+++ /dev/null
-<P ALIGN=CENTER><B>Assignment Type</B></P>
-
-<P>There are different types of assignments</P>
-
-<P><B>Offline activity</B> - this is useful when the assignment is performed outside
-of Moodle. Students can see a description of the assignment, but can't upload files or anything.
-Teachers can grade all students though, and students will see notifications of their grades.
-
-<P><B>Upload a single file</B> - this type of assignment allows all students to upload a
-single file, of any type. This might be a Word processor document, or an image, a
-zipped web site, or anything you ask them to submit. Teachers can grade submitted
-assignments online.
-
+++ /dev/null
-<P ALIGN=CENTER><B>Resubmitting assignments</B></P>
-
-<P>By default, students cannot resubmit assignments once the teacher has graded them</P>
-
-<P>If you turn this option on, then students will be allowed to resubmit assignments
- after they have been graded (for you to re-grade). This may be useful if the
- teacher wants to encourage students to do better work in an iterative process.</P>
-
-<P>Obviously, this option is not relevant for offline assignments.</P>
+++ /dev/null
-<P ALIGN=CENTER><B>Choice options</B></P>
-
-<P>Here is where you specify the options that participants
- have to choose from.
-
-<P>You can fill in any number of these: it's OK to leave some blank
- if you don't need the full 6 options.
+++ /dev/null
-<P ALIGN=CENTER><B>Course Categories</B></P>
-
-<P>Your Moodle administrator may have set up several
- course categories.
-
-<P>For example, "Science", "Humanities", "Public Health" etc
-
-<P>Choose the one most applicable for your course. This
- choice will affect where your course is displayed on the
- course listing and may make it easier for students to
- find your course.
+++ /dev/null
-<P ALIGN=CENTER><B>Moodle course formats</B></P>
-
-<P><B>Weekly format</B></P>
-<UL>
-The course is organised week by week, with a clear start date and a finish date.
-Each week consists of activities. Some of them, like journals, may have
-"open windows" of, say, two weeks after which they become unavailable.
-</UL>
-
-<P><B>Topics format</B></P>
-<UL>
-Very similar to the weekly format, except that each "week" is called a topic.
-A "topic" is not restricted to any time limit. You don't need to specify any
-dates.
-</UL>
-
-<P><B>Social format</B></P>
-<UL>
-This format is oriented around one main forum, the Social forum, which appears
-listed on the main page. It is useful for situations that are more freeform.
-They may not even be courses. For example, it could be used as a departmental
-notice board.
-</UL>
-
+++ /dev/null
-<P ALIGN=CENTER><B>Course Full name</B></P>
-
-<P>The full name of the course is displayed at the top of the screen and in the course listings.</P>
-
+++ /dev/null
-<P ALIGN=CENTER><B>Course News Items</B></P>
-
-<P>A special forum called "News" appears in the
- "weekly" and "topics" course formats. It's
- a good place to post notices for all students
- to see. (By default, all students are subscribed
- to this forum, and will receive your notices by
- email.)
-
-<P>This setting determines how many recent items
- appear on your course home page, in a news box
- down the right-hand side.
-
-<P>If you set it to "0 news items" then the news
- box won't even appear.
+++ /dev/null
-<P ALIGN=CENTER><B>Course Number of Weeks/Topics</B></P>
-
-<P>This setting is only used by the 'weekly' and 'topics'
- course formats.
-
-<P>In the 'weekly' format, it specifies the number of weeks
- that the course will run for, starting from the
- course starting date.
-
-<P>In the 'topics' format, it specifies the number of topics
- in the course.
-
-<P>Both of these translate to the number of "boxes" down the
- middle of the course page.
+++ /dev/null
-<P ALIGN=CENTER><B>Recent Activity</B></P>
-
-<P>Moodle can display "recent activity" on the course home page.
-
-<P>This shows the everything that has happened in the course since
-the last time the viewer logged in to the course, including
-new posts, new users, submitted journals etc.
-
-<P>It is highly recommended you leave this feature enabled in
-your courses, as it helps give a sense of activity in the course.
-Knowing what everyone else is doing also helps to promote a
-collaborative atmosphere in the class.
-
-<P>You might want to disable this feature for extremely large or
-heavily used courses, as it may slow down the display of
-the course page.
+++ /dev/null
-<P ALIGN=CENTER><B>Course short name</B></P>
-
-<P>Many institutions have a shorthand way of referring to a course, such as
- BP102 or COMMS. Even you don't already have such a name for your course,
- make one up here. It will be used in several places where the long name
- isn't appropriate (such us in the subject line of email).</P>
-
+++ /dev/null
-<P ALIGN=CENTER><B>Course Start Date</B></P>
-
-<P>This is where you specify the starting time of the
- course (in your own timezone).
-
-<P>If you are using a 'weekly' course format, this will
- affect the display of the weeks. The first week will
- start on the date you set here.
-
-<P>This setting will not affect courses using the
- 'social' or 'topics' formats.
-
-<P>However, one place this setting will be affect is
- the display of logs, which use this date as the earliest
- possible date you can display.
-
-<P>In general, if your course does have a real starting date
- then it makes sense to set this date to that, no matter
- what course formats you are using.
+++ /dev/null
-<P ALIGN=CENTER><B>Allowing new posts</B></P>
-
-<P>This option allows you to restrict students from posting
- new content in this forum.
-
-<P>For most forums you will want to leave students unrestricted
- and choose the first option to allow them to start new discussion
- topics (threads), and also to post replies within those threads.
-
-<P>Sometimes, however, you will want to disable this ability. For
- example, this is useful for the News forum when you only want
- teachers to post new items that appear on the course main page.
- In this case you might choose the third option "No discussions, no replies".
-
-<P>Sometimes you might want to only allow teachers to start new
- discussions, but still allow students to reply within those
- threads (for example within the news forum on the site home page).
- In this case you would choose the second option, "No discussions, but
- replies are allowed".
-
+++ /dev/null
-<P ALIGN=CENTER><B>Attachments for posts</B></P>
-
-<P>You can optionally attach ONE file from your own computer
- to any post in the forums. This file is uploaded to the
- server and stored with your post.
-
-<P>This is useful when you want to share a picture, for example,
- or a Word document.
-
-<P>This file can be of any type, however it is highly recommended
- that the file is named using standard 3-letter internet
- suffixes such as .doc for a Word document, .jpg or .png
- for an image, and so on. This will make it easier for others
- to download and view your attachment in their browsers.
-
-<P>If you re-edit a posting and attach a new file, then any
- previous attached files for that post will be replaced.
-
-<P>If you re-edit a posting with an attachment and leave
- this space blank, then the original attachment will be
- retained.
+++ /dev/null
-<P ALIGN=CENTER><B>Forum Types</B></P>
-
-<P>There are several different types of forum to choose from:
-
-<P><B>A single simple discussion</B> - is just a single topic, all on one page.
-Useful for short, focussed discussions.
-
-<P><B>Standard forum for general use</B> - is an open forum where any one can
-start a new topic at any time. This is the best general-purpose forum.
-
-<P><B>Each person posts one discussion</B> - Each person can post exactly one
-new discussion topic (everyone can reply to them though). This is useful when
-you want each student to start a discussion about, say, their reflections on
-the week's topic, and everyone else responds to these.
-
-<P>(More development to come in future versions of Moodle)
+++ /dev/null
-<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
+++ /dev/null
-<P ALIGN=CENTER><B>Forum Subscription</B></P>
-
-<P>When a person is subscribed to a forum it means that
-they will be sent email copies of every post in that forum
-(posts are sent about <?PHP echo $CFG->maxeditingtime/60 ?> minutes
-after the post was first written).
-
-<P>People can usually choose whether or not they want to be
-subscribed to each forum.
-
-<P>However, if a teacher forces subscription on a particular forum
-then this choice is taken away and everyone in the class will get
-email copies.
-
-<P>This is especially useful in the News forum and in forums
-towards the beginning of the course (before everyone has
-worked out that they can subscribe to these emails themselves).
-
+++ /dev/null
-<P ALIGN=CENTER><B>Help on writing html</B></P>
-
-<P>When writing HTML in Moodle, you are free to use any HTML tags you like
- to produce the effect you want.
-
-<P>Your code will normally be printed on the page within a table cell,
- so:
-
- <UL>
- <LI>there is no need to use any <HEAD> or <BODY> tags
- <LI>be careful about unmatched </TABLE> tags that may mess up the display.
- </UL>
-
+++ /dev/null
-<P ALIGN=CENTER><B>Language Editing</B></P>
-
-<P>To edit languages on this page the files need to be writable
- by the web server process.
-
-<P>Within some of the strings you will notice <B>$a</B> and <B>$a->something</B>.
-
-<P>These represent variables that will be replaced by names or other words from
- within Moodle.
-
-<P>When there is only one variable, the $a form is used. When there are two or
- more variables, then each one has a name.
+++ /dev/null
-<P ALIGN=CENTER><B>Activity Modules</B></P>
-
-<P>Moodle contains a wide range of activity modules that can be used to
- build up any type of course.</P>
-
-<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/forum/icon.gif"> <B>Forums</B></P>
-<UL>
-<P>This activity can be the most important - it is here that most discussion takes place.
- Forums can be structured in different ways, and can include peer rating of each posting.
- The postings can be viewed in a variety for formats, and can include attachments.
- By subscribing to a forum, participants will receive copies of each new posting
- in their email. A teacher can impose subscription on everyone if they want to.
-</UL>
-
-<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/journal/icon.gif"> <B>Journals</B></P>
-<UL>
-<P>This module is a very important reflective activity. The teacher
- asks the student to reflect on a particular topic, and the student can
- edit and refine their answer over time. This answer is private and
- can only be seen by the teacher, who can offer feedback and a grade
- on each journal entry. It's usually a good idea to have about one
- Journal activity per week.</P>
-</UL>
-
-<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/resource/icon.gif"> <B>Resources</B></P>
-<UL>
-<P>Resources are content: information the teacher wants to bring into the
- course. These can be prepared files uploaded to the course
- server; pages edited directly in Moodle; or external web pages
- made to appear part of this course.</P>
-</UL>
-
-<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/assignment/icon.gif"> <B>Assignments</B></P>
-<UL>
-<P>Assignments allow the teacher to specify a task that requires students
- to prepare digital content (any format) and submit it by uploading it
- to the server. Typical assignments include essays, projects, reports
- and so on. This module includes grading facilities.</P>
-</UL>
-
-<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/quiz/icon.gif"> <B>Quizzes</B></P>
-<UL>
-<P>This module allows the teacher to design and set quiz tests, consisting of
- multiple choice, true-false, and short answer questions. These
- questions are kept in a categorised database, and can be re-used
- within courses and even between courses. Quizzes can allow
- multiple attempts. Each attempt is automatically marked, and the
- teacher can choose whether to give feedback or to show correct answers.
- This module includes grading facilities.</P>
-</UL>
-
-<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/choice/icon.gif"> <B>Choices</B></P>
-<UL>
-<P>A choice activity is very simple - the teacher asks a question and specifies a
- choice of multiple responses. It can be useful as a quick poll to
- stimulate thinking about a topic; to allow the class to vote on
- a direction for the course; or to gather research consent.
-</UL>
-
-<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/survey/icon.gif"> <B>Surveys</B></P>
-<UL>
-<P>The Survey module provides a number of verified survey instruments that
- have been found useful in assessing and stimulating learning in
- online environments. Teachers can use these to gather data from their
- students that will help them learn about their class and reflect
- on their own teaching.</P>
-</UL>
-
-
+++ /dev/null
-<P ALIGN=CENTER><B>Uploading a picture</B></P>
-
-<P>You can upload a picture from your computer to this server, and this picture will be used in various places to represent you.
-<P>For this reason, the best images to use are a close-up of your face, but you can use any image you like.
-<P>The picture must be in JPG or PNG format (ie the names will usually end in .jpg or .png).
-<P>You can get a picture file using one of four methods:
-
-<OL>
-<LI>Using a digital camera, your photos will most likely already be on your computer in the right format.
-<LI>You can use a scanner to scan a printed photograph. Make sure you save it as JPG or PNG format.
-<LI>If you're artistic, you might draw a picture using a paint program.
-<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).
-</OL>
-
-<P>To upload the image, click the "Browse" button on this editing page, and select the image from your hard disk.
-<P>NOTE: Make sure that the file is not larger than the maximum size listed, or it will not be uploaded.
-<P>Then click "Update my Profile" at the bottom - the image file will be cropped to a square and resized down to 100x100 pixels.
-<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.
+++ /dev/null
-<P ALIGN=CENTER><B>Questions</B></P>\r
-\r
-<P>A good way to help other people think about a subject is to \r
- ask them a question about it. Being asked a good question\r
- can really help us put information together, evaluate our\r
- existing ideas and create new ideas.</P>\r
-\r
-<P>Asking questions that are specifically intended to help \r
- others learn is known as <I>Socratic questioning</I>, named\r
- after Socrates in Ancient Greece.</P>\r
-\r
-<P>Socratic questions require you to listen very carefully\r
- to the other person to help you judge and phrase your question\r
- in a helpful, constructive, and hopefully non-confrontational way.\r
-\r
-<P>Here are some examples of such questions:</P>\r
-\r
-<!--Hidden comment: Someday I will include a great example dialogue here -->\r
-\r
-<h3>Questions of clarification</h3>\r
-<ul>\r
- <li>What do you mean when you say ______?</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>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>Jane, can you summarize in your own words what Richard said? ... Richard, is this what you meant?</li>\r
- <li>Could you give me an example?</li>\r
- <li>Would _____ be a good example of that?</li>\r
-</ul>\r
-<h3>Questions that probe assumptions</h3>\r
-<ul>\r
- <li>What are you assuming here?</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 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>Could you explain your reasons to us?</li>\r
- <li>How does that apply to this case?</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>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>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>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?</li>\r
- <li>Can you see how this might relate to ________?</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
-\r
-<P ALIGN=RIGHT><? helpbutton("writing", get_string("helpwriting"), "moodle", true, true) ?></P>\r
-<P ALIGN=RIGHT><? helpbutton("reading", get_string("helpreading"), "moodle", true, true) ?></P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Quiz attempts</B></P>
-
-<P>Students may be allowed to have multiple attempts at a quiz.
-
-<P>This can help make the process of taking the quiz more of
- an educational activity rather than simply an assessment.
+++ /dev/null
-<P ALIGN=CENTER><B>Question categories</B></P>
-
-<P>Rather than keeping all your questions in one big list,
- you can create categories to keep them in.
-
-<P>Each category consists of a name and a short description.
-
-<P>Each category can also be "published", which means
- that the category (and all questions in it) will be
- available to all courses on this server, so that
- other courses can use your questions in their quizzes.
-
-<P>Categories can also be created or deleted at will.
- However, if you try to delete a category containing
- questions, then you will be asked to specify another
- category to move them to.
-
+++ /dev/null
-<P ALIGN=CENTER><B>Show correct answers</B></P>
-
-<P>If you enable correct answers, then the
-feedback will show also show the correct answer
-for each question (highlighted in a bright colour).
-</P>
+++ /dev/null
-<P ALIGN=CENTER><B>Feedback</B></P>
-
-<P>If you enable quiz feedback, then students will receive
- question feedback on every answer (right or wrong).</P>
-
+++ /dev/null
-<P ALIGN=CENTER><B>Grading method</B></P>
-
-<P>When multiple attempts are allowed, there are different ways
- you can use the grades to calculate the student's final
- grade for the quiz.
-
-<P><B>Highest grade</B><P>
-<UL>
-<P>The final grade is the highest (best) grade in any attempt.
-</UL>
-
-<P><B>Average grade</B><P>
-<UL>
-<P>The final grade is the average (simple mean) grade of all attempts.
-</UL>
-
-<P><B>First grade</B><P>
-<UL>
-<P>The final grade is the grade gained on the first attempt (other attempts are ignored).
-</UL>
-
-<P><B>Last grade</B><P>
-<UL>
-<P>The final grade is the grade gained on the most recent attempt only.
-</UL>
+++ /dev/null
-<P ALIGN=CENTER><B>Maximum grade</B></P>
-
-<P>The maximum grade you set for a quiz is what all grades
- are scaled to.
-
-<P>For example, you might set the max grade to 20, because the
- quiz is worth 20% of the whole course.
-
-<P>Even though you might have 10 questions in your quiz
- worth a total of 50 marks, all grades out of 50 will be
- "scaled down" to the quiz max grade of 20.
+++ /dev/null
-<P ALIGN=CENTER><B>Multiple Choice questions</B></P>
-
-<P>In response to a question (that may include a image) the respondent
- chooses from multiple answers. There are two types of multiple choice
- questions - single answer and multiple answer.
-
-<P>Single-answer questions allow one and only one answer to be chosen.
- Generally all the grades for such a question should be positive.
-
-<P>Multiple-answer questions allow one or more answers to be chosen - each answer
- may carry a positive or negative grade, so that choosing ALL the options
- will not necessarily result in good grade. If the total grade is negative
- then the total grade for this question will be zero. Careful, it is
- possible to create questions that have scores greater than 100%.
-
-<P>Finally, each answer (right or wrong) should include feedback - this feedback
- will be shown to the respondent next to each of their answers (if the quiz
- itself is configured to show feedback).
-</P>
+++ /dev/null
-<P ALIGN=CENTER><B>Creating a new question</B></P>
-
-<P>You can add a variety of different types of questions to a category:</P>
-
-<P><B>Multiple Choice</B></P>
-<UL>
-<P>In response to a question (that may include a image) the respondent
- chooses from multiple answers. There are two types of multiple choice
- questions - single answer and multiple answer.
-<P>More info: <? helpbutton("multichoice", "", "quiz") ?></P>
-</UL>
-
-<P><B>Short Answer</B></P>
-<UL>
-<P>In response to a question (that may include a image), the respondent
- types a word or phrase. There may several possible correct answers,
- with different grades. Answers may or may not be sensitive to case.
-</P>
-<P>More info: <? helpbutton("shortanswer", "", "quiz") ?></P>
-</UL>
-
-<P><B>True/False</B></P>
-<UL>
-<P>In response to a question (that may include a image), the respondent
- selects from two options: True or False.
-</P>
-<P>More info: <? helpbutton("truefalse", "", "quiz") ?></P>
-</UL>
-
-<P><B>Random</B></P>
-<UL>
-<P>(Not yet implemented) Allows you to select a number of other questions from
- which one gets randomly selected each time a student attempts the quiz.
-</P>
-<P>More info: <? helpbutton("random", "", "quiz") ?></P>
-</UL>
-
+++ /dev/null
-<P ALIGN=CENTER><B>Random question</B></P>
-
-
+++ /dev/null
-<P ALIGN=CENTER><B>Short Answer questions</B></P>
-
-<P>In response to a question (that may include a image) the respondent
- types a word or short phrase.
-
-<P>There may be several possible correct answers, each with a different
- grade. If the "Case sensitive" option is selected, then you can
- have different scores for "Word" or "word".
-
-<P>Answers are compared exactly, so be careful with your spelling!
+++ /dev/null
-<P ALIGN=CENTER><B>Opening and closing the quiz</B></P>
-
-<P>You can specify times when the quiz is accessible for people to make attempts.
-
-<P>Before the opening time, and after the closing time, the quiz will be unavailable.
+++ /dev/null
-<P ALIGN=CENTER><B>True/False questions</B></P>
-
-
-<P>In response to a question (that may include a image) the respondent
- chooses from True or False.
-
-<P>If feedback is enabled, then the appropriate feedback message is
- shown to the respondent after answering the quiz. For example,
- if the correct answer is "False", but they answer "True" (getting
- it wrong) then the "True" feedback is shown.
-</P>
+++ /dev/null
-<P ALIGN=CENTER><B>Reading</B></P>\r
-\r
-<P>When reading texts quickly it is often very easy to misunderstand what the \r
- author was trying to say.</P>\r
-\r
-<P>To avoid misunderstanding, read their words carefully and try to see things\r
- from the author's point of view.<P>\r
-\r
-<P>It can also help to think of what the author has NOT said or left in doubt\r
- - this may help you form questions in your own mind.</P> \r
-\r
-<P ALIGN=RIGHT><? helpbutton("questions", get_string("helpquestions"), "moodle", true, true) ?></P>\r
-<P ALIGN=RIGHT><? helpbutton("writing", get_string("helpwriting"), "moodle", true, true) ?></P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Resource Type</B></P>
-
-<P>Resources are any content you can dream up. These are the
- different types, which mostly specify how the content is
- to be accessed:
-
-<P><B>Plain text</B> - the easiest type. You can just type (edit) the page into a form
-on the following page. Some things you type will be automatically formatted, just like
-forum postings. See help on typing text: <? helpbutton("text", get_string("helptext")) ?>
-
-<P><B>HTML text</B> - for more advanced users. No automatic formatting is performed,
-you need to do it all manually using HTML codes.
-
-<P><B>Reference</B> - a scholarly reference to a journal or book.
-
-<P><B>Uploaded file</B> - displays any file you have uploaded into the course. See the 'Files' section.
-
-<P><B>Web link</B> - A URL to somewhere on the web. When anyone clicks on this resource
-activity they will be taken out of the course (the page you've specified will fill the browser window).
-
-<P><B>Web page</B> - A URL to somewhere on the web. Like the previous type, this
-will display a web page. Unlike the previous type, though, the page will displayed
-within a frame, as if it is integrated within the course.
-
-<P><B>Program</B> - an external program that requires information passed to it
-about the current Moodle user and course. This allows external web applications
-to cooperate with Moodle.
+++ /dev/null
-<P ALIGN=CENTER><B>Reading Summary</B></P>
-
-<P>The summary is a very short description of the resource.
-
-<P>Do not be tempted to write too much here, or to include the
- resource itself!
-
-<P>You'll get a chance to specify the content on the next page.
+++ /dev/null
-<P ALIGN=CENTER><B>About the Richtext HTML editor</B></P>
-
-<P>Availability: <B>
-<? if (!$CFG->htmleditor) {
- print_string("htmleditordisabledadmin");
- } else if (!$USER->htmleditor) {
- print_string("htmleditordisabled");
- } else if (!can_use_richtext_editor()) {
- print_string("htmleditordisabledbrowser");
- } else {
- print_string("htmleditoravailable");
- }
-?>
-</B></P>
-
-<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.
-
-<P>In addition to formatting text, this editor provides a number of extra features you may find useful.
-
-<P><B>Paste text in from other Applications</B></P>
-<UL>
-<P>You can cut and paste rich text from other Windows applications such as Microsoft Word
- straight into this editor, and your formatting will be preserved. Just use the normal cut and paste
- menus in your web browser (or Control-C and Control-V).
-</UL>
-
-<P><B>Inserting images <img border="0" hspace="10" src="lib/rte/images/icon_ins_image.gif"></B></P>
-<UL>
-<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.
-</UL>
-
-<P><B>Inserting Tables <img border="0" hspace="10" src="lib/rte/images/icon_ins_table.gif"></B></P>
-<UL>
-<P>To add layout to your texts, you can use the "Insert Tables" button in the toolbar.
-</UL>
-
-<P><B>Inserting Links <img border="0" hspace="10" src="lib/rte/images/icon_ins_link.gif"></B></P>
-<UL>
-<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!
-</UL>
-
-
-<P><B>Inserting smilies (emoticons) <img border="0" hspace="10" src="pix/s/smiley.gif" width="15" height="15"></B></P>
-<UL>
-<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).
-
- <table border="1">
- <tr valign="top">
- <td>
- <table border="0" align="center" cellpadding="10">
- <tr>
- <td><img border="0" hspace="10" src="pix/s/smiley.gif" width="15" height="15"></td>
- <td>smile</td>
- <td NOWRAP><FONT FACE=Courier>:-)</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/biggrin.gif" width="15" height="15"></td>
- <td>big grin</td>
- <td NOWRAP><FONT FACE=Courier>:-D</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/wink.gif" width="15" height="15"></td>
- <td>wink</td>
- <td NOWRAP><FONT FACE=Courier>;-)</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/mixed.gif" width="15" height="15"></td>
- <td>mixed</td>
- <td NOWRAP><FONT FACE=Courier>:-/</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/thoughtful.gif" width="15" height="15"></td>
- <td>thoughtful</td>
- <td NOWRAP><FONT FACE=Courier>V-.</FONT></td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/tongueout.gif" width="15" height="15"></td>
- <td>tongue out</td>
- <td NOWRAP><FONT FACE=Courier>:-P</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/cool.gif" width="15" height="15"></td>
- <td>cool</td>
- <td NOWRAP><FONT FACE=Courier>B-)</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/approve.gif" width="15" height="15"></td>
- <td>approve</td>
- <td NOWRAP><FONT FACE=Courier>^-)</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/wideeyes.gif" width="15" height="15"></td>
- <td>wide eyes</td>
- <td NOWRAP><FONT FACE=Courier>8-)</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/surprise.gif" width="15" height="15"></td>
- <td>surprise</td>
- <td NOWRAP><FONT FACE=Courier>8-o</td>
- </tr>
- </table>
- </td>
- <td>
- <table border="0" align="center" cellpadding="10">
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/sad.gif" width="15" height="15"></td>
- <td>sad</td>
- <td NOWRAP><FONT FACE=Courier>:-(</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/shy.gif" width="15" height="15"></td>
- <td>shy</td>
- <td NOWRAP><FONT FACE=Courier>8-.</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/blush.gif" width="15" height="15"></td>
- <td>blush</td>
- <td NOWRAP><FONT FACE=Courier>:-I</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/kiss.gif" width="15" height="15"></td>
- <td>kisses</td>
- <td NOWRAP><FONT FACE=Courier>:-X</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/clown.gif" width="15" height="15"></td>
- <td>clown</td>
- <td NOWRAP><FONT FACE=Courier>:o)</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/blackeye.gif" width="15" height="15"></td>
- <td>black eye</td>
- <td NOWRAP><FONT FACE=Courier>P-|</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/angry.gif" width="15" height="15"></td>
- <td>angry</td>
- <td NOWRAP><FONT FACE=Courier>8-[</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/dead.gif" width="15" height="15"></td>
- <td>dead</td>
- <td NOWRAP><FONT FACE=Courier>xx-P</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/sleepy.gif" width="15" height="15"></td>
- <td>sleepy</td>
- <td NOWRAP><FONT FACE=Courier>|-.</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/evil.gif" width="15" height="15"></td>
- <td>evil</td>
- <td NOWRAP><FONT FACE=Courier>}-]</td>
- </tr>
- </table>
- </table>
-
-</UL>
-
-
+++ /dev/null
-<P ALIGN=CENTER><B>Available surveys</B></P>
-
-<P>Currently, Moodle only offers specific types of surveys (future versions
-will enable you to create your own).</P>
-
-<P>The available surveys have been chosen as being particularly useful for
-evaluating online learning environments that use a constructivist pedagogy.
-They are useful to identify certain trends that may be happening among
-your participants.
-
-(To see a paper where these are used in a detailed analysis, see:
-<A TARGET=paper HREF="http://dougiamas.com/writing/herdsa2002">http://dougiamas.com/writing/herdsa2002</A>)</P>
-
-<HR>
-<P><B>COLLES - Constructivist On-Line Learning Environment Survey</B></P>
-<UL>
- <p>The COLLES comprises an economical 24 statements grouped into six scales,
- each of which helps us address a key question about the quality of the on-line
- learning environment: </p>
-
-<table BORDER="0" CELLSPACING="10" CELLPADDING="10">
- <tr>
- <td valign=top>Relevance</td>
- <td>How relevant is on-line learning to students' professional practices?
- </td>
- </tr>
- <tr>
- <td valign=top>Reflection </td>
-
- <td>Does on-line learning stimulate students' critical reflective thinking?
- </td>
- </tr>
- <tr>
- <td valign=top>Interactivity </td>
- <td>To what extent do students engage on-line in rich educative dialogue?
- </td>
- </tr>
- <tr>
- <td valign=top>Tutor Support</td>
-
- <td>How well do tutors enable students to participate in on-line learning?
- </td>
- </tr>
- <tr>
- <td valign=top>Peer Support </td>
- <td>Is sensitive and encouraging support provided on-line by fellow students?
- </td>
- </tr>
- <tr>
- <td valign=top>Interpretation </td>
-
- <td>Do students and tutors make good sense of each other's on-line communications?</td>
- </tr>
-</table>
-
- <p>Underpinning the dynamic view of learning is a new theory of knowing: social
- constructivism, which portrays the learner as an active conceptualiser within
- a socially interactive learning environment. Social constructivism is an epistemology,
- or way of knowing, in which learners collaborate reflectively to co-construct
- new understandings, especially in the context of mutual inquiry grounded in
- their personal experience. </p>
-
- <p>Central to this collaboration is the development of students' communicative
- competence, that is, the ability to engage in open and critical discourse
- with both the teacher and peers. This discourse is characterised by an empathic
- orientation to constructing reciprocal understanding, and a critical attitude
- towards examining underlying assumptions. </p>
-
- <p>The COLLES has been designed to enable you
- to monitor the extent to which you are able to exploit the interactive capacity
- of the World Wide Web for engaging students in dynamic learning practices. </p>
-
-<P>
-(This information has been adapted from the COLLES page. You can find out more about
-COLLES and the authors of it at:
-<A TARGET=paper HREF="http://surveylearning.com/colles/">http://surveylearning.com/colles/</A>)</P>
-</UL>
-
-
-<HR>
-<P><B>ATTLS - Attitudes to Thinking and Learning Survey</B></P>
-<UL>
-
-<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.
-
-<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).
-
-<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.
-
-<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.
-
-<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>
-
-<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>
-
-<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>
-
-
-</UL>
+++ /dev/null
-<P ALIGN=CENTER><B>Teachers</B></P>
-
-<P>This page shows the list of people who are assigned to be
- "teachers" in this course (by the system administrator).
-
-<P>You can use this form to assign a role (title) to each person
- such as "Professor", "Tutor", "Assistant" and so on. These
- will appear on the site's course listing and also on the
- list of participants for your course. If you leave the
- role empty then the default word for teacher will be used
- (the one you set in the Course Settings page).
-
-<P>You can also order this list (to put the main teacher at the
- top, for example). Simply select numbers from the menus
- in the "Order" column. After pressing "Save changes" you will
- see the new order.
-
-<P><B>NOTE:</B> A special case occurs if you use select "Hide"
- for a teacher. In this case, the teacher will
- NOT BE SHOWN on the course listings or the list of
- participants. They will be "hidden" from students
- (unless they post messages to the forums etc)
+++ /dev/null
-<P ALIGN=CENTER><B>Help on writing text</B></P>
-
-Writing text in Moodle works pretty much the way you would expect, but you also have the ability to include "smilies", "URL addresses" and some HTML tags in your text.
-
-<P><B>Smilies (emoticons)</B></P>
-<UL>
-<P>To embed these small icons in your text, just type the associated code. These codes themselves are like little pictures if you turn your head to the left when looking at them.</P>
-
- <table border="1">
- <tr valign="top">
- <td>
- <table border="0" align="center" cellpadding="10">
- <tr>
- <td><img border="0" hspace="10" src="pix/s/smiley.gif" width="15" height="15"></td>
- <td>smile</td>
- <td><FONT FACE=Courier>:-)</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/biggrin.gif" width="15" height="15"></td>
- <td>big grin</td>
- <td><FONT FACE=Courier>:-D</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/wink.gif" width="15" height="15"></td>
- <td>wink</td>
- <td><FONT FACE=Courier>;-)</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/mixed.gif" width="15" height="15"></td>
- <td>mixed</td>
- <td><FONT FACE=Courier>:-/</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/thoughtful.gif" width="15" height="15"></td>
- <td>thoughtful</td>
- <td><FONT FACE=Courier>V-.</FONT></td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/tongueout.gif" width="15" height="15"></td>
- <td>tongue out</td>
- <td><FONT FACE=Courier>:-P</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/cool.gif" width="15" height="15"></td>
- <td>cool</td>
- <td><FONT FACE=Courier>B-)</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/approve.gif" width="15" height="15"></td>
- <td>approve</td>
- <td><FONT FACE=Courier>^-)</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/wideeyes.gif" width="15" height="15"></td>
- <td>wide eyes</td>
- <td><FONT FACE=Courier>8-)</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/surprise.gif" width="15" height="15"></td>
- <td>surprise</td>
- <td><FONT FACE=Courier>8-o</td>
- </tr>
- </table>
- </td>
- <td>
- <table border="0" align="center" cellpadding="10">
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/sad.gif" width="15" height="15"></td>
- <td>sad</td>
- <td><FONT FACE=Courier>:-(</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/shy.gif" width="15" height="15"></td>
- <td>shy</td>
- <td><FONT FACE=Courier>8-.</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/blush.gif" width="15" height="15"></td>
- <td>blush</td>
- <td><FONT FACE=Courier>:-I</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/kiss.gif" width="15" height="15"></td>
- <td>kisses</td>
- <td><FONT FACE=Courier>:-X</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/clown.gif" width="15" height="15"></td>
- <td>clown</td>
- <td><FONT FACE=Courier>:o)</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/blackeye.gif" width="15" height="15"></td>
- <td>black eye</td>
- <td><FONT FACE=Courier>P-|</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/angry.gif" width="15" height="15"></td>
- <td>angry</td>
- <td><FONT FACE=Courier>8-[</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/dead.gif" width="15" height="15"></td>
- <td>dead</td>
- <td><FONT FACE=Courier>xx-P</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/sleepy.gif" width="15" height="15"></td>
- <td>sleepy</td>
- <td><FONT FACE=Courier>|-.</td>
- </tr>
- <tr>
- <td><img alt border="0" hspace="10" src="pix/s/evil.gif" width="15" height="15"></td>
- <td>evil</td>
- <td><FONT FACE=Courier>}-]</td>
- </tr>
- </table>
- </table>
-
-</UL>
-
-<P><B>URLs</B></P>
-<UL>
-<P>Any "word" starting with <B>www.</B> or <B>http://</B> will automatically be turned into a clickable link.
-<P>For example: <A HREF="http://www.yahoo.com">www.yahoo.com</A> or <A HREF="http://curtin.edu">http://curtin.edu</A>
-</UL>
-
-<P><B>HTML tags</B></P>
-<UL>
-<P>You can use a limited subset of HTML tags to add emphasis to your texts.
-<TABLE BORDER=0 CELLPADDING=5 CELLSPACING=5>
-<TR><TH>HTML tags<TH>Produces</TR>
-<TR><TD><B> bold </B> <TD> <B>bold text</B> </TR>
-<TR><TD><I> italic </I> <TD> <I>italic text</I> </TR>
-<TR><TD><U> underline </U> <TD> <U>underlined text</U> </TR>
-<TR><TD><FONT SIZE=1> small </FONT> <TD> <FONT SIZE=1>small</FONT> </TR>
-<TR><TD><FONT SIZE=4> large </FONT> <TD> <FONT SIZE=4>large</FONT> </TR>
-<TR><TD><FONT COLOR=green> example </FONT> <TD> <FONT color=green>example</FONT> </TR>
-<TR><TD valign=top><UL><LI>one <LI>two </UL> <TD valign=top> <UL><LI>one<LI>two</UL> </TR>
-<TR><TD><HR><TD> <HR> </TR>
-</TABLE>
-</UL>
-
-
+++ /dev/null
-<P ALIGN=CENTER><B>Formatting text</B></P>
-
-<P>When writing text in Moodle there are currently two formats you can choose
- to produce your text, depending on your expertise and the type of browser
- you are using.
-
-<P><B>Usually you can just leave this setting alone and things should
- work as you expect</B>.
-
-<P><B>1. Moodle auto-format</B></P>
-
-<UL>
-<P>This format is best for when you are using normal web forms for entry
- (instead of the Richtext HTML editor). Just type text normally, as if you
- were sending an email.
-
-<P>When you save your text, Moodle will do a number of things to automatically
- format your text for you.
-<P>For example, URLs such as
- <A HREF="http://yahoo.com/">http://yahoo.com</A> or even
- <A HREF="http://www.yahoo.com/">www.yahoo.com</A> will be turned into links.
-<P>Your line breaks will be retained, and blank lines will start new paragraphs.
-<P>Smiley characters such as :-) will automatically become their graphical equivalents.
-<P>You can even embed HTML code if you want to and it will be retained.
-<P ALIGN=RIGHT><? helpbutton("text", get_string("helptext")) ?> More info about Moodle auto-formatting.</P>
-</UL>
-
-<P><B>2. HTML format</B></P>
-
-<UL>
-<P>This format assumes the text is pure HTML. If you are using the
- HTML editor to edit text then this is the default format - all
- the commands in the toolbar are producing HTML for you.
-
-<P>Even if you are not using the Richtext HTML editor, you can use HTML code
- in your text and it should come out exactly as you intended.
-
-<P>Unlike the Moodle auto-format, no automatic formatting is performed.
-<P ALIGN=RIGHT><? helpbutton("html", get_string("helphtml")) ?> More info about HTML</P>
-<P ALIGN=RIGHT><? helpbutton("richtext", get_string("helprichtext")) ?> More info about the Richtext HTML editor</P>
-</UL>
+++ /dev/null
-<P ALIGN=CENTER><B>Writing</B></P>\r
-\r
-<P>When writing text for others to read, try and write directly to your audience.</P>\r
-\r
-<P>Explain your ideas as clearly and simply as you can to help avoid misunderstandings.\r
- One thing you can do is to avoid long words when a short one will do.</P>\r
-\r
-<P>In the forums it will really help to keep your whole posts short and on-topic. \r
- Instead of one long rambling post that makes many different points, it may be\r
- better to write several shorter ones (they may even belong in separate forums).\r
-\r
-<P>Re-edit your text as much as necessary until you get it right. \r
- Even in forum posts you have <?PHP echo ($CFG->maxeditingtime/60) ?> minutes \r
- after you've posted it to go back and improve it if necessary.</P>\r
-\r
-<P>When replying to others, try and think of interesting questions you \r
- can ask them. This will help both you and the other person think (and learn!)\r
- about the subject you are discussing.</P>\r
-\r
-\r
-<P ALIGN=RIGHT><? helpbutton("questions", get_string("helpquestions"), "moodle", true, true) ?></P>\r
-<P ALIGN=RIGHT><? helpbutton("reading", get_string("helpreading"), "moodle", true, true) ?></P>\r
-<P ALIGN=RIGHT><? helpbutton("ratings", get_string("separateandconnected"), "forum", true, true) ?></P>\r
projects / moodle.git / commitdiff