developed together," he said.<br /> <br /> "Can they really handle that at such a young age?" she asked.<br /> <br /> "Some are still learning about how to deal with constructive criticism and how not to take everything that is posted personally," he relpied. "But we are getting there. With a little guidance and encouragement..."<br /> <br /> "No, I mean the technology," she interrupted.<br /> <br /> "Of course!" replied Mr. Dougis. "In Moodle, forums are easy to use."<br /> <br /> And throughout the day, that is how it went. Moodle this and Moodle that. The Pretty Good Teacher had to admit that even the younger students seemed to be proficient Moodlers. And almost all the students seemed engaged and interested in their work.<br /> <br /> She was impressed, but wondered if all were really as it seemed.<br /> <br /> During Mr. Dougis' break, they talked over a cup of coffee.<br /> <br /> "Tell me more about Moodle," she said.<br /> <br /> "Well," he began, "I use Moodle to compliment and enhance my classroom instruction. I might, for example, just upload a Power Point presentation to the site for my students to review or post links to a good web site. Or we might do something more social, more collaborative, as you have seen today."<br /> <br /> "So, Moodle helps you do some things differently?" she asked.<br /> <br /> "Not just different," he emphatically corrected, "better."<br /> <br /> "How so?" She really wanted to know.<br /> <br /> "Let's say," said Mr. Dougis, "that we are discussing the effects of global warming. I can send my students to the library to do traditional research and we can discuss what they find out in class. And I can have the students make posters to display what they have learned. We can break into groups create lists of top ten easy ways to fight global warming. And we can have a debate in class about th effects of global warming, too."<br /> <br /> "That sounds fine," said the Pretty Good Teacher. "What is wrong with that?"<br /> <br /> "There is nothing wrong with that," replied Mr. Dougis, "but we can, for example, also go to Moodle and create a survey about global warming to administer to students here at our school and to students at our online partner schools in Canada and South Africa in order t see to what extent we all agree on the issue. We can design the survey together, invite our partners to take it, and have a discussion with them about where we see eye to eye and where we don't. And that is potentially a rich, valuable educational experience that we could not have without Moodle, don't you agree?"<br /> <br /> The Pretty Good Teacher did agree. She wanted this Moodle thing for her students.<br /> <br /> Mr. Dougis showed her how to go to any one of several sites and set up a Moodle classroom. That weekend, the Pretty Good Teacher started learning the basics of Moodle.<br /> <br /> ----<br /> <br /> By the next Friday, she and her students were in the school computer lab. She showed them how to use a discussion forum and urged the students to discuss the novel they were currently reading.<br /> <br /> Some students had a good bit to say about it. Others had very little to say. Some comments were insightful. Others were quite foolish.<br /> <br /> The Pretty Good Teacher was disappointed. Was Moodle not really all Mr. Dougis had claimed?<br /> <br /> A few days later, she tried again. She set up a chat room and told the students to chat about anything, but to pretend they were characters from the novel. A few students did a really good job, but many students did not seem to take the assignment seriously. And the chat room became very confusing when everyone spoke at the same time. Frankly, the lesson was a flop.<br /> <br /> Some of her students must have been talking about Moodle in a less than complimentary way, because the Pretty Good Teacher had to endure some snide comments about it in the staff room. Some of her so-called colleagues actually seemed happy to see her struggle a little. It was incomprehensible to her, but it was undeniable. And she didn't like looking foolish.<br /> <br /> Now the Pretty Good Teacher was quite sure that Moodle was not as wonderful as Mr. Dougis seemed to think it was. Annoyed, she sent him an email, telling him so.<br /> <br /> She received a quick reply. "You sound upset," wrote Mr. Dougis.<br /> <br /> The Pretty Good Teacher returned, "I am upset. I am not so sure that Moodle is right for my students."<br /> <br /> An exchange of emails ensued.<br /> <br /> "Maybe," he responded. "But let me ask you this: Did your students do what you asked them to do?"<br /> <br /> "What do you mean?" asked the Pretty Good Teacher.<br /> <br /> "Well, when you asked them to discuss the novel in the forum, did they do that?" he asked.<br /> <br /> "Yes, I suppose most of them did," she replied.<br /> <br /> "And when you asked them to chat about the novel," he continued, "did they do that?"<br /> <br /> "The majority of them did," she answered."<br /> <br /> "So, why are you unhappy?" asked Mr. Dougis.<br /> <br /> It was a good question.<br /> <br /> "Well," she wrote, "the students did not seem very excited about the lessons and I am not sure that they learned much, either."<br /> <br /> "Does that ever happen in your traditional classroom?" asked Mr. Dougis.<br /> <br /> Now she was offended. "Almost never," came her indignant response.<br /> <br /> "Why not?" asked Mr. Dougis.<br /> <br /> She thought about that. Normally, her lessons had something like a beginning, a middle and an end. They were well thought out and the students understood just what she expected of them. So that is what she wrote in her response to Mr. Dougis' question.<br /> <br /> "Can you honestly say the same of your two Moodle lessons?" he wrote back. <br /> <br /> She knew he was right. She had expected Moodle to work some sort of magic on her students, but she had not really designed the kind of good, effective lessons she normally planned.<br /> <br /> "What would you advise your students to do in a situatiuon like this?" asked Mr. Dougis.<br /> <br /> She decided to give Moodle another chance.<br /> <br /> This time, she asked herself, "What do I want my students to learn?" And she wrote down her objectives.<br /> <br /> Then she asked herself, "What resources will we need to make the lesson work?" and she collected and organized her resources.<br /> <br /> Finally, she asked herself, "What is it I want my students to actually do in order to be successful?" And she designed her activities.<br /> <br /> The Pretty Good Teacher wanted her students to recognize and identify the importance of conflict in the novel.<br /> <br /> She located a couple of good online resources to give students the information they needed to do this and she posted her own notes to help them better understand what they found on the web sites.<br /> <br /> In addition, she wanted them to create a web page for each major conflict in the novel, describing the conflict and suggesting several possible ways the conflict could be resolved. Then she set up a wiki where her students could do this.<br /> <br /> Before going to the lab, she discussed the lesson with her students and showed them how to work in a wiki. She used her cool, new LCD projector for that.<br /> <br /> She posted clear instructions about the lesson to the web site, reinforcing what she had said in class.<br /> <br /> The next day, they went to the lab.<br /> <br /> The Pretty Good Teacher was gratified to see how much better the lesson went. While a few of the students did have a little trouble the first few minutes getting used to the wiki, most of them actually caught on very quickly, and it was a pleasure to see how they helped each other get up and running.<br /> <br /> After about forty-five minutes, almost all students had contributed to the wiki. Some of their web pages were surpisingly good.<br /> <br /> As the Pretty Good Teacher circulated around the lab, she encouraged the students and complimented their work. Of course, she also had to remind a couple of students that playing card games on the computer was not part of the lesson.<br /> <br /> While she could not say that the lesson was perfect, the Pretty Good Teacher was happy. The students had not only learned a lot, they seemed to enjoy doing so.<br /> <br /> That evening, she went back to the wiki to reread some of the pages. She was surprised to see that some students had continued to work on their pages from home. They had added graphics and links and some shocking, but enthusiastic, text formatting. She had not assigned this as homework, they just wanted to do it. <br /> <br /> And the Pretty Good Teacher smiled a little.<br /> <br /> ----<br /> <br /> When class met the next day, several of the students were quite excited about Moodle. One said, "When my father asked me what we had done in school, I showed him the wiki. He thought it was great!" It was obvious that she was proud of the work she and her classmates had done.<br /> <br /> The Pretty Good Teacher was feeling pretty good.<br /> <br /> "Can we go back to the lab today?" one student asked.<br /> <br /> "No," she replied, "not today, but we can go back next week. Do you all want to do that?"<br /> <br /> When they said yes, she was not very surprised.<br /> <br /> "In the meantime," she suggested, "maybe we should think of a name for our online classroom."<br /> <br /> They thought of several good posibilities and decided to vote to pick the best one. The Pretty Good Teacher said, "We do not have to vote right now. I will post a choice to our new web site and you can take a few days to decide."<br /> <br /> Almost everyone agreed that this was a sensible idea. But a couple of students looked unhappy about it.<br /> <br /> "What's wrong?" the Pretty Good Teacher asked one of them as the class was leaving.<br /> <br /> "We don't have the Internet at my house, so I can't vote," said the student.<br /> <br /> The Pretty Good Teacher hadn't thought of that. But she had an Internet connection in her classroom. And there were quite a few online computers in the school's media center.<br /> <br /> "Why don't you stop be here right after school and use our computer when you want to Moodle?" she suggested. "Or I can write you a pass to the media center during class one day when we have a few extra minutes."<br /> <br /> The student smiled. "Thanks! I'll stop by after school", she said and headed to her next class.<br /> <br /> When she returned at the end of the day, she had a friend with her. "You're not in my class," teased the Pretty Good Teacher. "I know," said the friend, "but it sounds like fun."<br /> <br /> And the Pretty Good Teacher was pretty happy. <br /> <br /> ----<br /> <br /> And so it went. Over time, Moodle came to be an important part of the class. Soon, the Pretty Good Teacher was posting lesson plans to Moodle. Not very exciting, but the parents seemed to appreciate it. After a while, she began setting up little practice quizzes to help students prepare for tests. Together with another class, the students collaborated on articles for the school newspaper. They submitted rough drafts of papers for peer review and discussed class matters online. Some students even used the chat room for occasional online study sessions. And once they discovered instant messaging and blogs, things really got crazy. <br /> <br /> After a few months, Moodling became second nature to them. It felt natural. It was fun.<br /> <br /> And other teachers at the school began to Moodle. Sometimes, they met with their laptops at a local cafe for "Moodle and Coffee" sessions. The teachers began to look forward to spending this time together.<br /> <br /> One day, the Pretty Good Teacher ran into Mr. Dougis at the grocery store. She told him how well things were going. And she thanked him for Moodle.<br /> <br /> "Glad to help," he said, and smiled. <br /> <br /> "Know what I like best?" she said. "It is cool that we can do a weekly podcast for our new partner class in Australia! My students love that podcasting module!"<br /> <br /> "So there's a podcasting mod? I didn't know that," said her Moodle mentor.<br /> <br /> "Really, well, we should set up a forum where we can share on a regular basis," she replied, secretly thrilled at this unexpected turn of events.<br /> <br /> "Yes, that's a great idea. Let's do that," answered Mr. Dougis. "You know, it sounds like you have become a Very Good Teacher."<br /> <br /> And he was right. She had, indeed, become a Very Good Teacher.<br /> <br /> [[Category:Teacher]]</div>

Lsmith https://docs.moodle.org/test/index.php?title=Talk:Home&diff=7367 Talk:Home 2006-03-21T19:15:25Z

<p>Lsmith: /* Fantastic Stuff */</p> <hr /> <div>==Feedback==<br /> Very interesting wiki site!... Thanx! --[[User:HarryRens|HarryRens]] 15 October 2005 23:42 (WST)<br /> <br /> == Discussions ==<br /> There is very little discussion about MoodleDocs that I can find. I know there used to be a whole course at moodle.org dedicated to discussions about documentation, but that appears to have vanished. Is there a substitute for it? Where can I ask questions about this wiki? For example: How do I change my username from Delius to Gustav? --[[User:Delius|Delius]] 09:41, 26 January 2006 (WST)<br /> <br /> :Thanks for your comments. Please note that [[User:Martin|Martin]] will make an announcement about the documentation very soon. Re. changing your username, the easiest way to achieve this is to re-register with username Gustav then add a redirect <code><nowiki>#REDIRECT [[User:Gustav]]</nowiki></code> to your old user page. -- [[User:Helen|Helen]] 17:59, 26 January 2006 (WST)<br /> <br /> ::Thanks Helen. I have done that. My username looks more friendly now. --[[User:Gustav|Gustav]] 18:10, 26 January 2006 (WST)<br /> <br /> ==Main page links==<br /> I'd strongly recommend adding the panel of links from [[About Moodle]] to the [[Main Page]] as well - they're incredibly important. I'm talking about the "Introduction | Background | Philosophy | License | Features | Release Notes | Future | Credits" links. --[[Dan]]<br /> <br /> :Hi Dan, thanks for your recommendation. The main page content definitely needs a re-think. -- [[User:Helen|Helen]] 02:31, 27 January 2006 (WST)<br /> <br /> I would like to see a reference to the Moodle Community and the collaborative aspects of learning about both Moodle as a product and as a process. I am not sure where would be the best place to anchor that page. --[[mburnet]]<br /> <br /> Just a brief thought re: "featured pages" and "Teaching Don'ts" link--could we also add "Teaching Dos" so that the focus is balanced and a little more positive for newbies stumbling into this page for the first time? --[[User:Lesli Smith|Lesli Smith]]<br /> <br /> ==MoodleDocs logo==<br /> It was pretty nice a little time ago. Right now it is at the upper left place in the homepage, and in Explorer 6.0, at 1024x768 resolution, it gets off the screen at left and over the hompepage text at right. Same happens in Firefox. IT ONLY HAPPENS WHEN YOU LOG IN, if you log out it looks fine. Can you fix it, please? [[User:Davidds|David Delgado]] 14:00, 7 February 2006 (GMT, London time)<br /> <br /> :Hi David. MoodleDocs got a new skin. Now its looking quite similar to moodle.org. If you see weird pages please refresh your page. (CTRL+F5) Often this does not work. Please clear your cache then via "Delete Files" in the "Tools/Internet Options" dialogue. --[[User:UrsHunkler|UrsHunkler]] 22:56, 7 February 2006 (WST)<br /> <br /> ::Hi, Urs. Done all that, both in Explorer and in Firefox (clear cache, total reload, even restart browsers). Still does not work properly. Everything is beautiful until you log in with your username and password, then the upper orange line dissapears and the MoodleDocs logo fails, as I told you. Any ideas? [[User:Davidds|David Delgado]] 00:18, 8 February 2006 (WST)<br /> <br /> ::: Hi, this is what I get when logged in... <br /> [[Image: Logo1.png]]<br /> <br /> [[User:Ray|Ray]] 00:25, 8 February 2006 (WST)<br /> <br /> Later...rather that was what I saw when I previewed. On saving all is well (1024x768). [[User:Ray|Ray]] 00:30, 8 February 2006 (WST)<br /> <br /> :::: Exactly the same result as me! I am happy that I am not alone in this problem. Mmmm... no saving helps me to get it working :-/ .[[User:Davidds|David Delgado]] 00:32, 8 February 2006 (WST)<br /> <br /> :Second guess. Which skin is selected in your preferences? The new Moodle skin is called "MoodleDocs" and is the default one. Propably your settings still use the standard skin. Mediawiki basicly proposes one logo for every skin. You see the new one at the old place and that does not work. Please change the skin. --[[User:UrsHunkler|UrsHunkler]] 02:30, 8 February 2006 (WST)<br /> ::Bingo! You were right! MonoBook skin was selected, though I never chose that one. I had chosen Default one. Perhaps a mess with the new site. Anyway, now it works perfectly. Thank you so much! :-)<br /> :::Mmmm... just one more little problem: the Toolbox gets over the GNU FDL license logo in the Main Page, and it cannot be seen properly. Could that be fixed easily? Hope so. [[User:Davidds|David Delgado]] 02:57, 8 February 2006 (WST)<br /> :::Fixed. For MSIE the Footer area now starts beside the left column. This solution used in the MediaWiki standard skin MonoBook seams to be the best. Thank you very much for your helpful feedback David. --[[User:UrsHunkler|UrsHunkler]] 06:37, 8 February 2006 (WST)<br /> ::I think all users registred before was maked MoodleDocs skin have old skin as preffered in his options by default. May be will be good to update all user profiles in database to use new skin?--[[User:Nashev|Nashev]] 05:53, 9 February 2006 (WST)<br /> <br /> I agree! I wondered why the moodledocs skin was looking so dodgy (as in the screenshot someone else submitted). Now it looks fine. --[[User:Dan|dan]] 18:46, 9 February 2006 (WST)<br /> <br /> == Fantastic Stuff ==<br /> <br /> Just wanted to pop in quickly and say a huge thankyou to Helen for this fantastic resource.<br /> <br /> Your work here is looking fantastic. So much for adding your time and expertise to this community. I know what it is like to juggle many hats. If you ever need a hand you need only ask :)<br /> <br /> Looking forward to seeing this integrated into 1.6.<br /> <br /> Julian<br /> <br /> : I second that. Great job, Helen! :-) --[[User:Art Lader|Art Lader]] 01:56, 23 February 2006 (WST)<br /> <br /> :: Thanks guys, though it's everyone's contributions that will make Moodle Docs into a great resource! --[[User:Helen Foster|Helen Foster]] 03:57, 23 February 2006 (WST)<br /> <br /> I'm a little late, but I also want to <b>thank you</b> so much for this wonderful resource. :-D --[[User: Lesli Smith|Lesli]]<br /> <br /> == Add links to international versions (es,...) ==<br /> <br /> Since https://docs.moodle.org is the main site for Moodle Documentation, there must be links to the different international versions, such as the Spanish one: https://docs.moodle.org/es . Maybe something similar to the Wikipedia home page: http://www.wikipedia.org . If not, just links to international versions in the main English page.<br /> <br /> :Hi David, you're very welcome to add inter-language links - please check the [[MoodleDocs:Guidelines for contributors|guidelines for contributors]] for more details. --[[User:Helen Foster|Helen Foster]] 05:54, 18 February 2006 (WST)<br /> <br /> == Upload Flash ==<br /> <br /> Is it possible to upload Flash files? I tried to do so via the same interface we use for uploading images, but had no luck. --[[User:Art Lader|Art Lader]] 19:10, 22 February 2006 (WST)<br /> <br /> :Hi Art, sorry it's not possible to upload Flash files for security reasons. Please could you explain what you would like to do, and perhaps send me a sample file, then I'll investigate alternative options. --[[User:Helen Foster|Helen Foster]] 03:53, 23 February 2006 (WST)<br /> <br /> : That is not a probelm, Helen. I have upgraded to SnagIt 8.0 and can add tooltips to screen captures. Just wanted to see if that improved the documentation. No big deal, though. --[[User:Art Lader|Art Lader]] 06:28, 23 February 2006 (WST)</div>

Lsmith https://docs.moodle.org/test/index.php?title=Talk:Home&diff=7366 Talk:Home 2006-03-21T19:14:34Z

<p>Lsmith: /* Fantastic Stuff */</p> <hr /> <div>==Feedback==<br /> Very interesting wiki site!... Thanx! --[[User:HarryRens|HarryRens]] 15 October 2005 23:42 (WST)<br /> <br /> == Discussions ==<br /> There is very little discussion about MoodleDocs that I can find. I know there used to be a whole course at moodle.org dedicated to discussions about documentation, but that appears to have vanished. Is there a substitute for it? Where can I ask questions about this wiki? For example: How do I change my username from Delius to Gustav? --[[User:Delius|Delius]] 09:41, 26 January 2006 (WST)<br /> <br /> :Thanks for your comments. Please note that [[User:Martin|Martin]] will make an announcement about the documentation very soon. Re. changing your username, the easiest way to achieve this is to re-register with username Gustav then add a redirect <code><nowiki>#REDIRECT [[User:Gustav]]</nowiki></code> to your old user page. -- [[User:Helen|Helen]] 17:59, 26 January 2006 (WST)<br /> <br /> ::Thanks Helen. I have done that. My username looks more friendly now. --[[User:Gustav|Gustav]] 18:10, 26 January 2006 (WST)<br /> <br /> ==Main page links==<br /> I'd strongly recommend adding the panel of links from [[About Moodle]] to the [[Main Page]] as well - they're incredibly important. I'm talking about the "Introduction | Background | Philosophy | License | Features | Release Notes | Future | Credits" links. --[[Dan]]<br /> <br /> :Hi Dan, thanks for your recommendation. The main page content definitely needs a re-think. -- [[User:Helen|Helen]] 02:31, 27 January 2006 (WST)<br /> <br /> I would like to see a reference to the Moodle Community and the collaborative aspects of learning about both Moodle as a product and as a process. I am not sure where would be the best place to anchor that page. --[[mburnet]]<br /> <br /> Just a brief thought re: "featured pages" and "Teaching Don'ts" link--could we also add "Teaching Dos" so that the focus is balanced and a little more positive for newbies stumbling into this page for the first time? --[[User:Lesli Smith|Lesli Smith]]<br /> <br /> ==MoodleDocs logo==<br /> It was pretty nice a little time ago. Right now it is at the upper left place in the homepage, and in Explorer 6.0, at 1024x768 resolution, it gets off the screen at left and over the hompepage text at right. Same happens in Firefox. IT ONLY HAPPENS WHEN YOU LOG IN, if you log out it looks fine. Can you fix it, please? [[User:Davidds|David Delgado]] 14:00, 7 February 2006 (GMT, London time)<br /> <br /> :Hi David. MoodleDocs got a new skin. Now its looking quite similar to moodle.org. If you see weird pages please refresh your page. (CTRL+F5) Often this does not work. Please clear your cache then via "Delete Files" in the "Tools/Internet Options" dialogue. --[[User:UrsHunkler|UrsHunkler]] 22:56, 7 February 2006 (WST)<br /> <br /> ::Hi, Urs. Done all that, both in Explorer and in Firefox (clear cache, total reload, even restart browsers). Still does not work properly. Everything is beautiful until you log in with your username and password, then the upper orange line dissapears and the MoodleDocs logo fails, as I told you. Any ideas? [[User:Davidds|David Delgado]] 00:18, 8 February 2006 (WST)<br /> <br /> ::: Hi, this is what I get when logged in... <br /> [[Image: Logo1.png]]<br /> <br /> [[User:Ray|Ray]] 00:25, 8 February 2006 (WST)<br /> <br /> Later...rather that was what I saw when I previewed. On saving all is well (1024x768). [[User:Ray|Ray]] 00:30, 8 February 2006 (WST)<br /> <br /> :::: Exactly the same result as me! I am happy that I am not alone in this problem. Mmmm... no saving helps me to get it working :-/ .[[User:Davidds|David Delgado]] 00:32, 8 February 2006 (WST)<br /> <br /> :Second guess. Which skin is selected in your preferences? The new Moodle skin is called "MoodleDocs" and is the default one. Propably your settings still use the standard skin. Mediawiki basicly proposes one logo for every skin. You see the new one at the old place and that does not work. Please change the skin. --[[User:UrsHunkler|UrsHunkler]] 02:30, 8 February 2006 (WST)<br /> ::Bingo! You were right! MonoBook skin was selected, though I never chose that one. I had chosen Default one. Perhaps a mess with the new site. Anyway, now it works perfectly. Thank you so much! :-)<br /> :::Mmmm... just one more little problem: the Toolbox gets over the GNU FDL license logo in the Main Page, and it cannot be seen properly. Could that be fixed easily? Hope so. [[User:Davidds|David Delgado]] 02:57, 8 February 2006 (WST)<br /> :::Fixed. For MSIE the Footer area now starts beside the left column. This solution used in the MediaWiki standard skin MonoBook seams to be the best. Thank you very much for your helpful feedback David. --[[User:UrsHunkler|UrsHunkler]] 06:37, 8 February 2006 (WST)<br /> ::I think all users registred before was maked MoodleDocs skin have old skin as preffered in his options by default. May be will be good to update all user profiles in database to use new skin?--[[User:Nashev|Nashev]] 05:53, 9 February 2006 (WST)<br /> <br /> I agree! I wondered why the moodledocs skin was looking so dodgy (as in the screenshot someone else submitted). Now it looks fine. --[[User:Dan|dan]] 18:46, 9 February 2006 (WST)<br /> <br /> == Fantastic Stuff ==<br /> <br /> Just wanted to pop in quickly and say a huge thankyou to Helen for this fantastic resource.<br /> <br /> Your work here is looking fantastic. So much for adding your time and expertise to this community. I know what it is like to juggle many hats. If you ever need a hand you need only ask :)<br /> <br /> Looking forward to seeing this integrated into 1.6.<br /> <br /> Julian<br /> <br /> : I second that. Great job, Helen! :-) --[[User:Art Lader|Art Lader]] 01:56, 23 February 2006 (WST)<br /> <br /> :: Thanks guys, though it's everyone's contributions that will make Moodle Docs into a great resource! --[[User:Helen Foster|Helen Foster]] 03:57, 23 February 2006 (WST)<br /> <br /> I'm a little late, but I also want to '''Bold text'''thank you'''Bold text''' so much for this wonderful resource. :-D --[[User: Lesli Smith|Lesli]]<br /> <br /> == Add links to international versions (es,...) ==<br /> <br /> Since https://docs.moodle.org is the main site for Moodle Documentation, there must be links to the different international versions, such as the Spanish one: https://docs.moodle.org/es . Maybe something similar to the Wikipedia home page: http://www.wikipedia.org . If not, just links to international versions in the main English page.<br /> <br /> :Hi David, you're very welcome to add inter-language links - please check the [[MoodleDocs:Guidelines for contributors|guidelines for contributors]] for more details. --[[User:Helen Foster|Helen Foster]] 05:54, 18 February 2006 (WST)<br /> <br /> == Upload Flash ==<br /> <br /> Is it possible to upload Flash files? I tried to do so via the same interface we use for uploading images, but had no luck. --[[User:Art Lader|Art Lader]] 19:10, 22 February 2006 (WST)<br /> <br /> :Hi Art, sorry it's not possible to upload Flash files for security reasons. Please could you explain what you would like to do, and perhaps send me a sample file, then I'll investigate alternative options. --[[User:Helen Foster|Helen Foster]] 03:53, 23 February 2006 (WST)<br /> <br /> : That is not a probelm, Helen. I have upgraded to SnagIt 8.0 and can add tooltips to screen captures. Just wanted to see if that improved the documentation. No big deal, though. --[[User:Art Lader|Art Lader]] 06:28, 23 February 2006 (WST)</div>

Lsmith https://docs.moodle.org/test/index.php?title=Talk:Home&diff=7365 Talk:Home 2006-03-21T19:11:02Z

<p>Lsmith: /* Main page links */</p> <hr /> <div>==Feedback==<br /> Very interesting wiki site!... Thanx! --[[User:HarryRens|HarryRens]] 15 October 2005 23:42 (WST)<br /> <br /> == Discussions ==<br /> There is very little discussion about MoodleDocs that I can find. I know there used to be a whole course at moodle.org dedicated to discussions about documentation, but that appears to have vanished. Is there a substitute for it? Where can I ask questions about this wiki? For example: How do I change my username from Delius to Gustav? --[[User:Delius|Delius]] 09:41, 26 January 2006 (WST)<br /> <br /> :Thanks for your comments. Please note that [[User:Martin|Martin]] will make an announcement about the documentation very soon. Re. changing your username, the easiest way to achieve this is to re-register with username Gustav then add a redirect <code><nowiki>#REDIRECT [[User:Gustav]]</nowiki></code> to your old user page. -- [[User:Helen|Helen]] 17:59, 26 January 2006 (WST)<br /> <br /> ::Thanks Helen. I have done that. My username looks more friendly now. --[[User:Gustav|Gustav]] 18:10, 26 January 2006 (WST)<br /> <br /> ==Main page links==<br /> I'd strongly recommend adding the panel of links from [[About Moodle]] to the [[Main Page]] as well - they're incredibly important. I'm talking about the "Introduction | Background | Philosophy | License | Features | Release Notes | Future | Credits" links. --[[Dan]]<br /> <br /> :Hi Dan, thanks for your recommendation. The main page content definitely needs a re-think. -- [[User:Helen|Helen]] 02:31, 27 January 2006 (WST)<br /> <br /> I would like to see a reference to the Moodle Community and the collaborative aspects of learning about both Moodle as a product and as a process. I am not sure where would be the best place to anchor that page. --[[mburnet]]<br /> <br /> Just a brief thought re: "featured pages" and "Teaching Don'ts" link--could we also add "Teaching Dos" so that the focus is balanced and a little more positive for newbies stumbling into this page for the first time? --[[User:Lesli Smith|Lesli Smith]]<br /> <br /> ==MoodleDocs logo==<br /> It was pretty nice a little time ago. Right now it is at the upper left place in the homepage, and in Explorer 6.0, at 1024x768 resolution, it gets off the screen at left and over the hompepage text at right. Same happens in Firefox. IT ONLY HAPPENS WHEN YOU LOG IN, if you log out it looks fine. Can you fix it, please? [[User:Davidds|David Delgado]] 14:00, 7 February 2006 (GMT, London time)<br /> <br /> :Hi David. MoodleDocs got a new skin. Now its looking quite similar to moodle.org. If you see weird pages please refresh your page. (CTRL+F5) Often this does not work. Please clear your cache then via "Delete Files" in the "Tools/Internet Options" dialogue. --[[User:UrsHunkler|UrsHunkler]] 22:56, 7 February 2006 (WST)<br /> <br /> ::Hi, Urs. Done all that, both in Explorer and in Firefox (clear cache, total reload, even restart browsers). Still does not work properly. Everything is beautiful until you log in with your username and password, then the upper orange line dissapears and the MoodleDocs logo fails, as I told you. Any ideas? [[User:Davidds|David Delgado]] 00:18, 8 February 2006 (WST)<br /> <br /> ::: Hi, this is what I get when logged in... <br /> [[Image: Logo1.png]]<br /> <br /> [[User:Ray|Ray]] 00:25, 8 February 2006 (WST)<br /> <br /> Later...rather that was what I saw when I previewed. On saving all is well (1024x768). [[User:Ray|Ray]] 00:30, 8 February 2006 (WST)<br /> <br /> :::: Exactly the same result as me! I am happy that I am not alone in this problem. Mmmm... no saving helps me to get it working :-/ .[[User:Davidds|David Delgado]] 00:32, 8 February 2006 (WST)<br /> <br /> :Second guess. Which skin is selected in your preferences? The new Moodle skin is called "MoodleDocs" and is the default one. Propably your settings still use the standard skin. Mediawiki basicly proposes one logo for every skin. You see the new one at the old place and that does not work. Please change the skin. --[[User:UrsHunkler|UrsHunkler]] 02:30, 8 February 2006 (WST)<br /> ::Bingo! You were right! MonoBook skin was selected, though I never chose that one. I had chosen Default one. Perhaps a mess with the new site. Anyway, now it works perfectly. Thank you so much! :-)<br /> :::Mmmm... just one more little problem: the Toolbox gets over the GNU FDL license logo in the Main Page, and it cannot be seen properly. Could that be fixed easily? Hope so. [[User:Davidds|David Delgado]] 02:57, 8 February 2006 (WST)<br /> :::Fixed. For MSIE the Footer area now starts beside the left column. This solution used in the MediaWiki standard skin MonoBook seams to be the best. Thank you very much for your helpful feedback David. --[[User:UrsHunkler|UrsHunkler]] 06:37, 8 February 2006 (WST)<br /> ::I think all users registred before was maked MoodleDocs skin have old skin as preffered in his options by default. May be will be good to update all user profiles in database to use new skin?--[[User:Nashev|Nashev]] 05:53, 9 February 2006 (WST)<br /> <br /> I agree! I wondered why the moodledocs skin was looking so dodgy (as in the screenshot someone else submitted). Now it looks fine. --[[User:Dan|dan]] 18:46, 9 February 2006 (WST)<br /> <br /> == Fantastic Stuff ==<br /> <br /> Just wanted to pop in quickly and say a huge thankyou to Helen for this fantastic resource.<br /> <br /> Your work here is looking fantastic. So much for adding your time and expertise to this community. I know what it is like to juggle many hats. If you ever need a hand you need only ask :)<br /> <br /> Looking forward to seeing this integrated into 1.6.<br /> <br /> Julian<br /> <br /> : I second that. Great job, Helen! :-) --[[User:Art Lader|Art Lader]] 01:56, 23 February 2006 (WST)<br /> <br /> :: Thanks guys, though it's everyone's contributions that will make Moodle Docs into a great resource! --[[User:Helen Foster|Helen Foster]] 03:57, 23 February 2006 (WST)<br /> <br /> == Add links to international versions (es,...) ==<br /> <br /> Since https://docs.moodle.org is the main site for Moodle Documentation, there must be links to the different international versions, such as the Spanish one: https://docs.moodle.org/es . Maybe something similar to the Wikipedia home page: http://www.wikipedia.org . If not, just links to international versions in the main English page.<br /> <br /> :Hi David, you're very welcome to add inter-language links - please check the [[MoodleDocs:Guidelines for contributors|guidelines for contributors]] for more details. --[[User:Helen Foster|Helen Foster]] 05:54, 18 February 2006 (WST)<br /> <br /> == Upload Flash ==<br /> <br /> Is it possible to upload Flash files? I tried to do so via the same interface we use for uploading images, but had no luck. --[[User:Art Lader|Art Lader]] 19:10, 22 February 2006 (WST)<br /> <br /> :Hi Art, sorry it's not possible to upload Flash files for security reasons. Please could you explain what you would like to do, and perhaps send me a sample file, then I'll investigate alternative options. --[[User:Helen Foster|Helen Foster]] 03:53, 23 February 2006 (WST)<br /> <br /> : That is not a probelm, Helen. I have upgraded to SnagIt 8.0 and can add tooltips to screen captures. Just wanted to see if that improved the documentation. No big deal, though. --[[User:Art Lader|Art Lader]] 06:28, 23 February 2006 (WST)</div>

Lsmith https://docs.moodle.org/test/index.php?title=Talk:Home&diff=7364 Talk:Home 2006-03-21T19:08:46Z

<p>Lsmith: /* Main page links */</p> <hr /> <div>==Feedback==<br /> Very interesting wiki site!... Thanx! --[[User:HarryRens|HarryRens]] 15 October 2005 23:42 (WST)<br /> <br /> == Discussions ==<br /> There is very little discussion about MoodleDocs that I can find. I know there used to be a whole course at moodle.org dedicated to discussions about documentation, but that appears to have vanished. Is there a substitute for it? Where can I ask questions about this wiki? For example: How do I change my username from Delius to Gustav? --[[User:Delius|Delius]] 09:41, 26 January 2006 (WST)<br /> <br /> :Thanks for your comments. Please note that [[User:Martin|Martin]] will make an announcement about the documentation very soon. Re. changing your username, the easiest way to achieve this is to re-register with username Gustav then add a redirect <code><nowiki>#REDIRECT [[User:Gustav]]</nowiki></code> to your old user page. -- [[User:Helen|Helen]] 17:59, 26 January 2006 (WST)<br /> <br /> ::Thanks Helen. I have done that. My username looks more friendly now. --[[User:Gustav|Gustav]] 18:10, 26 January 2006 (WST)<br /> <br /> ==Main page links==<br /> I'd strongly recommend adding the panel of links from [[About Moodle]] to the [[Main Page]] as well - they're incredibly important. I'm talking about the "Introduction | Background | Philosophy | License | Features | Release Notes | Future | Credits" links. --[[Dan]]<br /> <br /> :Hi Dan, thanks for your recommendation. The main page content definitely needs a re-think. -- [[User:Helen|Helen]] 02:31, 27 January 2006 (WST)<br /> <br /> I would like to see a reference to the Moodle Community and the collaborative aspects of learning about both Moodle as a product and as a process. I am not sure where would be the best place to anchor that page. --[[mburnet]]<br /> <br /> Just a brief thought re: "featured pages" and "Teaching Don'ts" link--could we also add "Teaching Dos" so that the focus is balanced and a little more positive for newbies stumbling into this page for the first time? --[[Lesli Smith]]<br /> <br /> ==MoodleDocs logo==<br /> It was pretty nice a little time ago. Right now it is at the upper left place in the homepage, and in Explorer 6.0, at 1024x768 resolution, it gets off the screen at left and over the hompepage text at right. Same happens in Firefox. IT ONLY HAPPENS WHEN YOU LOG IN, if you log out it looks fine. Can you fix it, please? [[User:Davidds|David Delgado]] 14:00, 7 February 2006 (GMT, London time)<br /> <br /> :Hi David. MoodleDocs got a new skin. Now its looking quite similar to moodle.org. If you see weird pages please refresh your page. (CTRL+F5) Often this does not work. Please clear your cache then via "Delete Files" in the "Tools/Internet Options" dialogue. --[[User:UrsHunkler|UrsHunkler]] 22:56, 7 February 2006 (WST)<br /> <br /> ::Hi, Urs. Done all that, both in Explorer and in Firefox (clear cache, total reload, even restart browsers). Still does not work properly. Everything is beautiful until you log in with your username and password, then the upper orange line dissapears and the MoodleDocs logo fails, as I told you. Any ideas? [[User:Davidds|David Delgado]] 00:18, 8 February 2006 (WST)<br /> <br /> ::: Hi, this is what I get when logged in... <br /> [[Image: Logo1.png]]<br /> <br /> [[User:Ray|Ray]] 00:25, 8 February 2006 (WST)<br /> <br /> Later...rather that was what I saw when I previewed. On saving all is well (1024x768). [[User:Ray|Ray]] 00:30, 8 February 2006 (WST)<br /> <br /> :::: Exactly the same result as me! I am happy that I am not alone in this problem. Mmmm... no saving helps me to get it working :-/ .[[User:Davidds|David Delgado]] 00:32, 8 February 2006 (WST)<br /> <br /> :Second guess. Which skin is selected in your preferences? The new Moodle skin is called "MoodleDocs" and is the default one. Propably your settings still use the standard skin. Mediawiki basicly proposes one logo for every skin. You see the new one at the old place and that does not work. Please change the skin. --[[User:UrsHunkler|UrsHunkler]] 02:30, 8 February 2006 (WST)<br /> ::Bingo! You were right! MonoBook skin was selected, though I never chose that one. I had chosen Default one. Perhaps a mess with the new site. Anyway, now it works perfectly. Thank you so much! :-)<br /> :::Mmmm... just one more little problem: the Toolbox gets over the GNU FDL license logo in the Main Page, and it cannot be seen properly. Could that be fixed easily? Hope so. [[User:Davidds|David Delgado]] 02:57, 8 February 2006 (WST)<br /> :::Fixed. For MSIE the Footer area now starts beside the left column. This solution used in the MediaWiki standard skin MonoBook seams to be the best. Thank you very much for your helpful feedback David. --[[User:UrsHunkler|UrsHunkler]] 06:37, 8 February 2006 (WST)<br /> ::I think all users registred before was maked MoodleDocs skin have old skin as preffered in his options by default. May be will be good to update all user profiles in database to use new skin?--[[User:Nashev|Nashev]] 05:53, 9 February 2006 (WST)<br /> <br /> I agree! I wondered why the moodledocs skin was looking so dodgy (as in the screenshot someone else submitted). Now it looks fine. --[[User:Dan|dan]] 18:46, 9 February 2006 (WST)<br /> <br /> == Fantastic Stuff ==<br /> <br /> Just wanted to pop in quickly and say a huge thankyou to Helen for this fantastic resource.<br /> <br /> Your work here is looking fantastic. So much for adding your time and expertise to this community. I know what it is like to juggle many hats. If you ever need a hand you need only ask :)<br /> <br /> Looking forward to seeing this integrated into 1.6.<br /> <br /> Julian<br /> <br /> : I second that. Great job, Helen! :-) --[[User:Art Lader|Art Lader]] 01:56, 23 February 2006 (WST)<br /> <br /> :: Thanks guys, though it's everyone's contributions that will make Moodle Docs into a great resource! --[[User:Helen Foster|Helen Foster]] 03:57, 23 February 2006 (WST)<br /> <br /> == Add links to international versions (es,...) ==<br /> <br /> Since https://docs.moodle.org is the main site for Moodle Documentation, there must be links to the different international versions, such as the Spanish one: https://docs.moodle.org/es . Maybe something similar to the Wikipedia home page: http://www.wikipedia.org . If not, just links to international versions in the main English page.<br /> <br /> :Hi David, you're very welcome to add inter-language links - please check the [[MoodleDocs:Guidelines for contributors|guidelines for contributors]] for more details. --[[User:Helen Foster|Helen Foster]] 05:54, 18 February 2006 (WST)<br /> <br /> == Upload Flash ==<br /> <br /> Is it possible to upload Flash files? I tried to do so via the same interface we use for uploading images, but had no luck. --[[User:Art Lader|Art Lader]] 19:10, 22 February 2006 (WST)<br /> <br /> :Hi Art, sorry it's not possible to upload Flash files for security reasons. Please could you explain what you would like to do, and perhaps send me a sample file, then I'll investigate alternative options. --[[User:Helen Foster|Helen Foster]] 03:53, 23 February 2006 (WST)<br /> <br /> : That is not a probelm, Helen. I have upgraded to SnagIt 8.0 and can add tooltips to screen captures. Just wanted to see if that improved the documentation. No big deal, though. --[[User:Art Lader|Art Lader]] 06:28, 23 February 2006 (WST)</div>

Lsmith https://docs.moodle.org/test/index.php?title=User:Lesli_Smith&diff=7363 User:Lesli Smith 2006-03-21T18:58:36Z

<p>Lsmith: </p> <hr /> <div>Secondary English teacher and avid Moodler since 2003.</div>

Lsmith https://docs.moodle.org/test/index.php?title=Teaching_do%27s_and_don%27ts&diff=5679 Teaching do's and don'ts 2006-02-18T13:58:49Z

<p>Lsmith: </p> <hr /> <div>[[Category:Teacher]]<br /> '''Start small, think big''': If you are new to Moodle and have no experience with other course management systems, consider beginning with with something easy and strightforward, like creating a web page resource to post lesson plans and links to helpful online resources. Do that until you are really comfortable. Then, as your needs dictate, move on to other modules. Maybe a little forum to discuss current events in your discipline. <br /> <br /> Moodle is very robust and can overwhelm a novice. This approach can help you avoid that. Don't worry, in a few weeks, you will be Moodling like crazy! -- Art</div>

Lsmith