Moodle Docs: Background

From 6af88ac7a210d404b1f6f2b65145ab89f6c6ccf2 Mon Sep 17 00:00:00 2001 From: compuproggy Date: Thu, 2 Jan 2003 06:38:36 +0000 Subject: [PATCH] *** empty log message *** --- lang/de/assignment.php | 2 +- lang/de/auth.php | 5 +- lang/de/choice.php | 6 +- lang/de/docs/README.txt | 44 +++ lang/de/docs/background.html | 44 +++ lang/de/docs/credits.html | 201 ++++++++++ lang/de/docs/cvs.html | 151 ++++++++ lang/de/docs/developer.html | 271 ++++++++++++++ lang/de/docs/features.html | 160 ++++++++ lang/de/docs/files.php | 18 + lang/de/docs/future.html | 45 +++ lang/de/docs/install.html | 382 +++++++++++++++++++ lang/de/docs/intro.html | 37 ++ lang/de/docs/licence.html | 31 ++ lang/de/docs/module_files.txt | 36 +- lang/de/docs/release.html | 383 ++++++++++++++++++++ lang/de/docs/teacher.html | 237 ++++++++++++ lang/de/docs/upgrade.html | 110 ++++++ lang/de/help/assignment/assignmenttype.html | 20 +- lang/de/help/choice/options.html | 11 +- lang/de/help/coursecategory.html | 7 +- lang/de/help/courseformats.html | 27 +- lang/de/help/coursefullname.html | 4 +- lang/de/help/coursenewsitems.html | 13 +- lang/de/help/coursenumsections.html | 12 +- lang/de/help/courserecent.html | 15 +- lang/de/help/courseshortname.html | 7 +- lang/de/help/coursestartdate.html | 16 +- lang/de/help/enrolmentkey.html | 17 +- lang/de/help/forum/allowdiscussions.html | 28 +- lang/de/help/forum/attachment.html | 26 +- lang/de/help/forum/forumtype.html | 19 +- lang/de/help/forum/ratings.html | 91 +++-- lang/de/help/forum/subscription.html | 18 + lang/de/help/guestaccess.html | 14 +- lang/de/help/html.html | 12 +- lang/de/help/langedit.html | 10 +- lang/de/help/mods.html | 63 +++- lang/de/help/picture.html | 18 +- lang/de/help/questions.html | 88 ++++- lang/de/help/quiz/attempts.html | 6 + lang/de/help/quiz/categories.html | 12 +- lang/de/help/quiz/correctanswers.html | 7 +- lang/de/help/quiz/feedback.html | 5 +- lang/de/help/quiz/grademethod.html | 24 +- lang/de/help/quiz/maxgrade.html | 11 + lang/de/help/quiz/multichoice.html | 18 +- lang/de/help/quiz/questiontypes.html | 36 +- lang/de/help/quiz/random.html | 2 +- lang/de/help/quiz/review.html | 6 + lang/de/help/quiz/shortanswer.html | 9 +- lang/de/help/quiz/timeopen.html | 4 +- lang/de/help/quiz/truefalse.html | 9 +- lang/de/help/resource/resourcetype.html | 24 +- lang/de/help/resource/summary.html | 7 +- lang/de/help/richtext.html | 99 +++-- lang/de/help/surveys.html | 90 +++-- lang/de/help/teachers.html | 17 +- lang/de/help/text.html | 89 ++--- lang/de/help/textformat.html | 37 +- lang/de/moodle.php | 1 + lang/de/quiz.php | 7 +- 62 files changed, 2952 insertions(+), 267 deletions(-) create mode 100644 lang/de/docs/README.txt create mode 100644 lang/de/docs/background.html create mode 100644 lang/de/docs/credits.html create mode 100644 lang/de/docs/cvs.html create mode 100644 lang/de/docs/developer.html create mode 100644 lang/de/docs/features.html create mode 100644 lang/de/docs/files.php create mode 100644 lang/de/docs/future.html create mode 100644 lang/de/docs/install.html create mode 100644 lang/de/docs/intro.html create mode 100644 lang/de/docs/licence.html create mode 100644 lang/de/docs/release.html create mode 100644 lang/de/docs/teacher.html create mode 100644 lang/de/docs/upgrade.html create mode 100644 lang/de/help/quiz/review.html diff --git a/lang/de/assignment.php b/lang/de/assignment.php index b62ea69b95..9c47de81d0 100644 --- a/lang/de/assignment.php +++ b/lang/de/assignment.php @@ -1,5 +1,5 @@ ADOdb documentation for details)"; @@ -52,6 +53,8 @@ $string['changepasswordhelp'] = "Hier k $string['chooseauthmethod'] = "Choose an authentication method: "; $string['guestloginbutton'] = "Guest login button"; $string['instructions'] = "Instructions"; +$string['md5'] = "MD5-Verschlüsselung"; +$string['plaintext'] = "Reiner Text"; $string['showguestlogin'] = "You can hide or show the guest login button on the login page."; ?> diff --git a/lang/de/choice.php b/lang/de/choice.php index 7475de0bf1..e80fa613ad 100644 --- a/lang/de/choice.php +++ b/lang/de/choice.php @@ -1,5 +1,5 @@ + + + Moodle Docs: Background + + + + +

Background

+ +

Moodle is an active and evolving work in progress.

I've been working on it, in some way or other, for several years. It started + in the 90's when I was webmaster at Curtin University + of Technology and a system administrator of their WebCT installation. I + encountered many frustrations with the WebCT beast and developed an itch that + needed scratching - there had to be a better way (no, not Blackboard :-)

I also know a lot of people in schools and smaller institutions (and some big + ones!) who want to make better use of the Internet but don't know where to start + in the maze of technologies and pedagogies that are out there. I've always hoped + there would be a Free alternative that such people could use to help them move + their teaching skills into the online environment.

My strong beliefs in the unrealised possibilities of Internet-based education + led me to complete a Masters and then a PhD in Education, combining my former + career in Computer Science with newly constructed knowledge about the nature + of learning and collaboration.

Since then Moodle has progressed through several very different prototypes + until the release of version 1.0 upon a largely unsuspecting world on + August 20, 2002 and a steady series of improved releases since then. +

I've been using it in several courses and find it an + extremely usable and reliable tool for building high-quality online courses + - others are reporting the same. Given the context in which it's been designed, + it works particularly well for smaller institutions, or for smaller, more intimate + classes.

When compared to the big commercial tools such as WebCT or Blackboard I think + it still falls short in some areas (such as scalability and standards support), + but it comes out ahead in many others (see Features). +

+ +

Moodle Documentation

Version: $Id$

+ + + diff --git a/lang/de/docs/credits.html b/lang/de/docs/credits.html new file mode 100644 index 0000000000..e493331c8a --- /dev/null +++ b/lang/de/docs/credits.html @@ -0,0 +1,201 @@ + + + + Moodle Docs: Credits + + + + +

Credits

+ +

+ + + +

Special thanks

Dr Peter C. Taylor

+ + + +

Translations

+
Many thanks to these people - each translation takes many hours of work, as there are nearly + 900 phrases to translate (plus all the help files!). + These are listed in the order they joined the project: +
+
en - English, by Martin Dougiamas +
fr - French, by Sébastien Namèche, seb@gaia.anet.fr, http://gaia.anet.fr/ +
fi - Finnish, by Petri Asikainen (paca@sci.fi), Jaana Tolvanen (jaanat@cedunet.com) +
it - Italian, by Davide Suraci, icarused@tiscalinet.it +
pt_br - Portuguese (Brazil), by Fabricio Valadares, webdesigner@unincor.br +
de - German, by Holger Schadeck, Holger.Schadeck@webdesign-forum.de +
es_mx - Spanish (Mexico), by Claudio Tavares, enlaceacademico.com +
es_es - Spanish , by Antonio J. Navarro Vergara, anavarro@sextaisla.com, www.sextaisla.com +
ca - Catalan, by Carles Bellver with the help of Mercè Renau, + Clara Andrés and Jordi Adell, cent@uji.es, Centre d'Educació i Noves Tecnologies +
no - Norwegian, by Jøran Sørbø, joran.sorbo@teleweb.no +
id - Indonesian, by Arfan Hidayat, ivanh@telkom.net, http://www.kursusmaya.com +
ja - Japanese, by Mitsuhiro Yoshida, mits@mitstek.com, http://mitstek.com +
tr - Turkish, by M. Cüneyt Birkök, cuneyt@birkok.net, http://birkok.net +
zh_cn - Chinese, by Zhang Dexuan, cncoolbit@hotmail.com +
ar - Arabic, by Ahmed Nabil, ana@harf.com +
sv - Swedish, by Set Lonnert, set@setlonnert.com, http://setlonnert.com + +
+

+ + + +

Other contributors

+
Thanks to all of you who have +
+
donated via the Donations page, +
contributed to the bug tracker, and +
participated in the "Using Moodle" course at moodle.com +
+
+ +
Especially, thanks to those of you who have at some time contributed + with long constructive discussions and especially code. This list is long + and always changing, but some names include (in the order I added them): +
+ Art Lader, + Matt Hope, + Tom Murdock, + Sébastien Namèche, + Petri Asikainen, + James Miller, + Dustin Rue, + Holger Schadeck, + Giovanni Tummarello, + John Windmueller, + Mitsuhiro Yoshida, + Mark Kimes, + Greg Barnett, + Mary Hunter +
+
+ +
I apologise if for some reason your name is not on this list - it's very + difficult to maintain! Mail me and demand to be on it. :-) +
+ +

+ + +

Moodle libraries

+ +

+
Some of Moodle's libraries were written by other people, and are being +redistributed as part of Moodle under the LGPL. My thanks go out to the +authors of all these excellent products - without them Moodle would be missing +important functionality. Copyright information for each package is included below:
+ +
ADOdb - lib/adodb
+
+ +
+
Database abstraction library for MySQL, PostgreSQL, MSSQL, Oracle, +Interbase, Foxpro, Access, ADO, Sybase, DB2 and ODBC.
+ +
Version: 2.00 14 May 2002
+ Copyright © 2000, 2001 John Lim (jlim@natsoft.com.my)
+ License: Dual LGPL and BSD-style
+ URL: http://php.weblogs.com/adodb
+
+
+ +
Graph Class - lib/graphlib.php
+ +
+
Class to draw line, point, bar, and area graphs, including numeric + x-axis and double y-axis.
+ +
Version: 1.6.3 (with modifications)
+ Copyright © 2000 Herman Veluwenkamp, hermanV@mindless.com
+ License: LGPL
+
+
+ + +
IP-Atlas - lib/ipatlas
+ +
PHP scripts to show the location of an IP address on a map.
+
+ Version: 1.0 (with modifications)
+ Copyright © 2002 Ivan Kozik
+ License: GNU GPL
+ URL: http://www.xpenguin.com/ip-atlas.php
+
+ + +
PHP mailer - lib/class.phpmailer.php
+
+ +
Class for sending email using either sendmail, PHP mail(), +or SMTP. Methods are based upon the standard AspEmail(tm) classes.
+
+ Version 1.60, Created 03/30/2002
+ Copyright © 2001 Brent R. Matzelle <bmatzelle@yahoo.com>
+ License: LGPL
+ URL: http://phpmailer.sourceforge.net
+
+
+ + + +
PHP Simple Excel File Generator - lib/psxlsgen.php
+ +
Class to generate very simple MS Excel files (xls) +via PHP.
+
+ Version: 0.3b
+ Copyright © 2001 Erol Ozcan <eozcan@superonline.com>
+ License: GNU LGPL
+ URL: http://psxlsgen.sourceforge.net
+
+ + + + + +
Richtext Editor - lib/rte
+ +
HTML text editor for embedding in web pages.
+
+ Version: 0.30 beta 1 (plus modifications)
+ Copyright © 2001 Ramesys (Contracting Services) Limited <Austin.France@Ramesys.com> + License: GNU LGPL
+ URL: http://richtext.sourceforge.net
+
+ + +
SMTP class - lib/class.smtp.php
+
+ +
Class that can be used to connect and communicate with + any SMTP server.
+ It implements all the SMTP functions defined in RFC821 except TURN.
+
+ Version: 03/26/2001
+ Copyright © 2001 Chris Ryan <chris@greatbridge.com>
+
+
+ + +

+
+ +
Moodle Documentation
+
Version: $Id$
+ + + + diff --git a/lang/de/docs/cvs.html b/lang/de/docs/cvs.html new file mode 100644 index 0000000000..af16d5a239 --- /dev/null +++ b/lang/de/docs/cvs.html @@ -0,0 +1,151 @@ + + +Moodle Docs: How to use CVS + + + +
Using CVS to access and update Moodle source code
+
+
CVS is the Concurrent Versioning System. It's a commonly used way of storing + source code because it keeps versions of all files so that nothing is ever + lost, and usage by different people is tracked. It also provides ways to merge + code if two or more people are working on the same file. All code and all + versions are stored on a central server (in this case, at Sourceforge). +
+
To use Moodle's + CVS archive (as a developer + with write access), you first need to have an account + on Sourceforge. For the examples on this page, let's assume your username + is myusername and your password + is mypassword. Once you have + a Sourceforge account, contact me (Martin Dougiamas) so I can give you write access + to particular directories.
+
To avoid being prompted for mypassword + every time you run a CVS command, follow the Sourceforge + directions for using authorized keys. This step is optional, but it can + make your CVS experience a lot nicer.
+
With that done, you should have all the permissions you need, so you just + need to set up your machine and download the current sources so you can start + working on them. Below are instructions for Unix and Windows systems.
+
1. Using CVS on Unix
+
+
Sourceforge CVS uses ssh as a transport layer for security, so you will + have to set this CVS_RSH environment variable in your Unix shell:
+
+
setenv CVS_RSH ssh (for csh, tcsh etc)
+
export CVS_RSH=ssh (for sh, bash etc)
+
+
It's best to put this in your .bashrc or .cshrc so you don't have to type + it all the time. Then, check out Moodle using this (all one line):
+
+
cvs -z3 -d:ext:myusername@cvs.moodle.sourceforge.net:/cvsroot/moodle co moodle
+
+
Don't try to do run this first CVS command into an existing moodle directory + - start fresh with a new directory.
+
Note that you will be prompted for mypassword + for each command unless you set up authorized + keys
+
Now, you should have a new 'moodle' directory. You can rename it and move + it around if you like. Go into it:
+
+
cd moodle 
+
+
All the latest Moodle files should be in there. You can now change files + in your copy. To compare your files against the main CVS copy on the server + use cvs diff, eg:
+
+
cvs diff -c config-dist.php
+cvs diff -c lang
+
+
To fetch the latest updates from the server use:
+
+
cvs update -dP 
+
+
To copy your new files back to the server you would do something like: +
+
+
cd lang/ca 
+cvs commit 
+
+
You will be prompted to add some comments (depends on your default text + editor) ... add a meangingful comment and close the editor ... the files + will be sent to Sourceforge and stored. Done!
+
To save more time you can put default arguments into a file called .cvsrc + in your home directory. For example, mine contains:
+
+
diff -c 
+update -dP 
+
+
Try 'cvs help' for more details ...
+

+
+
2. Using CVS on Windows
+
+
These instructions are based on notes provided by Mitsuhiro Yoshida <mits@mitstek.com>.
+
Firstly, download and install WinCVS.
+
+
https://sourceforge.net/project/showfiles.php?group_id=10072
+
+
Secondly, download sfsetup for SourceForge ssh access, install it and reboot + Windows.
+
+
http://sourceforge.net/projects/sfsetup/
+
+
Next, configure WinCVS. Launch it, and select Admin -> Preferences. + Then change them as follows:
+
+
[General]
+ CVSROOT data:
+ Authentication: ssh
+ Path: /cvsroot/moodle
+ Host address: cvs.moodle.sourceforge.net
+ User name: myusername
+ CVSROOT: myusername@cvs.moodle.sourceforge.net:/cvsroot/moodle
+
[Globals]
+ Checkout read-only: uncheck
+ Supply control when adding files: check
+ Quiet mode: uncheck
+ TCP/IP compression: check and select 9
+ Dirty files support: check
+ Prune(remove) empty directories: check
+ Disable splash screen: uncheck
+
+
Congratulations, WinCVS is set up. Now, you should check out a complete + working copy of the Moodle course code:
+
+
Select 'Create -> checkout'
+
For the setting 'Module name and path on the server", type "moodle", + then click OK.
+
Type in mypassword and + press Enter in the DOS window.
+
+
After this first checkout, you can fetch updated files from the CVS server + like this:
+
+
Select folders or files you want to update
+
Press right mouse button and select 'Update selection'
+
Press OK button
+
Type in mypassword and + press Enter in the DOS window.
+
+
After modifying files, you can commit them back to the CVS server like + this:
+
+
Select folders or files you want to commit
+
Press right button and select 'Commit selection'
+
Press OK button
+
Type in a meaningful comment and press OK button.
+
Type in mypassword and + press Enter in the DOS window.
+
+
+

+
Good luck!
+

+
+
Moodle Documentation
+
Version: $Id: features.html,v 1.2 2001/12/09 + 10:34:19 martin Exp $
+ + diff --git a/lang/de/docs/developer.html b/lang/de/docs/developer.html new file mode 100644 index 0000000000..eb8c360a1d --- /dev/null +++ b/lang/de/docs/developer.html @@ -0,0 +1,271 @@ + + Moodle Docs: Developers Manual + + + + +
Developers Manual
+
This document describes some of Moodle's design and how you can contribute.
+
Sections in this document:
+
+
Moodle architecture
+
How you can contribute +
+
Learning activities
+
Themes
+
Languages
+
Database Schemas
+
Course formats
+
Documentation and articles
+
Participating in the bug tracker
+
+
+
+

+
1. Moodle architecture
+
From a system administrator's perspective, Moodle has been designed according + to the following criteria:
+
+
Moodle should run on the widest variety of platforms
+
+ The web application platform that runs on most platforms is PHP combined with + MySQL, and this is the environment that Moodle has been developed in (on Linux, + Windows, and Mac OS X). Moodle also uses the ADOdb library for database abstraction, + which means Moodle can use more + than ten different brands of database (unfortunately, though, it can not + yet set up tables in all these databases - more + on this later).

+
+
Moodle should be easy to install, learn and modify
+
+ Early prototypes of Moodle (1999) were built using Zope + - an advanced object-oriented web application server. Unfortunately I found + that although the technology was pretty cool, it had a very steep learning + curve and was not very flexible in terms of system administration. The PHP + scripting language, on the other hand, is very easy to get into (especially + if you've done any programming using any other scripting language). Early + on I made the decision to avoid using a class-oriented design - again, to + keep it simple to understand for novices. Code reuse is instead achieved by + libraries of clearly-named functions and consistent layout of script files. + PHP is also easy to install (binaries are available for every platform) and + is widely available to the point that most web hosting services provide it + as standard.

+
+
It should be easy to upgrade from one version to the next
+
+ Moodle knows what version it is (as well as the versions of all plug-in modules) + and a mechanism has been built-in so that Moodle can properly upgrade itself + to new versions (for example it can rename database tables or add new fields). + If using CVS in Unix for example, one can just do a "cvs update -d" + and then visit the site home page to complete an upgrade.

+
+
It should be modular to allow for growth
+
+ Moodle has a number of features that are modular, including themes, activities, + interface languages, database schemas and course formats. This allows anyone + to add features to the main codebase or to even distribute them separately. + More on this below in the next section.

+
+
It should be able to be used in conjunction with other systems
+
+ One thing Moodle does is keep all files for one course within a single, normal + directory on the server. This would allow a system administrator to provide + seamless forms of file-level access for each teacher, such as Appletalk, SMB, + NFS, FTP, WebDAV and so on. The authentication modules allow Moodle to use + LDAP, IMAP, POP3, NNTP and other databases as sources for user information. + Otherwise, there is work yet to do. Features planned + for Moodle in future versions include: import and export of Moodle data using XML-based + formats (including IMS and SCORM); and increased use of style sheets for + interface formatting (so that it can be integrated visually into other web sites).
+
+

+
2. How you can contribute
+
As mentioned above, Moodle has a number of features that are modular. Even + if you are not a programmer there are things you can change or help with.
+
Learning Activities
+
+
These are by far the most important modules, and reside in the 'mod' directory. + There are seven default modules: assignment, choice, forum, journal, quiz, + resource, and survey. Each module is in a separate subdirectory and consists + of the following mandatory elements (plus extra scripts unique to each module):
+
+
mod.html: a form to set up or update an instance of this module
+
version.php: defines some meta-info and provides upgrading code
+
icon.gif: a 16x16 icon for the module
+
db/: SQL dumps of all the required db tables and data (for each database + type)
+
index.php: a page to list all instances in a course
+
view.php: a page to view a particular instance
+
lib.php: any/all functions defined by the module should be in here. If + the modulename if called widget, then the required functions include: +
+
widget_add_instance() - code to add a new instance of widget
+
widget_update_instance() - code to update an existing instance
+
widget_delete_instance() - code to delete an instance
+
widget_user_outline() - given an instance, return a summary of a user's + contribution
+
widget_user_complete() - given an instance, print details of a user's + contribution
+
+
To avoid possible conflict, any module functions should be named starting + with widget_ and any constants you define should start with WIDGET_ +
+
+
+
Lastly, each module will have some language files that contain strings + for that module. See below.
+
+
The easiest way to start a new learning activity module is to use the template + in mod/newmodule_template.zip. + Unzip it and follow the README inside.
+
You might also like to post first in the Activities + modules forum on Using Moodle.
+

+
+
Themes
+
+
Themes (or skins) define the look of a site. A number of simple themes are + provided in the main distribution, but you may want to copy one of these and + customise it to suit your own needs (eg local logo, colours, styles, graphics + etc). Each theme is in a subdirectory of the "theme" directory. + You can copy the "standard" theme or any other theme as a template + for your own.
+
Here is what each of the files does:
+
+
config.php: defines your theme colours used throughout + the site
+
styles.php: the style sheet, containing CSS definitions + for standard HTML elements as well as many Moodle elements.
+
header.html: Included at the top of each page. This is + what you need to edit to add a logo at the top of pages, for example.
+
footer.html: Included at the bottom of each page.
+
+
Note that Moodle upgrades may break themes slightly, so check the + release notes carefully if you are using a custom theme.
+
In particular, Moodle 2.0 will have a completely new display system, based + on a XSL transformations of XML output from Moodle. It is likely that the + themes for this will be a completely different format, but the advantage will + be a much higher possible degree of customisation (including moving elements + around the page).
+
More discussion about this in the Themes + forum on Using Moodle.
+
+
+
Languages
+
+
Moodle has been designed for internationalisation. Each 'string' or 'page' + of text that is displayed as part of the interface is drawn from a set of + language files. Each language is a subdirectory of the directory 'lang'. The + structure of the lang directory is as follows:
+
lang/en - directory containing all files for one language + (eg English)
+
+
moodle.php - strings for main interface
+
assignment.php - strings for assignment module
+
choice.php - strings for choice module
+
forum.php - strings for forum module
+
journal.php - strings for journal module
+
quiz.php - strings for quiz module
+
resource.php - strings for resource module
+
survey.php - strings for survey module
+
.... plus other modules if any.
+
+ A string is called from these files using the get_string() + or print_string() functions. Each string + supports variable substitution, to support variable ordering in different + languages.
+
+ eg $strdueby = get_string("assignmentdueby", "assignment", + userdate($date));
+
+ If a string doesn't exist in a particular language, then the equivalent + in English will automatically be used instead.
+
+
lang/en/help - contains whole help pages (for popup context-sensitive + help)
+
+
Main help pages are situated here, while help pages specific to each module + are located in subdirectories with the module's name.
+
You can insert a helpbutton in a page with the helpbutton function.
+
eg helpbutton("text", "Click here for help about text");
+
and for modules:
+
helpbutton("forumtypes", "Forum types", "forum");
+
+
Note that you can edit languages online, using the administration web tools + under "Check this language". This makes it easy to not to only create + new languages but to refine existing ones. If you are starting a new language, + please contact me, Martin Dougiamas.
+
You might also like to post in the Languages + forum on Using Moodle.
+
If you are maintaining a language an ongoing basis, I can give you CVS + write access to the Moodle source code so that you can directly maintain + the files.
+
+

+ Database Schemas
+
+
Given a working database with defined tables, the intentionally simple SQL + used in Moodle should work fine with a wide variety of database brands.
+
A problem exists with automatically creating new tables + in a database, which is what Moodle tries to do upon initial installation. + Because every database is very different, there doesn't yet exist any way + to do this in a platform-independent way. To support this automation in each + database, schemas can be created that list the required SQL to create Moodle + tables in a particular database. These are files in lib/db + and inside the db subdirectory of each module.
+
Currently, only MySQL is supported because that's what I know. If you are + familiar with another database (especially open source databases) and are + willing to help port the MySQL schema, please get in contact with me (Martin + Dougiamas).
+
+

+
Course Formats
+
+
Moodle 1.x supports three different course formats: weekly, topics and social. +
+
These are a little more connected to the rest of the code (and hence, less + "pluggable") but it is still quite easy to add new ones.
+
If you have any ideas for different formats that you need or would like to + see, get in touch with me and I'll do my absolute best to have them available + in future releases.
+
+

+
Documentation and articles
+
+
If you feel like writing a tutorial, an article, an academic paper or anything + else about Moodle, please do!
+
Put it on the web and make sure you include links to http://moodle.com/
+
+

+
Participating in the bug tracker
+
+
Finally, I would like to invite you to register on the "bug tracker" + at bugs.moodle.org so you can file any + bugs that you find and perhaps participate in discussing and fixing them. +
+
"Bugs" not only includes software bugs with current versions of + Moodle, but also new ideas, feature requests and even constructive criticism + of existing features. The beauty of open source is that anyone can participate + in some way and help to create a better product for all of us to enjoy. In + this project, your input is very welcome!
+
+

+
+
+
+
Thanks for using Moodle!
+
Cheers,
+ Martin Dougiamas
+
+
+
+

+

+
+

+
+
Moodle Documentation
+
Version: $Id: developer.html,v 1.2 2001/12/09 + 10:34:19 martin Exp $
+ + diff --git a/lang/de/docs/features.html b/lang/de/docs/features.html new file mode 100644 index 0000000000..cf98331870 --- /dev/null +++ b/lang/de/docs/features.html @@ -0,0 +1,160 @@ + + + + Moodle Docs: Background + + + + +
Features
+
Moodle is an active and evolving product. This page lists some of the many + features it contains:
+
Overall design
+
+
Promotes a social constructionist pedagogy (collaboration, activities, critical + reflection, etc)
+
Suitable for 100% online classes as well as supplementing face-to-face learning +
Simple, lightweight, efficient, compatible, low-tech browser interface
+
Easy to install on almost any platform that supports PHP. Requires only + one database.
+
Full database abstraction supports all major brands of database (except + for initial table definition)
+
Course listing shows descriptions for every course on the server, including + accessibility to guests.
+
Emphasis on strong security throughout. Forms are all checked, data validated, + cookies encrypted etc
+
+
Site management
+
+
Site is managed by an admin user, defined during setup
+
Plug-in "themes" allow the admin to customise the site colours, fonts, layout + etc to suit local needs
+
Plug-in activity modules can be added to existing Moodle installations
+
Plug-in language packs allow full localisation to any language. These can + be edited using a built-in web-based editor. Currently there are language packs + for more than 12 languages.
+
The code is clearly-written PHP under a GPL license - easy to modify to + suit your needs
+
+
User management
+
+
Goals are to reduce admin involvement to a minimum, while retaining high + security
+
Supports a range of authentication mechanisms through plug-in authentication + modules, allowing easy integration with existing systems.
+
Standard email method: students can create their own login accounts. Email + addresses are verified by confirmation.
+
LDAP method: account logins can be checked against an LDAP server. Admin + can specify which fields to use.
+
IMAP, POP3, NNTP: account logins are checked against a mail or news server. + SSL, certificates and TLS are supported.
+
External database: any database containing at least two fields can be used + as an external authentication source.
+
Each person requires only one account for the whole server - each account + can have different access
+
An admin account controls the creation of courses and creates teachers by + assigning users to courses
+
Security - teachers can add an "enrolment key" to their courses to keep + out non-students. They can give out this key face-to-face or via personal + email etc
+
Teachers can unenrol students manually if desired, otherwise they are automatically + unenrolled after a certain period of inactivity (set by the admin)
+
Students are encouraged to build an online profile including photos, description. + Email addresses can be protected from display if required.
+
Every user can specify their own timezone, and every date in Moodle is translated + to that timezone (eg posting dates, assignment due dates etc)
+
Every user can choose the language used for the Moodle interface (English, + French, German, Spanish, Portuguese etc)
+
+
Course management
+
+
Teacher has full control over all settings for a course
+
Choice of course formats such as by week, by topic or a discussion-focussed + social format
+
Flexible array of course activities - Forums, Journals, Quizzes, Resources, + Choices, Surveys, Assignments.
+
Recent changes to the course since the last login can be displayed on the + course home page - helps give sense of community
+
Most text entry areas (resources, forum postings, journal entries etc) can + be edited using an embedded WYSIWYG HTML editor
+
All grades for Forums, Journals, Quizzes and Assignments can be viewed on + one page (and downloaded as a spreadsheet file)
+
Full user logging and tracking - activity reports for each student are available + with graphs and details about each module (last access, number of times read) + as well as a detailed "story" of each students involvement including postings, + journal entries etc on one page.
+
Mail integration - copies of forum posts, teacher feedback etc can be mailed + in HTML or plain text.
+
+Assignment Module +
+
Assignments can be specified with a due date and a maximum grade.
+
Students can upload their assignments (any file format) to the server - + they are date-stamped.
+
Late assignments are allowed, but the amount of lateness is shown clearly + to the teacher
+
For each particular assignment, the whole class can be assessed (grade and + comment) on one page in one form.
+
Teacher feedback is appended to the assignment page for each student, and + notification is mailed out.
+
The teacher can choose to allow resubmission of assignments after grading + (for regrading)
+
+
Choice Module
+
+
Like a poll. Can either be used to vote on something, or to get feedback + from every student (eg research consent)
+
Teacher sees intuitive table view of who chose what
+
+
Forum Module
+
+
Different types of forums are available, such as teacher-only, course news, + open-to-all, and one-thread-per-user.
+
All postings have the authors photo attached.
+
Discussions can be viewed nested, flat or threaded, oldest or newest first.
+
Individual forums can be subscribed to by each person so that copies are + forwarded via email, or the teacher can force subscription for all
+
The teacher can choose not to allow replies (eg for an announcements-only + forum)
+
+Journal Module +
+
Journals are private between student and teacher.
+
Each journal entry can be directed by an open question.
+
For each particular journal entry, the whole class can be assessed on one + page in one form
+
Teacher feedback is appended to the journal entry page, and notification + is mailed out.
+
+
Quiz Module
+
+
Teachers can define a database of questions for re-use in different quizzes
+
Quizzes are automatically graded, and can be re-graded if questions are + modified
+
Quizzes can have a limited time window outside of which they are not available
+
At the teacher's option, quizzes can be attempted multiple times, and can + show feedback and/or correct answers
+
Questions allow HTML and images
+
Multiple-choice questions supporting single or multiple answers
+
Short Answer questions (words or phrases)
+
True-False questions
+
+
Resource Module
+
+
Supports display of any electronic content
+
Files can be uploaded and managed on the server, or created on the fly using + web forms (text or HTML)
+
External content on the web can be linked to or seamlessly included within + the course interface.
+
+Survey Module +
Built-in surveys (COLLES, ATTLS) have been proven as instruments for analysing online classes
Online survey reports always available, including many graphs. Data is downloadable as an Excel spreadsheet or CSV text file.
Survey interface prevents partly-finished surveys.
Feedback is provided to the student of their results compared to the class averages
+ +

+ +
Moodle Documentation
+
Version: $Id: features.html,v 1.2 2001/12/09 + 10:34:19 martin Exp $
+ + + diff --git a/lang/de/docs/files.php b/lang/de/docs/files.php new file mode 100644 index 0000000000..85af408ef6 --- /dev/null +++ b/lang/de/docs/files.php @@ -0,0 +1,18 @@ + diff --git a/lang/de/docs/future.html b/lang/de/docs/future.html new file mode 100644 index 0000000000..47f6cf3877 --- /dev/null +++ b/lang/de/docs/future.html @@ -0,0 +1,45 @@ + + Moodle Docs: Future + + + + + +
Future
+
I'm committed to continuing my work on Moodle and on keeping it Open and Free. + I have a deeply-held belief in the importance of unrestricted education and + empowered teaching, and Moodle is the main way I can contribute to the realisation + of these ideals. + +
As Moodle gains in maturity, I hope its directions are influenced by the community + of developers and users. A dynamic database of proposed features and their status + can be found at bugs.moodle.org. + Your contributions in the form of ideas, code, + feedback and promotion are all very welcome. + +
Until about April 2003, my own involvement will slow down while I finish my PhD thesis. + During this time there will still be releases, but they will only contain minor + new features and bug fixes. I will also be including modules and other code contributed + by others. + +
After this time, by around June/July 2003, I am expecting a major release called Moodle 2.0 + that will include major new features such as: +
+
Stronger pedagogical support for both teachers and students +
Support for groups and group work +
Rewritten display incorporating XML, XSL and CSS for full flexibility + and compatibility with all modern web standards. +
Basic support for IMS and SCORM +
A variety of new modules (chat, tracker etc) +
Whatever else seems most important at the time :-) +
+ +
About this time I will also be experimenting with ways of making + Moodle development more sustainable for the long term. This may + include offering services for payment - although the software itself + will always remain Free. + +

+
Moodle Documentation
+
Version: $Id$
+ diff --git a/lang/de/docs/install.html b/lang/de/docs/install.html new file mode 100644 index 0000000000..34e5232332 --- /dev/null +++ b/lang/de/docs/install.html @@ -0,0 +1,382 @@ + + Moodle Docs: Installation + + + + +
Installing Moodle
+
This guide explains how to install Moodle for the first time. It goes into some detail + about some of the steps, in order to cover the wide variety of small differences between + web server setups, so this document may look long and complicated. Don't be put off by this + - I usually set Moodle up in a few minutes!
+
Take your time and work through this document carefully - it will save you time later on.
+
Sections in this document:
+
+
Requirements
+
Download
+
Site structure
+
Create a data directory
+
Create a database
+
Check web server settings
+
Edit config.php
+
Go to the admin page
+
Set up cron
+
Create a new course
+
+
1. Requirements
+
+
Moodle is primarily developed in Linux using PHP, Apache and MySQL, and regularly + tested with PostgreSQL and in Windows XP and Mac OS X environments.
+
All you should need are:
+
+
a working installation of PHP (version + 4.1.0 or later), with the following features enabled (most PHP installations + these days will have all of these): +
+
JPEG and/or PNG image editing support via the GD library
+
Sessions support
+
File uploading allowed
+
+
+
a working database server: MySQL or PostgreSQL are recommended. (MSSQL, Oracle, Interbase, Foxpro, Access, ADO, Sybase, DB2 or ODBC are also theoretically supported but will require you to manually set up the database tables).
+
+
On a Windows platform, the quickest way to satisfy these requirements is + to download FoxServ, + or EasyPHP which will install Apache, + PHP, and MySQL for you. Make sure you enable the GD module so Moodle can process + images - you may have to edit php.ini and remove the comment (;) from this + line: 'extension=php_gd.dll'.
+ +
On Mac OS X I highly recommend the fink + project as a way to download easily-maintainable packages for all of this.
+ +
If you're on Linux or another Unix then I'll assume you can figure all this out for yourself! ;-)
+ +
+

+
2. Download
+
+
There are two ways to get Moodle, as a compressed package and via CVS. These + are explained in detail on the download page on http://moodle.com/
+
After downloading and unpacking the archive, or checking out the files via + CVS, you will be left with a directory called "moodle", containing + a number of files and folders.
+
You can either place the whole folder in your web server documents directory, + in which case the site will be located at http://yourwebserver.com/moodle, + or you can copy all the contents straight into the main web server documents + directory, in which case the site will be simply http://yourwebserver.com.
+
+

+
3. Site structure
+
+
Here is a quick summary of the contents of the Moodle folder, to help get + you oriented:
+
+
config.php - the only file you need to edit to get started
+ version.php - defines the current version of Moodle code
+ index.php - the front page of the site
+
+
admin/ - code to administrate the whole server
+
auth/ - plugin modules to authenticate users
+
course/ - code to display and manage courses
+
doc/ - help documentation for Moodle (eg this page)
+
files/ - code to display and manage uploaded files
+
lang/ - texts in different languages, one directory per language
+
lib/ - libraries of core Moodle code
+
login/ - code to handle login and account creation
+
mod/ - all Moodle course modules
+
pix/ - generic site graphics
+
theme/ - theme packs/skins to change the look of the site.
+
user/ - code to display and manage users
+
+

+
+
+
4. Create a data directory
+
+
Moodle will also need some space on your hard disk to store uploaded files, + such as course documents and user pictures.
+ +
Create a directory for this purpose somewhere. For security, it's best that + this directory is NOT accessible directly via the web. The easiest way to do this + is to simply locate it OUTSIDE the web directory, otherwise protect it + by creating a file in the data directory called .htaccess, containing this line: +
+
deny from all
+
+ +
To make sure that Moodle can save uploaded files in this directory, check that + the web server software (eg Apache) has permission to write + to this directory. On Unix machines, this means setting the owner of the directory + to be something like "nobody" or "apache".
+ +
On many shared hosting servers, you will probably need to restrict all file access + to your "group" (to prevent other webhost customers from looking at or changing your files), + but provide full read/write access to everyone else (which will allow the web server + to access your files). Speak to your server administrator if you are having + trouble setting this up securely.
+ +
+

+
5. Create a database
+
+
You need to create an empty database (eg "moodle") in your database system + along with a special user (eg "moodleuser") that has access to that database + (and that database only). You could use the "root" user if you wanted to, but + this is not recommended for a production system: if hackers manage to discover + the password then your whole database system would be at risk, rather than + just one database. +
+
Example command lines for MySQL:
+
+ # mysql -u root -p
+ > CREATE DATABASE moodle; 
+ > GRANT SELECT,INSERT,UPDATE,DELETE,CREATE,DROP,INDEX,ALTER ON moodle.* 
+ TO moodleuser@localhost IDENTIFIED BY 'yourpassword'; 
+ > quit 
+ # mysqladmin -p reload
+
+
Example command lines for PostgreSQL:
+
+ # su - postgres
+ > psql -c "create user moodleuser createdb;" template1
+ > psql -c "create database moodle;" -U moodleuser template1
+ > psql -c "alter user moodleuser nocreatedb;" template1
+
+
(For MySQL I highly recommend the use of phpMyAdmin + to manage your databases).
+
As of version 1.0.8, Moodle now supports table prefixes, and so can safely share + a database with tables from other applications.
+
+

+
6. Check your web server settings
+
+
Firstly, make sure that your web server is set up to use index.php as a default + page (perhaps in addition to index.html, default.htm and so on).
+
In Apache, this is done using a DirectoryIndex parameter in your httpd.conf + file. Mine usually looks like this:
+
+
DirectoryIndex index.php index.html index.htm 
+
+
Just make sure index.php is in the list (and preferably towards the start + of the list, for efficiency).
+
Secondly, Moodle requires a number of PHP settings to be active for it to + work. On most servers these will already be the default settings. + However, some PHP servers (and some of the more recent PHP versions) may + have things set differently. These are defined in PHP's configuration + file (usually called php.ini):
+
+
file_uploads = 1
+magic_quotes_gpc = 1
+short_open_tag = 1
+session.auto_start = 0
+
+
+
If you don't have access to httpd.conf or php.ini on your server, or you + have Moodle on a server with other applications that require different + settings, then you can OVERRIDE all of the default settings. + +
To do this, you need to create a file called .htaccess in Moodle's + main directory that contains definitions for these settings. + This only works on Apache servers and only when Overrides have been allowed. +
+DirectoryIndex index.php index.html index.htm
+php_value magic_quotes_gpc 1
+php_value file_uploads 1
+php_value short_open_tag 1
+php_value session.auto_start 0
+
You can also do things like define the maximum size for uploaded files: +
+php_value upload_max_filesize 2M
+php_value post_max_size 2M
+ 
+ +
The easiest thing to do is just copy the sample file from lib/htaccess + and edit it to suit your needs. It contains further instructions. For + example, in a Unix shell: +
+
cp lib/htaccess .htaccess
+
+ +
+

+
7. Edit config.php
+
+
Now you can edit the configuration file, config.php, using a + text editor. This file is used by all other files in Moodle.
+
To start with, make a copy of config-dist.php and call it config.php. We + do this so that your config.php won't be overwritten in case you upgrade Moodle + later on.
+
Edit config.php to specify the database details that you just defined (including + a table prefix - notice this is REQUIRED for PostgreSQL), as + well as the site address, file system directory and data directory. + The config file has detailed directions.
+
For the rest of this installation document we will assume your site is at: + http://example.com/moodle
+
+

+
8. Go to the admin page
+
+
The admin page should now be working at: http://example.com/moodle/admin. + If you try and access the front page of your site you'll be taken there automatically + anyway. The first time you access this admin page, you will be presented with + a GPL agreement with which you need to agree before you can continue with the setup.
+
(Moodle will also try to set some cookies in your browser. If you have + your browser set up to let you choose to accept cookies, then you must + accept the Moodle cookies, or Moodle won't work properly.) +
Now Moodle will start setting up your database and creating tables to store data. + Firstly, the main database tables are created. You should see a number of SQL statements followed by + status messages (in green or red) that look like this:
+
+
CREATE TABLE course ( id int(10) unsigned NOT NULL auto_increment, category + int(10) unsigned NOT NULL default '0', password varchar(50) NOT NULL default + '', fullname varchar(254) NOT NULL default '', shortname varchar(15) NOT + NULL default '', summary text NOT NULL, format tinyint(4) NOT NULL default + '1', teacher varchar(100) NOT NULL default 'Teacher', startdate int(10) + unsigned NOT NULL default '0', enddate int(10) unsigned NOT NULL default + '0', timemodified int(10) unsigned NOT NULL default '0', PRIMARY KEY (id)) + TYPE=MyISAM
+
SUCCESS
+
...and so on, followed by: Main databases set up + successfully.
+
+
If you don't see these, then there must have been some problem with the database + or the configuration settings you defined in config.php. Check that PHP isn't + in a restricted "safe mode" (commercial web hosts often have safe mode turned + on). You can check PHP variables by creating a little file containing <? + phpinfo() ?> and looking at it through a browser. Check all these and try + this page again.
+
Scroll down the very bottom of the page and press the "Continue" + link.
+
Next you will see a similar page that sets up all the tables required by + each Moodle module. As before, they should all be green.
+ +
Scroll down the very bottom of the page and press the "Continue" + link.
+ +
You should now see a form where you can define more configuration variables + for your installation, such as the default language, SMTP hosts and so on. + Don't worry too much about getting everything right just now - you can always + come back and edit these later on using the admin interface. Scroll down + to the bottom and click "Save changes".
+ +
If (and only if) you find yourself getting stuck on this page or the next + page, unable to continue, then your server probably has what I call the + "buggy referrer" problem. This is easy to fix: just edit + your config.php and set the variable buggy_referrer to true, then + try the page again.
+ +
The next page is a form where you can define parameters for your Moodle site and the + front page, such as the name, format, description and so on. + + Fill this out (you can always go back and change these later) and then press + "Save changes".
+ +
Finally, you will then be asked to create a top-level administration user + for future access to the admin pages. Fill out the details with your own name, + email etc and then click "Save changes". Not all the fields are + required, but if you miss any important fields you'll be re-prompted for them. +
+
+
+
+
+
+
Make sure you remember the username and password you chose + for the administration user account, as they will be necessary to + access the administration page in future.
+
+
+
+
+
+
Once successful, you will be returned to the main admin page, which contain + a number of links arranged in a menu (these items also appear on the home + page when you are logged in as the admin user). All your further administration + of Moodle can now be done using this menu, such as:
+
+
creating and deleting courses
+
creating and editing user accounts
+
administering teacher accounts
+
changing site-wide settings like themes etc
+
+
+

+
9. Set up cron
+
+
Some of Moodle's modules require continual checks to perform tasks. For example, + Moodle needs to check the discussion forums so it can mail out copies of posts + to people who have subscribed.
+
The script that does all this is located in the admin directory, and is called + cron.php. However, it can not run itself, so you need to set up a mechanism + where this script is run regularly (eg every five minutes). This provides + a "heartbeat" so that the script can perform functions at periods + defined by each module.
+
Note that the machine performing the cron does not need to be the same + machine that is running Moodle. For example, if you have a limited web hosting + service that does not have cron, then you can might choose to run cron on another + server or on your home computer. All that matters is that the cron.php file is + called every five minutes or so.
+
First, test that the script works by running it directly from your browser:
+
+
http://example.com/moodle/admin/cron.php
+
+
Now, you need to set up some of way of running the script automatically and + regularly.
+
Running the script from a command line
+
You can call the page from the command line just as you did in the example + above. For example, you can use a Unix utility like 'wget':
+
+
wget -q -O /dev/null http://example.com/moodle/admin/cron.php
+
+
Note in this example that the output is thrown away (to /dev/null).
+
The same thing using lynx:
+
+
lynx -dump http://example.com/moodle/admin/cron.php > /dev/null
+
+
Alternatively you could use a standalone version of PHP, compiled to be run + on the command line. The advantage with doing this is that your web server + logs aren't filled with constant requests to cron.php. The disadvantage is + that you need to have access to a command-line version of php.
+
+
/opt/bin/php /web/moodle/admin/cron.php
+
+
+(Windows) C:\apache\php\php.exe C:\apache\htdocs\moodle\admin\cron.php
+
+
+
+
Automatically running the script every 5 minutes
+
On Unix systems: Use cron. Edit your cron settings from the commandline + using "crontab -e" and add a line like:
+
+
*/5 * * * * wget -q -O /dev/null http://example.com/moodle/admin/cron.php
+
+
On Windows systems: The simplest way is to use my package moodle-cron-for-windows.zip + which makes this whole thing very easy. You can also explore using the built-in + Windows feature for "Scheduled Tasks".
+
+
+
10. Create a new course
+
+
Now that Moodle is running properly, you can create a course.
+
Select "Create a new course" from the Admin page (or the admin + links on the home page).
+
Fill out the form, paying special attention to the course format. You don't + have to worry about the details too much at this stage, as everything can + be changed later by the teacher.
+
Press "Save changes", and you will be taken to a new form where + you can assign teachers to the course. You can only add existing user accounts + from this form - if you want to create a new teacher account then either ask + the teacher to create one for themselves (see the login page), or create one + for them using the "Add a new user" on the Admin page.
+
Once done, the course is ready to customise, and is accessible via the "Courses" + link on the home page.
+
See the "Teacher Manual" for more details + on course-building.
+
+

+
Moodle Documentation
+
Version: $Id$
+ + diff --git a/lang/de/docs/intro.html b/lang/de/docs/intro.html new file mode 100644 index 0000000000..f7de640cf2 --- /dev/null +++ b/lang/de/docs/intro.html @@ -0,0 +1,37 @@ + + + + Moodle Docs: Introduction + + + + +
Introduction
+ +
Moodle is a software package for producing internet-based courses and web sites. + It's an ongoing development project designed to support a social constructionist framework of education.
+ +
Moodle is provided freely as + Open Source software (under the + GNU Public License). Basically this means Moodle is copyrighted, but that you have additional + freedoms. You are allowed to copy, use and modify Moodle provided that you agree: to provide + the source to others; to not modify or remove the original license, and apply this same + license to any derivative work. + +
Moodle will run on any computer that can run + PHP, and can support many types of database (particularly MySQL).
+ +
The word Moodle is an acronym for Modular Object-Oriented Dynamic Learning + Environment, which is mostly useful to programmers and education theorists. + It's also a verb that describes the process of lazily meandering through + something, doing things as it occurs to you to do them, an enjoyable tinkering + that often leads to insight and creativity. As such it applies both to the way + Moodle was developed, and to the way a student or teacher might approach studying + or teaching an online course.
+

+
+
Moodle Documentation
+
Version: $Id$
+ + + diff --git a/lang/de/docs/licence.html b/lang/de/docs/licence.html new file mode 100644 index 0000000000..1250b90412 --- /dev/null +++ b/lang/de/docs/licence.html @@ -0,0 +1,31 @@ + + + + Moodle Docs: Copyright License + + + + +
Copyright License for Moodle
+ +
Moodle is Copyright © 2001-2002, Martin + Dougiamas.
+
This program is free software; you can redistribute it and/or modify
+ it under the terms of the GNU General Public License as published by
+ the Free Software Foundation; either version 2 of the License, or
+ (at your option) any later version.
+
This program is distributed in the hope that it will be useful,
+ but WITHOUT ANY WARRANTY; without even the implied warranty of
+ MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. See the
+ GNU General Public License for more details (attached below).
+
+

+ +
		 GNU GENERAL PUBLIC LICENSE
		 Version 2, June 1991

 Copyright (C) 1989, 1991 Free Software Foundation, Inc.
 59 Temple Place, Suite 330, Boston, MA 02111-1307 USA
 Everyone is permitted to copy and distribute verbatim copies
 of this license document, but changing it is not allowed.

			 Preamble

 The licenses for most software are designed to take away your
freedom to share and change it. By contrast, the GNU General Public
License is intended to guarantee your freedom to share and change free
software--to make sure the software is free for all its users. This
General Public License applies to most of the Free Software
Foundation's software and to any other program whose authors commit to
using it. (Some other Free Software Foundation software is covered by
the GNU Library General Public License instead.) You can apply it to
your programs, too.

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		 END OF TERMS AND CONDITIONS
+ + +
Moodle Documentation
+
Version: $Id$
+ + + diff --git a/lang/de/docs/module_files.txt b/lang/de/docs/module_files.txt index fd1a178c26..cd1cc03f14 100644 --- a/lang/de/docs/module_files.txt +++ b/lang/de/docs/module_files.txt @@ -1,18 +1,18 @@ -ABOUT THIS DIRECTORY --------------------- - -DO NOT CHANGE, RENAME OR MOVE ANY OF THE FILES -IN THIS DIRECTORY unless you REALLY know what -you are doing. - -Changing these files could mess up your course. - -This directory contains files uploaded to your -course within particular modules (mostly by -students), such as assignment submissions and -forum attachments. - -The names of the directories and files within -this directory are very specific and are -automatically maintained by Moodle. - +ABOUT THIS DIRECTORY +-------------------- + +DO NOT CHANGE, RENAME OR MOVE ANY OF THE FILES +IN THIS DIRECTORY unless you REALLY know what +you are doing. + +Changing these files could mess up your course. + +This directory contains files uploaded to your +course within particular modules (mostly by +students), such as assignment submissions and +forum attachments. + +The names of the directories and files within +this directory are very specific and are +automatically maintained by Moodle. + diff --git a/lang/de/docs/release.html b/lang/de/docs/release.html new file mode 100644 index 0000000000..d7b15f7606 --- /dev/null +++ b/lang/de/docs/release.html @@ -0,0 +1,383 @@ + + Moodle Docs: Release notes + + + + + +
Release notes
+ +
New in Moodle 1.0.8 (due for release soon)
+
+
Databases
+
Moodle now has complete native support support for PostgreSQL 7 databases (thanks + to Mary Hunter for the SQL files and other ideas!). + Moodle also now supports table prefixes, which means you can install + Moodle into any database, even if it already contains tables from + other web applications. + A number of other changes have also been made to the code structure that will + make it fairly easy now to add full support for other database types.
+ +
Languages
+
Four big new languages have been added! Chinese (from Zhang Dexuan), + Arabic (from Ahmed Nabil), Turkish (from M. Cüneyt Birkök) and Swedish (from Set Lonnert). Many thanks + to these guys! All other languages have also had updates and fixes since 1.0.7. + The language editor has been improved slightly, making it easier to see + new strings and empty strings that need translating. All documentation is + now able to be localised and will appear in the current language if + translated versions exist.
+ +
Layout
+
A number of small improvements have been in the layout (such as the forum posting + screen) to make it clearer, neater and smaller. Almost all text entry screens + now have specific help items alongside them (depending on the pedagogical + focus). The forums now have a quick search form available on every page.
+ +
Themes
+
Theme support of CSS has been extended to give theme makers more control + over more of the Moodle web site.
+ +
Resources
+
A new type of resource has been added, called "Program", which allows + Moodle to cooperate with external web applications by passing information + about the current user and session to them. + Uploaded HTML files can now be edited using the WYSIWYG HTML editor.
+ +
Choices
+
Results can now be "published" (either with names or anonymously) so that + everyone can see the statistics. Choice text can be edited using HTML editor.
+ +
Grades
+
Students can now see all their grades for a course on one page, accessible + from the course home page.
+ +
Quizzes
+
Students can now review all their past quiz attempts, but only if the quiz has been closed, + and if the teacher allows it.
+ +
Authorisation
+
The database module now supports databases that contain md5-encrypted passwords, + which means it should now be compatible with systems like PostNuke. When using + external authorisation students are now forced to fully fill-out their information + before they can enter any course.
+ +
Administration
+
The admin can now assign other people to also be admins.
+ +
Debugging mode
+
Admins/developers can use a "debugging mode" which prints more information + and warning messages about unset variables and so on - making it easier to + find bugs. To make this work a LOT of cleaning up has been done on existing + Moodle code to make it more robust.
+ +
Other things
+
+
Unpacked template module is ignored by Moodle. +
A default country can be set by the admin +
View source button in Richtext editor was missing with some languages +
A bug affecting grades page on some installations was fixed. +
Some minor problems with the display of logs has been fixed. +
Improved GD detection that works with PHP 4.3.0 +
A bug causing the wrong display of the date has been fixed. +
Usernames can now contain "." and "-" characters. +
Cookies now use table prefixes for unique naming, so that many + different moodle sites can be run on the same web site and database. +
Some small performance improvements here and there +
Many little code clean-ups. +
+ +
+ + +
+
New in Moodle 1.0.7 (10th December, 2002):
+
+
Simpler version numbers!
+
The four-digit version numbers were getting a bit ridiculous (too complex), + so I've switched back to simpler 3-digit numbers. The first digit is the + major structural version, the second digit is for decent-sized upgrades + and the third digit is for minor upgrades.
+ +
Languages
+
Two completely new languages have been added: Indonesian (from Arfan Hidayat) + and Japanese (from Mitsuhiro Yoshida). A US English version was added too. + Most other languages contain some updates. All languages now contain locale + information, which means that when a user changes the language all the dates + will display properly too.
+ +
Database access
+
ADOdb was upgraded to 2.50 which should fix some problems with very + new versions of PHP (4.3.0).
+ +
Layout improvements
+
Cleaned up the display of "side boxes" and added CSS style control over + more elements on the site and course pages. You may need to upgrade + your custom themes to get the full effect. Changes are in styles.php, + config.php and one line in header.html. + +
The interface when + courses are on front page and there is more than one category has + been improved (no longer just shows short course names).
+ +
+ +
Class interface
+
A wrapper file provides a class interface to main Moodle library + (for external programs interfacing to Moodle) - moodle/lib/makeclass.php
+ +
Small improvements and bug fixes
+
+
Quizzes now have a confirmation dialog when submitting an attempt +
Courses now default to having "show recent activity" on (again). +
Abolished leading zeroes in dates (introduced in last release) +
Some formatting fixes for Japanese and old Netscape browsers +
Teacher can allow larger assignments to be uploaded +
Change password button on user page now always functions like the one on login page +
Forum search now searches subjects as well as messages +
Various HTML fixes +
Fixes to grades display when there are no grades, also no forum ratings +
Slashes in requested filenames are now stripped +
Updates to the documentation +
+ + +
+ + + +
+
New in Moodle 1.0.6.4 (24th November, 2002) :
+
+ +
Authentication
+
Moodle now features seven different authentication mechanisms, + making it possible to hook Moodle up to nearly any external list + of users!
+
New methods just added include IMAP, POP3 and NNTP servers (including + those using SSL or certificate-based authentication), and also + authentication against user-specified fields in ANY + external database table.
+
The login page can now be partially customised + by the admin with personalised instructions, and the guest login can be + hidden if desired.
+
"Mappings" can be defined so that other fields (such as email, firstname, + lastname, department, language etc) can also be copied from LDAP or an + external database when accounts are first used.
+ +
Finally, Moodle now sports a cool + new admin GUI for configuring all of this, so it should be pretty + easy now to set up external authentication. + Many thanks to contributor Petri Asikainen for helping with the admin GUI.
+ +
Languages
+
Complete new Norwegian translation (from Jøran Sørbø), and updates for several others.
+ +
Assignments
+
Students can now resubmit assignments after grading if the teacher allows it
+ +
Contributed code
+
Standalone user-contributed code is now distributed under the /contrib directory. This directory + could get quite large, and the quality/security of it has usually not been checked by me, + and so this code is not included in the standard releases and nightlies. However, people + who are interested in it can access it via CVS (or see CVS web view). As these new features become polished or if demand grows for them, + then I'll integrate them into the main Moodle distribution. +

+ The first contributor is Holger Schadeck (compuproggy), who has written some interesting code to help with translating all the Moodle help files. Check it out!
+ +
Bug fixes
+
+
Day value in dates (eg forum posts, weekly listing) are + now displayed correctly on Windows servers. +
config-dist.php and README.txt is now in DOS format to make it easier for Windows users to get started (Unix users shouldn't be affected). +
Added a workaround (and new config switch in config-dist.php) for + some systems which have buggy referer variables. This should help + those people getting "stuck" on a form during setup. +
Logout now sends you to the home page and clears the session completely. +
Timezones now range between -13 to 13 hours (for daylight saving). +
Character set in email now matches current language. +
User pictures are now uploaded even if other fields have errors. +
Full-size user pictures on user profile page no longer clickable. +
Long user listing now has a small notice at the bottom about automatic unenrolment +
Unenrol and change password buttons are hidden for guest student +
Fixed occasional case where submitted assignments were sometimes having their owner changed. +
User log graphs are now faster, cleaner and translatable. +
Fixed HTML display errors with courses in category boxes on front page. +
Admin and guest accounts now always work, even with external authentication activated. +
Slightly more security when writing/reading files (now checks for embedded scripting). +
The same user can now be deleted more than once (create, delete, recreate, delete caused error). +
Language editor now works with multibyte languages (Thanks, Mits) +
+ +
+ + +
+
New in Moodle 1.0.6.3 (14th November, 2002) :
+
+ +
Bug fix for no-name forums.
+
New sites created with 1.0.6.2 had some forums appearing with no names + (for example the News forum on the home page). + A workaround is to add a new activity to that section (all the names + will be refreshed), but this release will fix it too.
+ +
New languages!
+
Catalan and Spanish (Spain) translations have arrived!
+ +
Some display improvements for old Netscape browsers (headers and quizzes)
+ +
Guest language now ALWAYS the same as the current site language
+ +
"Recent Activity" can now be disabled completely if desired
+ +
For very large classes (larger than 500) participant list is not displayed
+ +
+ +
+ +
New in Moodle 1.0.6.2 (11th November, 2002) :
+
+
Course formatting improvements
+
The weekly and topic formats now have an extra "general" area up + the top where "general" activities are listed - these are things + that apply throughout the course, not just to one particular topic + or week. This general area is not shown if it is completely empty.
+ +
Popup "jump" menu.
+
You can now jump from one activity directly to any other using a + popup menu in the upper-right corner of the page
+ +
Speed improvements
+
Course activity details are now cached for each course, which + greatly reduces the amount of database access required to display + the course page. On heavily accessed systems this should improve speed.
+ +
Languages
+
Surveys are now completely translatable.
+ +
Admin improvements
+
Paging was added to the user admin page, so that the admin can now + browse large numbers of users.
+ +
Fixes and tweaks
+
Various other small improvements to formatting
+
+ + +
+ +
New in Moodle 1.0.6.1 (6th November, 2002) :
+
+
New assignment type: offline assignments
+
In addition to "upload a file" assignments, you can now have "offline" + assignments. These don't require the student to do anything online. + They are useful for grading activities that are not on in Moodle, and a + also useful for adding "manual" columns to the grade page.
+ +
Languages
+
Spanish (Mexican) has been added to the distribution. Other languages have various improvements.
+ +
SMTP authentication
+
SMTP mail now supports SMTP username and password if needed
+ +
Documentation
+
Some parts rewritten, and documentation cleaned up (upgrade info now part of main docs)
+ +
Other fixes
+
Better checking on teachers using "loginas" to stop them roaming other courses as a student +
While using "loginas", teachers can return to their own identity using a link in the footer +
Some strings fixed in assignments, journals, and forums. +
Guest language is now the same as the site +
etc +
+ +
+ + +
+
New in Moodle 1.0.6 (26th October, 2002) :
+ +
+
New feature - WYSIWYG Text editing!
+
A WYSIWYG text editor has been added to many of the forms in Moodle. These are currently + only visible when using Microsoft Internet Explorer 5.5 or later - other browsers see the + normal forms exactly as before.
+ +
New feature - Quiz module!
+
Finally, the most requested new module is here! Multiple choice, short answer, and true-false + questions with automatic marking, multiple attempts, teacher regrading and many other features. + Questions are stored in a categorised database, and may be "published" to other courses.
+ +
New feature - Grade manager!
+
A new tool has been added for teachers to see all grades for a course on one page. + You can also download/export grades as a tab-separated text file or an Excel + Spreadsheet. In future more features will be added to this page like sorting, manual + columns and calculations, but it's still pretty useful right now.
+ +
New feature - LDAP authentication!
+
Moodle can now authenticate against external directories that use the + LDAP protocol (including Novell etc). Many thanks to Petri Asikainen for + developing this authentication plug-in!
+ +
New feature - New smilies
+
Many new smilies have been added, and are now also accessible using a GUI in the text editor.
+ +
Improved text editing
+
You can now include all major HTML tags in all texts. This is now safe because + of newly added functionality that strips all Javascript and faulty tags from texts + before they can cause security or display problems.
+ +
Languages
+
German and Italian have been added! Many thanks to the translators (see the credits).
+ +
Reading module => Resource module
+
After much thought and a vote of support (21 "yes" to 6 "no") on the "Using Moodle" + web site I changed the name of the "reading" module to "resource" (at the code level + and also the language packs). It was better to do this earlier than later. + This more generic name will be more meaningful to more people and opens the way to + some real development on a resource library. + But I don't want to ever change a module name again! :-) + If you have any hard-coded URLs pointing to readings that you don't want to break, + you can add a line like this to your Apache httpd.conf to redirect them: +
Redirect /mod/reading http://yourserver.com/mod/resource
+ Note: if upgrading to 1.0.6 you may have some "reading" errors in "Recent activity" ... logging + out and then logging in again will fix this
+ +
Other additions
+
An admin script to totally delete the Moodle data directory has been included (admin/delete.php) + for people who need to tear down a Moodle installation but don't have root access on their + server.
+ +
Miscellaneous
+
Many small improvements have been made to the interface, and many small bugs have been fixed. + Some examples: +
+
Big "Edit this page" buttons at the top of pages (replacing the tiny icon) +
LDAP authentication module (thanks to Petri) +
Authentication from external sources can now import any fields +
Student assignment list now shows submission status properly +
Default language for users is now the site language +
Users have a 'Change Password' button on their profile page +
Journals that need teacher feedback are highlighted +
More documentation and more context help buttons +
Database-specific upgrade code +
Uses character-set codes to make the browser do the right thing +
User's name in footer is now a link +
News and social forums are now editable +
Forums that don't allow posting don't have uneccessary "discuss" links +
Improved algorithm for shortening posts in forum listings +
Choice module now allows up to six choices +
+
+
+ +
Older releases can be seen in the Moodle.com announcement forum. + + +

+
Moodle Documentation
+
Version: $Id$
diff --git a/lang/de/docs/teacher.html b/lang/de/docs/teacher.html new file mode 100644 index 0000000000..b5ada09345 --- /dev/null +++ b/lang/de/docs/teacher.html @@ -0,0 +1,237 @@ + + Moodle Docs: Teachers Manual + + + + + +
Teacher Manual
+
This page is a quick guide to creating online courses with Moodle. It outlines + the main functions that are available, as well as some of the main decisions + you'll need to make.
+ +
Sections in this document:
+
+
Getting started
+
Course settings
+
Uploading files
+
Setting up activities
+
Running the course
+
Further information
+
+
Getting started
+
+
This document assumes your site administrator has set up Moodle and given + you new, blank course to start with. It also assumes you have logged in to + your course using your teacher account.
+
Here are three general tips that will help you get started.
+
+
Don't be afraid to experiment: +
feel free to poke around and change things. It's hard to break anything + in a Moodle course, and even if you do it's usually easy to fix it. +
+
Notice and use these little icons: +
+
- the edit icon + lets you edit whatever it is next to.
+
- the help + icon will provide you with a popup help window
+
+
+
Use the navigation bar at the top of each page +
this + should help remind you where you are and prevent getting lost. +
+
+
+
+
Course settings
+
+
The first thing you should do is look under the "Administration" + on your course home page and click on "Settings..." + (Note that this link, and in fact the whole Administration section is only + available to you (and the site administrator). Students will not even see + these links).
+
On the Settings page you can change a number of settings about your course, + ranging from its name to what day it starts. I won't talk here about all these, + as they all have a help icon next to them which explains them all in detail. + However, I will talk about the most important of these - the course + format.
+
The course format that you choose will decide the basic layout of your course, + like a template. Moodle version 1.0 has three formats - in future there will + probably be many more (please send new ideas to martin@moodle.com!)
+
Here are some screenshots of three sample courses in each of these three + formats (ignore the different colours, which are set for a whole site by the + site administrator):
+
Weekly format:
+
+

+
Topics format:
+
+

+
Social format:
+
+

+
Note that the weekly and topics formats are very similar in structure. The + main difference is that each box in the weekly format covers exactly one week, + whereas in the topic format each box can cover whatever you like. The social + format doesn't use much content at all and is based around just one forum + - this is displayed on the main page.
+
See the help buttons on the Course Settings page for more details.
+
+
+
Uploading files
+
+
You may have existing content that you want to add to your course, such as + web pages, audio files, video files, word documents, or flash animations. + Any type of file that exists can be uploaded into your course and stored on + the server. While your files are on the server you can move, rename, edit + or delete them.
+
All of this is achieved through the Files link in your Administration + menu. The Files section looks like this:
+
+

+
This interface is only available to teachers - it is not accessible by students. + Individual files are made available to students later on (as "Resources" + - see the next section).
+
As you can see in the screenshot, files are listed alongside subdirectories. + You can create any number of subdirectories to organise your files and move + your files from one to the other.
+
Uploading files via the web is currently restricted to one file at a time. + If you want to upload a lot of files at once (for example a whole web site), + it can be a lot easier to use a zip program to compress them + into a single file, upload the zip file and then unzip them again on the server + (you will see an "unzip" link next to zip archives).
+
To preview any file you have uploaded just click on its name. Your web browser + will take care of either displaying it or downloading it to your computer.
+
HTML and text files can be edited in-place online. Other files will need + to be edited on your local computer and uploaded again. if you upload a file + with the same name as an existing file it will automatically be overwritten.
+
A final note: if your content resides out on the web then you don't need + to upload the files at all - you can link directly to them from inside the + course (see the Resources module and the next section).
+
+
+
Setting up activities
+
+
Building a course involves adding course activity modules to the main page + in the order that students will be using them. You can shuffle the order any + time you like.
+
To turn on editing, click "Turn on editing" under Administration. + This toggle switch shows or hides the extra controls that allow you to manipulate + your main course page. Note in the first screenshot above (of the Weekly format + course) that the editing controls are turned on.
+
To add a new activity, simply go to the week or topic or section of the screen + where you want to add it, and select the type of activity from the popup menu. + Here is a summary of all the standard activities in Moodle 1.0:
+
+
Assignment
+
An assignment is where you set a task with a due date and a maximum grade. + Students will be able to upload one file to satisify the requirements. The + date they upload their file is recorded. Afterwards, you will have a single + page on which ou can view each file (and how late or early it is), and then + record a grade and a comment. Half an hour after you grade any particular + student, Moodle will automatically email that student a notification.

+
+
Choice
+
A choice activity is very simple - you ask a question and specify a choice + of responses. Students can make their choice, and you + have a report screen where you can see the results. I use it to gather research + consent from my students, but you could use it for quick polls or class + votes.
+
+
+
Forum
+
This module is by far the most important - it is here that discussion + takes place. When you add a new forum, yu will presented with a choice of + different types - a simple single-topic discussion, a free-for-all general + forum, or a one-discussion-thread-per-user.
+
+
+
Journal
+
Each journal activity is an entry in the whole course journal. For each + one you can specify an open-ended question that guides what students write, + as well as a window of time in which the journal is open (weekly course + format only). Encourage students to write reflectively and critically in + these journals, as they are only available to them and you. Afterwards, + you will be able to grade and comment all the entries for that week or topic, + and students will receive an automatic email informing them of your feedback.
+
+
+
Resource
+
Resources are the content of your course. Each resource can be any file + you have uploaded or can point to using a URL. You can also maintain simple text-based pages by typing them + directly into a form.
+
+
+
Quiz
+
This module allows you to design and set quiz tests, consisting of + multiple choice, true-false, and short answer questions. These + questions are kept in a categorised database, and can be re-used + within courses and even between courses. Quizzes can allow + multiple attempts. Each attempt is automatically marked, and the + teacher can choose whether to give feedback or to show correct answers. + This module includes grading facilities. +
+
+
+
Survey
+
The survey module provides a number of predefined survey instruments that are useful in + evaluating and understanding your class. Currently they include the COLLES and the ATTLS instruments. + They can be given to students early in the course as a diagnostic tool and at the end of the + course as an evaluation tool (I use one every week in my courses).
+
+
+
After adding your activities you can move them up and down in your course + layout by clicking on the little arrow icons ( + ) next to each one. You + can also delete them using the cross icon , + and re-edit them using the edit icon .
+
+
+
Running the course
+
+
I could write a thesis about this. Actually I am writing + a thesis about this.
+
Until then here are just a few quick pointers:
+
+
Subscribe yourself to all the forums.
+
Encourage all the students fill out their user profile (including photos) + and read them all - this will help provide some context to their later writings.
+
Keep notes to yourself in the private "Teacher's Forum" + (under Administration). This is especially useful when team teaching.
+
Use the "Logs" link (under Administration) + to get access to complete, raw logs. In there you'll see a link to a popup + window that updates every sixty seconds and shows the last hour of activity. + This is useful to keep open on your desktop all day so you can feel in touch + with what's going on in the course.
+
Use the "Activity Reports" (next to each name + in the list of all people, or from any user profile page). These provide + a great way to see what any particular person has been up to in the course.
+
Respond quickly to students. Don't leave it for later - do it right away. + Not only is it easy to become overwhelmed with the volume that can be generated, + but it's a crucial part of building and maintaining a community feel in + your course.
+
+
+
+
Further information
+
+
If you have any particular problems with your site, you should contact your + local site administrator.
+
If you have some great ideas for improvements to Moodle, or even some good + stories, come over to moodle.com and join + in the course called "Using Moodle". + We'd love to hear from you, and you can help Moodle improve.
+
If you want to contribute to coding new modules, or writing documentation, + or papers, contact me: Martin + Dougiamas or browse the "bug tracker" site for Moodle, at bugs.moodle.com
+
Thanks for using Moodle - good luck!
+
+

+
+
Moodle Documentation
+
Version: $Id: teacher.html,v 1.4 2002/08/18 10:00:01 + martin Exp $
+ + diff --git a/lang/de/docs/upgrade.html b/lang/de/docs/upgrade.html new file mode 100644 index 0000000000..6c51e7aea2 --- /dev/null +++ b/lang/de/docs/upgrade.html @@ -0,0 +1,110 @@ + + Moodle Docs: Upgrading + + + + +
Upgrading Moodle
+ +
Moodle is designed to upgrade cleanly from any earlier version to any later + version.
+
When upgrading a Moodle installation you should follow these steps:
+
1. Backup important data
+
+
Although it is not strictly necessary, it is always a good idea to make a + backup of any production system before a major upgrade, just in case you need + to revert back to the older version for some reason. In fact, it's a good + idea to automate your server to backup your Moodle installation daily, so + that you can skip this step.
+
There are three areas that need backing up:
+
+
1. The Moodle software directory itself
+
+
Make a separate copy of these files before the upgrade, so that you can + retrieve your config.php and any modules you have added like themes, languages + etc
+
+
+
2. Your data directory.
+
+
This is where uploaded content resides (such as course resources and + student assignments) so it is very important to have a backup of these + files anyway. Sometimes upgrades may move or rename directories within + your data directory.
+
+
+
3. Your database
+
+
Most Moodle upgrades will alter the database tables, adding or changing + fields. Each database has different ways to backup. One way of backing + up a MySQL database is to 'dump' it to a single SQL file. The following + example shows Unix commands to dump the database called "moodle":
+
+
mysqldump moodle > moodle-backup-2002-10-26.sql
+
+
You can also use the "Export" feature in Moodle's "Manage + Database" web interface to do the same thing on all platforms.
+
+
+
+

+
2. Install the new Moodle software
+
+
Using a downloaded archive
+
+
Do not overwrite an old installation unless you know what you are doing + ... sometimes old files can cause problems in new installations. The best + way it to rename the current Moodle directory to something else, then unpack + the new Moodle archive into the old location.
+
+
mv moodle moodle.backup
+ tar xvzf moodle-1.0.6.tgz
+
+
Next, copy across your config.php and any other plugins such as custom + themes:
+
+
cp moodle.backup/config.php moodle
+ cp -pr moodle.backup/theme/mytheme moodle/theme/mytheme
+
+
+
Using CVS
+
+
If you are using CVS, just go into the Moodle root directory and update + to the new files:
+
+
cvs update -dP
+
+
Make sure you use the "d" parameter to create new directories + if necessary, and the "P" parameter to prune empty directories.
+
If you have been editing Moodle files, watch the messages very closely + for possible conflicts. All your customised themes and non-standard plugins + will be untouched.
+
+

+
+
3. Finishing the upgrade
+
+
The last step is to trigger the upgrade processes within Moodle.
+
To do this just visit the admin page of your + installation.
+
+
http://example.com/moodle/admin
+
+
It doesn't matter if you are logged in as admin or not.
+
Moodle will automatically detect the new version and perform all the database + or filesystem upgrades that are necessary. If there is anything it can't do + itself (very rare) then you will see messages telling you what you need to + do.
+
+

+
Assuming all goes well (no error messages) then you can start using your new + version of Moodle and enjoy the new features!
+
If you have trouble with the upgrade, visit moodle.com + and post on the Installation + Support Forum.
+

+

+
Moodle Documentation
+
Version: $Id$
+ + diff --git a/lang/de/help/assignment/assignmenttype.html b/lang/de/help/assignment/assignmenttype.html index a87780b84a..6b3689764f 100644 --- a/lang/de/help/assignment/assignmenttype.html +++ b/lang/de/help/assignment/assignmenttype.html @@ -1,7 +1,13 @@ -ï»¿
AnweisungscArt
- -
Es gibt unterschiedliche Arten von Anweisungen
- -
Indirekte TÃ¤tigkeit - dieses ist nÃ¼tzlich, wenn die Anweisung auÃerhalb Moodle durchgefÃ¼hrt wird. Kursteilnehmer kÃ¶nnen eine Beschreibung der Anweisung sehen, aber kÃ¶nnen nicht Akten oder alle hochladen. Lehrer kÃ¶nnen alle Kursteilnehmer zwar ordnen, und Kursteilnehmer sehen Mitteilungen ihrer Grade. - -
Hochladen Sie eine einzelne Akte - diese Art der Anweisung erlaubt allen Kursteilnehmern, eine einzelne Akte, irgendeiner Art zu hochladen. Dieses konnte ein TextverarbeitungsgerÃ¤tdokument sein, oder ein Bild, eine ReiÃverschluss zugemachte Web site oder alle bitten Sie sie einzureichen. Lehrer kÃ¶nnen eingereichte Anweisungen online ordnen. +
Assignment Type
+ +
There are different types of assignments
+ +
Offline activity - this is useful when the assignment is performed outside +of Moodle. Students can see a description of the assignment, but can't upload files or anything. +Teachers can grade all students though, and students will see notifications of their grades. + +
Upload a single file - this type of assignment allows all students to upload a +single file, of any type. This might be a Word processor document, or an image, a +zipped web site, or anything you ask them to submit. Teachers can grade submitted +assignments online. + diff --git a/lang/de/help/choice/options.html b/lang/de/help/choice/options.html index 6a414f2965..adf2e81fed 100644 --- a/lang/de/help/choice/options.html +++ b/lang/de/help/choice/options.html @@ -1,4 +1,7 @@ - - -
Ist hier, wo Sie die Wahlen spezifizieren, denen Teilnehmer wählen müssen von.
You can fill in any number of these: it's OK to leave some blank - if you don't need the full 6 options. +
Choice options
+ +
Here is where you specify the options that participants + have to choose from. + +
You can fill in any number of these: it's OK to leave some blank + if you don't need the full 6 options. diff --git a/lang/de/help/coursecategory.html b/lang/de/help/coursecategory.html index 455c1a0cd0..4c776f230e 100644 --- a/lang/de/help/coursecategory.html +++ b/lang/de/help/coursecategory.html @@ -1,6 +1,11 @@ +
Course Categories
+
Your Moodle administrator may have set up several + course categories. -
Ihr Verwalter Moodle kann einige Kurskategorien aufgestellt haben.
Z.B., "Wissenschaft", "Menschlichkeit", "öffentliches Gesundheitswesen" usw.
Choose the one most applicable for your course. This +
For example, "Science", "Humanities", "Public Health" etc + +
Choose the one most applicable for your course. This choice will affect where your course is displayed on the course listing and may make it easier for students to find your course. diff --git a/lang/de/help/courseformats.html b/lang/de/help/courseformats.html index e990298c42..2cc26c4ac0 100644 --- a/lang/de/help/courseformats.html +++ b/lang/de/help/courseformats.html @@ -1,11 +1,24 @@ +
Moodle course formats
+
Weekly format
+
+The course is organised week by week, with a clear start date and a finish date. +Each week consists of activities. Some of them, like journals, may have +"open windows" of, say, two weeks after which they become unavailable. +
-
Wöchentliches Format
-
Der Kurs wird Woche für Woche, mit einem freien Anfangsdatum und einem Endedatum organisiert. Jede Woche besteht aus Tätigkeiten. Einige von ihnen, wie Journalen, können "geöffnete Fenster" von zwei Wochen sagen wir haben, nachdem werden sie nicht erreichbar.
+
Topics format
+
+Very similar to the weekly format, except that each "week" is called a topic. +A "topic" is not restricted to any time limit. You don't need to specify any +dates. +
-
Themaformat
-
Sehr ähnlich dem wöchentlichen Format, außer daß jeder "Woche" wird ein Thema benannt. Ein "Thema" wird nicht eingeschränkt, um jederzeit zu begrenzen. Sie brauchen, keine Daten zu spezifizieren.
- -
Sozialformat
-
Dieses Format wird um ein Hauptforum, das Sozialforum orientiert, das auf der Hauptseite aufgeführt aussieht. Es ist für Situationen nützlich, die mehr freeform sind. Sie können möglicherweise nicht Kurse sogar sein. Z.B. könnte es als Abteilungsanschlagtafel verwendet werden.
+
Social format
+
+This format is oriented around one main forum, the Social forum, which appears +listed on the main page. It is useful for situations that are more freeform. +They may not even be courses. For example, it could be used as a departmental +notice board. +
diff --git a/lang/de/help/coursefullname.html b/lang/de/help/coursefullname.html index 18fbe409d7..171de93fac 100644 --- a/lang/de/help/coursefullname.html +++ b/lang/de/help/coursefullname.html @@ -1,4 +1,4 @@ +
Course Full name
- -
Der volle Name des Kurses wird an der Oberseite des Schirmes und in den Kursauflistungen angezeigt.
+
The full name of the course is displayed at the top of the screen and in the course listings.
diff --git a/lang/de/help/coursenewsitems.html b/lang/de/help/coursenewsitems.html index fb93de707e..a9c18ea8e1 100644 --- a/lang/de/help/coursenewsitems.html +++ b/lang/de/help/coursenewsitems.html @@ -1,4 +1,15 @@ +
Course News Items
+
A special forum called "News" appears in the + "weekly" and "topics" course formats. It's + a good place to post notices for all students + to see. (By default, all students are subscribed + to this forum, and will receive your notices by + email.) -
Ein spezielles Forum, das "Nachrichten" genannt wird, erscheint im "wöchentlichen" und "Themen" kursieren Formate. Es ist ein guter Platz zum Bekanntgeben der Nachrichten, damit alle Kursteilnehmer sehen. (durch Rückstellung, werden alle Kursteilnehmer zu diesem Forum unterzeichnet und werden Ihre Nachrichten durch email. empfangen),
Diese Einstellung stellt wieviele neue Einzelteile auf Ihrem Kurshome Page erscheinen, in einem Nachrichtenkasten hinunter die rechte Seite fest.
If you set it to "0 news items" then the news +
This setting determines how many recent items + appear on your course home page, in a news box + down the right-hand side. + +
If you set it to "0 news items" then the news box won't even appear. diff --git a/lang/de/help/coursenumsections.html b/lang/de/help/coursenumsections.html index d8d63ee92e..c117bb77e3 100644 --- a/lang/de/help/coursenumsections.html +++ b/lang/de/help/coursenumsections.html @@ -1,4 +1,14 @@ +
Course Number of Weeks/Topics
+
This setting is only used by the 'weekly' and 'topics' + course formats. -
Diese Einstellung wird nur durch die ' Wochenzeitung ' und ' die Kursformate der Themen benutzt.
Im ' wöchentlichen ' Format spezifiziert sie die Zahl Wochen, die der Kurs läuft für und fährt vom beginnenden Kurs Datum ab.
Im ' Format der Themen spezifiziert sie die Zahl Themen im Kurs.
Both of these translate to the number of "boxes" down the +
In the 'weekly' format, it specifies the number of weeks + that the course will run for, starting from the + course starting date. + +
In the 'topics' format, it specifies the number of topics + in the course. + +
Both of these translate to the number of "boxes" down the middle of the course page. diff --git a/lang/de/help/courserecent.html b/lang/de/help/courserecent.html index f3a1453b80..19add5ac72 100644 --- a/lang/de/help/courserecent.html +++ b/lang/de/help/courserecent.html @@ -1,5 +1,16 @@ -
Neue Tätigkeit
+
Recent Activity
-
Moodle kann "neue Tätigkeit" auf dem Kurshome Page anzeigen.
Dieses stellt dar, daß das alles, das im Kurs seit dem letzten Mal, das der Projektor innen in dem Kurs protokollierte, einschließlich der neuen Pfosten, den neuen Benutzern geschehen ist, eingereichte Journale usw..
Es wird Sie in hohem Grade Urlaub empfohlen, den diese Eigenschaft in Ihren Kursen ermöglichte, wie sie Geben eine Richtung der Tätigkeit im Kurs hilft. Das Wissen was jeder sonst auch tut, hilft, eine gemeinschaftliche Atmosphäre in der Kategorie zu fördern.
You might want to disable this feature for extremely large or +
Moodle can display "recent activity" on the course home page. + +
This shows the everything that has happened in the course since +the last time the viewer logged in to the course, including +new posts, new users, submitted journals etc. + +
It is highly recommended you leave this feature enabled in +your courses, as it helps give a sense of activity in the course. +Knowing what everyone else is doing also helps to promote a +collaborative atmosphere in the class. + +
You might want to disable this feature for extremely large or heavily used courses, as it may slow down the display of the course page. diff --git a/lang/de/help/courseshortname.html b/lang/de/help/courseshortname.html index 31b85c7185..8c3bda062d 100644 --- a/lang/de/help/courseshortname.html +++ b/lang/de/help/courseshortname.html @@ -1,4 +1,7 @@ +
Course short name
- -
Viele Anstalten haben eine Stenographieweise des Beziehens auf einen Kurs, wie BP102 oder COMMS. Sogar Sie nicht bereits haben solch einen Namen für Ihren Kurs, bilden ein hier. Er wird in einigen Plätzen verwendet, in denen der lange Name nicht angebracht ist (so wir in der vorbehaltlichen Linie von email).
+
Many institutions have a shorthand way of referring to a course, such as + BP102 or COMMS. Even you don't already have such a name for your course, + make one up here. It will be used in several places where the long name + isn't appropriate (such us in the subject line of email).
diff --git a/lang/de/help/coursestartdate.html b/lang/de/help/coursestartdate.html index b5f6543729..b843fdb383 100644 --- a/lang/de/help/coursestartdate.html +++ b/lang/de/help/coursestartdate.html @@ -1,5 +1,19 @@ +
Course Start Date
+
This is where you specify the starting time of the + course (in your own timezone). -
Dieses ist, wo Sie die Anlaßzeit des Kurses spezifizieren (in Ihrem eigenen timezone).
Wenn Sie ein ' Wochenzeitung' Kursformat verwenden, beeinflußt dieses die Anzeige der Wochen. Die erste Woche beginnt auf dem Datum, das Sie hier einstellen.
Diese Einstellung beeinflußt nicht Kurse mit den ' Sozial- ' oder ' der Themen Formaten.
Jedoch ist ein Platz diese Einstellung beeinflussen ist die Anzeige der Maschinenbordbücher, die dieses Datum benutzen, wie das früheste mögliche Datum Sie anzeigen können.
In general, if your course does have a real starting date +
If you are using a 'weekly' course format, this will + affect the display of the weeks. The first week will + start on the date you set here. + +
This setting will not affect courses using the + 'social' or 'topics' formats. + +
However, one place this setting will be affect is + the display of logs, which use this date as the earliest + possible date you can display. + +
In general, if your course does have a real starting date then it makes sense to set this date to that, no matter what course formats you are using. diff --git a/lang/de/help/enrolmentkey.html b/lang/de/help/enrolmentkey.html index ed1f6f427d..609bcaaf76 100644 --- a/lang/de/help/enrolmentkey.html +++ b/lang/de/help/enrolmentkey.html @@ -1,6 +1,21 @@ +
Course Enrolment Key
+
A course enrolment key is what keeps unwanted people + out of your course. -
Ein Kurseinschreibungschlüssel ist, was unerwünschte Leute aus Ihrem Kurs heraus hält.
Wenn Sie dieses unbelegte lassen, dannIST jedermann, das ein username Moodle auf diesem Aufstellungsort hergestellt hat, einschreiben in Ihrem Kurs einfach in der Lage, indem es innen zu ihm geht.
Wenn Sie etwas hier setzen, dann werden Kursteilnehmer, die versuchen, innen zum ersten Mal zu erhalten, NUR gebeten, zu liefern dieses Wort oder Phrase.
Die Idee ist, daß Sie den Schlüssel an autorisierte Leute mit einen anderen Mitteln wie privatem email, snail mail, am Telefon oder sogar mündlich in einer von Angesicht zu Angesicht Kategorie liefern.
If this password "gets out" and you have unwanted people +
If you leave this blank, then anyone who has created + a Moodle username on this site will be able to enrol + in your course simply by going in to it. + +
If you put something here, then students who are trying + to get in for the FIRST TIME ONLY will be asked to supply + this word or phrase. + +
The idea is that you will supply the key to authorised + people using another means like private email, snail mail, + on the phone or even verbally in a face to face class. + +
If this password "gets out" and you have unwanted people enrolling, you can unenrol them (see their user profile page) and change this key. Any legitimate students who have already enrolled will not be affected, but the unwanted people won't be diff --git a/lang/de/help/forum/allowdiscussions.html b/lang/de/help/forum/allowdiscussions.html index d9663ff802..fac7554c56 100644 --- a/lang/de/help/forum/allowdiscussions.html +++ b/lang/de/help/forum/allowdiscussions.html @@ -1,8 +1,20 @@ - - -
Diese Wahl erlaubt Ihnen, Kursteilnehmer von der Eintragung des neuen Inhalts in diesem Forum einzuschränken.
Für die meisten Foren wünschen Sie Kursteilnehmer uneingeschränkt lassen und die erste Option beschließen, um ihnen zu erlauben, neue Diskussionsthemen (Gewinde) zu beginnen, und Antworten innerhalb jener Gewinde auch bekanntzugeben.
Manchmal jedoch wünschen Sie diese Fähigkeit sperren. Z.B. ist dieses für das Nachrichtenforum nützlich, wenn Sie nur Lehrer neue Einzelteile bekanntgeben wünschen, die auf der Kurshauptleitungsseite erscheinen. In diesem Fall konnten Sie die dritte Wahl wählen "keine Diskussionen, keine Antworten".
Sometimes you might want to only allow teachers to start new - discussions, but still allow students to reply within those - threads (for example within the news forum on the site home page). - In this case you would choose the second option, "No discussions, but - replies are allowed". - +
Allowing new posts
+ +
This option allows you to restrict students from posting + new content in this forum. + +
For most forums you will want to leave students unrestricted + and choose the first option to allow them to start new discussion + topics (threads), and also to post replies within those threads. + +
Sometimes, however, you will want to disable this ability. For + example, this is useful for the News forum when you only want + teachers to post new items that appear on the course main page. + In this case you might choose the third option "No discussions, no replies". + +
Sometimes you might want to only allow teachers to start new + discussions, but still allow students to reply within those + threads (for example within the news forum on the site home page). + In this case you would choose the second option, "No discussions, but + replies are allowed". + diff --git a/lang/de/help/forum/attachment.html b/lang/de/help/forum/attachment.html index 1532320d6e..24c190f821 100644 --- a/lang/de/help/forum/attachment.html +++ b/lang/de/help/forum/attachment.html @@ -1,5 +1,21 @@ - - -
Sie können EINE Akte von Ihrem eigenen Computer zu jedem möglichem Pfosten in den Foren beliebig anbringen. Diese Akte wird Antriebskraft zum Bediener und mit Ihrem Pfosten gespeichert.
Dieses ist nützlich, wenn Sie eine Abbildung, z.B. oder ein Wortdokument teilen möchten.
Diese Akte kann von irgendeiner Art sein, gleichwohl es in hohem Grade, daß die Akte mit StandardSuffixen des Internets 3-letter wie doc für ein Wortdokument, -jpg oder -png für ein Bild genannt wird, und so weiter empfohlen wird. Dieses bildet es einfacher, damit andere Ihr Zubehör in ihren Datenbanksuchroutinen downloaden und ansehen.
Wenn Sie eine Eintragung und anbringen eine neue Akte Re-redigieren, dann werden alle vorhergehenden angebrachten Akten für diesen Pfosten ersetzt.
If you re-edit a posting with an attachment and leave - this space blank, then the original attachment will be - retained. +
Attachments for posts
+ +
You can optionally attach ONE file from your own computer + to any post in the forums. This file is uploaded to the + server and stored with your post. + +
This is useful when you want to share a picture, for example, + or a Word document. + +
This file can be of any type, however it is highly recommended + that the file is named using standard 3-letter internet + suffixes such as .doc for a Word document, .jpg or .png + for an image, and so on. This will make it easier for others + to download and view your attachment in their browsers. + +
If you re-edit a posting and attach a new file, then any + previous attached files for that post will be replaced. + +
If you re-edit a posting with an attachment and leave + this space blank, then the original attachment will be + retained. diff --git a/lang/de/help/forum/forumtype.html b/lang/de/help/forum/forumtype.html index 4a19b8a767..86eec26df8 100644 --- a/lang/de/help/forum/forumtype.html +++ b/lang/de/help/forum/forumtype.html @@ -1,3 +1,16 @@ - - -
Forumzum Wählen von Es-gibteinigeunterschiedlicheArten:
Einzelneeinfache Diskussion - isteineinzelnes Thema, gerade Eine allesaufeinerSeite. Fürwürfel Nützlich kurzen, fokussierten Diskussionen.
Für Standardforum allgemeinen Gebrauch - isteingeöffnetesforum, jederzeit wo-irgendeineinneuesThema beginnen kann. Istdasbesteuniverselleforum Dieses.
PersongibteineDiskussion Jede bekannt - genau jedepersonkanneinneuesDiskussionsthema bekanntgeben (das zwar jederkannaufsie antworten). Istnützlich Dieses, wenn Sie jeden eineDiskussion Kursteilnehmer überihreReflexionen aufdemThema derWoche sagenwir beginnen wünschen, das diese undjederreagiertsonstauf.
(More development to come in future versions of Moodle) +
Forum Types
+ +
There are several different types of forum to choose from: + +
A single simple discussion - is just a single topic, all on one page. +Useful for short, focussed discussions. + +
Standard forum for general use - is an open forum where any one can +start a new topic at any time. This is the best general-purpose forum. + +
Each person posts one discussion - Each person can post exactly one +new discussion topic (everyone can reply to them though). This is useful when +you want each student to start a discussion about, say, their reflections on +the week's topic, and everyone else responds to these. + +
(More development to come in future versions of Moodle) diff --git a/lang/de/help/forum/ratings.html b/lang/de/help/forum/ratings.html index 7a7958f366..397337de84 100644 --- a/lang/de/help/forum/ratings.html +++ b/lang/de/help/forum/ratings.html @@ -1,21 +1,70 @@ - - -
Einzelne Pfosten können steuerpflichtigsein-MITEINER Skala, DES WürfelaufderTheorie unterschiedlichen und verbundenen basiert Wissens .
Kann Ihnen Diese Theorie helfen, menschliche Abhängigkeiten im einer neuen zu Weise betrachten. Beschreibtzweiunterschiedliche Möglichkeiten, Würfelwirundüberwürfel Sachen Sie erlernen können auswerten, sterben, wir sehen und hören.
Diese zwei Methoden Obgleich Jedes von Uns im Den unterschiedlichen Mengen, das ein Den Zeiten verwenden kann unterschiedlichen, kannes-nützlichsein, als Beispiele sichzweiLeute vorzustellen, eine, des unddasandereeinmeistensverbundenesknower des wereinmeistensunterschiedlichesknower (Jim) ist (Mary).
-
-
Mag-als ' Zielsetzung ' Jim bleiben, wiemöglich, und Gefühle ohnewadenetzGefühle. Wenn im MITDEN Leuten, Würfelunterschiedliche Ideen einerDiskussion haben können, er Wadenetz eigenen verteidigen-Mag MITS Logik Ideen, Bohrungen in den Wadenetzen DenIdeen, das, zu Konkurrenten finden. Er neuen istgegenüber kritisch Ideen, hochwertigenQuellen es-seidennsienachgewieseneTatsachen von Den wie Lehrbüchern, respektierten oderseiner Lehrern eigenen direkten sind Erfahrung. Isteinsehr- unterschiedlicheß$+2 knower Jim .

-
-
Empfindlicher MaryistfürwürfelLeute. Ist Sie ein empathy erfahren undneigtzu hören zu undFragen stellen, BIS-sieglaubt, daßsie anschliessen kannund "verstehen Sie Sachen von Ihrem Gesichtspunkt". Erlernt Sie, indemsieversucht, zu WürfelErfahrungen teilen, führte WürfeldaszudasWissen, sie im findet DenLeuten. DerUnterhaltung Bei MIT anderen, versuchen undwirdhäufig vermeidetsieKonfrontation, anderen der Person, die zu helfen, sehen wennsieeine Weise kann, also logischen zubottich-MIT Vorschlägen. Maryisteinsehr- verbundenesknower .
-
Beachteten Sie diesen innen Beispielen, daßdasunterschiedlicheknowermännlichistunddasverbundeneknowerweiblichist? Einige Studien haben gezeigt, daßstatistischdieserneigt, derfallzusein, gleichwohleinzelne Leute im Spektrum zwischen diesen überallsein zweiÜbermassen können.
-
EinegemeinschaftlicheundwirkungsvolleGruppe Anfänger Für kann es morgens besten sein, wennjeder im der LageWAREN, zu DES Wissens BEIDE Weisen verwenden.
-
Im einer bestimmten einAuf-LinieForum SituationsmögenSie, durcheineperson kanneineinzelnerPfosten, die entweder von oder Eigenschaften diesen, sogar von ausstellen beiden. Jemand, sehr der das im Allgemeinen angeschlossen wird, sehrtrennen-klingen kannAnzeige bekanntgeben undumgekehrt. Jedes Pfostens, diese verwendet Skala des der, ist DES Veranschlagens Der Zweck:
-
-
A) Hilfe, Würfel Sie, das ein diese Ausgaben denken, andere Pfosten wennSie lesen
B) stellen zujedemAutor Rückgespräch aufzur Verfügung, wiesiedurchandere gesehen werden
-
-
Würfel Resultate werden nicht im zu Kursteilnehmereinschätzung Richtung im verwendet keinerWeise, sindsiegeradezu helfen, verbessern und Lernen Kommunikation des zu.
-
-

Interessiertsind FallSie, etwasHinweise des sind hier aufPapieren durchwürfel Autoren, Würfelursprünglich diese Ideen entwickelten:
-
-
Belenky, M.F., Clinchy, B.M., Goldberger, N.R. U. Tarule, J.M. (1986). DerFrauen Weisen DES Wissens: Würfel Entwicklung von Selbst -, und von Verstand von Stimme. Neues York, NY: Grundlegende Bücher.
Clinchy, B.M. (1989a). Würfel Entwicklung von Thoughtfulness im Den Hochschulfrauen: Und Obacht Integrierengrund. Amerikanischer VerhaltenscWissenschaftler, 32(6), 647-657.
Clinchy, B.M. (1989b). DaskritischeDenken Auf u.-verbundenes Wissen. Liberale Ausbildung, 75(5), 14-19.
Clinchy, B.M. (1996). Undunterschiedliches Wissen Verbundenes; Im zueiner Verbindung von Zwei Verstand Richtung. In N.R. Goldberger, Tarule, J.M., Clinchy, B.M. U.
Belenky, M.F. (Eds.), Wissen, und Energie Unterschied; Versuche spornten durch Womensweisen von Knowing (pp. 205-247). Neues York, NY: Grundlegende Bücher.
Galotti, K.-m., Clinchy, B.-m., Ainsworth, K., Lavin, B.-U. Mansfield, A. F. (1999). NeueWeise Eine DES Wissens DES Festsetzens von Weisen: Und Lernenübersicht (ATTLS) WürfeleinstellungengegenüberDenken. GeschlechtcRollen, 40(9/10), 745-766.
Galotti, K.-m., Reimer, R. L. U. Drebus, D. W. (2001). Als Lernenarten DES Wissens Weisen: MITEINEMPARTNER LernencMagie. GeschlechtcRollen, 44(7/8), 419-436.
-
-
- +
Forum Ratings
+ +
Individual posts can be rated using a scale based on the theory of +separate and connected knowing. + +
This theory may help you to look at human interactions + in a new way. It describes two different ways that we can evaluate and learn + about the things we see and hear. + +
Although each of us may use these two methods in different amounts at different + times, it may be useful to imagine two people as examples, one who is a mostly + separate knower (Jim) and the other a mostly connected knower (Mary).
+
+
Jim likes to remain as 'objective' as possible without including his feelings + and emotions. When in a discussion with other people who may have different + ideas, he likes to defend his own ideas, using logic to find holes in his + opponent's ideas. He is critical of new ideas unless they are proven facts + from reputable sources such as textbooks, respected teachers or his own direct + experience. Jim is a very separate knower.

+
+
Mary is more sensitive to other people. She is skilled at empathy and tends + to listen and ask questions until she feels she can connect and "understand + things from their point of view". She learns by trying to share the experiences + that led to the knowledge she finds in other people. When talking to others, + she avoids confrontation and will often try to help the other person if she + can see a way to do so, using logical suggestions. Mary is a very connected + knower.
+
+
Did you notice in these examples that the separate knower is male and the connected + knower is female? Some studies have shown that statistically this tends to be + the case, however individual people can be anywhere in the spectrum between + these two extremes.
+
For a collaborative and effective group of learners it may be best if everyone + were able to use BOTH ways of knowing.
+
In a particular situation like an online forum, a single post by a person may + exhibit either of these characteristics, or even both. Someone who is generally + very connected may post a very separate-sounding message, and vice versa. The + purpose of rating each post using this scale is to:
+
+
a) help you think about these issues when reading other posts
+ b) provide feedback to each author on how they are being seen by others
+
+
The results are not used towards student assessment in any way, they are just + to help improve communication and learning.
+
+

+ In case you're interested, here are some references to papers by the authors + who originally developed these ideas:
+
+
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, + NY: Basic Books.
+
Clinchy, B.M. (1989a). The development of thoughtfulness in college women: + Integrating reason and care. American Behavioural Scientist, 32(6), 647-657.
+
Clinchy, B.M. (1989b). On critical thinking & connected knowing. Liberal + education, 75(5), 14-19.
+
Clinchy, B.M. (1996). Connected and separate knowing; Toward a marriage + of two minds. In N.R. Goldberger, Tarule, J.M., Clinchy, B.M. &
+
Belenky, M.F. (Eds.), Knowledge, Difference, and Power; Essays inspired + by “Women’s Ways of Knowing” (pp. 205-247). New York, NY: + Basic Books.
+
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.
+
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. +
+
+
+ diff --git a/lang/de/help/forum/subscription.html b/lang/de/help/forum/subscription.html index e69de29bb2..ea73ebbf6b 100644 --- a/lang/de/help/forum/subscription.html +++ b/lang/de/help/forum/subscription.html @@ -0,0 +1,18 @@ +
Forum Subscription
+ +
When a person is subscribed to a forum it means that +they will be sent email copies of every post in that forum +(posts are sent about 30 minutes after the post was first +written). + +
People can usually choose whether or not they want to be +subscribed to each forum. + +
However, if a teacher forces subscription on a particular forum +then this choice is taken away and everyone in the class will get +email copies. + +
This is especially useful in the News forum and in forums +towards the beginning of the course (before everyone has +worked out that they can subscribe to these emails themselves). + diff --git a/lang/de/help/guestaccess.html b/lang/de/help/guestaccess.html index 766d0fd33f..23b4a31e5a 100644 --- a/lang/de/help/guestaccess.html +++ b/lang/de/help/guestaccess.html @@ -1,6 +1,18 @@ +
Guest Access
+
You have the choice of allowing "guests" into your course. -
Sie haben die Wahl des Erlaubens "der Gäste" in Ihren Kurs.
Leute können als Gäste mit der "LOGON Taste als Gastes" auf dem LOGON-Schirm innen loggen.
Gäste haben IMMER "Read-only-" Zugang - Bedeutung, die sie keine Pfosten lassen oder herauf den Kurs für wirkliche Kursteilnehmer anders verwirren können.
Dieses kann handlich sein, wenn Sie lassen einen Kollegen innen Ihrer Arbeit herum betrachten wünschen oder Kursteilnehmer einen Kurs sehen lassen Sie, bevor sie entschieden haben, einschreiben.
Note that you have a choice between two types of guest access: +
People can log in as guests using the "Login as a guest" button + on the login screen. + +
Guests ALWAYS have "read-only" access - meaning they can't leave + any posts or otherwise mess up the course for real students. + +
This can be handy when you want to let a colleague in to + look around at your work, or to let students see a course before + they have decided to enrol. + +
Note that you have a choice between two types of guest access: with the enrolment key or without. If you choose to allow guests who have the key, then the guest will need to provide the current enrolment key EVERY TIME they log in (unlike diff --git a/lang/de/help/html.html b/lang/de/help/html.html index dc9aa44175..e004543532 100644 --- a/lang/de/help/html.html +++ b/lang/de/help/html.html @@ -1,5 +1,13 @@ +
Help on writing html
+
When writing HTML in Moodle, you are free to use any HTML tags you like + to produce the effect you want. -
Wenn Sie HTML in Moodle schreiben, sind Sie frei, alle mögliche HTML-Umbauten zu benutzen, die Sie den Effekt produzieren mögen, Sie wünschen.
Ihr Code wird normalerweise auf der Seite innerhalb einer Tabellenzelle, so gedruckt:
-
es gibt keine Notwendigkeit, alle mögliche < KOPF- > oder < KÖRPER> Umbauten zu benutzen
geben Sie über die nicht angepaßte </TABELLEN> Umbauten acht, die herauf die Anzeige verwirren können.
+
Your code will normally be printed on the page within a table cell, + so: + +
+
there is no need to use any <HEAD> or <BODY> tags +
be careful about unmatched </TABLE> tags that may mess up the display. +
diff --git a/lang/de/help/langedit.html b/lang/de/help/langedit.html index 66b975fef8..1e5b171f78 100644 --- a/lang/de/help/langedit.html +++ b/lang/de/help/langedit.html @@ -1,4 +1,12 @@ +
Language Editing
+
To edit languages on this page the files need to be writable + by the web server process. -
Sprachen auf dieser Seite redigieren, welche die Akten durch den web serverprozeß schreibbar sein müssen.
Innerhalb einiger der Zeichenketten beachten Sie $$a und $$a->something .
Diese stellen Variablen dar, die durch Namen oder andere Wörter von innerhalb Moodle ersetzt werden.
When there is only one variable, the $a form is used. When there are two or +
Within some of the strings you will notice $a and $a->something. + +
These represent variables that will be replaced by names or other words from + within Moodle. + +
When there is only one variable, the $a form is used. When there are two or more variables, then each one has a name. diff --git a/lang/de/help/mods.html b/lang/de/help/mods.html index d5c54bcc98..7f75d64439 100644 --- a/lang/de/help/mods.html +++ b/lang/de/help/mods.html @@ -1,38 +1,69 @@ +
Activity Modules
+
Moodle contains a wide range of activity modules that can be used to + build up any type of course.
-
Moodle enthält eine breite Strecke der Tätigkeitsmodule, die benutzt werden können, um irgendeine Art selbstverständlich aufzubauen.
- -
Foren
+
Forums

-
Diese Tätigkeit kann das wichtigste sein - es ist hier, daß die meiste Diskussion stattfindet. Foren können in den unterschiedlichen Weisen strukturiert werden, und können Gleichbewertung von bekanntgebendem jedem umfassen. Die postings können in einer Vielzahl für Formate angesehen werden und können Zubehöre mit einschließen. Indem sie zu einem Forum unterzeichnen, empfangen Teilnehmer Kopien von jedem neue Eintragung in ihrem email. Ein Lehrer kann Subskription jeder auferlegen, wenn sie zu wünschen.
+
This activity can be the most important - it is here that most discussion takes place. + Forums can be structured in different ways, and can include peer rating of each posting. + The postings can be viewed in a variety for formats, and can include attachments. + By subscribing to a forum, participants will receive copies of each new posting + in their email. A teacher can impose subscription on everyone if they want to. + -
Journale
+
Journals

-
Dieses Modul ist eine sehr wichtige reflektierende Tätigkeit. Der Lehrer bittet den Kursteilnehmer, sich auf einem bestimmten Thema zu reflektieren, und der Kursteilnehmer kann ihre Antwort über Zeit redigieren und verfeinern. Diese Antwort ist privat und kann vom Lehrer nur gesehen werden, der Rückgespräch und ein anbieten kann Grad auf jedem Journaleintrag. Es ist normalerweise eine gute Idee, ungefähr eine Journaltätigkeit pro Woche zu haben.
+
This module is a very important reflective activity. The teacher + asks the student to reflect on a particular topic, and the student can + edit and refine their answer over time. This answer is private and + can only be seen by the teacher, who can offer feedback and a grade + on each journal entry. It's usually a good idea to have about one + Journal activity per week.

-
Betriebsmittel
+
Resources

-
Betriebsmittel sind Inhalt: Informationen, die der Lehrer in den Kurs holen möchte. Diese können die vorbereiteten Akten sein, die zum Kursbediener Antriebskraft sind; Seiten redigiert direkt in Moodle; oder externe Netzseiten gebildet, um zu erscheinen Teil dieses Kurses.
+
Resources are content: information the teacher wants to bring into the + course. These can be prepared files uploaded to the course + server; pages edited directly in Moodle; or external web pages + made to appear part of this course.

-
Anweisungen
+
Assignments

-
Anweisungen erlauben dem Lehrer, eine Aufgabe zu spezifizieren, die Kursteilnehmer erfordert, digitalen Inhalt (irgendein Format) vorzubereiten und ihn einzureichen, indem es ihn beim Bediener hochlädt. Typische Anweisungen umfassen Versuche, Projekte, Reports und so weiter. Dieses Modul umfaßt ordnenden Service.
+
Assignments allow the teacher to specify a task that requires students + to prepare digital content (any format) and submit it by uploading it + to the server. Typical assignments include essays, projects, reports + and so on. This module includes grading facilities.

-
Quiz
+
Quizzes

-
Dieses Modul erlaubt dem Lehrer, die Quiztests zu entwerfen und einzustellen, besteht aus mehrfacher Wahl, zutreffend-falsch und kurze Antwortfragen. Diese Fragen werden in einer kategorisierten Datenbank gehalten, und können innerhalb der Kurse wiederverwendet werden und gleichmäßig zwischen Kursen. Quiz können mehrfache Versuche erlauben. Jeder Versuch wird automatisch gekennzeichnet, und der Lehrer kann wählen, ob man Rückgespräch gibt oder korrekte Antworten zeigt. Dieses Modul umfaßt ordnenden Service.
+
This module allows the teacher to design and set quiz tests, consisting of + multiple choice, true-false, and short answer questions. These + questions are kept in a categorised database, and can be re-used + within courses and even between courses. Quizzes can allow + multiple attempts. Each attempt is automatically marked, and the + teacher can choose whether to give feedback or to show correct answers. + This module includes grading facilities.

-
Wahlen
+
Choices

-
Eine Auswahlphase ist sehr einfach - der Lehrer stellt eine Frage und spezifiziert eine Wahl der mehrfachen Antworten. Es kann als schnelle Abstimmung nützlich sein, das Denken an ein Thema anzuregen; die Kategorie auf einer Richtung für den Kurs wählen lassen; oder Forschungszustimmung erfassen.
+
A choice activity is very simple - the teacher asks a question and specifies a + choice of multiple responses. It can be useful as a quick poll to + stimulate thinking about a topic; to allow the class to vote on + a direction for the course; or to gather research consent. + -
Übersichten
+
Surveys

-
Das Übersichtsmodul liefert eine Anzahl von überprüften Übersichtsinstrumenten, die nützlich im Festsetzen und im anregenden Lernen in den on-line-Klimas gefunden worden sind. Lehrer können diese verwenden, um Daten von ihren Kursteilnehmern zu erfassen, die ihnen über, ihre Kategorie zu erlernen helfen und auf ihrem eigenen Unterricht sich zu reflektieren.
+
The Survey module provides a number of verified survey instruments that + have been found useful in assessing and stimulating learning in + online environments. Teachers can use these to gather data from their + students that will help them learn about their class and reflect + on their own teaching.

diff --git a/lang/de/help/picture.html b/lang/de/help/picture.html index d18a5ab208..f98f63a44a 100644 --- a/lang/de/help/picture.html +++ b/lang/de/help/picture.html @@ -1,6 +1,18 @@ +
Uploading a picture
+
You can upload a picture from your computer to this server, and this picture will be used in various places to represent you. +
For this reason, the best images to use are a close-up of your face, but you can use any image you like. +
The picture must be in JPG or PNG format (ie the names will usually end in .jpg or .png). +
You can get a picture file using one of four methods: -
Sie können eine Abbildung von Ihrem Computer zu diesem Bediener hochladen, und diese Abbildung wird in den verschiedenen Plätzen benutzt, um Sie darzustellen.
Aus diesem Grund sind die besten Bilder zu verwenden eine Nahaufnahme Ihres Gesichtes, aber Sie können jedes mögliches Bild verwenden, das Sie mögen.
Die Abbildung muß im JPG- oder png-Format (IE, das die Namen normalerweise im jpg oder im png beenden) sein.
Sie können eine Abbildungsakte mit einer von vier Methoden erhalten:
-
Mit einer digitalen Kamera sind Ihre Fotos am wahrscheinlichsten bereits auf Ihrem Computer im rechten Format.
Sie können einen Scanner benutzen, um eine gedruckte Fotographie abzulichten. Überprüfen Sie außer ihr wie JPG- oder png-Format.
Wenn Sie künstlerisch sind, konnten Sie eine Abbildung mit einem Farbenprogramm zeichnen.
Zuletzt können Sie Bilder vom Netz "stehlen". http://images.google.com ist ein großartiger Platz zum Suchen nach Bildern. Sobald Sie ein finden, können Sie "Rechtklicken" auf ihnen mit der Maus und "außer diesem Bild..." vom Menü zu wählen (unterschiedliche Computer können etwas sich verändern).
+
+
Using a digital camera, your photos will most likely already be on your computer in the right format. +
You can use a scanner to scan a printed photograph. Make sure you save it as JPG or PNG format. +
If you're artistic, you might draw a picture using a paint program. +
Lastly, you can "steal" images from the web. http://images.google.com is a superb place to search for images. Once you find one, you can "right-click" on them with the mouse and choose "Save this image..." from the menu (different computers may vary slightly). +
-
, um das Bild zu hochladen, klicken Sie "grasen" Taste auf dieser Redigierenseite und vorwählen das Bild von Ihrer Festplatte an.
ANMERKUNG: Überprüfen Sie, ob die Akte nicht größer als die maximale verzeichnete Größe ist, oder sie nicht Antriebskraft.
Dann Klicken "Update mein Profil" an der Unterseite - die Bildakte wird zu einem Quadrat geerntet und die Größe neu bestimmt unten zu den Pixeln 100x100.
When you are taken back to your profile page, the image might not appear to have changed. If this is so, just use the "Reload" button in your browser. +
To upload the image, click the "Browse" button on this editing page, and select the image from your hard disk. +
NOTE: Make sure that the file is not larger than the maximum size listed, or it will not be uploaded. +
Then click "Update my Profile" at the bottom - the image file will be cropped to a square and resized down to 100x100 pixels. +
When you are taken back to your profile page, the image might not appear to have changed. If this is so, just use the "Reload" button in your browser. diff --git a/lang/de/help/questions.html b/lang/de/help/questions.html index 4cb7c51a08..5bfa7cef28 100644 --- a/lang/de/help/questions.html +++ b/lang/de/help/questions.html @@ -1,20 +1,86 @@ +
Questions
-
Sindwürfel Fragen Socratic offenen, prüfenden Fragen, Würfel entworfen werden, um-kritische Bewertung von Ideen, sowiezu, das fördern der anregenwürfelKreation Ideen neuen. SindeinigeBeispiele Unter solcher Fragen:
-
Der Erklärung Fragen
+
A good way to help other people think about a subject is to + ask them a question about it. Being asked a good question + can really help us put information together, evaluate our + existing ideas and create new ideas.
+ +
Asking questions that are specifically intended to help + others learn is known as Socratic questioning, named + after Socrates in Ancient Greece.
+ +
Socratic questions require you to listen very carefully + to the other person to help you judge and phrase your question + in a helpful, constructive, and hopefully non-confrontational way. + +
Here are some examples of such questions:
+ + + +
Questions of clarification

-
War durch____? Sie bedeuten
War ist Ihre Hauptsache?
_____tut Wie, beziehen auf_____? Sie
Sich Konnten Sie setzen daßeineandere Weise?
GrundlegendesPunkt Ist Ihr _____oder-_____?
War denken sindwürfel Hauptausgabe Sie hier?
Mich Lassen Sie sehen, verstehe wennichSie; bedeuten _____oder_____? Sie
Beziehtdiesesaufunserem problem/discussion/issue Wie?
War Sie, Mikrophon, durch Mittel diese Anmerkung? Nehmen Sie zumMittel Mikrophon war durchwadenetz Anmerkung?
Jane, Sie in Ihren eigenen Wörtern zusammenfassen, waren können Richard sagte? . . . Richard, dieses, war Ihnen bedeutet werden?
MIR-ein Beispiel Konnten Sie geben?
DieseseinBeispiel Würde sein. .
Diesesweitere Konnten Sie erklären?
Mehrüberdassagen Würden Sie?
SagenSie Warum das?
-
Fragen, Würfel Annahmen prüfen
+
What do you mean when you say ______?
+
What is your main point?
+
How does _____ relate to _____?
+
Could you put that another way?
+
Let me see if I understand you; do you mean _____ or _____?
+
How does this relate to our problem/discussion/issue?
+
Jane, can you summarize in your own words what Richard said? ... Richard, is this what you meant?
+
Could you give me an example?
+
Would _____ be a good example of that?
+ +
Questions that probe assumptions

-
War nehmen Sie?
War nimmtjenny?
Könnten wir war anstatt annehmen?
Sie scheinen anzunehmen, dass, das, richtig _____.-ichSie verstehen?
Sterben Sie Argumentationshängtvon Der Idee ganzeIhre dass _____. AB, basiertIhrer warumSie Argumentationsauf_____anstellevom_____? haben Sie
Sie scheinen, _____. anzunehmen, sichrechtfertigen wieSie, das, fürbewilligt, daszu nehmen?
Derimmerderfall Ist? Warum denken Würfel hier Annahmeeinflüsse Sie?
Würdejemand diese Annahme Warum bilden?
-
Fragen, und Beweis WürfelGründe prüfen
+
What are you assuming here?
+
What is Jenny assuming?
+
What could we assume instead?
+
You seem to be assuming _____. Do I understand you correctly?
+
All of your reasoning depends on the idea that _____. Why have you based your reasoning on _____ instead of _____?
+
You seem to be assuming _____. How do you justify taking that for granted?
+
Is that always the case? Why do you think the assumption holds here?
+
Why would someone make that assumption?
+ +
Questions that probe reasons and evidence

-
War würde sein einBeispiel?
Wie wissen Sie?
Warum denken Sie, Würfelzutreffendist?
Haben Sie irgendeinen fürdas Beweis?
War unterscheidet das?
War sind fürdasSagen Ihre Gründe das?
War benötigen andere Informationen Sie?
Unsdarlegen Konnten Sie Ihre Gründe?
Diese Gründe ausreichend Sind?
SagenSie Warum das?
War führte zudiesem Glauben Sie?
Trifftdasauf Wie diesen Fallzu?
War würde Ihren Verstand ändern?
Aber, für istdieserguteBeweis diesen Glauben?
Ein Grund Gibt es, diesen zubezweifeln Beweis?
Ist Wer im einerzu wissenden Position, Würfelzutreffendist?
War zujemandsagenwürde Sie, dasdieses____?sagte
Jemandanderes Kann zur Unterstützung, die Beweis geben, das, ansehen?
Durch war Argumentation kamen zudieser Zusammenfassung Sie?
Wie könnten wir herausfinden, wenndaszutreffendist?
-
ÜberVeranschaulichungen Fragen oder Perspektiven
+
Could you explain your reasons to us?
+
How does that apply to this case?
+
Is there a reason to doubt that evidence?
+
Who is in a position to know that is true?
+
What would you say to someone who said that ____?
+
Can someone else give evidence to support that view?
+
By what reasoning did you come to that conclusion?
+
How could we find out if that is true?
+ +
Questions about viewpoints or perspectives

-
Würfel Bezeichnung "deuten" erfordert Erklärung, wennsie-MIT jüngeren verwendetwird Kursteilnehmern.
War deuten durchdas Sie?
Sagen Wenn Sie, _____?andeutend des sind _____, Sie
Aber, wenndasgeschah, würde war sonst infolgedessen geschehen? Warum?
War Effekt würdedas haben?
Das Würde, die notwendigerweise, odernur possibly/probably geschehen, geschehen?
War ist einealternative?
_____und_____der-Fallsind Wenn, dannkonnte war zutreffendauchsein?
Wirsagen Wenn, daß____ethischist, wieüber_____?
-
Fragen, und Konsequenzen WürfelImplikationen prüfen
+
What are you implying by that?
+
When you say _____, are you implying _____?
+
But, if that happened, what else would happen as a result? Why?
+
What effect would that have?
+
Would that necessarily happen or only possibly/probably happen?
+
What is an alternative?
+
If _____ and _____ are the case, then what might also be true?
+
If we say that ____ is ethical, how about _____?
+ +
Questions that probe implications and consequences

-
Wie können wir herausfinden?
War nimmt diese Frage?
Andersals Frage des _____ Würde stellen diese?
Könntejemand diese Frage Wie vereinbaren?
Wir diese Frage Können, das ein Allen brechen unten?
Ist diese Frage klar? Wirsie Verstehen?
Einfachoderhartzu Ist antworten diese Frage? Warum?
Diese Frage uns Bittet, etwas auszuwerten? War?
Alle stimmen wirdarinüberein, ist daßdieseswürfelFrage?
, diese Frage zu um, waren müssen andere beantworten wirzuerst Fragen beantworten?
Sortierfachnichtichverstehesicher Ich, wie Sie diese Frage deuten. Diesesdasselbewie_____? Ist
Würde_____würfel Ausgabe Wie angeben?
Diese wichtig Ausgabe des ist Warum?
Diesesdaswürfel Ist meisten wichtige Frage, odergibtes-einezugrundeliegende Frage, ist WürfelwirklichwürfelAusgabe?
+
How can we find out?
+
What does this question assume?
+
Would _____ ask this question differently?
+
How could someone settle this question?
+
Can we break this question down at all?
+
Is this question clear? Do we understand it?
+
Is this question easy or hard to answer? Why?
+
Do we all agree that this is the question?
+
To answer this question, what other questions must we answer first?
+
How would _____ state the issue?
+
Why is this issue important?
+
Is this the most important question, or is there an underlying question?
+
Can you see how this might relate to ________?
+
Questions adapted from Paul, R. (1993). Critical Thinking: How To Prepare Students for a Rapidly Changing World: Foundation for Critical Thinking, Santa Rosa, CA. + +
+
diff --git a/lang/de/help/quiz/attempts.html b/lang/de/help/quiz/attempts.html index e69de29bb2..a912d92b52 100644 --- a/lang/de/help/quiz/attempts.html +++ b/lang/de/help/quiz/attempts.html @@ -0,0 +1,6 @@ +
Quiz attempts
+ +
Students may be allowed to have multiple attempts at a quiz. + +
This can help make the process of taking the quiz more of + an educational activity rather than simply an assessment. diff --git a/lang/de/help/quiz/categories.html b/lang/de/help/quiz/categories.html index b8d0d57ded..f0a21f987f 100644 --- a/lang/de/help/quiz/categories.html +++ b/lang/de/help/quiz/categories.html @@ -1,6 +1,16 @@ +
Question categories
+
Rather than keeping all your questions in one big list, + you can create categories to keep them in. -
Anstatt, alle Ihre Fragen in einer grossen Liste halten, können Sie Kategorien verursachen, um sie innen zu halten.
Jede Kategorie besteht aus einen Namen und eine kurze Beschreibung.
Jede Kategorie kann "auch veröffentlicht werden", die bedeutet, daß die Kategorie (und alle Fragen in ihr) für alle Kurse auf diesem Bediener vorhanden sind, damit andere Kurse Ihre Fragen in ihren Quiz verwenden können.
Categories can also be created or deleted at will. +
Each category consists of a name and a short description. + +
Each category can also be "published", which means + that the category (and all questions in it) will be + available to all courses on this server, so that + other courses can use your questions in their quizzes. + +
Categories can also be created or deleted at will. However, if you try to delete a category containing questions, then you will be asked to specify another category to move them to. diff --git a/lang/de/help/quiz/correctanswers.html b/lang/de/help/quiz/correctanswers.html index 259043daba..3a42e9efa4 100644 --- a/lang/de/help/quiz/correctanswers.html +++ b/lang/de/help/quiz/correctanswers.html @@ -1,3 +1,6 @@ +
Show correct answers
- -
Wenn Sie korrekten Antworten ermöglichen, dann stellt das Rückgespräch auch zeigen die korrekte Antwort für jede Frage dar (hervorgehoben in einer hellen Farbe).
+
If you enable correct answers, then the +feedback will show also show the correct answer +for each question (highlighted in a bright colour). +
diff --git a/lang/de/help/quiz/feedback.html b/lang/de/help/quiz/feedback.html index d819fd3e27..8d16da6f65 100644 --- a/lang/de/help/quiz/feedback.html +++ b/lang/de/help/quiz/feedback.html @@ -1,4 +1,5 @@ +
Feedback
- -
Wenn Sie Quizrückgespräch ermöglichen, aufjeder Antwort (rechtoderfalsch) dannempfangenKursteilnehmer Fragenrückgespräch.
+
If you enable quiz feedback, then students will receive + question feedback on every answer (right or wrong).
diff --git a/lang/de/help/quiz/grademethod.html b/lang/de/help/quiz/grademethod.html index 452bc3d116..fe5289c857 100644 --- a/lang/de/help/quiz/grademethod.html +++ b/lang/de/help/quiz/grademethod.html @@ -1,17 +1,25 @@ +
Grading method
+
When multiple attempts are allowed, there are different ways + you can use the grades to calculate the student's final + grade for the quiz. -
MehrfacheVersuche Wenn erlaubt werden, gibtes-unterschiedliche Weisen, Würfelgrad WürfelSie benutzen können, um-Den abschliessenden fürdas DES Kursteilnehmers Grad, Quiz, daszu errechnen.
Höchster Grad
+
Highest grade

-
AbschliessendeGrad Der istderhöchste (beste) Grad im jedemmöglichem Versuch.
+
The final grade is the highest (best) grade in any attempt. + -
Durchschnittlicher Grad
+
Average grade

-
AbschliessendeGrad Der istderdurchschnittlicheGrad aller Versuche (DES einfachen Mittels).
+
The final grade is the average (simple mean) grade of all attempts. + -
Erster Grad
+
First grade

-
AbschliessendeGrad Der istder Grad, deraufdem ersten Versuch gewonnen wird (andere Versuche werden ignoriert).
+
The final grade is the grade gained on the first attempt (other attempts are ignored). + -
Letzter Grad
+
Last grade

-
AbschliessendeGrad Der istder Grad, deraufnurdem neuesten Versuch gewonnen wird.
+
The final grade is the grade gained on the most recent attempt only. + diff --git a/lang/de/help/quiz/maxgrade.html b/lang/de/help/quiz/maxgrade.html index e69de29bb2..d3841862d4 100644 --- a/lang/de/help/quiz/maxgrade.html +++ b/lang/de/help/quiz/maxgrade.html @@ -0,0 +1,11 @@ +
Maximum grade
+ +
The maximum grade you set for a quiz is what all grades + are scaled to. + +
For example, you might set the max grade to 20, because the + quiz is worth 20% of the whole course. + +
Even though you might have 10 questions in your quiz + worth a total of 50 marks, all grades out of 50 will be + "scaled down" to the quiz max grade of 20. diff --git a/lang/de/help/quiz/multichoice.html b/lang/de/help/quiz/multichoice.html index 6c5bd144bb..52682ffa7c 100644 --- a/lang/de/help/quiz/multichoice.html +++ b/lang/de/help/quiz/multichoice.html @@ -1,3 +1,19 @@ +
Multiple Choice questions
+
In response to a question (that may include a image) the respondent + chooses from multiple answers. There are two types of multiple choice + questions - single answer and multiple answer. -
Im aufeine Frage Erwiderung (Würfelein Bild umfassen kann), mehrfachen wähltder Antwortende von Den Antworten. Mehrfacheauserlesene Fragen - einzelnes undmehrfache Antwort Es-gibtzweiArten Antwort.
Einzeln-antworten Sie Fragen erlauben eineundnureinezuwählende Antwort. Im sollten Allgemeinen positivsein allegradfürsolcheineFrage.
Mehrfach-antworten Sie Fragen gewähren eins, odermehr-Würfel, denzu Antworten wählenden - kann jedeAntwort einen positiven oder negativen tragen Grad, damitdas, nichtnotwendigerweise Wählen ALLER Wahlen ergibt Grad guten. DerGesamtgrad Wenn dannnegativist, diese Null Frage des für istderGesamtgrad. Vorsichtig, istes-möglich, zu Fragen verursachen, grösserals WürfelKerben, die 100% haben.
Solltejede Antwort (rechtoderfalsch) Rückgespräch Schliesslich umfassen - diesesRückgespräch demAntwortenden wirdnahebeijederihrerAntworten gezeigt (wenndasquizselbstzusammengebautwird, zuzeigen um Rückgespräch).
+
Single-answer questions allow one and only one answer to be chosen. + Generally all the grades for such a question should be positive. + +
Multiple-answer questions allow one or more answers to be chosen - each answer + may carry a positive or negative grade, so that choosing ALL the options + will not necessarily result in good grade. If the total grade is negative + then the total grade for this question will be zero. Careful, it is + possible to create questions that have scores greater than 100%. + +
Finally, each answer (right or wrong) should include feedback - this feedback + will be shown to the respondent next to each of their answers (if the quiz + itself is configured to show feedback). +
diff --git a/lang/de/help/quiz/questiontypes.html b/lang/de/help/quiz/questiontypes.html index 61dea83b17..f3fc130160 100644 --- a/lang/de/help/quiz/questiontypes.html +++ b/lang/de/help/quiz/questiontypes.html @@ -1,27 +1,37 @@ +
Creating a new question
+
You can add a variety of different types of questions to a category:
-
Sie können eine Vielzahl der unterschiedlichen Arten von Fragen einer Kategorie hinzufügen:
- -
Mehrfache Wahl
+
Multiple Choice

-
In Erwiderung auf eine Frage (die ein Bild umfassen kann), wählt der Antwortende von den mehrfachen Antworten. Es gibt zwei Arten mehrfache auserlesene Fragen - single Antwort und mehrfache Antwort.
Mehr Info:
+
In response to a question (that may include a image) the respondent + chooses from multiple answers. There are two types of multiple choice + questions - single answer and multiple answer. +
More info:

-
Kurze Antwort
+
Short Answer

-
In Erwiderung auf eine Frage (die ein Bild umfassen kann), schreibt der Antwortende ein Wort oder eine Phrase. Können einige mögliche, Antworten, mit unterschiedlichen Graden zu beheben. Antworten können oder können möglicherweise nicht für Fall empfindlich sein.
-
Mehr Info:
+
In response to a question (that may include a image), the respondent + types a word or phrase. There may several possible correct answers, + with different grades. Answers may or may not be sensitive to case. +
+
More info:

-
True/False
+
True/False

-
In Erwiderung auf eine Frage (die ein Bild umfassen kann), wählt der Antwortende von zwei Wahlen vor: Zutreffend oder falsch.
-
Mehr Info:
+
In response to a question (that may include a image), the respondent + selects from two options: True or False. +
+
More info:

-
Gelegentlich
+
Random

-
(nicht schon eingeführt) erlaubt Ihnen, eine Anzahl von anderen Fragen vorzuwählen, von denen man nach dem zufall jede Zeit Versuche eines Kursteilnehmers das Quiz vorgewählt erhält.
-
Mehr Info:
+
(Not yet implemented) Allows you to select a number of other questions from + which one gets randomly selected each time a student attempts the quiz. +
+
More info:

diff --git a/lang/de/help/quiz/random.html b/lang/de/help/quiz/random.html index b28b04f643..6aaf9c38ca 100644 --- a/lang/de/help/quiz/random.html +++ b/lang/de/help/quiz/random.html @@ -1,3 +1,3 @@ - +
Random question
diff --git a/lang/de/help/quiz/review.html b/lang/de/help/quiz/review.html new file mode 100644 index 0000000000..6376609f60 --- /dev/null +++ b/lang/de/help/quiz/review.html @@ -0,0 +1,6 @@ +
Allow review once quiz is closed
+ +
If you enable this option, then students will be able to + review their past attempts at this quiz.
+ +
This is only enabled once the quiz is closed.
diff --git a/lang/de/help/quiz/shortanswer.html b/lang/de/help/quiz/shortanswer.html index ad890e66df..39f343310b 100644 --- a/lang/de/help/quiz/shortanswer.html +++ b/lang/de/help/quiz/shortanswer.html @@ -1,3 +1,10 @@ +
Short Answer questions
+
In response to a question (that may include a image) the respondent + types a word or short phrase. -
In Erwiderung auf eine Frage (ein Bild umfassen kann), schreibt der Antwortende ein Wort das oder kurze Phrase.
Es kann einiges mögliches geben beheben Antworten, jede mit einem anderen Grad. Wenn die empfindliche "Wahl" für des Falles vorgewählt wird, dann können Sie haben unterschiedliche Kerben "Wort" oder "Wort".
Answers are compared exactly, so be careful with your spelling! +
There may be several possible correct answers, each with a different + grade. If the "Case sensitive" option is selected, then you can + have different scores for "Word" or "word". + +
Answers are compared exactly, so be careful with your spelling! diff --git a/lang/de/help/quiz/timeopen.html b/lang/de/help/quiz/timeopen.html index 60254789f2..5bda122a35 100644 --- a/lang/de/help/quiz/timeopen.html +++ b/lang/de/help/quiz/timeopen.html @@ -1,3 +1,5 @@ +
Opening and closing the quiz
+
You can specify times when the quiz is accessible for people to make attempts. -
Sie können Zeiten spezifizieren, alsdasquizzugänglichist, damit Leute Versuche bilden.
Before the opening time, and after the closing time, the quiz will be unavailable. +
Before the opening time, and after the closing time, the quiz will be unavailable. diff --git a/lang/de/help/quiz/truefalse.html b/lang/de/help/quiz/truefalse.html index 1c800507ec..7323375a24 100644 --- a/lang/de/help/quiz/truefalse.html +++ b/lang/de/help/quiz/truefalse.html @@ -1,4 +1,11 @@ +
True/False questions
+
In response to a question (that may include a image) the respondent + chooses from True or False. -
In Erwiderung auf eine Frage (die ein Bild umfassen kann), wählt der Antwortende von zutreffendem oder von falschem.
Wenn Rückgespräch ermöglicht wird, dann dem Antwortenden, nachdem man das Quiz wird die passende gezeigt Rückgesprächanzeige beantwortet hat. Z.B. wenn die korrekte Antwort "falsch" ist, aber sie beantworten Sie "zutreffendes" (es falsch erhalten) dann das "zutreffende" Rückgespräch wird gezeigt.
+
If feedback is enabled, then the appropriate feedback message is + shown to the respondent after answering the quiz. For example, + if the correct answer is "False", but they answer "True" (getting + it wrong) then the "True" feedback is shown. +
diff --git a/lang/de/help/resource/resourcetype.html b/lang/de/help/resource/resourcetype.html index 375b8d70f3..1c97e2b5c5 100644 --- a/lang/de/help/resource/resourcetype.html +++ b/lang/de/help/resource/resourcetype.html @@ -1,5 +1,27 @@ +
Resource Type
+
Resources are any content you can dream up. These are the + different types, which mostly specify how the content is + to be accessed: -
Betriebsmittel sind jeder möglicher Inhalt, den Sie oben träumen können. Diese sind die unterschiedlichen Arten, die meistens spezifizieren, wie der Inhalt erreicht werden soll:
Normaler Text - die einfachste Art. Sie können (redigieren) die Seite in eine Form auf der folgenden Seite gerade schreiben. Einige Sachen, die Sie schreiben, werden automatisch, gerade wie Forumpostings formatiert. Sehen Sie Hilfe auf Schreibentext:
HTML-Text - für Benutzer mit Vorkenntnissen. Keine automatische Formatierung wird, Sie muß ihn tun alle manuell verwendenden HTML-Codes durchgeführt.
Hinweis - ein gelehrter Hinweis auf einem Journal oder einem Buch.
Antriebskraft Akte - Anzeigen jede mögliche Akte Antriebskraft Sie in den Kurs. Sehen Sie den ' Dateiabschnitt.
Netzverbindung - ein URL zu irgendwo auf dem Netz. Wenn jedermann an diese Hilfsmitteltätigkeit klickt, werden sie aus dem Kurs heraus genommen (die Seite, die Sie spezifiziert haben, füllt die Browser Window).
Web page - A URL to somewhere on the web. Like the previous type, this +
Plain text - the easiest type. You can just type (edit) the page into a form +on the following page. Some things you type will be automatically formatted, just like +forum postings. See help on typing text: + +
HTML text - for more advanced users. No automatic formatting is performed, +you need to do it all manually using HTML codes. + +
Reference - a scholarly reference to a journal or book. + +
Uploaded file - displays any file you have uploaded into the course. See the 'Files' section. + +
Web link - A URL to somewhere on the web. When anyone clicks on this resource +activity they will be taken out of the course (the page you've specified will fill the browser window). + +
Web page - A URL to somewhere on the web. Like the previous type, this will display a web page. Unlike the previous type, though, the page will displayed within a frame, as if it is integrated within the course. + +
Program - an external program that requires information passed to it +about the current Moodle user and course. This allows external web applications +to cooperate with Moodle. diff --git a/lang/de/help/resource/summary.html b/lang/de/help/resource/summary.html index 42574e708f..016342e192 100644 --- a/lang/de/help/resource/summary.html +++ b/lang/de/help/resource/summary.html @@ -1,3 +1,8 @@ +
Reading Summary
+
The summary is a very short description of the resource. -
Die Zusammenfassung ist eine sehr kurze Beschreibung des Hilfsmittels.
Seien nicht gereizt Sie, zu viel hier zu schreiben, oder das Hilfsmittel selbst zu umfassen!
You'll get a chance to specify the content on the next page. +
Do not be tempted to write too much here, or to include the + resource itself! + +
You'll get a chance to specify the content on the next page. diff --git a/lang/de/help/richtext.html b/lang/de/help/richtext.html index 5cfe4508be..945bfb1784 100644 --- a/lang/de/help/richtext.html +++ b/lang/de/help/richtext.html @@ -1,39 +1,62 @@ +
About the Richtext HTML editor
+
Availability: +htmleditor) { + print_string("htmleditordisabledadmin"); + } else if (!$USER->htmleditor) { + print_string("htmleditordisabled"); + } else if (!can_use_richtext_editor()) { + print_string("htmleditordisabledbrowser"); + } else { + print_string("htmleditoravailable"); + } +?> +
-
Verwendbarkeit: htmleditor) { print_string("htmleditordisabledadmin"); } sonst wenn (!$USER->htmleditor) { print_string("htmleditordisabled"); } sonst wenn (!can_use_richtext_editor()) { print_string("htmleditordisabledbrowser"); } sonst { print_string("htmleditoravailable"); }? >
+
The Richtext HTML editor provides a word-processor interface embedded in your web page to allow you to edit text in an intuitive way, and produces normal HTML code. -
Der Richtext-HTML-Herausgeber liefert eine Wortprozessorschnittstelle, die in Ihrem 4web page eingebettet wird, um Ihnen zu erlauben, Text in einer intuitiven Weise zu redigieren und produziert normalen HTML-Code.
Zusätzlich zum Formatierungstext stellt dieser Herausgeber eine Anzahl von Extraeigenschaften zur Verfügung, die Sie nützlich finden können.
Pastentext innen von anderen Anwendungen
+
In addition to formatting text, this editor provides a number of extra features you may find useful. + +
Paste text in from other Applications

-
Sie können reicher Text des Schnittes und der Paste von anderen Windowsanwendungen wie Microsoftwort gerade in diesen Herausgeber, und Ihre Formatierung wird konserviert. Gerader Gebrauch die normalen Schnitt- und Pastenmenüs in Ihrem web browser (oder in der Steuerung-C und in der Steuerung-V).
+
You can cut and paste rich text from other Windows applications such as Microsoft Word + straight into this editor, and your formatting will be preserved. Just use the normal cut and paste + menus in your web browser (or Control-C and Control-V). + -
Einsetzen von Bildern
+
Inserting images

-
Wenn Sie Bilder haben, die bereits auf einer Web site und zugänglich über ein URL veröffentlicht werden, können Sie diese Bilder in Ihren Texten mit der "Einsatzbild" Taste umfassen.
+
If you have images that are already published on a web site and accessible via a URL, you can include these images in your texts using the "Insert Image" button. + -
Einsetzen Der Tabellen
+
Inserting Tables

-
, um Layout Ihren Texten hinzuzufügen, können Sie den "Einsatz benutzen verlegen" Taste im toolbar.
+
To add layout to your texts, you can use the "Insert Tables" button in the toolbar. + -
Einsetzen Der Verbindungen
+
Inserting Links

-
, um eine neue Verbindung zu bilden, schreiben Sie zuerst den Text, den Sie eine Verbindung sein wünschen. Dann wählen Sie sie vor und klicken Sie die Verbindungstaste im toolbar. Schreiben Sie das URL, das Sie mit verbinden möchten und es wird getan!
+
To make a new link, first type the text that you want to be a link. Then select it and click the link button in the toolbar. Type the URL you want to link to and it's done! + -
Einsetzen von smilies (Emoticons)
+
Inserting smilies (emoticons)

-
, um diese kleinen Ikonen in Ihrem Text einzubetten, klicken Sie an die smileyikone im toolbar. Ein Dialog knallt oben, der Ihnen erlaubt, von den folgenden smileyikonen vorzuwählen. (wechselweise, können Sie den entsprechenden Code in Ihren Text gerade gerade schreiben und er wird später umgewandelt, wenn Ihr Text angezeigt wird). +
To embed these small icons in your text, click on the smiley icon in the toolbar. A dialog will pop up that allows you to select from the following smiley icons. (Alternatively, you can just type the corresponding code straight into your text and it will be converted later when your text is displayed). + +
@@ -81,43 +104,43 @@

- + - - + + @@ -42,38 +65,38 @@ - + - - + + - - + + - - + + - + - + - - + +

Lächeln smile :-)

grosses Grinsen :-D big grin :-D

gemischt mixed :-/

durchdacht V -. thoughtful V-.

Zunge heraus :-P tongue out :-P

kühl B -) cool B-)

genehmigen Sie approve ^-)

breite Augen wide eyes 8-)

Überraschung 8-o surprise 8-o

- + - + - - + + - - + + - + - - + + - + - - + + @@ -126,7 +149,7 @@ - +

traurig sad :-(

schüchtern shy 8-.

erröten Sie :-I blush :-I

Küsse :-X kisses :-X

clown :o) :o)

schwarzes Auge P-$l| black eye P-|

verärgert angry 8-[

tot xx-P dead xx-P

Übel evil }-]

diff --git a/lang/de/help/surveys.html b/lang/de/help/surveys.html index 4e2419fbfc..939252e08e 100644 --- a/lang/de/help/surveys.html +++ b/lang/de/help/surveys.html @@ -1,63 +1,99 @@ +
Available surveys
+
Currently, Moodle only offers specific types of surveys (future versions +will enable you to create your own).
-
Z.Z. bietet Moodle nur spezifische Arten von Übersichten an (zukünftige Versionen ermöglichen Ihnen, Ihre Selbst zu verursachen).
+
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. -
Die vorhandenen Übersichten sind als seiend besonders nützlich für das Auswerten online der erlernen Klimas gewählt worden, die ein constructivistpedagogy verwenden. Sie sind nützlich, bestimmte Tendenzen zu kennzeichnen, die unter Ihren Teilnehmern geschehen können. (ein Papier zu sehen, in dem diese in einer ausführlichen Analyse verwendet werden, sehen Sie: http://dougiamas.com/writing/herdsa2002 )
+(To see a paper where these are used in a detailed analysis, see: +http://dougiamas.com/writing/herdsa2002)

-
COLLES - Lernen-KlimacÜbersicht Constructivist On-line-
+
COLLES - Constructivist On-Line Learning Environment Survey

-
Das COLLES enthält die ökonomischen 24 Aussagen, die in sechs Skalen gruppiert werden, von denen jede uns hilft, eine Schlüsselfrage über die Qualität des on-line-Lernenklimas zu adressieren:
+
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:
- - + + - + - + - - + + - + - + - - + + - + - +

Bedeutung Ist das on-line-Lernen zur professionellen Praxis der Kursteilnehmer wie relevant? Relevance How relevant is on-line learning to students' professional practices? +

Reflexion Reflection Online regt erlernen das kritische reflektierende Denken der Kursteilnehmer an? Does on-line learning stimulate students' critical reflective thinking? +

Wechselwirkung In welchem Ausmass Kursteilnehmer, engagieren sich online in reichem educative dialogieren? Interactivity To what extent do students engage on-line in rich educative dialogue? +

TutorcUnterstützung Tutor Support Wie gut ermöglichen Tutore Kursteilnehmern, teilzunehmen, an, online zu erlernen? How well do tutors enable students to participate in on-line learning? +

GleichcUnterstützung Ist und zur Verfügung gestelltes on-line der Anregung Unterstützung durch Mitkursteilnehmer empfindlich? Peer Support Is sensitive and encouraging support provided on-line by fellow students? +

Deutung Interpretation Sind Kursteilnehmer und Tutore gutes sinnvoll von den jeder des anderen on-line-Kommunikationen? Do students and tutors make good sense of each other's on-line communications?

-
Die dynamische Ansicht des Lernens zu untermauern ist eine neue Theorie des Wissens: Sozialconstructivism, das den Anfänger als aktives conceptualiser innerhalb eines sozial wechselwirkenden Lernenklimas schildert. Sozialconstructivism ist ein epistemology, oder Weise des Wissens, in der Anfänger reflektierend zusammenarbeiten, Co-konstruieren neue understandings, besonders im Kontext der gegenseitigen Anfrage geerdet in ihrer persönlichen Erfahrung.
- -
Zentrale zu dieser Zusammenarbeit ist die Entwicklung der mitteilsamen Kompetenz der Kursteilnehmer d.h. die Fähigkeit, sich in der geöffneten und kritischen Darlegung mit dem Lehrer und den Gleichen zu engagieren. Diese Darlegung wird durch eine empathic Lagebestimmung zum Konstruieren des wechselseitigen Verständnisses und eine kritische einstellung gegenüber zugrundeliegenden Annahmen Überprüfens gekennzeichnet.
- -
Das COLLES ist entworfen worden, um Ihnen zu ermöglichen, den Umfang zu überwachen, in dem Sie in der LageSIND, die wechselwirkende Kapazität des World Wide Web für das Engagieren der Kursteilnehmer in der dynamischen Lernenpraxis auszunutzen.
- -
(diese Informationen sind von der COLLES-Seite angepaßt worden. Sie können mehr über COLLES und die Autoren von ihm an herausfinden: http://surveylearning.com/colles/)
+
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.
+ +
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.
+ +
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.
+ +
+(This information has been adapted from the COLLES page. You can find out more about +COLLES and the authors of it at: +http://surveylearning.com/colles/)

-
ATTLS - Haltung zur Denken und Lernenübersicht
+
ATTLS - Attitudes to Thinking and Learning Survey

-
Die Theorie von ' Weisen des Wissens ', ursprünglich vom Feld der Geschlechtforschung (Belenky et al., 1986) versieht uns mit einem Übersichtswerkzeug, um die Qualität der Darlegung innerhalb eines gemeinschaftlichen Klimas zu überprüfen.
Die einstellungen gegenüber Denken und Lernenübersicht (ATTLS) ist ein Instrument, das von Galotti et al. (1999) entwickelt wird um den Umfang zu messen, in dem eine Person ein ' verbundenes knower ' (CK) oder ein ' unterschiedliches knower ' ist (SK).
Leute mit höheren CK-Kerben neigen, das Lernen erfreulicheres zu finden, und sind häufig kooperativer, congenial und bereiter, auf den Ideen von anderen zu errichten, während die mit höheren SK-Kerben neigen, eine kritischere und argumentative Position zum Lernen zu nehmen.
Studien haben gezeigt, daß diese zwei Lernenarten von einander unabhängig sind (Galotti et al., 1999; Galotti et al., 2001). Zusätzlich sind sie nur eine Reflexion von Lernenhaltung, Lernennicht kapazitäten oder intellektuelle Energie.
Belenky, M. F., Clinchy, B.-M., Goldberger, N. R. U. Tarule, J.-M. (1986). Weisen der Frauen des Wissens: Die Entwicklung von Selbst-, von Stimme und von Verstand. Neues York: Grundlegende Bücher, Inc..
+
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. + +
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). + +
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. + +
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. + +
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.
-
Galotti, K.-M., Clinchy, B.-M., Ainsworth, K., Lavin, B. U. Mansfield, A. F. (1999). Eine neue Weise des Festsetzens von Weisen des Wissens: Die einstellungen gegenüber Denken und Lernenübersicht (ATTLS). GeschlechtcRollen, 40(9/10), 745-766.
+
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.
-
Galotti, K.-M., Reimer, R. L. U. Drebus, D. W. (2001). Weisen des Wissens als Lernenarten: LernencMagie mit einem Partner. GeschlechtcRollen, 44(7/8), 419-436.
+
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.

diff --git a/lang/de/help/teachers.html b/lang/de/help/teachers.html index bc671b7745..0a482c970f 100644 --- a/lang/de/help/teachers.html +++ b/lang/de/help/teachers.html @@ -1,6 +1,21 @@ +
Teachers
+
This page shows the list of people who are assigned to be + "teachers" in this course (by the system administrator). -
Diese Seite zeigt die Liste der Leute, die zugewiesen werden, um "Lehrer" in diesem Kurs zu sein (durch den Systemverwalter).
Sie können diese Form benutzen, um eine Rolle (Titel) jeder Person wie "Professor", "Tutor", "Assistenten" zuzuweisen und so weiter. Diese erscheinen auf der Kursauflistung des Aufstellungsortes und auch auf der Teilnehmerliste für Ihren Kurs. Wenn Sie die Rolle leer dann lassen, wird das Rückstellungswort für Lehrer verwendet (der, den Sie in die Kurseinstellungsseite einstellten).
Sie können diese Liste auch bestellen (den Hauptlehrer an der Oberseite setzen, z.B.). Wählen Sie einfach Zahlen von den Menüs in der "Auftrags" Spalte vor. Nachdem Sie "außer Änderungen" sich betätigt haben, sehen Sie den neuen Auftrag.
NOTE: A special case occurs if you use select "Hide" +
You can use this form to assign a role (title) to each person + such as "Professor", "Tutor", "Assistant" and so on. These + will appear on the site's course listing and also on the + list of participants for your course. If you leave the + role empty then the default word for teacher will be used + (the one you set in the Course Settings page). + +
You can also order this list (to put the main teacher at the + top, for example). Simply select numbers from the menus + in the "Order" column. After pressing "Save changes" you will + see the new order. + +
NOTE: A special case occurs if you use select "Hide" for a teacher. In this case, the teacher will NOT BE SHOWN on the course listings or the list of participants. They will be "hidden" from students diff --git a/lang/de/help/text.html b/lang/de/help/text.html index b8990eaf95..d79dbfbeeb 100644 --- a/lang/de/help/text.html +++ b/lang/de/help/text.html @@ -1,6 +1,10 @@ +
Help on writing text
+Writing text in Moodle works pretty much the way you would expect, but you also have the ability to include "smilies", "URL addresses" and some HTML tags in your text. + +
Smilies (emoticons)

-
Diese kleinen Ikonen in Ihrem Text einbetten, gerade Art der dazugehörige Code. Diese Codes selbst sind wie kleine Abbildungen, wenn Sie Ihren Kopf nach links drehen, wenn Sie sie betrachten.
+
To embed these small icons in your text, just type the associated code. These codes themselves are like little pictures if you turn your head to the left when looking at them.
@@ -8,13 +12,13 @@

- + - - + + @@ -23,38 +27,38 @@ - + - - + + - - + + - - + + - + - + - - + +

Lächeln smile :-)

grosses Grinsen :-D big grin :-D

gemischt mixed :-/

durchdacht V -. thoughtful V-.

Zunge heraus :-P tongue out :-P

kühl B -) cool B-)

genehmigen Sie approve ^-)

breite Augen wide eyes 8-)

Überraschung 8-o surprise 8-o

@@ -62,43 +66,43 @@ - + - + - - + + - - + + - + - - + + - + - - + + @@ -107,7 +111,7 @@ - +

traurig sad :-(

schüchtern shy 8-.

erröten Sie :-I blush :-I

Küsse :-X kisses :-X

clown :o) :o)

schwarzes Auge P-$l| black eye P-|

verärgert angry 8-[

tot xx-P dead xx-P

Übel evil }-]

@@ -115,22 +119,25 @@
-
URLs
+
URLs

-
Irgendein "Wort" beginnend mit WWW. oder HTTP:// Wille automatisch wird zu eine clickable Verbindung gemacht.
Z.B.: www.yahoo.com oder http://curtin.edu
+
Any "word" starting with www. or http:// will automatically be turned into a clickable link. +
For example: www.yahoo.com or http://curtin.edu +
-
HTML-Umbauten
+
HTML tags

-
Sie können eine begrenzte Teilmenge HTML-Umbauten benutzen, um Hauptgewicht Ihren Texten hinzuzufügen. - - - - - - - - - +
You can use a limited subset of HTML tags to add emphasis to your texts. +
HTML-Umbauten Produziert
 fettes fetter Text
 Italic Italictext
 Unterstreichungs unterstrichener Text
< SCHRIFTKEGEL SIZE=1 > kleines </SCHRIFTKEGEL > klein
< SCHRIFTKEGEL SIZE=4 > großes </SCHRIFTKEGEL > groß
< SCHRIFTKEGEL COLOR=green > Beispiel</SCHRIFTKEGEL > Beispiel
< < UL><LI>one < LI>two/UL >
ein
zwei

< STUNDE >

+ + + + + + + + +
HTML tags Produces
 bold bold text
 italic italic text
 underline underlined text
 small small
 large large
 example example
<UL><LI>one <LI>two </UL>
one
two

<HR>

diff --git a/lang/de/help/textformat.html b/lang/de/help/textformat.html index 9ea4e5d9d8..e01d9612a6 100644 --- a/lang/de/help/textformat.html +++ b/lang/de/help/textformat.html @@ -1,14 +1,41 @@ +
Formatting text
+
When writing text in Moodle there are currently two formats you can choose + to produce your text, depending on your expertise and the type of browser + you are using. -
Wenn Sie Text in Moodle dort schreiben, seien Sie z.Z. zwei Formate, die Sie beschließen können, um Ihren Text zu produzieren, abhängig von Ihrer Sachkenntnis und der Art der Datenbanksuchroutine Sie verwenden.
Normalerweise können Sie dieses gerade lassen, das alleine einstellt und Sachen sollten arbeiten, wie Sie erwarten .
1. Automobil-Format Moodle
+
Usually you can just leave this setting alone and things should + work as you expect. + +
1. Moodle auto-format

-
Dieses Format ist für am besten, wenn Sie normale Netzformen für Eintragung benutzen (anstelle vom Richtext-HTML-Herausgeber). Gerader Arttext normalerweise, als ob Sie ein email sendeten.
Wenn Sie Ihren Text speichern, tut Moodle eine Anzahl von Sachen, um Ihren Text für Sie automatisch zu formatieren.
Z.B. wird URLs wie http://yahoo.com oder sogar www.yahoo.com zu Verbindungen gemacht.
Ihre Linienbrüche werden behalten, und Leerzeilen fangen neue Punkte an.
Smileybuchstaben wie:-) Wille werden automatisch ihre graphischen Äquivalente.
Sie können HTML-Code sogar einbetten, wenn Sie zu wünschen und er behalten wird.
Mehr Info über Automobil-Formatierung Moodle.
+
This format is best for when you are using normal web forms for entry + (instead of the Richtext HTML editor). Just type text normally, as if you + were sending an email. + +
When you save your text, Moodle will do a number of things to automatically + format your text for you. +
For example, URLs such as + http://yahoo.com or even + www.yahoo.com will be turned into links. +
Your line breaks will be retained, and blank lines will start new paragraphs. +
Smiley characters such as :-) will automatically become their graphical equivalents. +
You can even embed HTML code if you want to and it will be retained. +
More info about Moodle auto-formatting.

-
2. HTML-Format
+
2. HTML format

-
Dieses Format nimmt an, daß der Text reines HTML ist. Wenn Sie den HTML-Herausgeber benutzen, um Text zu redigieren dann, ist dieses das Rückstellungsformat - alle Befehle im toolbar produzieren HTML für Sie.
Selbst wenn Sie nicht den Richtext-HTML-Herausgeber benutzen, können Sie HTML-Code in Ihrem Text verwenden und er sollte genau herauskommen, wie Sie beabsichtigten.
Anders als das Automobil-Format Moodle wird keine automatische Formatierung durchgeführt.
Mehr Info über HTML
-
Mehr Info über den Richtext-HTML-Herausgeber
+
This format assumes the text is pure HTML. If you are using the + HTML editor to edit text then this is the default format - all + the commands in the toolbar are producing HTML for you. + +
Even if you are not using the Richtext HTML editor, you can use HTML code + in your text and it should come out exactly as you intended. + +
Unlike the Moodle auto-format, no automatic formatting is performed. +
More info about HTML
+
More info about the Richtext HTML editor

diff --git a/lang/de/moodle.php b/lang/de/moodle.php index 69c605a5d5..4abd6f8701 100644 --- a/lang/de/moodle.php +++ b/lang/de/moodle.php @@ -54,6 +54,7 @@ $string['closewindow'] = "Dieses Fenster schlie $string['comparelanguage'] = "Sprache vergleichen und bearbeiten"; $string['complete'] = "Fertig"; $string['configcountry'] = "Wenn Sie hier ein Land einstellen, wird dieses Land alsVorgabe für neue Benutzerkonten gewählt. Um Benutzer zu zwingen, ein Land zu wählen, lassen Sie dieses Feld leer."; +$string['configdebug'] = "Wenn Sie dies einschalten, wird das error_reporting von PHP erweitert, so dass mehr Warnungen ausgegeben werden. Dies ist nur nützlich für Entwickler."; $string['configerrorlevel'] = "Wählen Sie die Menge der PHP Warnungen, die Sie angezeigt bekommen möchten. Normal ist gebräuchlicherwiese die beste Wahl."; $string['configgdversion'] = "Zeigt Ihnen die Version von GD an, die installiert. Die Version, die als Standard angezeigt wird, ist die, die automatisch ermittelt worden ist. Ändern Sie diese nicht, es sei denn Sie wissen wirklich, was Sie tun. "; $string['confightmleditor'] = "Wählen Sie aus, ob Sie die Verwendung der HTML Text-Eingabe zulassen möchten. Selbst, wenn Sie es zulassen, erscheint diese Text-Eingabe nur, wenn der Benutzer einen geeigneten Browser ( wie z.B. den IE 5.5 oder höher) benutzt. diff --git a/lang/de/quiz.php b/lang/de/quiz.php index 5bee781514..092c459c3f 100644 --- a/lang/de/quiz.php +++ b/lang/de/quiz.php @@ -1,8 +1,9 @@

traurig	sad	:-(
schüchtern	shy	8-.
erröten Sie	:-I	blush	:-I
Küsse	:-X	kisses	:-X
clown	:o)	:o)
schwarzes Auge	P-$l\|	black eye	P-\|
verärgert	angry	8-[
tot	xx-P	dead	xx-P

Übel	evil	}-]

Bedeutung	Ist das on-line-Lernen zur professionellen Praxis der Kursteilnehmer wie relevant?	Relevance	How relevant is on-line learning to students' professional practices? +
Reflexion	Reflection	Online regt erlernen das kritische reflektierende Denken der Kursteilnehmer an?	Does on-line learning stimulate students' critical reflective thinking? +
Wechselwirkung	In welchem Ausmass Kursteilnehmer, engagieren sich online in reichem educative dialogieren?	Interactivity	To what extent do students engage on-line in rich educative dialogue? +
TutorcUnterstützung	Tutor Support	Wie gut ermöglichen Tutore Kursteilnehmern, teilzunehmen, an, online zu erlernen?	How well do tutors enable students to participate in on-line learning? +
GleichcUnterstützung	Ist und zur Verfügung gestelltes on-line der Anregung Unterstützung durch Mitkursteilnehmer empfindlich?	Peer Support	Is sensitive and encouraging support provided on-line by fellow students? +
Deutung	Interpretation	Sind Kursteilnehmer und Tutore gutes sinnvoll von den jeder des anderen on-line-Kommunikationen?	Do students and tutors make good sense of each other's on-line communications?

Lächeln	smile	:-)
grosses Grinsen	:-D	big grin	:-D

gemischt	mixed	:-/
durchdacht	V -.	thoughtful	V-.
Zunge heraus	:-P	tongue out	:-P
kühl	B -)	cool	B-)
genehmigen Sie	approve	^-)
breite Augen	wide eyes	8-)
Überraschung	8-o	surprise	8-o

HTML-Umbauten	Produziert
< B > fettes </B >	fetter Text
< I > Italic</I >	Italictext
< U > Unterstreichungs</U >	unterstrichener Text
< SCHRIFTKEGEL SIZE=1 > kleines </SCHRIFTKEGEL >	klein
< SCHRIFTKEGEL SIZE=4 > großes </SCHRIFTKEGEL >	groß
< SCHRIFTKEGEL COLOR=green > Beispiel</SCHRIFTKEGEL >	Beispiel
< < UL><LI>one < LI>two/UL >	ein zwei
< STUNDE >

HTML tags	Produces
<B> bold </B>	bold text
<I> italic </I>	italic text
<U> underline </U>	underlined text
<FONT SIZE=1> small </FONT>	small
<FONT SIZE=4> large </FONT>	large
<FONT COLOR=green> example </FONT>	example
<UL><LI>one <LI>two </UL>	one two
<HR>