-Traduzione il lingua italiana a cura di Davide Suraci - 22 ottobre 2002
+Traduzione il lingua italiana a cura di Davide Suraci - 29 Novembre 2002
----------------------------------------------------------------------
Davide Suraci ICQ:154548662
icarused@iol.it
<?PHP // $Id$
- // assignment.php - created with Moodle 1.0.5 (2002092700)
+ // assignment.php - created with Moodle 1.0.6.2 (2002111100)
$string['assignmentdetails'] = "Dettaglio compiti";
$string['description'] = "Descrizione";
$string['duedate'] = "Data di scadenza";
$string['early'] = "\$a anticipo";
-$string['failedupdatefeedback'] = "Aggiornamento delle risposte alle consegne dell'utente non riuscito \$a";
+$string['failedupdatefeedback'] = "Aggiornamento delle risposte alle consegne dell'utente \$a non riuscito";
$string['feedbackupdated'] = "Risposte alle consegne aggiornate per \$a utenti";
$string['late'] = "\$a ritardo";
$string['maximumgrade'] = "Voto massimo";
$string['overwritewarning'] = "Attenzione: trasferendo ulteriori allegati essi SOSTITUIRANNO quelli attualmente presenti.";
$string['submissionfeedback'] = "Risposte alla consegna";
$string['submissions'] = "Consegne";
+$string['submitassignment'] = "Presenta il tuo compito usando questo form";
$string['submitted'] = "Consegnato";
+$string['typeoffline'] = "Attività non in rete";
$string['typeuploadsingle'] = "Trasferire un singolo file, punteggio\r
attibuibile per un valore compreso fra 0 e 100 punti";
+$string['uploadbadname'] = "Questo file contiene caratteri non conformi e non può essere trasferito.";
$string['uploadedfiles'] = "files trasferiti";
+$string['uploaderror'] = "Si è verificato un errore durante il salvataggio del file sul server.";
+$string['uploadfailnoupdate'] = "Il file è stato trasferito con successo ma non è stato possibile aggiornarlo!";
+$string['uploadfiletoobig'] = "Spiacenti, ma il file è troppo grande (il limite è \$a bytes)";
+$string['uploadnofilefound'] = "Nessun file risulta disponibile - sei sicuro che ne hai selezionato uno per effettuare il trasferimento sul server?";
+$string['uploadnotregistered'] = "'\$a' è stato trasferito ma la registrazione non è avvenuta!";
+$string['uploadsuccess'] = "Trasferimento di '\$a' avvenuto con successo";
+$string['viewfeedback'] = "Vedi valutazione dei compiti e risposte";
$string['viewsubmissions'] = "Vedi \$a compiti consegnati";
$string['yoursubmission'] = "La tua consegna";
$string['viewallresponses'] = "Vedi \$a risposte";
?>
+
-ABOUT THIS DIRECTORY\r
---------------------\r
-\r
-DO NOT CHANGE, RENAME OR MOVE ANY OF THE FILES \r
-IN THIS DIRECTORY unless you REALLY know what \r
-you are doing. \r
-\r
-Changing these files could mess up your course.\r
-\r
-This directory contains files uploaded to your \r
-course within particular modules (mostly by \r
-students), such as assignment submissions and \r
-forum attachments.\r
-\r
-The names of the directories and files within \r
-this directory are very specific and are \r
-automatically maintained by Moodle.\r
-\r
+ABOUT THIS DIRECTORY\r--------------------\r\rDO NOT CHANGE, RENAME OR MOVE ANY OF THE FILES \rIN THIS DIRECTORY unless you REALLY know what \ryou are doing. \r\rChanging these files could mess up your course.\r\rThis directory contains files uploaded to your \rcourse within particular modules (mostly by \rstudents), such as assignment submissions and \rforum attachments.\r\rThe names of the directories and files within \rthis directory are very specific and are \rautomatically maintained by Moodle.\r\r
\ No newline at end of file
<?PHP // $Id$
- // forum.php - created with Moodle 1.0.5 beta 1 (2002092500)
+ // forum.php - created with Moodle 1.0.6.2 (2002111100)
$string['addanewdiscussion'] = "Aggiungi un nuovo argomento di discussione";
-$string['allowchoice'] = "Permetti ad ognuno di scegliere";
+$string['allowchoice'] = "Scegli";
$string['allowdiscussions'] = "Può \$a dare inizio a delle nuove discussioni?";
$string['allowratings'] = "Permettere la valutazione degli interventi (posts)?";
$string['allowsdiscussions'] = "Questo forum permette a ciscuna persona di dare inizio a una discussione.";
$string['anyfile'] = "Qualunque file";
$string['attachment'] = "Allegato";
$string['bynameondate'] = "di \$a->name - \$a->date";
-$string['canstudentsstart'] = "Può un \$a dare inizio a delle nuove discussioni?";
$string['couldnotadd'] = "Non è possibile aggiungere il tuo intervento a causa di un errore sconosciuto.";
$string['couldnotdeleteratings'] = "Spiacenti, non può essere cancellato in quanto gli utenti lo hanno già valutato.";
$string['couldnotdeletereplies'] = "Spiacenti, non può essere cancellato in quanto gli utenti hanno già dato le loro risposte.";
$string['edit'] = "Edita";
$string['editing'] = "Pubblicazione";
$string['emptymessage'] = "Qualche errore con il tuo post. Forse lo hai lasciato in bianco, oppure l'allegato era troppo grande.I tuoi cambiamenti NON sono stati salvati.";
-$string['everyonecanchoose'] = "Ognuno può decidere di iscriversi";
-$string['everyoneissubscribed'] = "Ognuno è iscritto a questo forum";
-$string['forcesubscribe'] = "Obbligare ognuno all'iscrizione.";
+$string['everyonecanchoose'] = "Opzioni";
+$string['everyoneissubscribed'] = "Iscrizione obbligatoria a questo forum in quanto ciò è previsto dal docente";
+$string['forcesubscribe'] = "Obbligare ognuno all'iscrizione";
$string['forcesubscribeq'] = "Obbligare ognuno all'iscrizione?";
$string['forum'] = "Forum";
$string['forumintro'] = "Introduzione al forum";
$string['generalforums'] = "Forums per l'uso generale";
$string['inforum'] = "in \$a";
$string['intronews'] = "Annunci e news di carattere generale";
-$string['introsocial'] = "Un forum aperto per dialogare su qualsiasi argomento che desideri.";
+$string['introsocial'] = "Un forum aperto per dialogare su qualsiasi argomento di tuo interesse.";
$string['introteacher'] = "Un forum per insegnanti solo per annotazioni e discussioni.";
$string['learningforums'] = "Forum per l'apprendimento";
$string['maxtimehaspassed'] = "Spiacenti ma il tempo massimo concesso per editare questo post (\$a) è trascorso!";
$string['nameteacher'] = "Forum Insegnanti";
$string['newforumposts'] = "Nuovi messaggi nel forum";
$string['nodiscussions'] = "Non ci sono ancora argomenti di discussione in questo forum";
-$string['noguestpost'] = "Spiacenti, agli ospiti non è concesso postare";
+$string['noguestpost'] = "Spiacenti, agli ospiti non è concesso postare.";
$string['noposts'] = "Niente posts";
+$string['nopostscontaining'] = "Nessun messaggio contenente '\$a' è stato trovato";
$string['nosubscribers'] = "Non ci sono ancora iscritti per questo forum";
$string['nownotsubscribed'] = "\$a->name NON riceverà copie di '\$a->forum' via email.";
$string['nowsubscribed'] = "\$a->name riceverà copie di '\$a->forum' via email.";
$string['numposts'] = "\$a posts";
$string['olderdiscussions'] = "Vecchie discussioni";
+$string['openmode0'] = "Discussioni e risposte non permesse";
+$string['openmode1'] = "Discussioni non permesse ma risposte consentite";
+$string['openmode2'] = "Discussioni e risposte sono permesse";
$string['parentofthispost'] = "Relativo a questo post";
$string['postadded'] = "Il tuo messaggio è stato aggiunto con successo.<P>Hai \$a per editarlo se desideri apportare delle modifiche.";
+$string['postincontext'] = "Vedi questo messaggio nel contesto";
$string['postingtip'] = "<B>Suggerimenti per il posting:</B>\r
Quando rispondi a un post:\r
<UL>\r
$string['repliesone'] = "\$a risposta al momento";
$string['reply'] = "Rispondi";
$string['search'] = "Cerca";
-$string['searchforums'] = "Cerca nei forum";
+$string['searchforums'] = "Cerca nei forums";
+$string['searchresults'] = "Risultati delle ricerche";
$string['sendinratings'] = "Aggiungi alle mie ultime valutazioni";
$string['showsubscribers'] = "Mostra chi è iscritto";
$string['singleforum'] = "Una singola discussione semplice";
-<P ALIGN=CENTER><B>Choice options</B></P>\r
-\r
-<P>Here is where you specify the options that participants \r
- have to choose from.\r
-\r
-<P>You can fill in any number of these: it's OK to leave some blank \r
- if you don't need the full 6 options.\r
+<P ALIGN=CENTER><B>Choice options</B></P>
\r\r<P>Here is where you specify the options that participants
\r have to choose from.
\r\r<P>You can fill in any number of these: it's OK to leave some blank
\r if you don't need the full 6 options.
\r\ No newline at end of file
-<P ALIGN=CENTER><B>Course Categories</B></P>\r
-\r
-<P>Your Moodle administrator may have set up several \r
- course categories.\r
-\r
-<P>For example, "Science", "Humanities", "Public Health" etc\r
-\r
-<P>Choose the one most applicable for your course. This \r
- choice will affect where your course is displayed on the \r
- course listing and may make it easier for students to \r
- find your course.\r
+<P ALIGN=CENTER><B>Course Categories</B></P>
\r\r<P>Your Moodle administrator may have set up several
\r course categories.
\r\r<P>For example, "Science", "Humanities", "Public Health" etc
\r\r<P>Choose the one most applicable for your course. This
\r choice will affect where your course is displayed on the
\r course listing and may make it easier for students to
\r find your course.
\r\ No newline at end of file
-<P ALIGN=CENTER><B>Moodle course formats</B></P>\r
-\r
-<P><B>Weekly format</B></P>\r
-<UL>\r
-The course is organised week by week, with a clear start date and a finish date.\r
-Each week consists of activities. Some of them, like journals, may have \r
-"open windows" of, say, two weeks after which they become unavailable.\r
-</UL>\r
-\r
-<P><B>Topics format</B></P>\r
-<UL>\r
-Very similar to the weekly format, except that each "week" is called a topic.\r
-A "topic" is not restricted to any time limit. You don't need to specify any\r
-dates.\r
-</UL>\r
-\r
-<P><B>Social format</B></P>\r
-<UL>\r
-This format is oriented around one main forum, the Social forum, which appears\r
-listed on the main page. It is useful for situations that are more freeform.\r
-They may not even be courses. For example, it could be used as a departmental\r
-notice board.\r
-</UL>\r
-\r
+<P ALIGN=CENTER><B>Moodle course formats</B></P>
\r\r<P><B>Weekly format</B></P>
\r<UL>
\rThe course is organised week by week, with a clear start date and a finish date.
\rEach week consists of activities. Some of them, like journals, may have
\r"open windows" of, say, two weeks after which they become unavailable.
\r</UL>
\r\r<P><B>Topics format</B></P>
\r<UL>
\rVery similar to the weekly format, except that each "week" is called a topic.
\rA "topic" is not restricted to any time limit. You don't need to specify any
\rdates.
\r</UL>
\r\r<P><B>Social format</B></P>
\r<UL>
\rThis format is oriented around one main forum, the Social forum, which appears
\rlisted on the main page. It is useful for situations that are more freeform.
\rThey may not even be courses. For example, it could be used as a departmental
\rnotice board.
\r</UL>
\r\r\ No newline at end of file
-<P ALIGN=CENTER><B>Course Full name</B></P>\r
-\r
-<P>The full name of the course is displayed at the top of the screen and in the course listings.</P>\r
-\r
+<P ALIGN=CENTER><B>Course Full name</B></P>
\r\r<P>The full name of the course is displayed at the top of the screen and in the course listings.</P>
\r\r\ No newline at end of file
-<P ALIGN=CENTER><B>Course News Items</B></P>\r
-\r
-<P>A special forum called "News" appears in the \r
- "weekly" and "topics" course formats. It's \r
- a good place to post notices for all students\r
- to see. (By default, all students are subscribed\r
- to this forum, and will receive your notices by\r
- email.)\r
-\r
-<P>This setting determines how many recent items \r
- appear on your course home page, in a news box \r
- down the right-hand side.\r
-\r
-<P>If you set it to "0 news items" then the news \r
- box won't even appear.\r
+<P ALIGN=CENTER><B>Course News Items</B></P>
\r\r<P>A special forum called "News" appears in the
\r "weekly" and "topics" course formats. It's
\r a good place to post notices for all students
\r to see. (By default, all students are subscribed
\r to this forum, and will receive your notices by
\r email.)
\r\r<P>This setting determines how many recent items
\r appear on your course home page, in a news box
\r down the right-hand side.
\r\r<P>If you set it to "0 news items" then the news
\r box won't even appear.
\r\ No newline at end of file
-<P ALIGN=CENTER><B>Course Number of Weeks/Topics</B></P>\r
-\r
-<P>This setting is only used by the 'weekly' and 'topics'\r
- course formats.\r
-\r
-<P>In the 'weekly' format, it specifies the number of weeks \r
- that the course will run for, starting from the \r
- course starting date.\r
-\r
-<P>In the 'topics' format, it specifies the number of topics\r
- in the course.\r
-\r
-<P>Both of these translate to the number of "boxes" down the \r
- middle of the course page.\r
+<P ALIGN=CENTER><B>Course Number of Weeks/Topics</B></P>
\r\r<P>This setting is only used by the 'weekly' and 'topics'
\r course formats.
\r\r<P>In the 'weekly' format, it specifies the number of weeks
\r that the course will run for, starting from the
\r course starting date.
\r\r<P>In the 'topics' format, it specifies the number of topics
\r in the course.
\r\r<P>Both of these translate to the number of "boxes" down the
\r middle of the course page.
\r\ No newline at end of file
-<P ALIGN=CENTER><B>Course short name</B></P>\r
-\r
-<P>Many institutions have a shorthand way of referring to a course, such as \r
- BP102 or COMMS. Even you don't already have such a name for your course, \r
- make one up here. It will be used in several places where the long name \r
- isn't appropriate (such us in the subject line of email).</P>\r
-\r
+<P ALIGN=CENTER><B>Course short name</B></P>
\r\r<P>Many institutions have a shorthand way of referring to a course, such as
\r BP102 or COMMS. Even you don't already have such a name for your course,
\r make one up here. It will be used in several places where the long name
\r isn't appropriate (such us in the subject line of email).</P>
\r\r\ No newline at end of file
-<P ALIGN=CENTER><B>Course Start Date</B></P>\r
-\r
-<P>This is where you specify the starting time of the \r
- course (in your own timezone).\r
-\r
-<P>If you are using a 'weekly' course format, this will \r
- affect the display of the weeks. The first week will\r
- start on the date you set here.\r
- \r
-<P>This setting will not affect courses using the \r
- 'social' or 'topics' formats.\r
-\r
-<P>However, one place this setting will be affect is \r
- the display of logs, which use this date as the earliest\r
- possible date you can display.\r
- \r
-<P>In general, if your course does have a real starting date\r
- then it makes sense to set this date to that, no matter \r
- what course formats you are using.\r
+<P ALIGN=CENTER><B>Course Start Date</B></P>
\r\r<P>This is where you specify the starting time of the
\r course (in your own timezone).
\r\r<P>If you are using a 'weekly' course format, this will
\r affect the display of the weeks. The first week will
\r start on the date you set here.
\r \r<P>This setting will not affect courses using the
\r 'social' or 'topics' formats.
\r\r<P>However, one place this setting will be affect is
\r the display of logs, which use this date as the earliest
\r possible date you can display.
\r \r<P>In general, if your course does have a real starting date
\r then it makes sense to set this date to that, no matter
\r what course formats you are using.
\r\ No newline at end of file
-<P ALIGN=CENTER><B>Course Enrolment Key</B></P>\r
-\r
-<P>A course enrolment key is what keeps unwanted people \r
- out of your course.\r
-\r
-<P>If you leave this blank, then anyone who has created \r
- a Moodle username on this site will be able to enrol\r
- in your course simply by going in to it.\r
-\r
-<P>If you put something here, then students who are trying \r
- to get in for the FIRST TIME ONLY will be asked to supply \r
- this word or phrase.\r
-\r
-<P>The idea is that you will supply the key to authorised \r
- people using another means like private email, snail mail,\r
- on the phone or even verbally in a face to face class.\r
-\r
-<P>If this password "gets out" and you have unwanted people \r
- enrolling, you can unenrol them (see their user profile page)\r
- and change this key. Any legitimate students who have already \r
- enrolled will not be affected, but the unwanted people won't be \r
- able to get back in.\r
-\r
+<P ALIGN=CENTER><B>Course Enrolment Key</B></P>
\r\r<P>A course enrolment key is what keeps unwanted people
\r out of your course.
\r\r<P>If you leave this blank, then anyone who has created
\r a Moodle username on this site will be able to enrol
\r in your course simply by going in to it.
\r\r<P>If you put something here, then students who are trying
\r to get in for the FIRST TIME ONLY will be asked to supply
\r this word or phrase.
\r\r<P>The idea is that you will supply the key to authorised
\r people using another means like private email, snail mail,
\r on the phone or even verbally in a face to face class.
\r\r<P>If this password "gets out" and you have unwanted people
\r enrolling, you can unenrol them (see their user profile page)
\r and change this key. Any legitimate students who have already
\r enrolled will not be affected, but the unwanted people won't be
\r able to get back in.
\r\r\ No newline at end of file
-<P ALIGN=CENTER><B>Allowing new discussions</B></P>\r
-\r
-<P>For most forums you will want to allow non-teachers to start new \r
- discussion topics (threads).\r
-\r
-<P>Sometimes, however, you will want to disable this ability. For\r
- example, this is useful for the News forum when you only want \r
- teachers to post new items that appear on the course main page.\r
- Students will still be able to REPLY to existing posts though.\r
+<P ALIGN=CENTER><B>Allowing new discussions</B></P>
\r\r<P>For most forums you will want to allow non-teachers to start new
\r discussion topics (threads).
\r\r<P>Sometimes, however, you will want to disable this ability. For
\r example, this is useful for the News forum when you only want
\r teachers to post new items that appear on the course main page.
\r Students will still be able to REPLY to existing posts though.
\r\ No newline at end of file
-<P ALIGN=CENTER><B>Attachments for posts</B></P>\r
-\r
-<P>You can optionally attach ONE file from your own computer \r
- to any post in the forums. This file is uploaded to the \r
- server and stored with your post.\r
-\r
-<P>This is useful when you want to share a picture, for example,\r
- or a Word document.\r
-\r
-<P>This file can be of any type, however it is highly recommended\r
- that the file is named using standard 3-letter internet \r
- suffixes such as .doc for a Word document, .jpg or .png \r
- for an image, and so on. This will make it easier for others \r
- to download and view your attachment in their browsers.\r
-\r
-<P>If you re-edit a posting and attach a new file, then any \r
- previous attached files for that post will be replaced.\r
- \r
-<P>If you re-edit a posting with an attachment and leave \r
- this space blank, then the original attachment will be \r
- retained.\r
+<P ALIGN=CENTER><B>Attachments for posts</B></P>
\r\r<P>You can optionally attach ONE file from your own computer
\r to any post in the forums. This file is uploaded to the
\r server and stored with your post.
\r\r<P>This is useful when you want to share a picture, for example,
\r or a Word document.
\r\r<P>This file can be of any type, however it is highly recommended
\r that the file is named using standard 3-letter internet
\r suffixes such as .doc for a Word document, .jpg or .png
\r for an image, and so on. This will make it easier for others
\r to download and view your attachment in their browsers.
\r\r<P>If you re-edit a posting and attach a new file, then any
\r previous attached files for that post will be replaced.
\r \r<P>If you re-edit a posting with an attachment and leave
\r this space blank, then the original attachment will be
\r retained.
\r\ No newline at end of file
-<P ALIGN=CENTER><B>Forum Types</B></P>\r
-\r
-<P>There are several different types of forum to choose from:\r
-\r
-<P><B>A single simple discussion</B> - is just a single topic, all on one page.\r
-Useful for short, focussed discussions.\r
-\r
-<P><B>Standard forum for general use</B> - is an open forum where any one can \r
-start a new topic at any time. This is the best general-purpose forum.\r
-\r
-<P><B>Each person posts one discussion</B> - Each person can post exactly one \r
-new discussion topic (everyone can reply to them though). This is useful when \r
-you want each student to start a discussion about, say, their reflections on \r
-the week's topic, and everyone else responds to these.\r
-\r
-<P>(More development to come in future versions of Moodle)\r
+<P ALIGN=CENTER><B>Forum Types</B></P>
\r\r<P>There are several different types of forum to choose from:
\r\r<P><B>A single simple discussion</B> - is just a single topic, all on one page.
\rUseful for short, focussed discussions.
\r\r<P><B>Standard forum for general use</B> - is an open forum where any one can
\rstart a new topic at any time. This is the best general-purpose forum.
\r\r<P><B>Each person posts one discussion</B> - Each person can post exactly one
\rnew discussion topic (everyone can reply to them though). This is useful when
\ryou want each student to start a discussion about, say, their reflections on
\rthe week's topic, and everyone else responds to these.
\r\r<P>(More development to come in future versions of Moodle)
\r\ No newline at end of file
-<P ALIGN=CENTER><B>Forum Ratings</B></P>\r
-\r
-<P>Individual posts can be rated using a scale based on the theory of \r
-<strong>separate and connected knowing</strong>.\r
-\r
-<p>This theory may help you to look at human interactions \r
- in a new way. It describes two different ways that we can evaluate and learn \r
- about the things we see and hear.\r
-\r
-<p>Although each of us may use these two methods in different amounts at different \r
- times, it may be useful to imagine two people as examples, one who is a mostly \r
- separate knower (Jim) and the other a mostly connected knower (Mary).</p>\r
-<ul>\r
- <li>Jim likes to remain as 'objective' as possible without including his feelings \r
- and emotions. When in a discussion with other people who may have different \r
- ideas, he likes to defend his own ideas, using logic to find holes in his \r
- opponent's ideas. He is critical of new ideas unless they are proven facts \r
- from reputable sources such as textbooks, respected teachers or his own direct \r
- experience. Jim is a very <strong>separate knower</strong>.<br><br>\r
- </li>\r
- <li>Mary is more sensitive to other people. She is skilled at empathy and tends \r
- to listen and ask questions until she feels she can connect and "understand \r
- things from their point of view". She learns by trying to share the experiences \r
- that led to the knowledge she finds in other people. When talking to others, \r
- she avoids confrontation and will often try to help the other person if she \r
- can see a way to do so, using logical suggestions. Mary is a very <strong>connected \r
- knower</strong>.</li>\r
-</ul>\r
-<p>Did you notice in these examples that the separate knower is male and the connected \r
- knower is female? Some studies have shown that statistically this tends to be \r
- the case, however individual people can be anywhere in the spectrum between \r
- these two extremes. </p>\r
-<p>For a collaborative and effective group of learners it may be best if everyone \r
- were able to use BOTH ways of knowing.</p>\r
-<p>In a particular situation like an online forum, a single post by a person may \r
- exhibit either of these characteristics, or even both. Someone who is generally \r
- very connected may post a very separate-sounding message, and vice versa. The \r
- purpose of rating each post using this scale is to:</p>\r
-<blockquote>\r
- <p>a) help you think about these issues when reading other posts<br>\r
- b) provide feedback to each author on how they are being seen by others</p>\r
-</blockquote>\r
-<p>The results are not used towards student assessment in any way, they are just \r
- to help improve communication and learning.</p>\r
-<hr>\r
-<p><br>\r
- In case you're interested, here are some references to papers by the authors \r
- who originally developed these ideas:</p>\r
-<ul>\r
- <li>Belenky, M.F., Clinchy, B.M., Goldberger, N.R., & Tarule, J.M. (1986). \r
- Women's ways of knowing: the development of self, voice, and mind. New York, \r
- NY: Basic Books.</li>\r
- <li>Clinchy, B.M. (1989a). The development of thoughtfulness in college women: \r
- Integrating reason and care. American Behavioural Scientist, 32(6), 647-657.</li>\r
- <li>Clinchy, B.M. (1989b). On critical thinking & connected knowing. Liberal \r
- education, 75(5), 14-19.</li>\r
- <li>Clinchy, B.M. (1996). Connected and separate knowing; Toward a marriage \r
- of two minds. In N.R. Goldberger, Tarule, J.M., Clinchy, B.M. &</li>\r
- <li>Belenky, M.F. (Eds.), Knowledge, Difference, and Power; Essays inspired \r
- by “Women’s Ways of Knowing” (pp. 205-247). New York, NY: \r
- Basic Books.</li>\r
- <li>Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., & Mansfield, \r
- A. F. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Towards \r
- Thinking and Learning Survey (ATTLS). Sex Roles, 40(9/10), 745-766.</li>\r
- <li>Galotti, K. M., Reimer, R. L., & Drebus, D. W. (2001). Ways of knowing \r
- as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-436. \r
- <br>\r
- </li>\r
-</ul>\r
-\r
+<P ALIGN=CENTER><B>Forum Ratings</B></P>
\r\r<P>Individual posts can be rated using a scale based on the theory of
\r<strong>separate and connected knowing</strong>.
\r\r<p>This theory may help you to look at human interactions
\r in a new way. It describes two different ways that we can evaluate and learn
\r about the things we see and hear.
\r\r<p>Although each of us may use these two methods in different amounts at different
\r times, it may be useful to imagine two people as examples, one who is a mostly
\r separate knower (Jim) and the other a mostly connected knower (Mary).</p>
\r<ul>
\r <li>Jim likes to remain as 'objective' as possible without including his feelings
\r and emotions. When in a discussion with other people who may have different
\r ideas, he likes to defend his own ideas, using logic to find holes in his
\r opponent's ideas. He is critical of new ideas unless they are proven facts
\r from reputable sources such as textbooks, respected teachers or his own direct
\r experience. Jim is a very <strong>separate knower</strong>.<br><br>
\r </li>
\r <li>Mary is more sensitive to other people. She is skilled at empathy and tends
\r to listen and ask questions until she feels she can connect and "understand
\r things from their point of view". She learns by trying to share the experiences
\r that led to the knowledge she finds in other people. When talking to others,
\r she avoids confrontation and will often try to help the other person if she
\r can see a way to do so, using logical suggestions. Mary is a very <strong>connected
\r knower</strong>.</li>
\r</ul>
\r<p>Did you notice in these examples that the separate knower is male and the connected
\r knower is female? Some studies have shown that statistically this tends to be
\r the case, however individual people can be anywhere in the spectrum between
\r these two extremes. </p>
\r<p>For a collaborative and effective group of learners it may be best if everyone
\r were able to use BOTH ways of knowing.</p>
\r<p>In a particular situation like an online forum, a single post by a person may
\r exhibit either of these characteristics, or even both. Someone who is generally
\r very connected may post a very separate-sounding message, and vice versa. The
\r purpose of rating each post using this scale is to:</p>
\r<blockquote>
\r <p>a) help you think about these issues when reading other posts<br>
\r b) provide feedback to each author on how they are being seen by others</p>
\r</blockquote>
\r<p>The results are not used towards student assessment in any way, they are just
\r to help improve communication and learning.</p>
\r<hr>
\r<p><br>
\r In case you're interested, here are some references to papers by the authors
\r who originally developed these ideas:</p>
\r<ul>
\r <li>Belenky, M.F., Clinchy, B.M., Goldberger, N.R., & Tarule, J.M. (1986).
\r Women's ways of knowing: the development of self, voice, and mind. New York,
\r NY: Basic Books.</li>
\r <li>Clinchy, B.M. (1989a). The development of thoughtfulness in college women:
\r Integrating reason and care. American Behavioural Scientist, 32(6), 647-657.</li>
\r <li>Clinchy, B.M. (1989b). On critical thinking & connected knowing. Liberal
\r education, 75(5), 14-19.</li>
\r <li>Clinchy, B.M. (1996). Connected and separate knowing; Toward a marriage
\r of two minds. In N.R. Goldberger, Tarule, J.M., Clinchy, B.M. &</li>
\r <li>Belenky, M.F. (Eds.), Knowledge, Difference, and Power; Essays inspired
\r by “Women’s Ways of Knowing” (pp. 205-247). New York, NY:
\r Basic Books.</li>
\r <li>Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., & Mansfield,
\r A. F. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Towards
\r Thinking and Learning Survey (ATTLS). Sex Roles, 40(9/10), 745-766.</li>
\r <li>Galotti, K. M., Reimer, R. L., & Drebus, D. W. (2001). Ways of knowing
\r as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-436.
\r <br>
\r </li>
\r</ul>
\r\r\ No newline at end of file
-<P ALIGN=CENTER><B>Forum Subscription</B></P>\r
-\r
-<P>When a person is subscribed to a forum it means that \r
-they will be sent email copies of every post in that forum\r
-(posts are sent about 30 minutes after the post was first \r
-written).\r
-\r
-<P>People can usually choose whether or not they want to be \r
-subscribed to each forum.\r
-\r
-<P>However, if a teacher forces subscription on a particular forum \r
-then this choice is taken away and everyone in the class will get \r
-email copies.\r
-\r
-<P>This is especially useful in the News forum and in forums\r
-towards the beginning of the course (before everyone has \r
-worked out that they can subscribe to these emails themselves).\r
-\r
+<P ALIGN=CENTER><B>Forum Subscription</B></P>
\r\r<P>When a person is subscribed to a forum it means that
\rthey will be sent email copies of every post in that forum
\r(posts are sent about 30 minutes after the post was first
\rwritten).
\r\r<P>People can usually choose whether or not they want to be
\rsubscribed to each forum.
\r\r<P>However, if a teacher forces subscription on a particular forum
\rthen this choice is taken away and everyone in the class will get
\remail copies.
\r\r<P>This is especially useful in the News forum and in forums
\rtowards the beginning of the course (before everyone has
\rworked out that they can subscribe to these emails themselves).
\r\r\ No newline at end of file
-<P ALIGN=CENTER><B>Guest Access</B></P>\r
-\r
-<P>You have the choice of allowing "guests" into your course.\r
-\r
-<P>People can log in as guests using the "Login as a guest" button\r
- on the login screen.\r
-\r
-<P>Guests ALWAYS have "read-only" access - meaning they can't leave \r
- any posts or otherwise mess up the course for real students.\r
-\r
-<P>This can be handy when you want to let a colleague in to \r
- look around at your work, or to let students see a course before \r
- they have decided to enrol.\r
-\r
-<P>Note that you have a choice between two types of guest access:\r
- with the enrolment key or without. If you choose to allow \r
- guests who have the key, then the guest will need to provide \r
- the current enrolment key EVERY TIME they log in (unlike \r
- students who only need to do it once). This lets you restrict \r
- your guests. If you choose to allow guests without a key, then \r
- anyone can get straight into your course.\r
+<P ALIGN=CENTER><B>Guest Access</B></P>
\r\r<P>You have the choice of allowing "guests" into your course.
\r\r<P>People can log in as guests using the "Login as a guest" button
\r on the login screen.
\r\r<P>Guests ALWAYS have "read-only" access - meaning they can't leave
\r any posts or otherwise mess up the course for real students.
\r\r<P>This can be handy when you want to let a colleague in to
\r look around at your work, or to let students see a course before
\r they have decided to enrol.
\r\r<P>Note that you have a choice between two types of guest access:
\r with the enrolment key or without. If you choose to allow
\r guests who have the key, then the guest will need to provide
\r the current enrolment key EVERY TIME they log in (unlike
\r students who only need to do it once). This lets you restrict
\r your guests. If you choose to allow guests without a key, then
\r anyone can get straight into your course.
\r\ No newline at end of file
-<P ALIGN=CENTER><B>Help on writing html</B></P>\r
-\r
-<P>When writing HTML in Moodle, you are free to use any HTML tags you like\r
- to produce the effect you want.\r
-\r
-<P>Your code will normally be printed on the page within a table cell, \r
- so:\r
-\r
- <UL>\r
- <LI>there is no need to use any <HEAD> or <BODY> tags\r
- <LI>be careful about unmatched </TABLE> tags that may mess up the display.\r
- </UL>\r
-\r
+<P ALIGN=CENTER><B>Help on writing html</B></P>
\r\r<P>When writing HTML in Moodle, you are free to use any HTML tags you like
\r to produce the effect you want.
\r\r<P>Your code will normally be printed on the page within a table cell,
\r so:
\r\r <UL>
\r <LI>there is no need to use any <HEAD> or <BODY> tags
\r <LI>be careful about unmatched </TABLE> tags that may mess up the display.
\r </UL>
\r\r\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>Activity Modules</B></P>
\r\r<P>Moodle contains a wide range of activity modules that can be used to
\r build up any type of course.</P>
\r\r<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/forum/icon.gif"> <B>Forums</B></P>
\r<UL>
\r<P>This activity can be the most important - it is here that most discussion takes place.
\r Forums can be structured in different ways, and can include peer rating of each posting.
\r The postings can be viewed in a variety for formats, and can include attachments.
\r By subscribing to a forum, participants will receive copies of each new posting
\r in their email. A teacher can impose subscription on everyone if they want to.
\r</UL>
\r\r<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/journal/icon.gif"> <B>Journals</B></P>
\r<UL>
\r<P>This module is a very important reflective activity. The teacher
\r asks the student to reflect on a particular topic, and the student can
\r edit and refine their answer over time. This answer is private and
\r can only be seen by the teacher, who can offer feedback and a grade
\r on each journal entry. It's usually a good idea to have about one
\r Journal activity per week.</P>
\r</UL>
\r\r<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/resource/icon.gif"> <B>Resources</B></P>
\r<UL>
\r<P>Resources are content: information the teacher wants to bring into the
\r course. These can be prepared files uploaded to the course
\r server; pages edited directly in Moodle; or external web pages
\r made to appear part of this course.</P>
\r</UL>
\r\r<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/assignment/icon.gif"> <B>Assignments</B></P>
\r<UL>
\r<P>Assignments allow the teacher to specify a task that requires students
\r to prepare digital content (any format) and submit it by uploading it
\r to the server. Typical assignments include essays, projects, reports
\r and so on. This module includes grading facilities.</P>
\r</UL>
\r\r<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/quiz/icon.gif"> <B>Quizzes</B></P>
\r<UL>
\r<P>This module allows the teacher to design and set quiz tests, consisting of
\r multiple choice, true-false, and short answer questions. These
\r questions are kept in a categorised database, and can be re-used
\r within courses and even between courses. Quizzes can allow
\r multiple attempts. Each attempt is automatically marked, and the
\r teacher can choose whether to give feedback or to show correct answers.
\r This module includes grading facilities.</P>
\r</UL>
\r\r<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/choice/icon.gif"> <B>Choices</B></P>
\r<UL>
\r<P>A choice activity is very simple - the teacher asks a question and specifies a
\r choice of multiple responses. It can be useful as a quick poll to
\r stimulate thinking about a topic; to allow the class to vote on
\r a direction for the course; or to gather research consent.
\r</UL>
\r\r<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/survey/icon.gif"> <B>Surveys</B></P>
\r<UL>
\r<P>The Survey module provides a number of verified survey instruments that
\r have been found useful in assessing and stimulating learning in
\r online environments. Teachers can use these to gather data from their
\r students that will help them learn about their class and reflect
\r on their own teaching.</P>
\r</UL>
\r\r\r\ No newline at end of file
-<P ALIGN=CENTER><B>Uploading a picture</B></P>\r
-\r
-<P>You can upload a picture from your computer to this server, and this picture will be used in various places to represent you.\r
-<P>For this reason, the best images to use are a close-up of your face, but you can use any image you like.\r
-<P>The picture must be in JPG or PNG format (ie the names will usually end in .jpg or .png).\r
-<P>You can get a picture file using one of four methods:\r
-\r
-<OL>\r
-<LI>Using a digital camera, your photos will most likely already be on your computer in the right format.\r
-<LI>You can use a scanner to scan a printed photograph. Make sure you save it as JPG or PNG format.\r
-<LI>If you're artistic, you might draw a picture using a paint program.\r
-<LI>Lastly, you can "steal" images from the web. <A TARGET=google HREF="http://images.google.com/">http://images.google.com</A> is a superb place to search for images. Once you find one, you can "right-click" on them with the mouse and choose "Save this image..." from the menu (different computers may vary slightly).\r
-</OL>\r
-\r
-<P>To upload the image, click the "Browse" button on this editing page, and select the image from your hard disk.\r
-<P>NOTE: Make sure that the file is not larger than the maximum size listed, or it will not be uploaded.\r
-<P>Then click "Update my Profile" at the bottom - the image file will be cropped to a square and resized down to 100x100 pixels.\r
-<P>When you are taken back to your profile page, the image might not appear to have changed. If this is so, just use the "Reload" button in your browser.\r
+<P ALIGN=CENTER><B>Uploading a picture</B></P>
\r\r<P>You can upload a picture from your computer to this server, and this picture will be used in various places to represent you.
\r<P>For this reason, the best images to use are a close-up of your face, but you can use any image you like.
\r<P>The picture must be in JPG or PNG format (ie the names will usually end in .jpg or .png).
\r<P>You can get a picture file using one of four methods:
\r\r<OL>
\r<LI>Using a digital camera, your photos will most likely already be on your computer in the right format.
\r<LI>You can use a scanner to scan a printed photograph. Make sure you save it as JPG or PNG format.
\r<LI>If you're artistic, you might draw a picture using a paint program.
\r<LI>Lastly, you can "steal" images from the web. <A TARGET=google HREF="http://images.google.com/">http://images.google.com</A> is a superb place to search for images. Once you find one, you can "right-click" on them with the mouse and choose "Save this image..." from the menu (different computers may vary slightly).
\r</OL>
\r\r<P>To upload the image, click the "Browse" button on this editing page, and select the image from your hard disk.
\r<P>NOTE: Make sure that the file is not larger than the maximum size listed, or it will not be uploaded.
\r<P>Then click "Update my Profile" at the bottom - the image file will be cropped to a square and resized down to 100x100 pixels.
\r<P>When you are taken back to your profile page, the image might not appear to have changed. If this is so, just use the "Reload" button in your browser.
\r\ No newline at end of file
-<h2>Asking questions</h2>\r
-<p>Socratic questions are open-ended, probing questions designed to promote critical \r
- evaluation of ideas, as well as encourage the creation of new ideas. Below are \r
- some examples of such questions:</p>\r
-<h3>Questions of Clarification</h3>\r
-<ul>\r
- <li>What do you mean by ____?</li>\r
- <li>What is your main point?</li>\r
- <li>How does _____ relate to _____?</li>\r
- <li>Could you put that another way?</li>\r
- <li>Is your basic point _____ or _____?</li>\r
- <li>What do you think is the main issue here?</li>\r
- <li>Let me see if I understand you; do you mean _____ or _____?</li>\r
- <li>How does this relate to our problem/discussion/issue?</li>\r
- <li>What do you, Mike, mean by this remark? What do you take Mike to mean by \r
- his remark?</li>\r
- <li>Jane, can you summarize in your own words what Richard said? . . . Richard, \r
- is this what you meant?</li>\r
- <li>Could you give me an example?</li>\r
- <li>Would this be an example, . . .?</li>\r
- <li>Could you explain this further?</li>\r
- <li>Would you say more about that?</li>\r
- <li>Why do you say that?</li>\r
-</ul>\r
-<h3>Questions that probe assumptions</h3>\r
-<ul>\r
- <li>What are you assuming?</li>\r
- <li>What is Jenny assuming?</li>\r
- <li>What could we assume instead?</li>\r
- <li>You seem to be assuming _____. Do I understand you correctly?</li>\r
- <li>All of your reasoning depends on the idea that _____. Why have you based \r
- your reasoning on _____ instead of _____?</li>\r
- <li>You seem to be assuming _____. How do you justify taking that for granted?</li>\r
- <li>Is that always the case? Why do you think the assumption holds here?</li>\r
- <li>Why would someone make that assumption? </li>\r
-</ul>\r
-<h3>Questions that probe reasons and evidence</h3>\r
-<ul>\r
- <li>What would be an example?</li>\r
- <li>How do you know?</li>\r
- <li>Why do you think that is true?</li>\r
- <li>Do you have any evidence for that?</li>\r
- <li>What difference does that make?</li>\r
- <li>What are your reasons for saying that?</li>\r
- <li>What other information do you need?</li>\r
- <li>Could you explain your reasons to us?</li>\r
- <li>Are these reasons adequate?</li>\r
- <li>Why do you say that?</li>\r
- <li>What led you to that belief?</li>\r
- <li>How does that apply to this case?</li>\r
- <li>What would change your mind?</li>\r
- <li>But, is that good evidence for that belief?</li>\r
- <li>Is there a reason to doubt that evidence?</li>\r
- <li>Who is in a position to know that is true?</li>\r
- <li>What would you say to someone who said that ____?</li>\r
- <li>Can someone else give evidence to support that view?</li>\r
- <li>By what reasoning did you come to that conclusion?</li>\r
- <li>How could we find out if that is true? </li>\r
-</ul>\r
-<h3>Questions about Viewpoints or Perspectives </h3>\r
-<ul>\r
- <li>The term "imply" will require clarification when used with younger \r
- students.</li>\r
- <li>What are you implying by that?</li>\r
- <li>When you say _____, are you implying _____?</li>\r
- <li>But, if that happened, what else would happen as a result? Why?</li>\r
- <li>What effect would that have?</li>\r
- <li>Would that necessarily happen or only possibly/probably happen?</li>\r
- <li>What is an alternative?</li>\r
- <li>If _____ and _____ are the case, then what might also be true?</li>\r
- <li>If we say that ____ is ethical, how about _____? </li>\r
-</ul>\r
-<h3>Questions that Probe Implications and Consequences </h3>\r
-<ul>\r
- <li>How can we find out?</li>\r
- <li>What does this question assume?</li>\r
- <li>Would _____ ask this question differently?</li>\r
- <li>How could someone settle this question?</li>\r
- <li>Can we break this question down at all?</li>\r
- <li>Is this question clear? Do we understand it?</li>\r
- <li>Is this question easy or hard to answer? Why?</li>\r
- <li>Does this question ask us to evaluate something? What?</li>\r
- <li>Do we all agree that this is the question?</li>\r
- <li>To answer this question, what other questions must we answer first?</li>\r
- <li>I'm not sure I understand how you are interpreting this question. Is this \r
- the same as _____?</li>\r
- <li>How would _____ state the issue?</li>\r
- <li>Why is this issue important?</li>\r
- <li>Is this the most important question, or is there an underlying question \r
- that is really the issue? </li>\r
-</ul>\r
-\r
-<HR>\r
-<FONT SIZE=1><I>Questions adapted from Paul, R. (1993). Critical Thinking: How To Prepare Students for a Rapidly Changing World: Foundation for Critical Thinking, Santa Rosa, CA. </I></FONT>\r
+<h2>Asking questions</h2>
\r<p>Socratic questions are open-ended, probing questions designed to promote critical
\r evaluation of ideas, as well as encourage the creation of new ideas. Below are
\r some examples of such questions:</p>
\r<h3>Questions of Clarification</h3>
\r<ul>
\r <li>What do you mean by ____?</li>
\r <li>What is your main point?</li>
\r <li>How does _____ relate to _____?</li>
\r <li>Could you put that another way?</li>
\r <li>Is your basic point _____ or _____?</li>
\r <li>What do you think is the main issue here?</li>
\r <li>Let me see if I understand you; do you mean _____ or _____?</li>
\r <li>How does this relate to our problem/discussion/issue?</li>
\r <li>What do you, Mike, mean by this remark? What do you take Mike to mean by
\r his remark?</li>
\r <li>Jane, can you summarize in your own words what Richard said? . . . Richard,
\r is this what you meant?</li>
\r <li>Could you give me an example?</li>
\r <li>Would this be an example, . . .?</li>
\r <li>Could you explain this further?</li>
\r <li>Would you say more about that?</li>
\r <li>Why do you say that?</li>
\r</ul>
\r<h3>Questions that probe assumptions</h3>
\r<ul>
\r <li>What are you assuming?</li>
\r <li>What is Jenny assuming?</li>
\r <li>What could we assume instead?</li>
\r <li>You seem to be assuming _____. Do I understand you correctly?</li>
\r <li>All of your reasoning depends on the idea that _____. Why have you based
\r your reasoning on _____ instead of _____?</li>
\r <li>You seem to be assuming _____. How do you justify taking that for granted?</li>
\r <li>Is that always the case? Why do you think the assumption holds here?</li>
\r <li>Why would someone make that assumption? </li>
\r</ul>
\r<h3>Questions that probe reasons and evidence</h3>
\r<ul>
\r <li>What would be an example?</li>
\r <li>How do you know?</li>
\r <li>Why do you think that is true?</li>
\r <li>Do you have any evidence for that?</li>
\r <li>What difference does that make?</li>
\r <li>What are your reasons for saying that?</li>
\r <li>What other information do you need?</li>
\r <li>Could you explain your reasons to us?</li>
\r <li>Are these reasons adequate?</li>
\r <li>Why do you say that?</li>
\r <li>What led you to that belief?</li>
\r <li>How does that apply to this case?</li>
\r <li>What would change your mind?</li>
\r <li>But, is that good evidence for that belief?</li>
\r <li>Is there a reason to doubt that evidence?</li>
\r <li>Who is in a position to know that is true?</li>
\r <li>What would you say to someone who said that ____?</li>
\r <li>Can someone else give evidence to support that view?</li>
\r <li>By what reasoning did you come to that conclusion?</li>
\r <li>How could we find out if that is true? </li>
\r</ul>
\r<h3>Questions about Viewpoints or Perspectives </h3>
\r<ul>
\r <li>The term "imply" will require clarification when used with younger
\r students.</li>
\r <li>What are you implying by that?</li>
\r <li>When you say _____, are you implying _____?</li>
\r <li>But, if that happened, what else would happen as a result? Why?</li>
\r <li>What effect would that have?</li>
\r <li>Would that necessarily happen or only possibly/probably happen?</li>
\r <li>What is an alternative?</li>
\r <li>If _____ and _____ are the case, then what might also be true?</li>
\r <li>If we say that ____ is ethical, how about _____? </li>
\r</ul>
\r<h3>Questions that Probe Implications and Consequences </h3>
\r<ul>
\r <li>How can we find out?</li>
\r <li>What does this question assume?</li>
\r <li>Would _____ ask this question differently?</li>
\r <li>How could someone settle this question?</li>
\r <li>Can we break this question down at all?</li>
\r <li>Is this question clear? Do we understand it?</li>
\r <li>Is this question easy or hard to answer? Why?</li>
\r <li>Does this question ask us to evaluate something? What?</li>
\r <li>Do we all agree that this is the question?</li>
\r <li>To answer this question, what other questions must we answer first?</li>
\r <li>I'm not sure I understand how you are interpreting this question. Is this
\r the same as _____?</li>
\r <li>How would _____ state the issue?</li>
\r <li>Why is this issue important?</li>
\r <li>Is this the most important question, or is there an underlying question
\r that is really the issue? </li>
\r</ul>
\r\r<HR>
\r<FONT SIZE=1><I>Questions adapted from Paul, R. (1993). Critical Thinking: How To Prepare Students for a Rapidly Changing World: Foundation for Critical Thinking, Santa Rosa, CA. </I></FONT>
\r\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>Quiz attempts</B></P>
\r\r<P>Students may be allowed to have multiple attempts at a quiz.
\r\r<P>This can help make the process of taking the quiz more of
\r an educational activity rather than simply an assessment.
\r\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>Question categories</B></P>
\r\r<P>Rather than keeping all your questions in one big list,
\r you can create categories to keep them in.
\r\r<P>Each category consists of a name and a short description.
\r\r<P>Each category can also be "published", which means
\r that the category (and all questions in it) will be
\r available to all courses on this server, so that
\r other courses can use your questions in their quizzes.
\r\r<P>Categories can also be created or deleted at will.
\r However, if you try to delete a category containing
\r questions, then you will be asked to specify another
\r category to move them to.
\r\r\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>Show correct answers</B></P>
\r\r<P>If you enable correct answers, then the
\rfeedback will show also show the correct answer
\rfor each question (highlighted in a bright colour).
\r</P>
\r\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>Feedback</B></P>
\r\r<P>If you enable quiz feedback, then students will receive
\r question feedback on every answer (right or wrong).</P>
\r\r\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>Grading method</B></P>
\r\r<P>When multiple attempts are allowed, there are different ways
\r you can use the grades to calculate the student's final
\r grade for the quiz.
\r\r<P><B>Highest grade</B><P>
\r<UL>
\r<P>The final grade is the highest (best) grade in any attempt.
\r</UL>
\r\r<P><B>Average grade</B><P>
\r<UL>
\r<P>The final grade is the average (simple mean) grade of all attempts.
\r</UL>
\r\r<P><B>First grade</B><P>
\r<UL>
\r<P>The final grade is the grade gained on the first attempt (other attempts are ignored).
\r</UL>
\r\r<P><B>Last grade</B><P>
\r<UL>
\r<P>The final grade is the grade gained on the most recent attempt only.
\r</UL>
\r\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>Maximum grade</B></P>
\r\r<P>The maximum grade you set for a quiz is what all grades
\r are scaled to.
\r\r<P>For example, you might set the max grade to 20, because the
\r quiz is worth 20% of the whole course.
\r\r<P>Even though you might have 10 questions in your quiz
\r worth a total of 50 marks, all grades out of 50 will be
\r "scaled down" to the quiz max grade of 20.
\r\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>Multiple Choice questions</B></P>
\r\r<P>In response to a question (that may include a image) the respondent
\r chooses from multiple answers. There are two types of multiple choice
\r questions - single answer and multiple answer.
\r\r<P>Single-answer questions allow one and only one answer to be chosen.
\r Generally all the grades for such a question should be positive.
\r\r<P>Multiple-answer questions allow one or more answers to be chosen - each answer
\r may carry a positive or negative grade, so that choosing ALL the options
\r will not necessarily result in good grade. If the total grade is negative
\r then the total grade for this question will be zero. Careful, it is
\r possible to create questions that have scores greater than 100%.
\r\r<P>Finally, each answer (right or wrong) should include feedback - this feedback
\r will be shown to the respondent next to each of their answers (if the quiz
\r itself is configured to show feedback).
\r</P>
\r\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>Creating a new question</B></P>
\r\r<P>You can add a variety of different types of questions to a category:</P>
\r\r<P><B>Multiple Choice</B></P>
\r<UL>
\r<P>In response to a question (that may include a image) the respondent
\r chooses from multiple answers. There are two types of multiple choice
\r questions - single answer and multiple answer.
\r<P>More info: <? helpbutton("multichoice", "", "quiz") ?></P>
\r</UL>
\r\r<P><B>Short Answer</B></P>
\r<UL>
\r<P>In response to a question (that may include a image), the respondent
\r types a word or phrase. There may several possible correct answers,
\r with different grades. Answers may or may not be sensitive to case.
\r</P>
\r<P>More info: <? helpbutton("shortanswer", "", "quiz") ?></P>
\r</UL>
\r\r<P><B>True/False</B></P>
\r<UL>
\r<P>In response to a question (that may include a image), the respondent
\r selects from two options: True or False.
\r</P>
\r<P>More info: <? helpbutton("truefalse", "", "quiz") ?></P>
\r</UL>
\r\r<P><B>Random</B></P>
\r<UL>
\r<P>(Not yet implemented) Allows you to select a number of other questions from
\r which one gets randomly selected each time a student attempts the quiz.
\r</P>
\r<P>More info: <? helpbutton("random", "", "quiz") ?></P>
\r</UL>
\r\r\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>Random question</B></P>\r\r\r
\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>Short Answer questions</B></P>
\r\r<P>In response to a question (that may include a image) the respondent
\r types a word or short phrase.
\r\r<P>There may be several possible correct answers, each with a different
\r grade. If the "Case sensitive" option is selected, then you can
\r have different scores for "Word" or "word".
\r\r<P>Answers are compared exactly, so be careful with your spelling!
\r\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>Opening and closing the quiz</B></P>
\r\r<P>You can specify times when the quiz is accessible for people to make attempts.
\r\r<P>Before the opening time, and after the closing time, the quiz will be unavailable.
\r\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>True/False questions</B></P>
\r\r\r<P>In response to a question (that may include a image) the respondent
\r chooses from True or False.
\r\r<P>If feedback is enabled, then the appropriate feedback message is
\r shown to the respondent after answering the quiz. For example,
\r if the correct answer is "False", but they answer "True" (getting
\r it wrong) then the "True" feedback is shown.
\r</P>
\r\ No newline at end of file
-<P ALIGN=CENTER><B>Tipo di Risorsa</B></P>\r
-\r
-<P>Le "<b>Risorse</b>" rappresentano qualsiasi contenuto attinente al\r
-corso che potete immaginare. Di diversi tipi, specificano <i>in quale\r
-forma</i> il contenuto possa essere accessibile:\r
-\r
-<P><B>Puro testo</B> - la tipologia pi\9d semplice. é sufficiente\r
-digitare (editare) i contenuti nel form presente nella pagina\r
-successiva. Ci\98 che scriverete verr\88 automaticamente formattato, come\r
-avviene nel consueto posting nei forums di di discussione. Vedi aiuto\r
-sulla digitazione in puro testo (esempio: come inserire le emoticons\r
-usando del puro testo: <? helpbutton("text", get_string("helptext")) ?>\r
-\r
-<P><B>Testo HTML</B> - per utenti evoluti. Non \8f necessaria alcuna\r
-formattazione; \8f sufficiente digitare il codice HTML.\r
-\r
-<P><B>Riferimento</B> - il tradizionale riferimento bibliografico a\r
-riviste specializzate, pubblicazioni,libri.\r
-\r
-<P><B>File presente sul server</B> - mostrer\88 qualunque file che avrai\r
-in precedenza trasferito sul server del corso. Vedi la sezione 'Files'.\r
-\r
-<P><B>Collegamento Web</B> - Una URL ad uno specifico documento presente\r
-sul web. Quando qualcuno clicca su di esso, l'attivit\88 di consultazione\r
-della risorsa sar\88 spostata fuori dalla locazione fisica del corso in\r
-oggetto (La pagina che avrai specificato si aprir\88 in una nuova finestra\r
-del tuo navigatore).\r
-\r
-<P><B>Pagina Web</B> - Una URL ad uno specifico documento presente sul\r
-web. Analogamente al tipo precedente, verr\88 mostrata una pagina web, con\r
-la sola differenza che essa verr\88 mostrata all'interno di un frame\r
-(riquadro), come se essa fosse integrata all'interno del corso.\r
+<P ALIGN=CENTER><B>Tipo di Risorsa</B></P>
\r\r<P>Le "<b>Risorse</b>" rappresentano qualsiasi contenuto attinente al
\rcorso che potete immaginare. Di diversi tipi, specificano <i>in quale
\rforma</i> il contenuto possa essere accessibile:
\r\r<P><B>Puro testo</B> - la tipologia pi
\9d semplice. é sufficiente
\rdigitare (editare) i contenuti nel form presente nella pagina
\rsuccessiva. Ci
\98 che scriverete verr
\88 automaticamente formattato, come
\ravviene nel consueto posting nei forums di di discussione. Vedi aiuto
\rsulla digitazione in puro testo (esempio: come inserire le emoticons
\rusando del puro testo: <? helpbutton("text", get_string("helptext")) ?>
\r\r<P><B>Testo HTML</B> - per utenti evoluti. Non
\8f necessaria alcuna
\rformattazione;
\8f sufficiente digitare il codice HTML.
\r\r<P><B>Riferimento</B> - il tradizionale riferimento bibliografico a
\rriviste specializzate, pubblicazioni,libri.
\r\r<P><B>File presente sul server</B> - mostrer
\88 qualunque file che avrai
\rin precedenza trasferito sul server del corso. Vedi la sezione 'Files'.
\r\r<P><B>Collegamento Web</B> - Una URL ad uno specifico documento presente
\rsul web. Quando qualcuno clicca su di esso, l'attivit
\88 di consultazione
\rdella risorsa sar
\88 spostata fuori dalla locazione fisica del corso in
\roggetto (La pagina che avrai specificato si aprir
\88 in una nuova finestra
\rdel tuo navigatore).
\r\r<P><B>Pagina Web</B> - Una URL ad uno specifico documento presente sul
\rweb. Analogamente al tipo precedente, verr
\88 mostrata una pagina web, con
\rla sola differenza che essa verr
\88 mostrata all'interno di un frame
\r(riquadro), come se essa fosse integrata all'interno del corso.
\r\ No newline at end of file
-<P ALIGN=CENTER><B>Sommario delle Risorse</B></P>\r
-\r
-<P>Brevi descrizioni delle risorse disponibili.\r
-\r
-<P>Non scrivere troppo in questo spazio e non includere collegamenti a risorse!\r
-\r
-<P>Verr\88 data l'opportunit\88 di specificare il collegamento nella pagina successiva.\r
-\r
- \r
-\r
+<P ALIGN=CENTER><B>Sommario delle Risorse</B></P>
\r\r\r\r<P>Brevi descrizioni delle risorse disponibili.
\r\r\r\r<P>Non scrivere troppo in questo spazio e non includere collegamenti a risorse!
\r\r\r\r<P>Verr
\88 data l'opportunit
\88 di specificare il collegamento nella pagina successiva.
\r\r\r\r \r\r\r\r\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>About the Richtext HTML editor</B></P>
\r\r<P>Availability: <B>
\r<? if (!$CFG->htmleditor) {
\r print_string("htmleditordisabledadmin");
\r } else if (!$USER->htmleditor) {
\r print_string("htmleditordisabled");
\r } else if (!can_use_richtext_editor()) {
\r print_string("htmleditordisabledbrowser");
\r } else {
\r print_string("htmleditoravailable");
\r }
\r?>
\r</B></P>
\r\r<P>The Richtext HTML editor provides a word-processor interface embedded in your web page to allow you to edit text in an intuitive way, and produces normal HTML code.
\r\r<P>In addition to formatting text, this editor provides a number of extra features you may find useful.
\r\r<P><B>Paste text in from other Applications</B></P>
\r<UL>
\r<P>You can cut and paste rich text from other Windows applications such as Microsoft Word
\r straight into this editor, and your formatting will be preserved. Just use the normal cut and paste
\r menus in your web browser (or Control-C and Control-V).
\r</UL>
\r\r<P><B>Inserting images <img border="0" hspace="10" src="lib/rte/images/icon_ins_image.gif"></B></P>
\r<UL>
\r<P>If you have images that are already published on a web site and accessible via a URL, you can include these images in your texts using the "Insert Image" button.
\r</UL>
\r\r<P><B>Inserting Tables <img border="0" hspace="10" src="lib/rte/images/icon_ins_table.gif"></B></P>
\r<UL>
\r<P>To add layout to your texts, you can use the "Insert Tables" button in the toolbar.
\r</UL>
\r\r<P><B>Inserting Links <img border="0" hspace="10" src="lib/rte/images/icon_ins_link.gif"></B></P>
\r<UL>
\r<P>To make a new link, first type the text that you want to be a link. Then select it and click the link button in the toolbar. Type the URL you want to link to and it's done!
\r</UL>
\r\r\r<P><B>Inserting smilies (emoticons) <img border="0" hspace="10" src="pix/s/smiley.gif" width="15" height="15"></B></P>
\r<UL>
\r<P>To embed these small icons in your text, click on the smiley icon in the toolbar. A dialog will pop up that allows you to select from the following smiley icons. (Alternatively, you can just type the corresponding code straight into your text and it will be converted later when your text is displayed).
\r\r <table border="1">
\r <tr valign="top">
\r <td>
\r <table border="0" align="center" cellpadding="10">
\r <tr>
\r <td><img border="0" hspace="10" src="pix/s/smiley.gif" width="15" height="15"></td>
\r <td>smile</td>
\r <td NOWRAP><FONT FACE=Courier>:-)</td>
\r </tr>
\r <tr>
\r <td><img alt border="0" hspace="10" src="pix/s/biggrin.gif" width="15" height="15"></td>
\r <td>big grin</td>
\r <td NOWRAP><FONT FACE=Courier>:-D</td>
\r </tr>
\r <tr>
\r <td><img alt border="0" hspace="10" src="pix/s/wink.gif" width="15" height="15"></td>
\r <td>wink</td>
\r <td NOWRAP><FONT FACE=Courier>;-)</td>
\r </tr>
\r <tr>
\r <td><img alt border="0" hspace="10" src="pix/s/mixed.gif" width="15" height="15"></td>
\r <td>mixed</td>
\r <td NOWRAP><FONT FACE=Courier>:-/</td>
\r </tr>
\r <tr>
\r <td><img alt border="0" hspace="10" src="pix/s/thoughtful.gif" width="15" height="15"></td>
\r <td>thoughtful</td>
\r <td NOWRAP><FONT FACE=Courier>V-.</FONT></td>
\r </tr>
\r <tr>
\r <td><img alt border="0" hspace="10" src="pix/s/tongueout.gif" width="15" height="15"></td>
\r <td>tongue out</td>
\r <td NOWRAP><FONT FACE=Courier>:-P</td>
\r </tr>
\r <tr>
\r <td><img alt border="0" hspace="10" src="pix/s/cool.gif" width="15" height="15"></td>
\r <td>cool</td>
\r <td NOWRAP><FONT FACE=Courier>B-)</td>
\r </tr>
\r <tr>
\r <td><img alt border="0" hspace="10" src="pix/s/approve.gif" width="15" height="15"></td>
\r <td>approve</td>
\r <td NOWRAP><FONT FACE=Courier>^-)</td>
\r </tr>
\r <tr>
\r <td><img alt border="0" hspace="10" src="pix/s/wideeyes.gif" width="15" height="15"></td>
\r <td>wide eyes</td>
\r <td NOWRAP><FONT FACE=Courier>8-)</td>
\r </tr>
\r <tr>
\r <td><img alt border="0" hspace="10" src="pix/s/surprise.gif" width="15" height="15"></td>
\r <td>surprise</td>
\r <td NOWRAP><FONT FACE=Courier>8-o</td>
\r </tr>
\r </table>
\r </td>
\r <td>
\r <table border="0" align="center" cellpadding="10">
\r <tr>
\r <td><img alt border="0" hspace="10" src="pix/s/sad.gif" width="15" height="15"></td>
\r <td>sad</td>
\r <td NOWRAP><FONT FACE=Courier>:-(</td>
\r </tr>
\r <tr>
\r <td><img alt border="0" hspace="10" src="pix/s/shy.gif" width="15" height="15"></td>
\r <td>shy</td>
\r <td NOWRAP><FONT FACE=Courier>8-.</td>
\r </tr>
\r <tr>
\r <td><img alt border="0" hspace="10" src="pix/s/blush.gif" width="15" height="15"></td>
\r <td>blush</td>
\r <td NOWRAP><FONT FACE=Courier>:-I</td>
\r </tr>
\r <tr>
\r <td><img alt border="0" hspace="10" src="pix/s/kiss.gif" width="15" height="15"></td>
\r <td>kisses</td>
\r <td NOWRAP><FONT FACE=Courier>:-X</td>
\r </tr>
\r <tr>
\r <td><img alt border="0" hspace="10" src="pix/s/clown.gif" width="15" height="15"></td>
\r <td>clown</td>
\r <td NOWRAP><FONT FACE=Courier>:o)</td>
\r </tr>
\r <tr>
\r <td><img alt border="0" hspace="10" src="pix/s/blackeye.gif" width="15" height="15"></td>
\r <td>black eye</td>
\r <td NOWRAP><FONT FACE=Courier>P-|</td>
\r </tr>
\r <tr>
\r <td><img alt border="0" hspace="10" src="pix/s/angry.gif" width="15" height="15"></td>
\r <td>angry</td>
\r <td NOWRAP><FONT FACE=Courier>8-[</td>
\r </tr>
\r <tr>
\r <td><img alt border="0" hspace="10" src="pix/s/dead.gif" width="15" height="15"></td>
\r <td>dead</td>
\r <td NOWRAP><FONT FACE=Courier>xx-P</td>
\r </tr>
\r <tr>
\r <td><img alt border="0" hspace="10" src="pix/s/sleepy.gif" width="15" height="15"></td>
\r <td>sleepy</td>
\r <td NOWRAP><FONT FACE=Courier>|-.</td>
\r </tr>
\r <tr>
\r <td><img alt border="0" hspace="10" src="pix/s/evil.gif" width="15" height="15"></td>
\r <td>evil</td>
\r <td NOWRAP><FONT FACE=Courier>}-]</td>
\r </tr>
\r </table>
\r </table>
\r\r</UL>
\r\r\r\ No newline at end of file
-<P ALIGN=CENTER><B>Available surveys</B></P>\r
-\r
-<P>Currently, Moodle only offers specific types of surveys (future versions \r
-will enable you to create your own).</P>\r
-\r
-<P>The available surveys have been chosen as being particularly useful for \r
-evaluating online learning environments that use a constructivist pedagogy. \r
-They are useful to identify certain trends that may be happening among\r
-your participants.\r
-\r
-(To see a paper where these are used in a detailed analysis, see: \r
-<A TARGET=paper HREF="http://dougiamas.com/writing/herdsa2002">http://dougiamas.com/writing/herdsa2002</A>)</P>\r
-\r
-<HR>\r
-<P><B>COLLES - Constructivist On-Line Learning Environment Survey</B></P>\r
-<UL>\r
- <p>The COLLES comprises an economical 24 statements grouped into six scales, \r
- each of which helps us address a key question about the quality of the on-line \r
- learning environment: </p>\r
-\r
-<table BORDER="0" CELLSPACING="10" CELLPADDING="10">\r
- <tr> \r
- <td valign=top>Relevance</td>\r
- <td>How relevant is on-line learning to students' professional practices? \r
- </td>\r
- </tr>\r
- <tr> \r
- <td valign=top>Reflection </td>\r
-\r
- <td>Does on-line learning stimulate students' critical reflective thinking? \r
- </td>\r
- </tr>\r
- <tr> \r
- <td valign=top>Interactivity </td>\r
- <td>To what extent do students engage on-line in rich educative dialogue? \r
- </td>\r
- </tr>\r
- <tr> \r
- <td valign=top>Tutor Support</td>\r
-\r
- <td>How well do tutors enable students to participate in on-line learning? \r
- </td>\r
- </tr>\r
- <tr> \r
- <td valign=top>Peer Support </td>\r
- <td>Is sensitive and encouraging support provided on-line by fellow students? \r
- </td>\r
- </tr>\r
- <tr> \r
- <td valign=top>Interpretation </td>\r
-\r
- <td>Do students and tutors make good sense of each other's on-line communications?</td>\r
- </tr>\r
-</table>\r
-\r
- <p>Underpinning the dynamic view of learning is a new theory of knowing: social \r
- constructivism, which portrays the learner as an active conceptualiser within \r
- a socially interactive learning environment. Social constructivism is an epistemology, \r
- or way of knowing, in which learners collaborate reflectively to co-construct \r
- new understandings, especially in the context of mutual inquiry grounded in \r
- their personal experience. </p>\r
-\r
- <p>Central to this collaboration is the development of students' communicative \r
- competence, that is, the ability to engage in open and critical discourse \r
- with both the teacher and peers. This discourse is characterised by an empathic \r
- orientation to constructing reciprocal understanding, and a critical attitude \r
- towards examining underlying assumptions. </p>\r
-\r
- <p>The COLLES has been designed to enable you\r
- to monitor the extent to which you are able to exploit the interactive capacity \r
- of the World Wide Web for engaging students in dynamic learning practices. </p>\r
-\r
-<P>\r
-(This information has been adapted from the COLLES page. You can find out more about \r
-COLLES and the authors of it at: \r
-<A TARGET=paper HREF="http://surveylearning.com/colles/">http://surveylearning.com/colles/</A>)</P>\r
-</UL>\r
-\r
-\r
-<HR>\r
-<P><B>ATTLS - Attitudes to Thinking and Learning Survey</B></P>\r
-<UL>\r
-\r
-<P>The theory of 'ways of knowing', originally from the field of gender research (Belenky et al., 1986) provides us with a survey tool to examine the quality of discourse within a collaborative environment. \r
-\r
-<P>The Attitudes Towards Thinking and Learning Survey (ATTLS) is an instrument developed by Galotti et al. (1999) to measure the extent to which a person is a 'connected knower' (CK) or a 'separate knower' (SK). \r
-\r
-<P>People with higher CK scores tend to find learning more enjoyable, and are often more cooperative, congenial and more willing to build on the ideas of others, while those with higher SK scores tend to take a more critical and argumentative stance to learning. \r
-\r
-<P>Studies have shown that these two learning styles are independent of each other (Galotti et al., 1999; Galotti et al., 2001). Additionally, they are only a reflection of learning attitudes, not learning capacities or intellectual power. \r
-\r
-<P><I>Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books, Inc. </I></P>\r
-\r
-<P><I>Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., & Mansfield, A. F. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Towards Thinking and Learning Survey (ATTLS). Sex Roles, 40(9/10), 745-766.</I></P>\r
-\r
-<P><I>Galotti, K. M., Reimer, R. L., & Drebus, D. W. (2001). Ways of knowing as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-436.</I></P>\r
-\r
-\r
-</UL>\r
+<P ALIGN=CENTER><B>Available surveys</B></P>
\r\r<P>Currently, Moodle only offers specific types of surveys (future versions
\rwill enable you to create your own).</P>
\r\r<P>The available surveys have been chosen as being particularly useful for
\revaluating online learning environments that use a constructivist pedagogy.
\rThey are useful to identify certain trends that may be happening among
\ryour participants.
\r\r(To see a paper where these are used in a detailed analysis, see:
\r<A TARGET=paper HREF="http://dougiamas.com/writing/herdsa2002">http://dougiamas.com/writing/herdsa2002</A>)</P>
\r\r<HR>
\r<P><B>COLLES - Constructivist On-Line Learning Environment Survey</B></P>
\r<UL>
\r <p>The COLLES comprises an economical 24 statements grouped into six scales,
\r each of which helps us address a key question about the quality of the on-line
\r learning environment: </p>
\r\r<table BORDER="0" CELLSPACING="10" CELLPADDING="10">
\r <tr>
\r <td valign=top>Relevance</td>
\r <td>How relevant is on-line learning to students' professional practices?
\r </td>
\r </tr>
\r <tr>
\r <td valign=top>Reflection </td>
\r\r <td>Does on-line learning stimulate students' critical reflective thinking?
\r </td>
\r </tr>
\r <tr>
\r <td valign=top>Interactivity </td>
\r <td>To what extent do students engage on-line in rich educative dialogue?
\r </td>
\r </tr>
\r <tr>
\r <td valign=top>Tutor Support</td>
\r\r <td>How well do tutors enable students to participate in on-line learning?
\r </td>
\r </tr>
\r <tr>
\r <td valign=top>Peer Support </td>
\r <td>Is sensitive and encouraging support provided on-line by fellow students?
\r </td>
\r </tr>
\r <tr>
\r <td valign=top>Interpretation </td>
\r\r <td>Do students and tutors make good sense of each other's on-line communications?</td>
\r </tr>
\r</table>
\r\r <p>Underpinning the dynamic view of learning is a new theory of knowing: social
\r constructivism, which portrays the learner as an active conceptualiser within
\r a socially interactive learning environment. Social constructivism is an epistemology,
\r or way of knowing, in which learners collaborate reflectively to co-construct
\r new understandings, especially in the context of mutual inquiry grounded in
\r their personal experience. </p>
\r\r <p>Central to this collaboration is the development of students' communicative
\r competence, that is, the ability to engage in open and critical discourse
\r with both the teacher and peers. This discourse is characterised by an empathic
\r orientation to constructing reciprocal understanding, and a critical attitude
\r towards examining underlying assumptions. </p>
\r\r <p>The COLLES has been designed to enable you
\r to monitor the extent to which you are able to exploit the interactive capacity
\r of the World Wide Web for engaging students in dynamic learning practices. </p>
\r\r<P>
\r(This information has been adapted from the COLLES page. You can find out more about
\rCOLLES and the authors of it at:
\r<A TARGET=paper HREF="http://surveylearning.com/colles/">http://surveylearning.com/colles/</A>)</P>
\r</UL>
\r\r\r<HR>
\r<P><B>ATTLS - Attitudes to Thinking and Learning Survey</B></P>
\r<UL>
\r\r<P>The theory of 'ways of knowing', originally from the field of gender research (Belenky et al., 1986) provides us with a survey tool to examine the quality of discourse within a collaborative environment.
\r\r<P>The Attitudes Towards Thinking and Learning Survey (ATTLS) is an instrument developed by Galotti et al. (1999) to measure the extent to which a person is a 'connected knower' (CK) or a 'separate knower' (SK).
\r\r<P>People with higher CK scores tend to find learning more enjoyable, and are often more cooperative, congenial and more willing to build on the ideas of others, while those with higher SK scores tend to take a more critical and argumentative stance to learning.
\r\r<P>Studies have shown that these two learning styles are independent of each other (Galotti et al., 1999; Galotti et al., 2001). Additionally, they are only a reflection of learning attitudes, not learning capacities or intellectual power.
\r\r<P><I>Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books, Inc. </I></P>
\r\r<P><I>Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., & Mansfield, A. F. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Towards Thinking and Learning Survey (ATTLS). Sex Roles, 40(9/10), 745-766.</I></P>
\r\r<P><I>Galotti, K. M., Reimer, R. L., & Drebus, D. W. (2001). Ways of knowing as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-436.</I></P>
\r\r\r</UL>
\r\ No newline at end of file
-<P ALIGN=CENTER><B>Insegnanti</B></P>\r
-\r
-<P>Questa pagina mostra la lista delle persone che sono state incaricate\r
-del ruolo di "insegnanti" in questo corso (dall'amministratore del\r
-sistema).\r
-\r
-<P>Puoi usare questo form per assegnare un ruolo (titolo) ad ognuna\r
-delle persone definite come "Insegnante", "Tutor", "Assistente" e cos\93\r
-via. I loro nomi appariranno nell'elenco insieme alla lista dei\r
-partecipanti al vostro corso. Se lasci la finestra vuota, allora verr\88\r
-mostrata la parola pre-impostata per definire l'insegnante (quella che\r
-avrete definito preventivamente mediante i settaggi del corso).\r
-\r
-<P>Puoi anche ordinare questa lista (collocando l'insegnante princiaple\r
-in cima, per esempio). Seleziona semplicemente i numeri dal men\9d nella\r
-colonna "Ordine".Dopo aver premuto "Salva modifiche" vedrai la nuova\r
-disposizione.\r
-\r
-<P><B>NOTA:</B> Un caso particolare ricorre se scegli "Nascondi" per un\r
-insegnante.In questo caso, il nome dell'insegnante NON SARA' MOSTRATO\r
-nella lista del corso e in quella dei partecipanti. Esso sar\88 "nascosto"\r
-alla vista degli studenti (eccettuato il caso in cui invii i messaggi\r
-nei forums etc).\r
+<P ALIGN=CENTER><B>Insegnanti</B></P>
\r\r<P>Questa pagina mostra la lista delle persone che sono state incaricate
\rdel ruolo di "insegnanti" in questo corso (dall'amministratore del
\rsistema).
\r\r<P>Puoi usare questo form per assegnare un ruolo (titolo) ad ognuna
\rdelle persone definite come "Insegnante", "Tutor", "Assistente" e cos
\93\rvia. I loro nomi appariranno nell'elenco insieme alla lista dei
\rpartecipanti al vostro corso. Se lasci la finestra vuota, allora verr
\88\rmostrata la parola pre-impostata per definire l'insegnante (quella che
\ravrete definito preventivamente mediante i settaggi del corso).
\r\r<P>Puoi anche ordinare questa lista (collocando l'insegnante princiaple
\rin cima, per esempio). Seleziona semplicemente i numeri dal men
\9d nella
\rcolonna "Ordine".Dopo aver premuto "Salva modifiche" vedrai la nuova
\rdisposizione.
\r\r<P><B>NOTA:</B> Un caso particolare ricorre se scegli "Nascondi" per un
\rinsegnante.In questo caso, il nome dell'insegnante NON SARA' MOSTRATO
\rnella lista del corso e in quella dei partecipanti. Esso sar
\88 "nascosto"
\ralla vista degli studenti (eccettuato il caso in cui invii i messaggi
\rnei forums etc).
\r\ No newline at end of file
-<P ALIGN=CENTER><B>Aiuto per scrivere in puro testo</B></P>\r
-\r
-La modalit\88 di scrittura in puro testo offerta da Moodle \8f abbastanza intuitiva e il risultato \8f facilmente prevedibile ma, in pi\9d permette di inserire le "faccine", "collegamenti web" ed alcuni codici HTML nel tuo testo.\r
-\r
-<P><B>Faccine (emoticons)</B></P>\r
-<UL>\r
-<TABLE BORDER=0 CELLPADDING=5 CELLSPACING=5>\r
-<TR><TH>Nome <TH>Immagine <TH>Devi digitare</TR>\r
-<TR><TD>sorriso <TD ALIGN=CENTER><img ALT=smile SRC="<?=$CFG->wwwroot?>/pix/s/smiley.gif"><TD ALIGN=CENTER> :-) </TD></TR>\r
-<TR><TD>cattivo <TD ALIGN=CENTER><img ALT=sad SRC="<?=$CFG->wwwroot?>/pix/s/sad.gif"><TD ALIGN=CENTER> :-( </TD></TR>\r
-<TR><TD>smagliante <TD ALIGN=CENTER><img ALT=grin SRC="<?=$CFG->wwwroot?>/pix/s/biggrin.gif"><TD ALIGN=CENTER> :-D </TD></TR>\r
-<TR><TD>occhiolino <TD ALIGN=CENTER><img ALT=wink SRC="<?=$CFG->wwwroot?>/pix/s/wink.gif"><TD ALIGN=CENTER> ;-) </TD></TR>\r
-<TR><TD>confuso <TD ALIGN=CENTER><img ALT=mixed SRC="<?=$CFG->wwwroot?>/pix/s/mixed.gif"><TD ALIGN=CENTER> :-/ </TD></TR>\r
-<TR><TD>ampie vedute <TD ALIGN=CENTER><img ALT=wide-eyed SRC="<?=$CFG->wwwroot?>/pix/s/wideeyes.gif"><TD ALIGN=CENTER> 8-) </TD></TR>\r
-<TR><TD>lingua in fuori <TD ALIGN=CENTER><img ALT=tongue-out SRC="<?=$CFG->wwwroot?>/pix/s/tongueout.gif"><TD ALIGN=CENTER> :-P </TD></TR>\r
-<TR><TD>sorpresa <TD ALIGN=CENTER><img ALT=surprised SRC="<?=$CFG->wwwroot?>/pix/s/surprise.gif"><TD ALIGN=CENTER> :-o </TD></TR>\r
-<TR><TD>raggiante <TD ALIGN=CENTER><img ALT=cool SRC="<?=$CFG->wwwroot?>/pix/s/cool.gif"><TD ALIGN=CENTER> B-) </TD></TR>\r
-</TABLE>\r
-</UL>\r
-\r
-<P><B>URLs</B></P>\r
-<UL>\r
-<P>Ogni "parola" che incominci con <B>www.</B> oppure <B>http://</B> sar\88 trasformata automaticamente in un collegamento cliccabile e attivo. \r
-<P>Per esempio: <A HREF="http://www.territorioscuola.it">www.territorioscuola.it</A> oppure <A HREF="http://curtin.edu">http://curtin.edu</A>\r
-</UL>\r
-\r
-<P><B>Codice HTML</B></P>\r
-<UL>\r
-<P>Puoi usare un limitato set di codice HTML per aggiungere del testo enfatizzato.\r
-<TABLE BORDER=0 CELLPADDING=5 CELLSPACING=5>\r
-<TR><TH>Codice HTML<TH>Effetto</TR>\r
-<TR><TD><B> grassetto </B> <TD> <B>testo grassetto</B> </TR>\r
-<TR><TD><I> corsivo "italico" </I> <TD> <I>corsivo "italico"</I> </TR>\r
-<TR><TD><U> testo sottolineato </U> <TD> <U>testo sottolineato</U> </TR>\r
-<TR><TD><FONT SIZE=1> font piccolo </FONT> <TD> <FONT SIZE=1>font piccolo</FONT> </TR>\r
-<TR><TD><FONT SIZE=4> font grande </FONT> <TD> <FONT SIZE=4>font grande</FONT> </TR>\r
-<TR><TD><FONT COLOR=green> testo verde </FONT> <TD> <FONT color=green>testo verde</FONT> </TR>\r
-</TABLE>\r
-</UL>\r
-\r
-\r
+<P ALIGN=CENTER><B>Aiuto per scrivere in puro testo</B></P>
\r\rLa modalit
\88 di scrittura in puro testo offerta da Moodle
\8f abbastanza intuitiva e il risultato
\8f facilmente prevedibile ma, in pi
\9d permette di inserire le "faccine", "collegamenti web" ed alcuni codici HTML nel tuo testo.
\r\r<P><B>Faccine (emoticons)</B></P>
\r<UL>
\r<TABLE BORDER=0 CELLPADDING=5 CELLSPACING=5>
\r<TR><TH>Nome <TH>Immagine <TH>Devi digitare</TR>
\r<TR><TD>sorriso <TD ALIGN=CENTER><img ALT=smile SRC="<?=$CFG->wwwroot?>/pix/s/smiley.gif"><TD ALIGN=CENTER> :-) </TD></TR>
\r<TR><TD>cattivo <TD ALIGN=CENTER><img ALT=sad SRC="<?=$CFG->wwwroot?>/pix/s/sad.gif"><TD ALIGN=CENTER> :-( </TD></TR>
\r<TR><TD>smagliante <TD ALIGN=CENTER><img ALT=grin SRC="<?=$CFG->wwwroot?>/pix/s/biggrin.gif"><TD ALIGN=CENTER> :-D </TD></TR>
\r<TR><TD>occhiolino <TD ALIGN=CENTER><img ALT=wink SRC="<?=$CFG->wwwroot?>/pix/s/wink.gif"><TD ALIGN=CENTER> ;-) </TD></TR>
\r<TR><TD>confuso <TD ALIGN=CENTER><img ALT=mixed SRC="<?=$CFG->wwwroot?>/pix/s/mixed.gif"><TD ALIGN=CENTER> :-/ </TD></TR>
\r<TR><TD>ampie vedute <TD ALIGN=CENTER><img ALT=wide-eyed SRC="<?=$CFG->wwwroot?>/pix/s/wideeyes.gif"><TD ALIGN=CENTER> 8-) </TD></TR>
\r<TR><TD>lingua in fuori <TD ALIGN=CENTER><img ALT=tongue-out SRC="<?=$CFG->wwwroot?>/pix/s/tongueout.gif"><TD ALIGN=CENTER> :-P </TD></TR>
\r<TR><TD>sorpresa <TD ALIGN=CENTER><img ALT=surprised SRC="<?=$CFG->wwwroot?>/pix/s/surprise.gif"><TD ALIGN=CENTER> :-o </TD></TR>
\r<TR><TD>raggiante <TD ALIGN=CENTER><img ALT=cool SRC="<?=$CFG->wwwroot?>/pix/s/cool.gif"><TD ALIGN=CENTER> B-) </TD></TR>
\r</TABLE>
\r</UL>
\r\r<P><B>URLs</B></P>
\r<UL>
\r<P>Ogni "parola" che incominci con <B>www.</B> oppure <B>http://</B> sar
\88 trasformata automaticamente in un collegamento cliccabile e attivo.
\r<P>Per esempio: <A HREF="http://www.territorioscuola.it">www.territorioscuola.it</A> oppure <A HREF="http://curtin.edu">http://curtin.edu</A>
\r</UL>
\r\r<P><B>Codice HTML</B></P>
\r<UL>
\r<P>Puoi usare un limitato set di codice HTML per aggiungere del testo enfatizzato.
\r<TABLE BORDER=0 CELLPADDING=5 CELLSPACING=5>
\r<TR><TH>Codice HTML<TH>Effetto</TR>
\r<TR><TD><B> grassetto </B> <TD> <B>testo grassetto</B> </TR>
\r<TR><TD><I> corsivo "italico" </I> <TD> <I>corsivo "italico"</I> </TR>
\r<TR><TD><U> testo sottolineato </U> <TD> <U>testo sottolineato</U> </TR>
\r<TR><TD><FONT SIZE=1> font piccolo </FONT> <TD> <FONT SIZE=1>font piccolo</FONT> </TR>
\r<TR><TD><FONT SIZE=4> font grande </FONT> <TD> <FONT SIZE=4>font grande</FONT> </TR>
\r<TR><TD><FONT COLOR=green> testo verde </FONT> <TD> <FONT color=green>testo verde</FONT> </TR>
\r</TABLE>
\r</UL>
\r\r\r\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>Formatting text</B></P>
\r\r<P>When writing text in Moodle there are currently two formats you can choose
\r to produce your text, depending on your expertise and the type of browser
\r you are using.
\r\r<P><B>Usually you can just leave this setting alone and things should
\r work as you expect</B>.
\r\r<P><B>1. Moodle auto-format</B></P>
\r\r<UL>
\r<P>This format is best for when you are using normal web forms for entry
\r (instead of the Richtext HTML editor). Just type text normally, as if you
\r were sending an email.
\r\r<P>When you save your text, Moodle will do a number of things to automatically
\r format your text for you.
\r<P>For example, URLs such as
\r <A HREF="http://yahoo.com/">http://yahoo.com</A> or even
\r <A HREF="http://www.yahoo.com/">www.yahoo.com</A> will be turned into links.
\r<P>Your line breaks will be retained, and blank lines will start new paragraphs.
\r<P>Smiley characters such as :-) will automatically become their graphical equivalents.
\r<P>You can even embed HTML code if you want to and it will be retained.
\r<P ALIGN=RIGHT><? helpbutton("text", get_string("helptext")) ?> More info about Moodle auto-formatting.</P>
\r</UL>
\r\r<P><B>2. HTML format</B></P>
\r\r<UL>
\r<P>This format assumes the text is pure HTML. If you are using the
\r HTML editor to edit text then this is the default format - all
\r the commands in the toolbar are producing HTML for you.
\r\r<P>Even if you are not using the Richtext HTML editor, you can use HTML code
\r in your text and it should come out exactly as you intended.
\r\r<P>Unlike the Moodle auto-format, no automatic formatting is performed.
\r<P ALIGN=RIGHT><? helpbutton("html", get_string("helphtml")) ?> More info about HTML</P>
\r<P ALIGN=RIGHT><? helpbutton("richtext", get_string("helprichtext")) ?> More info about the Richtext HTML editor</P>
\r</UL>
\r\ No newline at end of file
$string['viewallentries'] = "Vedi \$a scritture sul diario";
?>
+
<?PHP // $Id$
- // moodle.php - created with Moodle 1.0.5 (2002092700)
+ // moodle.php - created with Moodle 1.0.6.2 (2002111100)
$string['action'] = "Azione";
$string['alldays'] = "Tutti i giorni";
$string['allfieldsrequired'] = "La compilazione di tutti i campi è richiesta";
$string['alllogs'] = "Tutti i logs";
+$string['allow'] = "Permettere";
$string['allowguests'] = "Questo corso permette l'accesso ad utenti ospiti";
+$string['allownot'] = "Non permettere";
$string['allparticipants'] = "Tutti i partecipanti";
$string['alphanumerical'] = "Puo' contenere solo lettere dell'alfabeto o numeri";
$string['alreadyconfirmed'] = "La registrazione è già stata confermata";
$string['answer'] = "Risposta";
+$string['assessment'] = "Valutazione";
$string['assignteachers'] = "Attribuisci insegnanti";
$string['availablecourses'] = "Corsi disponibili";
$string['cancel'] = "Cancella";
$string['choosetheme'] = "Scegli un tema";
$string['chooseuser'] = "Scegli un utente";
$string['city'] = "Paese/città";
+$string['closewindow'] = "Chiudi questa finestra";
$string['comparelanguage'] = "Confronta ed edita la lingua corrente";
$string['complete'] = "Completato";
-$string['configauth'] = "Scegli il modulo di autenticazione che vuoi usare. Per la massima sicurezza è impostato, di default, come 'email'. Il metodo'none' non è stato controllato e deve essere usato solo se si è consapevoli di ciò che si sta facendo esattamente ";
+$string['configauth'] = "Scegli il modulo di autenticazione che vuoi usare. Per la massima sicurezza è impostato, di default, come 'email'. Il metodo'none' non è stato controllato e deve essere usato solo se si è consapevoli di ciò che si sta facendo esattamente. ";
$string['configerrorlevel'] = "Scegli il numero di messaggi di attenzione PHP\r
-\r
-che desideri vengano mostrati. <i>Normale</i> è, di solito la scelta migliore.";
+che desideri vengano mostrati. <i>Normale</i> è, di solito la scelta migliore.";
$string['configgdversion'] = "Indica la versione della libreria GD che è installata sul tuo webserver. La versione mostrata come predefinita è quella che è stata automaticamente rilevata. Non cambiare questa impostazione senza che tu realmente sappia quello che stai facendo.";
+$string['confightmleditor'] = "Scegli se permettere o no l'uso dell'editor HTML. Anche se apri il permesso, questo editor comparirà solo quando l'utente sta usando un browser compatibile (IE 5.5 o successive versioni).Gli utenti possono anche scegliere di non usarlo.";
$string['configintro'] = "In questa pagina puoi specificare un numero di variabili di configurazione che ti aiuteranno a settare Moodle per farlo lavorare adeguatamente sul tuo server. Non te ne preoccupare troppo - le impostazioni predefinite normalmente lavorano perfettamente ed è sempre possibile tornare a questa pagina successivamente per modificare queste impostazioni.";
$string['configlang'] = "Scegli una lingua di default per l'intero sito. \r
-\r
Potrai modificare questa configurazione successivamente.";
+$string['configlangdir'] = "Nella scrittura di molte lingue straniere si procede da sinistra verso destra ma in alcune, come l'Arabo e l'Israeliano, da destra verso sinistra.";
$string['configlocale'] = "Scegli una data locale - Questa opzione avrà effetto sulla visualizzazione delle date. È necessario che tu abbia la data locale del server su cui risiede il tuo sistema operativo correttamente configurata. Se non sai quale scegliere, lascia questo campo vuoto.";
$string['configlongtimenosee'] = "Se gli studenti non hanno avuto accesso per un periodo molto prolungato, allora essi saranno automaticamente cancellati dal corso. Questo parametro specifica quale deve essere il tempo limite.";
$string['configmaxeditingtime'] = "Questo parametro specifica il tempo complessivo che gli utenti hanno a disposizione per modificare i loro messaggi sui forums, sul diario, per il feedback, ecc. Normalmente, 30 è un buon valore.";
$string['configsmtphosts'] = "Impostare il nome intero di uno o più servers locali SMTP che Moodle dovrebbe usare (esempio 'mail.a.com' oppure 'mail.a.com;mail.b.com'). Se lasci questo campo vuoto, Moodle userà il metodo di spedizione della posta predefinito utilizzando il programma di posta del PHP (di default).\r
\r
";
+$string['configsmtpuser'] = "Se hai specificato un server SMPT ed esso richiede autenticazione, allora indica qui l'username e la password.";
$string['configunzip'] = "Indica la path del tuo programma di compressione dati (Solo per Unix). Questo è necessario per decomprimere gli archivi sul server.";
$string['configvariables'] = "Configura variabili";
$string['configzip'] = "Indica la path del tuo programma di compressione dati (Solo per Unix). Questo è necessario per creare gli archivi compressi sul server.";
$string['createziparchive'] = "Crea un archivio compresso";
$string['currentlanguage'] = "Lingua corrente";
$string['currentlocaltime'] = "La tua ora locale";
-$string['databasechecking'] = "Aggiornamento del database di Moodle\r
-\r
-dalla versione \$a->oldversion to \$a->newversion...";
+$string['databasechecking'] = "Aggiornamento del database di Moodle dalla versione \$a->oldversion to \$a->newversion...";
$string['databasesetup'] = "Settaggio database in corso";
$string['databasesuccess'] = "Il database è stato aggiornato con successo";
$string['databaseupgrades'] = "Aggiornamento database";
+$string['day'] = "giorno";
+$string['days'] = "giorni";
$string['defaultcoursefullname'] = "Corso Nome 101";
$string['defaultcourseshortname'] = "CF101";
$string['defaultcoursestudent'] = "Studente";
$string['defaultcoursestudents'] = "Studenti";
-$string['defaultcoursesummary'] = "Scrivi un conciso ed interessante\r
-\r
-paragrafo che spieghi le caratteristiche di questo corso.";
+$string['defaultcoursesummary'] = "Scrivi un conciso ed interessante paragrafo che spieghi le caratteristiche di questo corso.";
$string['defaultcourseteacher'] = "Insegnante";
$string['defaultcourseteachers'] = "Insegnanti";
$string['delete'] = "Cancella";
$string['deletednot'] = "Non è stato possibile cancellare \$a !";
$string['deletingcourse'] = "Cancellazione \$a";
$string['description'] = "Descrizione";
+$string['displayingusers'] = "Mostra gli iscritti a iniziare da \$a->start fino a \$a->end";
+$string['documentation'] = "Documentazione di Moodle";
+$string['downloadexcel'] = "Download in formato Excel";
+$string['downloadtext'] = "Download in formato testo";
$string['doyouagree'] = "Hai letto queste condizioni e le hai accettate?";
$string['edit'] = "Edita \$a";
$string['editcoursesettings'] = "Edita settaggi del corso";
$string['emailconfirm'] = "Conferma il tuo account";
$string['emailconfirmation'] = "Salve \$a->firstname,\r
\r
+Un nuovo account è stato richiesto su '\$a->sitename' utilizzando il tuo indirizzo email.\r
\r
-\r
-Un nuovo account è stato richiesto su '\$a->sitename'\r
-\r
-utilizzando il tuo indirizzo email.\r
-\r
-\r
-\r
-Per confermare il tuo nuovo account, viene richiesto di cliccare sul web link\r
-\r
-seguente:\r
-\r
-\r
+Per confermare il tuo nuovo account, viene richiesto di cliccare sul web link seguente:\r
\r
\$a->link\r
\r
-\r
-\r
-In molti programmi di posta, questo dovrebbe apparire come un link\r
-\r
-colorato di blu sul quale è sufficiente cliccarvi sopra. Se in\r
-\r
-questo modo non dovesse funzionare,allora taglia e incolla il link\r
-\r
-suddetto nella finestra degli indirizzi posta nel tuo browser e premi\r
-\r
-invio.\r
-\r
-\r
+In molti programmi di posta, questo dovrebbe apparire come un link colorato di blu sul quale è sufficiente cliccarvi sopra. Se in questo modo non dovesse funzionare, allora taglia e incolla il link suddetto nella finestra degli indirizzi posta nel tuo browser e premi invio.\r
\r
Saluti dal '\$a->sitename' administrator,\r
\r
\$a->admin";
-$string['emailconfirmsent'] = "
<P>Un email è stata inviata al tuo indirizzo <B>\$a</B>
\r+$string['emailconfirmsent'] = "<P>Un email è stata inviata al tuo indirizzo <B>\$a</B>\r
\r
- <P>Essa contiene delle semplici istruzioni per completare la tua registrazione.\r
+<P>Esso contiene delle semplici istruzioni per completare la tua registrazione.\r
\r
-
<P>Se incontri delle difficoltà, contatta l'amministratore del sito.";
+<P>Se incontri delle difficoltà, contatta l'amministratore del sito.";
$string['emaildisplay'] = "Mostra Email";
$string['emaildisplaycourse'] = "Permetti solo agli altri iscritti al corso di vedere il mio email";
$string['emaildisplayno'] = "Non mostrare il mio email agli altri";
$string['emailformat'] = "Formato Email";
$string['emailmustbereal'] = "Nota: il tuo indirizzo email deve essere valido";
$string['enrolmentkey'] = "Chiave di accesso";
-$string['enrolmentkeyfrom'] = "Questo corso richiede una chiave di accesso' - una sola volta<BR>\r
-\r
-password che dovresti ottenere da \$a";
+$string['enrolmentkeyfrom'] = "Questo corso richiede una chiave di accesso' - una sola volta -<BR> password che dovresti ottenere da \$a";
$string['enrolmentkeyhint'] = "Questa chiave di accesso è inesatta, riprovare, prego.<BR>\r
\r
(Questo è un suggerimento - essa inizia con '\$a'";
$string['followingrequired'] = "I seguenti items sono richiesti";
$string['forgotten'] = "Dimenticato il tuo username o la password?";
$string['format'] = "Formato";
+$string['formathtml'] = "Formato HTML";
$string['formatsocial'] = "Formato relazionale";
+$string['formattext'] = "Formattazione automatica Moodle";
+$string['formattexttype'] = "Formattazione";
$string['formattopics'] = "Formato argomenti";
$string['formatweeks'] = "Formato digest settimanale";
$string['frontpagedescription'] = "Descrizione pagina principale";
\r
(http://dougiamas.com)\r
\r
-\r
-\r
Questo programma è un software gratuito; puoi ridistribuirlo e/o modificarlo alle condizioni previste da: GNU (General Public License) così come pubblicate dalla 'Free Software Foundation'; (l'una o l'altra versione 2 della Licenza),oppure (a tua scelta) ogni versione successiva.\r
\r
-\r
-\r
Questo programma è distribuito con la speranza che esso possa essere utile, ma SENZA NESSUNA GARANZIA; senza, persino, la garanzia implicita di COMMERCIABILITÁ o di IDONEITÀ PER UNO SCOPO PRECISO. Leggere la GNU 'General Public License' per ulteriori dettagli:\r
\r
-\r
-\r
http://www.gnu.org/copyleft/gpl.html";
$string['grade'] = "Classifica";
+$string['grades'] = "Classifiche";
$string['guestskey'] = "Permetti agli ospiti di ricevere la chiave di accesso";
$string['guestsno'] = "Non permettere agli ospiti l'accesso";
$string['guestsnotallowed'] = "Spiacenti, '\$a' non è consentito l'accesso agli ospiti.";
$string['guestsyes'] = "Permetti l'accesso agli ospiti senza chiave";
$string['guestuser'] = "Utente ospite";
-$string['guestuserinfo'] = "Questo utente è un utente speciale che ha\r
-\r
-accesso ai documenti del corso in modalità solo lettura in alcuni corsi.";
+$string['guestuserinfo'] = "Questo utente è un utente speciale che ha accesso ai documenti del corso in modalità solo lettura in alcuni corsi.";
$string['help'] = "Aiuto";
$string['helphtml'] = "Come scrivere in html";
$string['helppicture'] = "Come trasferire un'immagine";
$string['helpquestions'] = "Come porre domande";
+$string['helprichtext'] = "Informazioni sull'editor HTML";
$string['helptext'] = "Come scrivere del testo";
$string['hide'] = "Nascondi";
$string['home'] = "Pagina principale";
+$string['hour'] = "ora";
+$string['hours'] = "ore";
+$string['htmleditor'] = "Usa l'editor HTML (solo IE, 5.5 o successive versioni)";
+$string['htmleditoravailable'] = "L'editor è disponibile";
+$string['htmleditordisabled'] = "Hai disabilitato l'editor HTML nel tuo profilo utente.";
+$string['htmleditordisabledadmin'] = "L'amministratore ha disabilitato l'editor HTML in questo sito";
+$string['htmleditordisabledbrowser'] = "L'editor HTML non è disponibile in quanto non stai utilizzando Internet Explorer 5.5 o successive versioni.";
$string['htmlformat'] = "Formato HTML";
$string['icqnumber'] = "Numero ICQ";
$string['idnumber'] = "Numero ID";
$string['invalidemail'] = "Indirizzo email non valido";
$string['invalidlogin'] = "Login incorretto, riprova";
+$string['jumpto'] = "Scegli";
+$string['langltr'] = "Scrittura da sinistra a destra";
+$string['langrtl'] = "Scrittura da destra a sinistra";
$string['languagegood'] = "Questa versione linguistica è aggiornata! :-)";
$string['lastaccess'] = "Ultimo accesso";
$string['lastedited'] = "Ultima editazione";
$string['markthistopic'] = "Segna questo argomento come argomento corrente";
$string['maximumchars'] = "Massimo \$a caratteri";
$string['maximumgrade'] = "Valutazione massima";
+$string['maximumshort'] = "Massimo";
$string['maxsize'] = "Dimensione massima: \$a";
+$string['min'] = "minuto";
+$string['mins'] = "minuti";
$string['miscellaneous'] = "Miscellanea";
$string['missingcategory'] = "Devi scegliere una categoria";
$string['missingcity'] = "Non inserito città/frazione";
$string['nametopics'] = "argomento";
$string['nameweeks'] = "settimana";
$string['never'] = "Mai";
+$string['new'] = "Nuovo";
$string['newaccount'] = "Nuovo account";
$string['newpassword'] = "Nuova password";
$string['newpasswordtext'] = "Salve \$a->firstname,\r
\r
-\r
-\r
La tua password su '\$a->sitename' è stata cancellata e sei registrato con la tua nuova password provvisoria.\r
-\r
-\r
-\r
Le tue attuali configurazioni per il login sono:\r
\r
username: \$a->username\r
\r
password: \$a->newpassword\r
\r
-\r
-\r
Vai a questa pagina per cambiare la tua password:\r
\r
\$a->link\r
\r
-\r
-\r
-In molti programmi di posta, questo dovrebbe apparire come un link colorato di blu sul quale è sufficiente cliccarvi sopra. Se in questo\r
-\r
-modo non dovesse funzionare,allora taglia e incolla il link suddetto nella finestra degli indirizzi posta nel tuo browser e premi invio.\r
-\r
-\r
+In molti programmi di posta, questo dovrebbe apparire come un link colorato di blu sul quale è sufficiente cliccarvi sopra. Se in questo modo non dovesse funzionare,allora taglia e incolla il link suddetto nella finestra degli indirizzi posta nel tuo browser e premi invio.\r
\r
Saluti dall'amministratore di '\$a->sitename',\r
\r
$string['no'] = "No";
$string['nocoursesyet'] = "Nessun corso in questa categoria";
$string['noexistingteachers'] = "Nessun insegnante operativo";
+$string['nofilesyet'] = "Nessun file è stato ancora trasferito sul server";
$string['nograde'] = "Nessuna valutazione";
+$string['noimagesyet'] = "Nessuna immagine è stata ancora trasferita sul server";
$string['none'] = "Nessuno";
$string['nopotentialteachers'] = "Non ci sono potenziali insegnanti";
$string['normal'] = "Normale";
$string['passwordchanged'] = "La password è stata modificata";
$string['passwordsdiffer'] = "Questa password non corrisponde";
$string['passwordsent'] = "La password è stata spedita";
-$string['passwordsenttext'] = "
<P>Un email è stato spedito a \$a->email.
\r+$string['passwordsenttext'] = "<P>Un email è stato spedito a \$a->email.\r
\r
- <P><B>Controlla la tue email per la nuova password</B>\r
+<P><B>Controlla la tua casella email per la nuova password</B>\r
\r
-
<P>La nuova password è stata generata automaticamente, quindi dirigiti a questo link
\r+<P>La nuova password è stata generata automaticamente, quindi dirigiti a questo link \r
\r
<A HREF=\$a->link> per cambiarla con una che sia, per te, più facile da ricordare</A>.";
$string['people'] = "Persone";
$string['search'] = "Cerca";
$string['searchagain'] = "Cerca ancora";
$string['searchresults'] = "Risultati della ricerca";
+$string['sec'] = "secondo";
+$string['secs'] = "secondi";
$string['section'] = "Sezione";
$string['selectacountry'] = "Seleziona il tuo Paese";
$string['senddetails'] = "Inviami i miei dati via email";
$string['startsignup'] = "Inizia adesso per creare un nuovo account!";
$string['status'] = "Status";
$string['stringsnotset'] = "Le seguenti stringhe non sono definite in \$a";
+$string['studentnotallowed'] = "Spiacenti, ma non puoi accedere a questo corso come '\$a' ";
$string['success'] = "Operazione eseguita con successo";
$string['summary'] = "Risorsa";
$string['summaryof'] = "Riassunto di \$a";
$string['supplyinfo'] = "Compilare con le tue informazioni";
$string['teacheronly'] = "Solo per \$a";
+$string['textediting'] = "Scrivere in formato testo";
+$string['texteditor'] = "Usa i forms web standard";
$string['textformat'] = "Formato testo";
$string['thanks'] = "Grazie";
$string['theme'] = "Tema";
$string['themesaved'] = "Nuovo tema salvato";
+$string['thischarset'] = "iso-8859-1";
$string['thislanguage'] = "Italiano";
$string['timezone'] = "Fuso orario";
$string['today'] = "Oggi";
$string['toomanytoshow'] = "Ci sono troppi utenti da visualizzare";
$string['topic'] = "Argomento";
$string['topicoutline'] = "Argomento corrente";
+$string['total'] = "Totale";
$string['turneditingoff'] = "Editazione chiusa";
$string['turneditingon'] = "Editazione aperta";
-$string['undecided'] = "Indesiso";
+$string['undecided'] = "Indeciso";
$string['unenrol'] = "Cancellare";
$string['unenrolme'] = "Cancellami da \$a";
$string['unenrolsure'] = "Sei sicuro di volerti cancellare \$a da questo corso?";
$string['updated'] = "Aggiornato \$a";
$string['updatemyprofile'] = "Aggiornamento profilo";
$string['updatesevery'] = "Aggiornamenti ogni \$a secondi";
+$string['updatethis'] = "Aggiorna \$a";
$string['updatethiscourse'] = "Aggiorna questo corso";
$string['updatinga'] = "Aggiornamento a \$a";
$string['updatingain'] = "Aggiornamento a \$a->what in \$a->in";
$string['welcometocourse'] = "Benvenuto(a) a \$a";
$string['welcometocoursetext'] = "Benvenuto(a) a \$a->coursename!\r
\r
-\r
-\r
Una delle prime cose che dovresti fare è di pubblicare il tuo profilo nella tua pagina all'interno del corso in modo da poterti conoscere meglio:\r
\r
-\r
-\r
\$a->profileurl";
$string['withchosenfiles'] = "Con i files scelti";
$string['wordforstudent'] = "Come vuoi chiamare lo studente";
$string['wordforteacher'] = "Come vuoi chiamare l'insegnante";
$string['wordforteachereg'] = "es. Insegnante, Tutor, Facilitatore etc";
$string['wordforteachers'] = "Come vuoi chiamare gli insegnanti";
-$string['wordforteacherseg'] = "eg Insegnanti, Tutors, Facilitatori etc";
+$string['wordforteacherseg'] = "es. Insegnanti, Tutors, Facilitatori etc.";
$string['wrongpassword'] = "Password non corrispondente con questo username";
$string['yes'] = "Sì";
$string['yourlastlogin'] = "Il tuo ultimo login è stato:";
--- /dev/null
+<?PHP // $Id$
+ // quiz.php - created with Moodle 1.0.6.2 (2002111100)
+
+
+$string['addselectedtoquiz'] = "Aggiungi selezione al quiz";
+$string['alreadysubmitted'] = "È probabile che tu abbia già presentato questo tentativo";
+$string['alwaysavailable'] = "Sempre disponibile";
+$string['answer'] = "Risposta";
+$string['answerhowmany'] = "Una oppure risposte multiple?";
+$string['answersingleno'] = "Risposte multiple permesse";
+$string['answersingleyes'] = "Una sola risposta";
+$string['attempt'] = "Tentativo \$a";
+$string['attemptfirst'] = "Primo tentativo";
+$string['attemptlast'] = "Ultimo tentativo";
+$string['attemptquiznow'] = "Provare a rispondere al quiz adesso";
+$string['attempts'] = "Tentativi";
+$string['attemptsallowed'] = "Tentativi permessi";
+$string['attemptsunlimited'] = "Tentativi illimitati";
+$string['backtoquiz'] = "Indietro all'editazione del quiz";
+$string['bestgrade'] = "Grado migliore";
+$string['caseno'] = "Il maiuscolo non è importante";
+$string['casesensitive'] = "Il maiuscolo è importante";
+$string['caseyes'] = "Il maiuscolo è importante per tutte le lettere";
+$string['categories'] = "Categorie";
+$string['category'] = "Categoria";
+$string['categoryinfo'] = "Informazioni sulla categoria";
+$string['categorymove'] = "La categoria '\$a->name' contiene \$a->count domande. Scegli un'altra categoria per trasferirle in essa.";
+$string['categorymoveto'] = "Trasferisci a questa categoria";
+$string['choice'] = "Scelta";
+$string['choices'] = "Scelte disponibili";
+$string['correctanswer'] = "Risposta esatta";
+$string['correctanswers'] = "Risposte esatte";
+$string['createnewquestion'] = "Crea una nuova domanda";
+$string['daysavailable'] = "Giorni disponibili";
+$string['default'] = "Default";
+$string['defaultinfo'] = "La categoria di default per le domande.";
+$string['deletequestioncheck'] = "Sei sicuro di voler cancellare '\$a'?";
+$string['editcategories'] = "Editazione categorie";
+$string['editingmultichoice'] = "Edita un quiz a scelta multipla";
+$string['editingquestion'] = "Edita una domanda";
+$string['editingquiz'] = "Edita un quiz";
+$string['editingshortanswer'] = "Edita una domanda a risposta breve";
+$string['editingtruefalse'] = "Edita una doamanda vero/falso";
+$string['false'] = "Falso";
+$string['feedback'] = "Feedback";
+$string['filloutoneanswer'] = "You must fill out at least one possible answer. Answers left blank will not be used.";
+$string['fillouttwochoices'] = "You must fill out at least two choices. Choices left blank will not be used.";
+$string['fractionsaddwrong'] = "The positive grades you have chosen do not add up to 100%%\r
+<BR>Instead, they add up to \$a%%\r
+<BR>Do you want to go back and fix this question?";
+$string['fractionsnomax'] = "One of the answers should be 100%%, so that it is\r
+<BR>possible to get a full grade for this question.\r
+<BR>Do you want to go back and fix this question?";
+$string['gradeaverage'] = "Average grade";
+$string['gradehighest'] = "Highest grade";
+$string['grademethod'] = "Grading method";
+$string['guestsno'] = "Sorry, guests can not see or attempt quizzes";
+$string['imagedisplay'] = "Image to display";
+$string['introduction'] = "Introduction";
+$string['marks'] = "Marks";
+$string['modulename'] = "Quiz";
+$string['modulenameplural'] = "Quizzes";
+$string['multichoice'] = "Multiple Choice";
+$string['noanswers'] = "No answers were selected!";
+$string['noattempts'] = "No attempts have been made on this quiz";
+$string['nomoreattempts'] = "No more attempts are allowed";
+$string['noquestions'] = "No questions have been added yet";
+$string['publish'] = "Publish";
+$string['question'] = "Question";
+$string['questioninuse'] = "The question '\$a' is currently being used:";
+$string['questionname'] = "Question name";
+$string['questions'] = "Questions";
+$string['quizavailable'] = "The quiz is available until: \$a";
+$string['quizclose'] = "Close the quiz";
+$string['quizclosed'] = "This quiz closed on \$a";
+$string['quiznotavailable'] = "The quiz will not be available until: \$a";
+$string['quizopen'] = "Open the quiz";
+$string['random'] = "Random set";
+$string['regrade'] = "Regrade all attempts";
+$string['regradecomplete'] = "All attempts have been regraded";
+$string['regradecount'] = "\$a->changed out of \$a->attempt grades were changed";
+$string['rename'] = "Rename";
+$string['report'] = "Reports";
+$string['save'] = "Save";
+$string['savegrades'] = "Save grades";
+$string['savemyanswers'] = "Save my answers";
+$string['savequiz'] = "Save this whole quiz";
+$string['score'] = "Raw score";
+$string['select'] = "Select";
+$string['selectcategoryabove'] = "Select a category above";
+$string['shortanswer'] = "Short Answer";
+$string['show'] = "Show";
+$string['showcorrectanswer'] = "In feedback, show correct answers?";
+$string['showfeedback'] = "After answering, show feedback?";
+$string['time'] = "Time";
+$string['timecompleted'] = "Completed";
+$string['timetaken'] = "Time taken";
+$string['true'] = "True";
+$string['truefalse'] = "True/False";
+$string['type'] = "Type";
+$string['viewallanswers'] = "View \$a completed quizzes";
+$string['yourfinalgradeis'] = "Your final grade for this quiz is \$a";
+
+?>
<?PHP // $Id$
- // reading.php - created with Moodle 1.0.5 (2002092700)
+ // resource.php - created with Moodle 1.0.6.2 (2002111100)
-$string['addreading'] = "Aggiungi una risorsa";
-$string['editingareading'] = "Edita una risorsa";
+$string['addresource'] = "Aggiungi risorsa";
+$string['editingaresource'] = "Edita una risorsa";
$string['example'] = "Esempio";
-$string['examplereference'] = "Tobin, K. & Tippins, D (1993)
-Constructivism as a Referent for Teaching and Learning. In: K. Tobin
-(Ed) The Practice of Constructivism in Science Education, pp 3-21,
+$string['examplereference'] = "Tobin, K. & Tippins, D (1993)\r
+Constructivism as a Referent for Teaching and Learning. In: K. Tobin\r
+(Ed) The Practice of Constructivism in Science Education, pp 3-21,\r
Lawrence-Erlbaum, Hillsdale, NJ.";
-$string['exampleurl'] =
-"http://www.esempio.com/unadirectory/unfile.html";
+$string['exampleurl'] = "http://www.esempio.com/unadirectory/unfile.html";
$string['filename'] = "Nome del file";
$string['fulltext'] = "Testo integrale";
$string['htmlfragment'] = "Codice html";
$string['modulename'] = "Risorsa";
$string['modulenameplural'] = "Risorse";
-$string['neverread'] = "Mai letto";
+$string['neverseen'] = "Mai visto";
$string['note'] = "Nota";
-$string['notefile'] = "Per trasferire altri files nell'archivio del
-corso (come quelli che compaiono in questa lista) usa il
-
-<A HREF=\$a >File Manager</A>.";
-$string['notypechosen'] = "È necessario che tu scelga un tipo. Usa il
+$string['notefile'] = "Per trasferire altri files nell'archivio del\r
+corso (come quelli che compaiono in questa lista) usa il <A HREF=\$a >File Manager</A>.";
+$string['notypechosen'] = "È necessario che tu scelga un tipo. Usa il\r
pulsante indietro per ritornare alla pagina precedente e riprovare.";
-$string['readingtype'] = "Tipo di risorsa";
-$string['readingtype1'] = "Riferimento";
-$string['readingtype2'] = "Pagina web";
-$string['readingtype3'] = "File presente sul server";
-$string['readingtype4'] = "Puro testo";
-$string['readingtype5'] = "Collegamento web";
-$string['readingtype6'] = "Testo HTML";
+$string['resourcetype'] = "Tipo di risorsa";
+$string['resourcetype1'] = "Bibliografia";
+$string['resourcetype2'] = "Pagina web";
+$string['resourcetype3'] = "File presente su questo server ";
+$string['resourcetype4'] = "Testo semplice";
+$string['resourcetype5'] = "Collegamento web";
+$string['resourcetype6'] = "Testo HTML";
?>
<?PHP // $Id$
- // survey.php - created with Moodle 1.0.5 beta 1 (2002092500)
+ // survey.php - created with Moodle 1.0.6.2 (2002111100)
$string['actual'] = "Attuale";
+$string['actualclass'] = "Classificazione attuale";
+$string['actualstudent'] = "\$a attuale";
$string['allquestions'] = "Tutte le domande nell'ordine, tutti gli studenti";
$string['allscales'] = "Tutte le valutazioni, tutti gli studenti";
$string['alreadysubmitted'] = "Hai gia' sostenuto questa prova";
$string['analysisof'] = "Analisi di \$a";
+$string['attls1'] = "Valutando qualcuno, io pongo attenzione sulla qualità dei suoi argomenti, non la persona che lo presenta.";
+$string['attls10'] = "È importante per me rimanere il più possibile obiettivo quando analizzo qualcosa.";
+$string['attls10short'] = "rimanere oggettivo";
+$string['attls11'] = "Provo a pensare con la gente anziché contro di essa.";
+$string['attls11short'] = "penso CON la gente";
+$string['attls12'] = "Ho determinati test di verifica che uso nelle discussioni di valutazione. ";
+$string['attls12short'] = "usa i test di verifica per valutare";
+$string['attls13'] = "";
+$string['attls13short'] = "provare a comprendere";
+$string['attls14'] = "";
+$string['attls14short'] = "";
+$string['attls15'] = "";
+$string['attls15short'] = "";
+$string['attls16'] = "";
+$string['attls16short'] = "";
+$string['attls17'] = "";
+$string['attls17short'] = "";
+$string['attls18'] = "";
+$string['attls18short'] = "";
+$string['attls19'] = "";
+$string['attls19short'] = "";
+$string['attls1short'] = "";
+$string['attls2'] = "";
+$string['attls20'] = "";
+$string['attls20short'] = "";
+$string['attls2short'] = "";
+$string['attls3'] = "";
+$string['attls3short'] = "";
+$string['attls4'] = "";
+$string['attls4short'] = "";
+$string['attls5'] = "";
+$string['attls5short'] = "";
+$string['attls6'] = "";
+$string['attls6short'] = "";
+$string['attls7'] = "";
+$string['attls7short'] = "";
+$string['attls8'] = "";
+$string['attls8short'] = "";
+$string['attls9'] = "";
+$string['attls9short'] = "";
+$string['attlsintro'] = "";
+$string['attlsm1'] = "";
+$string['attlsm2'] = "";
+$string['attlsm3'] = "";
+$string['attlsmintro'] = "";
+$string['attlsname'] = "";
+$string['clicktocontinue'] = "";
+$string['clicktocontinuecheck'] = "";
+$string['colles1'] = "";
+$string['colles10'] = "";
+$string['colles10short'] = "";
+$string['colles11'] = "";
+$string['colles11short'] = "";
+$string['colles12'] = "";
+$string['colles12short'] = "";
+$string['colles13'] = "";
+$string['colles13short'] = "";
+$string['colles14'] = "";
+$string['colles14short'] = "";
+$string['colles15'] = "";
+$string['colles15short'] = "";
+$string['colles16'] = "";
+$string['colles16short'] = "";
+$string['colles17'] = "";
+$string['colles17short'] = "";
+$string['colles18'] = "altri studenti apprezzano il mio contributo";
+$string['colles18hort'] = "";
+$string['colles19'] = "altri studenti valutano il mio contributo";
+$string['colles19short'] = "";
+$string['colles1short'] = "";
+$string['colles2'] = "";
+$string['colles20'] = "";
+$string['colles20short'] = "";
+$string['colles21'] = "";
+$string['colles21short'] = "";
+$string['colles22'] = "";
+$string['colles22short'] = "";
+$string['colles23'] = "";
+$string['colles23short'] = "";
+$string['colles24'] = "";
+$string['colles24short'] = "";
+$string['colles2short'] = "";
+$string['colles3'] = "";
+$string['colles3short'] = "";
+$string['colles4'] = "";
+$string['colles4short'] = "";
+$string['colles5'] = "";
+$string['colles5short'] = "";
+$string['colles6'] = "";
+$string['colles6short'] = "";
+$string['colles7'] = "";
+$string['colles7short'] = "";
+$string['colles8'] = "";
+$string['colles8short'] = "";
+$string['colles9'] = "";
+$string['colles9short'] = "";
+$string['collesaintro'] = "L'obiettivo di questo survey è di aiutare a comprendere come le consegne di questa unità di apprendimento ti aiutano ad apprendere.\r
+\r
+Ciascuna delle seguenti 24 domende chiedono della tua esperienza in questa unità.\r
+\r
+Non ci sono domande 'giuste' o 'sbagliate'; noi siamo interessati solo alla tua opinione. Assicuriamo che le tue risposte saranno trattate con il massimo grado di riservatezza e non influenzeranno la tua valutazione.\r
+\r
+Le tue risposte saranno considerate con attenzione e ci aiuteranno a migliorare le caratteristiche di questa unità online in futuro.\r
+\r
+Molte Grazie.";
+$string['collesaname'] = "";
+$string['collesapintro'] = "";
+$string['collesapname'] = "";
+$string['collesm1'] = "";
+$string['collesm1short'] = "";
+$string['collesm2'] = "";
+$string['collesm2short'] = "";
+$string['collesm3'] = "";
+$string['collesm3short'] = "";
+$string['collesm4'] = "";
+$string['collesm4short'] = "";
+$string['collesm5'] = "";
+$string['collesm5short'] = "";
+$string['collesm6'] = "";
+$string['collesm6short'] = "";
+$string['collesmintro'] = "";
+$string['collespintro'] = "";
+$string['collespname'] = "";
$string['done'] = "Fatto";
$string['download'] = "Download";
$string['downloadexcel'] = "Download dati come foglio elettronico di Excel";
$string['downloadtext'] = "Download dati come file di testo";
$string['editingasurvey'] = "Correzione della prova";
$string['helpsurveys'] = "Aiuto sui differenti tipi di prove di valutazione";
+$string['howlong'] = "";
+$string['howlongoptions'] = "";
$string['ifoundthat'] = "Ho trovato quello";
$string['introtext'] = "Testo di introduzione";
$string['ipreferthat'] = "Preferisco quello";
$string['nobodyyet'] = "Nessuno ha ancora completato questa prova";
$string['notdone'] = "Non ancora svolto";
$string['notes'] = "Le tue note e analisi";
+$string['othercomments'] = "";
$string['peoplecompleted'] = "\$a persone hanno terminato questa valutazione finora";
$string['preferred'] = "Promosso";
+$string['preferredclass'] = "";
+$string['preferredstudent'] = "";
$string['question'] = "Domanda";
$string['questions'] = "Domande";
+$string['questionsnotanswered'] = "Alcune delle domande a scelta multipla non hanno avuto risposta.";
$string['report'] = "Quadro delle prove";
$string['savednotes'] = "Le tue annotazioni sono state salvate";
+$string['scaleagree5'] = "Inaccettabile,Prevalentemente inaccettabile,Non conforme ma non inaccettabile,Prevalentemente accettabile,Pienamente accettabile";
$string['scales'] = "Valutazioni";
+$string['scaletimes5'] = "Quasi Mai, Raramente, A volte, Spesso, Quasi Sempre";
$string['seemoredetail'] = "Clicca qui per vedere ulteriori dettagli";
$string['selectedquestions'] = "Domande selezionate da una scala, tutti gli studenti";
$string['summary'] = "Riassunto";
projects / moodle.git / commitdiff