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--- /dev/null
+<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
+<html>
+<head>
+
+<title>Moodle Docs: Copyright License</title>
+
+<link rel="stylesheet" href="docstyles.css" type="TEXT/CSS">
+
+<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">
+</head>
+<body bgcolor="#ffffff">
+
+<h1>Copyright License for Moodle</h1>
+<blockquote>
+ <p>Moodle is Copyright © 2001-2003, <a href="http://dougiamas.com/">Martin
+ Dougiamas</a>.</p>
+ <p>This program is free software; you can redistribute it and/or modify<br>
+ it under the terms of the GNU General Public License as published by<br>
+ the Free Software Foundation; either version 2 of the License, or<br>
+ (at your option) any later version.</p>
+ <p>This program is distributed in the hope that it will be useful,<br>
+ but WITHOUT ANY WARRANTY; without even the implied warranty of<br>
+ MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. See the<br>
+ GNU General Public License for more details (attached below).<br>
+ </p>
+ <hr width="100%" size="2">
+ <br>
+
+ <pre> GNU GENERAL PUBLIC LICENSE<br> Version 2, June 1991<br><br> Copyright (C) 1989, 1991 Free Software Foundation, Inc.<br> 59 Temple Place, Suite 330, Boston, MA 02111-1307 USA<br> Everyone is permitted to copy and distribute verbatim copies<br> of this license document, but changing it is not allowed.<br><br> Preamble<br><br> The licenses for most software are designed to take away your<br>freedom to share and change it. By contrast, the GNU General Public<br>License is intended to guarantee your freedom to share and change free<br>software--to make sure the software is free for all its users. This<br>General Public License applies to most of the Free Software<br>Foundation's software and to any other program whose authors commit to<br>using it. (Some other Free Software Foundation software is covered by<br>the GNU Library General Public License instead.) You can apply it to<br>your programs, too.<br><br> When we speak of free software, we are referring to freedom, not<br>price. Our General Public Licenses are designed to make sure that you<br>have the freedom to distribute copies of free software (and charge for<br>this service if you wish), that you receive source code or can get it<br>if you want it, that you can change the software or use pieces of it<br>in new free programs; and that you know you can do these things.<br><br> To protect your rights, we need to make restrictions that forbid<br>anyone to deny you these rights or to ask you to surrender the rights.<br>These restrictions translate to certain responsibilities for you if you<br>distribute copies of the software, or if you modify it.<br><br> For example, if you distribute copies of such a program, whether<br>gratis or for a fee, you must give the recipients all the rights that<br>you have. You must make sure that they, too, receive or can get the<br>source code. And you must show them these terms so they know their<br>rights.<br><br> We protect your rights with two steps: (1) copyright the software, and<br>(2) offer you this license which gives you legal permission to copy,<br>distribute and/or modify the software.<br><br> Also, for each author's protection and ours, we want to make certain<br>that everyone understands that there is no warranty for this free<br>software. If the software is modified by someone else and passed on, we<br>want its recipients to know that what they have is not the original, so<br>that any problems introduced by others will not reflect on the original<br>authors' reputations.<br><br> Finally, any free program is threatened constantly by software<br>patents. We wish to avoid the danger that redistributors of a free<br>program will individually obtain patent licenses, in effect making the<br>program proprietary. To prevent this, we have made it clear that any<br>patent must be licensed for everyone's free use or not licensed at all.<br><br> The precise terms and conditions for copying, distribution and<br>modification follow.<br>\f<br> GNU GENERAL PUBLIC LICENSE<br> TERMS AND CONDITIONS FOR COPYING, DISTRIBUTION AND MODIFICATION<br><br> 0. This License applies to any program or other work which contains<br>a notice placed by the copyright holder saying it may be distributed<br>under the terms of this General Public License. The "Program", below,<br>refers to any such program or work, and a "work based on the Program"<br>means either the Program or any derivative work under copyright law:<br>that is to say, a work containing the Program or a portion of it,<br>either verbatim or with modifications and/or translated into another<br>language. (Hereinafter, translation is included without limitation in<br>the term "modification".) Each licensee is addressed as "you".<br><br>Activities other than copying, distribution and modification are not<br>covered by this License; they are outside its scope. The act of<br>running the Program is not restricted, and the output from the Program<br>is covered only if its contents constitute a work based on the<br>Program (independent of having been made by running the Program).<br>Whether that is true depends on what the Program does.<br><br> 1. You may copy and distribute verbatim copies of the Program's<br>source code as you receive it, in any medium, provided that you<br>conspicuously and appropriately publish on each copy an appropriate<br>copyright notice and disclaimer of warranty; keep intact all the<br>notices that refer to this License and to the absence of any warranty;<br>and give any other recipients of the Program a copy of this License<br>along with the Program.<br><br>You may charge a fee for the physical act of transferring a copy, and<br>you may at your option offer warranty protection in exchange for a fee.<br><br> 2. You may modify your copy or copies of the Program or any portion<br>of it, thus forming a work based on the Program, and copy and<br>distribute such modifications or work under the terms of Section 1<br>above, provided that you also meet all of these conditions:<br><br> a) You must cause the modified files to carry prominent notices<br> stating that you changed the files and the date of any change.<br><br> b) You must cause any work that you distribute or publish, that in<br> whole or in part contains or is derived from the Program or any<br> part thereof, to be licensed as a whole at no charge to all third<br> parties under the terms of this License.<br><br> c) If the modified program normally reads commands interactively<br> when run, you must cause it, when started running for such<br> interactive use in the most ordinary way, to print or display an<br> announcement including an appropriate copyright notice and a<br> notice that there is no warranty (or else, saying that you provide<br> a warranty) and that users may redistribute the program under<br> these conditions, and telling the user how to view a copy of this<br> License. (Exception: if the Program itself is interactive but<br> does not normally print such an announcement, your work based on<br> the Program is not required to print an announcement.)<br>\f<br>These requirements apply to the modified work as a whole. If<br>identifiable sections of that work are not derived from the Program,<br>and can be reasonably considered independent and separate works in<br>themselves, then this License, and its terms, do not apply to those<br>sections when you distribute them as separate works. But when you<br>distribute the same sections as part of a whole which is a work based<br>on the Program, the distribution of the whole must be on the terms of<br>this License, whose permissions for other licensees extend to the<br>entire whole, and thus to each and every part regardless of who wrote it.<br><br>Thus, it is not the intent of this section to claim rights or contest<br>your rights to work written entirely by you; rather, the intent is to<br>exercise the right to control the distribution of derivative or<br>collective works based on the Program.<br><br>In addition, mere aggregation of another work not based on the Program<br>with the Program (or with a work based on the Program) on a volume of<br>a storage or distribution medium does not bring the other work under<br>the scope of this License.<br><br> 3. You may copy and distribute the Program (or a work based on it,<br>under Section 2) in object code or executable form under the terms of<br>Sections 1 and 2 above provided that you also do one of the following:<br><br> a) Accompany it with the complete corresponding machine-readable<br> source code, which must be distributed under the terms of Sections<br> 1 and 2 above on a medium customarily used for software interchange; or,<br><br> b) Accompany it with a written offer, valid for at least three<br> years, to give any third party, for a charge no more than your<br> cost of physically performing source distribution, a complete<br> machine-readable copy of the corresponding source code, to be<br> distributed under the terms of Sections 1 and 2 above on a medium<br> customarily used for software interchange; or,<br><br> c) Accompany it with the information you received as to the offer<br> to distribute corresponding source code. (This alternative is<br> allowed only for noncommercial distribution and only if you<br> received the program in object code or executable form with such<br> an offer, in accord with Subsection b above.)<br><br>The source code for a work means the preferred form of the work for<br>making modifications to it. For an executable work, complete source<br>code means all the source code for all modules it contains, plus any<br>associated interface definition files, plus the scripts used to<br>control compilation and installation of the executable. However, as a<br>special exception, the source code distributed need not include<br>anything that is normally distributed (in either source or binary<br>form) with the major components (compiler, kernel, and so on) of the<br>operating system on which the executable runs, unless that component<br>itself accompanies the executable.<br><br>If distribution of executable or object code is made by offering<br>access to copy from a designated place, then offering equivalent<br>access to copy the source code from the same place counts as<br>distribution of the source code, even though third parties are not<br>compelled to copy the source along with the object code.<br>\f<br> 4. You may not copy, modify, sublicense, or distribute the Program<br>except as expressly provided under this License. Any attempt<br>otherwise to copy, modify, sublicense or distribute the Program is<br>void, and will automatically terminate your rights under this License.<br>However, parties who have received copies, or rights, from you under<br>this License will not have their licenses terminated so long as such<br>parties remain in full compliance.<br><br> 5. You are not required to accept this License, since you have not<br>signed it. However, nothing else grants you permission to modify or<br>distribute the Program or its derivative works. These actions are<br>prohibited by law if you do not accept this License. Therefore, by<br>modifying or distributing the Program (or any work based on the<br>Program), you indicate your acceptance of this License to do so, and<br>all its terms and conditions for copying, distributing or modifying<br>the Program or works based on it.<br><br> 6. Each time you redistribute the Program (or any work based on the<br>Program), the recipient automatically receives a license from the<br>original licensor to copy, distribute or modify the Program subject to<br>these terms and conditions. You may not impose any further<br>restrictions on the recipients' exercise of the rights granted herein.<br>You are not responsible for enforcing compliance by third parties to<br>this License.<br><br> 7. If, as a consequence of a court judgment or allegation of patent<br>infringement or for any other reason (not limited to patent issues),<br>conditions are imposed on you (whether by court order, agreement or<br>otherwise) that contradict the conditions of this License, they do not<br>excuse you from the conditions of this License. If you cannot<br>distribute so as to satisfy simultaneously your obligations under this<br>License and any other pertinent obligations, then as a consequence you<br>may not distribute the Program at all. For example, if a patent<br>license would not permit royalty-free redistribution of the Program by<br>all those who receive copies directly or indirectly through you, then<br>the only way you could satisfy both it and this License would be to<br>refrain entirely from distribution of the Program.<br><br>If any portion of this section is held invalid or unenforceable under<br>any particular circumstance, the balance of the section is intended to<br>apply and the section as a whole is intended to apply in other<br>circumstances.<br><br>It is not the purpose of this section to induce you to infringe any<br>patents or other property right claims or to contest validity of any<br>such claims; this section has the sole purpose of protecting the<br>integrity of the free software distribution system, which is<br>implemented by public license practices. Many people have made<br>generous contributions to the wide range of software distributed<br>through that system in reliance on consistent application of that<br>system; it is up to the author/donor to decide if he or she is willing<br>to distribute software through any other system and a licensee cannot<br>impose that choice.<br><br>This section is intended to make thoroughly clear what is believed to<br>be a consequence of the rest of this License.<br>\f<br> 8. If the distribution and/or use of the Program is restricted in<br>certain countries either by patents or by copyrighted interfaces, the<br>original copyright holder who places the Program under this License<br>may add an explicit geographical distribution limitation excluding<br>those countries, so that distribution is permitted only in or among<br>countries not thus excluded. In such case, this License incorporates<br>the limitation as if written in the body of this License.<br><br> 9. The Free Software Foundation may publish revised and/or new versions<br>of the General Public License from time to time. Such new versions will<br>be similar in spirit to the present version, but may differ in detail to<br>address new problems or concerns.<br><br>Each version is given a distinguishing version number. If the Program<br>specifies a version number of this License which applies to it and "any<br>later version", you have the option of following the terms and conditions<br>either of that version or of any later version published by the Free<br>Software Foundation. If the Program does not specify a version number of<br>this License, you may choose any version ever published by the Free Software<br>Foundation.<br><br> 10. If you wish to incorporate parts of the Program into other free<br>programs whose distribution conditions are different, write to the author<br>to ask for permission. For software which is copyrighted by the Free<br>Software Foundation, write to the Free Software Foundation; we sometimes<br>make exceptions for this. Our decision will be guided by the two goals<br>of preserving the free status of all derivatives of our free software and<br>of promoting the sharing and reuse of software generally.<br><br> NO WARRANTY<br><br> 11. BECAUSE THE PROGRAM IS LICENSED FREE OF CHARGE, THERE IS NO WARRANTY<br>FOR THE PROGRAM, TO THE EXTENT PERMITTED BY APPLICABLE LAW. EXCEPT WHEN<br>OTHERWISE STATED IN WRITING THE COPYRIGHT HOLDERS AND/OR OTHER PARTIES<br>PROVIDE THE PROGRAM "AS IS" WITHOUT WARRANTY OF ANY KIND, EITHER EXPRESSED<br>OR IMPLIED, INCLUDING, BUT NOT LIMITED TO, THE IMPLIED WARRANTIES OF<br>MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE. THE ENTIRE RISK AS<br>TO THE QUALITY AND PERFORMANCE OF THE PROGRAM IS WITH YOU. SHOULD THE<br>PROGRAM PROVE DEFECTIVE, YOU ASSUME THE COST OF ALL NECESSARY SERVICING,<br>REPAIR OR CORRECTION.<br><br> 12. IN NO EVENT UNLESS REQUIRED BY APPLICABLE LAW OR AGREED TO IN WRITING<br>WILL ANY COPYRIGHT HOLDER, OR ANY OTHER PARTY WHO MAY MODIFY AND/OR<br>REDISTRIBUTE THE PROGRAM AS PERMITTED ABOVE, BE LIABLE TO YOU FOR DAMAGES,<br>INCLUDING ANY GENERAL, SPECIAL, INCIDENTAL OR CONSEQUENTIAL DAMAGES ARISING<br>OUT OF THE USE OR INABILITY TO USE THE PROGRAM (INCLUDING BUT NOT LIMITED<br>TO LOSS OF DATA OR DATA BEING RENDERED INACCURATE OR LOSSES SUSTAINED BY<br>YOU OR THIRD PARTIES OR A FAILURE OF THE PROGRAM TO OPERATE WITH ANY OTHER<br>PROGRAMS), EVEN IF SUCH HOLDER OR OTHER PARTY HAS BEEN ADVISED OF THE<br>POSSIBILITY OF SUCH DAMAGES.<br><br> END OF TERMS AND CONDITIONS<br></pre>
+</blockquote>
+
+
+<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
+<p align="CENTER"><font size="1">Version: $Id$</font></p>
+</body>
+</html>
--- /dev/null
+<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
+<html>
+<head>
+
+<title>Moodle Docs: Philosophy</title>
+
+<link rel="stylesheet" href="docstyles.css" type="TEXT/CSS">
+
+<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">
+</head>
+<body bgcolor="#ffffff">
+
+<h1>Philosophy</h1>
+
+<blockquote>
+ <p>The design and development of Moodle is guided by a particular philosophy of learning, a way of thinking that you may see referred to in shorthand as a "<em>social constructionist pedagogy</em>". (Some of you scientists may already be thinking "soft education mumbo jumbo" and reaching for your mouse, but please read on - this is useful for every subject area!)</p>
+ <p>This page tries to explain in simple terms what that phrase means by unpacking <strong>four main concepts</strong> behind it. Note that each of these is summarising one view of an immense amount of diverse research so these definitions may seem thin if you have read about these before.</p>
+ <p>If these concepts are completely new to you then it is likely that these ideas will be hard to understand at first - all I can recommend is that you read it carefully, while thinking about your own experiences of trying to learn something.<br>
+ </p>
+ <h3>1. Constructivism</h3>
+ <blockquote>
+ <p>This point of view maintains that people actively <strong>construct</strong> new knowledge as they interact with their environment. </p>
+ <p>Everything you read, see, hear, feel, and touch is tested against your prior knowledge and if it is viable within your mental world, may form new knowledge you carry with you. Knowledge is strengthened if you can use it successfully in your wider environment. You are not just a memory bank passively absorbing information, nor can knowledge be "transmitted" to you just by reading something or listening to someone.</p>
+ <p>This is not to say you can't learn anything from reading a web page or watching a lecture, obviously you can, it's just pointing out that there is more interpretation going on than a transfer of information from one brain to another.<br>
+ </p>
+ </blockquote>
+ <h3>2. Constructionism</h3>
+ <blockquote>
+ <p>Constructionism asserts that learning is particularly effective when constructing something for others to experience. This can be anything from a spoken sentence or an internet posting, to more complex artifacts like a painting, a house or a software package.</p>
+ <p>For example, you might read this page several times and still forget it by tomorrow - but if you were to try and explain these ideas to someone else in your own words, or produce a slideshow that explained these concepts, then I can guarantee you'd have a better understanding that is more integrated into your own ideas. This is why people take notes during lectures, even if they never read the notes again.<br>
+ </p>
+ </blockquote>
+ <h3>3. Social Constructivism</h3>
+ <blockquote>
+ <p>This extends the above ideas into a social group constructing things for one another, collaboratively creating a small culture of shared artifacts with shared meanings. When one is immersed within a culture like this, one is learning all the time about how to be a part of that culture, on many levels.</p>
+ <p>A very simple example is an object like a cup. The object can be used for many things, but its shape does suggest some "knowledge" about carrying liquids. A more complex example is an online course - not only do the "shape" of the software tools indicate certain things about the way online courses should work, but the activities and texts produced within the group as a whole will help shape how each person behaves within that group.<br>
+ </p>
+ </blockquote>
+ <h3>4. Connected and Separate</h3>
+ <blockquote>
+ <p>This idea looks deeper into the motivations of individuals within a discussion. <strong>Separate</strong> behaviour is when someone tries to remain 'objective' and 'factual', and tends to defend their own ideas using logic to find holes in their opponent's ideas. <strong>Connected</strong> behaviour is a more empathic approach that accepts subjectivity, trying to listen and ask questions in an effort to understand the other point of view. <strong>Constructed</strong> behaviour is when a person is sensitive to both of these approaches and is able to choose either of them as appropriate to the current situation.</p>
+ <p>In general, a healthy amount of connected behaviour within a learning community is a very powerful stimulant for learning, not only bringing people closer together but promoting deeper reflection and re-examination of their existing beliefs.</p>
+ </blockquote>
+ <hr>
+ <p>Once you are thinking about all these issues, it helps you to focus on the experiences that would be best for learning from the learner's point of view, rather than just publishing and assessing the information you think they need to know. It can also help you realise how each participant in a course can be a teacher as well as a learner. Your job as a 'teacher' can change from being 'the source of knowledge' to being an influencer and role model of class culture, connecting with students in a personal way that addresses their own learning needs, and moderating discussions and activities in a way that collectively leads students towards the learning goals of the class.</p>
+ <p>Obviously Moodle doesn't force this style of behaviour, but this is what it is best at supporting. In future, as the technical infrastructure of Moodle stabilises, further improvements in pedagogical support will be a major direction for Moodle development.</p>
+</blockquote>
+<hr>
+<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
+<p align="CENTER"><font size="1">Version: $Id$</font></p>
+</body>
+</html>
--- /dev/null
+<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/attendance/icon.gif"> <B>Attendance</B></P>
+<UL>
+<P>Ten modu³ umo¿liwia zapisanie obecno¶ci ka¿dego z partycypuj±cych studentów w zajêciach.[11~
+</P>
+</UL>
+
--- /dev/null
+<p align="center"><b>Temat dialogu</b></p>
+
+<p>U¿yj tego odno¶nika a¿eby nadaæ Temat dialogowi. Powinno siê zawsze nadawaæ temat dialogowi,
+poniwa¿ pozwala to lepiej kierowaæ dyskusj±. Je¶li planujesz rozpoczêcie rozmowy na nowy temat,
+lepiej zamknij aktulany dialog i rozpocznij nowy.</p>
+
--- /dev/null
+<p align="center"><b>Zakoñczenie dialogu</b></p>
+<p>Mo¿esz zakoñczyæ dialog w dowolnym momencie. Zakoñczenie dialogu powoduje usuniêcie go z listy aktualnych dialogów.
+Oznacza to, i¿ zamkniête dialogi nie pojawi± siê ju¿ na tej stronie. </p>
+
+<p> Istnieje mo¿liwo¶æ przegl±dania zamkniêtych dialogów z tym, ¿e nie mo¿na ich modyfikowaæ.
+ Jednak¿e je¿eli zosta³a wybrana opcja usuwania dialogów po okre¶lonym czasie
+ to z jego up³ywem ustanie mo¿liwo¶æ ich przegl±dania.</p>
+
+<p>Je¶li zakoñczysz ten dialog to bêdziesz musia³ rozpocz±æ nowy dialog je¿eli zamierzasz dalej "rozmawiaæ"
+z dan± osoba. Ta osoba pojawi siê na nowo na li¶cie osób z którymi mo¿esz rozpocz±æ dialog.</p>
+
--- /dev/null
+<p align="center"><b>Usuniêcie dialogu</b></p>
+<p>Ten parametr pozwala na ustawienie ilo¶ci dni po których zakoñczone dialogi zostan± automatycznie usuniête. </p>
+
+<p>Je¿eli parametr ten zostnie ustawiony na 0 wówczas zakoñczone dialogi nigdy nie zostan± usuniête.</p>
+
--- /dev/null
+<p align="center"><b>Typy dialogów</b></p>
+<p>S± trzy typy dialogów.</p>
+
+<ol><li><p><b>Nauczyciel do Studenta.</b> Ten typ umo¿liwia dialog studenta
+z nauczycielem. Mo¿e byæ on rozpoczêty albo przez nauczyciela albo przez studenta.
+Na li¶cie dostepnych rozmówców studenci widz± tylko nauczycieli, a nauczyciele tylko
+studentów.</p></li>
+
+<li><p><b>Student do Studenta.</b> Ten typ umo¿liwia dialog tylko miêdzy studentami.
+Nauczyciele <b>nie mog±</b> braæ udzia³u w tym typie dialogu.</p></li>
+
+<li><p><b>Ka¿dy z ka¿dym.</b> Ten typ umo¿liwia ka¿demu w Klasie rozpoczêcie dialogu
+z kimkolwiek na li¶cie. Nauczyciel mo¿e rozpocz±æ dialog z innym nauczycielem lub
+studentem a student mo¿e rozpocz±æ dialog z nauczycielem lub innym studentem</p></li>
+</ol>
--- /dev/null
+<img valign=absmiddle src="<?=$cfg->wwwroot?>/mod/dialogue/icon.gif"> <b>Dialogi</b></p>
+
+<p>Ten modu³ umo¿liwia prosty sposób komunikowania siê pomiêdzy dwoma u¿ytkownikami.
+ Nauczyciel mo¿e rozpocz±æ dialog tylko z jednym studentem, student tylko z jednym nauczycielem i wreszcie jeden student mo¿e
+rozpocz±æ dialog z innym studentem. Jednak¿e, student lub nauczyciel mog± równolegle
+braæ udzia³ w wielu dialogach.</p>
+
+<p>Dialog mo¿e mieæ nieograniczon± liczbê wpisów. Zwykle "konwersacja" przebiega
+jako do¶æ lu¼ny i rozci±gniêty w czasie ci±g odpowiedzi na poprzednie wpisy. Ka¿dy z uczestników
+mo¿e dokonaæ wpisu kiedy chce.</p>
+
+<p>Dialog mo¿e zostaæ zakoñczony w dowolnym momencie przez ka¿d± ze stron.
+Zakoñczone dialogi nie mog± byæ otwarte na nowo. Jednak¿e, zakoñczony dialog mo¿e byæ obejrzany
+przez ka¿d± ze stron, chyba, ¿e zosta³ automatycznie usuniêty.</p>
+
+<p>Ten modu³ usuwa zakoñczone dialogi po czasie okre¶lonym przez twórce dialogu.
+ Mo¿na ustawiæ ten parametr tak aby dany dialog nie by³ on nigdy wymazany.</p>
+
--- /dev/null
+<p align="center"><b>Wy¶lij maila z nowym wpisem</b></p>
+<p>Ten parametr umo¿liwia automatyczne przes³anie nowego wpisu za pomoc± e-maila.
+Je¿eli ten paramter jest ustawiony na "Tak" wówczas nowy wpis zostanie
+automatycznie przes³any na adres email u¿ytkownika. </p>
+
--- /dev/null
+<p><img valign=absmiddle src="<?php echo $CFG->wwwroot?>/mod/dialogue/icon.gif"> <b>Dialogues</b></p>
+<ul>
+<p>Ten modu³ umo¿liwia prosty sposób komunikowania siê pomiêdzy dwoma
+u¿ytkownikami. Nauczyciel mo¿e rozpocz±æ dialog tylko z jednym studentem,
+student tylko z jednym nauczycielem i wreszcie jeden student mo¿e rozpocz±æ dialog z
+innym studentem. Jednak¿e, student lub nauczyciel mog± równolegle
+braæ udzia³ w wielu dialogach.</p>
+</ul>
--- /dev/null
+<p align="center"><b>Wiele dialogów</b></p>
+
+<p>Ten parametr pozwala danemu u¿ytkownikowi rozpocz±æ wiêcej
+ni¿ jeden dialog z innymi osobami. Domy¶lnie, parametr ten ustawiony
+jest na "Nie", przez co tylko jeden dialog mo¿e pozostawaæ otwarty
+pomiêdzy dwoma osobami. </p>
+
+<p>Ustawienie tego parametru na "Tak" mo¿e spowodowaæ nadu¿ycie tego modu³u
+poprzez otwieranie wielu "niechcianych" dialogów z okre¶lonymi u¿ytkownikami.</p>
+
--- /dev/null
+<p align="center"><b>Wysy³anie wiadomo¶ci emailowych</b></p>
+
+<p>Je¶li ten parametr jest ustawiony na "Tak" wtedy wiadomo¶æ
+emailowa zostanie wys³ana do osoby z któr± rozpocz±³ê¶ dialog
+informuj±c j±, ¿e rozpocz±³e¶ dialog lub doda³e¶ do niego nowy wpis.
+Wiadomo¶æ <b>nie zawiera</b> tre¶ci wpisu tylko krótk± informacjê i link do
+dialogu.</p>
+
+<p>Powinno u¿ywaæ siê tej opcji tylko wtedy gdy wiadomo, ¿e druga osoba
+mo¿e szybko nie odpowiedzieæ na dany wpis z powodu n.p. rzadkiego uczestnictwa
+w kursie. Lista u¿ytkowników zawiera informacje o tym kiedy ostatnio brali oni aktywny
+udzia³ w kursie. </p>
\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>Pisanie</B></P>\r
+\r
+<P>Pisz¹c teksty przeznaczone dla innych osób, spróbuj pisaæ bezpo\9crednio do swoich odbiorców.</P>\r
+\r
+<P>Wyja\9cnij swoje koncepcje jak najbardziej jednoznacznie i prosto, aby zmniejszyæ mo¿liwo\9cæ zaistnienia nieporozumienia. Jedn¹ z metod jest unikanie d³ugich zdañ, gdy wystarcz¹ krótkie.</P>\r
+\r
+<P>Zalecane jest aby posty wysy³ane do forów by³y krótkie i trzyma³y siê tematu. Zamiast jednego, rozwlek³ego postu poruszaj¹cego wiele tematów, lepiej napisaæ kilka krótszych (mog¹ one nawet dotyczyæ ró¿nych forów). \r
+\r
+<P>Modyfikuj swój tekst tyle razy ile potrzeba aby uzyskaæ po¿¹dany rezultat. Nawet w przypadku postu wys³anego do forum masz od chwili nadania 30 minut na dokonanie w nim zmian, je\9cli zajdzie taka konieczno\9cæ.</P>\r
+\r
+\r
+<p> Odpowiadaj¹c innym, spróbuj zadawaæ interesuj¹ce pytania. Pomo¿e to zarówno Tobie jak i tej drugiej osobie przemy\9cleæ dyskutowany przez Was temat, jak równie¿ wiêcej siê nauczyæ.</p>\r
--- /dev/null
+<P ALIGN=CENTER><B>Zarz±dzanie zadaniem do samooceny</B></P>
+
+<p>W poni¿szej tabelce widaæ jak kalkulowana bêdzie koñcowa ocena za wykonanie zadania do samooceny.
+Ocena ta jest wypadkow± wa¿onej sumy dwóch komponentów:</p>
+
+<ol><li>Oceny nauczyciela za w³asn± ocenê studenta swojej pracy. Ocena ta mo¿e byæ okre¶lona jako "ocena oceny". Od chwili, kiedy student
+prze¶le swoj± pracê, jego w³asna ocena nie podlega zmianie. Tak wiêc student NIE bêdzie mia³ mo¿liwo¶ci ponownej oceny swojej pracy nawet po ponownym
+oddaniu pracy. Ocena ta ma wp³ywa na ocenê koñcow±, ale generalnie rzecz bior±c ocena nauczyciela jest du¿o wa¿niejsza. Z tego te¿ powodu, ocena ta powinna
+mieæ nadan± mniejsz± wagê ni¿ ocena nauczyciela.
+<li>Oceny nauczyciela pracy studenta. Jak ju¿ zosta³o powiedziane wy¿ej, ocena ta powinna stanowiæ najwa¿niejszy element oceny koñcowej.
+ Je¶li nauczyciel dopuszcza wielokrotne oddawanie prac, wówczas powinien on równie¿ zadecydowaæ czy ocena koñcowa za to æwiczenie powinna byæ
+ ¶redni± z ocen uzyskanych za wszystkie przes³ane prace czy te¿ byæ ocen± za najlepsz± spo¶ród przes³anych prac.
+</ol>
+
+<p>Te komponenty powinny byæ odpowiednio wywa¿one. Nauczyciel mo¿e n.p. przyznaæ ocenie oceny bardzo nisk± rangê, nawet zero. Wówczas ocena koñcowa
+zale¿eæ bêdzie od oceny za pracê. Waga przyznana ka¿demu z elementów mo¿e byæ zmieniona w ka¿dym momencie podczas trwania æwiczenia a efekt tych zmian
+powinien byæ od razu widoczny w tabeli ocen.</p>
+
+<p>Strona zarz±dzania æwiczeniem zawiera tak¿e informacje dotycz±ce samego æwiczenia (przes³ane przez nauczyciela), oceny studentów dotycz±ce w³asnych prac
+oraz ich prace. Informacje zawarte na tej stronie mog± byæ zmienione, usuniête, przejrzane b±d¼ ponownie ocenione. Podsumowuj±c, ta strona ma na celu
+umo¿liwienie moniotorowania postêpów studentów w zakresie wykonywania æwiczeñ do samooceny.
+</p>
--- /dev/null
+<P ALIGN=CENTER><B>Assignment Elements</B></P>
+
+<P>For ease of grading, a Workshop Assignment should have a reasonable
+ number of "Assessment Elements". Each element should cover
+ a particular aspect of the assignment. Typically an assignment will have
+ something between 5 to 15 elements for comments and grading, the
+ actual number depending on the size and complexity of the assignment. A peer
+ assignment with only one element is allowed and has a similar assessment
+ strategy to the standard Moodle Assignment.
+
+<P>The type of elements dependent of the assignment's grading strategy.
+
+<P><B>Not Graded.</B> The elements are descriptions of aspects of the assignment.
+ The assessor is asked to comment on each of these aspects. As with all the grading
+ strategies, there is also an area for general comments.
+
+
+<P><B>Accumulative Grading.</B> The elements have the following three features:
+<OL>
+<LI>The DESCRIPTION of the assessment element. This should clearly state what
+ aspect of the assignment is being assessed. If the assessment is qualatative
+ it is helpful to give details of what is considered excellent, average
+ and poor.
+
+<LI>The SCALE of the assessment element. There are a number of prefined
+ scales. These range from simple Yes/No scales, through multipoint scales to
+ a full percentage scale. Each element has its own scale which should be choosen
+ to fit the number of possible variations for that element. Note that the scale
+ does NOT determine the element's importance when calculating the overall
+ grade, a two point scale has the same "influence" as a 100 point
+ scale if the respective elements have the same weight...
+
+<LI>The WEIGHT of the assessment element. By default the elements are given the same
+ importance when calculating the overall grade of the assignment. This can be
+ changed by giving the more importance elements a weight greater than one, and
+ the less important elements a weight below one. Changing the weights does NOT
+ effect the maximum grade, that value is fixed by the Maximum Grade parameter
+ of the peer assignment. Weights can be assigned negative values, this is an
+ experimental feature.
+</OL>
+<P><B>Error Banded Grading.</B> The elements will normally describe certain items
+ or aspects which must be present in the assignment. The assessment is made on the
+ present or absence of these items or aspects. The teacher must all set of grade table which
+ give the suggested grades when all the items are present, when one is absent, when two are
+ absent, etc. If certain items are more important than others then those items can be given
+ a weighting greater than one. Minor items can be given a weighting less than one. The
+ overall "error count" is a weighted sum of the missing items. The assessor
+ can always make a minor adjustment to these suggested grades.
+
+<P><B>Criterion Grading.</B> The elements will give a set of "level" statements
+which can be used to rank the assignment. The statements may be cumulative or they may
+each be self contained. The assessor must decide which statement best fits each piece of
+work. The teacher must also relate each criterion statement with a suggested grade. These
+should normally be in order. The assessor can make a minor adjustment to these
+suggested grades.</P>
+
+<P><B>Rubric Grading.</B> This is similar to Criterion Grading but there is more than
+one criteria. The number of criteria is given in the assignment parameters. Within each
+criterion there can be up to five "level" statements. In a given assignment
+the number of levels can vary from criterion to criterion. When setting up a criterion a
+blank level statement signals the end of the level statements. Thus some criteria may have
+two levels, others have three, up to five levels. The criteria can be weighted. The levels
+are scored 0, 1, 2, up to 4. The grade for the assessment is a weighted sum of these
+scores.
+</P>
\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>The Final Grades</B></P>
+
+<p>The table on this screen lists the overall grades and their breakdown. The first grade is
+ the grade for the (inital) assessment. This is added to the grades given to each
+ submission. The Weights row gives the factors used in the calculation of the overall
+ grade from these two grades. The final grade given for this assignment will either be
+ the average of these overall grades or the overall grade of the best submission.
+
+<p>The League table lists each student's best submission. The table is in grade order with
+ the best submission first.</p>
--- /dev/null
+<p align="center"><b>Maksymalna ocena</b></p>
+
+<p>Ten parametr okre¶la maksymaln± warto¶æ oceny koñcowej. Ocena mo¿e wahaæ siê pomiêdzy 0 i 100%. Warto¶æ ta mo¿e byæ zmieniona w dowolnym momencie.
+Efekt tej zmiany powinien byæ natychmiast widoczny na stronie ocen.</p>
--- /dev/null
+<P ALIGN=CENTER><B>Grading of Assignments</B></P>
+
+<p>In this Exercise the same Assessment Form is used by Students and Teachers
+ to assess the work produced. The form is used at different stages of the
+ exercise by the two groups, thus the explaination given here is divided into
+ two parts.</p>
+
+<p><b>For Students</b></p>
+
+<p>The assessment form is used mainly to show you how your work will be
+ assessed by the teacher. You are required to complete this form <b>before</b>
+ you can submit your work. You can use it as a checklist. The form is <b>not</b>
+ sent to the teacher when you save it. You can return to this form and amend it
+ (and your piece of work) as many times as you like provided you have
+ <b>not</b> submitted the work. Note that although you are allowed to, there
+ is no need to submit your work immediately after you have completely this form.
+ However, the contents of your assessment are frozen and made available to the
+ teacher when you submit your work.</p>
+
+<p>If the teacher requests that you make changes to your work and to re-submit
+ it, you will <b>not</b> be asked to re-assess your "new" piece of
+ work. You only make this assessment "first time round".</p>
+
+<p>This (initial) assessment of your work is looked at by the teacher and they
+ can add comments and grade it. You will be able to see these comments and
+ the grade given to your assessment may form part of the final grade you
+ receive from this Exercise.</p>
+
+<p><b>For the Teacher</b></p>
+
+<p>The assessment form is used to grade the submissions of the students.
+ These grades normally form the major component of the students' final grade
+ for the exercise. The assessment, it's grade and any comments you make can
+ be viewed by the student who submitted the work. Once you have made the
+ assessment you should decide whether to allow the student to change and
+ re-submit their work, hopefully with improvements, or not.</p>
+
+<p>When you save an assessment you given a short period of time in which to
+ make any amendments before the assessment to "released" to
+ the student.</p>
--- /dev/null
+<P ALIGN=CENTER><B>Grading of Assessments</B></P>
+
+<p>In the first half of this page the Student Assessment of their own work is shown.
+ This assessment should be graded (out of a maximum of 20). It represents an
+ assessment of the work shown in the second of the Link boxes. (The topmost
+ link box is the description of the exercise itself.) The "Grading Grade"
+ should normally be explained in a comment which you enter in the Teacher's
+ Comment box. The grade should reflect the accuracy of the assessment, an
+ assessment which gives a low grade to a poor piece of work should receive
+ a higher Grading Grade than one which gives a low mark to a good piece of
+ work, for example.</p>
+
+<p>In the second half of this page there is a blank Assessment Form for your
+ own assessment of the piece of work from the student.</p>
+
\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>Strategia oceniania</B></P>
+
+<P>A workshop assignment is quite flexible in the type of grading scheme used. This can be:
+
+<OL>
+<LI><B>No grading:</B> In this type of assignment the teacher is not
+ interested in quantative assessment from the students at all. The students
+ make comments of the pieces of works but do not grade them. The teacher,
+ however, can, if desired, grade the student comments. These
+ "grading grades" form the basis of the students' final grades.
+ If the teacher does not grade the student assessments then the assignment
+ does not have any final grades.
+
+<LI><B>Accumulative grading:</B> This is the default type of grading.
+ In this type of assignment the grade of each
+ assessment is made up of a number of "assessment elements".
+ Each element should cover
+ a particular aspect of the assignment. Typically an assignment will have
+ something between 5 to 15 elements for comments and grading, the
+ actual number depending on the size and complexity of the assignment. An
+ exercise assignment with only one element is allowed and has a similar assessment
+ strategy to the standard Moodle Assignment.
+
+<P>Elements have the following three features:
+<OL>
+<LI>The DESCRIPTION of the assessment element. This should clearly state what
+ aspect of the assignment is being assessed. If the assessment is qualatative
+ it is helpful to give details of what is considered excellent, average
+ and poor.
+
+<LI>The SCALE of the assessment element. There are a number of prefined
+ scales. These range from simple Yes/No scales, through multipoint scales to
+ a full percentage scale. Each element has its own scale which should be choosen
+ to fit the number of possible variations for that element. Note that the scale
+ does NOT determine the element's importance when calculating the overall
+ grade, a two point scale has the same "influence" as a 100 point
+ scale if the respective elements have the same weight...
+
+<LI>The WEIGHT of the assessment element. By default the elements are given the same
+ importance when calculating the overall grade of the assignment. This can be
+ changed by giving the more importance elements a weight greater than one, and
+ the less important elements a weight below one. Changing the weights does NOT
+ effect the maximum grade, that value is fixed by the Maximum Grade parameter
+ of the peer assignment. Weights can be assigned negative values, this is an
+ experimental feature.
+</OL>
+
+<LI><B>Error Banded Grading:</B> In this type of assignment the submissions are
+ graded on a set of Yes/No scales. The grade is determined by the "Grade
+ Table " which gives the relationship between the number of
+ "errors" and the suggested grade. For example an assignment may have six
+ significant items which should be present, the Grade Table will give suggested
+ grades if all are present, one is absent, if two are absent, etc. The individual
+ items can, if desired, be given weighting factors if some items are more important
+ than others. The number of "errors" is a weighted sum of the items not
+ present. By default each item is given a weight of one. The grading table is likely
+ to be non-linear, for example
+ the sugested grades may be 90%, 70%, 50%, 40%, 30%, 20%, 10%, 0%, 0%, 0% for
+ an assignment with 10 items.The assessor can adjust the suggested grade by up
+ to 20% either way to give the submission's final grade.
+
+<LI><B>Criterion Grading:</B> This is simpliest type of assessment to grade (although
+ not necessarily the most straightforward to set up). The submissions are
+ graded against a set of criteria statments. The assessor choses which statement
+ best fits the piece of work. The grade is determined by a "Criteria
+ Table" which gives the suggested grade for each criterion. For example
+ an assignment may be set up with, say, five criteria statements and the assessors
+ must then choose one of the five statements for each of their assessments. As with
+ the Banded assignment the assessor can adjust the suggested grade by up to
+ 20% to give the final grade.
+
+<li><b>Rubric</b> This is a similar to Criterion Grading except there are multiple
+ sets of criteria. Each set covering a particular "Category", can have
+ up to five statements. The sets are given individual
+ weights and the grade is a weighted combination of the scores from each set. There
+ is <b>no</b> adjustment option in this assessment type.
+</OL>
+</P>
--- /dev/null
+<P ALIGN=CENTER><B>Managing an Exercise Assignment</B></P>
+
+<P>An Exercise Assignment is slightly more complex than an ordinary assignment.
+ It involves four steps or phases. These are
+<OL>
+<LI><p><b>Set up Exercise </b> The assessment of the work produced in the
+ exercise is made easier if it is broken into a number of assessment ELEMENTS.
+ This makes the grading of an assignment less
+ arbitary and gives the students a framework on which to make assessments.
+ The teacher has the role of setting up the assessment elements thus making a
+ grading sheet. (See that page for more details.)</p>
+
+ <P>With the assessment elements set up the teacher must submit a
+ Word Document or HTML file which describes the exercise or task to be done
+ by the students. This file is shown to the students in the second phase of
+ the exercise. </p>
+
+ <p>Teachers can, if they wish, prepare a set of similar exercies, again as
+ Word Documents or HTML files, and upload those into the Exercise. Note that
+ these exercises must be quite similar as the same Assessment Form is used
+ for all of these variants. The submission of a multiple set of exercises by
+ the teacher is optional and for certain assignments may not be appropriate.</P>
+
+<LI><p><b>Allow Students Assessments and Submissions</b> The assignment
+ is now opened to the students. If the teacher has set up multiple exercises then
+ the students see different exercises, otherwise all the students see the same
+ exercise.</p>
+
+<p>Before the students can submit their work they must complete the assessment
+ form. Once they have completed the assessment they are shown the upload form.
+ The students can revise their work in the light of their self assessment. The teacher
+ sees student's (self) assessment and an assessment form to grade the student's
+ submission. This is a "dual assessment form". At the end of this
+ form the teacher can either ask the student to re-submit the work or not.</p>
+
+<p>If the student chooses to re-submit, the teacher can re-assess the work. The
+ same option, re-submit or not, allows the teacher to control this cycle of
+ re-submission and assessment. If students are allowed to put in multiple pieces
+ of work into the Exercise, the teacher should decide whether the final grades
+ are based on the student's maximum grade or their average grade over the
+ set of submissions. This option can be changed at any time during the Exercise
+ by updating the Exercise, it's effect is seen immediately in the Grade page.
+</p>
+
+<LI><p><b>Stop Student Assessments and Submissions</b> After the deadline
+ has passed, the teacher moves the Exercise to this phase to stop further
+ assessments and submissions. The teacher should complete the grading
+ any outstanding assessments and submissions before moving the Exercise
+ to its final phase.
+
+<li><p><b>Show Overall Grades and League Table</b> In this final phase of
+ the Exercise the students can see their "final" grades. In all
+ phases of the Exercise (except the first phase), grades are available to
+ the students, they are, however, only "partial" grades as they are
+ calculated on the fly from the assessments available at the time.</p>
+
+<p>The students (and the teacher) are also shown a "League Table"
+ of the student submissions. These are listed in order of grade, the top submission
+ is first. Here the grade given to the submission is teacher's
+ grade. If a student submitted more than one piece of work only their best piece
+ of work is shown in this table. </p>
+</ol>
+
+<p>The student's grade is a weighted combination of the teacher's grading of their
+ (initial) assessment and the teacher's grading of their work. The two weighting
+ factors are initally set to unity. They can changed (on the Administration page)
+ at any time during the exercise and the grades shown both the students and the
+ teacher always reflect the current weighting factors.</p>
+
+<p>At any phase of the assignment the teacher can open the "Administration"
+ page. This shows the current values of the two weighting factors and allows the teacher
+ to change them. It lists the students' assessments (of their own work) and the
+ submissions of the students. The teacher can use this page to assess and re-assess
+ submissions, grade and re-grade assessments, delete submissions and assessments,
+ and generally watch the progress of the assignment.</p>
+
--- /dev/null
+<IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif"> <B>Æwiczenie do samooceny</B>
+
+<UL>
+<P>Æwiczenie do samooceny jest prostym a daj±cym du¿e mo¿liwo¶ci zadaniem. W tym æwiczeniu nauczyciel zadaje studentom praktyczn± pracê do wykonania.
+Mo¿e byæ to esej, raport, przygotowanie prezentacji czy arkusza kalkulacyjnego. Po wykonaniu æwiczenia, student musi oceniæ swoj± w³asn± pracê. Po
+przes³aniu pracy i samooceny, nauczyciel ocenia zarówno pracê jak i jej ocenê dokonan± przez studenta. Nauczyciel mo¿e poprosiæ studenta o ponowne
+przes³anie ulepszonej ju¿ pracy.</p>
+</UL>
+
--- /dev/null
+<IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif"> <B>Exercise</B>
+
+<P>An Exercise is a simple but powerful assignment. In an exercise the teacher
+asks the students to do a piece of practical work. It could be writing an essay
+or a report, preparing a presentation, or setting out a spreadsheet, etc. When
+the student has done the task they must first self-assess their work before
+submitting it to the teacher. Once submitted the teacher can assess both the
+student's assessment and the piece of work itself. The teacher can give
+feedback to the student and ask the student to improve the work and re-submit
+it or not as the case may be.</p>
+
+<p>Before the start of the exercise the teacher sets up the exercise by
+<ol> <li>Creating a Word document or HTML file which introduces the exercise
+ and tells the students what they have to produce. This file is uploaded
+ into the exercise by the teacher.
+
+<li>Adding the textual elements and choosing the options in the Assessment
+ Form. This form is used by both the students and the teacher to assess the
+ work produced in the exercise. There are various types of assessment
+ which can be used (see the help on "Grading Stratgey")
+</ol></p>
+
+<p>In large classes, the teacher may find to helpful to create more than one version
+ of the exercise. These variants add a degree of variety to the exercise and
+ ensure that students are doing different tasks in the exercise. They
+ are allocated to the students in a random but balanced way. Each student
+ receives only one exercise but the the number of
+ times each variant is allocated in a class is approximately the same. Note
+ the variants should not be too different as the same assessment form is used for
+ all of the variants.</p>
+
+<p>With the description(s) of the exercise and the assessment form in place,
+ the assignment is opened to the students. They are shown a description
+ of the exercise or task. When they have done the exercise they must assess
+ their own work (using the pre-prepared assessment form) before they can
+ submit their work to the teacher. The assessment form can be used as a
+ "checklist" by the students. They can, if they wish, revise both
+ their work and the assessment before they actually submit their work, and
+ probably they should be encouraged to do so!</p>
+
+<p>Once a student has submitted their work both their assessment and the
+ piece of work itself becomes available to the teacher. The assessments can be
+ graded and there is a box for comments. The teacher can also access the piece
+ of work (using the student's assessment as a starting point) and make a
+ decision whether to ask the student to re-submit an improved version of the
+ work or not.</p>
+
+<p>If the teacher feels that the student's piece of work could be improved, the
+ student can be given the opprtunity to re-submit. If this is taken up the
+ teacher re-assesses the work using an assessment form which contains
+ the grades and comments they gave to the student's previous submission.
+ Thus, the re-assessment is then a matter of updating the form in the light
+ of the student revised work rather than undertaking an assessment from
+ scratch.</p>
+
+<p>When the deadline for the exercise the teacher moves the exercise to the
+ next phase. This stops further submissions from the students. The assessments
+ and submissions which have not be graded and assessed should now be done.
+
+<p>With all the submissions graded, the exercise is moved to the
+ final phase. The students can now see their final grades and the grades given to
+ their submissions. A student's grade for the exercise is a weighted combination
+ of the teacher's grade for their self-assessment and the teacher's grade for that
+ work. (The grade given by the student is <b>not</b> used.) For the submissions
+ themselves the grade is teacher's assessment. The weights used for the two
+ grades (the grading grade and the actual grade for the work) can be set and
+ changed at any time during the assignment.</p>
+
+<p>When the teacher allows students to resubmit work, the teacher should
+ consider how to set the option which controls how the student's final grade
+ is calculated from multiple submissions. This option allows the teacher to
+ choose between using the mean grade of the student's submissions or their
+ best submission. This option can changed at any time and it has an immediate
+ effect in the grades screen.</p>
+
+<p>In the final phase of the exercise the students can also see a "League
+ Table" of submissions. This an ordered list of the submissions, the
+ submission which received the highest grade is at the top. When there are
+ multiple submissions only the student's best submission is show in this list.</p>
+
--- /dev/null
+<P ALIGN=CENTER><B>Number of Comments, Elements, Bands, Criteria or Rubrics</B></P>
+
+<P>The number entered here determines how many items will be used in
+ the assessments. Depending on the type of grading strategy, this number
+ gives the number of comments, assessments elements, bands, criteria or
+ categories (sets) of criteria in a rubric. Typically an assignment will have
+ something between 5 to 15 assessment items, the
+ actual number depending on the size and complexity of the assignment.
+
+<p>During the set up phase of the exercise this number can safely be adjusted.
+ Increases the number will cause extra blank elements to be displayed in the
+ asessemnt form. Reducing the number will remove elements from the end
+ of the assessment form.</p>
+
+<P>All assessments have a General Comments field. For a "No
+ Grading" assignment the value given here determines the
+ number of additional comment areas. It can be specified as zero and results
+ in the assessment having only a single General Comments area.
+
+</P>
--- /dev/null
+<p align="center"><b>Specimen Assessment Form</b></p>
+
+<p>This page shows shows the details of the actual form used to grade
+ your assignment. It will be used by yourself and the teacher to grade your
+ work.</p>
+
+<p>Please note that although you can change the grades on
+ this form these changes are NOT saved. This is simply a specimen form,
+ but a very similar form will be used by yourself and the teacher
+ during this assignment.</p>
--- /dev/null
+<P ALIGN=CENTER><B>Submission of Exercise Descriptions</B></P>
+
+<P>The teacher must submit at least one description of the exercise or task.
+ The description can be held in a Word document or HTML file (or
+ any other file type that will display satisfactorily in a browser). This file
+ will be displayed to the students and should contain instructions for them
+ to successfully complete the exercise.</p>
+
+<P>It is permissible for the teacher to submit more than one description of
+ the exercise. These will be used at random and different students will see
+ different versions of the exercise. These variants should be similar as the
+ same Assessment Form is used to assess the work from these instructions.</p>
--- /dev/null
+<P ALIGN=CENTER><B>Take Ownership of the Exercises</B></P>
+
+<p>This link allows the teacher to take ownership of the current set of exercise
+ submissions. You will need to do this if you have imported an exercise from a
+ backup of another course. This link allows you to "claim"
+ all the exercise submissions. In the current course these imported submissions
+ could belong to anyone, even a student. This procedure avoids any problems
+ that this may cause and makes you their owner.
+
+<p>Apart from onwership, the submissions themselves are unchanged by this
+ procedure.</p>
\ No newline at end of file
--- /dev/null
+<p align="center"><b>Handling of Multiple Submissions</b></p>
+
+<p>This option determines how the exercise should calculate the
+ final grades of the students. When there are multiple submissions
+ the teacher can chose between either using the best grade or the
+ mean grade from each students' set of submissions. This option
+ can be changed at any time during the exercise. Any change has an
+ immediate effect in the Grades page (provided, of course, multiple
+ submissions are present).</p>
--- /dev/null
+<p>Fora</p>\r
+<ul>\r
+ <li><a href="help.php?module=forum&file=allowdiscussions.html">Dopuszczanie nowych postów</a>\r
+ <li><a href="help.php?module=forum&file=attachment.html">Za³±czniki do postów</a>\r
+ <li><a href="help.php?module=forum&file=forumtype.html">Rodzaje forów</a>\r
+ <li><a href="help.php?module=forum&file=ratings.html">Teoria odrêbnego poznania i powi±zanego poznania</a>\r
+ <li><a href="help.php?module=forum&file=subscription.html">Subskrypcja (zapis na) forum</a>\r
+</ul>\r
--- /dev/null
+<P ALIGN=CENTER><B>Maksymalna wielko¶æ za³±cznika</B></P>
+
+<P>Maksymalna wielko¶æ za³±cznika jest okre¶lana przez osobê, która otwiera forum.</p>
+
+<P>Czasami udaje siê przes³aæ plik wiêkszy ni¿ okre¶lony w tym parametrze, jednak¿e
+ten plik nie zostanie zachowany na serwerze i prawdopodobnie zostanie wy¶wietlony
+komunikat o wyst±pieniu b³êdu.</p>
\ No newline at end of file
--- /dev/null
+<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/forum/icon.gif"> <B>Fora</B></P>\r
+<UL>\r
+<P>Ten modu³ mo¿e byæ najwa¿niejszy - w³a¶nie w nim odbywa siê wiêkszo¶æ dyskusji. \r
+ Fora mog± posiadaæ ró¿n± strukturê i mog± umo¿liwiaæ ocenê ka¿dego postu przez wspó³uczestników.\r
+ Posty mog± byæ przegl±dane w ró¿nych formatach i mog± zawieraæ za³±czniki. \r
+ Uczestnicy, którzy s± subskrybentami forum otrzymaj± poczt± elektroniczn± kopie ka¿dego nowego postu. Prowadz±cy mo¿e narzuciæ subskrypcjê wszystkim uczestnikom.\r
+\r
+</UL>\r
--- /dev/null
+<P ALIGN=CENTER><B>Aliasy</B></P>
+
+<p>S³ownik umo¿liwia zapisanie aliasu czyli alternatywnej nazwy dla ka¿dego terminu.</p>
+
+<p>Alisy odwo³uj± siê bezpo¶rednio do danego terminu, tak wiêc kiedy dany termin LUB
+alias zostanie znaleziony w tek¶cie, wówczas bêdzie on automatycznie po³±czony z definicj± w s³owniku.</p>
--- /dev/null
+<p align="center"><b>Komentowanie wpisów</b></p>
+
+<p>Mo¿na umo¿liwiæ komentowanie wpisów do s³ownika pojêæ lub te¿ funkcjê t± wy³±czyæ.</p>
+
--- /dev/null
+<p align=center><b>Wielokrotne definicje</b></p>
+
+<p>Je¿eli w³±czysz t± funkcjê wówczas okre¶lony termin bêdzie móg³ mieæ wiele definicji.</p>
+
--- /dev/null
+<P ALIGN=CENTER><B>Ma³e i du¿e litery a ³±czenie pojêæ</B></P>
+
+<P>Ten parametr defniuje czy pojêcie do którego siê odwo³ujemy musi zaczynaæ siê z du¿ej
+lub ma³ej litery, aby automatyczne ³±czenie pojêæ by³o mo¿liwe. Chodzi o to czy musi byæ zgodno¶æ
+z pomiêdzy pierwsz± liter± danego terminu w tek¶cie i s³owniku.</p>
+
+<p>Dla przyk³adu, je¶li w³±czymy t± funkcjê, wówczas termin "html" w tek¶cie NIE zostanie automatycznie
+pol±czony z terminem "HTML" w s³owniku.</p>
+
--- /dev/null
+<P ALIGN=CENTER><B>Domy¶lna aprobata wpisów</B></P>
+
+<p>Mo¿esz wybraæ czy wpisy dokonane przez studentów bêd± automatycznie publikowane w sieci Web
+czy te¿ bêd± musia³y byæ najpierw zatwierdzone przez nauczyciela.</p>
+
--- /dev/null
+<P ALIGN=CENTER><B>Opis</B></P>
+
+<P>W tym polu mo¿esz opisaæ cel danego s³ownika pojêæ oraz podaæ instrukcje i dodatkowe informacje
+dotycz±ce s³ownika.</p>
--- /dev/null
+<P ALIGN=CENTER><B>Do którego s³ownika importujemy pojêcia?</B></P>\r
+\r
+<P>Definicje mo¿esz zaimportowaæ do nastêpuj±cych s³owników:</p>\r
+<ul>\r
+<li><strong>Aktualnie otwarty s³ownik:</strong> Nowe definicje zostan± do³±czone do danego s³ownika.</li>\r
+<li><strong>Nowy s³ownik:</strong> Nowy s³ownik zostanie utworzony w oparciu o plik XML i importowane pojêcia.</li>\r
+</ul>\r
--- /dev/null
+<P ALIGN=CENTER><B>Wygl¹d s³ownika</B></P>\r
+\r
+<P>Ten parametr okre¶la sposób w jaki definicje zostan± zaprezentowane w s³owniku. Mo¿liwe s± nastêpuj±ce sposoby prezentacji:</p>\r
+<blockquote>\r
+<dl>\r
+<dt><b>Prosty s³ownik</b>:</dt>\r
+<dd>Przypomina klasyczny s³ownik. Autorzy nie s± uwidocznieni a za³±czniki schowane s± za linkami.</dd>\r
+<dt><b>Ci±g³y</b>:</dt>\r
+<dd>Pokazuje terminy jeden po drugim bez ¿adnych przerw oprócz edycyjnych ikon.</dd>\r
+<dt><b>Pe³en z autorami</b>:</dt>\r
+<dd>Pokazuje terminy wraz z danymi autora w sposób podobny do forum. Za³±czniki schowane sa za linkami.</dd>\r
+<dt><b>Pe³en bez autorów</b>:</dt>\r
+<dd>Format podobny do poprzedniego z tym, ¿e nie zawiera informacji o autorach.</dd>\r
+<dt><b>Encyklopedia</b>:</dt>\r
+<dd>Taki jak "Ci±g³y z autorami" ale za³±czniki s± wy¶wietlone w tek¶cie.</dd>\r
+<dt><b>Czêsto zadawane pytania (FAQ)</b>:</dt>\r
+<dd>U¿yteczny przy wy¶wietlaniu "Czêsto zadawanych pytañ (FAQ). Automatycznie kategoryzuje terminy definiowane i definicje jako pytania i odpowiedzi.</dd>\r
+</dl>\r
+</blockquote>\r
+\r
+<hr>\r
+<p>Administratorzy Moodle'a mog± utworzyæ nowe formy wy¶wietlenia s³ownika:\r
+<ol>\r
+<li> Sprawd¼ zawrato¶æ katalogu mod/glossary/formats .... Powinny tam byæ ponumerowane pliki odpowiadaj±ce dostêpnym formatom s³ownika.\r
+<li> Skopiuj jeden z tych plików i nadaj jemu now± nazwê tj. numer N (zwróæ uwagê, ¿e 0 i 1 s± zarezerwowane).\r
+<li> Dokonaj edycji tego pliku w/g w³asnego uznania (musisz jednak trochê znaæ PHP).\r
+<li> Nastêpnie, dopisz w ka¿dym pakiecie jêzykowym jakiego u¿ywasz <b>displayformatN</b>, i nadaj mu krótk± ale logiczn± nazwê.\r
+</ol>\r
--- /dev/null
+<P ALIGN=CENTER><B>Ilo¶æ definicji na stronie</B></P>\r
+\r
+<P>Mo¿esz okre¶liæ maksymaln± ilo¶æ definicji na stronê. Liczba ta uzale¿niona jest od konfiguracji s³ownika.</p>\r
+\r
+<p>W przypadku u¿ywania opcji automatycznego linkowania tekstu do definicji w s³owniku, liczba definicji na stronê\r
+powinna byæ stosunkowo niewielka, po to aby nie spowodowac obci±¿enia systemu i przez to jego wolniejszego dzia³ania.</p>\r
+\r
+<p>Zauwa¿: Je¿eli natrafisz na b³±d przekroczenia czasu odpowiedzi przez serwer (tzw. timeout), wówczas powiniene¶\r
+zmniejszyæ ilo¶æ definicji na stronê.</p>\r
--- /dev/null
+<P ALIGN=CENTER><B>Plik do importu</B></P>\r
+\r
+<P>Wybierz plik XML zawieraj±cy definicje, które chcesz zaimportowaæ</p>\r
--- /dev/null
+<P ALIGN=CENTER><B>£¹czenie tylko ca³ych s³ów</B></P>\r
+\r
+<p>Je¿eli zosta³o wybrane automatyczne ³±czenie pojêæ, wówczas w³±czenie tego parametru spowoduje, \r
+¿e tylko ca³e wyrazy bêd± ³±czone. \r
+\r
+<p>Na przyk³ad, s³ownikowy termin "kolor" nie utworzy linku do wyrazu "kolorowy" w tek¶cie.</p>\r
--- /dev/null
+<P ALIGN=CENTER><B>Globalny s³ownik pojêæ</B></P>\r
+\r
+<P>Mo¿esz utworzyæ s³ownik, który bêdzie dostêpny dla ca³ej strony internetowej (globalny s³ownik).</p>\r
+\r
+<p>Aby to zrobiæ, musisz zadeklarowaæ, który s³ownik jest s³ownikiem globalnym.</p>\r
+\r
+<p>Mo¿esz mieæ tyle s³owników globalnych ile chcesz. S³owniki te mog± byæ wykorzystywane w dowolnym kursie. Inne zasady maj± takie same zastosowanie do globalnych s³owników.</p>\r
+\r
+<p>Uwaga: Tylko administratorzy mog± utworzyæ globalne s³owniki.</p>\r
--- /dev/null
+<P ALIGN=CENTER><B>Import kategorii</B></P>\r
+\r
+<P>Domy¶lnie, mechanizm importu plików s³owników dzia³a w ten sposób, ¿e wszystkie definicje\r
+s¶ importowane. Mo¿na jednak¿e wybraæ kategorie pojêæ, które chce siê zaimportowaæ.\r
+W takim przypadku system zaimportuje tak¿e relacje pomiêdzy definicjami i kategoriami.</p>\r
--- /dev/null
+<p>Glossary</p>
+
+<blockquote>
+Glossary level help files:
+<ul>
+ <li><a href="help.php?module=glossary&file=description.html">Opis</a>
+ <li><a href="help.php?module=glossary&file=globalglossary.html">Globalny s³ownik pojêæ</a>
+ <li><a href="help.php?module=glossary&file=mainglossary.html">Definiowanie g³ównego s³ownika pojêæ kursu</a>
+ <li><a href="help.php?module=glossary&file=defaultapproval.html">Domy¶lna aprobata wpisów</a>
+ <li><a href="help.php?module=glossary&file=allowduplicatedentries.html">Wielokrotne definicje</a>
+ <li><a href="help.php?module=glossary&file=studentcanpost.html">Studenci mog± dodawaæ nowe pojêcia</a>
+ <li><a href="help.php?module=glossary&file=allowcomments.html">Komentowanie wpisów/a>
+ <li><a href="help.php?module=glossary&file=displayformat.html">Wygl±d s³ownika</a>
+ <li><a href="help.php?module=glossary&file=entbypage.html">Ilo¶æ definicji na stronie</a>
+ <li><a href="help.php?module=glossary&file=shows.html">Opcje wyszukiwania</a>
+ <li><a href="help.php?module=glossary&file=linkcategories.html">Automatyczne ³±czenie kategorii</a>
+ <li><a href="help.php?module=glossary&file=filetoimport.html">Plik do importu</a>
+ <li><a href="help.php?module=glossary&file=importcategories.html">Import kategorii</a>
+ <li><a href="help.php?module=glossary&file=destination.html">Do którego s³ownika importujemy pojêcia?</a>
+</ul>
+</blockquote>
+
+<blockquote>
+Entry level help files:
+<ul>
+ <li><a href="help.php?module=glossary&file=usedynalink.html">Automatycznie ³±cz wpisane pojêcia</a>
+ <li><a href="help.php?module=glossary&file=aliases.html">Aliasy</a>
+ <li><a href="help.php?module=glossary&file=casesensitive.html">Ma³e i du¿e litery a ³±czenie pojêæ</a>
+ <li><a href="help.php?module=glossary&file=fullmatch.html">£±czenie tylko ca³ych s³ów</a>
+</ul>
+</blockquote>
\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>Automatyczne ³±czenie kategorii</B></P>
+
+<P>Mo¿na automatycznie ³±czyæ nie tylko definicje ale tak¿e kategorie definicji.</p>
+
+<p>Uwaga: Poprawno¶æ ³±czenia kategorii jest zale¿na od wielko¶ci liter.</p>
--- /dev/null
+<P ALIGN=CENTER><B>Definiowanie g³ównego s³ownika pojêæ kursu</B></P>
+
+<P>System pozwala na wyeksportowanie zawrato¶ci jakiegokolwiek tymczsowego s³ownika do g³ównego s³ownika kursu.</p>
+
+<p>Aby móc to zrobiæ musisz najpierw okre¶liæ, który s³ownik jest s³ownikiem g³ównym.</p>
+
+<p>Uwaga: W ramach jednego kursu mo¿na zbudowaæ tylko jeden s³ownik g³ówny. Tylko nauczyciele mog± aktualizowaæ ten s³ownik.</p>
--- /dev/null
+<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/glossary/icon.gif"> <B>S³ownik Pojêæ</B></P>
+<UL>
+<P>Ten modu³ umo¿liwia partycypantom stworzenie i utrzymanie zbioru definicji podobnego do s³ownika.
+Definicje mog± byæ wyszukiwane lub przegl±dane na wiele sposobów.
+<p>S³ownik Pojêæ umo¿liwia nauczycielom
+eksportowanie zawarto¶ci z jednego s³ownika pojêæ do drugiego (g³ównego s³ownika pojêæ) w ramach tego
+samego kursu.
+
+<p>Modu³ ten umo¿liwia równie¿ automatyczne wygenerowanie odno¶ników do zawartych definicji w ramach tworzonego kursu.</p>
+</UL>
--- /dev/null
+<P ALIGN=CENTER><B>Opcje wyszukiwania</B></P>
+
+<P>Mo¿na zindywidualizowaæ sposób w jaki u¿ytkownik bêdzie przegl±da³ s³ownik pojêæ.
+Wyszukiwanie wed³ug kategorii lub daty wpisu jest zawsze dostêpne, ale mo¿na jeszcze dodaæ nastêpuj±ce 3 opcje:</p>
+
+<p><b>Poka¿ link "Specjalne":</b> Umo¿liwia wyszukiwanie u¿ywaj±c nietypowych znaków n.p. @, #, etc.</p>
+
+<p><b>Poka¿ link "Alfabet":</b> Umo¿liwia wyszukiwanie pojêæ wed³ug liter.</p>
+
+<p><b>Poka¿ link "Wszystkie":</b> Umo¿liwia pokazanie wszystkich definicji od razu.</p>
--- /dev/null
+<P ALIGN=CENTER><B>Studenci mog± dodawaæ nowe pojêcia</B></P>
+
+<P>Mo¿esz pozwoliæ studentom dodawaæ, edytowaæ lub usuwaæ ich w³asne definicje czy inne wpisy. Jednak¿e, tylko nauczyciel
+mo¿e zmieniæ lub usun±æ wpisy w g³ównym s³owniku, tak wiêc powy¿sza opcja odnosi siê tylko do s³owników tymczasowych.</p>
+
+<p><b>Uwaga:</b> Nauczyciel mo¿e zmienic lub usun±æ ka¿dy wpis w dowolnym momencie.</p>
--- /dev/null
+<P ALIGN=CENTER><B>Automatycznie ³±cz wpisane pojêcia</B></P>
+
+<P>Ta opcja umo¿liwia po³±czenie jakiekolwiek definicji w slowniku pojêæ z definiowanym terminem, gdy takowy pojawi siê
+w którejkolwiek aktywno¶ci dostêpnej w ramach danego kursu n.p. forum, wewnêtrznych zasobów, podsumowañ tygodnia, dzienników itd.
+</p>
+
+<p>Je¶li nie chcesz by okre¶lony termin wystêpuj±cy w tek¶cie n.p. forum nie zosta³ po³±czony, dodaj tagi <nolink> i </nolink> wokó³ tekstu</p>
+
+<p>Zauwa¿, ¿e nazwy kategorii s± tak¿e ³±czone.</p>
+
--- /dev/null
+<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/label/icon.gif"> <B>Opisy</B></P>
+<UL>
+<P>Opisy nie stanowi± aktywno¶ci sensu stricto - s± to graficzne interfejsy, które umo¿liwiaj± wstawienie tekstu i grafiki
+pomiêdzy inne aktywno¶ci na stronie kursu.</p>
+</UL>
+
--- /dev/null
+<p align=center><b>Importowanie plików z CTM ("Course Test Manager")</b></p>\r
+\r
+<p>Course Test Manager jest to software napisany przez Course Technology. \r
+Nie jest ju¿ on aktywnie rozwijany przez Course Technology. Zosta³ zast±piony przez \r
+nowego mened¿era testów ExamView. Nigdy nie istania³ wspólny format, który by umo¿liwia³\r
+eksport tego formatu z banków testó CTM do innych wspólych formatów testów. Z tego w³anie \r
+powodu napisano ten modu³.</p>\r
+\r
+<p> A¿eby móc zaimportowaæ pytania z CTM, musisz mieæ zainstalowany CTM w systemie Windows i dostêp do MS Access.\r
+Dwa pliki s± potrzebne by uzyskaæ dostêp do danych:</p>\r
+<ul><li>System.mda - Ten plik znajduje siê w g³ównym katalogu instalacji CTM. W ¿argonie MS Access, okre¶la siê go jako\r
+"Systemowa baza danych" (ang. "System Database").</li>\r
+<li>ctm.mdb - to jest baza danych, zawieraj±ca pytania testowe. Istnieje jedna taka baza danych dla ka¿dego kursu \r
+zainstalowanego w CTM. Mo¿na odnale¼æ ten plik w katalogu jeden poziom poni¿ej instalacji CTM.</li>\r
+</ul>\r
+\r
+</p>Proces importowania pytañ jest ró¿ny w zale¿no¶ci od tego czy Moodle dzia³a na Linuxie czy Windows.\r
+Bez wzglêdu na to czy Moodle dziala na Linuxie czy nie, musisz mieæ dostêp do komputera dzia³aj±cego w systemie \r
+Windows aby miec dostep do plików MS Access.</p>\r
+\r
+<p>Proces importowania jest prostszy na Moodle dzia³aj±cym pod <b>Windowsem</b>. Wszystko co musisz zrobiæ aby\r
+zaimportowaæ pliki to:</p>\r
+\r
+<ol><li>Skopiowaæ plik system.mda do katalogu moodle. Nie ma znaczenia do jakiego kursu skopiujesz ten plik, poniewa¿\r
+Moodle odnajdzie go tak i tak. </li>\r
+<li>Utwórz w³asny quiz i przejd¼ to sekcji "Importuj pytania z pliku". Wybierz ctm.mdb jako plik do importu. \r
+Je¶li wykona³e¶ t± operacjê poprawnie, zobaczysz kolejny ekran, który pozwoli tobie wybraæ podkategorie pytañ do \r
+zamimporotowania. Powodem dla takiej organizacji procesu importowania jest fakt, i¿ banki testów CTM czêsto zawieraj±\r
+bardzo du¿± ilo¶æ pytañ, które s± pogrupowane w okre¶lony sposób.</li>\r
+</ol>\r
+\r
+<p>Aby dokonaæ importu na platformie Moodle zainstanowanej na <b>Linuxie</b> potrzebny jest dodatkowy software zwany\r
+<a href="http://odbcsock.sourceforge.net/" target="_new"><b>ODBC Socket Server</b></a>. A¿eby móc importowaæ pliki\r
+baz danych CTM na Linuxie, musisz wpierw ¶ci±gn±æ ten program i go zainstalowaæ na komputerze, który na którym zainstalowana\r
+jest baza danych CTM (komputer ten musi mieæ Windowsa - patrz wy¿ej). Jednak¿e, <b>nie postêpuj zgodnie z domy¶lnymi\r
+krokami instalacji</b> ODBC Socket Server Installation. S± one bardziej skomplikowane, ni¿ byæ powinny.\r
+Zamiast tego wykonaj nastêpuj±ce czynno¶ci aby zainstalowaæ ten program w systemie Windows:</P>\r
+\r
+<ol><li>W systemie Windows rozpakuj ¶ci±gniêty program z strony \r
+<a href="http://odbcsock.sourceforge.net/" target="_new"></a>.</li>\r
+<li>Skopiuj plik ODBCSocketServer.exe do wybranej lokalizacji takiej jak n.p. katalog Program Files. </li> \r
+\r
+<li>Zainstaluj ODBC Socket Server jako Us³ugê (Service) u¿ywaj±c nastêpuj±cej komendy wpisanej w Wierszu Poleceñ\r
+albo w menu Uruchom:<br />\r
+<b><¶cie¿ka dostêpu/ODBCSocketServer.exe /Service</b><br />.</li>\r
+\r
+<li>Otwórz Us³ugi: Start->Ustawienia->Panel Sterowania->Narzêdzia Administracyjne->Us³ugi lub klikaj±c prawym\r
+przyciskiem na ikonê<b>Mój Komputer</b>, <b>Zarz±dzaj</b>, wybierz w prawym panelu <B>Us³ugi i Aplikacje->Us³ugi</b>. \r
+Mo¿esz tak¿e u¿yæ skrótu wpisuj¹c w okienku Uruchom</b></li>\r
+\r
+<li>W okienku Us³ugi odszukaj i kliknij prawym przyciskim na ODBC Socket Server i wybierz opcjê <b>Start</b>. W tym momencie\r
+status tej us³ugi powinien siê zmieniæ na "Uruchomiono". Zauwa¿, ¿e mo¿na zatrzymaæ b±d¼ ca³kowicie wy³±czyæ t± us³ugê\r
+po zakoñczeniu procesu importowania plików.</li>\r
+\r
+<li>Upewnij siê, ¿e pliki system.mda and ctm.mdb s± dostêpne i ¿e zainstalowany jest równie¿ MS Access ODBC driver.\r
+Powinien byæ on zainstalowany wraz ze standardow± instalacj± Windowsa. Mo¿na to sprawdziæ, wybieraj±c Panel Sterowania ->\r
+Narzêdzia administracyjne -> ¬ród³a danych (ODBC) i klikaj±c na "Sterowniki". \r
+Nastêpnie sprawd¼ gdzie s±zainstalowane pliki CTM i odnajd¼ plik system.mda i bazê danych ctm.mdb z której \r
+zamierzasz importowaæ pytania. Zapisz pe³n± ¶ci¿kê dostêpu do tych plików a tak¿e adres IP i nazwê serwera Windowsa.\r
+Te informacje bêd± potrzebne przy procesie importowania.</li>\r
+\r
+<li>Teraz jeste¶ gotowy aby rozpocz±æ proces importowania zbioru lub zbiorów pytañ do moodle'a. Stwórz swój w³asny quiz\r
+i przejd¼ do sekcji "Importuj pytania z pliku". <B>I W TYM MIEJSCU INACZEJ BÊDZIE WYGLL¡DA£ TEN PROCES NA LINUXIE - </B>\r
+MUSISZ WYBRAÆ JAKIKOLWIEK PLIK(NAJLEPIEJ NOWO UTWORZONY)W POLU GDZIE WSKAZUJE SIÊ PLIK DO IMPORTU ABY ROZPOCZ¡Æ TEN PROCES.\r
+TEN PLIK <b>NIE ZOSTANIE</b> PRZETWORZONY - JEST TO TYLKO PEWIEN WYMÓG BY "OSZUKAÆ" SYSTEM. \r
+DOPIERO NA NASTÊPNEJ STRONIE WSKA¯ESZ W£A¦CIWY PLIK. Na nastêpnej stronie trzeba bêdzie wpisaæ nazwê komputera na którym \r
+zainstalowany jest ODBC Socket Server a tak¿e scie¿kê dostêpu do systemowej bazy danych i bazy danych CTM. \r
+Wpisz ten informacje i kliknij na "Po³±cz siê ze serwerem". Je¿eli wszystko by³o wpisane poprawnie, wówczas \r
+uka¿e siê lista z której bêdzie mo¿na wybraæ podkategorie pytañ, które mo¿na zaimportowaæ z danej bazy danych. \r
+Powodem takiego rozwi±zania jest wcze¶niej ju¿ sygnalizowany fakt, i¿ banki danych CTM czêsto zawieraj± du¿± liczbê pytañ\r
+skategoryzowanych wed³ug okre¶lonego klucza (n.p. uk³ad kursu, rozdzia³y ksi±¿ki). JE¯ELI UDA£O SIÊ TOBIE DOJ¦Æ DO TEGO\r
+ETAPU BEZ WY¦WIETLENIA B£ÊDÓW OZNACZA TO, ¯E UDA£O SIÊ USTANOWIÆ PO£¡CZENIE Z SERWEREM W CELU ZAIMPORTOWANIA PYTAÑ DO MOODLE!</li>\r
+</ol>\r
+\r
+<P>Je¿li pojawi³y siê jakie¶ b³êdy, wówczas spróbuj wykorzytaæ poni¿sz± informacjê. ODBC Socket server wykorzystuje port \r
+9628 do otwarcia wtyczki (ang.socket) i wymiany danych u¿ywaj±c zapytañ w formie XML aby otrzymaæ tabelê rezultatów w XML. \r
+Program (klasa) która importuje plik, przetwarza ten plik XMLowy i wykorzystuje go tak jakby proces importowania \r
+odbywa³ siê na lokalnym komputerze. </p>
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--- /dev/null
+<P ALIGN=CENTER><B>Uwzglêdnij ocenê nauczyciela</B></P>
+
+<p>Ta opcja pozwala uwzglêdniæ ocenê nauczyciela tak jakby by³a to ocena studentów.
+ Je¶li ta opcja jest ustawiona na TAK wówczas ocena nauczyciela jest liczona podwójnie.
+ Pierwszy raz, jako normalna ocena nauczyciela, drugi raz poprzez zawarcie jej
+ w puli ocen studentów. Nauczyciel mo¿e chcieæ to zrobiæ gdy nie ma zbyt wielu ocen studentów
+ albo by dokonaæ modyfikacji oceny gdy wydaje siê ona ma³o uzasadniona.</p>
+
--- /dev/null
+<p>Modu³ Warsztaty</p>
+<ul>
+ <li><a href="help.php?module=workshop&file=graded.html">Oceny przyznane przez wspó³uczestników kursu</a>
+ <li><a href="help.php?module=workshop&file=addingacomment.html">Dodawanie komentarzy</a>
+ <li><a href="help.php?module=workshop&file=anonymous.html">Oceny wystawiane anonimowo</a>
+ <li><a href="help.php?module=workshop&file=assessmentofexamples.html">Ocenianie przyk³adów prowadz±cego</a>
+ <li><a href="help.php?module=workshop&file=elements.html">Sk³adowe zadania</a>
+ <li><a href="help.php?module=workshop&file=teachersgradings.html">Wy¶wietlanie stopni wystawionych przez prowadz±cego</a>
+ <li><a href="help.php?module=workshop&file=editingacomment.html">Modyfikacja komentarza</a>
+ <li><a href="help.php?module=workshop&file=grading.html">Przyznawanie ocen przez wspó³uczestników kursu</a>
+ <li><a href="help.php?module=workshop&file=gradingstrategy.html">Strategie wystawiania stopni</a>
+ <li><a href="help.php?module=workshop&file=gradingsubmissions.html">Wystawianie stopni pracom studentów</a>
+ <li><a href="help.php?module=workshop&file=gradingassessments.html">Wystawianie stopni ocenom studentów</a>
+ <li><a href="help.php?module=workshop&file=showinggrades.html">Ukrywanie lub ujawnianie stopni</a>
+ <li><a href="help.php?module=workshop&file=includeself.html">Uwzglêdnianie samooceny</a>
+ <li><a href="help.php?module=workshop&file=managing.html">Obs³uga Warsztatów</a>
+ <li><a href="help.php?module=workshop&file=nassessmentsofstudentsubmissions.html">Ilo¶æ ocen prac wspó³uczestników kursu</a>
+ <li><a href="help.php?module=workshop&file=nassessmentsofteachersexamples.html">Ilo¶æ ocen przyk³adów przes³anych przez prowadz±cego</a>
+ <li><a href="help.php?module=workshop&file=nelements.html">Ilo¶æ komentarzy, sk³adowych, niezbêdnych elementów, albo zdañ kryterialnych</a>
+ <li><a href="help.php?module=workshop&file=numberofassessors.html">Ilo¶æ wspó³uczestników kursu oceniaj±cych pracê.</a>
+ <li><a href="help.php?module=workshop&file=assignmenttype.html">Prace oceniane przez wspó³uczestników kursu</a>
+ <li><a href="help.php?module=workshop&file=resubmit.html">Powtórne przesy³anie rozwi±zañ</a>
+ <li><a href="help.php?module=workshop&file=selfassessment.html">Samoocena</a>
+ <li><a href="help.php?module=workshop&file=specimen.html">Przyk³adowy formularz do wystawiania ocen</a>
+ <li><a href="help.php?module=workshop&file=submissionofexamples.html">Przes³anie przyk³adów prowadz±cego</a>
+ <li><a href="help.php?module=workshop&file=breakdownoffinalgrade.html">Sk³adowe ostatecznej oceny</a>
+ <li><a href="help.php?module=workshop&file=calculatingfinalgrade.html">Wyliczanie oceny koñcowej</a>
+ <li><a href="help.php?module=workshop&file=finalgrades.html">Oceny koñcowe</a>
+ <li><a href="help.php?module=workshop&file=ungradedassessments_student.html">Wystawianie stopni ocenom (nades³ane przez studentów)</a>
+ <li><a href="help.php?module=workshop&file=ungradedassessments_teacher.html">Wystawianie stopni ocenom (prace prowadz±cego)</a>
+</ul>
--- /dev/null
+<P ALIGN=CENTER><B>Tabela najlepszych prac</B></P>\r
+\r
+<p>Tabela ta przedstawia najlepsze prace nades³ane na dany temat. Ilo¶æ wpisów w tabeli mo¿e byæ ustalona na Zero, liczbê\r
+pomiêdzy 1 i 20, 50 lub "Wszystkie". Je¶li wybrany zostanie parametr 0 wówczas tabela ta <b>nie</b>zostanie wy¶wietlona.\r
+Wybranie okre¶lonej liczby naka¿e wy¶wietlenie systemowi danej liczby najlepszych prac. Mo¿na oczywi¶cie nakazaæ wy¶wietlenie\r
+wszystkich prac. </p>\r
+ \r
+<p>Drugi parametr decyduje o tym czy imiona studentów zostan± wy¶wietlone czy nie. Ta opcja wskazuje tylko czy imiona \r
+studentów bêd± widoczne dla innych studentów, poniewa¿ zawsze bêd± one widoczne dla prowadz±cego.</p>\r
+\r
--- /dev/null
+<P ALIGN=CENTER><B>Parametr p³ynno¶ci alokacji prac</B></P>
+
+<p>Ten paramter okre¶la czy wszyscy studenci bêd± mieli równ± ilo¶æ prac do oceny.
+Termin "równa ilo¶æ prac" oznacza, ¿e ka¿dy student otrzyma tak± sam± ilo¶æ
+prac do poprawienia. Gdy Parametr p³ynno¶ci oceniania jest
+ustawiony na ZERO, wtedy wszystkie oddane prace s± przypisywane tyle samo razy.
+Je¶li parametr ten jest ustawiony na 1 wówczas pewne prace mog± zostaæ przypisane jeden
+raz wiêcej (i konskwentnie inne raz mniej). Podobnie, gdy poziom ten zostanie ustawiony
+na 2 wówczas jeszcze wiêksza dysproporcja jest dozwolona.</p>
+
+<p> Domy¶linie parametr ten ustawiony jest na zero. Jednak¿e, niektórzy studenci nie bêd± mieli
+pe³nej liczby prac do oceny a¿ do czasy
+gdy wszyscy oddadz± swoje prace. Je¶li parametr ten zostanie ustawiony na 1, wtedy wiêkszo¶æ
+studentów otrzyma pe³n± liczbê swoich prac do poprawienia i nie bêd± musieli czekaæ na
+spóznione prace. Problem wynikaj±cy z czekania na spó¼nione prace powinien byæ jeszcze mniej
+widoczny gdy parametr ten ustawiony jest na 2. Tak wiêc gdy parametr ocen wspó³uczestników jest ustawiony
+na 5, wtedy ocenianie bêdzie bardziej p³ynne gdy¿ niektóre prace bêd± ocenione 4 razy, niektóre 5 razy,
+a inne 6 razy. Ustawienie tego parametru na warto¶æ inn± ni¿ jeden <b>uelastycznia proces oceniania</b></p>
\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>Przes³anie przyk³adów prowadz±cego</B></P>
+
+<P>Je¿eli studenci zostali zobowi±zani do oceniania przyk³adów nim
+ prze¶l± w³asn± pracê, prowadz±cy u¿ywa tego linku, aby przes³aæ
+ te przyk³ady. Mo¿na ich przes³aæ dowoln± ilo¶æ. Je¿eli liczba prac
+ jest wiêksza ni¿ liczba przyk³adowych ocen, które student musi
+ wykonaæ, wtedy praca jest przydzielana w losowy, ale zrównowa¿ony
+ sposób. System próbuje przydzieliæ ka¿dy przyk³ad takiej samej
+ liczbie studentów. Przydzielenie jest losowe w tym sensie, ¿e
+ je¿eli przyk³adów jest dziesiêæ, to jest ma³o prawdopodobne, by
+ pierwszy student otrzyma³ prace nr 1, 2 i 3 do ocenienia.</P>
+
+<P>Je¿eli natomiast nauczyciel umie¶ci mniej przyk³adów ni¿ zosta³o to
+ okre¶lone w zwi±zanym z tym parametrze zadania, studenci
+ otrzymuj± jedynie te przyk³ady do oceny.</P>
+
+<P>>Po tym jak prowadz±cy nade¶le przyk³ady, z jego punktu widzenia
+ przydatne jest ich ocenienie, choæby czê¶ciowe. Oceny te
+ nale¿± do prowadz±cego i NIE s± pokazywane studentom na ¿adnym
+ etapie zadania. Przydaj± siê jednak, kiedy prowadz±cy przegl±da
+ oceny wystawione przez studentów dla tych przyk³adów. Kiedy wystawia
+ stopieñ ocenie studenta, nauczyciel widzi swoj± w³asn± ocenê u góry
+ strony o ocenê tej samej pracy w wykonaniu studenta u do³u. Dodatkowa
+ ocena spe³nia rolê ¼ród³a porównawczego oraz przypomina o istotnych
+ punktach przyk³adu.
+</P>
projects / moodle.git / commitdiff