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-<table border="1" align="center">\r
- <tr valign="top">\r
- <td>\r
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- <td><a href="javascript:inserttext(':-)')"><img border="0" hspace="10" src="pix/s/smiley.gif" width="15" height="15"></a></td>\r
- <td>smile</td>\r
- <td><font face="courier">:-)</td>\r
- </tr>\r
- <tr>\r
- <td><a href="javascript:inserttext(':-D')"><img alt border="0" hspace="10" src="pix/s/biggrin.gif" width="15" height="15"></a></td>\r
- <td>big grin</td>\r
- <td><font face="courier">:-D</td>\r
- </tr>\r
- <tr>\r
- <td><a href="javascript:inserttext(';-)')"><img alt border="0" hspace="10" src="pix/s/wink.gif" width="15" height="15"></a></td>\r
- <td>wink</td>\r
- <td><font face="courier">;-)</td>\r
- </tr>\r
- <tr>\r
- <td><a href="javascript:inserttext(':-/')"><img alt border="0" hspace="10" src="pix/s/mixed.gif" width="15" height="15"></a></td>\r
- <td>mixed</td>\r
- <td><font face="courier">:-/</td>\r
- </tr>\r
- <tr>\r
- <td><a href="javascript:inserttext('V-.')"><img alt border="0" hspace="10" src="pix/s/thoughtful.gif" width="15" height="15"></a></td>\r
- <td>thoughtful</td>\r
- <td><font face="courier">V-.</font></td>\r
- </tr>\r
- <tr>\r
- <td><a href="javascript:inserttext(':-P')"><img alt border="0" hspace="10" src="pix/s/tongueout.gif" width="15" height="15"></a></td>\r
- <td>tongue out</td>\r
- <td><font face="courier">:-P</td>\r
- </tr>\r
- <tr>\r
- <td><a href="javascript:inserttext('B-)')"><img alt border="0" hspace="10" src="pix/s/cool.gif" width="15" height="15"></a></td>\r
- <td>cool</td>\r
- <td><font face="courier">B-)</td>\r
- </tr>\r
- <tr>\r
- <td><a href="javascript:inserttext('^-)')"><img alt border="0" hspace="10" src="pix/s/approve.gif" width="15" height="15"></a></td>\r
- <td>approve</td>\r
- <td><font face="courier">^-)</td>\r
- </tr>\r
- <tr>\r
- <td><a href="javascript:inserttext('8-)')"><img alt border="0" hspace="10" src="pix/s/wideeyes.gif" width="15" height="15"></a></td>\r
- <td>wide eyes</td>\r
- <td><font face="courier">8-)</td>\r
- </tr>\r
- <tr>\r
- <td><a href="javascript:inserttext('8-o')"><img alt border="0" hspace="10" src="pix/s/surprise.gif" width="15" height="15"></a></td>\r
- <td>surprise</td>\r
- <td><font face="courier">8-o</td>\r
- </tr>\r
- </table>\r
- </td>\r
- <td>\r
- <table border="0" align="center" cellpadding="5">\r
- <tr>\r
- <td><a href="javascript:inserttext(':-(')"><img alt border="0" hspace="10" src="pix/s/sad.gif" width="15" height="15"></a></td>\r
- <td>sad</td>\r
- <td><font face="courier">:-(</td>\r
- </tr>\r
- <tr>\r
- <td><a href="javascript:inserttext('8-.')"><img alt border="0" hspace="10" src="pix/s/shy.gif" width="15" height="15"></a></td>\r
- <td>shy</td>\r
- <td><font face="courier">8-.</td>\r
- </tr>\r
- <tr>\r
- <td><a href="javascript:inserttext(':-I')"><img alt border="0" hspace="10" src="pix/s/blush.gif" width="15" height="15"></a></td>\r
- <td>blush</td>\r
- <td><font face="courier">:-I</td>\r
- </tr>\r
- <tr>\r
- <td><a href="javascript:inserttext(':-X')"><img alt border="0" hspace="10" src="pix/s/kiss.gif" width="15" height="15"></a></td>\r
- <td>kisses</td>\r
- <td><font face="courier">:-X</td>\r
- </tr>\r
- <tr>\r
- <td><a href="javascript:inserttext(':o)')"><img alt border="0" hspace="10" src="pix/s/clown.gif" width="15" height="15"></a></td>\r
- <td>clown</td>\r
- <td><font face="courier">:o)</td>\r
- </tr>\r
- <tr>\r
- <td><a href="javascript:inserttext('P-|')"><img alt border="0" hspace="10" src="pix/s/blackeye.gif" width="15" height="15"></a></td>\r
- <td>black eye</td>\r
- <td><font face="courier">P-|</td>\r
- </tr>\r
- <tr>\r
- <td><a href="javascript:inserttext('8-[')"><img alt border="0" hspace="10" src="pix/s/angry.gif" width="15" height="15"></a></td>\r
- <td>angry</td>\r
- <td><font face="courier">8-[</td>\r
- </tr>\r
- <tr>\r
- <td><a href="javascript:inserttext('xx-P')"><img alt border="0" hspace="10" src="pix/s/dead.gif" width="15" height="15"></a></td>\r
- <td>dead</td>\r
- <td><font face="courier">xx-P</td>\r
- </tr>\r
- <tr>\r
- <td><a href="javascript:inserttext('|-.')"><img alt border="0" hspace="10" src="pix/s/sleepy.gif" width="15" height="15"></a></td>\r
- <td>sleepy</td>\r
- <td><font face="courier">|-.</td>\r
- </tr>\r
- <tr>\r
- <td><a href="javascript:inserttext('}-]')"><img alt border="0" hspace="10" src="pix/s/evil.gif" width="15" height="15"></a></td>\r
- <td>evil</td>\r
- <td><font face="courier">}-]</td>\r
- </tr>\r
- </table>\r
-</table>\r
-\r
-<P>When writing online, it can sometimes difficult to express emotion with plain text.\r
- These little icons can help. \r
- \r
-<P>To insert these icons in your text: just click the icon above, or type the associated text code directly in your text.</P>\r
-\r
-<P>Note that the codes themselves are like little pictures - just turn your head to the left when looking at them</P>\r
-\r
+<P ALIGN=CENTER><B>¡ÒÃãªéÃÙ»áÊ´§ÍÒÃÁ³ì</B></P>
+
+<table border="1" align="center">
+ <tr valign="top">
+ <td>
+ <table border="0" align="center" cellpadding="5">
+ <tr>
+ <td><a href="javascript:inserttext(':-)')"><img border="0" hspace="10" src="pix/s/smiley.gif" width="15" height="15"></a></td>
+ <td>smile</td>
+ <td><font face="courier">:-)</td>
+ </tr>
+ <tr>
+ <td><a href="javascript:inserttext(':-D')"><img alt border="0" hspace="10" src="pix/s/biggrin.gif" width="15" height="15"></a></td>
+ <td>big grin</td>
+ <td><font face="courier">:-D</td>
+ </tr>
+ <tr>
+ <td><a href="javascript:inserttext(';-)')"><img alt border="0" hspace="10" src="pix/s/wink.gif" width="15" height="15"></a></td>
+ <td>wink</td>
+ <td><font face="courier">;-)</td>
+ </tr>
+ <tr>
+ <td><a href="javascript:inserttext(':-/')"><img alt border="0" hspace="10" src="pix/s/mixed.gif" width="15" height="15"></a></td>
+ <td>mixed</td>
+ <td><font face="courier">:-/</td>
+ </tr>
+ <tr>
+ <td><a href="javascript:inserttext('V-.')"><img alt border="0" hspace="10" src="pix/s/thoughtful.gif" width="15" height="15"></a></td>
+ <td>thoughtful</td>
+ <td><font face="courier">V-.</font></td>
+ </tr>
+ <tr>
+ <td><a href="javascript:inserttext(':-P')"><img alt border="0" hspace="10" src="pix/s/tongueout.gif" width="15" height="15"></a></td>
+ <td>tongue out</td>
+ <td><font face="courier">:-P</td>
+ </tr>
+ <tr>
+ <td><a href="javascript:inserttext('B-)')"><img alt border="0" hspace="10" src="pix/s/cool.gif" width="15" height="15"></a></td>
+ <td>cool</td>
+ <td><font face="courier">B-)</td>
+ </tr>
+ <tr>
+ <td><a href="javascript:inserttext('^-)')"><img alt border="0" hspace="10" src="pix/s/approve.gif" width="15" height="15"></a></td>
+ <td>approve</td>
+ <td><font face="courier">^-)</td>
+ </tr>
+ <tr>
+ <td><a href="javascript:inserttext('8-)')"><img alt border="0" hspace="10" src="pix/s/wideeyes.gif" width="15" height="15"></a></td>
+ <td>wide eyes</td>
+ <td><font face="courier">8-)</td>
+ </tr>
+ <tr>
+ <td><a href="javascript:inserttext('8-o')"><img alt border="0" hspace="10" src="pix/s/surprise.gif" width="15" height="15"></a></td>
+ <td>surprise</td>
+ <td><font face="courier">8-o</td>
+ </tr>
+ </table>
+ </td>
+ <td>
+ <table border="0" align="center" cellpadding="5">
+ <tr>
+ <td><a href="javascript:inserttext(':-(')"><img alt border="0" hspace="10" src="pix/s/sad.gif" width="15" height="15"></a></td>
+ <td>sad</td>
+ <td><font face="courier">:-(</td>
+ </tr>
+ <tr>
+ <td><a href="javascript:inserttext('8-.')"><img alt border="0" hspace="10" src="pix/s/shy.gif" width="15" height="15"></a></td>
+ <td>shy</td>
+ <td><font face="courier">8-.</td>
+ </tr>
+ <tr>
+ <td><a href="javascript:inserttext(':-I')"><img alt border="0" hspace="10" src="pix/s/blush.gif" width="15" height="15"></a></td>
+ <td>blush</td>
+ <td><font face="courier">:-I</td>
+ </tr>
+ <tr>
+ <td><a href="javascript:inserttext(':-X')"><img alt border="0" hspace="10" src="pix/s/kiss.gif" width="15" height="15"></a></td>
+ <td>kisses</td>
+ <td><font face="courier">:-X</td>
+ </tr>
+ <tr>
+ <td><a href="javascript:inserttext(':o)')"><img alt border="0" hspace="10" src="pix/s/clown.gif" width="15" height="15"></a></td>
+ <td>clown</td>
+ <td><font face="courier">:o)</td>
+ </tr>
+ <tr>
+ <td><a href="javascript:inserttext('P-|')"><img alt border="0" hspace="10" src="pix/s/blackeye.gif" width="15" height="15"></a></td>
+ <td>black eye</td>
+ <td><font face="courier">P-|</td>
+ </tr>
+ <tr>
+ <td><a href="javascript:inserttext('8-[')"><img alt border="0" hspace="10" src="pix/s/angry.gif" width="15" height="15"></a></td>
+ <td>angry</td>
+ <td><font face="courier">8-[</td>
+ </tr>
+ <tr>
+ <td><a href="javascript:inserttext('xx-P')"><img alt border="0" hspace="10" src="pix/s/dead.gif" width="15" height="15"></a></td>
+ <td>dead</td>
+ <td><font face="courier">xx-P</td>
+ </tr>
+ <tr>
+ <td><a href="javascript:inserttext('|-.')"><img alt border="0" hspace="10" src="pix/s/sleepy.gif" width="15" height="15"></a></td>
+ <td>sleepy</td>
+ <td><font face="courier">|-.</td>
+ </tr>
+ <tr>
+ <td><a href="javascript:inserttext('}-]')"><img alt border="0" hspace="10" src="pix/s/evil.gif" width="15" height="15"></a></td>
+ <td>evil</td>
+ <td><font face="courier">}-]</td>
+ </tr>
+ </table>
+</table>
+
+<P>àÇÅÒà¢Õ¹Í͹äŹì¡ÒÃáÊ´§ÃÙéÊÖ¡·Óä´éÂÒ¡ ãªéäͤ͹àËÅèÒ¹ÕéªèǤسä´é¤èÐ
+
+<P>¡ÒÃá·Ã¡äͤ͹·Óä´éâ´Â¡ÒäÅÔ¡·ÕèÃÙ»äͤ͹´éÒ¹º¹ ËÃ×ÍÇèÒ¾ÔÁ¾ìâ¤é´Å§ä»µÃ§ æ</P>
+
+<P>»Å. â¤é´ÁÕÅÑ¡ÉÃÐàËÁ×͹ÀÒ¾¢¹Ò´àÅç¡ÅͧàÍÕ§ÈÕÃÉÐä»·Ò§«éÒÂáÅéǨÐÁͧàËç¹à»ç¹ÃÙ»¤èÐ </P>
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+<P ALIGN=CENTER><B>ÃËÑʼèÒ¹à¢éÒÃÒÂÇÔªÒ</B></P>
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+<P>ÃËÑʹÕéà»ç¹¡Òûéͧ¡Ñ¹ºØ¤¤ÅÀÒ¹͡ à¢éÒÁÒÈÖ¡ÉÒ¢éÍÁÙÅ·Õè¤Ø³Ê͹
+
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+àÇçºä«µì ¡çÊÒÁÒö·Õè¨Ðà¢éÒÁÒÈÖ¡ÉÒä´é·Ñé§ËÁ´
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+ÃѺ¼Å¡Ãзºä»´éÇÂ
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-¡çäÁè¨Óà»ç¹µéͧàÅ×Í¡ ãËéÁÕÃËÑÊ \r
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+·Õè»ÃÒ¡®ÍÂÙ躹˹éÒ¨Í áÅéÇà¢éÒÁÒä´éàÅÂ
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-<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>¡ÒöÒÁ¤Ó¶ÒÁ </h2>
+<p>¤Ó¶ÒÁẺ»ÃѪÒâÊà¤ÃµÔÊà»ç¹¤Ó¶ÒÁ»ÅÒÂà»Ô´«Öè§à»ç¹¡ÒÃʹѺʹعãËéà¡Ô´¤ÇÒÁ¤Ô´ÊÃéÒ§ÊÃÃ¤ì ¡ÒäԴà»ç¹ ÁÕ¡Ãкǹ¤ÇÒÁ¤Ô´ µÑÇÍÂèÒ§àªè¹ </p>
+<h3>¤Ó¶ÒÁ·ÕèµéͧãËé͸ԺÒÂ</h3>
+<ul>
+ <li>¤Ø³ËÁÒ¤ÇÒÁÇèÒÍÂèÒ§äèҡ¡Òþٴ ____?</li>
+ <li>»ÃÐà´ç¹¢Í§¤Ø³¤×ÍÍÐäÃ?</li>
+ <li> _____ à¡ÕèÂÇ¢éͧ¡Ñº _____ÍÂèÒ§äÃ?</li>
+ <li>Åͧ͸ԺÒÂàÃ×èͧ¹ÕéÍաẺ˹Öè§ä´éËÃ×ÍäÁè?</li>
+ <li>»ÃÐà´ç¹¢Í§¤Ø³¤×Í _____ ËÃ×Í _____?</li>
+ <li>¤Ø³¤Ô´ÇèÒ㨤ÇÒÁÊӤѢͧàÃ×èͧ¹Õé¤×ÍÍÐäÃ?</li>
+ <li>¢Í·Ç¹Ë¹è͹ФÐÇèÒà¢éÒ㨤سä´é¶Ù¡µéͧËÃ×ÍäÁè ¤Ø³ËÁÒ¤ÇÒÁÇèÒ _____ ËÃ×Í _____?</li>
+ <li>How does this relate to our problem/discussion/issue?</li>
+ <li>What do you, Mike, mean by this remark? What do you take Mike to mean by
+ his remark?</li>
+ <li>Jane, can you summarize in your own words what Richard said? . . . Richard,
+ is this what you meant?</li>
+ <li>Could you give me an example?</li>
+ <li>Would this be an example, . . .?</li>
+ <li>Could you explain this further?</li>
+ <li>Would you say more about that?</li>
+ <li>Why do you say that?</li>
+</ul>
+<h3>¤Ó¶ÒÁà¾×è;ÔÊÙ¨¹ìÊÁÁص԰ҹ</h3>
+<ul>
+ <li>What are you assuming?</li>
+ <li>What is Jenny assuming?</li>
+ <li>What could we assume instead?</li>
+ <li>You seem to be assuming _____. Do I understand you correctly?</li>
+ <li>All of your reasoning depends on the idea that _____. Why have you based
+ your reasoning on _____ instead of _____?</li>
+ <li>You seem to be assuming _____. How do you justify taking that for granted?</li>
+ <li>Is that always the case? Why do you think the assumption holds here?</li>
+ <li>Why would someone make that assumption? </li>
+</ul>
+<h3>¤Ó¶ÒÁà¾×è;ÔÊÙ¨¹ìà˵ؼÅáÅÐËÅÑ¡°Ò¹</h3>
+<ul>
+ <li>What would be an example?</li>
+ <li>How do you know?</li>
+ <li>Why do you think that is true?</li>
+ <li>Do you have any evidence for that?</li>
+ <li>What difference does that make?</li>
+ <li>What are your reasons for saying that?</li>
+ <li>What other information do you need?</li>
+ <li>Could you explain your reasons to us?</li>
+ <li>Are these reasons adequate?</li>
+ <li>Why do you say that?</li>
+ <li>What led you to that belief?</li>
+ <li>How does that apply to this case?</li>
+ <li>What would change your mind?</li>
+ <li>But, is that good evidence for that belief?</li>
+ <li>Is there a reason to doubt that evidence?</li>
+ <li>Who is in a position to know that is true?</li>
+ <li>What would you say to someone who said that ____?</li>
+ <li>Can someone else give evidence to support that view?</li>
+ <li>By what reasoning did you come to that conclusion?</li>
+ <li>How could we find out if that is true? </li>
+</ul>
+<h3>¤Ó¶ÒÁà¡ÕèÂǡѺÁØÁÁͧáÅÐÀÒ¾ÃÇÁ </h3>
+<ul>
+ <li>The term "imply" will require clarification when used with younger
+ students.</li>
+ <li>What are you implying by that?</li>
+ <li>When you say _____, are you implying _____?</li>
+ <li>But, if that happened, what else would happen as a result? Why?</li>
+ <li>What effect would that have?</li>
+ <li>Would that necessarily happen or only possibly/probably happen?</li>
+ <li>What is an alternative?</li>
+ <li>If _____ and _____ are the case, then what might also be true?</li>
+ <li>If we say that ____ is ethical, how about _____? </li>
+</ul>
+<h3>¤Ó¶ÒÁà¡ÕèÂǡѺ¡ÒùÓä»ãªéáÅмŷÕèµÒÁÁÒ </h3>
+<ul>
+ <li>How can we find out?</li>
+ <li>What does this question assume?</li>
+ <li>Would _____ ask this question differently?</li>
+ <li>How could someone settle this question?</li>
+ <li>Can we break this question down at all?</li>
+ <li>Is this question clear? Do we understand it?</li>
+ <li>Is this question easy or hard to answer? Why?</li>
+ <li>Does this question ask us to evaluate something? What?</li>
+ <li>Do we all agree that this is the question?</li>
+ <li>To answer this question, what other questions must we answer first?</li>
+ <li>I'm not sure I understand how you are interpreting this question. Is this
+ the same as _____?</li>
+ <li>How would _____ state the issue?</li>
+ <li>Why is this issue important?</li>
+ <li>Is this the most important question, or is there an underlying question
+ that is really the issue? </li>
+</ul>
+
+<HR>
+<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>
-<P ALIGN=CENTER><B>à¡ÕèÂǡѺ Richtext HTML editor</B></P>\r
-\r
-<P>Availability: <B>\r
-<?php if (!$CFG->htmleditor) {\r
- print_string("htmleditordisabledadmin");\r
- } else if (!$USER->htmleditor) {\r
- print_string("htmleditordisabled");\r
- } else if (!can_use_richtext_editor()) {\r
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- } else {\r
- print_string("htmleditoravailable");\r
- }\r
-?>\r
-</B></P>\r
-\r
-<P>Richtext HTML editor ·ÓãËé¡ÒÃá¡éä¢àÇçºÁÕÃٻẺàËÁ×͹¡ÓÅѧ¾ÔÁ¾ìÍÂÙ躹â»Ãá¡ÃÁàÇÔÃì´\r
-¾ÔÁ¾ì¸ÃÃÁ´Òáµè¨ÐáÊ´§¼Åã¹ÃٻẺ html \r
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-ÊÓËÃѺ¼Ùéãªé \r
-\r
-<P><B>¡éÍ»»ÕéáÅÐÇÒ§¢éͤÇÒÁº¹¹Õéä´é</B></P>\r
-<UL>\r
-<P>¤Ø³ÊÒÁÒö¡éÍ»»Õé ¢éͤÇÒÁ¨Ò¡â»Ãá¡ÃÁÍ×è¹ àªè¹ ã¹àÇÔÃì´ áÅéǹÓÁÒÇÒ§ã¹Ë¹éҨ͹Õé áÅÐÂѧ\r
-ÁÕÃٻẺàËÁ×͹à´ÔÁ àªè¹ µÑÇË¹Ò µÑÇàÍÕ§ ¢Õ´àÊé¹ãµé ÊÕÊѹ à¾Õ§áµèãªé ¤ÓÊÑè§ cut áÅÐ paste ¸ÃÃÁ´Ò\r
-</UL>\r
-\r
-<P><B>á·Ã¡ÃÙ»<img border="0" hspace="10" src="lib/rte/images/icon_ins_image.gif"></B></P>\r
-<UL>\r
-<P>¶éÒËÒ¡ÀÒ¾·Õè¤Ø³µéͧ¡ÒÃá·Ã¹Ñé¹ÍÂÙ躹àÇçºÍÂÙèáÅéÇ¡çÊÒÁÒöàÃÕ¡ÀÒ¾´Ñ§¡ÅèÒÇâ´Â¡Òà ãªé¤ÓÊÑè§\r
-insert image á·Ã¡ÀÒ¾ áÅéÇãÊè·ÕèÍÂÙèàÇçºä«µì ¢Í§ÀÒ¾¹Ñé¹Å§ä» \r
-</UL>\r
-\r
-<P><B>á·Ã¡µÒÃÒ§ <img border="0" hspace="10" src="lib/rte/images/icon_ins_table.gif"></B></P>\r
-<UL>\r
-<P>º¹Ë¹éÒµèÒ§à¤Ã×èͧÁÕ ¨ÐÁÕ »ØèÁãËéàÅ×Í¡á·Ã¡µÒÃÒ§ 㹡óշÕèµéͧ¡ÒþÔÁ¾ìµÒÃÒ§\r
-</UL>\r
-\r
-<P><B>á·Ã¡ÅÔ§¤ì <img border="0" hspace="10" src="lib/rte/images/icon_ins_link.gif"></B></P>\r
-<UL>\r
-<P> ËÒ¡µéͧ¡ÒÃá·Ã¡ÅÔ§à¾Õ§áµè¤ÅÔ¡·ÕèÀÒ¾á·Ã¡ÅÔ§¤ì áÅéÇãÊè·ÕèÍÂÙèàÇçºÅ§ä»ã¹ªèͧ·Õèâ¼Åè¢Öé¹ÁÒ\r
-¡çà»ç¹ÍѹÇèÒàÊÃ稤èÐ\r
-</UL>\r
-\r
-\r
-<P><B>á·Ã§ÊäÁÅÕè ËÃ×ÍÀÒ¾áÊ´§¤ÇÒÁÃÙéÊÖ¡ (emoticons) <img border="0" hspace="10" src="pix/s/smiley.gif" width="15" height="15"></B></P>\r
-<UL>\r
-<P>ËÒ¡µéͧ¡ÒÃá·Ã¡ÃÙ»¨Ò¡ÊäÁÅÕè ãËé¤ÅÔ¡·Õè»ØèÁ ÊäÁÅÕè¨Ò¡àÁ¹Ùà¤Ã×èͧÁ×Í ¨ÐÁÕ˹éÒµèÒ§Ãٻ˹éÒµÒµèÒ§æâ¼Åè¢Öé¹ÁÒ ãËéàÅ×Í¡\r
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-\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
+<P ALIGN=CENTER><B>à¡ÕèÂǡѺ Richtext HTML editor</B></P>
+
+<P>Availability: <B>
+<?php 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>Richtext HTML editor ·ÓãËé¡ÒÃá¡éä¢àÇçºÁÕÃٻẺàËÁ×͹¡ÓÅѧ¾ÔÁ¾ìÍÂÙ躹â»Ãá¡ÃÁàÇÔÃì´
+¾ÔÁ¾ì¸ÃÃÁ´Òáµè¨ÐáÊ´§¼Åã¹ÃٻẺ html
+
+<P>à¾ÔèÁàµÔÁ¨Ò¡ËÑÇ¢éÍÃٻẺ¢Í§¢éͤÇÒÁ â»Ãá¡ÃÁá¡é䢹ÕéÂѧÁÕÅÙ¡àÅè¹ÍÕ¡ËÅÒÂÍÂèÒ§·ÕèÁÕ»ÃÐ⪹ì
+ÊÓËÃѺÊÁÒªÔ¡
+
+<P><B>¡éÍ»»ÕéáÅÐÇÒ§¢éͤÇÒÁº¹¹Õéä´é</B></P>
+<UL>
+<P>¤Ø³ÊÒÁÒö¡éÍ»»Õé ¢éͤÇÒÁ¨Ò¡â»Ãá¡ÃÁÍ×è¹ àªè¹ ã¹àÇÔÃì´ áÅéǹÓÁÒÇÒ§ã¹Ë¹éҨ͹Õé áÅÐÂѧ
+ÁÕÃٻẺàËÁ×͹à´ÔÁ àªè¹ µÑÇË¹Ò µÑÇàÍÕ§ ¢Õ´àÊé¹ãµé ÊÕÊѹ à¾Õ§áµèãªé ¤ÓÊÑè§ cut áÅÐ paste ¸ÃÃÁ´Ò
+</UL>
+
+<P><B>á·Ã¡ÃÙ»<img border="0" hspace="10" src="lib/rte/images/icon_ins_image.gif"></B></P>
+<UL>
+<P>¶éÒËÒ¡ÀÒ¾·Õè¤Ø³µéͧ¡ÒÃá·Ã¹Ñé¹ÍÂÙ躹àÇçºÍÂÙèáÅéÇ¡çÊÒÁÒöàÃÕ¡ÀÒ¾´Ñ§¡ÅèÒÇâ´Â¡Òà ãªé¤ÓÊÑè§
+insert image á·Ã¡ÀÒ¾ áÅéÇãÊè·ÕèÍÂÙèàÇçºä«µì ¢Í§ÀÒ¾¹Ñé¹Å§ä»
+</UL>
+
+<P><B>á·Ã¡µÒÃÒ§ <img border="0" hspace="10" src="lib/rte/images/icon_ins_table.gif"></B></P>
+<UL>
+<P>º¹Ë¹éÒµèÒ§à¤Ã×èͧÁÕ ¨ÐÁÕ »ØèÁãËéàÅ×Í¡á·Ã¡µÒÃÒ§ 㹡óշÕèµéͧ¡ÒþÔÁ¾ìµÒÃÒ§
+</UL>
+
+<P><B>á·Ã¡ÅÔ§¤ì <img border="0" hspace="10" src="lib/rte/images/icon_ins_link.gif"></B></P>
+<UL>
+<P> ËÒ¡µéͧ¡ÒÃá·Ã¡ÅÔ§à¾Õ§áµè¤ÅÔ¡·ÕèÀÒ¾á·Ã¡ÅÔ§¤ì áÅéÇãÊè·ÕèÍÂÙèàÇçºÅ§ä»ã¹ªèͧ·Õèâ¼Åè¢Öé¹ÁÒ
+¡çà»ç¹ÍѹÇèÒàÊÃ稤èÐ
+</UL>
+
+
+<P><B>á·Ã§ÊäÁÅÕè ËÃ×ÍÀÒ¾áÊ´§¤ÇÒÁÃÙéÊÖ¡ (emoticons) <img border="0" hspace="10" src="pix/s/smiley.gif" width="15" height="15"></B></P>
+<UL>
+<P>ËÒ¡µéͧ¡ÒÃá·Ã¡ÃÙ»¨Ò¡ÊäÁÅÕè ãËé¤ÅÔ¡·Õè»ØèÁ ÊäÁÅÕè¨Ò¡àÁ¹Ùà¤Ã×èͧÁ×Í ¨ÐÁÕ˹éÒµèÒ§Ãٻ˹éÒµÒµèÒ§æâ¼Åè¢Öé¹ÁÒ ãËéàÅ×Í¡
+ËÃ×Í äÁè¡ç¾ÔÁ¾ì â¤é´ÊäÁÅÕèŧ仵çæ àÅ ¡ÒÃáÊ´§¼Å¡ç¨Ðà»ç¹ÃÙ»¢Öé¹ÁÒãËé
+
+ <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>
+
+
-<p align=center><b>Topic/Week summaries</b></p>\r\r
-\r\r
-<p>The idea of a topic summary is a very short text to prepare students\r\r
- for the activities within this topic (or week).</p>\r\r
-\r\r
-<p>Each summary should be very short so that the course page doesn't become too long.</p>\r\r
-\r\r
-<p>If you find yourself wanting to say more than a sentence or two then \r\r
- consider adding a resource to this topic instead (for example, the first acivity\r\r
- might be a page called <b>About This Topic</b>).</p>\r\r
+<p align=center><b>ÂèÍËÑÇ¢éÍËÃ×ÍÂèÍà¹×éÍËҢͧáµèÅÐÊÑ»´ÒËì</b></p>
\r\r<p>˹×ÍéËÒÂèͧ͢ËÑÇ¢éÍ ¤×Í à¹×éÍËÒâ´ÂÂèÍ·ÕèàµÃÕÂÁãËé¹Ñ¡àÃÕ¹ä´éàÃÕ¹ã¹ËÑÇ¢é͹Ñé¹ ËÃ×Í ÊÑ»´ÒËì¹Ñé¹ </p>
\r<p>à¹×éÍËÒÂèÍáµèÅÐÍѹ¤ÇèÐà»ç¹à¹×éÍËÒ·ÕèÊÑ鹨ÃÔ§ æ äÁèàªè¹¹Ñé¹Ë¹éҢͧÃÒÂÇÔªÒ¨ÐÂÒÇà¡Ô¹ä» </p>
\r<p>¶éÒËÒ¡à¹×éÍËÒÂè͹ÕéÂÒÇÁÒ¡ æ ãËéà¾ÔèÁà»ç¹áËÅ觢éÍÁÙÅá·¹·Õè¨Ð¹ÓÁÒãÊèäÇéµÃ§à¹×éÍËÒÂèÍ</p>
\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>ẺÊÓÃǨ</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>
-<P ALIGN=CENTER><B>¤ÃÙ ÍÒ¨ÒÃÂì ¼ÙéÊ͹</B></P>\r
-\r
-<P> ˹éÒ¹Õé¨ÐáÊ´§ÃÒª×èͧ͢¼Ùé·Õèä´éÃѺÁͺËÁÒÂãËé·Ó˹éÒ·Õèà»ç¹¤ÃÙ»ÃШÓÇÔªÒ\r
-«Ö觨Ѵ¡ÒÃâ´Â¼Ùé´ÙáÅÃкº\r
-<P>¤Ø³ÊÒÁÒöãªéẺ¿ÍÃìÁã¹Ë¹éÒ¹Õé ÁͺËÁÒ§ҹ ã¹Ë¹éÒ·ÕèµèÒ§æ ãËé¡Ñº\r
-áµèÅФ¹ àªè¹ÇèÒ ÈÒʵÃÒ¨ÒÃÂì ÍÒ¨ÒÃÂì ¼ÙéªèÇÂÊ͹ à»ç¹µé¹ â´Â¡ÒáÓ˹´\r
-º·ºÒ·´Ñ§¡ÅèÒǨлÃÒ¡®ã¹Ë¹éÒÃÒ¡Òâͧ¤ÍÃìÊ·Õèà»Ô´Ê͹·Ñé§ËÁ´ áÅÐã¹\r
-˹éÒÃÒª×èͧ͢¹Ñ¡àÃÕ¹áÅмÙéʹ㨠¶éÒËÒ¡¤Ø³äÁè¡ÃÍ¡¤ÓÍ×è¹ Ãкº¨ÐàÅ×Í¡ãªé\r
-¤èÒ·ÕèµÑé§àÍÒäÇéÊÓËÃѺàÃÕ¡¤Ã٠㹪èͧ¹Õé ( ¤èÒ·ÕèµÑé§äÇéã¹Ë¹éÒ µÑ駤èÒ...¤ÍÃìÊ)\r
-\r
-<P>¤Ø³ÊÒÁÒöàÃÕ§ÅӴѺÃÒ¡ÒùÕé â´Â¡ÒÃãËéÍÒ¨ÒÃÂì·Õèà»ç¹ËÅѡ㹡ÒÃÊ͹\r
-ÍÂÙ躹ÊØ´ â´Â¡ÒÃàÅ×Í¡ËÁÒÂàÅ¢¨Ò¡àÁ¹Ù´éÒ¹¢éÒ§ 㹤ÍÅÑÁ¹ì¢éÍàÃÕ§ÅӴѺ\r
-ËÅѧ¨Ò¡¹Ñé¹ãËé¡´ºÑ¹·Ö¡¡ÒÃà»ÅÕè¹á»Å§ ¤Ø³¨ÐàË繡ÒÃàÃÕ§ÅӴѺãËÁè\r
-ËÅѧ¨Ò¡¹Ñé¹ \r
-\r
-<P><B>ËÁÒÂà˵Ø:</B> 㹡óվÔàÈÉ ¶éÒËÒ¡¤Ø³àÅ×Í "«è͹" ÃÒª×èÍ ¤ÃÙÍÒ¨ÒÃÂì\r
-áÅéÇÅèСç ÃÒª×èͧ͢¼ÙéÊ͹ËÃ×ͼÙéÃѺ¼Ô´ªÍº¤ÍÃìʹÕé¨ÐäÁè»ÃÒ¡®ã¹Ë¹éÒ ÃÒ¡Òà \r
-¹Ñ¡àÃÕ¹áÅмÙéʹ㨠¹Ñ¡àÃÕ¹¨ÐäÁèÊÒÁÒö´ÙÃÒª×èʹѧ¡ÅèÒÇä´é àÇé¹áµèÇèÒÍÒ¨ÒÃÂì\r
-ËÃ×Í ºØ¤¤Å¡ÅØèÁ¹Õé¨Ð·Ó¡Òà â¾Êµì¡ÃзÙéËÃ×͵ͺ¤Ó¶ÒÁ㹡ÃдҹàÊÇ¹Ò \r
+<P ALIGN=CENTER><B>¤ÃÙ ÍÒ¨ÒÃÂì ¼ÙéÊ͹</B></P>
+
+<P> ˹éÒ¹Õé¨ÐáÊ´§ÃÒª×èͧ͢¼Ùé·Õèä´éÃѺÁͺËÁÒÂãËé·Ó˹éÒ·Õèà»ç¹¤ÃÙ»ÃШÓÇÔªÒ
+«Ö觨Ѵ¡ÒÃâ´Â¼Ùé´ÙáÅÃкº
+<P>¤Ø³ÊÒÁÒöãªéẺ¿ÍÃìÁã¹Ë¹éÒ¹Õé ÁͺËÁÒ§ҹ ã¹Ë¹éÒ·ÕèµèÒ§æ ãËé¡Ñº
+áµèÅФ¹ àªè¹ÇèÒ ÈÒʵÃÒ¨ÒÃÂì ÍÒ¨ÒÃÂì ¼ÙéªèÇÂÊ͹ à»ç¹µé¹ â´Â¡ÒáÓ˹´
+º·ºÒ·´Ñ§¡ÅèÒǨлÃÒ¡®ã¹Ë¹éÒÃÒ¡ÒâͧÃÒÂÇÔªÒ·Õèà»Ô´Ê͹·Ñé§ËÁ´ áÅÐã¹
+˹éÒÃÒª×èͧ͢¹Ñ¡àÃÕ¹áÅмÙéʹ㨠¶éÒËÒ¡¤Ø³äÁè¡ÃÍ¡¤ÓÍ×è¹ Ãкº¨ÐàÅ×Í¡ãªé
+¤èÒ·ÕèµÑé§àÍÒäÇéÊÓËÃѺàÃÕ¡¤Ã٠㹪èͧ¹Õé ( ¤èÒ·ÕèµÑé§äÇéã¹Ë¹éÒ µÑ駤èÒ...ÃÒÂÇÔªÒ)
+
+<P>¤Ø³ÊÒÁÒöàÃÕ§ÅӴѺÃÒ¡ÒùÕé â´Â¡ÒÃãËéÍÒ¨ÒÃÂì·Õèà»ç¹ËÅѡ㹡ÒÃÊ͹
+ÍÂÙ躹ÊØ´ â´Â¡ÒÃàÅ×Í¡ËÁÒÂàÅ¢¨Ò¡àÁ¹Ù´éÒ¹¢éÒ§ 㹤ÍÅÑÁ¹ì¢éÍàÃÕ§ÅӴѺ
+ËÅѧ¨Ò¡¹Ñé¹ãËé¡´ºÑ¹·Ö¡¡ÒÃà»ÅÕè¹á»Å§ ¤Ø³¨ÐàË繡ÒÃàÃÕ§ÅӴѺãËÁè
+ËÅѧ¨Ò¡¹Ñé¹
+
+<P><B>ËÁÒÂà˵Ø:</B> 㹡óվÔàÈÉ ¶éÒËÒ¡¤Ø³àÅ×Í "«è͹" ÃÒª×èÍ ¤ÃÙÍÒ¨ÒÃÂì
+áÅéÇÅèСç ÃÒª×èͧ͢¼ÙéÊ͹ËÃ×ͼÙéÃѺ¼Ô´ªÍºÃÒÂÇÔªÒ¹Õé¨ÐäÁè»ÃÒ¡®ã¹Ë¹éÒ ÃÒ¡ÒÃ
+¹Ñ¡àÃÕ¹áÅмÙéʹ㨠¹Ñ¡àÃÕ¹¨ÐäÁèÊÒÁÒö´ÙÃÒª×èʹѧ¡ÅèÒÇä´é àÇé¹áµèÇèÒÍÒ¨ÒÃÂì
+ËÃ×Í ºØ¤¤Å¡ÅØèÁ¹Õé¨Ð·Ó¡Òà â¾Êµì¡ÃзÙéËÃ×͵ͺ¤Ó¶ÒÁ㹡ÃдҹàÊǹÒ
-<P ALIGN=CENTER><B>ÃٻẺµÑÇ˹ѧÊ×Í</B></P>\r
-\r
-<P>¢³Ð¹ÕéÁÕÃٻẺ¡ÒÃà¢Õ¹ÍÂÙèÊͧ»ÃÐàÀ· ¤×Í \r
-\r
-<P><B>1. Moodle auto-format</B></P>\r
-\r
-<UL>\r
-<P>ÃٻẺ¹Õé ¨ÐáÊ´§¼Åä´é´Õã¹ÃٻẺàÇ纻¡µÔ à¾Õ§áµèà¢Õ¹¢éͤÇÒÁàËÁ×͹\r
-¤Ø³à¢Õ¹ã¹ÍÕàÁÅì·ÑèÇä» àÁ×èÍ¡´»ØèÁºÑ¹·Ö¡¢éͤÇÒÁ â»Ãá¡ÃÁ¨Ð·Ó˹éÒ·Õè¨Ñ´ÃٻẺ\r
-Íѵâ¹ÁѵÔãËé¤Ø³àͧ\r
-<P>µÑÇÍÂèÒ§ ¡ÒþԾÁìª×èÍàÇçºä«µì\r
- <A HREF="http://yahoo.com/">http://yahoo.com</A> ËÃ×Í áÁéáµè \r
- <A HREF="http://www.yahoo.com/">www.yahoo.com</A> ¨Ð¡ÅÒÂà»ç¹ÅÔ§¤ì ·Ñ¹·Õ \r
-<P> ¨Ø´ÊÔé¹ÊØ´¢Í§ºÃ÷Ѵ¡ç¨Ð¤§à´ÔÁ ºÃ÷Ѵ·ÕèÇèÒ§äÇé¡ç¨Ð·Ó¡ÒõÑ駵é¹à»ç¹ÂèÍ˹éÒãËÁè \r
-<P> â¤é´ÊäÁÅÕè àªè¹ :-) ¡ç¨ÐáÊ´§¼Åà»ç¹ÃÙ»¤¹ÂÔéÁ ãËéÍѵâ¹ÁѵÔ\r
-<P>¤Ø³ÊÒÁÒö·Õè¨Ðà¾ÔèÁâ¤é´ HTML ŧä»ä´éàªè¹¡Ñ¹\r
-<P ALIGN=RIGHT><?php helpbutton("text", get_string("helptext")) ?> ÃÒÂÅÐàÍÕ´à¾ÔèÁàµÔÁà¡ÕèÂǡѺ Moodle auto-formatting.</P>\r
-</UL>\r
-\r
-<P><B>2. ÃٻẺ HTML</B></P>\r
-\r
-<UL>\r
-<P>ÃػẺ¹Õé à»ç¹¡ÒÃãªéâ¤é´ HTML ÅéÇ¹æ ¶éÒËÒ¡¤Ø³ãªé \r
- HTML editor à¾×èÍá¡é䢢éͤÇÒÁ àÁ×èÍãªé¤ÓÊÑ觷ӵÑÇ˹ѧÊ×Í»ÃÐàÀ·µèÒ§æ º¹\r
-toolbar ¨ÐÁÕ¡ÒÃà»ÅÕè¹à»ç¹ á·ç¡ html ãËé¤Ø³ \r
-\r
-<P>¶Ö§áÁéÇèҤس¨ÐäÁèãªé Richtext HTML editor ¤Ø³¡çÂѧÊÒÁÒöãªé â¤é´ HTML \r
-ã¹¢éͤÇÒÁ·Õè¤Ø³µéͧ¡ÒþÔÁ¾ì áÅСÒÃáÊ´§¼Å¡çÂѧ¤§¶Ù¡µéͧàËÁ×͹·Õèµéͧ¡ÒÃ\r
-\r
-<P>ÇÔ¸Õ¹ÕéµèÒ§¨Ò¡ÇÔ¸Õáá¤×Í ¨ÐäÁèÁÕ¡ÒèѴÃٻẺÍѵâ¹ÁѵÔãËé \r
-<P ALIGN=RIGHT><?php helpbutton("html", get_string("helphtml")) ?> ÃÒÂÅÐàÍÕ´à¾ÔèÁàµÔÁà¡ÕèÂǡѺ HTML</P>\r
-<P ALIGN=RIGHT><?php helpbutton("richtext", get_string("helprichtext")) ?> ÃÒÂÅÐàÍÕ´à¾ÔèÁàµÔÁà¡ÕèÂǡѺ Richtext HTML editor</P>\r
-</UL>\r
+<P ALIGN=CENTER><B>ÃٻẺµÑÇ˹ѧÊ×Í</B></P>
+
+<P><B>ÃٻẺÍѵâ¹ÁѵÔ</B></P>
+
+<UL>
+<P>ÃٻẺ¹Õé ¨ÐáÊ´§¼Åä´é´Õã¹ÃٻẺàÇ纻¡µÔ à¾Õ§áµèà¢Õ¹¢éͤÇÒÁàËÁ×͹
+¤Ø³à¢Õ¹ã¹ÍÕàÁÅì·ÑèÇä» àÁ×èÍ¡´»ØèÁºÑ¹·Ö¡¢éͤÇÒÁ â»Ãá¡ÃÁ¨Ð·Ó˹éÒ·Õè¨Ñ´ÃٻẺ
+Íѵâ¹ÁѵÔãËé¤Ø³àͧ
+<P>µÑÇÍÂèÒ§ ¡ÒþԾÁìª×èÍàÇçºä«µì
+ <A HREF="http://yahoo.com/">http://yahoo.com</A> ËÃ×Í áÁéáµè
+ <A HREF="http://www.yahoo.com/">www.yahoo.com</A> ¨Ð¡ÅÒÂà»ç¹ÅÔ§¤ì ·Ñ¹·Õ
+<P> ¨Ø´ÊÔé¹ÊØ´¢Í§ºÃ÷Ѵ¡ç¨Ð¤§à´ÔÁ ºÃ÷Ѵ·ÕèÇèÒ§äÇé¡ç¨Ð·Ó¡ÒõÑ駵é¹à»ç¹ÂèÍ˹éÒãËÁè
+<P> â¤é´ÊäÁÅÕè àªè¹ :-) ¡ç¨ÐáÊ´§¼Åà»ç¹ÃÙ»¤¹ÂÔéÁ ãËéÍѵâ¹ÁѵÔ
+<P>¤Ø³ÊÒÁÒö·Õè¨Ðà¾ÔèÁâ¤é´ HTML ŧä»ä´éàªè¹¡Ñ¹
+<P ALIGN=RIGHT><?php helpbutton("text", get_string("helptext")) ?> ÃÒÂÅÐàÍÕ´à¾ÔèÁàµÔÁà¡ÕèÂǡѺ Moodle auto-formatting.</P>
+</UL>
+
+<P><B>2. ÃٻẺ HTML</B></P>
+
+<UL>
+<P>ÃػẺ¹Õé à»ç¹¡ÒÃãªéâ¤é´ HTML Åéǹ æ ¶éÒËÒ¡¤Ø³ãªé
+ HTML editor à¾×èÍá¡é䢢éͤÇÒÁ àÁ×èÍãªé¤ÓÊÑ觷ӵÑÇ˹ѧÊ×Í»ÃÐàÀ·µèÒ§æ º¹
+toolbar ¨ÐÁÕ¡ÒÃà»ÅÕè¹à»ç¹ á·ç¡ html ãËé¤Ø³
+
+<P>¶Ö§áÁéÇèҤس¨ÐäÁèãªé Richtext HTML editor ¤Ø³¡çÂѧÊÒÁÒöãªé â¤é´ HTML
+ã¹¢éͤÇÒÁ·Õè¤Ø³µéͧ¡ÒþÔÁ¾ì áÅСÒÃáÊ´§¼Å¡çÂѧ¤§¶Ù¡µéͧàËÁ×͹·Õèµéͧ¡ÒÃ
+
+<P>ÇÔ¸Õ¹ÕéµèÒ§¨Ò¡ÇÔ¸Õáá¤×Í ¨ÐäÁèÁÕ¡ÒèѴÃٻẺÍѵâ¹ÁѵÔãËé
+<P ALIGN=RIGHT><?php helpbutton("html", get_string("helphtml")) ?> ÃÒÂÅÐàÍÕ´à¾ÔèÁàµÔÁà¡ÕèÂǡѺ HTML</P>
+<P ALIGN=RIGHT><?php helpbutton("richtext", get_string("helprichtext")) ?> ÃÒÂÅÐàÍÕ´à¾ÔèÁàµÔÁà¡ÕèÂǡѺ Richtext HTML editor</P>
+</UL>
+
+<P><B>ÃٻẺµÑÇ˹ѧÊ×͸ÃÃÁ´Ò(Plain text)</B></P>
+
+<UL>
+<P>ÃٻẺ¹ÕéÁÕ»ÃÐ⪹ìàÁ×èͤسµéͧ¡ÒÃà¾ÔèÁâ¤é´¨Ó¹Ç¹ÁÒ¡ ËÃ×Í áÊ´§ html ·Õè¤Ø³à¢Õ¹¢Öé¹ÁÒáÅеéͧ¡ÒÃãËéáÊ´§àËÁ×͹¡Ñº·Õè·Ó¢Öé¹·Ø¡»ÃСÒÃ
+
+<P>ÃٻẺ¹ÕéÂÍÁÃѺâ¤é´áÊ´§ÍÒÃÁ³ì´éÇÂàªè¹¡Ñ¹ áÅÐàÇ鹺Ã÷Ѵä´é¹Í¡à˹×ͨҡ¹ÕéäÁèÊÒÁÒö¨Ð·ÓÍÂèÒ§Í×è¹ä´é
+</UL>
+
+
+<P><B>ÃٻẺ Wiki </B></P>
+<UL>
+<P>ÃٻẺ¹ÕéãªéÃٻẺ¾ÔàÈÉ㹡ÒþÔÁ¾ìµÑÇ˹ѧÊ×ÍãËéÍèÒ¹§èÒ ÊèǹãËè¨ÐÍÍ¡ÁÒẺà»ç¹ÂèÍ˹éÒ áÅÐÊÒÁÒö·Õè¨Ðà»ÅÕè¹à»ç¹ html â´ÂÍѵâ¹ÁѵÔ
+
+<p align=right><a href="help.php?file=wiki.html">¢éÍÁÙÅà¾ÔèÁàµÔÁà¡ÕèÂǡѺÃٻẺ Wiki</a></p>
+</UL>
+
-<p align="center"><b>Help on Writing Wiki Formatted Pages</b></p>\r
-\r
-<p>\r
- Wiki formatted pages provide a facility for marking up plain text with intuitive, human readable\r
- formatting that will be converted to XHTML when displayed. The big advantages are that you \r
- do not need to learn HTML to produce quite complex results, and that the text you write\r
- <em>looks</em> good to the eye even <em>before</em> conversion. It is a real alternative to \r
- saving Word files as HTML retaining the ability to edit the resource online.\r
-</p>\r
-\r
-<p>You should enter basically plain text. There are a number of <em>special</em> characters you\r
-can add to insert formatting</p>\r
-\r
-<h3>Block level formatting</h3>\r
-\r
-<p>\r
- Paragraph blocks are separated by at least one blank line. To add special formatting to a paragraph\r
- add one of the following special characters in the first character of the first line of the block followed\r
- by a space...\r
-</p>\r
-\r
-<table>\r
- <tr><th>Character</th><th>Block Type</th></tr>\r
- <tr><td>No character</td><td>Ordinary paragraph</td></tr>\r
- <tr><td>></td><td>Quotation</td></tr>\r
- <tr><td>Space</td><td>Preformatted Text (Monospaced)</td></tr>\r
- <tr><td>%</td><td>Preformatted <em>and</em> Wikki formatting is ignored</td></tr>\r
- <tr><td>!#</td><td>Heading - where # is 1-6, the heading level (1 is biggest)</td></tr>\r
-</table>\r
-\r
-<h3>List Formatting</h3>\r
-\r
-<p>Simple lists can be constructed easily by placing a special character at the start of each line in the list followed by a space.\r
-The list is terminated by a blank line. At present lists cannot be intermixed or nested. Definition list\r
-definitions and text types may be freely intermixed to obtain the desired effect. The special characters\r
-are as follows...</p>\r
-\r
-<table>\r
- <tr><th>Character</th><th>List item type</th></tr>\r
- <tr><td>*</td><td>Unordered List (bullet points)</td></tr>\r
- <tr><td>#</td><td>Ordered List (1,2,3 etc)</td></tr>\r
- <tr><td>:</td><td>Definition list, definition</td></tr>\r
- <tr><td>;</td><td>Definition list, text</td></tr>\r
-</table> \r
-\r
-<h3>Inline formatting</h3>\r
-\r
-<p>Inline formmating allows part of a line to be marked as having a particular style. The special\r
-characters used can appear anywhere on a line, but note that the formatting cannot\r
-cross lines. Codes are as follows...</p>\r
-\r
-<table>\r
- <tr><th>Example</th><th>Example</th><th>Formatting</th></tr>\r
- <tr><td>*hello world*</td><td><strong>hello world</strong></td><td>Strong or Bold</td></tr>\r
- <tr><td>/hello world/</td><td><em>hello world</em></td><td>Emphasis or Italics</td></tr>\r
- <tr><td>+hello world+</td><td><ins>hello world</ins></td><td>Inserted text</td></tr>\r
- <tr><td>-hello world-</td><td><del>hello world</del></td><td>Deleted or Strikethrough</td></tr>\r
- <tr><td>hello ~world~</td><td>hello <sub>world</sub></td><td>Subscript</td></tr>\r
- <tr><td>hello ^world^</td><td>hello <sup>world</sup></td><td>Superscript</td></tr>\r
- <tr><td>"hello world"</td><td><q>hello world</q></td><td>Quoted</td></tr>\r
- <tr><td>%hello world%</td><td><code>hello world</code></td><td>Code or Monospaced</td></tr>\r
- <tr><td>@hello world@</td><td><cite>hello world</cite></td><td>Cite</td></tr>\r
-</table> \r
-\r
-<h3>Acronyms</h3>\r
-\r
-<p>Acronym tagging is acheived by placing the acronym in capital letters followed by the description\r
-is parenthesis. There must be no space between the acronym and the parenthesis. Example...</p>\r
-\r
-<p>HTML(Hypertext Markup Language) <br /> <acronym title="Hypertext Markup Language">HTML</acronym></p>\r
-\r
-<h3>Hyper Links</h3>\r
-\r
-Links can be placed in the text and are followed (with no spaces) by the text to be displayed in brackets. Example: </em>http://www.google.com/(Search Now)</em> will be converted to \r
-<a href="http://www.google.com/">Search Now</a>.\r
-\r
-<h3>Moodle Module Links</h3>\r
-\r
-<p>If you know the Moodle id number (look for ?id=nn at the end of a module address) and \r
-the module name, you can link directly to that resource using the syntax:</p>\r
-\r
-<p>ModuleName:nn(Description Text)</p>\r
-<p>eg, <em>resource:36(My New Page)</em> <em>forum:10(Jump to forum)</em></p>\r
-\r
-<h3>Automatic reformating</h3>\r
-\r
-<p>Many commonly used functions are converted into their XHTML equivalents automatically.. The main ones are as\r
-follows...</p>\r
-\r
-<ul>\r
- <li>HTTP links are converted into active links\r
- <li> ..., (R), (TM), (C), 1/4, 1/2, 3/4 are all converted to the correct character\r
- <li> digits x digits converts to correct multiply symbol\r
- <li>A line starting with at least four dashes is converted into a horizontal line\r
-</ul> \r
-\r
+<p align="center"><b>¡ÒÃà¢Õ¹ÃٻẺ Wiki</b></p>
+
+<p>
+ÃٻẺ Wiki à»ç¹¡ÒÃà¢Õ¹ãËé§èÒµèÍ¡ÒÃÍèÒ¹ «Ö觨ÐÁÕ¡ÒÃà»ÅÕè¹ÃٻẺà»ç¹ XHTML àÁ×èÍáÊ´§¼Å »ÃÐ⪹ìËÅÑ¡ æ àÅ¡ç¤×ͤسäÁè¨Óà»é¹µéͧàÃÕ¹¡ÒÃà¢Õ¹ html à¾×èÍãËéä´éÃٻẺ·ÕèÊǧÒÁµÒÁµéͧ¡Òà áÅйÑè¹·ÓãËé¢éͤÇÒÁ·Õè¤Ø³à¢Õ¹¸ÃÃÁ´Ò
+ <em>´Ù´Õ</em> àÇÅÒÍèÒ¹ áÁé¨Ðà»ç¹ªèǧ <em>¡è͹</em> ¡ÒÃà»ÅÕè¹ÃٻẺ à»ç¹ÍÕ¡·Ò§àÅ×Í¡·Õè¨ÐºÑ¹·Ö¡ ä¿ÅìàÇÔÃì´à»ç¹ html à¾×èÍ·Õè¨Ðá¡éä¢ source Í͹äŹìä´é
+</p>
+
+<p>¤Ø³¤ÇÃãÊè µÑÇ˹ѧÊ×͸ÃÃÁ´ÒÅ§ä» ÁÕ <em>µÑÇÍÑ¡ÉþÔàÈÉ</em> ·ÕèÊÒÁÒöà¾ÔèÁŧä»ä´é</p>
+
+<h3>ÃٻẺºÅçͤÂèÍ˹éÒ</h3>
+
+<p>
+ºÅçͤã¹áµèÅÐÂèÍ˹éÒ¹Ñé¹ãªéºÃ÷ѴÇèҧ˹Ö觺Ã÷Ѵ·ÓãËéᡡѹ ËÒ¡µéͧ¡ÒÃãÊèÃٻẺ¾ÔàÈɴѧ¡ÅèÒÇŧã¹ÂèÍ˹éÒ ãËéà¾ÔèÁâ¤é´µÑÇÍÑ¡ÉþÔàÈÉŧ㹵ÑÇÍÑ¡ÉÃáá¢Í§ºÃ÷Ѵ·Õè˹Öè§ áÅéǵÒÁ´éǪèͧÇèÒ§
+</p>
+
+<table>
+ <tr><th>µÑÇÍÑ¡ÉþÔàÈÉ àªè¹ ¨Ø´Ç§¡ÅÁ µÑǹÐâÁ µÑÇÍÐäÃá»Å¡ æ </th><th>¡ÒþÔÁ¾ìºÅéͤ</th></tr>
+ <tr><td>äÁèÁÕµÑÇÍÑ¡ÉþÔàÈÉ</td><td>ÂèÍ˹éÒ¸ÃÃÁ´Ò</td></tr>
+ <tr><td>></td><td>ÍéÒ§ÍÔ§¤ÇÒÁ¤Ô´àËç¹</td></tr>
+ <tr><td>ªèͧÇèÒ§</td><td>Preformatted Text (Monospaced)</td></tr>
+ <tr><td>%</td><td>Preformatted <em>and</em> Wikki formatting is ignored</td></tr>
+ <tr><td>!#</td><td>Heading - where # is 1-6, the heading level (1 is biggest)</td></tr>
+</table>
+
+<h3>ÃٻẺÃÒ¡ÒÃ</h3>
+
+<p>ÃÒ¡ÒçèÒ æ ÊÒÁÒöÊÃéÒ§¢Öé¹ä´éâ´Â¡ÒÃãÊèµÑÇÍÑ¡ÉÃẺ¾ÔàÈÉŧ价Õè¨Ø´àÃÔèÁ¢Í§áµèÅкÃ÷ѴµÒÁ´éǪèͧÇèÒ§ àÁ×è;ÔÁ¾ìÃÒ¡ÒèºáÅéÇãËé·Ô駺Ã÷ѴÇèÒ§ æ äÇé˹Ö觺Ã÷Ѵ ¢³Ð¹ÕéàÃÒäÁèÊÁÒö·Õè¨ÐãªéÃٻẺÃÒ¡ÒÃËÅÒ æ ẺÃÇÁ¡Ñ¹ä´é ÍÑ¡ÉþÔàÈÉÁÕµÑÇÍÂèÒ§¢éÒ§ÅèÒ§¹Õé</p>
+
+<table>
+ <tr><th>Character</th><th>List item type</th></tr>
+ <tr><td>*</td><td>Unordered List (bullet points)</td></tr>
+ <tr><td>#</td><td>Ordered List (1,2,3 etc)</td></tr>
+ <tr><td>:</td><td>Definition list, definition</td></tr>
+ <tr><td>;</td><td>Definition list, text</td></tr>
+</table>
+
+<h3>ÃٻẺ㹺Ã÷Ѵ</h3>
+
+<p>ÃٻẺ¹ÕéµÑÇÍÑ¡ÉþÔàÈÉÊÒÁÒö»ÃÒ¡®ÍÂÙèã¹Êèǹ㴡çä´é¢Í§ºÃ÷Ѵ áµèäÁèÊÒÁÒö·Õè¨ÐÊÃéÒ§¢éÒÁºÃ÷Ѵä´é µÑÇÍÂèÒ§ </p>
+
+<table>
+ <tr><th>Example</th><th>Example</th><th>Formatting</th></tr>
+ <tr><td>*hello world*</td><td><strong>hello world</strong></td><td>Strong or Bold</td></tr>
+ <tr><td>/hello world/</td><td><em>hello world</em></td><td>Emphasis or Italics</td></tr>
+ <tr><td>+hello world+</td><td><ins>hello world</ins></td><td>Inserted text</td></tr>
+ <tr><td>-hello world-</td><td><del>hello world</del></td><td>Deleted or Strikethrough</td></tr>
+ <tr><td>hello ~world~</td><td>hello <sub>world</sub></td><td>Subscript</td></tr>
+ <tr><td>hello ^world^</td><td>hello <sup>world</sup></td><td>Superscript</td></tr>
+ <tr><td>"hello world"</td><td><q>hello world</q></td><td>Quoted</td></tr>
+ <tr><td>%hello world%</td><td><code>hello world</code></td><td>Code or Monospaced</td></tr>
+ <tr><td>@hello world@</td><td><cite>hello world</cite></td><td>Cite</td></tr>
+</table>
+
+<h3>Acronyms</h3>
+
+<p>Acronym tagging is acheived by placing the acronym in capital letters followed by the description
+is parenthesis. There must be no space between the acronym and the parenthesis. Example...</p>
+
+<p>HTML(Hypertext Markup Language) <br /> <acronym title="Hypertext Markup Language">HTML</acronym></p>
+
+<h3>Hyper Links</h3>
+
+Links can be placed in the text and are followed (with no spaces) by the text to be displayed in brackets. Example: </em>http://www.google.com/(Search Now)</em> will be converted to
+<a href="http://www.google.com/">Search Now</a>.
+
+<h3>Moodle Module Links</h3>
+
+<p>If you know the Moodle id number (look for ?id=nn at the end of a module address) and
+the module name, you can link directly to that resource using the syntax:</p>
+
+<p>ModuleName:nn(Description Text)</p>
+<p>eg, <em>resource:36(My New Page)</em> <em>forum:10(Jump to forum)</em></p>
+
+<h3>Automatic reformating</h3>
+
+<p>Many commonly used functions are converted into their XHTML equivalents automatically.. The main ones are as
+follows...</p>
+
+<ul>
+ <li>HTTP links are converted into active links
+ <li> ..., (R), (TM), (C), 1/4, 1/2, 3/4 are all converted to the correct character
+ <li> digits x digits converts to correct multiply symbol
+ <li>A line starting with at least four dashes is converted into a horizontal line
+</ul>
+
projects / moodle.git / commitdiff