From e358a2c60dcaa5fcb49b36050ff9ce184eeda709 Mon Sep 17 00:00:00 2001 From: koenr Date: Tue, 6 Jul 2004 21:32:21 +0000 Subject: [PATCH] removing English help files from non-English language packs --- lang/et/help/cookies.html | 13 -- lang/et/help/courseavailability.html | 11 - lang/et/help/coursegrades.html | 14 -- lang/et/help/resource/resourcetype.html | 11 +- lang/ro/help/surveys.html | 99 -------- lang/ro/help/teachers.html | 22 -- lang/sv/help/quiz/formatctm.html | 85 ------- lang/th/help/assignment/mods.html | 7 - lang/th/help/attendance/autoattend.html | 8 - lang/th/help/attendance/choosedays.html | 5 - lang/th/help/attendance/dynsection.html | 6 - lang/th/help/attendance/grade.html | 6 - lang/th/help/attendance/hours.html | 6 - lang/th/help/attendance/maxgrade.html | 5 - lang/th/help/attendance/mods.html | 5 - lang/th/help/chat/chatting.html | 26 --- lang/th/help/chat/mods.html | 9 - lang/th/help/dialogue/addsubject.html | 9 - lang/th/help/dialogue/closedialogue.html | 13 -- lang/th/help/dialogue/deleteafter.html | 7 - lang/th/help/dialogue/dialoguetype.html | 17 -- lang/th/help/dialogue/info.html | 20 -- lang/th/help/dialogue/maildefault.html | 7 - lang/th/help/dialogue/mods.html | 8 - lang/th/help/dialogue/multiple.html | 10 - lang/th/help/dialogue/sendmail.html | 13 -- lang/th/help/dialogue/writing.html | 18 -- lang/th/help/exercise/administration.html | 42 ---- lang/th/help/exercise/elements.html | 65 ------ lang/th/help/exercise/finalgrades.html | 12 - lang/th/help/exercise/grade.html | 8 - lang/th/help/exercise/grading.html | 40 ---- lang/th/help/exercise/gradinggrade.html | 15 -- lang/th/help/exercise/gradingstrategy.html | 78 ------- lang/th/help/exercise/managing.html | 86 ------- lang/th/help/exercise/mods.html | 13 -- lang/th/help/exercise/moreinfo.html | 88 -------- lang/th/help/exercise/nelements.html | 20 -- lang/th/help/exercise/specimen.html | 10 - .../exercise/submissionofdescriptions.html | 12 - lang/th/help/exercise/takeownership.html | 11 - lang/th/help/exercise/usemax.html | 9 - lang/th/help/forum/maxattachmentsize.html | 8 - lang/th/help/forum/mods.html | 8 - lang/th/help/forum/rssarticles.html | 8 - lang/th/help/forum/rsstype.html | 14 -- lang/th/help/glossary/aliases.html | 6 - lang/th/help/glossary/allowcomments.html | 6 - .../help/glossary/allowduplicatedentries.html | 5 - lang/th/help/glossary/casesensitive.html | 8 - lang/th/help/glossary/defaultapproval.html | 4 - lang/th/help/glossary/description.html | 4 - lang/th/help/glossary/destination.html | 7 - lang/th/help/glossary/displayformat.html | 28 --- lang/th/help/glossary/entbypage.html | 5 - lang/th/help/glossary/filetoimport.html | 3 - lang/th/help/glossary/fullmatch.html | 6 - lang/th/help/glossary/globalglossary.html | 9 - lang/th/help/glossary/importcategories.html | 3 - lang/th/help/glossary/index.html | 31 --- lang/th/help/glossary/linkcategory.html | 5 - lang/th/help/glossary/mainglossary.html | 7 - lang/th/help/glossary/mods.html | 7 - lang/th/help/glossary/rssarticles.html | 8 - lang/th/help/glossary/rsstype.html | 14 -- lang/th/help/glossary/shows.html | 9 - lang/th/help/glossary/studentcanpost.html | 7 - lang/th/help/glossary/usedynalink.html | 10 - lang/th/help/journal/mods.html | 10 - lang/th/help/lesson/grade.html | 7 - lang/th/help/lesson/handlingofretakes.html | 9 - lang/th/help/lesson/import.html | 111 --------- lang/th/help/lesson/jumpto.html | 13 -- lang/th/help/lesson/maxanswers.html | 14 -- lang/th/help/lesson/maxattempts.html | 23 -- lang/th/help/lesson/maxpages.html | 10 - lang/th/help/lesson/minquestions.html | 31 --- lang/th/help/lesson/mods.html | 11 - lang/th/help/lesson/nextpageaction.html | 22 -- lang/th/help/lesson/overview.html | 99 -------- lang/th/help/lesson/questionoption.html | 24 -- lang/th/help/lesson/questiontypes.html | 119 ---------- lang/th/help/lesson/retake.html | 19 -- lang/th/help/lesson/useeditor.html | 44 ---- lang/th/help/quiz/createmultiple.html | 10 - lang/th/help/quiz/discrimination.html | 10 - lang/th/help/quiz/formataiken.html | 24 -- lang/th/help/quiz/formatctm.html | 83 ------- lang/th/help/quiz/formatgift.html | 213 ------------------ lang/th/help/quiz/formatwebct.html | 62 ----- lang/th/help/quiz/import.html | 49 ---- lang/th/help/quiz/index.html | 33 --- lang/th/help/quiz/match.html | 11 - lang/th/help/quiz/mods.html | 11 - lang/th/help/quiz/multianswer.html | 44 ---- lang/th/help/quiz/numerical.html | 16 -- lang/th/help/quiz/randomsamatch.html | 14 -- lang/th/help/quiz/repeatattempts.html | 5 - lang/th/help/quiz/review.html | 6 - lang/th/help/quiz/shuffleanswers.html | 13 -- lang/th/help/quiz/shufflequestions.html | 11 - lang/th/help/resource/program.html | 17 -- lang/th/help/survey/mods.html | 8 - lang/th/help/surveys.html | 99 -------- lang/th/help/workshop/addingacomment.html | 20 -- lang/th/help/workshop/agreeassessments.html | 35 --- .../help/workshop/analysisofassessments.html | 25 -- .../help/workshop/assessmentofexamples.html | 13 -- lang/th/help/workshop/editingacomment.html | 6 - lang/th/help/workshop/gradingsubmissions.html | 12 - .../help/workshop/includeteachersgrade.html | 10 - lang/th/help/workshop/index.html | 31 --- lang/th/help/workshop/leaguetable.html | 13 -- lang/th/help/workshop/mods.html | 9 - lang/th/help/workshop/overallocation.html | 26 --- .../help/workshop/submissionofexamples.html | 28 --- .../workshop/ungradedassessments_student.html | 11 - .../workshop/ungradedassessments_teacher.html | 18 -- lang/tr/help/assignment/assignmenttype.html | 13 -- lang/tr/help/assignment/resubmit.html | 9 - lang/tr/help/choice/options.html | 7 - lang/tr/help/coursecategory.html | 11 - lang/tr/help/courseformats.html | 24 -- lang/tr/help/coursefullname.html | 4 - lang/tr/help/coursenewsitems.html | 15 -- lang/tr/help/coursenumsections.html | 14 -- lang/tr/help/courserecent.html | 16 -- lang/tr/help/courseshortname.html | 7 - lang/tr/help/coursestartdate.html | 19 -- lang/tr/help/enrolmentkey.html | 23 -- lang/tr/help/forum/allowdiscussions.html | 20 -- lang/tr/help/forum/attachment.html | 21 -- lang/tr/help/forum/forumtype.html | 16 -- lang/tr/help/forum/subscription.html | 18 -- lang/tr/help/guestaccess.html | 21 -- lang/tr/help/html.html | 13 -- lang/tr/help/langedit.html | 12 - lang/tr/help/mods.html | 69 ------ lang/tr/help/picture.html | 18 -- lang/tr/help/quiz/attempts.html | 6 - lang/tr/help/quiz/categories.html | 17 -- lang/tr/help/quiz/correctanswers.html | 6 - lang/tr/help/quiz/feedback.html | 5 - lang/tr/help/quiz/grademethod.html | 25 -- lang/tr/help/quiz/maxgrade.html | 11 - lang/tr/help/quiz/multichoice.html | 19 -- lang/tr/help/quiz/questiontypes.html | 37 --- lang/tr/help/quiz/shortanswer.html | 10 - lang/tr/help/quiz/timeopen.html | 5 - lang/tr/help/quiz/truefalse.html | 11 - lang/tr/help/resource/resourcetype.html | 23 -- lang/tr/help/resource/summary.html | 8 - lang/tr/help/richtext.html | 160 ------------- lang/tr/help/surveys.html | 99 -------- lang/tr/help/teachers.html | 22 -- lang/tr/help/text.html | 144 ------------ lang/tr/help/textformat.html | 41 ---- lang/zh_tw/help/langedit.html | 12 - lang/zh_tw/help/picture.html | 18 -- lang/zh_tw/help/richtext.html | 160 ------------- lang/zh_tw/help/surveys.html | 99 -------- lang/zh_tw/help/teachers.html | 22 -- lang/zh_tw/help/text.html | 144 ------------ lang/zh_tw/help/textformat.html | 41 ---- lang/zh_tw/help/writing.html | 23 -- 165 files changed, 2 insertions(+), 4297 deletions(-) delete mode 100644 lang/et/help/cookies.html delete mode 100644 lang/et/help/courseavailability.html delete mode 100644 lang/et/help/coursegrades.html delete mode 100755 lang/ro/help/surveys.html delete mode 100755 lang/ro/help/teachers.html delete mode 100644 lang/sv/help/quiz/formatctm.html delete mode 100644 lang/th/help/assignment/mods.html delete mode 100644 lang/th/help/attendance/autoattend.html delete mode 100644 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Cookies

- -

Two cookies are used by this site.

- -

The essential one is the session cookie, usually called MoodleSession. You must allow this cookie - into your browser to provide continuity and maintain your login from page to page. When you log out or - close the browser this cookie is destroyed (in your browser and on the server).

- -

The other cookie is purely for convenience, usually called something like MOODLEID. It just remembers - your username within the browser. This means when you return to this site the username field on the - login page will be already filled out for you. It is safe to refuse this cookie - you will just have - to retype your username every time you log in.

- diff --git a/lang/et/help/courseavailability.html b/lang/et/help/courseavailability.html deleted file mode 100644 index 9b07b97161..0000000000 --- a/lang/et/help/courseavailability.html +++ /dev/null @@ -1,11 +0,0 @@ -

Course availability

- -

This option allows you to "hide" your course - completely.

- -

It will not appear on any course listings, except to - teachers of the course and administrators.

- -

Even if students try to access the course URL directly, - they will not be allowed to enter.

- diff --git a/lang/et/help/coursegrades.html b/lang/et/help/coursegrades.html deleted file mode 100644 index ed1691415d..0000000000 --- a/lang/et/help/coursegrades.html +++ /dev/null @@ -1,14 +0,0 @@ -

Grades

- -

Many of the activities allow grades to be set.

- -

By default, the results of all grades within the - course can be seen in the Grades page, available - from the main course page.

- -

If a teacher is not interested in using grades in a - course, or just wants to hide grades from students, - then they can disable the display of grades in the - Course Settings. This does not prevent individual - activities from using or setting grades, it just - disables the results being displayed to students.

diff --git a/lang/et/help/resource/resourcetype.html b/lang/et/help/resource/resourcetype.html index a4d328fa83..bef9d3af57 100644 --- a/lang/et/help/resource/resourcetype.html +++ b/lang/et/help/resource/resourcetype.html @@ -1,12 +1,5 @@ -

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: - -Ressurside tüübid - -

Ressursidel võib olla mistahes sisu. Nende erinevad tüübid +

Ressurside tüübid

+

Ressursidel võib olla mistahes sisu. Nende erinevad tüübid määravad enamasti ära, kuidas sisule juurde pääseb.

Lihttekst – kõige tavalisem tüüp. Võid diff --git a/lang/ro/help/surveys.html b/lang/ro/help/surveys.html deleted file mode 100755 index 439196cbd8..0000000000 --- a/lang/ro/help/surveys.html +++ /dev/null @@ -1,99 +0,0 @@ -

Available surveys

- -

Currently, Moodle only offers specific types of surveys (future versions -will enable you to create your own).

- -

The available surveys have been chosen as being particularly useful for -evaluating online learning environments that use a constructivist pedagogy. -They are useful to identify certain trends that may be happening among -your participants. - -(To see a paper where these are used in a detailed analysis, see: -http://dougiamas.com/writing/herdsa2002)

- -
-

COLLES - Constructivist On-Line Learning Environment Survey

-
    -

    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:

    - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
    RelevanceHow relevant is on-line learning to students' professional practices? -
    Reflection Does on-line learning stimulate students' critical reflective thinking? -
    Interactivity To what extent do students engage on-line in rich educative dialogue? -
    Tutor SupportHow well do tutors enable students to participate in on-line learning? -
    Peer Support Is sensitive and encouraging support provided on-line by fellow students? -
    Interpretation Do students and tutors make good sense of each other's on-line communications?
    - -

    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 - Attitudes to Thinking and Learning Survey

-
    - -

    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., & 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/ro/help/teachers.html b/lang/ro/help/teachers.html deleted file mode 100755 index de4b5181cf..0000000000 --- a/lang/ro/help/teachers.html +++ /dev/null @@ -1,22 +0,0 @@ -

Teachers

- -

This page shows the list of people who are assigned to be - "teachers" in this course (by the system administrator). - -

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 - (unless they post messages to the forums etc) diff --git a/lang/sv/help/quiz/formatctm.html b/lang/sv/help/quiz/formatctm.html deleted file mode 100644 index 6529ed8803..0000000000 --- a/lang/sv/help/quiz/formatctm.html +++ /dev/null @@ -1,85 +0,0 @@ -

Att importera filer av typen "Testhanterare för kursen"

- -

- -Course Test Manager is an "End of Lifetime" software package from Course Technology. -It is no longer being actively developed by Course Technology. It has been replaced by -a new test manager called ExamView. However, there has never been a migration path to allow -this format to be exported from CTM testbanks to any other common test format. This is why this -module has been written.

- -

In order to import questions from CTM, you must have CTM installed on a Windows machine, and -have access to the MS Access data files on that machine. Two data files are required in order to -access the data files:

-
  • System.mda - This file is in the top directory of your CTM installation, and is referred to -in MS access parlance as the "System Database".
    • -
  • ctm.mdb - this is the database that contains the test bank questions. There is one of these databases -for each course installed in CTM. It is located in a directory one level bellow your CTM installation -directory.
    • -
- -

The import process is somewhat different based on whether you're running moodle on Windows or Linux. -Regardless of what platfom moodle is running on, you must have a Windows system (Windows 2000 or Windows XP) -on the same network as your moodle system in order to host the Access database while importing test banks.

- -

The process is somewhat easier on a Windows-based moodle system. All you need to do to use the CTM import -class is:

- -
  1. upload the system.mda system database to moodle using the file manager. It doesn't matter what course you -upload the system.mda file to. Moodle will find it regardless.
    2. -
  2. Crete your quiz and go into the "import questions from file" process. Upload your chosen ctm.mdb -database as the file to import. If you did this correctly, you will see another screen that allows you -to choose the sub-category of questions to import from the database. The reason this step is here is that -CTM test banks often contain a large number of categorized questions, based on the chapters of the book or -sections of the course.
    3. -
- -

The process on a Linux-based moodle system includes a third-party software component called the -ODBC Socket Server. In order to import CTM databases on Linux, you must first download and install -this small network program on the Windows system that hosts your CTM databases. Do not follow the installation -steps outlined in the ODBC Socket Server Installation. They're more complicated than they need to be! -Instead, follow these steps to install this program on your Windows system:

- -
  1. Go to the windows system and unzip the install file you downloaded from -this site on the system.
    2. -
  2. Copy the binary ODBCSocketServer.exe to a permanent location, such as your system directory -(probably C:\WINNT\ or C:\Windows) or your Program Files directory.
    3. - -
  3. Install the ODBC Socket Server as a Service on the system with this command:
    -<path you copied the file to in the step above>ODBCSocketServer.exe /Service
    -You may do this by typing this command from Start->Run... dialog, or from a command prompt.
    4. - -
  4. Open the Service Manager by either going to -Start->Settings->Control Panels->Administrative Tools->Services or by right-clicking on -My Computer, choosing Manage, then choosing Services and Applications->Services from -the right panel. You may also access the Service manager by typing services.msc in the Start->Run... -dialog
    5. - -
  5. In the Service manager, right-click the ODBC Socket Server item and choose the Start item. It's status -should change to "started" when you do this. Note that you may stop and/or disable this service completely after -you've completed the import process.
    6. - -
  6. Make sure that the system.mda and ctm.mdb access data files are on the machine, -and that the MS Access ODBC driver is present. It is installed in a standard Windows installation. You can -determine if it installed by opening the "Data Sources" item in "Administrative Tools" and referring to the "Drivers" -tab. You're going to have to determine where CTM is installed and locate the system.mda file and the ctm.mdb database -or databases you're interested in importing data from. Make note of the full local paths to these files as well -as the IP address or hostname of the Windows server. You're going to need this information for the import process.
    7. - -
  7. Now you may import the testbank or testbanks into moodle. Crete your quiz and go into the -"import questions from file" process. NOW HERE'S WHERE THINGS ARE DIFFERENT FOR LINUX - -YOU MUST SPECIFY A DUMMY FILE IN THE UPLOAD FIELD TO GET THE IMPORT PROCESS STARTED. THIS FILE WILL NOT -BE PROCESSED, IT'S JUST A PLACEHOLDER FOR THE IMPORT FORM. YOU WILL GET A PLACE TO SPECIFY THE WINDOWS SERVER -INFORMATION NEXT. Next, you will get a screen where you can type in the hostname for the Windows ODBC Socket Server -machine as well as the paths to the system and testbank databases. Type in the information you wrote down from the -previous step here and click "Connect to Server". If everything was set up correctly, you'll get another form to allow -you to choose the sub-category of questions to import from the database. The reason this step is here is that -CTM test banks often contain a large number of categorized questions, based on the chapters of the book or -sections of the course. IF YOU GET TO THIS STEP WITHOUT ERROR MESSAGES, YOU HAVE SET UP THE SOCKET SERVER CORRECTLY -AND YOU'RE ABOUT TO IMPORT QUESTIONS TO MOODLE!
    8. -
- -

If you received error messages during this process, you may find this technical information useful. -The ODBC Socket server uses port 9628 to open a socket and trade and XML query for an XML result table of -the query results. The import class parses that XML and use it just like I use a local query to do the importing. -

\ No newline at end of file diff --git a/lang/th/help/assignment/mods.html b/lang/th/help/assignment/mods.html deleted file mode 100644 index 7946305782..0000000000 --- a/lang/th/help/assignment/mods.html +++ /dev/null @@ -1,7 +0,0 @@ -

 Assignments

-
    -

    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.

    -
diff --git a/lang/th/help/attendance/autoattend.html b/lang/th/help/attendance/autoattend.html deleted file mode 100644 index 00bc4305f6..0000000000 --- a/lang/th/help/attendance/autoattend.html +++ /dev/null @@ -1,8 +0,0 @@ -

Automatic Attendance Logging

- -

When this option is turned on, the attendance instance will be populated automatically based on the activity of each user on the day specified by the date.

- -

The automatic attendance logging facility counts a participant as present if they log into the course and perform any activities whatsoever on the specified date.

- -

The moodle cron facility must be configured in order for this feature to work.

- diff --git a/lang/th/help/attendance/choosedays.html b/lang/th/help/attendance/choosedays.html deleted file mode 100644 index 221ac80039..0000000000 --- a/lang/th/help/attendance/choosedays.html +++ /dev/null @@ -1,5 +0,0 @@ -

Days of Each Week to Take Attendance.

- -

When adding multiple attendance rolls, one attendance roll will be created for each weekday checked in this list. For example, if you want to take attendance every Tuesday and Thursday, only check the Tue. and Thu. boxes and leave the rest unchecked.

- - diff --git a/lang/th/help/attendance/dynsection.html b/lang/th/help/attendance/dynsection.html deleted file mode 100644 index 2e029d83c7..0000000000 --- a/lang/th/help/attendance/dynsection.html +++ /dev/null @@ -1,6 +0,0 @@ -

Determine Section for Attendance Based on This Date.

- -

Automatically move this instance to the section that corresponds to its date. If you choose this option the instance will move itself to the appropriate week after you save the changes.

- -

This option only applies to courses with a weekly format.

- diff --git a/lang/th/help/attendance/grade.html b/lang/th/help/attendance/grade.html deleted file mode 100644 index 18c2ca2e12..0000000000 --- a/lang/th/help/attendance/grade.html +++ /dev/null @@ -1,6 +0,0 @@ -

Grading a roll.

- -

This feature allows a roll to be graded on a linear scale. The percentage of the total number of hours in a course a student is present for is added as a grade in the gradebook. Tardies are included in this calculation as well, and are graded based on the "number of tardies per absence" configuration for the module.

- -

This feature does not work very well when automatic attendance is turned on because there is currently no way for a student to be partially present in a course on a given day. A student is 100% present or 100% absent in terms of automatic attendance logging.

- diff --git a/lang/th/help/attendance/hours.html b/lang/th/help/attendance/hours.html deleted file mode 100644 index 9117e06a46..0000000000 --- a/lang/th/help/attendance/hours.html +++ /dev/null @@ -1,6 +0,0 @@ -

Number of Hours in a Class Period

- -

Sets how many hours this class period will have. Attendance is logged individually for each hour of class. There is no way to specify partial hours.

- -

This option doesn't really have a lot of bearing on automatic attendance logging.

- diff --git a/lang/th/help/attendance/maxgrade.html b/lang/th/help/attendance/maxgrade.html deleted file mode 100644 index e0daa34df5..0000000000 --- a/lang/th/help/attendance/maxgrade.html +++ /dev/null @@ -1,5 +0,0 @@ -

Maximum Grade Value for Attendance

- -

This value determines what the maximum number grade is for full attendance in a course. This value is pro-rated on a linear scale for partial attendance. A grade of zero is logged for full absence.

- - diff --git a/lang/th/help/attendance/mods.html b/lang/th/help/attendance/mods.html deleted file mode 100644 index 5f0e4a307c..0000000000 --- a/lang/th/help/attendance/mods.html +++ /dev/null @@ -1,5 +0,0 @@ -

 Attendance

-
    -

    This module allows you to record the attendance of each participant in an on-site or on-line class session. Attendance can be logged manually by any teacher in the course, or automatically based on participant activity within the twenty-four hour period of the attendance date.

    -
- diff --git a/lang/th/help/chat/chatting.html b/lang/th/help/chat/chatting.html deleted file mode 100644 index 0f36f4c09c..0000000000 --- a/lang/th/help/chat/chatting.html +++ /dev/null @@ -1,26 +0,0 @@ -

Using Chat

- -

The chat module contains some features to make chatting a little nicer.

- -
-
Smilies
-
Any smiley faces (emoticons) that you can type elsewhere in Moodle - can also be typed in here and they will be displayed correctly. For example, :-) =
- -
Links
-
Internet addresses will be turned into links automatically.
- -
Emoting
-
You can start a line with "/me" or ":" to emote. For example, if your name is Kim and you - type ":laughs!" or "/me laughs!" then everyone will see "Kim laughs!"
- -
Beeps
-
You can send a sound to other people by hitting the "beep" link next to their name. A useful - shortcut to beep all the people in the chat at once is to type "beep all".
- -
HTML
-
If you know some HTML code, you can use it in your text to do things like insert images, - play sounds or create different coloured and sized text.
- -
- diff --git a/lang/th/help/chat/mods.html b/lang/th/help/chat/mods.html deleted file mode 100644 index 1bc9dc0483..0000000000 --- a/lang/th/help/chat/mods.html +++ /dev/null @@ -1,9 +0,0 @@ -

 Chats

-
    -

    The Chat module allows participants to have a real-time synchronous - discussion via the web. This is a useful way to get a different - understanding of each other and the topic being discussed - the mode - of using a chat room is quite different from the asynchronous forums. - The Chat module contains a number of features for managing and - reviewing chat discussions.

    -
diff --git a/lang/th/help/dialogue/addsubject.html b/lang/th/help/dialogue/addsubject.html deleted file mode 100644 index 8cec37e55c..0000000000 --- a/lang/th/help/dialogue/addsubject.html +++ /dev/null @@ -1,9 +0,0 @@ -

Adding Subjects

- -

You can use this link to add a Subject to the dialogue. It's a - good idea to always have a subject for the dialogue, it keeps - the dialogue on track and focuses the replies on the topic. - If you want to start talking about another subject it is - better to close the current dialogue and start a new dialogue - on that topic.

- diff --git a/lang/th/help/dialogue/closedialogue.html b/lang/th/help/dialogue/closedialogue.html deleted file mode 100644 index aae4554159..0000000000 --- a/lang/th/help/dialogue/closedialogue.html +++ /dev/null @@ -1,13 +0,0 @@ -

Closing Dialogues

-

You can close a dialogue at any time. Closing a dialogue - stops the dialogue and removes it from your current list of dialogues. That is, - closed dialogues do not appear on this page.

- -

You will be able to view closed dialogues but you can not add to them. - However, closed dialogues are eventually deleted and after that point they - obviously will not be available even for viewing.

- -

If you do close this dialogue, then you will have to start a new dialogue - if you want to continue to "talk" with this person. That person - will re-appear in the list of people you can start dialogues with.

- diff --git a/lang/th/help/dialogue/deleteafter.html b/lang/th/help/dialogue/deleteafter.html deleted file mode 100644 index 0e7ef00ee6..0000000000 --- a/lang/th/help/dialogue/deleteafter.html +++ /dev/null @@ -1,7 +0,0 @@ -

Deletion of Dialogues

-

This option sets the time interval in days for the deletion of - dialogues. It only applies to CLOSED dialogues.

- -

If the time period is set to zero then dialogues are never -deleted.

- diff --git a/lang/th/help/dialogue/dialoguetype.html b/lang/th/help/dialogue/dialoguetype.html deleted file mode 100644 index 722dc283ba..0000000000 --- a/lang/th/help/dialogue/dialoguetype.html +++ /dev/null @@ -1,17 +0,0 @@ -

Dialogue Types

-

There are three types of Dialogues.

- -

  1. Teacher to Student This allows dialogues between - teachers and students. Dialogues can be started by either - teachers or students. In the lists of people, teachers only - see students and students only see teachers.

    2. - -

  2. Student to Student This allows dialogues between - students. Teachers are not included at all in this type of - dialogue

    3. - -

  3. Everybody This allows everybody in the Class to - start a dialogue with anybody else. Teachers can start - dialogues with other teachers and students, students can start - dialogues with other students and teachers.

    4. -
diff --git a/lang/th/help/dialogue/info.html b/lang/th/help/dialogue/info.html deleted file mode 100644 index 865f303d85..0000000000 --- a/lang/th/help/dialogue/info.html +++ /dev/null @@ -1,20 +0,0 @@ - Dialogues

- -

This module provides a simple communication method between pairs of users. - A teacher can open an dialogue with a student, a student can open - a dialogue with a teacher, and (optionally) a student can open a - dialogue with another student. A teacher or student can be involved - in many on-going dialogues at any time.

- -

A dialogue can have an unlimited number of entries, normally the - "conversation" takes place as a set of interleaved - replies. This format is not enforced and either party can add to the - dialogue at any time.

- -

A dialogue can be closed by either party at any time. Closed dialogues - cannot be reopened. However, a closed - dialogue can be viewed by either party provided it is still in existence...

- -

...The module deletes closed dialogues and all their entries after a - certain time. That time is set here when the Dialogue is created.

- diff --git a/lang/th/help/dialogue/maildefault.html b/lang/th/help/dialogue/maildefault.html deleted file mode 100644 index 9f19b3c3f1..0000000000 --- a/lang/th/help/dialogue/maildefault.html +++ /dev/null @@ -1,7 +0,0 @@ -

Set Mail Default

-

This sets the default value for the "Send this message - by email" option when adding a new entry. If this option - is set to "Yes" then the sent mail box will be checked. - Otherwise the send mail box will not be checked. -

- diff --git a/lang/th/help/dialogue/mods.html b/lang/th/help/dialogue/mods.html deleted file mode 100644 index 43c3800db3..0000000000 --- a/lang/th/help/dialogue/mods.html +++ /dev/null @@ -1,8 +0,0 @@ -

 Dialogues

-
    -

    This module provides a simple communication method between pairs of users. - A teacher can open an dialogue with a student, a student can open - a dialogue with a teacher, and (optionally) a student can open a - dialogue with another student. A teacher or student can be involved - in many on-going dialogues at any time.

    -
diff --git a/lang/th/help/dialogue/multiple.html b/lang/th/help/dialogue/multiple.html deleted file mode 100644 index 9997acd5c5..0000000000 --- a/lang/th/help/dialogue/multiple.html +++ /dev/null @@ -1,10 +0,0 @@ -

Multiple Dialogues

- -

This option allows a person to start more than one dialogue with - someone else. The default is No, which only allows one (open) - dialogue between two people.

- -

Allowing multiple dialogues may result in an abuse of this - facility. Some people may be "pestered" by others - opening many unwanted dialogues with them.

- diff --git a/lang/th/help/dialogue/sendmail.html b/lang/th/help/dialogue/sendmail.html deleted file mode 100644 index 902e240123..0000000000 --- a/lang/th/help/dialogue/sendmail.html +++ /dev/null @@ -1,13 +0,0 @@ -

Sending Mail Messages

- -

If the box is ticked or checked then a mail message is sent to the - other person telling that you have added to (or started) a dialogue - with them. The message does not contain the entry, only a - short statement and, when appropriate, a link to where they can see - the dialogue itself.

- -

You only really need to send such mail messages if you think the other - person is unlikely to see your entry because of their infrequent - use of the course. The Participants list can tell you when they - were last active in the course.

- diff --git a/lang/th/help/dialogue/writing.html b/lang/th/help/dialogue/writing.html deleted file mode 100644 index 348022644f..0000000000 --- a/lang/th/help/dialogue/writing.html +++ /dev/null @@ -1,18 +0,0 @@ -

Writing

- -

When writing text for others to read, try and write directly to your audience.

- -

Explain your ideas as clearly and simply as you can to help avoid misunderstandings. - One thing you can do is to avoid long words when a short one will do.

- -

In a dialogue it will really help to keep your posts short and on-topic. - You can always close a dialogue and start another one if you want to start - discussing something else. - -

When replying to others, try and think of interesting questions you - can ask them. This will help both you and the other person think (and learn!) - about the subject you are discussing.

- - -

More info about asking questions

-

More info about reading

diff --git a/lang/th/help/exercise/administration.html b/lang/th/help/exercise/administration.html deleted file mode 100644 index 8f3bc056c5..0000000000 --- a/lang/th/help/exercise/administration.html +++ /dev/null @@ -1,42 +0,0 @@ -

Administration

- -

The first table on this screen shows how the the overall grades for the - submissions are calculated. The overall grades are a weighted sum of - two components.

- -
  1. The teacher's grade for the student's (initial) assessment of their own work. - This can be termed the "grading grade". Once the student has - submitted their work the assessment is not revised. The student is NOT asked - to re-assess their work each time they resubmit their work. The grade given to - student's assessment is relavant to the student's performance but it is not as - important as the (teacher's) assessment of the work. In general it should be - given a lower weight than... -
  2. The grade given by the teacher to the student pieces of work. These - assessments are the normally the main assessment element of an exercise - assignment. When the students are allowed to make - more than one submission the teacher can decide whether the final grade - for the exercise should be the average grade of a student's submissions or - the grade from the student's best submission. -
- -

These two components are weighted as deemed appropriate for the - assignment. The teacher can, for example, weight the (initial) assessment grade - (the grading grade) very low, even zero. In this case the student grade is - determined largely by or entirely by the grades given to their submissions. The - two weighting factors can be changed at any time during the exercise, the effect - of any change on the grades seen in the Grades page and in the Final Grades - list is immediate.

- -

The second table is used to set the two options for the League Table. This table - is (optionally) shown to the students at the end of the assignment. If the - number of entries is set to a number larger than zero then the table is - displayed to the student when the assignment is in its final phase. The other - option determines whether student names are shown in the table. Note the League - Table as seen by the teacher always shows studnet names regardless of this setting. - -

The Administration page also lists the teacher's submissions (the decriptions of - the Exercise), the students' (initial) assessment of their own work, and the students' - submissions. These tables allow all these items, where appropriate, to be re-titled, - deleted, viewed or re-assessed. This part of the page can be used to monitor the - students' progress throughout the course of the exercise. -

diff --git a/lang/th/help/exercise/elements.html b/lang/th/help/exercise/elements.html deleted file mode 100644 index addee8a3e2..0000000000 --- a/lang/th/help/exercise/elements.html +++ /dev/null @@ -1,65 +0,0 @@ -

Assignment Elements

- -

For ease of grading, a Workshop Assignment should have a reasonable - number of "Assessment Elements". Each element should cover - a particular aspect of the assignment. Typically an assignment will have - something between 5 to 15 elements for comments and grading, the - actual number depending on the size and complexity of the assignment. A peer - assignment with only one element is allowed and has a similar assessment - strategy to the standard Moodle Assignment. - -

The type of elements dependent of the assignment's grading strategy. - -

Not Graded. The elements are descriptions of aspects of the assignment. - The assessor is asked to comment on each of these aspects. As with all the grading - strategies, there is also an area for general comments. - - -

Accumulative Grading. The elements have the following three features: -

    -
  1. The DESCRIPTION of the assessment element. This should clearly state what - aspect of the assignment is being assessed. If the assessment is qualatative - it is helpful to give details of what is considered excellent, average - and poor. - -
  2. The SCALE of the assessment element. There are a number of prefined - scales. These range from simple Yes/No scales, through multipoint scales to - a full percentage scale. Each element has its own scale which should be choosen - to fit the number of possible variations for that element. Note that the scale - does NOT determine the element's importance when calculating the overall - grade, a two point scale has the same "influence" as a 100 point - scale if the respective elements have the same weight... - -
  3. The WEIGHT of the assessment element. By default the elements are given the same - importance when calculating the overall grade of the assignment. This can be - changed by giving the more importance elements a weight greater than one, and - the less important elements a weight below one. Changing the weights does NOT - effect the maximum grade, that value is fixed by the Maximum Grade parameter - of the peer assignment. Weights can be assigned negative values, this is an - experimental feature. -
-

Error Banded Grading. The elements will normally describe certain items - or aspects which must be present in the assignment. The assessment is made on the - present or absence of these items or aspects. The teacher must all set of grade table which - give the suggested grades when all the items are present, when one is absent, when two are - absent, etc. If certain items are more important than others then those items can be given - a weighting greater than one. Minor items can be given a weighting less than one. The - overall "error count" is a weighted sum of the missing items. The assessor - can always make a minor adjustment to these suggested grades. - -

Criterion Grading. The elements will give a set of "level" statements -which can be used to rank the assignment. The statements may be cumulative or they may -each be self contained. The assessor must decide which statement best fits each piece of -work. The teacher must also relate each criterion statement with a suggested grade. These -should normally be in order. The assessor can make a minor adjustment to these -suggested grades.

- -

Rubric Grading. This is similar to Criterion Grading but there is more than -one criteria. The number of criteria is given in the assignment parameters. Within each -criterion there can be up to five "level" statements. In a given assignment -the number of levels can vary from criterion to criterion. When setting up a criterion a -blank level statement signals the end of the level statements. Thus some criteria may have -two levels, others have three, up to five levels. The criteria can be weighted. The levels -are scored 0, 1, 2, up to 4. The grade for the assessment is a weighted sum of these -scores. -

\ No newline at end of file diff --git a/lang/th/help/exercise/finalgrades.html b/lang/th/help/exercise/finalgrades.html deleted file mode 100644 index f37c341e06..0000000000 --- a/lang/th/help/exercise/finalgrades.html +++ /dev/null @@ -1,12 +0,0 @@ -

The Final Grades

- -

The table on this screen lists the overall grades and their breakdown. The first grade is - the grade for the (inital) assessment. This is added to the grades given to each - submission. The Weights row gives the factors used in the calculation of the overall - grade from these two grades. The final grade given for this assignment will either be - the average of these overall grades or the overall grade of the best submission. - -

The League table optionally lists the best submissions. The number of entries in - the table is set on the Administration page, if that number is set to zero then - the League Table is not displayed. The table is in grade order with the best submission - first. Only a student's best submission is shown in the table.

diff --git a/lang/th/help/exercise/grade.html b/lang/th/help/exercise/grade.html deleted file mode 100644 index 9160ab57f3..0000000000 --- a/lang/th/help/exercise/grade.html +++ /dev/null @@ -1,8 +0,0 @@ -

The Grade of the Exercise

- -

This value determines the maximum grade which can be awarded in - the exercise. The range is 0 to 100%.. This value can be changed at - any time during the exercise. Any change has an immediate effect in - the Grades page, the grades given to assessments and submissions and the - display of the final finals and the League Table (if the assignment is - in that phase).

diff --git a/lang/th/help/exercise/grading.html b/lang/th/help/exercise/grading.html deleted file mode 100644 index 7fff0d2db3..0000000000 --- a/lang/th/help/exercise/grading.html +++ /dev/null @@ -1,40 +0,0 @@ -

Grading of Assignments

- -

In this Exercise the same Assessment Form is used by Students and Teachers - to assess the work produced. The form is used at different stages of the - exercise by the two groups, thus the explaination given here is divided into - two parts.

- -

For Students

- -

The assessment form is used mainly to show you how your work will be - assessed by the teacher. You are required to complete this form before - you can submit your work. You can use it as a checklist. The form is not - sent to the teacher when you save it. You can return to this form and amend it - (and your piece of work) as many times as you like provided you have - not submitted the work. Note that although you are allowed to, there - is no need to submit your work immediately after you have completely this form. - However, the contents of your assessment are frozen and made available to the - teacher when you submit your work.

- -

If the teacher requests that you make changes to your work and to re-submit - it, you will not be asked to re-assess your "new" piece of - work. You only make this assessment "first time round".

- -

This (initial) assessment of your work is looked at by the teacher and they - can add comments and grade it. You will be able to see these comments and - the grade given to your assessment may form part of the final grade you - receive from this Exercise.

- -

For the Teacher

- -

The assessment form is used to grade the submissions of the students. - These grades normally form the major component of the students' final grade - for the exercise. The assessment, it's grade and any comments you make can - be viewed by the student who submitted the work. Once you have made the - assessment you should decide whether to allow the student to change and - re-submit their work, hopefully with improvements, or not.

- -

When you save an assessment you given a short period of time in which to - make any amendments before the assessment to "released" to - the student.

diff --git a/lang/th/help/exercise/gradinggrade.html b/lang/th/help/exercise/gradinggrade.html deleted file mode 100644 index 3cc10bd9b6..0000000000 --- a/lang/th/help/exercise/gradinggrade.html +++ /dev/null @@ -1,15 +0,0 @@ -

Grading of Assessments

- -

In the first half of this page the Student Assessment of their own work is shown. - This assessment should be graded (out of a maximum of 20). It represents an - assessment of the work shown in the second of the Link boxes. (The topmost - link box is the description of the exercise itself.) The "Grading Grade" - should normally be explained in a comment which you enter in the Teacher's - Comment box. The grade should reflect the accuracy of the assessment, an - assessment which gives a low grade to a poor piece of work should receive - a higher Grading Grade than one which gives a low mark to a good piece of - work, for example.

- -

In the second half of this page there is a blank Assessment Form for your - own assessment of the piece of work from the student.

- \ No newline at end of file diff --git a/lang/th/help/exercise/gradingstrategy.html b/lang/th/help/exercise/gradingstrategy.html deleted file mode 100644 index 801fd811aa..0000000000 --- a/lang/th/help/exercise/gradingstrategy.html +++ /dev/null @@ -1,78 +0,0 @@ -

Grading Strategy

- -

A workshop assignment is quite flexible in the type of grading scheme used. This can be: - -

    -
  1. No grading: In this type of assignment the teacher is not - interested in quantative assessment from the students at all. The students - make comments of the pieces of works but do not grade them. The teacher, - however, can, if desired, grade the student comments. These - "grading grades" form the basis of the students' final grades. - If the teacher does not grade the student assessments then the assignment - does not have any final grades. - -
  2. Accumulative grading: This is the default type of grading. - In this type of assignment the grade of each - assessment is made up of a number of "assessment elements". - Each element should cover - a particular aspect of the assignment. Typically an assignment will have - something between 5 to 15 elements for comments and grading, the - actual number depending on the size and complexity of the assignment. An - exercise assignment with only one element is allowed and has a similar assessment - strategy to the standard Moodle Assignment. - -

    Elements have the following three features: -

      -
    1. The DESCRIPTION of the assessment element. This should clearly state what - aspect of the assignment is being assessed. If the assessment is qualatative - it is helpful to give details of what is considered excellent, average - and poor. - -
    2. The SCALE of the assessment element. There are a number of prefined - scales. These range from simple Yes/No scales, through multipoint scales to - a full percentage scale. Each element has its own scale which should be choosen - to fit the number of possible variations for that element. Note that the scale - does NOT determine the element's importance when calculating the overall - grade, a two point scale has the same "influence" as a 100 point - scale if the respective elements have the same weight... - -
    3. The WEIGHT of the assessment element. By default the elements are given the same - importance when calculating the overall grade of the assignment. This can be - changed by giving the more importance elements a weight greater than one, and - the less important elements a weight below one. Changing the weights does NOT - effect the maximum grade, that value is fixed by the Maximum Grade parameter - of the peer assignment. Weights can be assigned negative values, this is an - experimental feature. -
    - -
  3. Error Banded Grading: In this type of assignment the submissions are - graded on a set of Yes/No scales. The grade is determined by the "Grade - Table " which gives the relationship between the number of - "errors" and the suggested grade. For example an assignment may have six - significant items which should be present, the Grade Table will give suggested - grades if all are present, one is absent, if two are absent, etc. The individual - items can, if desired, be given weighting factors if some items are more important - than others. The number of "errors" is a weighted sum of the items not - present. By default each item is given a weight of one. The grading table is likely - to be non-linear, for example - the sugested grades may be 90%, 70%, 50%, 40%, 30%, 20%, 10%, 0%, 0%, 0% for - an assignment with 10 items.The assessor can adjust the suggested grade by up - to 20% either way to give the submission's final grade. - -
  4. Criterion Grading: This is simpliest type of assessment to grade (although - not necessarily the most straightforward to set up). The submissions are - graded against a set of criteria statments. The assessor choses which statement - best fits the piece of work. The grade is determined by a "Criteria - Table" which gives the suggested grade for each criterion. For example - an assignment may be set up with, say, five criteria statements and the assessors - must then choose one of the five statements for each of their assessments. As with - the Banded assignment the assessor can adjust the suggested grade by up to - 20% to give the final grade. - -
  5. Rubric This is a similar to Criterion Grading except there are multiple - sets of criteria. Each set covering a particular "Category", can have - up to five statements. The sets are given individual - weights and the grade is a weighted combination of the scores from each set. There - is no adjustment option in this assessment type. -
-

diff --git a/lang/th/help/exercise/managing.html b/lang/th/help/exercise/managing.html deleted file mode 100644 index 4f18fbd021..0000000000 --- a/lang/th/help/exercise/managing.html +++ /dev/null @@ -1,86 +0,0 @@ -

Managing an Exercise Assignment

- -

An Exercise Assignment is slightly more complex than an ordinary assignment. - It involves three steps or phases. These are -

    -

  1. Set up Exercise The assessment of the work produced in the - exercise is made easier if it is broken into a number of assessment ELEMENTS. - This makes the grading of an assignment less - arbitary and gives the students a framework on which to make assessments. - The teacher has the role of setting up the assessment elements thus making a - grading sheet. (See that page for more details.)

    - -

    With the assessment elements set up the teacher must submit a - Word Document or HTML file which describes the exercise or task to be done - by the students. This file is shown to the students in the second phase of - the exercise.

    - -

    Teachers can, if they wish, prepare a set of similar exercies, again as - Word Documents or HTML files, and upload those into the Exercise. Note that - these exercises must be quite similar as the same Assessment Form is used - for all of these variants. The submission of a multiple set of exercises by - the teacher is optional and for certain assignments may not be appropriate.

    - -

  2. Allow Students Assessments and Submissions The assignment - is now opened to the students. If the teacher has set up multiple exercises then - the students see different exercises, otherwise all the students see the same - exercise.

    - -

    Before the students can submit their work they must complete the assessment - form. Once they have completed the assessment they are shown the upload form. - The students can revise their work in the light of their self assessment. The teacher - sees student's (self) assessment and an assessment form to grade the student's - submission. This is a "dual assessment form". At the end of this - form the teacher can either ask the student to re-submit the work or not.

    - -

    If the student chooses to re-submit, the teacher can re-assess the work. The - same option, re-submit or not, allows the teacher to control this cycle of - re-submission and assessment. If students are allowed to put in multiple pieces - of work into the Exercise, the teacher should decide whether the final grades - are based on the student's maximum grade or their average grade over the - set of submissions. This option can be changed at any time during the Exercise - by updating the Exercise, it's effect is seen immediately in the Grade page. -

    - -

    When the assignment's deadline is reached a student can submit or re-submit work. - The work is flagged as "late". The work appears in the list of work to - be assessed and the teacher can, if desired, assess the work in the normal way. - In the various lists of peices of work the submission date is shown as red (and - in the list of work to be be marked the period since submission is also shown in - red). If graded, the grade of late work is shown in red and in brackets. Such - grades are not used in the calculation of final grades and are not counted - in the Grades pages. The teacher can clear the late flag by going into in the - Administration page and clicking on the appropriate link. The work will then be - used in the calculation of the final grade.

    - -

  3. Show Overall Grades and League Table In this final phase of - the Exercise the students can see their "final" grades. In all - phases of the Exercise (except the first phase), grades are available to - the students, they are, however, only "partial" grades as they are - calculated on the fly from the assessments available at the time.

    - -

    In this final phase, students cannot make any further submissions. - In effect the assignment is closed and the teacher has the option of showing - the students examples of the best pieces of work submitted...

    - -

    The students (and the teacher) can also be shown a "League Table" - of the student submissions. These are listed in order of grade, the top submission - is first. Here the grade given to the submission is teacher's - grade. If a student submitted more than one piece of work only their best piece - of work is shown in this table. If the number of entries in the table is set to - zero then this table is not displayed.

    -
- -

The student's grade is a weighted combination of the teacher's grading of their - (initial) assessment and the teacher's grading of their work. The two weighting - factors are initally set to unity. They can changed (on the Administration page) - at any time during the exercise and the grades shown both the students and the - teacher always reflect the current weighting factors.

- -

At any phase of the assignment the teacher can open the "Administration" - page. This shows the current values of the two weighting factors and allows the teacher - to change them. It lists the students' assessments (of their own work) and the - submissions of the students. The teacher can use this page to assess and re-assess - submissions, grade and re-grade assessments, delete submissions and assessments, - and generally watch the progress of the assignment.

- diff --git a/lang/th/help/exercise/mods.html b/lang/th/help/exercise/mods.html deleted file mode 100644 index 283c435224..0000000000 --- a/lang/th/help/exercise/mods.html +++ /dev/null @@ -1,13 +0,0 @@ - Exercise - -
    -

    An Exercise is a simple but powerful assignment. In an exercise the teacher -asks the students to do a piece of practical work. It could be writing an essay -or a report, preparing a presentation, or setting out a spreadsheet, etc. When -the student has done the task they must first self-assess their work before -submitting it to the teacher. Once submitted the teacher can assess both the -student's assessment and the piece of work itself. The teacher can give -feedback to the student and ask the student to improve the work and re-submit -it or not as the case may be.

    -
- diff --git a/lang/th/help/exercise/moreinfo.html b/lang/th/help/exercise/moreinfo.html deleted file mode 100644 index cfbdc2b404..0000000000 --- a/lang/th/help/exercise/moreinfo.html +++ /dev/null @@ -1,88 +0,0 @@ - Exercise - -

An Exercise is a simple but powerful assignment. In an exercise the teacher -asks the students to do a piece of practical work. It could be writing an essay -or a report, preparing a presentation, or setting out a spreadsheet, etc. When -the student has done the task they must first self-assess their work before -submitting it to the teacher. Once submitted the teacher can assess both the -student's assessment and the piece of work itself. The teacher can give -feedback to the student and ask the student to improve the work and re-submit -it or not as the case may be.

- -

Before the start of the exercise the teacher sets up the exercise by -

  1. Creating a Word document or HTML file which introduces the exercise - and tells the students what they have to produce. This file is uploaded - into the exercise by the teacher. - -
  2. Adding the textual elements and choosing the options in the Assessment - Form. This form is used by both the students and the teacher to assess the - work produced in the exercise. There are various types of assessment - which can be used (see the help on "Grading Stratgey") -

- -

In large classes, the teacher may find to helpful to create more than one version - of the exercise. These variants add a degree of variety to the exercise and - ensure that students are doing different tasks in the exercise. They - are allocated to the students in a random but balanced way. Each student - receives only one exercise but the the number of - times each variant is allocated in a class is approximately the same. Note - the variants should not be too different as the same assessment form is used for - all of the variants.

- -

With the description(s) of the exercise and the assessment form in place, - the assignment is opened to the students. They are shown a description - of the exercise or task. When they have done the exercise they must assess - their own work (using the pre-prepared assessment form) before they can - submit their work to the teacher. The assessment form can be used as a - "checklist" by the students. They can, if they wish, revise both - their work and the assessment before they actually submit their work, and - probably they should be encouraged to do so!

- -

Once a student has submitted their work both their assessment and the - piece of work itself becomes available to the teacher. The assessments can be - graded and there is a box for comments. The teacher can also access the piece - of work (using the student's assessment as a starting point) and make a - decision whether to ask the student to re-submit an improved version of the - work or not.

- -

If the teacher feels that the student's piece of work could be improved, the - student can be given the opprtunity to re-submit. If this is taken up the - teacher re-assesses the work using an assessment form which contains - the grades and comments they gave to the student's previous submission. - Thus, the re-assessment is then a matter of updating the form in the light - of the student revised work rather than undertaking an assessment from - scratch.

- -

When the deadline for the exercise is reached students can continue to submit. - However, such work is flagged as "late". The teacher can, if - desired, grade the work and give feedback to the student. The grades of - late work are held back and are not used in the calculation of final - grades. If, for whatever reason, the teacher wishes to accept a piece of - late work as a normal piece of work the late flag can be cleared by going - into the Administration page, finding the submission and clicking on the - appropriate link. The grade for that work will then be used in the calculation - of a final grades.

- -

When all the submissions have been graded, the exercise is moved to the - final phase. Further student submissions are now not allowed. The students - can now see their final grades together with the grades given to - their submissions. A student's grade for the exercise is a weighted combination - of the teacher's grade for their self-assessment and the teacher's grade for that - work. (The grade given by the student is not used.) For the submissions - themselves the grade is teacher's assessment. The weights used for the two - grades (the grading grade and the actual grade for the work) can be set and - changed at any time during the assignment (the weights are set on the - Administration page).

- -

When the teacher allows students to resubmit work, the teacher should - consider how to set the option which controls how the student's final grade - is calculated from multiple submissions. This option allows the teacher to - choose between using the mean grade of the student's submissions or their - best submission. This option can changed at any time and it has an immediate - effect in the grades screen.

- -

In the final phase of the exercise the students can also see a "League - Table" of submissions. This an ordered list of the submissions, the - submission which received the highest grade is at the top. When there are - multiple submissions only the student's best submission is show in this list.

- diff --git a/lang/th/help/exercise/nelements.html b/lang/th/help/exercise/nelements.html deleted file mode 100644 index 136d321be7..0000000000 --- a/lang/th/help/exercise/nelements.html +++ /dev/null @@ -1,20 +0,0 @@ -

Number of Comments, Elements, Bands, Criteria or Rubrics

- -

The number entered here determines how many items will be used in - the assessments. Depending on the type of grading strategy, this number - gives the number of comments, assessments elements, bands, criteria or - categories (sets) of criteria in a rubric. Typically an assignment will have - something between 5 to 15 assessment items, the - actual number depending on the size and complexity of the assignment. - -

During the set up phase of the exercise this number can safely be adjusted. - Increases the number will cause extra blank elements to be displayed in the - asessemnt form. Reducing the number will remove elements from the end - of the assessment form.

- -

All assessments have a General Comments field. For a "No - Grading" assignment the value given here determines the - number of additional comment areas. It can be specified as zero and results - in the assessment having only a single General Comments area. - -

diff --git a/lang/th/help/exercise/specimen.html b/lang/th/help/exercise/specimen.html deleted file mode 100644 index 0a7736e253..0000000000 --- a/lang/th/help/exercise/specimen.html +++ /dev/null @@ -1,10 +0,0 @@ -

Specimen Assessment Form

- -

This page shows shows the details of the actual form used to grade - your assignment. It will be used by yourself and the teacher to grade your - work.

- -

Please note that although you can change the grades on - this form these changes are NOT saved. This is simply a specimen form, - but a very similar form will be used by yourself and the teacher - during this assignment.

diff --git a/lang/th/help/exercise/submissionofdescriptions.html b/lang/th/help/exercise/submissionofdescriptions.html deleted file mode 100644 index 825f880890..0000000000 --- a/lang/th/help/exercise/submissionofdescriptions.html +++ /dev/null @@ -1,12 +0,0 @@ -

Submission of Exercise Descriptions

- -

The teacher must submit at least one description of the exercise or task. - The description can be held in a Word document or HTML file (or - any other file type that will display satisfactorily in a browser). This file - will be displayed to the students and should contain instructions for them - to successfully complete the exercise.

- -

It is permissible for the teacher to submit more than one description of - the exercise. These will be used at random and different students will see - different versions of the exercise. These variants should be similar as the - same Assessment Form is used to assess the work from these instructions.

diff --git a/lang/th/help/exercise/takeownership.html b/lang/th/help/exercise/takeownership.html deleted file mode 100644 index 3cc3f5d778..0000000000 --- a/lang/th/help/exercise/takeownership.html +++ /dev/null @@ -1,11 +0,0 @@ -

Take Ownership of the Exercises

- -

This link allows the teacher to take ownership of the current set of exercise - submissions. You will need to do this if you have imported an exercise from a - backup of another course. This link allows you to "claim" - all the exercise submissions. In the current course these imported submissions - could belong to anyone, even a student. This procedure avoids any problems - that this may cause and makes you their owner. - -

Apart from onwership, the submissions themselves are unchanged by this - procedure.

\ No newline at end of file diff --git a/lang/th/help/exercise/usemax.html b/lang/th/help/exercise/usemax.html deleted file mode 100644 index 1dd6875f19..0000000000 --- a/lang/th/help/exercise/usemax.html +++ /dev/null @@ -1,9 +0,0 @@ -

Handling of Multiple Submissions

- -

This option determines how the exercise should calculate the - final grades of the students. When there are multiple submissions - the teacher can chose between either using the best grade or the - mean grade from each students' set of submissions. This option - can be changed at any time during the exercise. Any change has an - immediate effect in the Grades page (provided, of course, multiple - submissions are present).

diff --git a/lang/th/help/forum/maxattachmentsize.html b/lang/th/help/forum/maxattachmentsize.html deleted file mode 100644 index 9cbc10a416..0000000000 --- a/lang/th/help/forum/maxattachmentsize.html +++ /dev/null @@ -1,8 +0,0 @@ -

Maximum attachment size

- -

Attachments can be limited to a certain size file, - chosen by the person who set up the forum. - -

Sometimes it is possible to upload a file larger than - this size, but the file will not be saved on the - server and you might see an error. diff --git a/lang/th/help/forum/mods.html b/lang/th/help/forum/mods.html deleted file mode 100644 index 957bfd73c8..0000000000 --- a/lang/th/help/forum/mods.html +++ /dev/null @@ -1,8 +0,0 @@ -

 Forums

-
    -

    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. -

diff --git a/lang/th/help/forum/rssarticles.html b/lang/th/help/forum/rssarticles.html deleted file mode 100644 index bcea4bd643..0000000000 --- a/lang/th/help/forum/rssarticles.html +++ /dev/null @@ -1,8 +0,0 @@ -

Number of RSS recent articles

- -

This option allows you to select the number of articles - to include in the RSS Feed. - -

A number between 5 and 20 should be appropiate for - most forums. Increase it if the forum is very used. - diff --git a/lang/th/help/forum/rsstype.html b/lang/th/help/forum/rsstype.html deleted file mode 100644 index bfa4e5d8c0..0000000000 --- a/lang/th/help/forum/rsstype.html +++ /dev/null @@ -1,14 +0,0 @@ -

RSS feed for this forum

- -

This option allows you to enable RSS feeds in this forum. - -

You can select between two types of forums: - -

    -
  • Discussions: Using this, generated feeds will include - new discussions in the forum with their initial post. - -
  • Posts: Using this, generated feeds will include - every new post in the forum. -
- diff --git a/lang/th/help/glossary/aliases.html b/lang/th/help/glossary/aliases.html deleted file mode 100644 index 293e35c7ac..0000000000 --- a/lang/th/help/glossary/aliases.html +++ /dev/null @@ -1,6 +0,0 @@ -

Keywords

- -

Each entry in the glossary can have an associated list of keywords (or aliases). - -

These words can be used as alternative ways to refer to the entry. For example, they will be used when creating - automatic links.

diff --git a/lang/th/help/glossary/allowcomments.html b/lang/th/help/glossary/allowcomments.html deleted file mode 100644 index 16a6ee614f..0000000000 --- a/lang/th/help/glossary/allowcomments.html +++ /dev/null @@ -1,6 +0,0 @@ -

Allow comments on entries

- -

It is possible to allow others to add comments to glossary entries.

- -

You can choose whether this feature is enabled or disabled.

- diff --git a/lang/th/help/glossary/allowduplicatedentries.html b/lang/th/help/glossary/allowduplicatedentries.html deleted file mode 100644 index 693881d09a..0000000000 --- a/lang/th/help/glossary/allowduplicatedentries.html +++ /dev/null @@ -1,5 +0,0 @@ -

Allow duplicated entries

- -

If you turn this option on, then multiple entries are allowed to - use the same concept name.

- diff --git a/lang/th/help/glossary/casesensitive.html b/lang/th/help/glossary/casesensitive.html deleted file mode 100644 index c0b7801f2b..0000000000 --- a/lang/th/help/glossary/casesensitive.html +++ /dev/null @@ -1,8 +0,0 @@ -

Case sensitive matching

- -

This setting specifies whether matching exact upper and lower case is - necessary when performing automatic linking to these entries.

- -

For example, if this is turned on, then a word like "html" in a forum - posting will NOT be linked to a glossary entry called "HTML".

- diff --git a/lang/th/help/glossary/defaultapproval.html b/lang/th/help/glossary/defaultapproval.html deleted file mode 100644 index f89f81625b..0000000000 --- a/lang/th/help/glossary/defaultapproval.html +++ /dev/null @@ -1,4 +0,0 @@ -

Default approval status

- -

This setting allows the teacher to define what happens to new entries added by students. They can be - automatically made available to everyone, otherwise the teacher will have to approve each one.

diff --git a/lang/th/help/glossary/description.html b/lang/th/help/glossary/description.html deleted file mode 100644 index dfb3da974a..0000000000 --- a/lang/th/help/glossary/description.html +++ /dev/null @@ -1,4 +0,0 @@ -

Description

- -

This field allows you to describe the purpose of the glossary, and - to possibly provide instructions or background information, links etc.

diff --git a/lang/th/help/glossary/destination.html b/lang/th/help/glossary/destination.html deleted file mode 100644 index 8f3e3b42ad..0000000000 --- a/lang/th/help/glossary/destination.html +++ /dev/null @@ -1,7 +0,0 @@ -

Defining the destination of imported entries

- -

You can specify where you want to import entries to:

-
    -
  • Current Glossary: Will append the imported entries to the currently open glossary.
    • -
  • New Glossary: Will create a new glossary based on the information found in the selected import file and will insert the new entries into it.
    • -
diff --git a/lang/th/help/glossary/displayformat.html b/lang/th/help/glossary/displayformat.html deleted file mode 100644 index 738c0844a4..0000000000 --- a/lang/th/help/glossary/displayformat.html +++ /dev/null @@ -1,28 +0,0 @@ -

Display format

- -

This setting specifies the way that each entry will be shown within the glossary. The default formats are:

-
-
-
Simple Dictionary:
-
looks like a conventional dictionary with separate entries. No authors are displayed and attachments are shown as links.
-
Continuous:
-
shows the entries one after other without any kind of separation but the editing icons.
-
Full with Author:
-
A forum-like display format showing author's data. Attachments are shown as links.
-
Full without Author:
-
A forum-like display format that does not show author's data. Attachments are shown as links.
-
Encyclopedia:
-
Like 'Full with Author' but attached images are shown inline.
-
FAQ:
-
Useful for displaying lists of Frequently Asked Questions. It automatically appends the words QUESTION and ANSWER in the concept and definition respectively.
-
-
- -
-

Moodle Administrators can create new formats as follows: -

    -
  1. Look in mod/glossary/formats ... you should see a numbered file for every existing format. -
  2. Copy one of these and call it another number N (note that 0 and 1 are reserved). -
  3. Edit this file accordingly to create your own format (some PHP knowledge required). -
  4. Finally, insert a new entry in every language pack you use called displayformatN, and give it a short but meaningful name. -
diff --git a/lang/th/help/glossary/entbypage.html b/lang/th/help/glossary/entbypage.html deleted file mode 100644 index 075a539b02..0000000000 --- a/lang/th/help/glossary/entbypage.html +++ /dev/null @@ -1,5 +0,0 @@ -

Defining the number of entries shown per page

- -

The glossary can be configured to restrict the number of entries shown per page.

- -

If you have a large number of automatically-linked entries you should set this number lower to prevent long loading times.

diff --git a/lang/th/help/glossary/filetoimport.html b/lang/th/help/glossary/filetoimport.html deleted file mode 100644 index bf2de07b20..0000000000 --- a/lang/th/help/glossary/filetoimport.html +++ /dev/null @@ -1,3 +0,0 @@ -

File to import

- -

Select the XML file on your own computer which contains the entries to import.

diff --git a/lang/th/help/glossary/fullmatch.html b/lang/th/help/glossary/fullmatch.html deleted file mode 100644 index c5151812b2..0000000000 --- a/lang/th/help/glossary/fullmatch.html +++ /dev/null @@ -1,6 +0,0 @@ -

Whole words matching

- -

If automatic linking is enabled, then turning this setting on will force only - whole words to be linked. - -

For example, a glossary entry named "construct" will not create a link inside the word "constructivism".

diff --git a/lang/th/help/glossary/globalglossary.html b/lang/th/help/glossary/globalglossary.html deleted file mode 100644 index f662d7833f..0000000000 --- a/lang/th/help/glossary/globalglossary.html +++ /dev/null @@ -1,9 +0,0 @@ -

Defining a global glossary

- -

Administrators can define a glossary to be global.

- -

These glossaries can be part of any course (but particularly the front page).

- -

The difference to a normal local glossary is that the entries are used to - create automatic links throughout the whole site (and not just in the same - course the glossary belongs to).

diff --git a/lang/th/help/glossary/importcategories.html b/lang/th/help/glossary/importcategories.html deleted file mode 100644 index 2430a1d813..0000000000 --- a/lang/th/help/glossary/importcategories.html +++ /dev/null @@ -1,3 +0,0 @@ -

Importing categories

- -

By default, all the entries will be imported. You can specify if you want the categories to be imported as well (and the new entries will be assigned to these).

diff --git a/lang/th/help/glossary/index.html b/lang/th/help/glossary/index.html deleted file mode 100644 index f21513958a..0000000000 --- a/lang/th/help/glossary/index.html +++ /dev/null @@ -1,31 +0,0 @@ -

Glossary

- -
-Glossary level help files: - -
- -
-Entry level help files: - -
\ No newline at end of file diff --git a/lang/th/help/glossary/linkcategory.html b/lang/th/help/glossary/linkcategory.html deleted file mode 100644 index f312a9091c..0000000000 --- a/lang/th/help/glossary/linkcategory.html +++ /dev/null @@ -1,5 +0,0 @@ -

Automatically linking categories

- -

You can specify if you want the categories to be automatically linked or not.

- -

Note: Categories are linked based on a case sensitive, whole match.

diff --git a/lang/th/help/glossary/mainglossary.html b/lang/th/help/glossary/mainglossary.html deleted file mode 100644 index b4afe623bc..0000000000 --- a/lang/th/help/glossary/mainglossary.html +++ /dev/null @@ -1,7 +0,0 @@ -

Defining the main glossary of the course

- -

The glossary system allows you to export entries from any secondary glossary to the main one of the course.

- -

In order to do this, you should specify which glossary is the main one.

- -

Note: You can only have one main glossary per course and only teachers are allowed to update it.

diff --git a/lang/th/help/glossary/mods.html b/lang/th/help/glossary/mods.html deleted file mode 100644 index ccb277f6ac..0000000000 --- a/lang/th/help/glossary/mods.html +++ /dev/null @@ -1,7 +0,0 @@ -

 Glossary

-
    -

    This activity allows participants to create and maintain a list of definitions, like a dictionary. -

    The entries can be searched or browsed in many different formats. -

    The glossary also allows teachers to export entries from one glossary to another (the main one) within the same course. -

    Finally, it is possible to automatically create links to these entries from throughout the course.

    -
diff --git a/lang/th/help/glossary/rssarticles.html b/lang/th/help/glossary/rssarticles.html deleted file mode 100644 index d3f33f6c40..0000000000 --- a/lang/th/help/glossary/rssarticles.html +++ /dev/null @@ -1,8 +0,0 @@ -

Number of RSS recent articles

- -

This option allows you to select the number of articles - to include in the RSS Feed. - -

A number between 5 and 20 should be appropiate for - most glossaries. Increase it if the glossary is very used. - diff --git a/lang/th/help/glossary/rsstype.html b/lang/th/help/glossary/rsstype.html deleted file mode 100644 index 0256a2f4f7..0000000000 --- a/lang/th/help/glossary/rsstype.html +++ /dev/null @@ -1,14 +0,0 @@ -

RSS feed for this glossary

- -

This option allows you to enable RSS feeds in this glossary. - -

You can select between two types of feeds: - -

    -
  • With author: Using this, generated feeds will include - the name of the autor in every article. - -
  • Without author: Using this, generated feeds won't include - the name of the autor in every article. -
- diff --git a/lang/th/help/glossary/shows.html b/lang/th/help/glossary/shows.html deleted file mode 100644 index 7c8d1cc717..0000000000 --- a/lang/th/help/glossary/shows.html +++ /dev/null @@ -1,9 +0,0 @@ -

Browsing options in Alphabet Display

- -

You can customize the way a user can browse a glossary. Browsing and searching are always available, but you can define three more options:

- -

SHOW SPECIAL Enable or disable browsing by special characters like @, #, etc.

- -

SHOW ALPHABET Enable or disable browsing by alphabetic letters.

- -

SHOW ALL Enable or disable browsing of all entries at once.

diff --git a/lang/th/help/glossary/studentcanpost.html b/lang/th/help/glossary/studentcanpost.html deleted file mode 100644 index 942b1d35ca..0000000000 --- a/lang/th/help/glossary/studentcanpost.html +++ /dev/null @@ -1,7 +0,0 @@ -

Students can post entries

- -

You can specify whether a student can or cannot add, edit or delete his/her own entries. -Entries exported to a main glossary can be updated or deleted by teachers only, so this setting -only applies to secondary glossaries.

- -

Note: A teacher can edit or delete any entry at any time.

diff --git a/lang/th/help/glossary/usedynalink.html b/lang/th/help/glossary/usedynalink.html deleted file mode 100644 index 0b735e226d..0000000000 --- a/lang/th/help/glossary/usedynalink.html +++ /dev/null @@ -1,10 +0,0 @@ -

Automatically link glossary entries

- -

Turning this feature on will allow the entries in this glossary to be automatically linked whenever - the concept words and phrases appear throughout the rest of the same course. This includes forum - postings, internal resources, week summaries, journals and so on.

- -

If you do not want particular text to be linked (in a forum posting, say) then you should add <nolink> and </nolink> tags around the text.

- -

Note that category names are also linked.

- diff --git a/lang/th/help/journal/mods.html b/lang/th/help/journal/mods.html deleted file mode 100644 index 66d07f5a23..0000000000 --- a/lang/th/help/journal/mods.html +++ /dev/null @@ -1,10 +0,0 @@ -

 Journals

-
    -

    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.

    -
- diff --git a/lang/th/help/lesson/grade.html b/lang/th/help/lesson/grade.html deleted file mode 100644 index ded2142651..0000000000 --- a/lang/th/help/lesson/grade.html +++ /dev/null @@ -1,7 +0,0 @@ -

The Grade of the Lesson

- -

This value determines the maximum grade which can be awarded in - the lesson. The range is 0 to 100%. This value can be changed at - any time during the lesson. Any change has an immediate effect in - the Grades page and on the grades shown to the students in various - lists.

diff --git a/lang/th/help/lesson/handlingofretakes.html b/lang/th/help/lesson/handlingofretakes.html deleted file mode 100644 index ef38fdaf62..0000000000 --- a/lang/th/help/lesson/handlingofretakes.html +++ /dev/null @@ -1,9 +0,0 @@ -

Handling of Re-takes

- -

When students are allowed to re-take the lesson, this option allows the - teacher to show the grade for the lesson in, for example, the Grades page, - as either the mean, this is average, of the grades over the first - and subsequent tries or as the grade from the students' best tries.

- -

This option can be changed at any time.

- diff --git a/lang/th/help/lesson/import.html b/lang/th/help/lesson/import.html deleted file mode 100644 index 6e4292c4e3..0000000000 --- a/lang/th/help/lesson/import.html +++ /dev/null @@ -1,111 +0,0 @@ -

Importing new questions

- -

This function allows you to import questions from - external text files, uploaded through a form. - -

A number of file formats are supported: - -

GIFT format

-
    -

    GIFT is the most comprehensive import format available for importing - Moodle quiz questions from a text file. It was designed to be an easy - method for teachers writing questions as a text file. It supports Multiple-Choice, - True-False, Short Answer, Matching and Numerical questions, as well as insertion - of a _____ for the "missing word" format. Various question-types can be - mixed in a single text file, and the format also supports line comments, question names, - feedback and percentage-weight grades. Below are some examples:

    -
    -Who's buried in Grant's tomb?{~Grant ~Jefferson =no one}
-
-Grant is {~buried =entombed ~living} in Grant's tomb.
-
-Grant is buried in Grant's tomb.{FALSE}
-
-Who's buried in Grant's tomb?{=no one =nobody}
-
-When was Ulysses S. Grant born?{#1822}
-
    - -

    More info about the "GIFT" format

    -
- -

Aiken format

-
    -

    The Aiken format is a very simple way of creating multiple choice questions using a very clear human-readable format. Here is an example of the format:

    -
    -What is the purpose of first aid?
-A. To save life, prevent further injury, preserve good health
-B. To provide medical treatment to any injured or wounded person
-C. To prevent further injury
-D. To aid victims who may be seeking help
-ANSWER: A
-
    - -

    More info about the "Aiken" format

    -
- - -

Missing Word

-
    -

    This format only supports multiple choice questions. -Each answer is separated with a tilde (~), and the correct answer is -prefixed with an equals sign (=). Here is an example: - -

    As soon as we begin to explore our body parts as infants -we become students of {=anatomy and physiology ~reflexology -~science ~experiment}, and in a sense we remain students for life. -
    - -

    More info about the "Missing Word" format

    -
- - -

AON

-
    -

    This is the same as Missing Word Format, except that after importing - the questions all Short-Answer questions are converted four at a time - into Matching Questions.

    -

    Additionally, the answers of multiple-choice questions are randomly - shuffled during the import. -

    It's named after an organisation that sponsored the development of many - quiz features

    -
- - -

Blackboard

- - -

Course Test Manager

-
    -

    This module can import questions saved in a Course Test Manager test bank. -It relies on different ways of accessing the test bank, which is in a Microsoft Access -database, depending on whether Moodle is running on a Windows or Linux web server.

    -

    On Windows it lets you upload the access database just like any other data import file.

    -

    On Linux, you must set up a windows machine on the same network with the Course Test -Manager database and a piece of software called the ODBC Socket Server, which uses XML -to transfer data to moodle on the Linux server.

    Please read the full help file below before -using this import class.

    - - -

    More info about the "CTM" format

    -
- -

Custom

-
    -

    If you have your own format that you need to import, you can - implement it yourself by editing mod/quiz/format/custom.php - -

    The amount of new code needed is quite small - just enough - to parse a single question from given text. - -

    More info about the "Custom" format

    -
- - -

More formats are yet to come, including WebCT, IMS QTI and whatever else - Moodle users can contribute!

diff --git a/lang/th/help/lesson/jumpto.html b/lang/th/help/lesson/jumpto.html deleted file mode 100644 index de7fc2e27b..0000000000 --- a/lang/th/help/lesson/jumpto.html +++ /dev/null @@ -1,13 +0,0 @@ -

The Jump-to Link

- -

Each answer has a Jump-to link. When this answer is chosen, the answer's response - is shown to the student. Atfer that the student sees the page given in the Jump-to - link. This link can be either relative or absolute. Relative links are This - page and Next page. This page means that the student sees the - current page again. Next page shows the page which follows this page in the - logical order of pages. An absolute page link is specified by choosing the page's - title.

-

Note that a (relative) Next page Jump-to link may show a different page - after pages have been moved. Whereas Jump-to links which use page titles - always show the same page after pages have been moved.

- diff --git a/lang/th/help/lesson/maxanswers.html b/lang/th/help/lesson/maxanswers.html deleted file mode 100644 index 6b7c5f213c..0000000000 --- a/lang/th/help/lesson/maxanswers.html +++ /dev/null @@ -1,14 +0,0 @@ -

The Maximum Number of Answers in a Lesson

- -

This value determines the maximum number of answers the teacher can use. - The default value is 4. If the lesson uses only, say, TRUE or FALSE - questions throughout then it is sensible to set this value to 2.

- -

This parameter also sets the maximum number of Branches that can be used in - a Branch Table.

- -

It is safe to change the value of this parameter in a lesson with existing - content. In fact if you want to add a question with many choices or a long - Branch table changing this parameter will be necessary. After the (unusual) - question or BranchTable has been added this parameter can be reduced to a - more "standard" value.

diff --git a/lang/th/help/lesson/maxattempts.html b/lang/th/help/lesson/maxattempts.html deleted file mode 100644 index f2be730daa..0000000000 --- a/lang/th/help/lesson/maxattempts.html +++ /dev/null @@ -1,23 +0,0 @@ -

The Maximum Number of Attempts (by a Student)

- -

This value determines the maximum number of attempts a Student has - in aswering any of the questions in the lesson. In the case of questions - which do not provide the answer, for example Short Answer - and Numerical questions, this value provides a necessary escape routine to - the next page in the lesson.

- -

The default value is 5. Smaller values may discourage the student - from thinking about the questions. Larger values may lead to more - frustration.

- -

Setting this value to one gives the students just one chance to answer each - question. This gives a similar type of assignment to the Quiz module except - that the questions are presented on individual pages.

- -

Note that this value is global parameter and that it applies to all the - questions in the lesson regardless of their type.

- -

Note that this parameter does not apply to teachers checking - of questions or navigating through the lesson. Checking the number of attempts - relies on values stored in the database and question attempts by teachers are - not recorded. The teacher should after all know the answers!

diff --git a/lang/th/help/lesson/maxpages.html b/lang/th/help/lesson/maxpages.html deleted file mode 100644 index cea2f58c62..0000000000 --- a/lang/th/help/lesson/maxpages.html +++ /dev/null @@ -1,10 +0,0 @@ -

Number of Pages (Cards) to Show

- -

This parameter is only used in Flash Card type lessons. The default value is zero - which means that all the Pages/Cards are shown in a lesson. Setting this parameter to - a non-zero value shows that number of pages. After that number of Page/Cards have been - shown the end of lesson is reached and the student is shown their grade.

- -

If this parameter is set to a number greater than the number of pages in the lesson then - the end of the lesson is reached when all the pages have been shown.

- diff --git a/lang/th/help/lesson/minquestions.html b/lang/th/help/lesson/minquestions.html deleted file mode 100644 index f7c1659731..0000000000 --- a/lang/th/help/lesson/minquestions.html +++ /dev/null @@ -1,31 +0,0 @@ -

The Minimum Number of Questions in a Lesson

- -

When a lesson contains one or more Branch Tables the teacher should - normally set this parameter. Its value sets a lower limit on the number of - quesions seen when a grade is calculated. It does not force students - to answer that many questions in the lesson

- -

For example, setting this parameter to, say, 20, will ensure that grades are - given as though the students have seen at least this number of - questions. Take the case of a student who only looks at a single branch in - a lesson with, say, 5 pages and answers all the associated questions - correctly. They then choose to end the lesson (assuming there is that option - in the "top level"Branch Table, a reasonable enough assumption). - If this parameter were left unset their grade would be 5 out of 5, that is - 100%. However, with it set to 20 their grade would be reduced to 5 out of - 20, that is 25%. In the case of another student who goes through all the - branches and sees, say, 25 pages and answers all but two of the questions - correctly, then their grade would be 23 out of 25, that is 92%.

- -

If this parameter is used, then the opening page of the lesson should say - something like:

- -

In this lesson you are expected to attempt at least n questions. - You can attempt more if you wish. However, if you attempt less than n - questions your grade will be calculated as though you attempted n.

- -

Where obviously "n" is replaced by the actual value this parameter - has been given.

- -

When this parameter is set students are told how many questions they - have attempted and how many they are expected to attempt. diff --git a/lang/th/help/lesson/mods.html b/lang/th/help/lesson/mods.html deleted file mode 100644 index c1c6988410..0000000000 --- a/lang/th/help/lesson/mods.html +++ /dev/null @@ -1,11 +0,0 @@ - Lesson - -

    -

    A lesson delivers content in an interesting and flexible way. It consists of a - number of pages. Each page normally ends with a question and a number of - possible answers. Depending on the student's choice of answer they either - progress to the next page or are taken back to a previous page. Navigation - through the lesson can be straight forward or complex, depending largely - on the structure of the material being presented.

    -
- diff --git a/lang/th/help/lesson/nextpageaction.html b/lang/th/help/lesson/nextpageaction.html deleted file mode 100644 index 74b1357ad7..0000000000 --- a/lang/th/help/lesson/nextpageaction.html +++ /dev/null @@ -1,22 +0,0 @@ -

Action after a Correct Answer

- -

The usual action is to follow the jump as specified in the answer. In most cases - this will probably show the Next Page of the lesson. The student is taken through - the lesson in a logical way, beginning at the start and ending at the end.

- -

However, the lesson module can also be used as a type of Flash Card assignment. - The student is shown some information (optional) and a question in basically a random - order. There is no set beginning and no set end. Just a set of Cards shown one after - another in no particular order.

- -

This option allows two very similar variants of Flash Card behaviour. The - option "Show an unseen page" never shows the same page twice (even if the student - did not answer the question associated with the Card/Page correctly). The other - non-default option "Show an unanswered page" allows the student to see pages that - may have appeared before but only if they answered the associated question wrongly.

- -

In either of these Flash Card-type lessons the teacher can decide to use either all the - Cards/Pages in the lesson or just a (random) sub-set. This is done through the "Number - of Pages (Cards) to show" parameter.

- - diff --git a/lang/th/help/lesson/overview.html b/lang/th/help/lesson/overview.html deleted file mode 100644 index 9c0acedec6..0000000000 --- a/lang/th/help/lesson/overview.html +++ /dev/null @@ -1,99 +0,0 @@ -

Overview

- -
    -
  1. A lesson is made up of a number of pages and optionally branch - tables. -
  2. A page contains some content and it normally ends with a - question. Thus the term Question Page. -
  3. Each page normally has a set of answers. -
  4. Each answer can have a short piece of text which is displayed if the answer is - chosen. This piece of text is called the response. -
  5. Also associated with each answer is a jump. The jump can be relative - - this page, next page - or absolute - specifying any one of the pages in the - lesson or the end of the lesson. -
  6. By default, the first answer jumps to the next page in the lesson. - The subsequent answers jump to the same page. That is, the student is shown - the same page of the lesson again if they do not chose the first answer. -
  7. The next page is determined by the lesson's logical order. This is - the order of the pages as seen by the teacher. This order can be altered - by moving pages within the lesson. -
  8. The lesson also has a navigation order. This is the order of the - pages as seen by the students. This is determined by the jumps specified - for individual answers and it can be very different from the logical order. - (Although if the jumps are not changed from their default values - the two are strongly related.) The teacher has the option to check the - navigation order. -
  9. When displayed to the students, the answers are usually shuffled. That is, - the first answer from the teacher's point of view will not necessarily be - the first answer in the list shown to the students. (Further, each time the - same set of answers is displayed they are likely to appear in a different - order.) The exception is sets of answers for matching-type questions, here - the answers are shown in the same order as input by the teacher. -
  10. The number of answers can vary from page to page. For example, it is allowed - that some pages can end with a true/false question while others have questions - with one correct answer and three, say, distractors. -
  11. It is possible to set up a page without any answers. The students are shown - a Continue link instead of the set of shuffled answers. -
  12. For the purposes of grading the lessons, correct answers are ones which - jump to a page which is further down the logical order than the current page. - Wrong answers are ones which either jump to the same page or to a page - further up the logical order than the current page. Thus, if the jumps are - not changed, the first answer is a correct answer and the other answers are - wrong answers. -
  13. Questions can have more than one correct answer. For example, if two of the answers - jump to the next page then either answer is taken as a correct answer. (Although - the same destination page is shown to the students, the responses shown on the way - to that page may well be different for the two answers.) -
  14. In the teacher's view of the lesson the correct answers have underlined Answer - Labels. -
  15. Branch tables are simply pages which have a set of links to other - pages in the lesson. Typically a lesson may start with a branch table which - acts as a Table of Contents. -
  16. Each link in a branch table has two components, a description and the title - of the page to jump to. -
  17. A branch table effectively divides the lesson into a number of - branches (or sections). Each branch can contain a number of pages - (probably all related to the same topic). The end of a branch is usually - marked by an End of Branch page. This is a special page which, by - default, returns the student back to the preceeding branch table. (The - "return" jump in an End of Branch page can be changed, if - required, by editing the page.) -
  18. There can be more than one branch table in a lesson. For example, a lesson - might usefully be structured so that specialist points are sub-branches - within the main subject branches. -
  19. It is important to give students a means of ending the lesson. This might - be done by including an "End Lesson" link in the main branch - table. This jumps to the (imaginary) End of Lesson page. Another - option is for the last branch in the lesson (here "last" is used - in the logical ordering sense) to simply continue to the end of the lesson, - that is, it is not terminated by an End of Branch page. -
  20. When a lesson includes one or more branch tables it is advisable to set the - "Minimum number of Questions" parameter to some reasonable value. - This sets a lower limit on the number of pages seen when the grade is - calculated. Without this parameter a student might visit a single branch - in the lesson, answer all its questions correctly and leave the lesson - with the maximum grade. -
  21. Further, when a branch table is present a student has the opportunity of - re-visiting the same branch more than once. However, the grade is - calculated using the number of unique questions answered. So - repeatedly answering the same set of questions does not increase - the grade. (In fact, the reverse is true, it lowers the grade as the count - of the number of pages seen is used in the denominator when calculating - grades does include repeats.) In order to give students a fair idea of - their progress in the lesson, they are shown details of how many questions - they are answered correctly, number of pages seen, and their current grade - on every branch table page. -
  22. The end of the lesson is reached by either jumping to that location explicitly - or by jumping to the next page from the last (logical) page of the lesson. When the - end of the lesson is reached, the student receives a congratulations message and is - shown their grade. The grade is (the number of questions correctly answered / number of - pages seen) * the grade of the lesson. -
  23. If the end of the lesson is not reached and the student just leaves, - when the student goes into the lesson again they are given the choice of - starting at the begining or picking up the lesson where they answered their - last correct answer. -
  24. For a lesson which allow re-takes, the teacher has the choice of using the - best grade or the average of the grades as the "final" grade from - the lesson. That grade is shown on the Grades page, for example. -
- diff --git a/lang/th/help/lesson/questionoption.html b/lang/th/help/lesson/questionoption.html deleted file mode 100644 index 4b2fa78965..0000000000 --- a/lang/th/help/lesson/questionoption.html +++ /dev/null @@ -1,24 +0,0 @@ -

Question Option

- -

A few of the Question Types have an option which is activated by clicking on - the checkbox. The question types and the meaning of the options are - detailed below. - -

    -

  1. Multichoice There is variant of Multichoice questions called - "Multichoice Multianswer" questions. If the Question - Option is selected then the student is required to select all the - correct answers from the set of answers. The question may or may not tell - the student how many correct answers there are. For example "Which of the - following were US Presidents?" does not, while "Select the two US - presidents from the following list." does. The actual number of correct - answers can be from one up to the number of choices. (A Multichoice - Multianswer question with one correct answer is different from a - Multichoice question as the former allows the student the possibility of - choosing more than one answer while the latter does not.)

    2. - -

  2. Short Answer By default the comparisons ignore the case of the - text. If the Question Option is selected then the comparisons are case - sensitive.

    3. - -

    The other Question Types does not use the Question Option.

    diff --git a/lang/th/help/lesson/questiontypes.html b/lang/th/help/lesson/questiontypes.html deleted file mode 100644 index bb9b6aaa27..0000000000 --- a/lang/th/help/lesson/questiontypes.html +++ /dev/null @@ -1,119 +0,0 @@ -

    Question Types

    - -

    The types of Questions currently supported by the Lesson module are: - -

      -

    1. Multichoice This is the default question type. Multichoice questions - are popular questions where the student is asked to choose one answer from a - set of alternatives. The correct answer takes the student further into the - lesson, the wrong answers do not. The wrong answers are sometimes called the - "distractors" and the utility of these questions often rely more - on the quality of the distractors than either the questions themselves or their - correct answers.

      - -

      Each answer can optionally have a response. If no response is - entered for an answer then the default reponse "That's the Correct - Answer" or "That's the Wrong Answer" is shown to the student. -

      - -

      It is possible to have more than one correct answer to a multichoice question. - The different correct answers may give the student different responses and - jump to different (forward) pages in the lesson but - do not vary in their grades, (that is, some answers are not more correct - than others, at least in terms of grade.) It is possible for all the answers - to be correct and they might take the student to different (forward) parts of - the lesson depending on which one is choosen.

      - -

      There is variant of Multichoice questions called "Multichoice - Multianswer" questions. These require the student to select all the - correct answers from the set of answers. The question may or may not tell - the student how many correct answers there are. For example "Which of the - following were US Presidents?" does not, while "Select the two US - presidents from the following list." does. The actual number of correct - answers can be from one up to the number of choices. (A Multichoice - Multianswer question with one correct answer is different from a - Multichoice question as the former allows the student the possibility of - choosing more than one answer while the latter does not.)

      - -

      Again the correct answers are flagged using forward jumps, the wrong answers - by same page or backward jumps. When there is more than one correct answer - the jumps should all go to the same page, similarily with the wrong answers. - If that is not the case a warning is given on the teacher's view of - the lesson. The correct response, if required, should be given on the first - correct answer and the wrong response, if required, should be on the first - wrong answer. Responses on the other answers are ignored (without warning). -

      2. - -

    2. Short Answer The student is prompted for a short piece of text. - This is checked against one or more answers. Answers can be either correct - or wrong. Each answer can optionally have a response. If no response is - entered for an answer then the default reponse "That's the Correct - Answer" or "That's the Wrong Answer" is shown to the student. - If the text entered does not match any of the answers the question is wrong - and the student is shown the default wrong response. -

      - -

      By default the comparisons ignore the case of the text. There is an option - to make the comparisons case sensitive.

      3. - -
    3. True/False The answer to this type of question only has two options, - true or false. The student is prompted to choose which is the correct - option. This type of question is basically a Multichoice question with just - two choices.

      4. - -

    4. Matching These are quite powerful and flexible questions. They - consist of a list of names or statements which must be correctly matched - against other list of names or statements. For example "Match the - Capital with the Country" with the two lists Japan, Canada, Italy and - Tokyo, Ottawa, Rome. It is possible to have repeated entries in one of the - lists but care should be taken to make the repeats identical. For example - "Identify the type of these creatures" with the lists Sparrow, - Cow, Ant, Dog and Bird, Animal, Insect, Animal.

      - -

      When creating this type of question the items for the first list go into the - Answer boxes and items for the second list go into the Response boxes. Once - created a more sensible labelling scheme is shown. When the student - successfully matches the items the jump on the first answer is used. An - unsuccess answer jumps to the page on the second answer. The question does - not support custom responses, the student is told how many matches - are correct or if all the matches are correct.

      - -

      Unlike the Multichoice question where the choices are shown in a random - order, the first list of items is not shuffled but shown in the same - order as entered. This allows for "Ordered" questions to be - constructed. Consider the question " Put the following into the order - they were born, the earliest first" with the lists 1., 2., 3., 4. and - Longfellow, Lawrence, Lowell, Larkin. The second list is shuffed before - being used in the question, of course.

      5. - -

    5. Numerical This type of question requires a number as the answer. - In it's simplest form it requires just one answer to be specified. For - example "What is 2 plus 2?" with the answer 4 given a forward - jump. However, it is better to specify a range because the internal rounding - of numerical values can make single numeric comparisons rather hit or miss. - Thus, if the question were "What is 10 divided by 3" it would be - necessary to give the answer as "Minimum:Maximum", that - is two values separated by a colon (:). Thus if 3.33:3.34 is given as the - acceptible range for the answer, then the answers 3.33, 3.333, 3.3333... - would all be taken as correct answers. "Wrong" answers would - include 3.3 (less than the minimum) and 3.4 (greater than the maximum).

      - -

      More than one correct answer is allowed and the answers can be either single - or pair of values. Note that the order in which the answers are tested is - Answer 1, Answer 2... so some care needs to taken if the desired response - is to appear. For example the question "When was Larkin born?" - could have the single value of 1922, the exact answer, and the pair of - values 1920:1929, the 20's, as the less exact answer.The order in which - these values should be tested is, obviously, 1922 then 1920:1929. The - first answer might have the response "That's exactly right" - while the other answer's response might be "That's close, you've got - the right decade"

      - -

      Wrong answers can be given but depending on their actual range, care should - be taken to place them after the correct answers. For example in adding the - wrong answer 3:4 to the "10 divided by 3" question it needs to come - after the correct answer. That is the answers are ordered 3.33:3.34 (the - "correct" answer) then 3:4 (the "wrong" answer, but - not wildly wrong answer!).

      6. - - diff --git a/lang/th/help/lesson/retake.html b/lang/th/help/lesson/retake.html deleted file mode 100644 index cf89d35df7..0000000000 --- a/lang/th/help/lesson/retake.html +++ /dev/null @@ -1,19 +0,0 @@ -

      Allowing the Students to Re-take the Lesson

      - -

      This setting determines whether the students can take the lesson more than once - or only once. The teacher may decide that the lesson contains material which - the students ought to know throughly. In which case repeated viewings of the - lesson should be allowed. If, however, the material is used more like an exam - then the students should not be allowed to re-take the lesson.

      - -

      When the students are allowed to re-take the lesson, the grades shown - in the Grades page are either their average grade over the re-takes - or their best grade for the lesson. The next parameter determines - which of these two grading alternatives is used.

      - -

      Note that the Question Analysis always uses the answers from the - first tries of the lesson, subsequent re-takes by students are ignored.

      - -

      By default this option is Yes, meaning that students are allowed to - re-take the lesson. It is expected that only in exceptional circumstances - will this option be set to No. diff --git a/lang/th/help/lesson/useeditor.html b/lang/th/help/lesson/useeditor.html deleted file mode 100644 index 045cee2e53..0000000000 --- a/lang/th/help/lesson/useeditor.html +++ /dev/null @@ -1,44 +0,0 @@ -

      Use of the HTML Editor

      - -

      When editing pages this option enables the use the HTML editor (called the - editor from this point) instead of simple textarea boxes. The editor - allows the simple formatting of text and the easy addition of - "advanced" features such as links.

      - -

      The editor is switched on by clicking on the box next to Use Editor. - The editor is associated with the items on an individual basis. For - example, switching the editor on for, say, the Response 1 item just - sets the editor on for that item, it does not set it on for all the - Response boxes.

      - -

      If the editor is required for some of the items of a page, first click on - the Use Editor boxes (They should then contain ticks.) The page is - then re-displayed to activate the use of the editor. This is done by - clicking on the Redisplay Page button at the foot of the page.

      - -

      Note that care should be taken when using the editor. In most cases it - should not cause any problems. However, it is not recommended for - Answers of Short Answer and Numeric type questions. The editor can - add extra "invisible" HTML tags which stop comparisons - working as expected. Further, the Descriptions in Branch Tables are - used in Buttons and again if they contain any HTML tags this can cause - problems. There are no problems with Answers which are used only for - display, such as those in Multichoice type questions. Again use of the - editor for Response items should not cause any problems.

      - -

      If a problem is suspected with any of the text items it is quite safe to - switch the editor off (by removing the tick in the Use editor box). - When the page is redisplayed, the "raw" text can then be seen in - the textarea box. The text can be edited as required. In fact, switching - the editor on and off repeatedly for a particular item should not - change the text.

      - -

      The "state" of the Use editor option is saved with each - item. Thus if a page is re-edited the items which were using the editor - will again appear within the editor.

      - -

      Finally, the editor is quite "expensive" in terms of resources - within the browser. If items do not require the use of the editor it is - quicker and less prone to resource problems to just use the standard - textarea boxes.

      - diff --git a/lang/th/help/quiz/createmultiple.html b/lang/th/help/quiz/createmultiple.html deleted file mode 100644 index 6cc9a776d9..0000000000 --- a/lang/th/help/quiz/createmultiple.html +++ /dev/null @@ -1,10 +0,0 @@ -

      Create multiple questions

      - -

      This page allows you to create multiple questions at once.

      - -

      Currently it will only allow you to create a number of - Random Questions and (optionally) add them to the current - quiz.

      - -

      Eventually this page will evolve into a larger wizard that - will have more options.

      diff --git a/lang/th/help/quiz/discrimination.html b/lang/th/help/quiz/discrimination.html deleted file mode 100644 index 33d82e798d..0000000000 --- a/lang/th/help/quiz/discrimination.html +++ /dev/null @@ -1,10 +0,0 @@ -

      Discrimination Index

      - -

      This provides a rough indicator of the performance of each item. It is calculated by counting the number of students who scored in top third on this quiz for each question and dividing this figure by the number of students who scored in the bottom third.

      - -

      For example, if 30 students took the quiz, there would be 10 students each in the top third and bottom third. If, on item #1, 9 of the best students got it right, but only 3 of the poorest third got it right, the discrimination index would be 9/3 = 3.0. The numbers in parentheses are: (top third correct responses/bottom third correct responses).

      - -

      If the index goes below 1.0 it means that more of the weaker students got the item right than the stronger students. Such items should be discarded as worthless. In fact, they reduce the accuracy of the overall score for the quiz.

      - -

      If no weak students got the item correct, the denominator would be 0 which would yield a result of infinity. The program substitutes a '10' for any such items.

      - diff --git a/lang/th/help/quiz/formataiken.html b/lang/th/help/quiz/formataiken.html deleted file mode 100644 index b3ae226432..0000000000 --- a/lang/th/help/quiz/formataiken.html +++ /dev/null @@ -1,24 +0,0 @@ -

      Importing "Aiken" format files

      - -

      The Aiken format is a very simple way of creating multiple choice questions using a clear human-readable format. Here is an example of the format:

      -
      -What is the correct answer to this question?
-A. Is it this one?
-B. Maybe this answer?
-C. Possibly this one?
-D. Must be this one!
-ANSWER: D
-
-Which LMS has the most quiz import formats?
-A) Moodle
-B) ATutor
-C) Claroline
-D) Blackboard
-E) WebCT
-F) Ilias
-ANSWER: A
-
      - -

      The question must be all on one line.

      -

      Each answer must start with a single-letter character, followed by a period '.' or a bracket ')', then a space.

      -

      The answer line must immediately follow, starting with "ANSWER:" and then giving the appropriate letter.

      diff --git a/lang/th/help/quiz/formatctm.html b/lang/th/help/quiz/formatctm.html deleted file mode 100644 index 63c3307072..0000000000 --- a/lang/th/help/quiz/formatctm.html +++ /dev/null @@ -1,83 +0,0 @@ -

      Importing "Course Test Manager" files

      - -

      Course Test Manager is an "End of Lifetime" software package from Course Technology. -It is no longer being actively developed by Course Technology. It has been replaced by -a new test manager called ExamView. However, there has never been a migration path to allow -this format to be exported from CTM testbanks to any other common test format. This is why this -module has been written.

      - -

      In order to import questions from CTM, you must have CTM installed on a Windows machine, and -have access to the MS Access data files on that machine. Two data files are required in order to -access the data files:

      -
      • System.mda - This file is in the top directory of your CTM installation, and is referred to -in MS access parlance as the "System Database".
        • -
      • ctm.mdb - this is the database that contains the test bank questions. There is one of these databases -for each course installed in CTM. It is located in a directory one level bellow your CTM installation -directory.
        • -
      - -

      The import process is somewhat different based on whether you're running moodle on Windows or Linux. -Regardless of what platfom moodle is running on, you must have a Windows system (Windows 2000 or Windows XP) -on the same network as your moodle system in order to host the Access database while importing test banks.

      - -

      The process is somewhat easier on a Windows-based moodle system. All you need to do to use the CTM import -class is:

      - -
      1. upload the system.mda system database to moodle using the file manager. It doesn't matter what course you -upload the system.mda file to. Moodle will find it regardless.
        2. -
      2. Crete your quiz and go into the "import questions from file" process. Upload your chosen ctm.mdb -database as the file to import. If you did this correctly, you will see another screen that allows you -to choose the sub-category of questions to import from the database. The reason this step is here is that -CTM test banks often contain a large number of categorized questions, based on the chapters of the book or -sections of the course.
        3. -
      - -

      The process on a Linux-based moodle system includes a third-party software component called the -ODBC Socket Server. In order to import CTM databases on Linux, you must first download and install -this small network program on the Windows system that hosts your CTM databases. Do not follow the installation -steps outlined in the ODBC Socket Server Installation. They're more complicated than they need to be! -Instead, follow these steps to install this program on your Windows system:

      - -
      1. Go to the windows system and unzip the install file you downloaded from -this site on the system.
        2. -
      2. Copy the binary ODBCSocketServer.exe to a permanent location, such as your system directory -(probably C:\WINNT\ or C:\Windows) or your Program Files directory.
        3. - -
      3. Install the ODBC Socket Server as a Service on the system with this command:
        -<path you copied the file to in the step above>ODBCSocketServer.exe /Service
        -You may do this by typing this command from Start->Run... dialog, or from a command prompt.
        4. - -
      4. Open the Service Manager by either going to -Start->Settings->Control Panels->Administrative Tools->Services or by right-clicking on -My Computer, choosing Manage, then choosing Services and Applications->Services from -the right panel. You may also access the Service manager by typing services.msc in the Start->Run... -dialog
        5. - -
      5. In the Service manager, right-click the ODBC Socket Server item and choose the Start item. It's status -should change to "started" when you do this. Note that you may stop and/or disable this service completely after -you've completed the import process.
        6. - -
      6. Make sure that the system.mda and ctm.mdb access data files are on the machine, -and that the MS Access ODBC driver is present. It is installed in a standard Windows installation. You can -determine if it installed by opening the "Data Sources" item in "Administrative Tools" and referring to the "Drivers" -tab. You're going to have to determine where CTM is installed and locate the system.mda file and the ctm.mdb database -or databases you're interested in importing data from. Make note of the full local paths to these files as well -as the IP address or hostname of the Windows server. You're going to need this information for the import process.
        7. - -
      7. Now you may import the testbank or testbanks into moodle. Crete your quiz and go into the -"import questions from file" process. NOW HERE'S WHERE THINGS ARE DIFFERENT FOR LINUX - -YOU MUST SPECIFY A DUMMY FILE IN THE UPLOAD FIELD TO GET THE IMPORT PROCESS STARTED. THIS FILE WILL NOT -BE PROCESSED, IT'S JUST A PLACEHOLDER FOR THE IMPORT FORM. YOU WILL GET A PLACE TO SPECIFY THE WINDOWS SERVER -INFORMATION NEXT. Next, you will get a screen where you can type in the hostname for the Windows ODBC Socket Server -machine as well as the paths to the system and testbank databases. Type in the information you wrote down from the -previous step here and click "Connect to Server". If everything was set up correctly, you'll get another form to allow -you to choose the sub-category of questions to import from the database. The reason this step is here is that -CTM test banks often contain a large number of categorized questions, based on the chapters of the book or -sections of the course. IF YOU GET TO THIS STEP WITHOUT ERROR MESSAGES, YOU HAVE SET UP THE SOCKET SERVER CORRECTLY -AND YOU'RE ABOUT TO IMPORT QUESTIONS TO MOODLE!
        8. -
      - -

      If you received error messages during this process, you may find this technical information useful. -The ODBC Socket server uses port 9628 to open a socket and trade and XML query for an XML result table of -the query results. The import class parses that XML and use it just like I use a local query to do the importing. -

      \ No newline at end of file diff --git a/lang/th/help/quiz/formatgift.html b/lang/th/help/quiz/formatgift.html deleted file mode 100644 index 3b1a55ded3..0000000000 --- a/lang/th/help/quiz/formatgift.html +++ /dev/null @@ -1,213 +0,0 @@ -

      Importing "GIFT" format files

      -

      GIFT is the most comprehensive import format available for importing - Moodle quiz questions from a text file. It supports Multiple-Choice, - True-False, Short Answer, Matching and Numerical questions, as well as insertion - of a _____ for the Missing Word format. Various question-types can be - mixed in a single text file, and the format also supports line comments, - question names, feedback and percentage-weight grades.

      - -

      The text encoding of your text file must be the same as your Moodle installation. - An example questions text file can be found here: gift/examples.txt.

      - - -

      QUESTION TYPES

      - -

      Multiple Choice:
      - For multiple choice questions, wrong answers are prefixed with a tilde (~) - and the correct answer is prefixed with an equal sign (=).

      - 
           Who's buried in Grant's tomb?{~Grant ~Jefferson =no one}
      -

      The Missing Word format automatically inserts a fill-in-the-blank line (like this _____) in the middle of the sentence. - To use the Missing Word format, place the answers where you want the line to appear in the sentence.

      - 
           Grant is {~buried =entombed ~living} in Grant's tomb.
      -

      If the answers come before the closing punctuation mark, a fill-in-the-blank line will be inserted - for the "missing word" format. All question types can be written in the Missing Word format.

      -

      There must be a blank line (double carriage return) separating questions. - For clarity, the answers can be written on separate lines and even indented. For example:

      - 
           The American holiday of Thanksgiving is celebrated on the {
-         ~second
-         ~third
-         =fourth
-     } Thursday of November.
-     
-     Japanese characters originally came from what country? {
-         ~India
-         =China
-         ~Korea
-         ~Egypt}
      - -

      Short Answer:
      - Answers in Short Answer question-type are all prefixed by an equal sign (=), - indicating that they are all correct answers. The answers must not contain a tilde.

      - 
           Who's buried in Grant's tomb?{=no one =nobody}
-
-     Two plus two equals {=four =4}.
      -

      If there is only one correct Short Answer, it may be written without the equal sign prefix, - as long as it cannot be confused as True-False. - -

      True-False:
      - In this question-type the answer indicates whether the statement is true or false. - The answer should be written as {TRUE} or {FALSE}, or abbreviated to {T} or {F}.

      - 
           Grant is buried in Grant's tomb.{F}
-
-     The sun rises in the east.{T}
      - -

      Matching:
      - Matching pairs begin with an equal sign (=) and are separated by this symbol "->". There must be at least three matching pairs.

      - 
           Matching Question. {
-         =subquestion1 -> subanswer1
-         =subquestion2 -> subanswer2
-         =subquestion3 -> subanswer3
-         }
-     
-     Match the following countries with their corresponding capitals. {
-         =Canada -> Ottawa
-         =Italy  -> Rome
-         =Japan  -> Tokyo
-         =India  -> New Delhi
-         }
      -

      Matching questions do not support feedback or percentage answer weights.

      - -

      Numerical:
      - The answer section for Numerical questions must start with a number sign (#). - Numerical answers can include an error margin, which is written following the correct answer, separated by a colon. - So for example, if the correct answer is anything between 1.5 and 2.5, then it would be written as follows {#2:0.5}. - This indicates that 2 with an error margin of 0.5 is correct (i.e., the span from 1.5 to 2.5). - If no error margin is specified, it will be assumed to be zero.

      - 
           When was Ulysses S. Grant born? {#1822}
-
-     What is the value of pi (to 3 decimal places)? {#3.1415:0.0005}.
      -

      Optionally, numerical answers can be written as a span in the following format {#MinimumValue..MaximumValue}.

      - 
           What is the value of pi (to 3 decimal places)? {#3.141..3.142}.
      -

      Moodle's browser interface does not support multiple numerical answers, but Moodle's code can and so does GIFT. - This can be used to specify numerical multiple spans, and can be particularly usefully when combined with percentage weight grades. - If multiple answers are used, they must be separated by an equal sign, like short answer questions.

      - 
           When was Ulysses S. Grant born? {#
-         =1822:0
-         =%50%1822:2}
      -

      Note that since Moodle's browser GUI doesn't support multiple answers for Numerical questions, - there's no way to see them or edit them through Moodle. - The only way to change a numerical answer beyond the first, is to delete the question - and re-import it (or use something like phpMyAdmin).

      - - -

      OPTIONS

      -

      In addition to these basic question types, this filter offers the following options: - line comments, question name, feedback and percentage answer weight.

      - -

      Line Comments:
      - Comments that will not be imported into Moodle can be included in the text file. - This can be used to provide headers or more information about questions. - All lines that start with a double backslash (not counting tabs or spaces) will be ignored by the filter.

      - 
           // Subheading: Numerical questions below
-     What's 2 plus 2? {#4}
      - -

      Question Name:
      - A question name can be specified by placing it first and enclosing it within double colons.

      - 
           ::Kanji Origins::Japanese characters originally
-     came from what country? {=China}
-
-     ::Thanksgiving Date::The American holiday of Thanksgiving is 
-     celebrated on the {~second ~third =fourth} Thursday of November.
      -

      If no question name is specified, the entire question will be used as the name by default.

      - -

      Feedback:
      - Feedback can be included for each answer by following the answer with a number sign (# also known as a hash mark) and the feedback.

      - 
           What's the answer to this multiple-choice question?{
-     ~wrong answer#feedback comment on the wrong answer
-     ~another wrong answer#feedback comment on this wrong answer
-     =right answer#Very good!}
-     
-     Who's buried in Grant's tomb?{
-     =no one#excellent answer!
-     =nobody#excellent answer!}
-     
-     Grant is buried in Grant's tomb.{FALSE#No one is buried in Grant's tomb.}
      -

      For Multiple Choice questions, feedback is displayed only for the answer the student selected. - For short answer, feedback is shown only when students input the corresponding correct answer. - For true-false questions, the imported feedback is saved so that it will display if the student chose the wrong answer. - So, in the last example above, the student would see the feedback only if they selected TRUE as their answer.

      - -

      Percentage Answer Weights:
      - Percentage answer weights are available for both Multiple Choice and Short Answer questions. - Percentage answer weights can be included by following the tilde (for Multiple Choice) or - equal sign (for Short Answer) with the desired percent enclosed within percent signs (e.g., %50%). - This option can be combined with feedback comments.

      - 
           Difficult question.{~wrong answer ~%50%half credit answer =full credit answer}
-          
-     ::Jesus' hometown::Jesus Christ was from {
-     ~Jerusalem#This was an important city, but the wrong answer.
-     ~%25%Bethlehem#He was born here, but not raised here.
-     ~%50%Galilee#You need to be more specific.
-     =Nazareth#Yes! That's right!}.
-     
-     ::Jesus' hometown:: Jesus Christ was from {
-     =Nazareth#Yes! That's right!
-     =%75%Nazereth#Right, but misspelled.
-     =%25%Bethlehem#He was born here, but not raised here.}
      -

      Note that the last two examples are essentially the same question, first as multiple choice and then as short answer.

      - -

      Note that it is possible to specify percentage answer weights that are NOT - available through the browser interface. Such answer-weights will calculate correctly - (according to the value assigned when imported), and will appear normal to students taking the test. - But such answer-weights will not display correctly to teachers when editing them through Moodle's - Edit Question interface. The pull-down menu only allows certain fixed values, and if the answer-weight - does not exactly match one of those predetermined values, then it will not display correctly. - If you edit such a question through the browser interface, the answer weight will change to that displayed.

      - -

      Multiple Answers:
      - The Multiple Answers option is used for multiple choice questions when two or more answers must - be selected in order to obtain full credit. The multiple answers option is enabled by assigning - partial answer weight to multiple answers, while allowing no single answer to receive full credit.

      - 
           What two people are entombed in Grant's tomb? {
-          ~No one
-          ~%50%Grant
-          ~%50%Grant's wife
-          ~Grant's father }
      -

      Note that there is no equal sign (=) in any answer and the answers should total no more than 100%, - otherwise Moodle will return an error. - To avoid the problem of students automatically getting 100% by simply checking all of the answers, - it is best to include negative answer weights for wrong answers.

      - 
           What two people are entombed in Grant's tomb? {
-          ~%-50%No one
-          ~%50%Grant
-          ~%50%Grant's wife
-          ~%-50%Grant's father }
      - -

      Special Characters ~ = # { } :
      - These symbols ~ = # { } control the operation of this filter and cannot be used as normal text within questions. - Since these symbols have a special role in determining the operation of this filter, they are called "control characters." - But sometimes you may want to use one of these characters, for example to show a mathematical formula in a question. - The way to get around this problem is "escaping" the control characters. - This means simply putting a backslash (\) before a control character so the filter will know that you want to use - it as a literal character instead of as a control character. - For example:

      - 
           Which answer equals 5? {
-          ~ \= 2 + 2
-          = \= 2 + 3
-          ~ \= 2 + 4  }
-
-     ::GIFT Control Characters::
-     Which of the following is NOT a control character for the GIFT import format? {
-        ~ \~     # \~ is a control character.
-        ~ \=     # \= is a control character.
-        ~ \#     # \# is a control character.
-        ~ \{     # \{ is a control character.
-        ~ \}     # \} is a control character.
-        = \     # Correct! \ (backslash) is not a control character. BUT,
-                   it is used to escape the control characters.
-     }
      -

      When the question is processed, the backslash is removed and is not saved in Moodle.

      - -

      Other Options:
      - Short Answer questions can be made case sensitive by changing "0" to "1" in the following line:
      - $question->usecase = 0; // Ignore case

      -

      Other options are available through editing the import filter gift/format.php.

      -

      - -

      CREDITS

      -

      This filter was written through the collaboration of numerous members of the Moodle community. - It was originally based on the missingword format, which included code from Martin Dougiamas and Thomas Robb. - Paul Tsuchido Shew wrote this filter in December 2003 incorporating community suggestions for a more robust question format. - The name was conceived as an acronym for "General Import Format Technology" or something like that, - but it's too long for a simple filter like this, so it just GIFT.

      -

      GIFT filter and documentation by Paul Tsuchido Shew http://ac.shew.jp. Last updated 27 Feb 2004.

      \ No newline at end of file diff --git a/lang/th/help/quiz/formatwebct.html b/lang/th/help/quiz/formatwebct.html deleted file mode 100644 index 97138f2f3a..0000000000 --- a/lang/th/help/quiz/formatwebct.html +++ /dev/null @@ -1,62 +0,0 @@ -

      Importing "WebCT Quiz Format" files

      - -

      The WebCT import filter is in development and does not support - all of the WebCT question types.

      - -

      At the time of writing this, only Multiple Choice and Short answer - questions are supported.

      - -

      Here are some examples of these questions in a text file:

      - -
      -# Start of question: Short Answer Question
-:TYPE:S:
-:TITLE:Short Answer Question
-:QUESTION:H
-What is the name of the WebCT Learning Hub?
-<br /> 
-:IMAGE:dotcomLogoc.gif
-:ANSWERS:1
-:CASE:0
-:ANSWER1:WebCT.com:100:0:20:0
-:FEEDBACK1:H
-Be sure to visit the Learning Hub\: www.WebCT.com
-:CAT:Default
-# End of question: Short Answer Question
-
-
-
-# Start of question: Multiple Choice Question
-:TYPE:MC:1:0:C
-:TITLE:Multiple Choice Question
-:FEEDBACK
-Darwin invented the theory of evolution and created darwinism.
-:QUESTION:H
-Where is the Darwin Research Center?
-:IMAGE:
-:LAYOUT:vertical
-:ANSWER1:0:H
-Menlo Park, California
-:REASON1:H
-Sorry!
-:ANSWER2:0:H
-Vancouver, Canada
-:REASON2:H
-Sorry!
-:ANSWER3:100:H
-Galapagos Islands, Ecuador
-:REASON3:H
-Correct Answer!
-:ANSWER4:0:H
-London, England
-:REASON4:H
-Sorry!
-:ANSWER5:0:H
-Sidney, Australia
-:REASON5:H
-Sorry!
-:CAT:Default
-# End of question: Multiple Choice Question
-
-
      - diff --git a/lang/th/help/quiz/import.html b/lang/th/help/quiz/import.html deleted file mode 100644 index 7fe80e725d..0000000000 --- a/lang/th/help/quiz/import.html +++ /dev/null @@ -1,49 +0,0 @@ -

      Importing new questions

      - -

      This function allows you to import questions from - external text files. - -

      Several common file formats are supported: - -

      Missing word format

      -
        -

        This format only supports multiple choice questions. -Each answer is separated with a tilde (~), and the correct answer is -prefixed with an equals sign (=). Here is an example: - -

        As soon as we begin to explore our body parts as infants -we become students of {=anatomy and physiology ~reflexology -~science ~experiment}, and in a sense we remain students for life. -
        - -

        More info:

        -
      - - -

      IMS QTI format

      -
        -

        The standard format for Question and Test Interoperability, from IMS. -

        Not yet implemented - -

        More info:

        -
      - - -

      WebCT format

      -
        -

        The format of files exported from WebCT. -

        Not yet implemented - -

        More info:

        -
      - -

      Custom format

      -
        -

        If you have your own format that you need to import, you can - implement it yourself by editing mod/quiz/format/custom.php - -

        The amount of new code needed is quite small - just enough - to parse a single question from given text. - -

        More info:

        -
      diff --git a/lang/th/help/quiz/index.html b/lang/th/help/quiz/index.html deleted file mode 100644 index 293c755fce..0000000000 --- a/lang/th/help/quiz/index.html +++ /dev/null @@ -1,33 +0,0 @@ -

      Quizzes

      - - diff --git a/lang/th/help/quiz/match.html b/lang/th/help/quiz/match.html deleted file mode 100644 index a331512031..0000000000 --- a/lang/th/help/quiz/match.html +++ /dev/null @@ -1,11 +0,0 @@ -

      Matching questions

      - -

      After an optional introduction, the respondent is presented with - several sub-questions and several jumbled answers. There is one - correct answer for each question. - -

      The respondent must select an answer to match each sub-question. - -

      Each sub-question is equally weighted to contibute towards the - grade for the total question. - diff --git a/lang/th/help/quiz/mods.html b/lang/th/help/quiz/mods.html deleted file mode 100644 index 744fc5551f..0000000000 --- a/lang/th/help/quiz/mods.html +++ /dev/null @@ -1,11 +0,0 @@ -

       Quizzes

      -
        -

        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.

        -
      - diff --git a/lang/th/help/quiz/multianswer.html b/lang/th/help/quiz/multianswer.html deleted file mode 100644 index 8b920b021a..0000000000 --- a/lang/th/help/quiz/multianswer.html +++ /dev/null @@ -1,44 +0,0 @@ -

      Embedded answers (Cloze)

      - -

      This very flexible question type is similar to a - popular format known as the Cloze format. - -

      Questions consist of a passage of text (in Moodle format) that - has various answers embedded within it, including multiple choice, - short answers and numerical answers. - -

      There is currently no graphical interface to create these questions - - you need to specify the question format using the text box or by - importing them from external files. - -

      Here is an example of the input text used to specify such a question: - -

      -
      - -
      -
      - -

      This example will appear to students as follows:

      - - -
      -

      3

      8 Marks


      -

      This question consists of some text with an answer embedded right here and right after that you will have to deal with this short answer and finally we have a floating point number .
      -
      -Note that addresses like www.moodle.org and smileys all work as normal:
      -a) How good is this?
      -b) What grade would you give it?
      -
      -Good luck!

      -
      - -
      - diff --git a/lang/th/help/quiz/numerical.html b/lang/th/help/quiz/numerical.html deleted file mode 100644 index 3603c6966b..0000000000 --- a/lang/th/help/quiz/numerical.html +++ /dev/null @@ -1,16 +0,0 @@ -

      Numerical questions

      - -

      From the student perspective, a numerical question looks just - like a short-answer question.

      - -

      The difference is that numerical answers are allowed - to have an accepted error. This allows a continuous range of answers - to be set.

      - -

      For example, if the answer is 30 with an accepted error of 5, - then any number between 25 and 35 will be accepted as correct.

      - -

      Numerical questions can also have case-insensitive non-numerical answers. - This is useful whenever the answer for a numerical question - is something like N/A, +inf, -inf, NaN etc

      - diff --git a/lang/th/help/quiz/randomsamatch.html b/lang/th/help/quiz/randomsamatch.html deleted file mode 100644 index ba272bea2d..0000000000 --- a/lang/th/help/quiz/randomsamatch.html +++ /dev/null @@ -1,14 +0,0 @@ -

      Random Short-Answer Matching questions

      - -

      After an optional introduction, the respondent is presented with - several sub-questions and several jumbled answers. There is one - correct answer for each question. - -

      The respondent must select an answer to match each sub-question. - -

      Each sub-question is equally weighted to contibute towards the - grade for the total question. - -

      The questions and answers are randomly drawn from the pool of - "Short Answer" questions in the current category. Each attempt - on a quiz will have different questions and answers. diff --git a/lang/th/help/quiz/repeatattempts.html b/lang/th/help/quiz/repeatattempts.html deleted file mode 100644 index 9f87a51fd0..0000000000 --- a/lang/th/help/quiz/repeatattempts.html +++ /dev/null @@ -1,5 +0,0 @@ -

      Each attempt builds on the last

      - -

      If multiple attempts are allowed and this setting is set to Yes, then each new attempt contains the results of the previous attempt. This allows a quiz to be completed over several attempts.

      - -

      To show a fresh quiz on every attempt, select No for this setting. diff --git a/lang/th/help/quiz/review.html b/lang/th/help/quiz/review.html deleted file mode 100644 index 1eee8a3a7c..0000000000 --- a/lang/th/help/quiz/review.html +++ /dev/null @@ -1,6 +0,0 @@ -

      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/th/help/quiz/shuffleanswers.html b/lang/th/help/quiz/shuffleanswers.html deleted file mode 100644 index ff81cff7ad..0000000000 --- a/lang/th/help/quiz/shuffleanswers.html +++ /dev/null @@ -1,13 +0,0 @@ -

      Shuffle answers

      - -

      If you enable this option, then the order of answers within - each question will be randomly shuffled each time a student - attempts this quiz.

      - -

      Of course, this only applies to questions that have multiple - answers displayed, such as Multiple Choice or Matching Questions.

      - -

      The intention is simply to make it a little harder for students - to copy from each other.

      - -

      This option is not related to the use of Random Questions.

      diff --git a/lang/th/help/quiz/shufflequestions.html b/lang/th/help/quiz/shufflequestions.html deleted file mode 100644 index 65e577a76d..0000000000 --- a/lang/th/help/quiz/shufflequestions.html +++ /dev/null @@ -1,11 +0,0 @@ -

      Shuffle questions

      - -

      If you enable this option, then the order of questions in - the quiz will be randomly shuffled each time a student attempts - the quiz.

      - -

      This is not related to the use of Random Questions, this is only - about the displayed order of questions.

      - -

      The intention is to make it a little harder for students to copy from - each other.

      diff --git a/lang/th/help/resource/program.html b/lang/th/help/resource/program.html deleted file mode 100644 index d5739213fe..0000000000 --- a/lang/th/help/resource/program.html +++ /dev/null @@ -1,17 +0,0 @@ -

      Program Resources

      - -

      A Program resource is an external resource that is able to accept data - passed to it from Moodle.

      - -

      The data is passed via HTTP GET (as part of the URL) and includes:

      - -
        -
      • extern_nav: the URL from which the resource is being called -
      • extern_usr: the username of the current user -
      • extern_nam: the full name of the current user -
      • extern_tim: the current time -
      • extern_pwd: a unique password -
      - -

      All this is due to be revised sometime in the near future.

      - diff --git a/lang/th/help/survey/mods.html b/lang/th/help/survey/mods.html deleted file mode 100644 index 283d29e0fa..0000000000 --- a/lang/th/help/survey/mods.html +++ /dev/null @@ -1,8 +0,0 @@ -

       Surveys

      -
        -

        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/th/help/surveys.html b/lang/th/help/surveys.html deleted file mode 100644 index a20a0383d9..0000000000 --- a/lang/th/help/surveys.html +++ /dev/null @@ -1,99 +0,0 @@ -

      ẺÊÓÃǨ

      - -

      Currently, Moodle only offers specific types of surveys (future versions -will enable you to create your own).

      - -

      The available surveys have been chosen as being particularly useful for -evaluating online learning environments that use a constructivist pedagogy. -They are useful to identify certain trends that may be happening among -your participants. - -(To see a paper where these are used in a detailed analysis, see: -http://dougiamas.com/writing/herdsa2002)

      - -
      -

      COLLES - Constructivist On-Line Learning Environment Survey

      -
        -

        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:

        - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
        RelevanceHow relevant is on-line learning to students' professional practices? -
        Reflection Does on-line learning stimulate students' critical reflective thinking? -
        Interactivity To what extent do students engage on-line in rich educative dialogue? -
        Tutor SupportHow well do tutors enable students to participate in on-line learning? -
        Peer Support Is sensitive and encouraging support provided on-line by fellow students? -
        Interpretation Do students and tutors make good sense of each other's on-line communications?
        - -

        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 - Attitudes to Thinking and Learning Survey

      -
        - -

        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., & 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/th/help/workshop/addingacomment.html b/lang/th/help/workshop/addingacomment.html deleted file mode 100644 index e1a51d6ed8..0000000000 --- a/lang/th/help/workshop/addingacomment.html +++ /dev/null @@ -1,20 +0,0 @@ -

      Adding a Comment

      - -

      Comments can be added to an assessment to: - -

        -
      1. Add additional explaination or clarification to the assessment (by - the student who assessed the piece of work); -
      2. Query the statements made in the assessment (by the student whose - piece of work is being assessed; -
      3. Try to resolve difficulties which may have arisen during the discussion - on the assessment (by the teacher); -
      -

      The aim of the comments is to try either reach agreement on the - current assessment or persuade the assessor to revise their assessment. - This discussion should be undertaken in a reasonable way. - -

      If the work is reassessed then the old comments are discarded and - are no longer shown with the new assessment. - -

      diff --git a/lang/th/help/workshop/agreeassessments.html b/lang/th/help/workshop/agreeassessments.html deleted file mode 100644 index 51aa4b8589..0000000000 --- a/lang/th/help/workshop/agreeassessments.html +++ /dev/null @@ -1,35 +0,0 @@ -

      Agreement of Assessments

      - -

      A workshop assignment can have either of these characteristics: - -

        -
      1. In the submission and assessment phase when the students see the - assessments made by other students there is no feedback - from the students who submitted the work to the students who made - the assessment. There may be feedback from the teacher if the teacher - choses to grade the student assessments and then the teacher's grades and - comments will be available to both the student whose work it is and - to the student who made the assessment. There will be, however, - be only one way feedback between peers on any one piece of work. - -
      2. In the submission and assessment phase the students see the - assessments made by other students and they are allowed to comment - on these assessments. They may agree or disagree with the (peer) assessment. - If they agree with the assessment then the assessment stands and is - used in the final calculations when determining the peer grade given to - the particular piece of work. If, however, they do not agree with an - assessment the student who made the assessment is given an - opportunity to revise it. The revise/disagree loop can continue until - either agreement is reached or the deadline is reached. An assessment - which is still in "dispute" when the deadline is reached - is not used in the final calculations. This gives two way feedback - between peers on each piece of work. -
      -

      If the second method of working is chosen there is the option of switching off the display - of grades. That is, if this "hide grades" option is exercised, only the comments - in the assessment are shown to the student who work is being assessed. - The grades are shown only after agreement has been reached (on the - comments alone). Note that this option only effective when agreement on - assessments is required. - -

      diff --git a/lang/th/help/workshop/analysisofassessments.html b/lang/th/help/workshop/analysisofassessments.html deleted file mode 100644 index 8a342c501c..0000000000 --- a/lang/th/help/workshop/analysisofassessments.html +++ /dev/null @@ -1,25 +0,0 @@ -

      Analysis of Assessments

      - -

      This analysis looks at the assessments made on the examples as well as those made during the peer assessment phase of the assignment. It attempts to select the better assessments out of this pool of teacher and student assessments. These "good" assesments are then used in the calculation of the final grade. -

      - -

      This analysis is best done when there are teacher assessments available. These assessments can act as a benchmark against which the student assessments can be judged. The teacher does not need to assess every example and every submission but for the analysis to be meaningful it is better to have more assessments from the teacher than the average number of assessments made by each student. And the more assessments made by the teacher the more confident the teacher can be of the results of the analysis. -

      - -

      The Analysis is usually done in a number of times, each time changing one or more of the options. The analysis is controlled by the three options which appear on the top of the page. -

      - -
      1. The Loading for Teacher Assessments sets the weighting to given the teacher's assessments compared to the students' assessments in the error analysis stage. If the teacher wants their own grading strategy to dominate the way the students grade the submissions then the teacher should be the assessor with the smallest average error in the "Error Table". If the teacher is not the first one listed than the loading of the teacher's assessments is increased until the teacher has the lowest average error. This then implies that the teacher's assessments are dominate and the students who grade like the teacher are also listed in the top part of the Error Table. The students listed at the bottom part of the table are grading in ways which not match the teacher assessments (nor those of the students in the top of the table). The more assessments that are available from the teacher the more likely that this option will not have to be used to force the teacher to the top of the table. Note that this option does not apply a weighting factor the teacher's assessments when they used in the calculation of final grades. In that calculation the teacher assessments have the same weight as the student assessments. So for example if a student's submission is graded at 41% by the teacher and 45% and 55% by their peers the final grade given to the submission is (41% + 45% + 55%) / 3, that is 47%.
        2. - -
      2. The Weight for Grading of Assessments is used in the calculation of the Final Grade. A simple formula is used to calculate a student's "Grading Performance". It is the proportion of "good"assessments that student have done compared to the maximum number of assessments open to them. So, if for example, the assignment asks the students to do 3 assessments of the example submission and 5 peer assessments and the student does 7 assessments and 1 of those is dropped from the analysis (see below), then their grading performance is (7 - 1)/8, that is 75%. The final grade for the assignment a weighted combination of this grading performanace and the grade given to their submission (or best grade if they made more than one submission). The grade for the submission is always given a weight of 1. So setting this option to say, 0.5, means that the two grades are added together in the proportion 0.5:1 or 33% of the grading performance and 66% of the grade of the submission.
        3. -
      3. The Percentage of Assessments to drop determines the number of the assessments which are to be excluded when calculating the final grades. This number can be set in one of two ways. -
        • Given the way the Grading Performance is calculated each student could, if they assessed all the work allocated to them, achieve full marks (for this element) if no assessments are dropped. If the teacher wishes to have a more reason average grade then setting this option to 30% would result in the average Grading Performance of about 70% (again if all students graded all the assessments open to them).
          • -
        • Alternatively the number of assessments to drop might be set such that the remaining "good" assessments result in the Average Errors being constrained to some reasonable value. These are the percentages given in the fourth column of the Error Table. For example, it may be thought that all the student assessments should (on average) lie within the 20% range. Then the analysis is repeated a number of times adjusting the number of assessments to drop until the figures in this column all lie within a particular limit. -
        -
      -

      In addition to the Error Table the analysis lists the grades of all assessments and the final grades given to the students. This table should be inspected to see if the results are reasonable. In particular if many assessments are dropped then some submissions may left unassessed and the student's final grade will be far too small. The analysis does given the number of submissions at the top of page and again just before the Grades Table. These two numbers should be same. If there are one or more unassessed submissions and the teacher does not want to decrease the number of dropped assessments then those submissions should be assessed by the teacher and the analysis repeated. It is important that all submissions are assessed at least once in the final stage of the analysis that is when the final grades are calculated. -

      -

      There is a balance between the number of assessments dropped and the overall final grade. The more assessments dropped the lower the final grades are likely to be. However, if poor assessments are not dropped then students may complain about the quality of the assessments which determine the grade for their work. Provided there are enough assessments by the teacher to dominate the analysis without too much forcing, then it would seem reasonable to drop somewhere between 15% and 30% of the assessments. -

      -

      Note that this analysis does take a long time as it involves an iterative process. Lengthy delays are to be expected. -

      diff --git a/lang/th/help/workshop/assessmentofexamples.html b/lang/th/help/workshop/assessmentofexamples.html deleted file mode 100644 index 3c5ea01057..0000000000 --- a/lang/th/help/workshop/assessmentofexamples.html +++ /dev/null @@ -1,13 +0,0 @@ -

      Assessment of Teacher's Examples

      - -

      After the teacher has submitted the examples it is useful from the - teacher's point of view to assess these examples, if only partially. - These assessments are private to the teacher, they are NOT shown - to the students at any stage during the assignment. They are, - however, useful when the teacher looks at the student assessments - of the examples. When grading a student assessment, the teacher - sees their own assessment at the top of the page and the - student's assessment of the same piece of work at the bottom of - the page. The "extra" assessment acts as a reference - source and a reminder of the salient points held in the example. -

      diff --git a/lang/th/help/workshop/editingacomment.html b/lang/th/help/workshop/editingacomment.html deleted file mode 100644 index bfd3820807..0000000000 --- a/lang/th/help/workshop/editingacomment.html +++ /dev/null @@ -1,6 +0,0 @@ -

      Editing a Comment

      - -

      As with other items there is a short period of time allowed when - the text of comments can be amended. The comment is not shown - on the assessment until this period has elapsed. -

      diff --git a/lang/th/help/workshop/gradingsubmissions.html b/lang/th/help/workshop/gradingsubmissions.html deleted file mode 100644 index 571ff82948..0000000000 --- a/lang/th/help/workshop/gradingsubmissions.html +++ /dev/null @@ -1,12 +0,0 @@ -

      Grading of Student Submissions

      - -

      In general the teacher will want to assess the work submitted by the - students. The assessments are shown to the students and should provide - feedback on their work.

      -

      The grades from these assessments can be used - in two ways in the final grade calculation. Firstly, the grade itself can be - used as a (weighted) component in the final grade. Secondly, these - grades can optionally be added into the pool of peer assessments and - used as a "calming factor" if it felt that the student - assessments are too high or too low. -

      diff --git a/lang/th/help/workshop/includeteachersgrade.html b/lang/th/help/workshop/includeteachersgrade.html deleted file mode 100644 index 5e6b100e3b..0000000000 --- a/lang/th/help/workshop/includeteachersgrade.html +++ /dev/null @@ -1,10 +0,0 @@ -

      Include Teacher's Grade

      - -

      This option allows the teacher's assessments of the submissions to be included - as though they were peer assessments. If this option is set to YES then the teacher's - assessments are in effect counted twice, firstly as the normal teacher's - assessment and secondly by including them in the pool of peer assessments. - The teacher might want to do this if (a) the number of peer assessments of - each submission is low or (b) to try to stablise the peer assessments when - they appear to be either biased or unreliable.

      - diff --git a/lang/th/help/workshop/index.html b/lang/th/help/workshop/index.html deleted file mode 100644 index ad9faeb4b6..0000000000 --- a/lang/th/help/workshop/index.html +++ /dev/null @@ -1,31 +0,0 @@ -

      Workshop module

      - diff --git a/lang/th/help/workshop/leaguetable.html b/lang/th/help/workshop/leaguetable.html deleted file mode 100644 index b3d79d3163..0000000000 --- a/lang/th/help/workshop/leaguetable.html +++ /dev/null @@ -1,13 +0,0 @@ -

      The League Table of Submissions

      - -

      The League Table lists the best submissions produced in the assignment. The number - of entries can set to Zero, a number between 1 and 20, 50 or "All". If set to - Zero then the League Table is not displayed. If it is set to a number between - 1 and 20 or 50 then that number of submissions are shown, for example, setting - the number to 10 shows the top ten submissions. Setting the number to - "All" gives a table that lists all the submissions.

      - -

      The second option contols whether the names of the students are included - in the Table or not. This option controls the students' view of the Table, the teacher - always sees the names of the students.

      - diff --git a/lang/th/help/workshop/mods.html b/lang/th/help/workshop/mods.html deleted file mode 100644 index 586a250c51..0000000000 --- a/lang/th/help/workshop/mods.html +++ /dev/null @@ -1,9 +0,0 @@ -

       Workshop

      -
        -

        A Workshop is a peer assessment activity with a huge array of options. - It allows participants to assess each other's projects, as well as - exemplar projects, in a number of ways. It also coordinates the - collection and distribution of these assessments in a variety of ways. - The Workshop module is contributed by Ray Kingdon. -

        -
      diff --git a/lang/th/help/workshop/overallocation.html b/lang/th/help/workshop/overallocation.html deleted file mode 100644 index 77ffcb1124..0000000000 --- a/lang/th/help/workshop/overallocation.html +++ /dev/null @@ -1,26 +0,0 @@ -

      The Over Allocation Level

      - -

      This level determines whether the allocation of peer assessments to the class -is balanced or not. Here the term "balanced" applies to the number -of times each student submission is allocated for (peer) assessment. When the -Over Allocation Level is set to ZERO, all the submissions are allocated the same -number of times, that is, the allocation is balanced. When the Level is set to ONE -then some of the submissions may be alocated once more than other allocations -(and it follows from this that some of the submissions may be allocated once -less than other allocations), that is the allocation is unbalanced. Similiarly if the -Level is set to TWO then a greater unbalance is allowed.

      - -

      Ideally all peer assessments should be balanced. However, the disadvantage -is that some students will not have their full quota of submissions to assess -until AFTER the last student has submitted their work. When the Over Allocation -Level is set to ONE, then most students will find that they have their full -"quota" of submissions to assess and they do not have to -wait for late submissions. Waiting for late submissions should be even rarer -when the level is set to TWO.

      - -

      So in a Workshop assignment where the number of peer assessments is -set to 5, if there are no problems if some of the submissions will be (peer) -assessed 4 times, some 5 times and others 6 times, then the assignment -will "flow" smoother and the the students will not have to wait so -long (if at all) for others to submit work if the Over Allocation Level is -changed from its default value of ZERO and set to ONE.

      diff --git a/lang/th/help/workshop/submissionofexamples.html b/lang/th/help/workshop/submissionofexamples.html deleted file mode 100644 index d52b2505f3..0000000000 --- a/lang/th/help/workshop/submissionofexamples.html +++ /dev/null @@ -1,28 +0,0 @@ -

      Submission of Teacher's Examples

      - -

      If the students are required to assess some example pieces of work - before submitting their own work, the teacher uses this link to submit - that work. The teacher can submit any number of pieces of work. If the - number of pieces of work is greater than the number of example - assessments each student must make, then the work is allocated in a - random but balanced fashion. The system tries to assure that each of - the examples is allocated to the students the same number of times. - The allocation is random in that if, say, ten examples are submitted then - it is highly unlikely that the first student is allocated submissions - 1, 2 and 3 to assess.

      - -

      If the teacher submits a fewer number of examples than given - in the corresponding parameter of the assignment, the students - are given just those examples to assess.

      - -

      After the teacher has submitted the examples it is useful for the - teacher to assess these examples, if only partially. These assessments - are private to the teacher, they are NOT show to the students at any - stage during the assignment. They are, however, shown to the teacher - when the teacher looks at the student assessments of the examples. - When grading the student assessment the teacher sees their own - assessment at the top of the screen and the student's assessment - of the same piece of work at the bottom. The "extra" - assessment acts as a reference source and a reminder of the - salient points in the example. -

      diff --git a/lang/th/help/workshop/ungradedassessments_student.html b/lang/th/help/workshop/ungradedassessments_student.html deleted file mode 100644 index 281fef7d5d..0000000000 --- a/lang/th/help/workshop/ungradedassessments_student.html +++ /dev/null @@ -1,11 +0,0 @@ -

      UnGraded Assessments (Student Submissions)

      - -

      Assessment of Student Submissions These are the peer assessments - made by students on eachother's work. In general, these assessments do NOT - have to be graded by the teacher. Provided each of the student submissions is - assessed about five times, the system can make a reasonable judgement on - the inidivual assessment performance of the students. When the number of - peer assessments is low then the teacher may want to grade these - assessments. Any grades given to the assessments can be taken into account - when calculating the final grades for the students. -

    diff --git a/lang/th/help/workshop/ungradedassessments_teacher.html b/lang/th/help/workshop/ungradedassessments_teacher.html deleted file mode 100644 index d75bd63806..0000000000 --- a/lang/th/help/workshop/ungradedassessments_teacher.html +++ /dev/null @@ -1,18 +0,0 @@ -

    UnGraded Assessments (Teacher Submissions)

    - -

    Assessments of Teacher Submissions These are assessments of - the example pieces of work which the assignment may require the students - to make before they can submit their own work. These assessments should, - in general, be graded by the teacher. The assessments will show whether the - student understand the assignment and will provide possibly useful feedback - to the teacher on whether any remedial action or fine tuning of the - assignment is necessary. Further, if an assessment is graded the teacher's - comments are made available to the student. These may provide valuable - guidance to the student in the preparation of their own piece of work for - the assignment.

    - -

    These assessments do not have to be graded. Leaving a student's - assessment of the examples ungraded when NOT stop that student from - submitting their own work. It is recommended, however, that all least a - sample of the assessments are graded for the reasons mentioned above.

    - diff --git a/lang/tr/help/assignment/assignmenttype.html b/lang/tr/help/assignment/assignmenttype.html deleted file mode 100644 index 6b3689764f..0000000000 --- a/lang/tr/help/assignment/assignmenttype.html +++ /dev/null @@ -1,13 +0,0 @@ -

    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/tr/help/assignment/resubmit.html b/lang/tr/help/assignment/resubmit.html deleted file mode 100644 index 1d4d3b178e..0000000000 --- a/lang/tr/help/assignment/resubmit.html +++ /dev/null @@ -1,9 +0,0 @@ -

    Resubmitting assignments

    - -

    By default, students cannot resubmit assignments once the teacher has graded them

    - -

    If you turn this option on, then students will be allowed to resubmit assignments - after they have been graded (for you to re-grade). This may be useful if the - teacher wants to encourage students to do better work in an iterative process.

    - -

    Obviously, this option is not relevant for offline assignments.

    diff --git a/lang/tr/help/choice/options.html b/lang/tr/help/choice/options.html deleted file mode 100644 index adf2e81fed..0000000000 --- a/lang/tr/help/choice/options.html +++ /dev/null @@ -1,7 +0,0 @@ -

    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/tr/help/coursecategory.html b/lang/tr/help/coursecategory.html deleted file mode 100644 index 4c776f230e..0000000000 --- a/lang/tr/help/coursecategory.html +++ /dev/null @@ -1,11 +0,0 @@ -

    Course Categories

    - -

    Your Moodle administrator may have set up several - course categories. - -

    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/tr/help/courseformats.html b/lang/tr/help/courseformats.html deleted file mode 100644 index 2cc26c4ac0..0000000000 --- a/lang/tr/help/courseformats.html +++ /dev/null @@ -1,24 +0,0 @@ -

    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. -
    - -

    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. -
    - -

    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/tr/help/coursefullname.html b/lang/tr/help/coursefullname.html deleted file mode 100644 index 171de93fac..0000000000 --- a/lang/tr/help/coursefullname.html +++ /dev/null @@ -1,4 +0,0 @@ -

    Course Full name

    - -

    The full name of the course is displayed at the top of the screen and in the course listings.

    - diff --git a/lang/tr/help/coursenewsitems.html b/lang/tr/help/coursenewsitems.html deleted file mode 100644 index a9c18ea8e1..0000000000 --- a/lang/tr/help/coursenewsitems.html +++ /dev/null @@ -1,15 +0,0 @@ -

    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.) - -

    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/tr/help/coursenumsections.html b/lang/tr/help/coursenumsections.html deleted file mode 100644 index c117bb77e3..0000000000 --- a/lang/tr/help/coursenumsections.html +++ /dev/null @@ -1,14 +0,0 @@ -

    Course Number of Weeks/Topics

    - -

    This setting is only used by the 'weekly' and 'topics' - course formats. - -

    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/tr/help/courserecent.html b/lang/tr/help/courserecent.html deleted file mode 100644 index 19add5ac72..0000000000 --- a/lang/tr/help/courserecent.html +++ /dev/null @@ -1,16 +0,0 @@ -

    Recent Activity

    - -

    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/tr/help/courseshortname.html b/lang/tr/help/courseshortname.html deleted file mode 100644 index 8c3bda062d..0000000000 --- a/lang/tr/help/courseshortname.html +++ /dev/null @@ -1,7 +0,0 @@ -

    Course short name

    - -

    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/tr/help/coursestartdate.html b/lang/tr/help/coursestartdate.html deleted file mode 100644 index b843fdb383..0000000000 --- a/lang/tr/help/coursestartdate.html +++ /dev/null @@ -1,19 +0,0 @@ -

    Course Start Date

    - -

    This is where you specify the starting time of the - course (in your own timezone). - -

    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/tr/help/enrolmentkey.html b/lang/tr/help/enrolmentkey.html deleted file mode 100644 index 609bcaaf76..0000000000 --- a/lang/tr/help/enrolmentkey.html +++ /dev/null @@ -1,23 +0,0 @@ -

    Course Enrolment Key

    - -

    A course enrolment key is what keeps unwanted people - out of your course. - -

    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 - able to get back in. - diff --git a/lang/tr/help/forum/allowdiscussions.html b/lang/tr/help/forum/allowdiscussions.html deleted file mode 100644 index fac7554c56..0000000000 --- a/lang/tr/help/forum/allowdiscussions.html +++ /dev/null @@ -1,20 +0,0 @@ -

    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/tr/help/forum/attachment.html b/lang/tr/help/forum/attachment.html deleted file mode 100644 index 24c190f821..0000000000 --- a/lang/tr/help/forum/attachment.html +++ /dev/null @@ -1,21 +0,0 @@ -

    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/tr/help/forum/forumtype.html b/lang/tr/help/forum/forumtype.html deleted file mode 100644 index 86eec26df8..0000000000 --- a/lang/tr/help/forum/forumtype.html +++ /dev/null @@ -1,16 +0,0 @@ -

    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/tr/help/forum/subscription.html b/lang/tr/help/forum/subscription.html deleted file mode 100644 index 07878eb79f..0000000000 --- a/lang/tr/help/forum/subscription.html +++ /dev/null @@ -1,18 +0,0 @@ -

    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 maxeditingtime/60 ?> 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/tr/help/guestaccess.html b/lang/tr/help/guestaccess.html deleted file mode 100644 index 23b4a31e5a..0000000000 --- a/lang/tr/help/guestaccess.html +++ /dev/null @@ -1,21 +0,0 @@ -

    Guest Access

    - -

    You have the choice of allowing "guests" into your course. - -

    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 - students who only need to do it once). This lets you restrict - your guests. If you choose to allow guests without a key, then - anyone can get straight into your course. diff --git a/lang/tr/help/html.html b/lang/tr/help/html.html deleted file mode 100644 index e004543532..0000000000 --- a/lang/tr/help/html.html +++ /dev/null @@ -1,13 +0,0 @@ -

    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. - -

    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/tr/help/langedit.html b/lang/tr/help/langedit.html deleted file mode 100644 index 1e5b171f78..0000000000 --- a/lang/tr/help/langedit.html +++ /dev/null @@ -1,12 +0,0 @@ -

    Language Editing

    - -

    To edit languages on this page the files need to be writable - by the web server process. - -

    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/tr/help/mods.html b/lang/tr/help/mods.html deleted file mode 100644 index 36ab7dff32..0000000000 --- a/lang/tr/help/mods.html +++ /dev/null @@ -1,69 +0,0 @@ -

    Activity Modules

    - -

    Moodle contains a wide range of activity modules that can be used to - build up any type of course.

    - -

     Forums

    -
      -

      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. -

    - -

     Journals

    -
      -

      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.

      -
    - -

     Resources

    -
      -

      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.

      -
    - -

     Assignments

    -
      -

      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.

      -
    - -

     Quizzes

    -
      -

      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.

      -
    - -

     Choices

    -
      -

      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. -

    - -

     Surveys

    -
      -

      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/tr/help/picture.html b/lang/tr/help/picture.html deleted file mode 100644 index f98f63a44a..0000000000 --- a/lang/tr/help/picture.html +++ /dev/null @@ -1,18 +0,0 @@ -

    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: - -

      -
    1. Using a digital camera, your photos will most likely already be on your computer in the right format. -
    2. You can use a scanner to scan a printed photograph. Make sure you save it as JPG or PNG format. -
    3. If you're artistic, you might draw a picture using a paint program. -
    4. 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). -
    - -

    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/tr/help/quiz/attempts.html b/lang/tr/help/quiz/attempts.html deleted file mode 100644 index a912d92b52..0000000000 --- a/lang/tr/help/quiz/attempts.html +++ /dev/null @@ -1,6 +0,0 @@ -

    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/tr/help/quiz/categories.html b/lang/tr/help/quiz/categories.html deleted file mode 100644 index f0a21f987f..0000000000 --- a/lang/tr/help/quiz/categories.html +++ /dev/null @@ -1,17 +0,0 @@ -

    Question categories

    - -

    Rather than keeping all your questions in one big list, - you can create categories to keep them in. - -

    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/tr/help/quiz/correctanswers.html b/lang/tr/help/quiz/correctanswers.html deleted file mode 100644 index 3a42e9efa4..0000000000 --- a/lang/tr/help/quiz/correctanswers.html +++ /dev/null @@ -1,6 +0,0 @@ -

    Show correct answers

    - -

    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/tr/help/quiz/feedback.html b/lang/tr/help/quiz/feedback.html deleted file mode 100644 index 8d16da6f65..0000000000 --- a/lang/tr/help/quiz/feedback.html +++ /dev/null @@ -1,5 +0,0 @@ -

    Feedback

    - -

    If you enable quiz feedback, then students will receive - question feedback on every answer (right or wrong).

    - diff --git a/lang/tr/help/quiz/grademethod.html b/lang/tr/help/quiz/grademethod.html deleted file mode 100644 index fe5289c857..0000000000 --- a/lang/tr/help/quiz/grademethod.html +++ /dev/null @@ -1,25 +0,0 @@ -

    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. - -

    Highest grade

    -

      -

      The final grade is the highest (best) grade in any attempt. -

    - -

    Average grade

    -

      -

      The final grade is the average (simple mean) grade of all attempts. -

    - -

    First grade

    -

      -

      The final grade is the grade gained on the first attempt (other attempts are ignored). -

    - -

    Last grade

    -

      -

      The final grade is the grade gained on the most recent attempt only. -

    diff --git a/lang/tr/help/quiz/maxgrade.html b/lang/tr/help/quiz/maxgrade.html deleted file mode 100644 index d3841862d4..0000000000 --- a/lang/tr/help/quiz/maxgrade.html +++ /dev/null @@ -1,11 +0,0 @@ -

    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/tr/help/quiz/multichoice.html b/lang/tr/help/quiz/multichoice.html deleted file mode 100644 index 52682ffa7c..0000000000 --- a/lang/tr/help/quiz/multichoice.html +++ /dev/null @@ -1,19 +0,0 @@ -

    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. - -

    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/tr/help/quiz/questiontypes.html b/lang/tr/help/quiz/questiontypes.html deleted file mode 100644 index c89e148562..0000000000 --- a/lang/tr/help/quiz/questiontypes.html +++ /dev/null @@ -1,37 +0,0 @@ -

    Creating a new question

    - -

    You can add a variety of different types of questions to a category:

    - -

    Multiple Choice

    -
      -

      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:

      -
    - -

    Short Answer

    -
      -

      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

    -
      -

      In response to a question (that may include a image), the respondent - selects from two options: True or False. -

      -

      More info:

      -
    - -

    Random

    -
      -

      (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/tr/help/quiz/shortanswer.html b/lang/tr/help/quiz/shortanswer.html deleted file mode 100644 index 39f343310b..0000000000 --- a/lang/tr/help/quiz/shortanswer.html +++ /dev/null @@ -1,10 +0,0 @@ -

    Short Answer questions

    - -

    In response to a question (that may include a image) the respondent - types a word or short phrase. - -

    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/tr/help/quiz/timeopen.html b/lang/tr/help/quiz/timeopen.html deleted file mode 100644 index 5bda122a35..0000000000 --- a/lang/tr/help/quiz/timeopen.html +++ /dev/null @@ -1,5 +0,0 @@ -

    Opening and closing the quiz

    - -

    You can specify times when the quiz is accessible for people to make attempts. - -

    Before the opening time, and after the closing time, the quiz will be unavailable. diff --git a/lang/tr/help/quiz/truefalse.html b/lang/tr/help/quiz/truefalse.html deleted file mode 100644 index 7323375a24..0000000000 --- a/lang/tr/help/quiz/truefalse.html +++ /dev/null @@ -1,11 +0,0 @@ -

    True/False questions

    - - -

    In response to a question (that may include a image) the respondent - chooses from True or False. - -

    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/tr/help/resource/resourcetype.html b/lang/tr/help/resource/resourcetype.html deleted file mode 100644 index 9cbd0cd6d6..0000000000 --- a/lang/tr/help/resource/resourcetype.html +++ /dev/null @@ -1,23 +0,0 @@ -

    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: - -

    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. diff --git a/lang/tr/help/resource/summary.html b/lang/tr/help/resource/summary.html deleted file mode 100644 index 016342e192..0000000000 --- a/lang/tr/help/resource/summary.html +++ /dev/null @@ -1,8 +0,0 @@ -

    Reading Summary

    - -

    The summary is a very short description of the resource. - -

    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/tr/help/richtext.html b/lang/tr/help/richtext.html deleted file mode 100644 index 160d48838a..0000000000 --- a/lang/tr/help/richtext.html +++ /dev/null @@ -1,160 +0,0 @@ -

    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"); - } -?> -

    - -

    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. - -

    In addition to formatting text, this editor provides a number of extra features you may find useful. - -

    Paste text in from other Applications

    -
      -

      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). -

    - -

    Inserting images

    -
      -

      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. -

    - -

    Inserting Tables

    -
      -

      To add layout to your texts, you can use the "Insert Tables" button in the toolbar. -

    - -

    Inserting Links

    -
      -

      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! -

    - - -

    Inserting smilies (emoticons)

    -
      -

      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). - - - - -
      - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
      smile:-)
      big grin:-D
      wink;-)
      mixed:-/
      thoughtfulV-.
      tongue out:-P
      coolB-)
      approve^-)
      wide eyes8-)
      surprise8-o
      -       		- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
      sad:-(
      shy8-.
      blush:-I
      kisses:-X
      clown:o)
      black eyeP-|
      angry8-[
      deadxx-P
      sleepy|-.
      evil}-]
      -
      - -

    - - diff --git a/lang/tr/help/surveys.html b/lang/tr/help/surveys.html deleted file mode 100644 index 939252e08e..0000000000 --- a/lang/tr/help/surveys.html +++ /dev/null @@ -1,99 +0,0 @@ -

    Available surveys

    - -

    Currently, Moodle only offers specific types of surveys (future versions -will enable you to create your own).

    - -

    The available surveys have been chosen as being particularly useful for -evaluating online learning environments that use a constructivist pedagogy. -They are useful to identify certain trends that may be happening among -your participants. - -(To see a paper where these are used in a detailed analysis, see: -http://dougiamas.com/writing/herdsa2002)

    - -
    -

    COLLES - Constructivist On-Line Learning Environment Survey

    -
      -

      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:

      - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
      RelevanceHow relevant is on-line learning to students' professional practices? -
      Reflection Does on-line learning stimulate students' critical reflective thinking? -
      Interactivity To what extent do students engage on-line in rich educative dialogue? -
      Tutor SupportHow well do tutors enable students to participate in on-line learning? -
      Peer Support Is sensitive and encouraging support provided on-line by fellow students? -
      Interpretation Do students and tutors make good sense of each other's on-line communications?
      - -

      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 - Attitudes to Thinking and Learning Survey

    -
      - -

      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., & 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/tr/help/teachers.html b/lang/tr/help/teachers.html deleted file mode 100644 index 0a482c970f..0000000000 --- a/lang/tr/help/teachers.html +++ /dev/null @@ -1,22 +0,0 @@ -

    Teachers

    - -

    This page shows the list of people who are assigned to be - "teachers" in this course (by the system administrator). - -

    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 - (unless they post messages to the forums etc) diff --git a/lang/tr/help/text.html b/lang/tr/help/text.html deleted file mode 100644 index d79dbfbeeb..0000000000 --- a/lang/tr/help/text.html +++ /dev/null @@ -1,144 +0,0 @@ -

    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)

    -
      -

      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.

      - - - - -
      - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
      smile:-)
      big grin:-D
      wink;-)
      mixed:-/
      thoughtfulV-.
      tongue out:-P
      coolB-)
      approve^-)
      wide eyes8-)
      surprise8-o
      -       		- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
      sad:-(
      shy8-.
      blush:-I
      kisses:-X
      clown:o)
      black eyeP-|
      angry8-[
      deadxx-P
      sleepy|-.
      evil}-]
      -
      - -
    - -

    URLs

    - - -

    HTML tags

    -
      -

      You can use a limited subset of HTML tags to add emphasis to your texts. - - - - - - - - - - -
      HTML tagsProduces
      <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>
      -

    - - diff --git a/lang/tr/help/textformat.html b/lang/tr/help/textformat.html deleted file mode 100644 index 4ac846cf55..0000000000 --- a/lang/tr/help/textformat.html +++ /dev/null @@ -1,41 +0,0 @@ -

    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. - -

    Usually you can just leave this setting alone and things should - work as you expect. - -

    1. Moodle auto-format

    - -
      -

      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

    - -
      -

      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/zh_tw/help/langedit.html b/lang/zh_tw/help/langedit.html deleted file mode 100644 index 8ff975ee74..0000000000 --- a/lang/zh_tw/help/langedit.html +++ /dev/null @@ -1,12 +0,0 @@ -

    Language Editing

    - -

    To edit languages on this page the files need to be writable - by the web server process. - -

    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/zh_tw/help/picture.html b/lang/zh_tw/help/picture.html deleted file mode 100644 index 702c3ac025..0000000000 --- a/lang/zh_tw/help/picture.html +++ /dev/null @@ -1,18 +0,0 @@ -

    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: - -

      -
    1. Using a digital camera, your photos will most likely already be on your computer in the right format. -
    2. You can use a scanner to scan a printed photograph. Make sure you save it as JPG or PNG format. -
    3. If you're artistic, you might draw a picture using a paint program. -
    4. 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). -
    - -

    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/zh_tw/help/richtext.html b/lang/zh_tw/help/richtext.html deleted file mode 100644 index 357118f6ce..0000000000 --- a/lang/zh_tw/help/richtext.html +++ /dev/null @@ -1,160 +0,0 @@ -

    Ãö©ó½u¤W½s¿è¾¹

    - -

    §AªºÂsÄý¾¹: -htmleditor) { - print_string("htmleditordisabledadmin"); - } else if (!$USER->htmleditor) { - print_string("htmleditordisabled"); - } else if (!can_use_richtext_editor()) { - print_string("htmleditordisabledbrowser"); - } else { - print_string("htmleditoravailable"); - } -?> -

    - -

    §A©Ò¬Ý¨ìªº½u¤W½s¿è¤¶­±¬O§Ú­Ì©Ò¯S¦a¶}µoThe 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. - -

    In addition to formatting text, this editor provides a number of extra features you may find useful. - -

    Paste text in from other Applications

    -
      -

      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). -

    - -

    Inserting images

    -
      -

      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. -

    - -

    Inserting Tables

    -
      -

      To add layout to your texts, you can use the "Insert Tables" button in the toolbar. -

    - -

    Inserting Links

    -
      -

      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! -

    - - -

    Inserting smilies (emoticons)

    -
      -

      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). - - - - -
      - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
      smile:-)
      big grin:-D
      wink;-)
      mixed:-/
      thoughtfulV-.
      tongue out:-P
      coolB-)
      approve^-)
      wide eyes8-)
      surprise8-o
      -       		- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
      sad:-(
      shy8-.
      blush:-I
      kisses:-X
      clown:o)
      black eyeP-|
      angry8-[
      deadxx-P
      sleepy|-.
      evil}-]
      -
      - -

    - - diff --git a/lang/zh_tw/help/surveys.html b/lang/zh_tw/help/surveys.html deleted file mode 100644 index 439196cbd8..0000000000 --- a/lang/zh_tw/help/surveys.html +++ /dev/null @@ -1,99 +0,0 @@ -

    Available surveys

    - -

    Currently, Moodle only offers specific types of surveys (future versions -will enable you to create your own).

    - -

    The available surveys have been chosen as being particularly useful for -evaluating online learning environments that use a constructivist pedagogy. -They are useful to identify certain trends that may be happening among -your participants. - -(To see a paper where these are used in a detailed analysis, see: -http://dougiamas.com/writing/herdsa2002)

    - -
    -

    COLLES - Constructivist On-Line Learning Environment Survey

    -
      -

      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:

      - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
      RelevanceHow relevant is on-line learning to students' professional practices? -
      Reflection Does on-line learning stimulate students' critical reflective thinking? -
      Interactivity To what extent do students engage on-line in rich educative dialogue? -
      Tutor SupportHow well do tutors enable students to participate in on-line learning? -
      Peer Support Is sensitive and encouraging support provided on-line by fellow students? -
      Interpretation Do students and tutors make good sense of each other's on-line communications?
      - -

      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 - Attitudes to Thinking and Learning Survey

    -
      - -

      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., & 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/zh_tw/help/teachers.html b/lang/zh_tw/help/teachers.html deleted file mode 100644 index de4b5181cf..0000000000 --- a/lang/zh_tw/help/teachers.html +++ /dev/null @@ -1,22 +0,0 @@ -

    Teachers

    - -

    This page shows the list of people who are assigned to be - "teachers" in this course (by the system administrator). - -

    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 - (unless they post messages to the forums etc) diff --git a/lang/zh_tw/help/text.html b/lang/zh_tw/help/text.html deleted file mode 100644 index a6585a18fd..0000000000 --- a/lang/zh_tw/help/text.html +++ /dev/null @@ -1,144 +0,0 @@ -

    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)

    -
      -

      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.

      - - - - -
      - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
      smile:-)
      big grin:-D
      wink;-)
      mixed:-/
      thoughtfulV-.
      tongue out:-P
      coolB-)
      approve^-)
      wide eyes8-)
      surprise8-o
      -       		- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
      sad:-(
      shy8-.
      blush:-I
      kisses:-X
      clown:o)
      black eyeP-|
      angry8-[
      deadxx-P
      sleepy|-.
      evil}-]
      -
      - -
    - -

    URLs

    - - -

    HTML tags

    -
      -

      You can use a limited subset of HTML tags to add emphasis to your texts. - - - - - - - - - - -
      HTML tagsProduces
      <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>
      -

    - - diff --git a/lang/zh_tw/help/textformat.html b/lang/zh_tw/help/textformat.html deleted file mode 100644 index 7628432bc4..0000000000 --- a/lang/zh_tw/help/textformat.html +++ /dev/null @@ -1,41 +0,0 @@ -

    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. - -

    Usually you can just leave this setting alone and things should - work as you expect. - -

    1. Moodle auto-format

    - -
      -

      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

    - -
      -

      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/zh_tw/help/writing.html b/lang/zh_tw/help/writing.html deleted file mode 100644 index d8f1931805..0000000000 --- a/lang/zh_tw/help/writing.html +++ /dev/null @@ -1,23 +0,0 @@ -

    Writing

    - -

    When writing text for others to read, try and write directly to your audience.

    - -

    Explain your ideas as clearly and simply as you can to help avoid misunderstandings. - One thing you can do is to avoid long words when a short one will do.

    - -

    In the forums it will really help to keep your whole posts short and on-topic. - Instead of one long rambling post that makes many different points, it may be - better to write several shorter ones (they may even belong in separate forums). - -

    Re-edit your text as much as necessary until you get it right. - Even in forum posts you have maxeditingtime/60) ?> minutes - after you've posted it to go back and improve it if necessary.

    - -

    When replying to others, try and think of interesting questions you - can ask them. This will help both you and the other person think (and learn!) - about the subject you are discussing.

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    -- 2.39.5