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New translation for Swedish by Anders Berggren - complete!

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Log för redigering och komplettering av språkpaketet för svenska i Moodle
version 2.0 , 2003-11-03
Anders Berggren anders@ikt-pedagogen.se
Senaste nytt:
Översättningen är ännu inte komplett. Alla de strängar som hittills
(t o m 2003-11-03) finns i php-filerna är översatta med undantag för strängarna till modulen 'Library-add-on'.
Alla hjälpfiler till standardmodulerna samt till Ray Kingdons utvecklingsmodul 'Dialog', Williams Castillos utvecklingsmodul 'Ord- och begreppslista och Russell J. Jungwirths utvecklingsmodul 'Närvaro' är översatta.
Hjälpfilerna till Ray Kingdons utvecklingsmoduler 'Övningsuppgift', 'Workshop' och 'Uppgifter som betygssätts på "peer"-nivå' finns med i denna version av språkpaketet men de är ännu inte översatta.
Min avsikt är att översätta all dokumentation av Moodle till svenska och att därefter underhålla översättningen.
Några principer
Jag har (åtminstone försökt att) konsekvent använda (ibland bytt ut) begreppen i den nedanstående tabellerna. Vissa val kan man kan ha olika uppfattningar om. "alt" betyder ett alternativt begrepp som vore möjligt eller är bortbytt. Det jag föreslår är i regel vilken betydelse ordet ska ha i det här sammanhanget, vilken ibland skiljer sig från ordets mer allmänt kända betydelse. Ibland har jag använt flera svenska ord som översättning av ett engelskt begrepp. Sedan har jag valt vilket svenskt jag ska använda beroende på sammanhanget. Ibland har jag översatt ett engelskt begrepp med ett flerfaldigt svenskt begrepp (ex bedömning/värdering/betygssättning).
Inte perfekt...
Detta är ett pågående arbete. Jag förväntar mig inte att alla ska samtycka om de val jag gör. Utmana mig gärna - om Du har rimliga argument så lyssnar jag och ändrar - om inte så får Du kanske svar på tal. Resultatet gör inte heller anspråk på att vara "perfekt". Ibland förstår jag inte det rent tekniska fullt ut och ibland har jag inte helt klart för mig hur modulen fungerar. I sådana fall är jag tacksam om Du kan hjälpa mig att klara ut begreppen. Ibland är det helt enkelt ett för stort avstånd mellan de två språken. Då blir det otymplig "svengelska"...
Allmänt
Eng Svenska
Action handling
Assignment uppgift
Choice opinionsundersökning
Creator kursutvecklare
current 1 aktuell
deadline stoppdatum/tid
disable avaktivera
default standardval/värde (förvald inställning
discussion diskussionsämne
download ladda ner
email 2 e-post
enable aktivera
entry bidrag
existing befintlig
insert lägga in
option val(möjlighet)/alternativ
feedback 3 återkoppling
post 4 (göra) inlägg
profile personlig profil
student 5 student/elev/deltagare/lärande
submission inlämning/inskickat bidrag
view (verb) visa
1 "current" = aktuell alt. nuvarande
2 "email" I nusvenskan används de engelska "email", "e-mail" och "mail" parallellt med "epost", "e-postmeddelande" och t o m "e-brev". "Post", "meddelande" och "brev" är ju inte riktigt samma sak eller hur?
"e-post" är kort, svenskt och sanktionerat av Svenska Akademiens Ordlista. Deras bedömningar utgår i hög grad från hur pass vanligt förekommande de olika varianterna är.
3 "feedback" = återkoppling - det är ett svenskt ord som tyvärr inte fungerar
så bra i plural och det är inte glasklart vad det betyder... "feedback"
används ofta även på svenska men det låter "svengelskt" och det
känns oklart semantiskt (till sin betydelse).
4 "grade"= bedöma/värdera/betygsätta (verb)
värdering (substantiv) alt. bedömning, omdöme, betyg
Vad som är den egentliga skillnaden mellan "grade" och "assess" på
engelska är jag osäker på: Är det någon som vet mera?
4 "post" = göra inlägg (verb) alt. postning (låter inte så svenskt)
inlägg (subst)
6 "Student" är ett etablerat begrepp på svenska , men det är även
"studerande", "deltagare" och "elev". Dessa begrepp är inte synonyma.
De används med delvis olika betydelse i olika sammanhang. Tyvärr är
"Lärande" en osmidig substantivform på svenska, till skillnad från t ex
engelskans "Learner". "Lärande" har emellertid en mer generell betydelse
än övriga svenska uttryck. Dessutom speglar det bättre Göteborgsskolans
(F. Marton m fl) pedagogiska ansats med dess inriktning mot fenomeno-
grafi.
Glossary module
agree 1 godkänn/a/ - acceptera
accumulative sammanräknat
add (verb) lägg/a till
already in phase redan påbörjat
amend ändra/rätta/utveckla
entry bidrag
main glossary övergripande (förklarande) ord- och begreppslista
secondary
glossary separat ord- och begreppslista
1 "agree" Den allmänna betydelsen av "agree" är "hålla med om" eller
"samtycka om" men det passar inte så bra här. Både "godkänna" och
"acceptera" bör vara med för att täcka den betydelse jag tror att det
engelska ordet har här.
Attendance module
attendance roll närvarolista
exceptional information OBS-meddelande
pgassignment module
assessment 1 bedömning/värdering/omdöme/betygssättning
awaiting 2 väntar på
correct rätt/a
final grade 3 slutbetyg/omdöme
iteration 4 återkommande
submission inskickad/inlämnad uppgift/ bidrag/övning
teacher 5 distanslärare
element komponent
weight viktning (värde vid bedömning/värdering/betygssättning)
1 "assessment".
"rättning/bedömning/betygssättning/utvärdering/examination/uppskattning"
är olika möjliga tolkningar i olika sammanhang på engelska.
2 "awaiting"."avvaktar", "i väntläge för" vore möjliga varianter. "väntar på"
låter personligt och trevligt men i själva verket handlar det ju om en
automatisk funktion i systemet.
3 "final grade" Jag har valt det dubbla uttrycket "slutbetyg/omdöme" i stället
för t ex "slutbetyg" som är vanligare och mer officiellt i Sverige.
4 "Iteration" betyder ju rent allmänt "fullständig och regelbunden upprepning"
men i programmering används begreppet i en likartad men specifik
betydelse. Här handlar det om en "iterativ" (pedagogisk) dialog mellan
lärande/lärande eller handledare/lärande som en del av läroprocessen
som är nödvändig för att läromålen i termer av djupinlärning och förstå-
else ska kunna uppnås. Detta sista är vad jag har översatt med "åter-
kommande".
5 "teacher". Jag har här som huvuduttryck valt "(distans)lärare" (som inte
nödvändigtvis är en 'vanlig' lärare som undervisar på distans utan snarare
en person som är utbildad för att arbeta på det sätt som distansutbildning
kräver) framför uttryck som "handledare", "coach", "utbildare" os: Detta bl a
eftersom "grading" i t ex pgassignment-modulen i så hög grad påminner om
det i läraryrket så typiska betygssättandet.
Journal module
journal 1 dagbok/loggbok/journal
topic 2
format moment/ alt. ämne
1 "Journal" Det är svårt att hitta ett bra svenskt ord.
Forum module
social format gemenskap
Quiz module
Quiz test
Exercise module
Exercise 1 övningsuppgift
league table
1 "exercise" betyder på engelska även "klassrumsförhör".
Jag vet inte hur vanligt det är i svenska skolor numera.
Allmänna kommentarer
På pedagogikens område finns det en tankeinfrastruktur (eller diskurs), med en svensk underavdelning för bl a ungdomsskolan, högskolan och universiteten, där begrepp som 'student', 'sätta betyg', 'värdera' och 'utvärdera' redan är positionerade och inarbetade. Det vore därför logiskt att använda dessa i översättningen av Moodle. Men, är saken verkligen så enkel? Om vi talar om studieförbund, folkhögskolor och personal- och företagsutbildning så förlorar väl dessa begrepp i relevans? Utanför dessa preciserade sammanhang hittar man också t ex utrymme för ett mer dynamiskt sätt att se på begreppsapparaten (jfr t ex med ett fenomenografiskt perspektiv). Och vad gäller egentligen globalt sett i hela den engelskspråkiga sfären - finns det där en enhetlig tolkning av 'student', 'grade' och 'assess'? Jag tvivlar. Vad kan man säga om den krets som är engagerade i Moodle - finns det där en underförstådd samsyn kring dessa begrepps betydelseinnehåll och användning? Jag är ganska osäker på det.
I Martins forummodul används begreppet 'rate' medan Ray Kingdon i 'Workshop', 'Dialogue', och 'Exercise' använder 'grade' och 'assess' om varannat. Och vart har begrepp som 'mark', 'degree', 'evaluate' och 'examination' tagit vägen i Moodle-sammanhanget?
Jag håller definitivt med om att man så mycket som möjligt ska undvika att skapa (ytterligare) förvirring. Men oavsett om man har ett lättförståeligt och igenkännbart språk, enklast möjliga teknik och tillämpar användbarhetsprinciper så kommer det att kvarstå en inlärningströskel (och enligt min mening i förlängningen en trappa). Man kan förstås betrakta Moodle på olika sätt - t ex som 'vanligt' campus, fast på nätet. Själv menar jag att distanslärande (IKT och lärande) och Moodle är någonting annat och mer än det. För mig är Moodle på ett mångdimensionellt sätt ett nytt fenomen. Det räcker alltså inte med assimilation som pedagogisk strategi när man tar sig an Moodle (även som ny teknisk lärandemiljö) - det måste till ackommodation också. Därutöver tror jag att mer avancerade strategier också kommer att behövas, men det blir väl en ny diskussion som jag tror att Martin helst vill se i forumet 'Teaching strategies'. Här finns hursomhelst den stora, och ruskigt spännande!, utmaningen för oss pedagoger.
Så här kan Du redigera översättningen själv
När det gäller den 'officiella' översättningen så tror jag att det finns stort utrymme för flexibilitet och initiativ. I Moodle 2.0 kommer man (enligt utvecklingsplanerna) att kunna byta 'kostym' (skin) i systemet beroende på sammanhang. Jag har inte frågat Martin än, men ur ett systemutvecklingsperspektiv borde det vara möjligt att ta fram även språkpaket som är kontextberoende. Ett för grundskolan och ett för högskolan t ex. Sådana funktioner finns redan för ett begränsat antal begrepp. När Du skapar en ny kurs så kan Du i kursens inställningar själv välja vad Du vill kalla 'lärare' och 'student' i just den kursen. Du kan också ge 'lärarna' titlar som 'professor', 'docent', 'handledare', 'assistent' osv. Dessa titlar visar sig bl a i kurspresentationerna och i kursdeltagarförteckningarna. Ytterligare en möjlighet är alltid att var och en redigerar språkpaketet i den egna instansen av Moodle efter tycke och smak. Om man vill så kan man också sätta upp hur många instanser man vill och ha ett språkpaket för varje.
Sedan är det ju också så att dokumentationen av Moodle kommunicerar med olika målgrupper (som man bör anpassa sig till) - externt med 'studenter' och internt med t ex 'lärare', 'kursutvecklare' och 'administratörer.
Mvh
Anders Berggren

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No longer maintained. Volunteers wanted!

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lang/sv/assignment.php
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<?PHP // $Id$ <?PHP // $Id$
// assignment.php - created with Moodle 1.0.5 dev (2002092300) // assignment.php - created with Moodle 1.1.1 (2003091111)
$string['allowresubmit'] = "Tillåt återpostning";
$string['assignmentdetails'] = "Uppgiftsdetaljer"; $string['allowresubmit'] = "Låt användarna skicka om sina bidrag";
$string['assignmentname'] = "Uppgiftens namn"; $string['assignmentdetails'] = "Detaljer om uppgifter ";
$string['assignmenttype'] = "Uppgiftens typ"; $string['assignmentmail'] = "\$a->teacher har skrivit in viss återkoppling på den uppgift '\$a->assignment' som Du har skickat in.
$string['description'] = "Beskrivning";
$string['duedate'] = "Utgångsdatum"; Du hittar den som ett tillägg till Ditt inskickade bidrag. '\$a->url'";
$string['early'] = "\$a tidigt"; $string['assignmentmailhtml'] = "\$a->teacher har skrivit viss återkoppling på den uppgift som Du har skickat in '<i>\$a->assignment</i>'<br /><br />
$string['failedupdatefeedback'] = "Misslyckades att uppdatera återkopplingen för det inskickade bidraget av användaren \$a"; Du hittar den som ett tillägg till Ditt <a href=\\\"\$a->url\\\">inskickade bidrag.</a>
$string['feedbackupdated'] = "Återkopplingen för inskickat bidrag uppdaterat för \$a användare"; ";
$string['late'] = "\$a sent"; $string['assignmentname'] = "Uppgiftens namn";
$string['maximumgrade'] = "Maximum betyg"; $string['assignmenttype'] = "Uppgiftens typ";
$string['maximumsize'] = "Maximum storlek"; $string['configmaxbytes'] = "Standardinställningen för den maximala storleken på inskickade uppgifter (det går att ställa in ett eget värde för varje kurs och även andra lokala begränsningar är möjliga.";
$string['modulename'] = "Uppgift"; $string['description'] = "Beskrivning";
$string['modulenameplural'] = "Uppgifter"; $string['duedate'] = "Utgångsdatum";
$string['newsubmissions'] = "Bidrag inskickade"; $string['duedateno'] = "Inget stoppdatum/tid";
$string['notsubmittedyet'] = "Ännu inte inskickade bidrag"; $string['early'] = "\$a tidigt";
$string['overwritewarning'] = "Varning: uppladdning igen kommer att ERSÄTTA ditt nuvarande redan inskickade bidrag"; $string['failedupdatefeedback'] = "Uppdateringen av återkopplingen för det inskickade bidraget av användaren \$a fungerade inte";
$string['submissionfeedback'] = "Återkoppling för inskickat bidrag"; $string['feedback'] = "Återkoppling";
$string['submissions'] = "Inskickade bidrag"; $string['feedbackupdated'] = "Återkopplingen för inskickade bidrag för \$a användare har uppdaterats";
$string['submitassignment'] = "Skicka in din uppgift med detta formulär"; $string['late'] = "\$a sent";
$string['submitted'] = "Inskickad"; $string['maximumgrade'] = "Maximum betyg";
$string['typeoffline'] = "Offline aktivitet"; $string['maximumsize'] = "Maximum storlek";
$string['typeuploadsingle'] = "Ladda upp en enskild fil"; $string['modulename'] = "Uppgift";
$string['uploadbadname'] = "Detta filnamn innehåller konstiga tecken och filen kunde inte laddas upp"; $string['modulenameplural'] = "Uppgifter";
$string['uploadedfiles'] = "uppladdade filer"; $string['newsubmissions'] = "Uppgifterna är inskickade";
$string['uploaderror'] = "Ett fel inträffade när filen sparades på servern"; $string['notgradedyet'] = "Ännu ej bedömd";
$string['uploadfailnoupdate'] = "Filen uppladdades korrekt, men kunde inte uppdatera ditt inskickade bidrag!"; $string['notsubmittedyet'] = "Ännu inte inskickade uppgifter";
$string['uploadfiletoobig'] = "Tyvärr, men den filen är för stor (begränsningen är \$a byte)"; $string['overwritewarning'] = "Varning: uppladdning igen kommer att ERSÄTTA Ditt nuvarande redan inskickade bidrag";
$string['uploadnofilefound'] = "Ingen fil hittades - är du säker på att du valde en för att ladda upp?"; $string['saveallfeedback'] = "Spara alla återkopplingar";
$string['uploadnotregistered'] = "'\$a' lyckades laddas upp, men det inskickade bidraget registrerades inte!"; $string['submissionfeedback'] = "Återkoppling för inskickad uppgift";
$string['uploadsuccess'] = "Uppladdningen av '\$a' lyckades"; $string['submissions'] = "Inskickade uppgifter";
$string['viewfeedback'] = "Visa uppgiftsbetyg och återkoppling"; $string['submitassignment'] = "Skicka in Din uppgift med detta formulär";
$string['viewsubmissions'] = "Visa \$a inskickade bidrag"; $string['submitted'] = "Inskickad";
$string['yoursubmission'] = "Ditt inskickade bidrag"; $string['typeoffline'] = "Offline aktivitet";
?> $string['typeuploadsingle'] = "Ladda upp en enskild fil";
$string['uploadbadname'] = "Detta filnamn innehåller konstiga tecken och filen kunde inte laddas upp";
$string['uploadedfiles'] = "Uppladdade filer";
$string['uploaderror'] = "Ett fel inträffade när filen sparades på servern";
$string['uploadfailnoupdate'] = "Filen laddades på korrekt, men Ditt inskickade bidrag blev inte uppdaterat.";
$string['uploadfiletoobig'] = "Tyvärr, men den filen är för stor (begränsningen är \$a byte)";
$string['uploadnofilefound'] = "Ingen fil hittades - är Du säker på att Du valde en för att ladda upp?";
$string['uploadnotregistered'] = "'\$a' blev uppladdad, men det inskickade bidraget registrerades inte!";
$string['uploadsuccess'] = "Uppladdningen av '\$a' lyckades";
$string['viewfeedback'] = "Visa betyg och återkoppling på uppgifterna";
$string['viewsubmissions'] = "Visa \$a inskickade bidrag";
$string['yoursubmission'] = "Din inskickade uppgift";
?>

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<?PHP // $Id$
// attendance.php - created with Moodle 1.1.1 (2003091111)
$string['absentlong'] = "Frånvarande";
$string['absentshort'] = "F";
$string['addingmultiple'] = "Lägger till flera närvarolistor...";
$string['addmultiple'] = "Lägg till flera närvarolistor";
$string['allmodulename'] = "Alla närvarolistor";
$string['auto'] = "auto";
$string['autoattend'] = "Notera närvaron automatiskt, baserat på loggningen av användarnas aktivitet";
$string['autoattendmulti'] = "Notera närvaron automatiskt för alla listor, baserat på loggningen av användarnas aktivitet";
$string['choosedays'] = "Vilka veckodagar vill Du föra närvaro för?";
$string['dayofroll'] = "Vilket datum vill Du föra närvaro för?";
$string['defaultautoattend'] = "Vill Du som standardval föra närvaron baserat på loggningen av användarnas aktivitet ?";
$string['defaultdynamicsection'] = "Vill Du som standardval flytta närvarolistorna till rätt vecka?";
$string['defaultgrade'] = "Vill Du som standardval göra det möjligt att bedöma/värdera/betygssätta närvarolistorna?";
$string['defaulthoursinclass'] = "Hur många timmar ska det vara som standardval i närvolistan?";
$string['defaultmaxgrade'] = "Vilket ska vara standardval för det maximala (betygs)värdet för full närvaro?";
$string['defaultstudentstatus'] = "Standardval för den lärandes status på nya närvarolistor";
$string['downloadexcelfull'] = "Ladda ner kompletta kalkylblad (Excel)";
$string['downloadexceltotals'] = "Ladda ner sammanfattande kalkylblad (Excel)";
$string['downloadtextfull'] = "Ladda ner rapport i fulltext";
$string['downloadtexttotals'] = "Ladda ner rapport som sammanfattande text";
$string['dynamicsection'] = "Bestäm närvarovecka med utgångspunkt från detta datum";
$string['dynamicsectionmulti'] = "Placera automatiskt listorna i sina respektive veckosektioner";
$string['endbeforestart'] = "Slutdatum är före startdatum";
$string['endmulti'] = "Datum för senaste närvarolista";
$string['for'] = "för";
$string['friday'] = "Fre";
$string['gradevalue'] = "Aktivera bedömning/värdering/betygssättning för den här listan";
$string['gradevaluemulti'] = "Aktivera bedömning/värdering för de här listorna";
$string['hoursinclass'] = "Antal timmar i en 'class period'";
$string['hoursineachclass'] = "Antal timmar i varje 'class period'";
$string['hoursinfullreport'] = "Maximalt antal närvarotimmar som Du vill visa på en enskild sida i en rapport";
$string['maxgradevalue'] = "Maximalt bedömnings/värderings/betygsvärde för full närvaro";
$string['modulename'] = "Närvaro";
$string['modulenameplural'] = "Närvarolistor";
$string['monday'] = "Mån";
$string['norolls'] = "Det finns inga närvarolistor på den här kursen";
$string['notes'] = "OBS-meddelanden";
$string['notesfor'] = "OBS-meddelanden för ";
$string['noviews'] = "Tyvärr, det finns inga data om Ditt konto här";
$string['of'] = "av";
$string['pages'] = "Sidor";
$string['presentlong'] = "Närvarande";
$string['presentshort'] = "N";
$string['saturday'] = "Lör";
$string['startafterend'] = "Detta startdatum är efter det att kursen har avslutats";
$string['startmulti'] = "Datum för den första närvarolistan";
$string['sunday'] = "Sön";
$string['takeroll'] = "Ta med en lista för den här dagen?";
$string['tardiesperabsence'] = "Hur många sena ankomster ska räknas som ett frånvarotillfälle?";
$string['tardylong'] = "Sen ankomst";
$string['tardyshort'] = "S";
$string['thursday'] = "Tor";
$string['tuesday'] = "Tis";
$string['viewall'] = "Visa alla närvarolistor";
$string['viewmulti'] = "Visa rapporten i form av flera sidor";
$string['viewone'] = "Visa alla sidor i rapporten";
$string['viewsection'] = "Visa alla närvarolistor från den här sektionen";
$string['viewtable'] = "Visa rapporten som en tabell";
$string['viewweek'] = "Visa alla närvarolistor från kalenderveckan";
$string['wednesday'] = "Ons";
$string['weekmodulename'] = "Alla närvarolistor under för den senaste veckan";
?>

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<?PHP // $Id$ <?PHP // $Id$
// auth.php - created with Moodle 1.0.6.4 beta (2002112001) // auth.php - created with Moodle 1.1.1 (2003091111)
$string['auth_dbdescription'] = "Denna metod använder en extern databastabell för att kontrollera hurvida ett givet användarnamn och lösenord är giltigt. Om kontot är nytt, så kan information från andra fält också kopieras till Moodle."; $string['auth_dbdescription'] = "Denna metod använder en extern databastabell för att kontrollera huruvida ett givet användarnamn och lösenord är giltigt. Om kontot är nytt, så kan information från andra fält också kopieras till Moodle.";
$string['auth_dbextrafields'] = "Detta fält är valfritt. Du kan välja att fylla i på förhand några användarfält för Moodle med information från <B>externa databas fält</B> som du kan specificera här. <P>Om du lämnar dessa fält tomma, så kommer standardvärden att användas.<P>I vilket fall som helst, kommer användaren kunna redigera alla dessa fält efter det att de loggat in."; $string['auth_dbextrafields'] = "Detta fält är valfritt. Du kan välja att på förhand fylla i några användarfält för Moodle med information från <b>externa databasfält</b> som Du kan specificera här. <p>Om Du lämnar dessa fält tomma, så kommer standardvärden att användas.</p><p>I vilket fall som helst, kommer användaren kunna redigera alla dessa fält efter det att de loggat in.</p>";
$string['auth_dbfieldpass'] = "Namn hos detta fält som innehåller lösenord"; $string['auth_dbfieldpass'] = "Namn på det fält som innehåller lösenord";
$string['auth_dbfielduser'] = "Namn hos detta fält som innehåller användarnamn"; $string['auth_dbfielduser'] = "Namn på det fält som innehåller användarnamn";
$string['auth_dbhost'] = "Datorn (värd) som används för databas-servern."; $string['auth_dbhost'] = "Den dator (värd) som används för databasservern.";
$string['auth_dbname'] = "Namn på databasen själv"; $string['auth_dbname'] = "Namnet på själva databasen ";
$string['auth_dbpass'] = "Lösenord som matchar ovanstående användarnamn"; $string['auth_dbpass'] = "Lösenord som matchar ovanstående användarnamn";
$string['auth_dbtable'] = "Namn på tabellen i databasen"; $string['auth_dbpasstype'] = "Specificera formatet på det fält som lösenordet ska ligga í. MD-kryptering går att använda om Du vill koppla upp Dig mot andra vanliga webbapplikationer som PostNuke.";
$string['auth_dbtitle'] = "Använd en extern databas"; $string['auth_dbtable'] = "Namn på tabellen i databasen";
$string['auth_dbtype'] = "Databastyp (se <A HREF=../lib/adodb/readme.htm#drivers>ADOdb dokumentation</A> för detaljer)"; $string['auth_dbtitle'] = "Använd en extern databas";
$string['auth_dbuser'] = "Använarnamn med läsbehörighet till databasen"; $string['auth_dbtype'] = "Databastyp (se <A HREF=../lib/adodb/readme.htm#drivers>ADOdb dokumentation</A> för detaljer)";
$string['auth_emaildescription'] = "Epostbekräftelse är standardvalet som autenticeringsmetod. När användaren registrerar sig, väljer eget nytt användarnamn och lösenord, kommer en bekräftelse via epost sändas till användarens epostadress. Detta epostbrev innehåller en säker länk till en sida där användaren kan bekräfta sitt konto. Framtida inlogging kontrollerar bara användarnamn och lösenord mot de lagrade värdena i Moodles databas."; $string['auth_dbuser'] = "Användarnamn med läsbehörighet till databasen";
$string['auth_emailtitle'] = "Epostbaserad autenticering"; $string['auth_emaildescription'] = "E-postbekräftelse är standardvalet som autenticeringsmetod. När användaren registrerar sig, väljer eget nytt användarnamn och lösenord, kommer en bekräftelse via e-post sändas till användarens e-postadress. Detta e-postbrev innehåller en säker länk till en sida där användaren kan bekräfta sitt konto. Framtida inlogging kontrollerar bara användarnamn och lösenord mot de lagrade värdena i Moodles databas.";
$string['auth_imapdescription'] = "Denna metod använder en IMAP-server för att kontrollera hurvida ett givet användarnamn och lösenord är giltigt."; $string['auth_emailtitle'] = "E-postbaserad autenticering";
$string['auth_imaphost'] = "IMAP-serverns adress. Använd IP-nummer, inte DNS namn."; $string['auth_imapdescription'] = "Denna metod använder en IMAP-server för att kontrollera huruvida ett givet användarnamn och lösenord är giltigt.";
$string['auth_imapport'] = "IMAP-serverns portnummer. Vanligtvis är detta 143 eller 993."; $string['auth_imaphost'] = "IMAP-serverns adress. Använd IP-nummer, inte DNS- namn.";
$string['auth_imaptitle'] = "Använd en IMAP server"; $string['auth_imapport'] = "IMAP-serverns portnummer. Vanligtvis är detta 143 eller 993.";
$string['auth_imaptype'] = "IMAP servertyp. IMAP servrar kan ha olika typer av autenticeringar och förhandlingar."; $string['auth_imaptitle'] = "Använd en IMAP-server";
$string['instructions'] = "Instruktioner"; $string['auth_imaptype'] = "IMAP servertyp. IMAP-servrar kan ha olika typer av autenticeringar och förhandlingar.";
$string['auth_ldap_bind_dn'] = "Om du vill bruka bind-användare för att söka användare, specificera det här. Något som 'cn=ldapuser,ou=public,o=org'"; $string['auth_ldap_bind_dn'] = "Om Du vill bruka 'bind'-användare för att söka användare, så ska Du specificera det här. Något som 'cn=ldapuser,ou=public,o=org'";
$string['auth_ldap_bind_pw'] = "Lösenord för bind-användare."; $string['auth_ldap_bind_pw'] = "Lösenord för 'bind'-användare.";
$string['auth_ldap_contexts'] = "Lista av kontexter där användaren är lokaliserade. Separera olika kontexter med ';'. Till exempel: 'ou=users,o=org; ou=others,o=org'"; $string['auth_ldap_contexts'] = "Lista av kontexter där användarna finns med. Separera olika kontexter med ';'. Till exempel: 'ou=users,o=org; ou=others,o=org'";
$string['auth_ldap_host_url'] = "Specificera en LDAP-värd i URL-form som 'ldap://ldap.myorg.com/' eller 'ldaps://ldap.myorg.com/' "; $string['auth_ldap_create_context'] = "Om Du aktiverar 'Skapa användare' med e-postbekräftelse så ska Du specifiera den kontext där användare skapas. Denna kontext bör vara en annan än den vanliga för att undvika säkerhetsrisker. Du behöver inte lägga till denna kontext till variabeln 'ldap_context'. Moodle letar automatiskt efter användare från den här kontexten.";
$string['auth_ldap_search_sub'] = "Sätt in ett värde &lt;&gt; 0 om du vill söka användare från subkontexter."; $string['auth_ldap_creators'] = "Lista av grupper som har behörighet att skapa nya kurser. Skilj på grupperna med ';'. Vanligtvis något liknande 'ch=utbildare, ou=personal, o=minOrg'";
$string['auth_ldap_update_userinfo'] = "Uppdatera användarinformation (förnamn, efternamn, adress..) från LDAP till Moodle. Se /auth/ldap/attr_mappings.php för mappnings information"; $string['auth_ldap_host_url'] = "Specificera en LDAP-värd i URL-form som 'ldap://ldap.myorg.com/' eller 'ldaps://ldap.myorg.com/' ";
$string['auth_ldap_user_attribute'] = "Attributet som används för namn/sökning av användare. Vanligtvis 'cn'."; $string['auth_ldap_memberattribute'] = "Specificera en medlems egenskaper när användare tillhör en grupp. Vanligtvis 'medlem'";
$string['auth_ldapdescription'] = "Denna metod ger autenticering mot en extern LDAP-server. $string['auth_ldap_search_sub'] = "Sätt in ett värde &lt;&gt; 0 om Du vill söka användare från subkontexter.";
Om det givna användarnamnet och lösenordet är giltiga skapar $string['auth_ldap_update_userinfo'] = "Uppdatera användarinformation (förnamn, efternamn, adress..) från LDAP till Moodle. Se /auth/ldap/attr_mappings.php för mappnings- information";
Moodle en plats för en ny användare i databasen. $string['auth_ldap_user_attribute'] = "Attributet som används för namn/sökning av användare. Vanligtvis 'cn'.";
Denna modul kan läsa användarattribut från LDAP och fylla i på förhand $string['auth_ldapdescription'] = "Denna metod ger autenticering mot en extern LDAP-server. Om det givna användarnamnet och lösenordet är giltiga skapar Moodle en plats för en ny användare i databasen. Denna modul kan läsa användarattribut från LDAP och fylla i på förhand önskade fält i Moodle. För följande login är endast användarnamn och lösenord kontrollerade.";
önskade fält i Moodle. För följande login är endast användarnamn och $string['auth_ldapextrafields'] = "Dessa fält är valfria. Du kan välja att på förhand fylla i några användarfält för Moodle med information från <B>LDAP-fält</B> som Du kan specificera här. <P>Om Du lämnar dessa fält tomma, så kommer inget att föras över från LDAP och standardvärden för Moodle kommer att användas istället.<P>I vilket fall som helst, kommer användaren kunna redigera alla dessa fält efter det att de loggat in.";
lösenord kontrollerade."; $string['auth_ldaptitle'] = "Använd en LDAP-server";
$string['auth_ldapextrafields'] = "Dessa fält är valfria. Du kan välja att fylla i på förhand några användarfält för Moodle med information från <B>LDAP-fält</B> som du kan specificera här. <P>Om du lämnar dessa fält tomma, så kommer inget att föras över från LDAP och standardvärden för Moodle kommer att användas istället.<P>I vilket fall som helst, kommer användaren kunna redigera alla dessa fält efter det att de loggat in."; $string['auth_manualdescription'] = "Den här metoden gör det omöjligt för användare att skapa sina egna konton. Alla konton måste skapas manuellt av administratören.";
$string['auth_ldaptitle'] = "Använd en LDAP-server"; $string['auth_manualtitle'] = "Endast manuellt skapade konton";
$string['auth_nntpdescription'] = "Denna metod använder en NNTP-server för att kontrollera hurvida ett givet användarnamn och lösenord är giltiga."; $string['auth_nntpdescription'] = "Denna metod använder en NNTP-server för att kontrollera huruvida ett givet användarnamn och lösenord är giltiga.";
$string['auth_nntphost'] = "NNTP-serverns adress. Använd IP-nummer, inte DNS namn."; $string['auth_nntphost'] = "NNTP-serverns adress. Använd IP-nummer, inte DNS-namn.";
$string['auth_nntpport'] = "Serverport (119 är den vanligaste)"; $string['auth_nntpport'] = "Serverport (119 är den vanligaste)";
$string['auth_nntptitle'] = "Använd en NNTP-server"; $string['auth_nntptitle'] = "Använd en NNTP-server";
$string['auth_nonedescription'] = "Användare kan logga in och skapa giltiga konton omedelbart, utan autenticering mot extern server och heller ingen bekräftelse via epost. Var försiktig med användning av detta val - tänk på säkerheten och administrativa problem detta kan orsaka."; $string['auth_nonedescription'] = "Användare kan logga in och skapa giltiga konton omedelbart, utan autenticering mot extern server och heller ingen bekräftelse via e-post. Var försiktig med användning av detta val - tänk på säkerheten och de administrativa problem som detta kan orsaka.";
$string['auth_nonetitle'] = "Ingen autenticering"; $string['auth_nonetitle'] = "Ingen autenticering";
$string['auth_pop3description'] = "Denna metod använder en POP3 server för att kontrollera hurvida ett givet användarnamn och lösenord är giltiga."; $string['auth_pop3description'] = "Denna metod använder en POP3 server för att kontrollera huruvida ett givet användarnamn och lösenord är giltiga.";
$string['auth_pop3host'] = "POP3-serveradressen. Använd IP-nummer, inte DNS namn."; $string['auth_pop3host'] = "POP3-serveradressen. Använd IP-nummer, inte DNS-namn.";
$string['auth_pop3port'] = "Serverport (110 är den vanligaste)"; $string['auth_pop3port'] = "Serverport (110 är den vanligaste)";
$string['auth_pop3title'] = "Använd en POP3-server"; $string['auth_pop3title'] = "Använd en POP3-server";
$string['auth_pop3type'] = "Servertyp. Om din server använder certifikat som säkerhet, välj pop3cert."; $string['auth_pop3type'] = "Servertyp. Om Din server använder certifikat som säkerhet, välj pop3cert.";
$string['authenticationoptions'] = "Autenticering tillval"; $string['auth_user_create'] = "Aktivera \\\"Skapa användare\\\"";
$string['authinstructions'] = "Här kan du ge instruktioner för dina användare, så att de vet vilket användarnamn och lösenord de bör använda. Texten du skriver in här kommer att visas på loginsidan. Om du lämnar detta tomt så kommer inga instruktioner att visas."; $string['auth_user_creation'] = "Nya (anonyma) användare kan utnyttja en extern källa för autenticering och skapa användarkonton som bekräftas med e-post. Om Du aktiverar detta får Du inte glömma att också konfigurera de modulspecifika valmöjligheterna som användare ska kunna skapa.";
$string['changepassword'] = "Ändra lösenord URL"; $string['auth_usernameexists'] = "Det valda användarnamnet finns redan. Du måste välja ett annat.";
$string['changepasswordhelp'] = "Här kan du specificera en plats där dina användare kan återställa eller ändra sina användarnamn/lösenord om de har glömt. Detta kommer att visas för användarna som en knapp på loginsidan och deras användarsidor. Om du lämnar detta tomt kommer inte knappen att visas."; $string['authenticationoptions'] = "Autenticering tillval";
$string['chooseauthmethod'] = "Välj en autentiseringsmetod: "; $string['authinstructions'] = "Här kan Du ge instruktioner för Dina användare, så att de vet vilket användarnamn och lösenord de bör använda. Texten Du skriver in här kommer att visas på loginsidan. Om Du lämnar detta tomt så kommer inga instruktioner att visas.";
$string['guestloginbutton'] = "Knapp för gästlogin"; $string['changepassword'] = "Ändra lösenord URL";
$string['showguestlogin'] = "Du kan gömma eller visa knappen för gästlogin på loginsidan."; $string['changepasswordhelp'] = "Här kan Du specificera en plats där Dina användare kan återställa eller ändra sina användarnamn/lösenord om de har glömt. Detta kommer att visas för användarna som en knapp på loginsidan och på deras användarsidor. Om Du lämnar detta tomt kommer inte knappen att visas.";
$string['chooseauthmethod'] = "Välj en autentiseringsmetod: ";
?> $string['guestloginbutton'] = "Knapp för gästlogin";
$string['instructions'] = "Instruktioner";
$string['md5'] = "MD5-kryptering";
$string['plaintext'] = "Ren text";
$string['showguestlogin'] = "Du kan gömma eller visa knappen för gästlogin på loginsidan.";
?>

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<?PHP // $Id$
// chat.php - created with Moodle 1.1.1 (2003091111)
$string['beep'] = "pipsignal";
$string['chatintro'] = "Introduktion";
$string['chatname'] = "Namnet på den chatten";
$string['chatreport'] = "Chatsessioner";
$string['chattime'] = "Tid för nästa chat";
$string['configoldping'] = "Hur länge ska en användare få vara inaktiv innan Du anser att han/hon har avbrutit sin medverkan?";
$string['configrefreshroom'] = "Hur ofta ska chatten uppdateras? (I sekunder räknat) Om Du ställer in en kort tid så kommer chatten att verka snabbare, men då blir också mer jobb för servern när det är många som chattar.";
$string['configrefreshuserlist'] = "Hur ofta ska listan på användare uppdateras? (I sekunder)";
$string['currentchats'] = "Aktiva chatsessioner";
$string['currentusers'] = "Aktuella användare";
$string['donotusechattime'] = "Visa inte några tider för chat";
$string['enterchat'] = "Klicka här för att gå in i chatten nu";
$string['errornousers'] = "Systemet hittade tinga användare";
$string['helpchatting'] = "Hjälp med chat";
$string['idle'] = "F n inte aktiv";
$string['messagebeepseveryone'] = "\$a skickar en pipsignal till alla!";
$string['messagebeepsyou'] = "\$a har just skickat en pipsignal till Dig";
$string['messageenter'] = "\$a har precis kommit in i denna chat";
$string['messageexit'] = "\$a har lämnat den här chatten";
$string['messages'] = "Meddelanden";
$string['modulename'] = "Chat";
$string['modulenameplural'] = "Chattar";
$string['neverdeletemessages'] = "Radera aldrig några meddelanden";
$string['nextsession'] = "Nästa schemalagda session";
$string['nomessages'] = "Inga meddelanden än";
$string['repeatdaily'] = "Vid samma tid varje dag";
$string['repeatnone'] = "Inga upprepade visningar - visa bara den specificerade tiden";
$string['repeattimes'] = "Upprepade sessioner";
$string['repeatweekly'] = "Vid samma tid varje vecka";
$string['savemessages'] = "Spara de sessioner som varit";
$string['seesession'] = "Se den här sessionen";
$string['sessions'] = "Chatsessioner";
$string['strftimemessage'] = "%%H:%%M";
$string['studentseereports'] = "Alla kan se de sessioner som har varit";
$string['viewreport'] = "Visa de senaste chatsessionerna";
?>

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<?PHP // $Id$ <?PHP // $Id$
// choice.php - created with Moodle 1.1.1 (2003091111)
#------------------------------------------------------------
$string['modulename'] = "Valundersökning";
$string['modulenameplural'] = "Valundersökningar"; $string['answered'] = "Besvarade";
#------------------------------------------------------------ $string['choice'] = "Opinionsundersökning \$a";
$string['choicename'] = "Opinionsundersökningens namn";
$string['answered'] = "Besvarade"; $string['choicetext'] = "Opinionsundersökningens text";
$string['choice'] = "Valundersökning \$a"; $string['modulename'] = "Opinionsundersökning";
$string['choicename'] = "Valetundersökningens namn"; $string['modulenameplural'] = "Opinionsundersökningar";
$string['choicetext'] = "Valetundersökningens text"; $string['notanswered'] = "Inte ännu besvarad";
$string['notanswered'] = "Inte ännu besvarad"; $string['publish'] = "Publicera resultaten";
$string['responses'] = "Svar"; $string['publishanonymous'] = "Publicera anonyma resultat, visa inte de lärandes namn.";
$string['responsesto'] = "Svar till \$a"; $string['publishnames'] = "Publicera hela resultat, inklusive de lärandes namn och val.";
$string['savemychoice'] = "Spara min valundersökning"; $string['publishnot'] = "Publicera inte resultaten för studenterna/eleverna/deltagarna/de lärande.";
$string['viewallresponses'] = "Visa \$a svar"; $string['responses'] = "Svar";
?> $string['responsesto'] = "Svar till \$a";
$string['savemychoice'] = "Spara min opinionsundersökning";
$string['viewallresponses'] = "Visa \$a svar";
?>

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<?PHP // $Id$
// countries.php - created with Moodle 1.1.1 (2003091111)
$string['AD'] = "Andorra";
$string['AE'] = "Förenade Arabemiraten";
$string['AF'] = "Afghanistan";
$string['AL'] = "Albanien";
$string['AM'] = "Armenien";
$string['AN'] = "Nederländska Antillerna";
$string['AO'] = "Angola";
$string['AQ'] = "Antarktis";
$string['AR'] = "Argentina";
$string['AT'] = "Österrike";
$string['AU'] = "Australien";
$string['AZ'] = "Azerbadjan";
$string['BA'] = "Bosnien och Herzegovina";
$string['BB'] = "Barbados";
$string['BD'] = "Bangladesh";
$string['BE'] = "Belgien";
$string['BF'] = "Burkina Faso";
$string['BG'] = "Bulgarien";
$string['BH'] = "Bahrein";
$string['BI'] = "Burundi";
$string['BJ'] = "Benin";
$string['BM'] = "Bermudas";
$string['BO'] = "Bolivia";
$string['BR'] = "Brasilien";
$string['BW'] = "Botswana";
$string['CA'] = "Kanada";
$string['CF'] = "Centralafrikanska Republiken";
$string['CG'] = "Kongo";
$string['CH'] = "Schweiz";
$string['CI'] = "Elfenbenskusten";
$string['CL'] = "Chile";
$string['CM'] = "Kamerun";
$string['CN'] = "Kina";
$string['CO'] = "Colombia";
$string['CS'] = "Serbien och Montenegro";
$string['CU'] = "Kuba";
$string['CY'] = "Cypern";
$string['CZ'] = "Tjeckien";
$string['DE'] = "Tyskland";
$string['DK'] = "Danmark";
$string['DO'] = "Dominikanska republiken";
$string['DZ'] = "Algeriet";
$string['EC'] = "Ecuador";
$string['EE'] = "Estland";
$string['EG'] = "Egypten";
$string['EH'] = "Västsahara";
$string['ER'] = "Eritrea";
$string['ES'] = "Spanien";
$string['ET'] = "Etiopien";
$string['FI'] = "Finland";
$string['FJ'] = "Fijiöarna";
$string['FK'] = "Falklandsöarna";
$string['FM'] = "Mikronesien";
$string['FO'] = "Färöarna";
$string['FR'] = "Frankrike";
$string['GA'] = "Gabon";
$string['GB'] = "Storbritannien";
$string['GD'] = "Grenada";
$string['GE'] = "Georgien";
$string['GF'] = "Franska Guyana";
$string['GH'] = "Ghana";
$string['GI'] = "Gibraltar";
$string['GL'] = "Grönland";
$string['GM'] = "Gambia";
$string['GP'] = "Guadeloupe";
$string['GR'] = "Grekland";
$string['GT'] = "Guatemala";
$string['GW'] = "Guinea-Bissau";
$string['HK'] = "Hong Kong";
$string['HN'] = "Honduras";
$string['HR'] = "Kroatien";
$string['HT'] = "Haiti";
$string['HU'] = "Ungern";
$string['ID'] = "Indonesien";
$string['IE'] = "Irland";
$string['IL'] = "Israel";
$string['IN'] = "Indien";
$string['IQ'] = "Irak";
$string['IR'] = "Iran";
$string['IS'] = "Island";
$string['IT'] = "Italien";
$string['JM'] = "Jamaica";
$string['JO'] = "Jordanien";
$string['JP'] = "Japan";
$string['KE'] = "Kenya";
$string['KG'] = "Kirgistan";
$string['KH'] = "Kambodja";
$string['KO'] = "Kosovo";
$string['KP'] = "Nordkorea";
$string['KR'] = "Sydkorea";
$string['KW'] = "Kuwait";
$string['KZ'] = "Kazakhstan";
$string['LA'] = "Laos";
$string['LB'] = "Libanon";
$string['LI'] = "Liechtenstein";
$string['LK'] = "Sri Lanka";
$string['LR'] = "Liberia";
$string['LS'] = "Lesotho";
$string['LT'] = "Litauen";
$string['LU'] = "Luxemburg";
$string['LV'] = "Lettland";
$string['LY'] = "Libyen";
$string['MA'] = "Marocko";
$string['MC'] = "Monaco";
$string['MD'] = "Moldavien";
$string['MG'] = "Madagaskar";
$string['MK'] = "Makedonien";
$string['ML'] = "Mali";
$string['MN'] = "Mongoliet";
$string['MR'] = "Mauritanien";
$string['MT'] = "Malta";
$string['MU'] = "Mauritius";
$string['MV'] = "Maldiverna";
$string['MW'] = "Malawi";
$string['MX'] = "Mexiko";
$string['MY'] = "Malaysia";
$string['MZ'] = "Mozambique";
$string['NA'] = "Mozambique";
$string['NC'] = "Nya Kaledonien";
$string['NE'] = "Niger";
$string['NG'] = "Nigeria";
$string['NI'] = "Nicaragua";
$string['NL'] = "Holland";
$string['NO'] = "Norge";
$string['NP'] = "Nepal";
$string['NZ'] = "Nya Zeeland";
$string['OM'] = "Oman";
$string['PA'] = "Peru";
$string['PG'] = "Papua Nya Guinea";
$string['PH'] = "Filipinerna";
$string['PK'] = "Pakistan";
$string['PL'] = "Polen";
$string['PR'] = "Puerto Rico";
$string['PT'] = "Portugal";
$string['PY'] = "Paraguay";
$string['RO'] = "Rumänien";
$string['RU'] = "Ryssland";
$string['RW'] = "Rwanda";
$string['SA'] = "Saudiarabien";
$string['SD'] = "Sudan ";
$string['SE'] = "Sverige";
$string['SG'] = "Singapore";
$string['SH'] = "St. Helena";
$string['SI'] = "Slovenien";
$string['SJ'] = "Svalbard och Jan Mayen-öarna";
$string['SK'] = "Slovakien";
$string['SL'] = "Sierra Leone";
$string['SM'] = "San Marino";
$string['SN'] = "Senegal";
$string['SO'] = "Somalia";
$string['SR'] = "Surinam";
$string['SV'] = "El Salvador";
$string['SY'] = "Syrien";
$string['SZ'] = " Swaziland ";
$string['TD'] = "Tcad";
$string['TH'] = "Thailand";
$string['TM'] = "Turkmenistan";
$string['TN'] = "Tunisien";
$string['TP'] = "Östtimor";
$string['TR'] = "Turkiet";
$string['TT'] = "Trinidad ochTobago";
$string['TW'] = "Taiwan";
$string['TZ'] = "Tanzania";
$string['UA'] = "Ukraina";
$string['UG'] = "Uganda";
$string['US'] = "USA";
$string['UY'] = "Uruguay";
$string['VA'] = "Vatikanen";
$string['VE'] = "Venezuela";
$string['VN'] = "Vietnam";
$string['WA'] = "Wales";
$string['WS'] = "Samoa";
$string['YE'] = "Jemen";
$string['ZA'] = "Sydafrika";
$string['ZM'] = "Zambia";
$string['ZR'] = "Zaire";
$string['ZW'] = "Zimbabwe";
?>

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<?PHP // $Id$
// dialogue.php - created with Moodle 1.1.1 (2003091111)
$string['addmynewentries'] = "Lägg till mina nya inlägg";
$string['addmynewentry'] = "Lägg till mitt nya inlägg";
$string['addsubject'] = "Lägg till ett ämne";
$string['allowmultiple'] = "Tillåt mer än en dialog med samma person";
$string['allowstudentdialogues'] = "Tillåt dialoger mellan lärande-lärande";
$string['close'] = "Avbryt";
$string['closed'] = "Avbruten";
$string['confirmclosure'] = "Du håller på att avbryta en dialog med \$a. Avbrutna dialoger kan inte återupptas. Om Du avbryter den här dialogen kan Du se den men inte lägga till något till den. Om Du vill fortsätta att kommunicera med den här personen så måste Du påbörja en ny dialog. Är Du säker på att Du vill avbryta den här dialogen?";
$string['deleteafter'] = "Ta bort avbrutna dialoger efter (antal dagar)";
$string['dialogueclosed'] = "Dialogen är avbruten";
$string['dialogueintro'] = "Dialogen är påbörjad";
$string['dialoguemail'] = "\$a->userfrom har gjort ett nytt inlägg i Ditt dialoginlägg för '\$a->dialogue'. Du kan se det som ett tillägg till Ditt dialoginlägg \$a->url
";
$string['dialoguemailhtml'] = "\$a->userfrom har gjort ett nytt inlägg i Ditt dialoginlägg för <i>\$a->dialogue</i>'<br /><br />
Du kan se det som ett tillägg till Ditt dialoginlägg <a href=\\\"\$a->url\\\">dialog</a>.
";
$string['dialoguename'] = "Dialogens namn";
$string['dialogueopened'] = "En dialog med \$a har öppnats";
$string['dialoguewith'] = "Dialog med \$a";
$string['everybody'] = "Alla";
$string['furtherinformation'] = "Ytterligare information";
$string['lastentry'] = "Senaste inlägget";
$string['maildefault'] = "Standardval (förinställt värde) för e-post";
$string['modulename'] = "Dialog";
$string['modulenameplural'] = "Dialoger";
$string['namehascloseddialogue'] = "\$a har avbrutit dialogen";
$string['newdialogueentries'] = "Nya inlägg i dialogen";
$string['newentry'] = "Nytt inlägg";
$string['noavailablepeople'] = "Det finns ingen som är tillgänglig för att föra en dialog med";
$string['nopersonchosen'] = "Du har inte valt någon person";
$string['nosubject'] = "Inget ämne har angivits";
$string['notextentered'] = "Ingen text har skrivits in";
$string['notstarted'] = "Du har inte påbörjat den här dialogen än";
$string['notyetseen'] = "Har ännu inte sett";
$string['numberofentries'] = "Antal inlägg";
$string['numberofentriesadded'] = "Antal inlägg som har lagts till: \$a";
$string['of'] = "av";
$string['onwrote'] = "På \$a skrev";
$string['onyouwrote'] = "På \$a skrev Du";
$string['open'] = "Öppna";
$string['openadialoguewith'] = "Öppna en dialog med ";
$string['opendialogue'] = "Öppen dialog";
$string['pane0'] = "Öppna en dialog";
$string['pane1'] = "\$a dialoger väntar på svar från Dig";
$string['pane1one'] = "1 dialog väntar på svar från Dig";
$string['pane2'] = "\$a dialoger väntar på svar från den andra personen";
$string['pane2one'] = "1 dialog väntar på svar från den andra personen";
$string['pane3'] = "\$a avbrutna dialoger";
$string['pane3one'] = "1 avbruten dialog";
$string['seen'] = "Har setts för \$a sedan";
$string['sendmailmessages'] = "Skicka e-postmeddelanden om mina nya inlägg";
$string['status'] = "Status";
$string['studenttostudent'] = "studenter/elever/deltagare/lärande till studenter/elever/deltagare/lärande";
$string['subject'] = "Ämnet";
$string['subjectadded'] = "Ämnet har lagts till";
$string['teachertostudent'] = "Distanslärare till studenter/elever/deltagare/lärande";
$string['typefirstentry'] = "Skriv in det första inlägget här";
$string['typefollowup'] = "Skriv in uppföljningen här";
$string['typeofdialogue'] = "Typ av dialog";
$string['typereply'] = "Skriv in svar här";
$string['viewallentries'] = "Visa \$a dialoginlägg";
?>

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Moodle documentation
--------------------
If you want to translate this documentation into another language,
I would suggest that you:
1) don't include English versions of the files in this directory
because they will be used automatically anyway if it is missing
from your language pack.
2) translate them in this order (starting with the important ones):
MOST IMPORTANT
|-------------------
|
| - files.php
| - install.html
| - installamp.html
| - upgrade.html
| - faq.html
|
| -----------------
|
| - teacher.html
| - module_files.txt
|
| -----------------
|
| - intro.html
| - features.html
| - release.html
|
| -----------------
|
| - developer.html
| - cvs.html
| - future.html
|
| -----------------
|
| - license.html
|
|-------------------
LEAST IMPORTANT
3) Please don't translate credits.html at all - it changes too much.

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<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
<html>
<head>
<title>Moodle Docs: Background</title>
<link rel="stylesheet" href="../theme/standard/styles.php" type="TEXT/CSS">
<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">
</head>
<body bgcolor="#ffffff">
<h2>Background</h2>
<p>Moodle is an active and evolving work in progress. Development was started
by <a href="http://moodle.org/user/view.php?id=1&course=1" target="_top">Martin
Dougiamas</a> who continues to lead the project:</p>
<blockquote>
<p><em>I've been working on it, in some way or other, for several years. It
started in the 90's when I was webmaster at <a target=_top href="http://www.curtin.edu.au/">Curtin
University of Technology</a> and a system administrator of their WebCT installation.
I encountered many frustrations with the WebCT beast and developed an itch
that needed scratching - there had to be a better way (no, not Blackboard
:-)</em></p>
<p><em>I also know a lot of people in schools and smaller institutions (and
some big ones!) who want to make better use of the Internet but don't know
where to start in the maze of technologies and pedagogies that are out there.
I've always hoped there would be a Free alternative that such people could
use to help them move their teaching skills into the online environment. </em></p>
<p><em>My strong beliefs in the unrealised possibilities of Internet-based education
led me to complete a Masters and then a PhD in Education, combining my former
career in Computer Science with newly constructed knowledge about the nature
of learning and collaboration. In particular, I am particularly influenced
by the epistemology of social constructionism - which not only treats learning
as a social activity, but focusses attention on the learning that occurs while
actively constructing artifacts (such as texts) for others to see or use.
</em></p>
<p><em>It is crucial to me that this software be easy to use - in fact it should
be as intuitive as possible. </em></p>
<p><em>I'm committed to continuing my work on Moodle and on keeping it Open
and Free. I have a deeply-held belief in the importance of unrestricted education
and empowered teaching, and Moodle is the main way I can contribute to the
realisation of these ideals.</em></p>
</blockquote>
<p>A number of early prototypes were produced and discarded before he released
version 1.0 upon a largely unsuspecting world on August 20, 2002. This version
was targeted towards smaller, more intimate classes at University level, and
was the subject of research case studies that closely analysed the nature of
collaboration and reflection that occurred among these small groups of adult
participants.
<p>Since then there has been steady series of new releases adding new features,
better scalability and improved performance.
<p>As Moodle has spread and the community has grown, more input is being drawn
from a wider variety of people in different teaching situations. For example,
Moodle is now used not only in Universities, but in high schools, primary schools,
non-profit organisations, private companies, by independent teachers and even
homeschooling parents. A growing number of people from around the world are
contributing to Moodle in different ways - for more details see the <a href="?file=credits.html">Credits</a>
page.
<p>An important feature of the Moodle project is the <a href="http://moodle.org" target="_top">moodle.org</a>
web site, which provides a central point for information, discussion and collaboration
among Moodle users, who include system administrators, teachers, researchers,
instructional designers and of course, developers. Like Moodle, this site is
always evolving to suit the needs of the community, and like Moodle it will
always be Free.
<p>In 2003, the company <a href="http://moodle.com/" target="_top">moodle.com</a>
was launched to provide additional commercial support for those need it, as
well as managed hosting, consulting and other services.
<p>For more about our future plans for Moodle, see the <a href="?file=future.html">Future</a>
roadmap.</p>
<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
<p align="CENTER"><font size="1">Version: $Id$</font></p>
</body>
</html>

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<html>
<head>
<title>Moodle Docs: Coding Guidelines</title>
<link rel="stylesheet" href="../theme/standard/styles.php" type="TEXT/CSS">
<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">
<style type="text/css">
<!--
li {
padding-top: 10px;
}
.question {
font-size: medium;
font-weight: bold;
font-family: "Trebuchet MS", Verdana, Arial, Helvetica, sans-serif;
border: 1px dotted;
padding: 10px;
background-color: #EEEEEE;
}
.answer {
font-family: "Trebuchet MS", Verdana, Arial, Helvetica, sans-serif;
font-size: medium;
border: none;
padding-left: 40px;
}
-->
</style>
<style type="text/css">
<!--
.normaltext {
font-family: "Trebuchet MS", Verdana, Arial, Helvetica, sans-serif;
font-size: medium;
border: none;
padding-left: 10px;
}
.answercode {
font-family: "Courier New", Courier, mono;
font-size: small;
border: none;
padding-left: 60px;
}
.questionlink {
font-family: "Trebuchet MS", Verdana, Arial, Helvetica, sans-serif;
font-size: medium;
border: none;
padding-left: 40px;
}
-->
</style>
<style type="text/css">
<!--
.examplecode {
font-family: "Courier New", Courier, mono;
font-size: small;
border: thin dashed #999999;
background-color: #FBFBFB;
margin: auto;
padding: 30px;
height: auto;
width: auto;
}
-->
</style>
</head>
<body bgcolor="#FFFFFF">
<h2>Moodle Coding Guidelines</h2>
<h2 class="normaltext">General Rules</h2>
<ol class="normaltext">
<li>All files should use the .php extension.</li>
<li>All existing copyright notices must be retained. You can add your own if
necessary.</li>
<li>Each file should include the main config.php file.</li>
<li>Each file should check that the user is authenticated correctly, using require_login()
and isadmin(), isteacher(), iscreator() or isstudent().</li>
<li>All access to databases should use the functions in lib/datalib.php whenever
possible - this allows compatibility across a wide range of databases. You
should find that almost anything is possible using these functions. Any other
SQL statements should be: cross-platform; restricted to specific functions
within your code (usally a lib.php file); and clearly marked.</li>
<li>All strings should be translatable - create new texts in the &quot;lang/en&quot;
files and call them using get_string() or print_string().</li>
<li>All help files should be translatable - create new texts in the &quot;en/help&quot;
directory and call them using helpbutton().</li>
</ol>
<p>&nbsp;</p>
<h2 class="normaltext">Coding Style</h2>
<ol class="normaltext">
<li>Don't use tabs at all. Use consistent indenting with 4 spaces.</li>
<li>Braces must always be used for blocks of code (even if there is only one
line). Moodle uses this style:
<p class="examplecode"> <font color="#006600">if (</font><font color="#0000CC">$quiz</font><font color="#006600">-&gt;</font><font color="#0000CC">attempts</font><font color="#006600">)
{<br />
&nbsp;&nbsp;&nbsp;&nbsp;if (</font><font color="#0000CC">$numattempts </font><font color="#006600">&gt;
</font><font color="#0000CC">$quiz</font><font color="#006600">-&gt;</font><font color="#0000CC">attempts</font><font color="#006600">)
{<br />
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</font><font color="#0000CC">error</font><font color="#006600">(</font><font color="#CC0000">$strtoomanyattempts</font><font color="#006600">,
</font><font color="#CC0000">"view.php?id=$cm</font><font color="#006600">-&gt;</font><font color="#CC0000">id"</font><font color="#006600">);<br />
&nbsp;&nbsp;&nbsp;&nbsp;}<br />
}</font></p>
</li>
<li>more to come here .... this document is not nearly finished yet!</li>
</ol>
<p align="center" class="normaltext">&nbsp;</p>
<hr>
<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
<p align="CENTER"><font size="1">Version: $Id: faq.html,v 1.6 2003/03/30 13:54:28
moodler Exp $</font></p>
</body>
</html>

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<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
<html>
<head>
<title>Moodle Docs: Credits</title>
<link rel="stylesheet" href="../theme/standard/styles.php" type="TEXT/CSS">
<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">
</head>
<body bgcolor="#ffffff">
<h2>Credits</h2>
<p><b>Moodle </b>the package is Copyright &copy; 2001-2003, <a target=_top href="http://dougiamas.com/">
Martin Dougiamas</a>. &nbsp;It is distributed under the <a href="?file=licence.html">
GNU Public License</a>.</p>
<h3><br>Special thanks</h3>
<ul>
<b><a target=_top href="http://pctaylor.com">Dr Peter C. Taylor</a></b>,
at Curtin University of Technology in Perth, Australia, for working
with the earliest prototypes and making many useful suggestions along the way
</ul>
<h3><br>Translations</h3>
<blockquote>
<p>Many thanks to every person who has contributed to translating Moodle into
different languages. Each translation takes many hours of work, as there are
over 1000 phrases to translate (plus all the help files!). Many of the languages
have more than one contributor, sometimes working together and sometimes they've
taken over the work from a previous person.
<p>Maintaining a list of everyone here is too difficult. For the most up-to-date
information see the <a target=_top href="http://moodle.org/download/lang/">Language
download page</a>. </blockquote>
<h3><br>Themes</h3>
<blockquote>
<p>Themes give Moodle sites some colour and life. Here are all the themes carried as part of the Moodle distribution, along with their authors:
<ul>
<li><b>standard* and cordoroyblue</b>, by Martin Dougiamas
<li><b>oceanblue</b>, by Mitsuhiro Yoshida, <a target=_top href="http://mitstek.com">http://mitstek.com</a>
<li><b>brightretro</b>, by Thomas Murdock, <a target=_top href="http://sand-paper.org/">http://sand-paper.org</a>
<li><b>garden</b>, by Spiggy, <a target=_top href="http://phpgirl.com">http://phpgirl.com</a>
</ul>
</blockquote>
<h3><br>Other contributors</h3>
<blockquote>
<p>Thanks to all of you who have
<ul>
<li>donated via the <a target=_top href="http://moodle.org/donations">Donations page</a>,
<li>contributed to the <a target=_top href="http://moodle.org/bugs">bug tracker</a>, and
<li>participated in the <a target=_top href="http://moodle.org/community">Moodle Community</a>
</ul>
<p></p>
<p>Special thanks to those who have contributed substantial amounts of time to helping with Moodle code, including:
<ul>
Petri Asikainen,
Greg Barnett,
Ray Kingdon,
Eloy Lafuente,
Henrik Kaipe.
</ul>
<p></p>
<p>Also, thanks to those of you who have at some time contributed with constructive
discussions, support, testing and bits of code. This list is long and always
changing, but some names include (in the order I added them):
<ul>
Art Lader, Matt Hope, Tom Murdock, Sébastien Namèche, James Miller, Dustin
Rue, Holger Schadeck, Giovanni Tummarello, John Windmueller, Sean Keogh, Mitsuhiro
Yoshida, Mark Kimes, Mary Hunter, Przemyslaw Stencel, Roberto Pinna (Bobo),
John Eyre, Paula Edmiston, Scott Elliott, Howard Miller, Claudio Tavares,
Zbigniew Fiedorowicz, P. Timothy Ervin, Bob Calder, Ursula Raab, Thomas Robb,
David Delgado, Mad Alex, Gustav Delius.
</ul>
<p>I apologise if I've forgotten to include your name here - it's very difficult
to maintain! Mail me (Martin) and gently remind me! :-) </p>
</blockquote>
<h3><br>Moodle libraries</h3>
<blockquote>
<p>Some of Moodle's libraries were written by other people, and are being redistributed
as part of Moodle under their respective open source licenses that thankfully
allow us to do so. My thanks go out to the authors of all these excellent
products - without them Moodle would be missing important functionality. Copyright
information for each package is included below:</p>
<p><b>ADOdb &nbsp; </b>- &nbsp;lib/adodb<br>
</p>
<blockquote>
<p>Database abstraction library for MySQL, PostgreSQL, MSSQL, Oracle,
Interbase, Foxpro, Access, ADO, Sybase, DB2 and ODBC.</p>
<p>Version: 3.60<br>
Copyright &copy; 2000-2003 John Lim (jlim@natsoft.com.my)<br>
License: Dual LGPL and BSD-style<br>
URL: &nbsp;<a href="http://php.weblogs.com/adodb" target="newpage">http://php.weblogs.com/adodb</a><br>
</p>
</blockquote>
<p><b>Graph Class</b> &nbsp; - &nbsp;lib/graphlib.php </p>
<blockquote>
<p>Class to draw line, point, bar, and area graphs, including numeric
x-axis and double y-axis.</p>
<p> Version: 1.6.3 (with modifications)<br>
Copyright &copy;&nbsp;2000&nbsp; Herman Veluwenkamp,&nbsp;hermanV@mindless.com<br>
License: LGPL<br>
</p>
</blockquote>
<p><b>IP-Atlas</b>&nbsp; - &nbsp; lib/ipatlas</p>
<blockquote>PHP scripts to show the location of an IP address on a map.<br>
<br>
Version: 1.0 (with modifications)<br>
Copyright &copy; 2002 &nbsp; Ivan Kozik<br>
License: GNU GPL<br>
URL: <a href="http://www.xpenguin.com/ip-atlas.php" target="newpage">http://www.xpenguin.com/ip-atlas.php</a><br>
</blockquote>
<p><b>PclZip</b>&nbsp; - &nbsp; lib/pclzip</p>
<blockquote>Class to create, manage and unpack zip files.<br>
<br>
Version: 2.0 RC2<br>
Copyright &copy; 2003 &nbsp;Vincent Blavet &lt;vincent@phpconcept.net&gt;<br>
License: GNU GPL<br>
URL: <a href="http://www.phpconcept.net" target="newpage">http://www.phpconcept.net</a><br>
</blockquote>
<p><b>PHP mailer</b> &nbsp; - &nbsp;lib/class.phpmailer.php<br>
</p>
<blockquote>Class for sending email using either sendmail, PHP mail(),
or SMTP.&nbsp; Methods are based upon the standard AspEmail(tm) classes.<br>
<br>
Version 1.71,<br>
Copyright &copy; 2003 Brent R. Matzelle &lt;bmatzelle@yahoo.com&gt;<br>
License: LGPL<br>
URL: &nbsp; <a href="http://phpmailer.sourceforge.net" target="newpage">http://phpmailer.sourceforge.net</a><br>
<br>
</blockquote>
<p><b>PHP Simple Excel File Generator</b>&nbsp; - &nbsp; lib/psxlsgen.php</p>
<blockquote>Class to generate very simple MS Excel files (xls)
via PHP.<br>
<br>
Version: 0.3b<br>
Copyright &copy; 2001 &nbsp;Erol Ozcan &lt;eozcan@superonline.com&gt;<br>
License: GNU LGPL<br>
URL: <a href="http://psxlsgen.sourceforge.net" target="newpage">http://psxlsgen.sourceforge.net</a><br>
</blockquote>
<p><b>Richtext Editor</b>&nbsp; - &nbsp; lib/rte</p>
<blockquote>HTML text editor for embedding in web pages.<br>
<br>
Version: 0.30 beta 1 (plus modifications)<br>
Copyright &copy; 2001 Ramesys (Contracting Services) Limited &lt;Austin.France@Ramesys.com&gt;
License: GNU LGPL<br>
URL: <a href="http://richtext.sourceforge.net" target="newpage">http://richtext.sourceforge.net</a><br>
</blockquote>
<p><b>SMTP class &nbsp; </b>- &nbsp;lib/class.smtp.php<br>
</p>
<blockquote>Class that can be used to connect and communicate with
any SMTP server. <br>
It implements all the SMTP functions defined in RFC821 except TURN.<br>
<br>
Version: 03/26/2001 <br>
Copyright &copy; 2001 &nbsp;Chris Ryan &lt;chris@greatbridge.com&gt;<br>
<br>
</blockquote>
<blockquote><br>
</blockquote>
<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
<p align="CENTER"><font size="1">Version: $Id$</font></p>
</blockquote>
</body>
</html>

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<html>
<head>
<title>Moodle Docs: How to use CVS</title>
<link rel="stylesheet" href="../theme/standard/styles.php" type="TEXT/CSS">
<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">
<style type="text/css">
<!--
.sectionheading {
font-size: medium;
font-weight: bold;
font-family: "Trebuchet MS", Verdana, Arial, Helvetica, sans-serif;
border: 1px dotted;
padding: 10px;
background-color: #EEEEEE;
}
-->
</style>
</head>
<body bgcolor="#ffffff">
<h2>Using CVS to access and update Moodle source code</h2>
<blockquote>
<p>CVS is the Concurrent Versioning System. It's a commonly used way of storing
source code because it keeps versions of all files so that nothing is ever
lost, and usage by different people is tracked. It also provides ways to merge
code if two or more people are working on the same file. All code and all
versions are stored on a central server (in the case of Moodle, at <a target="_top" href="http://www.sf.net/">Sourceforge</a>).
</p>
<p>If you just want to access the current CVS version of Moodle with read-only access then
you don't need this page - just follow the simpler CVS instructions on the <a target="_top" href="http://moodle.org/download">Moodle download page</a>.</p>
<p>To use <a target="_top" href="http://cvs.sourceforge.net/cgi-bin/viewcvs.cgi/moodle/moodle/">Moodle's
CVS archive</a> (as a <a target="_top" href="http://sourceforge.net/project/memberlist.php?group_id=30935">developer
with write access</a>), you first need to have an <a href="http://sourceforge.net/account/register.php">account
on Sourceforge</a>. For the examples on this page, let's assume your username
is <strong><font color="#990000">myusername</font></strong> and your password
is <strong><font color="#990000">mypassword</font></strong>. Take special note of the
sourceforge instructions to <a target="_top" href="http://sourceforge.net/docman/display_doc.php?docid=768&group_id=1#develhomedir">create your CVS home directory</a> - something you have to
do with every new account to "enable" it for CVS. Basically you just have to use ssh to interactively connect to cvs.sourceforge.net.</p>
<p>Once you have
a working Sourceforge account, contact <a
target="_top" href="http://moodle.org/user/view.php?id=1&course=1">Martin Dougiamas</a> so he can give you write access
to particular Moodle directories.</p>
<p>To avoid being prompted for <strong><font color="#990000">mypassword</font></strong>
every time you run a CVS command, follow the <a target="_top" href="http://sourceforge.net/account/editsshkeys.php">Sourceforge
directions for using authorized keys</a>. This step is optional, but it can
make your CVS experience a lot nicer.</p>
<p>With that done, you should have all the permissions you need, so you just
need to set up your machine and download the current sources so you can start
working on them. Below are instructions for Unix and Windows systems.</p>
<h3 class="sectionheading">1. Using CVS on Unix</h3>
<blockquote>
<p>Sourceforge CVS uses ssh as a transport layer for security, so you will
have to set this CVS_RSH environment variable in your Unix shell:</p>
<blockquote>
<pre><strong>setenv CVS_RSH ssh</strong> (for csh, tcsh etc)</pre>
<pre><strong>export CVS_RSH=ssh</strong> (for sh, bash etc)</pre>
</blockquote>
<p>It's best to put this in your .bashrc or .cshrc so you don't have to type
it all the time. Then, check out Moodle using this (all one line): </p>
<blockquote>
<pre><strong>cvs -z3 -d:ext:myusername@cvs.moodle.sourceforge.net:/cvsroot/moodle co moodle</strong></pre>
</blockquote>
<p>Don't try to do run this first CVS command into an existing moodle directory
- start fresh with a new directory.</p>
<p>Note that you will be prompted for <strong><font color="#990000">mypassword</font></strong>
for each command unless you set up <a target="_top" href="http://sourceforge.net/account/editsshkeys.php">authorized
keys</a></p>
<p>Now, you should have a new 'moodle' directory. You can rename it and move
it around if you like. Go into it: </p>
<blockquote>
<pre><strong>cd moodle </strong></pre>
</blockquote>
<p>All the latest Moodle files should be in there. You can now change files
in your copy. To compare your files against the main CVS copy on the server
use cvs diff, eg: </p>
<blockquote>
<pre><strong>cvs diff -c config-dist.php
cvs diff -c lang</strong></pre>
</blockquote>
<p>To fetch the latest updates from the server use: </p>
<blockquote>
<pre><strong>cvs update -dP</strong> </pre>
</blockquote>
<p>To copy your new files back to the server you would do something like:
</p>
<blockquote>
<pre><strong>cd lang/ca
cvs commit</strong> </pre>
</blockquote>
<p>You will be prompted to add some comments (depends on your default text
editor) ... add a meangingful comment and close the editor ... the files
will be sent to Sourceforge and stored. Done! </p>
<p>To save more time you can put default arguments into a file called .cvsrc
in your home directory. For example, mine contains: </p>
<blockquote>
<pre><strong>diff -c
update -dP</strong> </pre>
</blockquote>
<p>Try 'cvs help' for more details ... </p>
<p>&nbsp;</p>
</blockquote>
<h3 class="sectionheading">2. Using CVS on Windows</h3>
<blockquote>
<p>First, you need to download a completely fresh copy of Moodle using your
developer account.</p>
<blockquote>
<p> 1. Get TortoiseCVS from <a target="_top" href="http://www.tortoisecvs.org/">tortoisecvs.org</a>
and install it, then reboot.<br>
<br>
2. Find or create a new folder somewhere where you want Moodle to be downloaded
to.<br>
<br>
3. Right-mouse-click that folder and choose &quot;<strong>CVS Checkout</strong>&quot;
from the menu. You should see a dialog box.<br>
<br>
4. Copy this text into the CVSROOT field (using your own username!):</p>
<blockquote>
<pre> :ext:<font color="#990000">myusername</font>@cvs.moodle.sourceforge.net:/cvsroot/moodle</pre>
</blockquote>
<p><br>
5. Press the button: &quot;<strong>Fetch list...</strong>&quot;.<br>
<br>
6. To the right of the button you should see a list of modules: choose
&quot;<strong>moodle</strong>&quot; from that list.<br>
<br>
7. Press the button: &quot;<strong>OK</strong>&quot; and everything should
be downloaded.<br>
</p>
</blockquote>
<p>A dialog box should show all the files being downloaded, and after a while
you should have a complete copy of Moodle. After this first checkout, you
can fetch the latest updated files from the CVS server:</p>
<blockquote>
<p> 1. Right-mouse-click on your Moodle folder (or any file) and select
&quot;<strong>CVS Update</strong>&quot;. <br>
</p>
</blockquote>
<p>After modifying files (you will note they change from green top red!),
you can commit them back to the CVS server like this:</p>
<blockquote>
<p> 1. Right-mouse-click on your Moodle folder (or any file) and select
&quot;<strong>CVS Commit...</strong>&quot;.<br>
<br>
2. In the dialog box, type a clear description of the changes you are
committing. <br>
<br>
3. Click &quot;OK&quot;. Your changes will be sent to the server.<br>
</p>
</blockquote>
</blockquote>
<p>&nbsp;</p>
<p align="center">Good luck!</p>
<p>&nbsp;</p>
</blockquote>
<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
<p align="CENTER"><font size="1">Version: $Id$</font></p>
</body>
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<head>
<title>Moodle Docs: Developers Manual</title>
<link rel="stylesheet" href="../theme/standard/styles.php" type="TEXT/CSS">
<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">
<style type="text/css">
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font-size: medium;
font-weight: bold;
font-family: "Trebuchet MS", Verdana, Arial, Helvetica, sans-serif;
border: 1px dotted;
padding: 10px;
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</style>
</head>
<body bgcolor="#FFFFFF">
<h2>Developers Manual</h2>
<p>This document describes some of Moodle's design and how you can contribute.</p>
<p>It's a bit thin at the moment - better documentation will come eventually!</p>
<p>Sections in this document:</p>
<ol>
<li><a href="#architecture">Moodle architecture</a></li>
<li><a href="#contribute">How you can contribute</a>
<ul>
<li><a href="#activities">Learning activities</a></li>
<li><a href="#themes">Themes</a></li>
<li><a href="#languages">Languages</a></li>
<li><a href="#database">Database Schemas</a></li>
<li><a href="#courseformats">Course formats</a></li>
<li><a href="#doc">Documentation and articles</a></li>
<li><a href="#bugs">Participating in the bug tracker</a></li>
</ul>
</li>
</ol>
<p>&nbsp;</p>
<h3 class="sectionheading"><a name="architecture"></a>1. Moodle architecture</h3>
<blockquote>
<p>From a system administrator's perspective, Moodle has been designed according
to the following criteria:</p>
<ol>
<li><strong>Moodle should run on the widest variety of platforms</strong><br>
<br>
The web application platform that runs on most platforms is PHP combined
with MySQL, and this is the environment that Moodle has been developed in
(on Linux, Windows, and Mac OS X). Moodle also uses the ADOdb library for
database abstraction, which means Moodle can use <a href="http://php.weblogs.com/ADOdb_manual#drivers">more
than ten different brands of database</a> (unfortunately, though, it can
not yet <em><strong>set up tables</strong></em> in all these databases -
more on this later). <br>
<br>
</li>
<li><strong>Moodle should be easy to install, learn and modify</strong><br>
<br>
Early prototypes of Moodle (1999) were built using <a target=_top href="http://www.zope.org/">Zope</a>
- an advanced object-oriented web application server. Unfortunately I found
that although the technology was pretty cool, it had a very steep learning
curve and was not very flexible in terms of system administration. The PHP
scripting language, on the other hand, is very easy to get into (especially
if you've done any programming using any other scripting language). Early
on I made the decision to avoid using a class-oriented design - again, to
keep it simple to understand for novices. Code reuse is instead achieved
by libraries of clearly-named functions and consistent layout of script
files. PHP is also easy to install (binaries are available for every platform)
and is widely available to the point that most web hosting services provide
it as standard.<br>
<br>
</li>
<li><strong>It should be easy to upgrade from one version to the next</strong><br>
<br>
Moodle knows what version it is (as well as the versions of all plug-in
modules) and a mechanism has been built-in so that Moodle can properly upgrade
itself to new versions (for example it can rename database tables or add
new fields). If using CVS in Unix for example, one can just do a &quot;cvs
update -d&quot; and then visit the site home page to complete an upgrade.<br>
<br>
</li>
<li><strong>It should be modular to allow for growth</strong><br>
<br>
Moodle has a number of features that are modular, including themes, activities,
interface languages, database schemas and course formats. This allows anyone
to add features to the main codebase or to even distribute them separately.
More on this below in the next section.<br>
<br>
</li>
<li><strong>It should be able to be used in conjunction with other systems</strong><br>
<br>
One thing Moodle does is keep all files for one course within a single,
normal directory on the server. This would allow a system administrator
to provide seamless forms of file-level access for each teacher, such as
Appletalk, SMB, NFS, FTP, WebDAV and so on. The authentication modules allow
Moodle to use LDAP, IMAP, POP3, NNTP and other databases as sources for
user information. Otherwise, there is work yet to do. Features planned for
Moodle in future versions include: import and export of Moodle data using
XML-based formats (including IMS and SCORM); and increased use of style
sheets for interface formatting (so that it can be integrated visually into
other web sites).</li>
</ol>
</blockquote>
<p>&nbsp;</p>
<h3 class="sectionheading"><a name="contribute" id="contribute"></a>2. How you can contribute</h3>
<blockquote>
<p>As mentioned above, Moodle has a number of features that are modular. Even
if you are not a programmer there are things you can change or help with.</p>
<p><strong><a name="activities" id="activities"></a>Learning Activities</strong></p>
<blockquote>
<p>These are by far the most important modules, and reside in the 'mod' directory.
There are seven default modules: assignment, choice, forum, journal, quiz,
resource, and survey. Each module is in a separate subdirectory and consists
of the following mandatory elements (plus extra scripts unique to each module):</p>
<ul>
<li>mod.html: a form to set up or update an instance of this module</li>
<li>version.php: defines some meta-info and provides upgrading code</li>
<li>icon.gif: a 16x16 icon for the module</li>
<li>db/: SQL dumps of all the required db tables and data (for each database
type) </li>
<li>index.php: a page to list all instances in a course</li>
<li>view.php: a page to view a particular instance</li>
<li>lib.php: any/all functions defined by the module should be in here.
If the modulename if called widget, then the required functions include:
<ul>
<li>widget_add_instance() - code to add a new instance of widget</li>
<li>widget_update_instance() - code to update an existing instance</li>
<li>widget_delete_instance() - code to delete an instance</li>
<li>widget_user_outline() - given an instance, return a summary of a
user's contribution</li>
<li>widget_user_complete() - given an instance, print details of a user's
contribution<br>
</li>
<li>To avoid possible conflict, any module functions should be named
starting with widget_ and any constants you define should start with
WIDGET_ </li>
</ul>
</li>
<li>Lastly, each module will have some language files that contain strings
for that module. See below.</li>
</ul>
<p>The easiest way to start a new learning activity module is to use the template
in <strong><a href="http://moodle.org/mod/newmodule_template.zip">mod/newmodule_template.zip</a>.</strong>
Unzip it and follow the README inside. </p>
<p>You might also like to post first in the <a href="http://moodle.org/mod/forum/view.php?id=44" target="_top">Activities
modules forum on Using Moodle</a>.</p>
<p>&nbsp;</p>
</blockquote>
<p> <strong><a name="themes" id="themes"></a>Themes</strong></p>
<blockquote>
<p>Themes (or skins) define the look of a site. A number of simple themes
are provided in the main distribution, but you may want to create your own
theme with your own colours, logo, styles and graphics. </p>
<p>Each theme is in a subdirectory of the &quot;theme&quot; directory, and
contains at least the following files:</p>
<ul>
<li><strong>config.php</strong>: defines the theme colours used throughout
the site</li>
<li><strong>styles.php</strong>: the style sheet, containing CSS definitions
for standard HTML elements as well as many Moodle elements.</li>
<li><strong>header.html</strong>: Included at the top of each page. This
is what you need to edit to add a logo at the top of pages, for example.</li>
<li><strong>footer.html</strong>: Included at the bottom of each page.</li>
</ul>
<p>To create your own themes for current versions of Moodle:</p>
<ol>
<li>Copy one of the existing theme folders to one with a new name. I recommend
starting with one of the standard themes. </li>
<li>Edit config.php and insert your own colours. </li>
<li>Edit styles.php and change your CSS styles. </li>
<li>Edit header.html and footer.html to add new logos, or change the layout.
</li>
</ol>
<p>Note that all these steps are optional - you can make a radically different
look to your site simply by editing the colours in config.php</p>
<p>Note also that Moodle upgrades <em>may</em> break themes slightly, so check
the release notes carefully if you are using a custom theme.</p>
<p>In particular, Moodle 2.0 will have a completely new display system, probably
based on XSL transformations of XML output from Moodle. It is likely that
the themes for this will be a completely different format, but the advantage
will be a much higher possible degree of customisation (including moving
elements around the page).</p>
<p>More discussion about this in the <a target=_top href="http://moodle.org/mod/forum/view.php?id=46">Themes
forum on Using Moodle</a>. If you create a nice theme that you think others
might want to use, please post your zip file on the themes forum!<br>
</p>
</blockquote>
<p>&nbsp;</p>
<p><strong><a name="languages" id="languages"></a>Languages</strong></p>
<blockquote>
<p>Moodle has been designed for internationalisation. Each 'string' or 'page'
of text that is displayed as part of the interface is drawn from a set of
language files. Each language is a subdirectory of the directory 'lang'.
The structure of the lang directory is as follows:</p>
<p><strong>lang/en</strong> - directory containing all files for one language
(eg English)</p>
<ul>
<li>moodle.php - strings for main interface</li>
<li>assignment.php - strings for assignment module</li>
<li>choice.php - strings for choice module</li>
<li>forum.php - strings for forum module</li>
<li>journal.php - strings for journal module </li>
<li>quiz.php - strings for quiz module</li>
<li>resource.php - strings for resource module</li>
<li>survey.php - strings for survey module</li>
<li>.... plus other modules if any.<br>
<br>
A string is called from these files using the <strong><em>get_string()</em></strong><em>
</em>or<em> <strong>print_string()</strong> </em>functions. Each string
supports variable substitution, to support variable ordering in different
languages.<em><br>
<br>
</em>eg $strdueby = get_string(&quot;assignmentdueby&quot;, &quot;assignment&quot;,
userdate($date)); <br>
<br>
If a string doesn't exist in a particular language, then the equivalent
in English will automatically be used instead.</li>
</ul>
<p><strong>lang/en/help</strong> - contains whole help pages (for popup context-sensitive
help)</p>
<blockquote>
<p>Main help pages are situated here, while help pages specific to each
module are located in subdirectories with the module's name.</p>
<p>You can insert a helpbutton in a page with the helpbutton function.</p>
<p>eg helpbutton(&quot;text&quot;, &quot;Click here for help about text&quot;);</p>
<p>and for modules:</p>
<p>helpbutton(&quot;forumtypes&quot;, &quot;Forum types&quot;, &quot;forum&quot;);</p>
</blockquote>
<p>Note that you can edit languages online, using the administration web tools
under &quot;Check this language&quot;. This makes it easy to not to only
create new languages but to refine existing ones. If you are starting a
new language, please contact me, <a target=_top href="http://dougiamas.com/">Martin
Dougiamas</a>. </p>
<p>You might also like to post in the <a target=_top href="http://moodle.org/mod/forum/view.php?id=43">Languages
forum on Using Moodle</a>. </p>
<p>If you are maintaining a language an ongoing basis, I can give you <a href="?file=cvs.html">CVS
write access to the Moodle source code</a> so that you can directly maintain
the files.</p>
</blockquote>
<p><br>
<strong><a name="database" id="database"></a>Database Schemas</strong></p>
<blockquote>
<p>Given a working database with defined tables, the intentionally simple
SQL used in Moodle should work fine with a wide variety of database brands.</p>
<p>A problem exists with <strong>automatically creating</strong> new tables
in a database, which is what Moodle tries to do upon initial installation.
Because every database is very different, there doesn't yet exist any way
to do this in a platform-independent way. To support this automation in
each database, schemas can be created that list the required SQL to create
Moodle tables in a particular database. These are files in <strong>lib/db</strong>
and inside the <strong>db</strong> subdirectory of each module.</p>
<p>Currently, only MySQL and PostgreSQL are fully supported in this way (no-one
wrote the schemas for other brands).</p>
<p>Moodle 1.2 will use a new method of database-independent XML schemas that
will make all this unnecessary.</p>
</blockquote>
<p>&nbsp;</p>
<p><strong><a name="courseformats" id="courseformats"></a>Course Formats</strong></p>
<blockquote>
<p>Moodle currently supports three different course formats: weekly, topics
and social. </p>
<p>These are a little more connected to the rest of the code (and hence, less
&quot;pluggable&quot;) but it is still quite easy to add new ones.</p>
<p>If you have any ideas for different formats that you need or would like
to see, get in touch with me and I'll do my absolute best to have them available
in future releases.</p>
</blockquote>
<p>&nbsp;</p>
<p><strong><a name="doc" id="doc"></a>Documentation and articles</strong></p>
<blockquote>
<p>If you feel like writing a tutorial, an article, an academic paper or anything
else about Moodle, please do! </p>
<p>Put it on the web and make sure you include links to <a target=_top href="http://moodle.org/">http://moodle.org/</a></p>
</blockquote>
<p>&nbsp;</p>
<p><strong><a name="bugs" id="bugs"></a>Participating in the bug tracker</strong></p>
<blockquote>
<p>Finally, I would like to invite you to register on the &quot;bug tracker&quot;
at <a target=_top href="http://moodle.org/bugs/">http://moodle.org/bugs</a>
so you can file any bugs that you find and perhaps participate in discussing
and fixing them. </p>
<p>&quot;Bugs&quot; not only includes software bugs with current versions
of Moodle, but also new ideas, feature requests and even constructive criticism
of existing features. The beauty of open source is that anyone can participate
in some way and help to create a better product for all of us to enjoy.
In this project, your input is very welcome!</p>
</blockquote>
</blockquote>
<p>&nbsp;</p>
<blockquote>
<blockquote>
<blockquote>
<p align="center">Thanks for using Moodle!<br>
<br>
<a target=_top href="http://dougiamas.com/">Martin Dougiamas</a>, Lead
Developer </p>
</blockquote>
</blockquote>
</blockquote>
<p>&nbsp;</p>
<p>&nbsp;</p>
<blockquote>
<p>&nbsp;</p>
</blockquote>
<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
<p align="CENTER"><font size="1">Version: $Id: developer.html,v 1.2 2001/12/09
10:34:19 martin Exp $</font></p>
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<html>
<head>
<title>Moodle Docs: Background</title>
<link rel="stylesheet" href="../theme/standard/styles.php" type="TEXT/CSS">
<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">
<style type="text/css">
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</style>
</head>
<body bgcolor="#ffffff">
<h2>Features</h2>
<p>Moodle is an active and evolving product. This page lists just some of the
many features it contains:</p>
<h3 class="sectionheading">Overall design</h3>
<ul>
<li>Promotes a social constructionist pedagogy (collaboration, activities, critical
reflection, etc)</li>
<li>Suitable for 100% online classes as well as supplementing face-to-face learning
<li>Simple, lightweight, efficient, compatible, low-tech browser interface</li>
<li>Easy to install on almost any platform that supports PHP. Requires only
one database (and can share it).</li>
<li>Full database abstraction supports all major brands of database (except
for initial table definition)</li>
<li>Course listing shows descriptions for every course on the server, including
accessibility to guests.</li>
<li>Courses can be categorised and searched - one Moodle site can support thousands
of courses</li>
<li>Emphasis on strong security throughout. Forms are all checked, data validated,
cookies encrypted etc</li>
<li>Most text entry areas (resources, forum postings, journal entries etc) can
be edited using an embedded WYSIWYG HTML editor</li>
</ul>
<h3 class="sectionheading">Site management</h3>
<ul>
<li>Site is managed by an admin user, defined during setup</li>
<li>Plug-in "themes" allow the admin to customise the site colours, fonts, layout
etc to suit local needs</li>
<li>Plug-in activity modules can be added to existing Moodle installations</li>
<li>Plug-in language packs allow full localisation to any language. These can
be edited using a built-in web-based editor. Currently there are language
packs for over <a href="http://moodle.org/download/lang/" target="_top">34
languages</a>.</li>
<li>The code is clearly-written PHP under a GPL license - easy to modify to
suit your needs</li>
</ul>
<h3 class="sectionheading">User management</h3>
<ul>
<li>Goals are to reduce admin involvement to a minimum, while retaining high
security</li>
<li>Supports a range of authentication mechanisms through plug-in authentication
modules, allowing easy integration with existing systems.</li>
<li>Standard email method: students can create their own login accounts. Email
addresses are verified by confirmation.</li>
<li>LDAP method: account logins can be checked against an LDAP server. Admin
can specify which fields to use.</li>
<li>IMAP, POP3, NNTP: account logins are checked against a mail or news server.
SSL, certificates and TLS are supported.</li>
<li>External database: any database containing at least two fields can be used
as an external authentication source.</li>
<li>Each person requires only one account for the whole server - each account
can have different access</li>
<li>An admin account controls the creation of courses and creates teachers by
assigning users to courses</li>
<li>A course creator account is only allowed to create courses and teach in
them</li>
<li>Teachers may have editing privileges removed so that they can't modify the
course (eg for part-time tutors)</li>
<li>Security - teachers can add an "enrolment key" to their courses to keep
out non-students. They can give out this key face-to-face or via personal
email etc</li>
<li>Teachers can enrol students manually if desired</li>
<li>Teachers can unenrol students manually if desired, otherwise they are automatically
unenrolled after a certain period of inactivity (set by the admin)</li>
<li>Students are encouraged to build an online profile including photos, description.
Email addresses can be protected from display if required.</li>
<li>Every user can specify their own timezone, and every date in Moodle is translated
to that timezone (eg posting dates, assignment due dates etc)</li>
<li>Every user can choose the language used for the Moodle interface (English,
French, German, Spanish, Portuguese etc)</li>
</ul>
<h3 class="sectionheading">Course management</h3>
<ul>
<li>A full teacher has full control over all settings for a course, including
restricting other teachers</li>
<li>Choice of course formats such as by week, by topic or a discussion-focussed
social format</li>
<li>Flexible array of course activities - Forums, Journals, Quizzes, Resources,
Choices, Surveys, Assignments, Chats, Workshops</li>
<li>Recent changes to the course since the last login can be displayed on the
course home page - helps give sense of community</li>
<li>Most text entry areas (resources, forum postings, journal entries etc) can
be edited using an embedded WYSIWYG HTML editor</li>
<li>All grades for Forums, Journals, Quizzes and Assignments can be viewed on
one page (and downloaded as a spreadsheet file)</li>
<li>Full user logging and tracking - activity reports for each student are available
with graphs and details about each module (last access, number of times read)
as well as a detailed "story" of each students involvement including postings,
journal entries etc on one page.</li>
<li>Mail integration - copies of forum posts, teacher feedback etc can be mailed
in HTML or plain text.</li>
<li>Custom scales - teachers can define their own scales to be used for grading
forums, assignments and journals</li>
<li>Courses can be packaged as a single zip file using the Backup function.
These can be restored on any Moodle server.</li>
</ul>
<h3 class="sectionheading">Assignment Module</h3>
<ul>
<li>Assignments can be specified with a due date and a maximum grade.</li>
<li>Students can upload their assignments (any file format) to the server -
they are date-stamped.</li>
<li>Late assignments are allowed, but the amount of lateness is shown clearly
to the teacher</li>
<li>For each particular assignment, the whole class can be assessed (grade and
comment) on one page in one form.</li>
<li>Teacher feedback is appended to the assignment page for each student, and
notification is mailed out.</li>
<li>The teacher can choose to allow resubmission of assignments after grading
(for regrading)</li>
</ul>
<h3 class="sectionheading">Chat Module</h3>
<ul>
<li>Allows smooth, synchronous text interaction</li>
<li>Includes profile pictures in the chat window</li>
<li>Supports URLs, smilies, embedded HTML, images etc</li>
<li>All sessions are logged for later viewing, and these can also be made available
to students</li>
</ul>
<h3 class="sectionheading">Choice Module</h3>
<ul>
<li>Like a poll. Can either be used to vote on something, or to get feedback
from every student (eg research consent)</li>
<li>Teacher sees intuitive table view of who chose what</li>
<li>Students can optionally be allowed to see an up-to-date graph of results</li>
</ul>
<h3 class="sectionheading">Forum Module</h3>
<ul>
<li>Different types of forums are available, such as teacher-only, course news,
open-to-all, and one-thread-per-user.</li>
<li>All postings have the authors photo attached.</li>
<li>Discussions can be viewed nested, flat or threaded, oldest or newest first.</li>
<li>Individual forums can be subscribed to by each person so that copies are
forwarded via email, or the teacher can force subscription for all</li>
<li>The teacher can choose not to allow replies (eg for an announcements-only
forum)</li>
<li>Discussion threads can be easily moved between forums by the teacher</li>
<li>Attached images are shown inline</li>
<li>If forum ratings are being used, these can be restricted to a range of dates</li>
</ul>
<h3 class="sectionheading">Journal Module</h3>
<ul>
<li>Journals are private between student and teacher.</li>
<li>Each journal entry can be directed by an open question.</li>
<li>For each particular journal entry, the whole class can be assessed on one
page in one form</li>
<li>Teacher feedback is appended to the journal entry page, and notification
is mailed out.</li>
</ul>
<h3 class="sectionheading">Quiz Module</h3>
<ul>
<li>Teachers can define a database of questions for re-use in different quizzes</li>
<li>Questions can be stored in categories for easy access, and these categories
can be &quot;published&quot; to make them accessible from any course on the
site. </li>
<li>Quizzes are automatically graded, and can be re-graded if questions are
modified </li>
<li>Quizzes can have a limited time window outside of which they are not available</li>
<li>At the teacher's option, quizzes can be attempted multiple times, and can
show feedback and/or correct answers</li>
<li>Quiz questions and quiz answers can be shuffled (randomised) to reduce cheating</li>
<li>Questions allow HTML and images</li>
<li>Questions can be imported from external text files</li>
<li>Quizzes can be attempted multiple times, if desired</li>
<li>Attempts can be cumulative, if desired, and finished over several sessions</li>
<li>Multiple-choice questions supporting single or multiple answers</li>
<li>Short Answer questions (words or phrases)</li>
<li>True-False questions </li>
<li>Matching questions</li>
<li>Random questions</li>
<li>Numerical questions (with allowable ranges)</li>
<li>Embedded-answer questions (cloze style) with answers within passages of
text </li>
<li>Embedded descriptive text and graphics</li>
</ul>
<h3 class="sectionheading">Resource Module</h3>
<ul>
<li>Supports display of any electronic content, Word, Powerpoint, Flash, Video,
Sounds etc</li>
<li>Files can be uploaded and managed on the server, or created on the fly using
web forms (text or HTML)</li>
<li>External content on the web can be linked to or seamlessly included within
the course interface.</li>
<li>External web applications can be linked in with data passed to them</li>
</ul>
<h3 class="sectionheading">Survey Module</h3>
<ul><li>Built-in surveys (COLLES, ATTLS) have been proven as instruments for analysing online classes</li><li>Online survey reports always available, including many graphs. Data is downloadable as an Excel spreadsheet or CSV text file.</li><li>Survey interface prevents partly-finished surveys.</li><li>Feedback is provided to the student of their results compared to the class averages</ul>
<h3 class="sectionheading">Workshop Module</h3>
<ul>
<li>Allows peer assessement of documents, and the teacher can manage and grade
the assessment.</li>
<li>Supports a wide range of possible grading scales</li>
<li>Teacher can provide sample documents for students to practice grading</li>
<li>Very flexible with many options.</li>
</ul>
<p>&nbsp;</p>
<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
<p align="CENTER"><font size="1">Version: $Id: features.html,v 1.2 2001/12/09
10:34:19 martin Exp $</font></p>
</body>
</html>

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<?PHP // $Id$
// Names of the documentation files
$string['intro.html'] = "Introduktion";
$string['background.html'] = "Bakgrund";
$string['features.html'] = "Det h&auml;r &auml;r Moodle";
$string['release.html'] = "Om senaste versionen";
$string['install.html'] = "Installation";
$string['faq.html'] = "Installation FAQ";
$string['installamp.html'] = "Apache, MySQL, PHP";
$string['upgrade.html'] = "Att uppgradera";
$string['teacher.html'] = "Manual l&auml;rare";
$string['developer.html'] = "Manual utvecklare";
$string['cvs.html'] = "Att anv&auml;nda CVS";
$string['future.html'] = "Framtid";
$string['credits.html'] = "Erk&auml;nnanden";
$string['licence.html'] = "Licens";
$string['other.html'] = "Andra dokument";
?>

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<head>
<title>Moodle Docs: Future</title>
<link rel="stylesheet" href="../theme/standard/styles.php" type="TEXT/CSS">
<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">
<style type="text/css">
DT {font-family: "Trebuchet MS", Verdana, Arial, Helvetica, sans-serif; font-weight: bold;}
DD {margin-bottom:1em;}
</style>
</head>
<body bgcolor="#FFFFFF">
<h2>Future</h2>
<p>As Moodle gains in maturity, its directions are increasingly influenced by
the community of developers and users. A dynamic database of proposed features
and their status can be found at <a target=_top href="http://moodle.org/bugs/">moodle.org/bugs</a>.
Your <a href="?file=credits.html">contributions</a> in the form of ideas, code,
feedback and promotion are all very welcome - see the <a href="?file=developer.html">Developers
manual</a> for more details.</p>
<p>Here is a rough map of the future (subject to change):
<dl>
<dt>Version 1.2 - Late 2003</dt>
<dd>The major targets for this version include:
<ul>
<li>Support for groups/cohorts within courses</li>
<li>New architecture for Enrolments with plugins (similar to the
existing Authentication architecture) so that
external systems (eg Student Records, Paypal, LDAP etc)
can control student access within courses</li>
<li>Miscellaneous contributed code and bug fixes</li>
</ul>
</dd>
<dt>Version 2.0 - Early 2004</dt>
<dd>This major release will include some major changes in internal structure
designed to add flexibility and scalability in many areas. Among the major
targets are:
<ul>
<li> Rewritten display layer using XHTML-compatible code and complete implementation
of templates for increased standards-compliance, flexibility and accessibility </li>
<li> Wider use of PHP classes in key areas of the Moodle code, to make some
things easier for programmers writing new modules or integrating with
external systems</li>
<li> Stronger pedagogical support for both teachers and students </li>
<li> New access-control system allowing finely-defined roles and rights</li>
<li> Basic support for IMS and SCORM </li>
<li> Better integration of Moodle with moodle.org</li>
<li> Whatever else comes along :-) </li>
</ul>
</dd>
</dl>
<p align="CENTER">&nbsp;</p>
<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
<p align="CENTER"><font size="1">Version: $Id$</font></p>
</body>

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<html>
<head><title>Moodle Docs: Glossary</title>
<link rel="stylesheet" href="../theme/standard/styles.php" type="TEXT/CSS">
<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">
<style type="text/css">
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<body bgcolor="#ffffff">
<h2><a name="pagetop">Glossary</a></h2>
<p class="normaltext">This page contains a number of definitions for many of the words and
expressions you may encounter while working with Moodle.</p>
<p class="normaltext">If you don't find the answer here try the <a href="http://moodle.org/mod/forum/index.php?id=5">Using
Moodle</a> course on moodle.org, and search the forums for keywords. You may
have to try a few different search phrases before you find a resolution.</p>
<p class="normaltext">If you still can't find any answers then we can recommend <a href="http://google.com/">Google</a>, or try posting your question
on the appropriate forum in <a href="http://moodle.org/mod/forum/index.php?id=5">Using
Moodle</a> - someone should be able to help you.</p>
<h3 class="question"><a name="active-x"></a>Active-X</h3>
<p class="answer">A method of scripting (controlling) certain functions in a web page, used only by Microsoft Internet Explorer.</p>
<h3 class="question"><a name="applet"></a>applet</h3>
<p class="answer">Most recent browsers can run these small programs if the <a href="#java">Java</a> feature in the browser has been enabled.</p>
<h3 class="question"><a name="ascii"></a>ASCII</h3>
<p class="answer">American Standard Code for Information Interchange</p>
<p class="answer">Certain file types require that you upload in ASCII mode when using your <a href="#ftp">FTP</a> program.
It's usually best to choose " AUTO " in your FTP settings. </p>
<h3 class="question"><a name="binary"></a>binary</h3>
<p class="answer">Certain file types require that you upload in binary mode when
using your <a href="#ftp">FTP</a> program. It's usually best to choose " AUTO " in your FTP settings.</p>
<h3 class="question"><a name="css"></a>Cascading Style Sheets</h3>
<p class="answer">Please see <a href="#css">CSS</a> below.</p>
<h3 class="question"><a name="css"></a>CSS</h3>
<p class="answer">Abbreviation for "Cascading Style Sheets".
CSS is used as a template to make it easier to update the look (style) of many
web pages at the same time and CSS also makes it possible to have several pages
that all follow a similar theme. </p>
<h3 class="question"><a name="cvs"></a>CVS</h3>
<p class="answer">Concurrent Versioning System is simply a method of storing files
on a <a href="#server">server</a> that helps coordinate many people working on those files. To "check out" files from a CVS server means to copy the very latest versions to your own computer.</p>
<h3 class="question"><a name="database"></a>database</h3>
<p class="answer"> An electronic collection of information, stored in tables of data. For example, Moodle contains a table of all users in a site. MySQL is a brand of database software.</p>
<h3 class="question"><a name="dataroot"></a>dataroot</h3>
<p class="answer">The place where Moodle can save uploaded files. This
directory should be readable and writeable by the web server user
but it should not be accessible directly via the web.</p>
<h3 class="question"><a name="domainname"></a>domain name</h3>
<p class="answer">A name given to a computer or a group of computers. eg moodle.org You can buy new domain names on the Internet.</p>
<h3 class="question"><a name="download"></a>download</h3>
<p class="answer">To move your files from a
<a href="#server">server</a> "down" to your personal computer. Also see <a href="#ftp">FTP</a> and <a href="#upload">upload</a>.</p>
<h3 class="question"><a name="directory"></a>directory</h3>
<p class="answer">Please see <a href="#dirroot">dirroot</a></p>
<h3 class="question"><a name="dirroot"></a>dirroot</h3>
<p class="answer">A root directory has content and a name. This root directory may contain
several sub-directories and the name is the location on your <a href="#server">server</a>
where your Moodle files will reside after you <a href="#upload">upload</a> them.</p>
<h3 class="question"><a name="ftp"></a>FTP</h3>
<p class="answer">File Transfer Protocol - a method of copying files from one
computer to another. For example, you might FTP your Moodle files from your
home computer to your web <a href="#server">server</a></p>
<h3 class="question"><a name="hostingprovider"></a>hosting provider</h3>
<p class="answer">A business that will host your web site for a monthly fee.
You provide a <a href="#domainname">domain name</a> that you own, and after they've set
it up for you, then you can copy your files to their server and set up your site.</p>
<h3 class="question"><a name="html"></a>html</h3>
<p class="answer">HyperText Markup Language - a language used to create web pages.</p>
<h3 class="question"><a name="index"></a>index</h3>
<p class="answer">When a web address specifies a directory (eg http://yoursite.com/moodle/) instead of a file (eg http://yoursite.com/moodle/index.php), then the web server needs to assume the name of the file. The files it looks for to use in this case are called the index files.</p>
<h3 class="question"><a name="java"></a>Java</h3>
<p class="answer">A programming language that can be used to write applets that may run within web pages. Moodle doesn't use any of it.</p>
<h3 class="question"><a name="javascript"></a>javascript</h3>
<p class="answer">A scripting language that can be used to write small programs in web pages, such as popup menus. Moodle uses a little Javascript.</p>
<h3 class="question"><a name="moodle"></a>Moodle</h3>
<p class="answer">The word <a href="http://www.moodle.org/">Moodle</a> is an acronym for
Modular Object-Oriented Dynamic Learning Environment</p>
<h3 class="question"><a name="mysql"></a>MySQL</h3>
<p class="answer"> MySQL is the world's most popular open source database,
recognized for its speed and reliability.</p>
<h3 class="question"><a name="nightly"></a>nightly</h3>
<p class="answer">A Moodle Nightly is built automatically every day from the most recent code, and is available from the Moodle web site. It can be useful if you don't have CVS, but you want to try the latest features. It can also contain bugs, since they haven't been well-tested.</p>
<h3 class="question"><a name="php"></a>PHP</h3>
<p class="answer">PHP is a server-side scripting language which executes commands on
the server side then delivers dynamic HTML pages to the web browser. Your server
must be PHP enabled in order to run Moodle.</p>
<h3 class="question"><a name="server"></a>server</h3>
<p class="answer">This is where your web site or <a href="#database">database</a>,
or both, resides. You may choose to run your own server or have a
<a href="#hostingprovider">hosting provider</a> look after this for you. </p>
<h3 class="question"><a name="stylesheet"></a>style sheet</h3>
<p class="answer">Please see <a href="#css">CSS</a> above.</p>
<h3 class="question"><a name="upload"></a>upload</h3>
<p class="answer">To upload is simply to move your files from your computer
to a <a href="#server">server</a>. Also see <a href="#ftp">FTP</a>.</p>
<h3 class="question"><a name="url"></a>URL</h3>
<p class="answer">A Uniform Resource Locator is the address that is used to
reach a website.</p>
<h3 class="question"><a name="xhtml"></a>XHTML - Extensible Hypertext Markup Language</h3>
<p class="answer">XHTML will, eventually, replace HTML as the language used
to program web pages for display in your web browser. XHTML will, hopefully,
make writing code for browsers easier as XHTML code will cause the page to display
exactly the same in any web browser.</p>
<h3 class="question"><a name="xml"></a>XML</h3>
<p class="answer">Extensible Mark-up Language is just what the name implies, extensible.
The programmer has a very wide latitude when writing XML as the programmer may
choose to add instructions as she/he writes. This is in direct opposition to
HTML which has a clearly defined and documented set of instructions available and
no freedom exists to " extend " this set of rules. Due to its' extreme
versatility XML may be the end of the evolutionary path for HTML. also see
<a href="#xhtml">XHTML</a>
<p align="center" class="normaltext"><a href="#pagetop">Page Top</a></p>
<hr>
<p align="right"><strong><em>Maintained by John Eyre. Please send suggestions to captain@eyrespace.com.</em></strong></p>
<hr>
<p align="center"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
<p align="center"><font size="1">Version: $Id$</font></p>
</body></html>

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<head>
<title>Moodle Docs: Installation</title>
<link rel="stylesheet" href="../theme/standard/styles.php" type="TEXT/CSS">
<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">
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<h2>Installing Moodle</h2>
<p>This guide explains how to install Moodle for the first time. It goes into some detail
about some of the steps, in order to cover the wide variety of small differences between
web server setups, so this document may look long and complicated. Don't be put off by this
- I usually set Moodle up in a few minutes!</p>
<p>Take your time and work through this document carefully - it will save you time later on.</p>
<p>Sections in this document:</p>
<ol>
<li><a href="#requirements">Requirements</a></li>
<li><a href="#downloading">Download</a></li>
<li><a href="#site">Site structure</a></li>
<li><a href="#data">Create a data directory</a></li>
<li><a href="#database">Create a database</a></li>
<li><a href="#webserver">Check web server settings</a></li>
<li><a href="#config">Edit config.php</a></li>
<li><a href="#admin">Go to the admin page</a></li>
<li><a href="#cron">Set up cron</a></li>
<li><a href="#course">Create a new course</a></li>
</ol>
<h3 class="sectionheading"><a name="requirements"></a>1. Requirements</h3>
<blockquote>
<p>Moodle is primarily developed in Linux using Apache, MySQL and PHP (also
sometimes known as the LAMP platform), but is also regularly tested with PostgreSQL
and on Windows XP, Mac OS X and Netware 6 operating systems</p>
<p>The requirements for Moodle are as follows:</p>
<ol>
<li>Web server software. Most people use <a href="http://www.apache.org/" target="_blank">Apache</a>,
but Moodle should work fine under any web server that supports PHP, such
as IIS on Windows platforms.</li>
<li><a href="http://www.php.net/" target="_blank">PHP</a> scripting language (version 4.1.0
or later), with the following settings:
<ul>
<li><a href="http://www.boutell.com/gd/" target="_blank">GD library</a>
turned ON, with support for JPG and PNG formats</li>
<li>zlib library turned ON (if you want to use backup/restore on Windows)</li>
<li>Sessions support turned ON</li>
<li>File uploading turned ON</li>
<li>Safe Mode must be turned OFF (see the forums on moodle.org for problems
caused by Safe Mode)</li>
</ul>
</li>
<li>a working database server: <a href="http://www.mysql.com/" target="_blank">MySQL</a>
or <a href="http://www.postgresql.org/" target="_blank">PostgreSQL</a> are
completely supported and recommended for use with Moodle 1.1. All other
databases will be supported fully in the next release.</li>
</ol>
<p>Most web hosts support all of this by default. If you are signed up with
one of the few webhosts that does not support these features ask them why,
and consider taking your business elsewhere.</p>
<p>If you want to run Moodle on your own computer and all this looks a bit daunting,
then please see our guide: <a href="http://moodle.org/doc/?file=installamp.html">Installing
Apache, MySQL and PHP</a>. It provides some step-by-step instructions to install
all this on most popular platforms.</p>
<p>&nbsp;</p></blockquote>
<h3 class="sectionheading"><a name="downloading"></a>2. Download</h3>
<blockquote>
<p>There are two ways to get Moodle, as a compressed package and via CVS. These
are explained in detail on the download page: <a href="http://moodle.org/download/" target="_blank">http://moodle.org/download/</a></p>
<p>After downloading and unpacking the archive, or checking out the files via
CVS, you will be left with a directory called &quot;moodle&quot;, containing
a number of files and folders. </p>
<p>You can either place the whole folder in your web server documents directory,
in which case the site will be located at <b>http://yourwebserver.com/moodle</b>,
or you can copy all the contents straight into the main web server documents
directory, in which case the site will be simply <b>http://yourwebserver.com</b>.</p>
</blockquote>
<p>&nbsp;</p>
<h3 class="sectionheading"><a name="site"></a>3. Site structure</h3>
<blockquote>
<p>Here is a quick summary of the contents of the Moodle folder, to help get
you oriented:</p>
<blockquote>
<p>config.php - the ONLY file you need to edit to get started<br>
version.php - defines the current version of Moodle code<br>
index.php - the front page of the site</p>
<ul>
<li>admin/ - code to administrate the whole server </li>
<li>auth/ - plugin modules to authenticate users </li>
<li>course/ - code to display and manage courses </li>
<li>doc/ - help documentation for Moodle (eg this page)</li>
<li>files/ - code to display and manage uploaded files</li>
<li>lang/ - texts in different languages, one directory per language </li>
<li>lib/ - libraries of core Moodle code </li>
<li>login/ - code to handle login and account creation </li>
<li>mod/ - all Moodle course modules</li>
<li>pix/ - generic site graphics</li>
<li>theme/ - theme packs/skins to change the look of the site.</li>
<li>user/ - code to display and manage users</li>
</ul>
<p>&nbsp;</p>
</blockquote>
</blockquote>
<h3 class="sectionheading"><a name="data"></a>4. Create a data directory</h3>
<blockquote>
<p>Moodle will also need some space on your hard disk to store uploaded files,
such as course documents and user pictures.</p>
<p>Create a directory for this purpose somewhere. For security, it's best that
this directory is NOT accessible directly via the web. The easiest way to do this
is to simply locate it OUTSIDE the web directory, otherwise protect it
by creating a file in the data directory called .htaccess, containing this line:
<blockquote>
<pre>deny from all</pre>
</blockquote>
<p>To make sure that Moodle can save uploaded files in this directory, check that
the web server software (eg Apache) has permission to write
to this directory. On Unix machines, this means setting the owner of the directory
to be something like &quot;nobody&quot; or &quot;apache&quot;.</p>
<p>On many shared hosting servers, you will probably need to restrict all file access
to your "group" (to prevent other webhost customers from looking at or changing your files),
but provide full read/write access to everyone else (which will allow the web server
to access your files). Speak to your server administrator if you are having
trouble setting this up securely.</p>
</blockquote>
<p>&nbsp;</p>
<h3 class="sectionheading"><a name="database"></a>5. Create a database</h3>
<blockquote>
<p>You need to create an empty database (eg "moodle") in your database system
along with a special user (eg "moodleuser") that has access to that database
(and that database only). You could use the "root" user if you wanted to, but
this is not recommended for a production system: if hackers manage to discover
the password then your whole database system would be at risk, rather than
just one database.
</p>
<p>Example command lines for MySQL: </p>
<pre>
# mysql -u root -p
> CREATE DATABASE moodle;
> GRANT SELECT,INSERT,UPDATE,DELETE,CREATE,DROP,INDEX,ALTER ON moodle.*
TO moodleuser@localhost IDENTIFIED BY 'yourpassword';
> quit
# mysqladmin -p reload
</pre>
<p>Example command lines for PostgreSQL: </p>
<pre>
# su - postgres
> psql -c "create user moodleuser createdb;" template1
> psql -c "create database moodle;" -U moodleuser template1
> psql -c "alter user moodleuser nocreatedb;" template1
</pre>
<p>(For MySQL I highly recommend the use of <a href="http://phpmyadmin.sourceforge.net/">phpMyAdmin</a>
to manage your databases - you can do all this via a web interface).</p>
<p>As of version 1.0.8, Moodle now supports table prefixes, and so can safely share
a database with tables from other applications.</p>
</blockquote>
<p>&nbsp;</p>
<h3 class="sectionheading"><a name="webserver" id="webserver"></a>6. Check your web server settings</h3>
<blockquote>
<p>Firstly, make sure that your web server is set up to use index.php as a default
page (perhaps in addition to index.html, default.htm and so on).</p>
<p>In Apache, this is done using a DirectoryIndex parameter in your httpd.conf
file. Mine usually looks like this:</p>
<blockquote>
<pre><strong>DirectoryIndex</strong> index.php index.html index.htm </pre>
</blockquote>
<p>Just make sure index.php is in the list (and preferably towards the start
of the list, for efficiency).</p>
<p>Secondly, <b>if you are using Apache 2</b>, then you should turn on the <i>AcceptPathInfo</i>
variable, which allows scripts to be passed arguments like http://server/file.php/arg1/arg2.
This is essential to allow relative links between your resources, and also
provides a performance boost for people using your Moodle web site. You can
turn this on by adding these lines to your httpd.conf file.</p>
<blockquote>
<pre><strong>AcceptPathInfo</strong> on </pre>
</blockquote>
<p>Thirdly, Moodle requires a number of PHP settings to be active for it to
work. <b>On most servers these will already be the default settings.</b>
However, some PHP servers (and some of the more recent PHP versions) may
have things set differently. These are defined in PHP's configuration
file (usually called php.ini):</p>
<blockquote>
<pre>magic_quotes_gpc = 1 (preferred but not necessary)
magic_quotes_runtime = 0 (necessary)
file_uploads = 1
session.auto_start = 0
session.bug_compat_warn = 0
</pre>
</blockquote>
<p>If you don't have access to httpd.conf or php.ini on your server, or you
have Moodle on a server with other applications that require different settings,
then don't worry, you can still OVERRIDE all of the default settings.
<p>To do this, you need to create a file called <b>.htaccess</b> in Moodle's
main directory that contains definitions for these settings.
This only works on Apache servers and only when Overrides have been allowed.
<blockquote><pre>
DirectoryIndex index.php index.html index.htm
&lt;IfDefine APACHE2>
<b>AcceptPathInfo</b> on
&lt;/IfDefine>
php_flag magic_quotes_gpc 1
php_flag magic_quotes_runtime 0
php_flag file_uploads 1
php_flag session.auto_start 0
php_flag session.bug_compat_warn 0</pre></blockquote>
<p>You can also do things like define the maximum size for uploaded files:
<blockquote><pre>
LimitRequestBody 0
php_value upload_max_filesize 2M
php_value post_max_size 2M
</pre></blockquote>
<p>The easiest thing to do is just copy the sample file from lib/htaccess
and edit it to suit your needs. It contains further instructions. For
example, in a Unix shell:
<blockquote>
<pre>cp lib/htaccess .htaccess</pre>
</blockquote>
</blockquote>
<p>&nbsp;</p>
<h3 class="sectionheading"><a name="config"></a>7. Edit config.php</h3>
<blockquote>
<p>Now you can edit the configuration file, <strong>config.php</strong>, using a
text editor. This file is used by all other files in Moodle.</p>
<p>To start with, make a copy of <strong>config-dist.php</strong> and name it
config.php. We do this so that your config.php won't be overwritten in case
you upgrade Moodle later on. </p>
<p>Edit <strong>config.php</strong> to specify the database details that you
just defined (including a table prefix - notice that this is REQUIRED for
PostgreSQL), as well as the site address, file system directory and data directory.
The config file itself has detailed directions and examples.</p>
<p>Once you have done this the rest of the installation is via a web interface.
For the rest of this installation document we will assume your site is at:
<u>http://example.com/moodle</u></p>
</blockquote>
<p>&nbsp;</p>
<h3 class="sectionheading"><a name="admin"></a>8. Go to the admin page</h3>
<blockquote>
<p>The admin page should now be working at: <u>http://example.com/moodle/admin</u>.
If you try and access the front page of your site you'll be taken there automatically
anyway. The first time you access this admin page, you will be presented with
a GPL &quot;shrinkwrap&quot; agreement with which you must agree before you
can continue with the setup.</p>
<p>(Moodle will also try to set some cookies in your browser. If you have your
browser set up to let you choose to accept cookies, then you <b>must</b> accept
the Moodle cookies, or Moodle won't work properly.)
<p>Now Moodle will start setting up your database and creating tables to store
data. Firstly, the main database tables are created. You should see a number
of SQL statements followed by status messages (in green or red) that look
like this:</p>
<blockquote>
<p>CREATE TABLE course ( id int(10) unsigned NOT NULL auto_increment, category
int(10) unsigned NOT NULL default '0', password varchar(50) NOT NULL default
'', fullname varchar(254) NOT NULL default '', shortname varchar(15) NOT
NULL default '', summary text NOT NULL, format tinyint(4) NOT NULL default
'1', teacher varchar(100) NOT NULL default 'Teacher', startdate int(10)
unsigned NOT NULL default '0', enddate int(10) unsigned NOT NULL default
'0', timemodified int(10) unsigned NOT NULL default '0', PRIMARY KEY (id))
TYPE=MyISAM</p>
<p><font color="#006600">SUCCESS</font></p>
<p>...and so on, followed by: <font color="#006600">Main databases set up
successfully.</font> </p>
</blockquote>
<p>If you don't see these, then there must have been some problem with the database
or the configuration settings you defined in config.php. Check that PHP isn't
in a restricted "Safe Mode" (commercial web hosts sometimes have safe mode
turned on). You can check PHP variables by creating a little file containing
&lt? phpinfo() ?&gt and looking at it through a browser. Check all these and
try this page again.</p>
<p>Scroll down the very bottom of the page and press the &quot;Continue&quot;
link.</p>
<p>Next you will see a similar page that sets up all the tables required by
each Moodle module. As before, they should all be <font color="#006600">green</font>.</p>
<p>Scroll down the very bottom of the page and press the &quot;Continue&quot;
link.</p>
<p>You should now see a form where you can define more configuration variables
for your installation, such as the default language, SMTP hosts and so on.
Don't worry too much about getting everything right just now - you can always
come back and edit these later on using the admin interface. Scroll down to
the bottom and click &quot;Save changes&quot;.</p>
<p>If (and only if) you find yourself getting stuck on this page, unable to
continue, then your server probably has what I call the "buggy referrer" problem.
This is easy to fix: just turn off the &quot;secureforms&quot; setting, then
try to continue again.</p>
<p>The next page is a form where you can define parameters for your Moodle site
and the front page, such as the name, format, description and so on. Fill
this out (you can always come back and change these later) and then press
&quot;Save changes&quot;.</p>
<p>Finally, you will then be asked to create a top-level administration user
for future access to the admin pages. Fill out the details with your own name,
email etc and then click &quot;Save changes&quot;. Not all the fields are
required, but if you miss any important fields you'll be re-prompted for them.
</p>
<blockquote>
<blockquote>
<blockquote>
<blockquote>
<blockquote>
<p><strong>Make sure you remember the username and password you chose
for the administration user account, as they will be necessary to
access the administration page in future.</strong></p>
</blockquote>
</blockquote>
</blockquote>
</blockquote>
</blockquote>
<p>(If for any reason your install is interrupted, or there is a system error
of some kind that prevents you from logging in using the admin account, you
can usually log in using the default username of &quot;<strong>admin</strong>&quot;,
with password &quot;<strong>admin</strong>&quot;.)</p>
<p>Once successful, you will be returned to home page of your site. Note the
administration links that appear down the left hand side of the page (these
items also appear on a separate Admin page) - these items are only visible
to you because you are logged in as the admin user. All your further administration
of Moodle can now be done using this menu, such as:</p>
<ul>
<li>creating and deleting courses</li>
<li>creating and editing user accounts</li>
<li>administering teacher accounts</li>
<li>changing site-wide settings like themes etc</li>
</ul>
</blockquote>
<p>&nbsp;</p>
<h3 class="sectionheading"><a name="cron"></a>9. Set up cron</h3>
<blockquote>
<p>Some of Moodle's modules require continual checks to perform tasks. For example,
Moodle needs to check the discussion forums so it can mail out copies of posts
to people who have subscribed.</p>
<p>The script that does all this is located in the admin directory, and is called
cron.php. However, it can not run itself, so you need to set up a mechanism
where this script is run regularly (eg every five or ten minutes). This provides
a &quot;heartbeat&quot; so that the script can perform functions at periods
defined by each module.</p>
<p>Note that the machine performing the cron <b>does not need to be the same
machine that is running Moodle</b>. For example, if you have a limited web
hosting service that does not have cron, then you can might choose to run
cron on another server or on your home computer. All that matters is that
the cron.php file is called regularly. </p>
<p>The load of this script is not very high, so 5 minutes is usually reasonable,
but if you're worried about it you can reduce the time period to something
like 15 minutes or even 30 minutes. It's best not to make the time period
too long, as delaying mail-outs can slow down activity within the course.</p>
<p>First, test that the script works by running it directly from your browser:</p>
<blockquote>
<pre>http://example.com/moodle/admin/cron.php</pre>
</blockquote>
<p>Now, you need to set up some of way of running the script automatically and
regularly. </p>
<h4> Running the script from a command line</h4>
<p>You can call the page from the command line just as you did in the example
above. For example, you can use a Unix utility like 'wget':</p>
<blockquote>
<pre>wget -q -O /dev/null http://example.com/moodle/admin/cron.php</pre>
</blockquote>
<p>Note in this example that the output is thrown away (to /dev/null).</p>
<p>The same thing using lynx:</p>
<blockquote>
<pre>lynx -dump http://example.com/moodle/admin/cron.php &gt; /dev/null</pre>
</blockquote>
<p>Alternatively you could use a standalone version of PHP, compiled to be run
on the command line. The advantage with doing this is that your web server
logs aren't filled with constant requests to cron.php. The disadvantage is
that you need to have access to a command-line version of php.</p>
<blockquote>
<pre>/opt/bin/php /web/moodle/admin/cron.php
(Windows) C:\apache\php\php.exe C:\apache\htdocs\moodle\admin\cron.php
</pre>
</blockquote>
<h4>Automatically running the script every 5 minutes</h4>
<p><b>On Unix systems</b>: Use <b>cron</b>. Edit your cron settings from the commandline
using &quot;crontab -e&quot; and add a line like:</p>
<blockquote>
<pre>*/5 * * * * wget -q -O /dev/null http://example.com/moodle/admin/cron.php</pre>
</blockquote>
<p>Usually, the "crontab" command will put you into the 'vi' editor. You enter
"insert mode" by pressing "i", then type in the line as above, then exit insert mode by
pressing ESC. You save and exit by typing ":wq", or quit with saving using ":q!" (without the quotes).</p>
<p><b>On Windows systems</b>: The simplest way is to use this little package <a href="http://moodle.org/download/moodle-cron-for-windows.zip" title="Click to download this package (150k)" target="_blank">moodle-cron-for-windows.zip</a>
which makes this whole thing very easy. You can also explore using the built-in
Windows feature for "Scheduled Tasks".</p>
<p>On web hosts: Your web-based control panel may have a web page that allows
you to set up this cron process. Ask your administrator for details on how
it works.</p>
<p></p>
</blockquote>
<h3 class="sectionheading"><a name="course"></a>10. Create a new course</h3>
<blockquote>
<p>Now that Moodle is running properly, you can create a course. </p>
<p>Select &quot;Create a new course&quot; from the Admin page (or the admin
links on the home page).</p>
<p>Fill out the form, paying special attention to the course format. You don't
have to worry about the details too much at this stage, as everything can
be changed later by the teacher.</p>
<p>Press &quot;Save changes&quot;, and you will be taken to a new form where
you can assign teachers to the course. You can only add existing user accounts
from this form - if you want to create a new teacher account then either ask
the teacher to create one for themselves (see the login page), or create one
for them using the &quot;Add a new user&quot; on the Admin page.</p>
<p>Once done, the course is ready to customise, and is accessible via the &quot;Courses&quot;
link on the home page.</p>
<p>See the &quot;<a href="./?file=teacher.html">Teacher Manual</a>&quot; for more details
on course-building.</p>
</blockquote>
<p>&nbsp;</p>
<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
<p align="CENTER"><font size="1">Version: $Id$</font></p>
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<h2>Installing Apache, MySQL and PHP</h2>
<p>Moodle is written in a scripting language called PHP, and stores most of its
data in a database. The database we recommend is MySQL. Before installing Moodle
you must have a working PHP installation and a working database to turn your
computer into a functional web server platform. These packages can be tricky
to set up for average computer users, so this page has been written to try to
make this process as simple as possible for different platforms:</p>
<ul>
<li><a href="#host" class="questionlink">Hosting Service</a></li>
<li><a href="#mac" class="questionlink">Mac OS X</a></li>
<li><a href="#redhat" class="questionlink">Redhat Linux</a></li>
<li><a href="#windows" class="questionlink">Windows</a></li>
</ul>
<p class="questionlink">&nbsp;</p>
<h3 class="sectionheading"><a name="host" id="host"></a>Hosting Service</h3>
<blockquote>
<p>Unfortunately hosting services vary quite a lot in the way they work. Some
will even install Moodle for you.</p>
<p>Most will offer a web-based control panel to control your site, create databases
and set up cron. Some may also offer terminal access via ssh, so that you
can use the command shell to do things.</p>
<p>You should work your way through the <a href="./?file=install.html">Installation
guide</a> and take each step at a time. Ask your hosting provider if you get
stuck. </p>
<p>&nbsp;</p>
</blockquote>
<h3 class="sectionheading"><a name="mac" id="mac"></a>Mac OS X</h3>
<blockquote>
<p>The easiest way to do this is use the Apache server that Apple provides,
and add PHP and MySQL using Marc Liyanage's packages. Both of the pages below
come with good instructions that we won't duplicate here:</p>
<blockquote>
<p><strong>PHP</strong>: Download from here: <a href="http://www.entropy.ch/software/macosx/php/" target="_top">http://www.entropy.ch/software/macosx/php/</a></p>
<p><strong>MySQL</strong>: Download here: <a href="http://www.entropy.ch/software/macosx/mysql/" target="_top">http://www.entropy.ch/software/macosx/mysql/</a></p>
</blockquote>
<p>Once these are installed the standard <a href="./?file=install.html">Installation
guide</a> should be fairly straightforward.</p>
<p>A more detailed walkthrough is here: <a href="http://moodle.org/wiki/index.php/InstallingMoodle">http://moodle.org/wiki/index.php/InstallingMoodle</a></p>
<p>&nbsp;</p>
</blockquote>
<h3 class="sectionheading"><a name="redhat"></a>Redhat Linux</h3>
<blockquote>
<p>You should install all available RPM packages for Apache, PHP and MySQL.
One package that people frequently forget is the php-mysql package which is
necessary for PHP to talk to MySQL.</p>
<p>Once these are installed the standard <a href="./?file=install.html">Installation
guide</a> should be fairly straightforward.</p>
<p>A more detailed walkthrough is here: <a href="http://moodle.org/wiki/index.php/InstallingMoodle">http://moodle.org/wiki/index.php/InstallingMoodle</a></p>
</blockquote>
<p>&nbsp;</p>
<h3 class="sectionheading"><a name="windows" id="windows"></a>Windows</h3>
<blockquote>
<p>The easiest way to do this is use <a href="http://www.easyphp.org/" target="_blank">EasyPHP</a>,
a package that bundles all the software you need into a single Windows application.
Here are the steps from start to finish:</p>
<ol>
<li> Firstly, if you have ever installed MySQL before (even as part of another
package), uninstall it all, delete all the MySQL files and make sure you
delete <strong>c:\my.cnf</strong> and <strong>c:\windows\my.ini</strong>.You
might want to do a search and delete ANY file called <strong>my.cnf</strong>
or <strong>my.ini</strong>.</li>
<li> If you've ever installed PHP before delete any files called <strong>php4ts.dll</strong>
from around your Windows directory, as well as any files called <strong>php.ini</strong>.</li>
<li> Download EasyPHP from here: <a href="http://www.easyphp.org/telechargements/dn.php?F=easyphp1-6.php3" target="_blank">http://www.easyphp.org/telechargements/dn.php?F=easyphp1-6.php3</a>
(approx 10 Mb)</li>
<li> Run the downloaded file: <strong>easyphp1-6_setup.exe</strong>. The installation
process is in French but is otherwise much like installing any other Windows
program - I advise accepting the defaults and letting it all install. Note
that &quot;Suivant&quot; means Next.and &quot;Oui&quot; means Yes.</li>
<li>At the end of the install leave the checkbox selected to &quot;Lancer
EasyPHP&quot; (Start EasyPHP) and hit the 'Terminer&quot; button.You might
be taken to a information web page which you can safely ignore. </li>
<li>If all went well - congratulations! Apache, PHP and MySQL are all installed
and running! You should see a black E in your toolbar tray. You can right
click on it to get a menu which will let you control the running programs,
but you won't be needing that for now.</li>
<li> The next thing you need to do is to set up a database for Moodle to use.
Using a browser, go to <a href="http://localhost/mysql/" target="_blank">http://localhost/mysql/</a>
(note the final slash).</li>
<li>If asked for a username, use &quot;root&quot; with a blank password. You
should see a phpMyAdmin web interface that allows you to create a new databases
and user accounts. </li>
<li>Create a new database by typing &quot;moodle&quot; into the field and
hitting the &quot;Create&quot; button. That was easy!</li>
<li>You can also create a new user to access your database if you want. This
can be a bit tricky for a first-time user, so you might just want to use
the existing user &quot;root&quot; with no password in your Moodle config
for now, and fix this later.</li>
<li> You're ready to install Moodle! Download the latest release of Moodle
from <a href="http://moodle.org/download" target="_blank">http://moodle.org/download</a>,
then unzip the archive.</li>
<li>Copy your moodle files into <strong>C:\Program Files\EasyPHP\www. </strong>You
can either copy the entire moodle directory (ie C:\Program Files\EasyPHP\www\moodle)
or copy all the <em>contents</em> of the moodle directory. If you choose
this second option then you will be able to access your Moodle home page
using http://localhost/ instead of http://localhost/moodle/.</li>
<li> Make a new empty folder somewhere else for Moodle to store uploaded files
in, eg: <strong>C:\moodledata</strong></li>
<li> Go into your Moodle folder. Make a copy of config-dist.php, and call
it config.php</li>
<li> Edit config.php using a text editor (Notepad will do, just be careful
that it doesn't add unwanted spaces at the end). </li>
<li>Put in all your new database info:<br>
$CFG-&gt;dbtype = 'mysql';<br>
$CFG-&gt;dbhost = 'localhost';<br>
$CFG-&gt;dbname = 'moodle';<br>
$CFG-&gt;dbuser = 'root'; <br>
$CFG-&gt;dbpass = '';<br>
$CFG-&gt;dbpersist = true;<br>
$CFG-&gt;prefix = 'mdl_';<br>
</li>
<li>And put in all your file paths:<br>
$CFG-&gt;wwwroot = 'http://localhost/moodle'; // Use an external address
if you know it. <br>
$CFG-&gt;dirroot = 'C:\Program Files\EasyPHP\www\moodle'; <br>
$CFG-&gt;dataroot = 'C:\moodledata';<br>
</li>
<li>Save config.php - you can ignore the other settings if there are any.</li>
<li>You're nearly there now! The rest of the setup is all web-based. Visit
<a href="http://localhost/moodle/admin/" target="_blank">http://localhost/moodle/admin/</a>
with your browser to continue the setup via your browser.</li>
<li>To use zip files with Moodle (for example the backups use zip) you might
need to enable &quot;zlib&quot;. You can do this by going to your EasyPHP
directory (<strong>C:\Program Files\EasyPHP</strong>), and running the program
phpini.exe in there. Put a mark in the checkbox next to &quot;zlib.dll&quot;.
Close that window, then go to the black E in your toolbar and right-click
it to get a menu - select &quot;Restart&quot; from this menu.</li>
<li>Lastly, you need to set up some sort of cron. See the <a href="./?file=install.html">Installation
guide</a> for more details on this.</li>
</ol>
<p>If you don't or can't use EasyPHP, here are some a few tips to make sure
your PHP is set up correctly and avoid common problems:</p>
<ul>
<li>Make sure you enable the GD module so Moodle can process images - you
may have to edit php.ini and remove the comment (;) from this line: 'extension=php_gd2.dll'.
</li>
<li>Make sure you enable the Zlib module so that you can create and unpack
zip files from within Moodle.</li>
<li>Make sure sessions is turned on - you may have to edit php.ini and fix
the directory for <strong>session.save_path</strong> - instead of the default
"/tmp" use a Windows directory like "c:/temp".</li>
</ul>
</blockquote>
<h3>&nbsp;</h3>
<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
<p align="CENTER"><font size="1">Version: $Id$</font></p>
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<h2>Introduction</h2>
<p>Moodle is a software package for producing internet-based courses and web sites.
It's an ongoing development project designed to support a <a href="http://dougiamas.com/writing/edmedia2003/" target="_top">social constructionist</a> framework of education. </p>
<p>Moodle is provided freely as <a href="http://www.opensource.org/docs/definition_plain.html" target="_top">
Open Source</a> software (under the <a href="http://www.gnu.org/copyleft/gpl.html" target="_top">
GNU Public License</a>). Basically this means Moodle is copyrighted, but that
you have additional freedoms. You are allowed to copy, use and modify Moodle
provided that you agree to: <strong>provide the source to others</strong>; <strong>not
modify or remove the original license and copyrights</strong>, and <strong>apply
this same license to any derivative work</strong>. Read the license for full
details and please contact the <a href="http://moodle.org/user/view.php?id=1&course=1">copyright
holder</a> directly if you have any questions.
<p>Moodle will run on any computer that can run <a href="http://www.php.net/" target="_top">
PHP</a>, and can support many types of database (particularly <a href="http://www.mysql.com/" target="_top">MySQL</a>).</p>
<p>The word Moodle was originally an acronym for Modular Object-Oriented Dynamic
Learning Environment, which is mostly useful to programmers and education theorists.&nbsp;
It's also a verb that describes the process of lazily meandering through something,
doing things as it occurs to you to do them, an enjoyable tinkering that often
leads to insight and creativity. As such it applies both to the way Moodle was
developed, and to the way a student or teacher might approach studying or teaching
an online course. Anyone who uses Moodle is a Moodler.</p>
<p>Come and <a href="http://moodle.org/community/" target="_top">moodle with us</a>!</p>
<p><br>
</p>
<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
<p align="CENTER"><font size="1">Version: $Id$</font></p>
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<title>Moodle Docs: Frequently Asked Questions (FAQ)</title>
<link rel="stylesheet" href="../theme/standard/styles.php" type="TEXT/CSS">
<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">
<style type="text/css">
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<h2>Other documentation</h2>
<p class="normaltext">Here are some links to other sources of Moodle documentation:</p>
<p class="normaltext"><a href="../help.php?file=index.html">Index of all Moodle
help pages</a> - a list of all the context-sensitive help files within Moodle</p>
<p class="normaltext"><a href="http://moodle.org/docs/">User-contributed documentation</a>
- this page lists documentation contributed by Moodle users</p>
<p align="center" class="normaltext">&nbsp;</p>
<hr>
<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
<p align="CENTER"><font size="1">Version: $Id$</font></p>
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<head>
<title>Moodle Docs: Philosophy</title>
<link rel="stylesheet" href="docstyles.css" type="TEXT/CSS">
<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">
</head>
<body bgcolor="#ffffff">
<h1>Philosophy</h1>
<blockquote>
<p>The design and development of Moodle is guided by a particular philosophy of learning, a way of thinking that you may see referred to in shorthand as a &quot;<em>social constructionist pedagogy</em>&quot;. (Some of you scientists may already be thinking &quot;soft education mumbo jumbo&quot; and reaching for your mouse, but please read on - this is useful for every subject area!)</p>
<p>This page tries to explain in simple terms what that phrase means by unpacking <strong>four main concepts</strong> behind it. Note that each of these is summarising one view of an immense amount of diverse research so these definitions may seem thin if you have read about these before.</p>
<p>If these concepts are completely new to you then it is likely that these ideas will be hard to understand at first - all I can recommend is that you read it carefully, while thinking about your own experiences of trying to learn something.<br>
</p>
<h3>1. Constructivism</h3>
<blockquote>
<p>This point of view maintains that people actively <strong>construct</strong> new knowledge as they interact with their environment. </p>
<p>Everything you read, see, hear, feel, and touch is tested against your prior knowledge and if it is viable within your mental world, may form new knowledge you carry with you. Knowledge is strengthened if you can use it successfully in your wider environment. You are not just a memory bank passively absorbing information, nor can knowledge be &quot;transmitted&quot; to you just by reading something or listening to someone.</p>
<p>This is not to say you can't learn anything from reading a web page or watching a lecture, obviously you can, it's just pointing out that there is more interpretation going on than a transfer of information from one brain to another.<br>
</p>
</blockquote>
<h3>2. Constructionism</h3>
<blockquote>
<p>Constructionism asserts that learning is particularly effective when constructing something for others to experience. This can be anything from a spoken sentence or an internet posting, to more complex artifacts like a painting, a house or a software package.</p>
<p>For example, you might read this page several times and still forget it by tomorrow - but if you were to try and explain these ideas to someone else in your own words, or produce a slideshow that explained these concepts, then I can guarantee you'd have a better understanding that is more integrated into your own ideas. This is why people take notes during lectures, even if they never read the notes again.<br>
</p>
</blockquote>
<h3>3. Social Constructivism</h3>
<blockquote>
<p>This extends the above ideas into a social group constructing things for one another, collaboratively creating a small culture of shared artifacts with shared meanings. When one is immersed within a culture like this, one is learning all the time about how to be a part of that culture, on many levels.</p>
<p>A very simple example is an object like a cup. The object can be used for many things, but its shape does suggest some &quot;knowledge&quot; about carrying liquids. A more complex example is an online course - not only do the &quot;shape&quot; of the software tools indicate certain things about the way online courses should work, but the activities and texts produced within the group as a whole will help shape how each person behaves within that group.<br>
</p>
</blockquote>
<h3>4. Connected and Separate</h3>
<blockquote>
<p>This idea looks deeper into the motivations of individuals within a discussion. <strong>Separate</strong> behaviour is when someone tries to remain 'objective' and 'factual', and tends to defend their own ideas using logic to find holes in their opponent's ideas. <strong>Connected</strong> behaviour is a more empathic approach that accepts subjectivity, trying to listen and ask questions in an effort to understand the other point of view. <strong>Constructed</strong> behaviour is when a person is sensitive to both of these approaches and is able to choose either of them as appropriate to the current situation.</p>
<p>In general, a healthy amount of connected behaviour within a learning community is a very powerful stimulant for learning, not only bringing people closer together but promoting deeper reflection and re-examination of their existing beliefs.</p>
</blockquote>
<hr>
<p>Once you are thinking about all these issues, it helps you to focus on the experiences that would be best for learning from the learner's point of view, rather than just publishing and assessing the information you think they need to know. It can also help you realise how each participant in a course can be a teacher as well as a learner. Your job as a 'teacher' can change from being 'the source of knowledge' to being an influencer and role model of class culture, connecting with students in a personal way that addresses their own learning needs, and moderating discussions and activities in a way that collectively leads students towards the learning goals of the class.</p>
<p>Obviously Moodle doesn't force this style of behaviour, but this is what it is best at supporting. In future, as the technical infrastructure of Moodle stabilises, further improvements in pedagogical support will be a major direction for Moodle development.</p>
</blockquote>
<hr>
<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
<p align="CENTER"><font size="1">Version: $Id$</font></p>
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<title>Moodle Docs: Release notes</title>
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<h2>Release notes</h2>
<h3> New in Moodle 1.1.1 (10 September, 2003):</h3>
<ul>
<dl>
<dt>&nbsp; </dt>
<dt>General Fixes</dt>
</dl>
<dl>
<dd>
<ul>
<li>Translation improvements in many languages</li>
<li>Frame fix when switching languages in documentation</li>
<li>All short PHP tags removed ... short_tags is no longer a requirement</li>
<li>Forum search results link using anchor tag for better context</li>
<li>Removed target from &quot;delete&quot; link on user editing page</li>
<li>'Search' on social format moved closer to the top to prevent browser
self-scrolling </li>
<li>Page redirection is faster and no longer causes intermediate page
to be stored in IE history</li>
<li>Course listings improved when courses are displayed, including more
information</li>
<li>Category listings show courses in full when there are under ten courses</li>
<li>Invisible courses are always shown last in My Courses</li>
<li>Course creators can now see all hidden categories and courses</li>
<li>Styles added for category and course names</li>
<li>Removed tags from question text on quiz 'simplestat' report</li>
<li>Added percentages to downloaded data from 'simplestat' report</li>
<li>Allow external deep linking using guest account ?username=guest</li>
<li>Any admin can now add/remove course creators</li>
<li>Primary admin can now update own username/password even with external authentication</li>
<li>Quizzes can now be specified as having "no grade" and no grades will be shown</li>
<li>When editing a language, missing strings files are created if possible</li>
<li>Fixed bug in weekly journal date calculations</li>
<li>Fixed bug in config.php that made error_reporting not work</li>
<li>Fixed bug when editing user name with quotes in it</li>
<li>Fixed bug in email obfuscation for email addresses with numbers in
them </li>
<li>Fixed missing PostgreSQL schema for chat module</li>
<li>Fixed several typos in PostgreSQL upgrading code</li>
<li>Fixed some uninitialised variables</li>
<li>Several bugs fixed in Workshop module</li>
</ul>
</dd>
</dl>
</ul>
<hr>
<h3> New in Moodle 1.1 (28 August, 2003):</h3>
<ul>
<dl>
<dt>&nbsp; </dt>
<dt>Major Changes</dt>
</dl>
<dl>
<dd>
<ul>
<li>A completely new <strong>backup</strong> system for backup and restore
of courses (Thanks, Eloy!)</li>
<li>A new <strong>workshop</strong> module for peer grading (Thanks, Ray!)</li>
<li>A new <strong>chat</strong> module for synchronous discussions</li>
<li>All-new <strong>course manager</strong> to handle very large numbers
of courses (tested with 3700)</li>
<li>Custom-defined <strong>grading scales</strong> that can be used throughout
a course</li>
<li>Performance improvements in many areas</li>
</ul>
</dd>
</dl>
<dl>
<dt>General</dt>
</dl>
<dl>
<dd>
<ul>
<li>Clean up of the whole admin menu organisation to make it clearer</li>
<li>Categories can be nested and sorted alphabetically or manually</li>
<li>Courses and whole categories can be hidden from students</li>
<li>Course descriptions and names can be searched for keywords</li>
<li>Large categories are now completely paged</li>
<li>Improved web caching for stylesheets and images</li>
<li>&quot;My courses&quot; display on the home page when logged in.</li>
<li>Inclusion of non-linked page to display ALL user pictures at once
(see /userpix)</li>
<li>The &quot;secureforms&quot; feature now defaults to OFF.</li>
<li>Moodle now doesn't care if &quot;magic quotes&quot; is on or off.</li>
<li>Images in /pix were rearranged and tidied up</li>
<li>HTML email is better formatted for wider compatibility</li>
<li>Mail bounces are now sent to the admin user</li>
<li>Better cron tasks (less CPU used) and duplicate enrolments are now
cleaned</li>
<li>Improved display of logs with infinite paging and increased flexibility</li>
<li>User log graphs now work at site-level (showing ALL logs on the site)</li>
<li>People with manual accounts can now recover their password</li>
<li>Improved system for defining/printing help files for major activity
modules</li>
<li>Activity modules can now have settings</li>
<li>Email addresses are all completely obfuscated (to fool web spiders)</li>
<li>There is now an index to the help files</li>
<li>Library (Mark Kimes' add-on) is now supported if it is installed (see Moodle contrib for Library source)</li>
</ul>
</dd>
</dl>
<dl>
<dt></dt>
<dt>Courses</dt>
</dl>
<dl>
<dd>
<ul>
<li>Teachers can now have their course editing privileges removed</li>
<li>Teachers can now manually enrol students if they want to</li>
<li>Teacher management is now all combined in one interface</li>
<li>Activities can be moved any distance with two clicks</li>
<li>Topics/weeks can now be moved up and down</li>
<li>Pop-up menu to quickly switch between topics/weeks when collapsed</li>
<li>When self-enrolling, students are notified and given a chance to cancel</li>
<li>Teachers and students see list of &quot;My Courses&quot; on course
home pages.</li>
<li>Grades can be hidden from students if not needed</li>
</ul>
</dd>
</dl>
<dl>
<dt></dt>
<dt>Languages</dt>
</dl>
<dl>
<dd>
<ul>
<li><strong>Hungarian</strong> and <strong>Greek</strong> have been added,
and there are lots of other updates. As usual, the language packs within
this release may not be fully completed yet. You can always download
the newest language packs from <a href="http://moodle.org/download/lang/">http://moodle.org/download/lang/</a>.</li>
<li>Updates and fixes to most languages</li>
<li>Languages now have a parent language (for displaying missing strings)</li>
<li>Some fixes for locales and time display in several languages</li>
<li>es_mx is being phased out in favour of &quot;es&quot; (International
Spanish) </li>
</ul>
</dd>
</dl>
<dl>
<dt></dt>
<dt>Forum</dt>
</dl>
<dl>
<dd>
<ul>
<li>Much improved searching, with multiple keywords, paging etc</li>
<li>Forum grading can be either off, used by everyone, or used only by teachers</li>
<li>Forum grading can use custom scales or numbers</li>
<li>A date range can be set to restrict the posts that can be graded.</li>
<li>Admin now has access to some settings via Admin -&gt; Modules -&gt; Forums </li>
<li>After editing a post, user is returned to post in context</li>
<li>Attached images are displayed inline</li>
<li>Email copies in plain text format now print URLs nicely</li>
</ul>
</dd>
</dl>
<dl>
<dt>Quiz</dt>
</dl>
<dl>
<dd>
<ul>
<li>New question type: Embedded Answers (Cloze) - allows text passages
with embedded answers</li>
<li>New question type: Numerical - allows a range of numerical answers
to be entered</li>
<li>New question type: Description - not a real question, it allows text/graphics
to be inserted anywhere</li>
<li>Expanded quiz reporting with modular report plugins</li>
<li>New feature for repeat attempts, where each attempt builds on the
last </li>
<li>If the quiz is closing within the next 24 hours, a small countdown
clock is shown in the title bar and alerts warn at ten minutes and zero
minutes.</li>
<li>Some refactoring to the quiz code to make it easier to extend with
new question types</li>
</ul>
</dd>
</dl>
<dl>
<dt></dt>
<dt>Resources</dt>
</dl>
<dl>
<dd>
<ul>
<li>Web links can now be in very customisable pop-up windows.</li>
<li>Admin now has access to some settings via Admin -&gt; Modules -&gt;
Resources</li>
</ul>
</dd>
</dl>
<dl>
<dt>Some of the more annoying bugs recently fixed</dt>
</dl>
<dl>
<dd>
<ul>
<li>Moving posts now also moves attachments</li>
<li>No more warnings when looking for uploaded files in an empty course</li>
<li>Students no longer always get plain-format mail on force-subscribed
forums</li>
<li>Cookies can no longer interfere with the admin setup during installation</li>
<li>Effectively no limit to the number of activities per section</li>
<li>Several fixes when dealing with zip files, especially on Windows</li>
<li>Admins can now edit accounts created from external databases</li>
<li>Session no longer conflicts with other software</li>
<li>Excel files now work on non-Intel machines</li>
</ul>
</dd>
</dl>
<dl>
<dt>&nbsp; </dt>
</dl>
<dd>&nbsp;</dd>
</ul>
<hr>
<h3> New in Moodle 1.0.9 (29th May, 2003) :</h3>
<ul><dl>
<dt> General</dt>
<dd>
<li>Various optimisations and significant performance enhancements</li>
<li>Several obscure security fixes</li>
<li>Moodle is now well-behaved when enclosed within a frame</li>
<li>Richtext editor can now be used in more text-editing fields</li>
<li>New format "Plain text format", useful when posting code or HTML.</li>
<li>New format "Wiki format", allows Wiki-style tagging in most places</li>
<li>New popup allows emoticons/smilies to be inserted by clicking on images</li>
<li>Ability to specify permissions of new folders and files created on the server</li>
<li>Some fixes for servers running in Safe Mode (some file problems remain)</li>
<li>Various fixes for cleaning some external text of quotes, etc</li>
<li>Various fixes for PostgreSQL 7.3 compatibility</li>
<li>Started migration of HTML code towards XHTML Transitional</li>
<li>Countless other little fixes all over the place</li>
</dd>
<dt> Languages</dt>
<dd>
<li><b>10</b> new language packs! Argentinian Spanish, Czech, Portuguese, Slovakian, Romanian, Danish, Russian, Polish, Chinese Traditional and French Canadian.</li>
<li>Fixes and upgrades to almost all language packs</li>
<li>Language can be specified for the current session (see menu on home page and login page) and can be changed on any page by something to the url, eg: http://moodle.org/?lang=ru </li>
<li>Language menu can be restricted to a subset of languages and even removed.
<li>Truetype fonts are now part of the language packs</li>
<li>ALL dates/times can now be reformatted as part of the language pack</li>
<li>A small but annoying bug was fixed with the web-based language editor on Windows servers that caused language files to grow</li>
</dd>
<dt> Developers</dt>
<dd>
<li>Global debug variable gives more feedback about uninitialised variables and the like</li>
<li>Various fixes to tidy up and further standardise some of the PHP code</li>
<li>Various fixes for robustness (ensuring variables are always initialised)</li>
</dd>
<dt> Admin</dt>
<dd>
<li><font color=red>Some changed options and code in config-dist.php (if upgrading, compare with your current config.php or rebuild your config.php from scratch)</font></li>
<li><font color=red>Many changes to themes - authors of custom themes should read <a href="http://moodle.org/theme/UPGRADE.txt">theme/UPGRADE.txt</a> </font></li>
<li>New moodle.org registration function for security notifications etc</li>
<li>Admin directory can be moved from /admin to something else (see config-dist.php)</li>
<li>User listing is now paged, and can now be searched for strings</li>
<li>Module management: activity modules can now be individually disabled or deleted completely</li>
<li>Improvements to the language editing page</li>
<li>Better checking of PHP environment during installation, with warnings</li>
<li>Cleaner installation procedure.</li>
</dd>
<dt> User management</dt>
<dd>
<li>New role: Course creator - just like teacher but can also create new courses</li>
<li>New authentication plug-in named "manual", prevents users from creating their own accounts</li>
<li>"Forgot Password" routine now uses an email confirmation before resetting password</li>
</dd>
<dt> Courses</dt>
<dd>
<li>Activities on the course page now have a little button to hide/show that activity to students</li>
<li>Whole topics/weeks can also now be hidden or shown</li>
<li>The list of participants now has some paging, to cope with very large classes</li>
<li>Zip/Unzip is now supported by an internal zip library, removing
the dependence on external programs to do this. This also means that
zip/unzip now works on Windows.</li>
</dd>
<dt> Assignments</dt>
<dd>
<li>Assignment submissions can be sorted</li>
<li>Assignment notification mail isn't sent to unenrolled students</li>
</dd>
<dt> Forums</dt>
<dd>
<li>Display of forum discussions list is greatly improved</li>
<li>Whole discussions can be moved to any other forum with a single click</li>
<li>Date/time of posts is now "last modified", not "created"</li>
<li>Blank subject-lines or messages are now prevented</li>
<li>More intelligent parsing and display of text in posts</li>
<li>Force Subscribe now works on the "Site News" forum (mails all active students/teachers)</li>
<li>Better handling of mailouts to prevent the possibility of double copies
that sometimes happened with very large classes</li>
</dd>
<dt> Workshop Assignment module (not included: available soon as a separate download)</dt>
<dd>
<li>A very interesting new module contributed by Ray Kingdon,</li>
<li>A flexible tool that implements a variety of peer-grading and
example-setting schemes that involve a whole group in examining
and grading pieces of work.</li>
</dd>
<dt> Quizzes</dt>
<dd>
<li>New question type, Random Question (selects from all questions in the same category)</li>
<li>New question type, Matching Question (student must match answers to questions)</li>
<li>New question type, Random Matching Short-Answers (randomly creates Matching Questions
from the available Short Answer questions in the same category)</li>
<li>Quiz question import from text files (modular design allows expansion to new formats - a beta Blackboard module is included)</li>
<li>'Create multiple questions' wizard to quickly create a random quiz</li>
<li>Quiz questions may be randomly shuffled</li>
<li>Quiz answers (multiple choice, etc) may be randomly shuffled</li>
<li>Fixed off-by-one error when "Save Grades" button wasn't used.</li>
<li>Regrading works properly if the quiz has been changed</li>
<li>Editing a question after it's already been used in a quiz no longer affects quiz results</li>
<li>Multiple choice answers are labelled a,b,c not 1,2,3</li>
</dd>
<dt> Resources</dt>
<dd>
<li>Better performance when editing large text or HTML resources</li>
<li>Plain images are now display centered within a proper web page (not raw).</li>
<li>Wiki format added as a new option for Resource pages</li>
</dd>
<dt> Custom Themes</dt>
<dd>
<li>A number of new styles have been added to all built-in themes. Some of these are ESSENTIAL
to viewing some of the new features. PLEASE SEE
<a href="http://moodle.org/theme/UPGRADE.txt">theme/UPGRADE.txt</a>
TO SEE THE CHANGES YOU WILL HAVE TO MAKE TO OLDER THEMES.</li>
<li>Custom themes now have the capability to re-define all the little button graphics.
There is a new entry in theme/x/config.php ($THEME->custompix) and a new
optional subdirectory "pix". See the theme cordoroyblue for an example.</li>
</dd>
</dl></ul>
<hr>
<p>Older releases can be seen in the <a href="http://moodle.org/mod/forum/view.php?f=1">Moodle.org announcement forum</a>.
<p>&nbsp;</p>
<p align="CENTER"><font size="1"><a href="../doc/" target="_top">Moodle Documentation</a></font></p>
<p align="CENTER"><font size="1">Version: $Id$</font></p>

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<head>
<title>Moodle Docs: Teachers Manual</title>
<link rel="stylesheet" href="../theme/standard/styles.php" type="TEXT/CSS">
<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">
<style type="text/css">
<!--
.sectionheading {
font-size: medium;
font-weight: bold;
font-family: "Trebuchet MS", Verdana, Arial, Helvetica, sans-serif;
border: 1px dotted;
padding: 10px;
}
-->
</style>
</head>
<body bgcolor="#FFFFFF">
<h2>Teacher Manual</h2>
<p>This page is a very quick guide to creating online courses with Moodle. It
outlines the main functions that are available, as well as some of the main
decisions you'll need to make.</p>
<p>Sections in this document:</p>
<ol>
<li><a href="#started">Getting started</a></li>
<li><a href="#settings">Course settings</a></li>
<li><a href="#upload">Uploading files</a></li>
<li><a href="#activities">Setting up activities</a></li>
<li><a href="#course">Running the course</a></li>
<li><a href="#further">Further information</a></li>
</ol>
<h3 class="sectionheading"><a name="started"></a>Getting started</h3>
<blockquote>
<p>This document assumes your site administrator has set up Moodle and given
you new, blank course to start with. It also assumes you have logged in to
your course using your teacher account.</p>
<p>Here are three general tips that will help you get started.</p>
<ol>
<li><strong>Don't be afraid to experiment:</strong>
<blockquote>feel free to poke around and change things. It's hard to break anything
in a Moodle course, and even if you do it's usually easy to fix it.
</blockquote>
<li><strong>Notice and use these little icons</strong>:
<blockquote>
<p>&nbsp;<img src="../pix/i/edit.gif"> - the <strong>edit icon</strong>
lets you edit whatever it is next to.</p>
<p><img src="../pix/help.gif" width="22" height="17"> - the <strong>help
icon</strong> will provide you with a popup help window </p>
<p>&nbsp;<img src="../pix/i/hide.gif" width="16" height="16"> - the <strong>open-eye
icon</strong> will let you hide something from students</p>
<p>&nbsp;<img src="../pix/i/show.gif" width="16" height="16"> - the <strong>closed-eye
icon</strong> will make a hidden item available</p>
</blockquote>
</li>
<li><strong>Use the navigation bar at the top of each page</strong>
<blockquote>this
should help remind you where you are and prevent getting lost.
</blockquote></li>
</ol>
<p>&nbsp;</p></blockquote>
<h3 class="sectionheading"><a name="settings"></a>Course settings</h3>
<blockquote>
<p>The first thing you should do is look under the &quot;Administration&quot;
on your course home page and click on &quot;<strong>Settings...</strong>&quot;
(Note that this link, and in fact the whole Administration section is only
available to you (and the site administrator). Students will not even see
these links).</p>
<p>On the Settings page you can change a number of settings about your course,
ranging from its name to what day it starts. I won't talk here about all these,
as they all have a help icon next to them which explains them all in detail.
However, I will talk about the most important of these - the <strong>course
format</strong>.</p>
<p>The course format that you choose will decide the basic layout of your course,
like a template. Moodle version 1.0 has three formats - in future there will
probably be many more (please send new ideas to <a href="mailto:martin@moodle.org">martin@moodle.org</a>!)</p>
<p>Here are some screenshots of three sample courses in each of these three
formats (ignore the different colours, which are set for a whole site by the
site administrator):</p>
<p align="center"><strong>Weekly format:</strong></p>
<p align="center"><img src="pix/weekly.jpg" width="570" height="527"></p>
<p align="center">&nbsp;</p>
<p align="center"><strong>Topics format:</strong></p>
<p align="center"><img src="pix/topics.jpg" width="570" height="463"></p>
<p align="center">&nbsp;</p>
<p align="center"><strong>Social format:</strong></p>
<p align="center"><img src="pix/social.jpg" width="570" height="429"></p>
<p>&nbsp;</p>
<p>Note that the weekly and topics formats are very similar in structure. The
main difference is that each box in the weekly format covers exactly one week,
whereas in the topic format each box can cover whatever you like. The social
format doesn't use much content at all and is based around just one forum
- this is displayed on the main page.</p>
<p>See the help buttons on the Course Settings page for more details.</p>
<p>&nbsp;</p></blockquote>
<h3 class="sectionheading"><a name="upload"></a>Uploading files</h3>
<blockquote>
<p>You may have existing content that you want to add to your course, such as
web pages, audio files, video files, word documents, or flash animations.
Any type of file that exists can be uploaded into your course and stored on
the server. While your files are on the server you can move, rename, edit
or delete them.</p>
<p>All of this is achieved through the <strong>Files</strong> link in your Administration
menu. The Files section looks like this:</p>
<p align="center"><img src="pix/files.jpg" width="400" height="347"></p>
<p>&nbsp;</p>
<p>This interface is only available to teachers - it is not accessible by students.
Individual files are made available to students later on (as &quot;Resources&quot;
- see the next section).</p>
<p>As you can see in the screenshot, files are listed alongside subdirectories.
You can create any number of subdirectories to organise your files and move
your files from one to the other.</p>
<p>Uploading files via the web is currently restricted to one file at a time.
If you want to upload a lot of files at once (for example a whole web site),
it can be a lot easier to use a <strong>zip program</strong> to compress them
into a single file, upload the zip file and then unzip them again on the server
(you will see an &quot;unzip&quot; link next to zip archives).</p>
<p>To preview any file you have uploaded just click on its name. Your web browser
will take care of either displaying it or downloading it to your computer.</p>
<p>HTML and text files can be edited in-place online. Other files will need
to be edited on your local computer and uploaded again. if you upload a file
with the same name as an existing file it will automatically be overwritten.</p>
<p>A final note: if your content resides out on the web then you don't need
to upload the files at all - you can link directly to them from inside the
course (see the Resources module and the next section).</p>
<p>&nbsp;</p></blockquote>
<h3 class="sectionheading"><a name="activities"></a>Setting up activities</h3>
<blockquote>
<p>Building a course involves adding course activity modules to the main page
in the order that students will be using them. You can shuffle the order any
time you like.</p>
<p>To turn on editing, click &quot;Turn on editing&quot; under Administration.
This toggle switch shows or hides the extra controls that allow you to manipulate
your main course page. Note in the first screenshot above (of the Weekly format
course) that the editing controls are turned on.</p>
<p>To add a new activity, simply go to the week or topic or section of the screen
where you want to add it, and select the type of activity from the popup menu.
Here is a summary of all the standard activities in Moodle 1.0:</p>
<dl>
<dt><strong>Assignment</strong></dt>
<dd>An assignment is where you set a task with a due date and a maximum grade.
Students will be able to upload one file to satisify the requirements. The
date they upload their file is recorded. Afterwards, you will have a single
page on which ou can view each file (and how late or early it is), and then
record a grade and a comment. Half an hour after you grade any particular
student, Moodle will automatically email that student a notification. </dd>
<br>
<br>
<dt><strong>Choice</strong></dt>
<dd>A choice activity is very simple - you ask a question and specify a choice
of responses. Students can make their choice, and you have a report screen
where you can see the results. I use it to gather research consent from
my students, but you could use it for quick polls or class votes.</dd>
<br>
<br>
<dt><strong>Forum</strong></dt>
<dd>This module is by far the most important - it is here that discussion
takes place. When you add a new forum, yu will presented with a choice of
different types - a simple single-topic discussion, a free-for-all general
forum, or a one-discussion-thread-per-user.</dd>
<br>
<br>
<dt><strong>Journal</strong></dt>
<dd>Each journal activity is an entry in the whole course journal. For each
one you can specify an open-ended question that guides what students write,
as well as a window of time in which the journal is open (weekly course
format only). A general rule of thumb is to create one journal per week.
Encourage students to write reflectively and critically in these journals,
as they are only available to them and you. Afterwards, you will be able
to grade and comment all the entries for that week or topic, and students
will receive an automatic email informing them of your feedback. Journals
are not designed to be continually added to - if you need to do that then
add more journal activities.</dd>
<br>
<br>
<dt><strong>Resource</strong></dt>
<dd>Resources are the content of your course. Each resource can be any file
you have uploaded or can point to using a URL. You can also maintain simple
text-based pages by typing them directly into a form.</dd>
<br>
<br>
<dt><strong>Quiz</strong></dt>
<dd>This module allows you to design and set quiz tests, consisting of multiple
choice, true-false, and short answer questions. These questions are kept
in a categorised database, and can be re-used within courses and even between
courses. Quizzes can allow multiple attempts. Each attempt is automatically
marked, and the teacher can choose whether to give feedback or to show correct
answers. This module includes grading facilities. </dd>
<br>
<br>
<dt><strong>Survey</strong></dt>
<dd>The survey module provides a number of predefined survey instruments that
are useful in evaluating and understanding your class. Currently they include
the COLLES and the ATTLS instruments. They can be given to students early
in the course as a diagnostic tool and at the end of the course as an evaluation
tool (I use one every week in my courses).</dd>
</dl>
<br>
<p>After adding your activities you can move them up and down in your course
layout by clicking on the little arrow icons (<img src="../pix/t/up.gif" width="9" height="10">
<img src="../pix/t/down.gif" width="9" height="10">) next to each one. You
can also delete them using the cross icon <img src="../pix/t/delete.gif" width="10" height="10">,
and re-edit them using the edit icon <img src="../pix/t/edit.gif" width="10" height="11">.</p>
<p>&nbsp;</p></blockquote>
<h3 class="sectionheading"><a name="course"></a>Running the course</h3>
<blockquote>
<p>There are some big plans to extend this document into a more comprehensive
tutorial. Until then here are a few ideas:</p>
<ol>
<li>Subscribe yourself to all the forums so you keep in touch with your class
activity. </li>
<li>Encourage all the students fill out their user profile (including photos)
and read them all - this will help provide some context to their later writings
and help you to respond in ways that are tailored to their own needs.</li>
<li>Keep notes to yourself in the private &quot;<strong>Teacher's Forum</strong>&quot;
(under Administration). This is especially useful when team teaching.</li>
<li>Use the &quot;<strong>Logs</strong>&quot; link (under Administration)
to get access to complete, raw logs. In there you'll see a link to a popup
window that updates every sixty seconds and shows the last hour of activity.
This is useful to keep open on your desktop all day so you can feel in touch
with what's going on in the course.</li>
<li>Use the &quot;<strong>Activity Reports</strong>&quot; (next to each name
in the list of all people, or from any user profile page). These provide
a great way to see what any particular person has been up to in the course.</li>
<li>Respond quickly to students. Don't leave it for later - do it right away.
Not only is it easy to become overwhelmed with the volume that can be generated,
but it's a crucial part of building and maintaining a community feel in
your course.</li>
</ol>
<p>&nbsp;</p></blockquote>
<h3 class="sectionheading"><a name="further"></a>Further information</h3>
<blockquote>
<p>If you have any particular problems with your site, you should contact your
local site administrator.</p>
<p>If you have some great ideas for improvements to Moodle, or even some good
stories, come over to <a href="http://moodle.org/" target="_top">moodle.org</a>
and join us in the course called "<a href="http://moodle.org/course/view.php?id=5" target=_top >Using
Moodle</a>". We'd love to hear from you, and you can help Moodle improve.</p>
<p>If you want to contribute to coding new modules, or writing documentation,
or papers, contact me: <a href="http://moodle.org/user/view.php?id=1&course=1" target="_top">Martin
Dougiamas</a> or browse the &quot;bug tracker&quot; site for Moodle, at <a href="http://moodle.org/bugs/" target="_top">moodle.org/bugs</a></p>
<p align="center">Thanks for using Moodle - and good luck with your teaching!</p>
<hr>
<p>&nbsp;</p>
</blockquote>
<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
<p align="CENTER"><font size="1">Version: $Id: teacher.html,v 1.4 2002/08/18 10:00:01
martin Exp $</font></p>
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<head>
<title>Moodle Docs: Upgrading</title>
<link rel="stylesheet" href="../theme/standard/styles.php" type="TEXT/CSS">
<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">
<style type="text/css">
<!--
.sectionheading {
font-size: medium;
font-weight: bold;
font-family: "Trebuchet MS", Verdana, Arial, Helvetica, sans-serif;
border: 1px dotted;
padding: 10px;
background-color: #EEEEEE;
}
-->
</style>
</head>
<body bgcolor="#FFFFFF">
<h2>Upgrading Moodle</h2>
<p>Moodle is designed to upgrade cleanly from any earlier version to any later
version. </p>
<p>When upgrading a Moodle installation you should follow these steps:</p>
<h3 class="sectionheading">1. Backup important data</h3>
<blockquote>
<p>Although it is not strictly necessary, it is always a good idea to make a
backup of any production system before a major upgrade, just in case you need
to revert back to the older version for some reason. In fact, it's a good
idea to automate your server to backup your Moodle installation daily, so
that you can skip this step.</p>
<p>There are three areas that need backing up:</p>
<blockquote>
<p><strong>1. The Moodle software directory itself</strong></p>
<blockquote>
<p>Make a separate copy of these files before the upgrade, so that you can
retrieve your config.php and any modules you have added like themes, languages
etc<strong><br>
</strong></p>
</blockquote>
<p><strong>2. Your data directory.</strong></p>
<blockquote>
<p>This is where uploaded content resides (such as course resources and
student assignments) so it is very important to have a backup of these
files anyway. Sometimes upgrades may move or rename directories within
your data directory.<strong><br>
</strong></p>
</blockquote>
<p><strong>3. Your database</strong></p>
<blockquote>
<p>Most Moodle upgrades will alter the database tables, adding or changing
fields. Each database has different ways to backup. One way of backing
up a MySQL database is to 'dump' it to a single SQL file. The following
example shows Unix commands to dump the database called &quot;moodle&quot;:</p>
<blockquote>
<p><font face="Courier New, Courier, mono">mysqldump moodle &gt; moodle-backup-2002-10-26.sql</font></p>
</blockquote>
<p>You can also use the &quot;Export&quot; feature in Moodle's optional
&quot;Database&quot; web interface to do the same thing on all platforms.</p>
<p>&nbsp;</p>
</blockquote>
</blockquote>
</blockquote>
<h3 class="sectionheading">2. Install the new Moodle software</h3>
<blockquote>
<p><strong>Using a downloaded archive</strong></p>
<blockquote>
<p>Do not overwrite an old installation unless you know what you are doing
... sometimes old files can cause problems in new installations. The best
way it to rename the current Moodle directory to something else, then unpack
the new Moodle archive into the old location.</p>
<blockquote>
<p><font face="Courier New, Courier, mono">mv moodle moodle.backup<br>
tar xvzf moodle-1.1.tgz</font></p>
</blockquote>
<p>Next, copy across your config.php and any other plugins such as custom
themes:</p>
<blockquote>
<p><font face="Courier New, Courier, mono">cp moodle.backup/config.php moodle<br>
cp -pr moodle.backup/theme/mytheme moodle/theme/mytheme</font></p>
</blockquote>
</blockquote>
<p><strong>Using CVS</strong></p>
<blockquote>
<p>If you are using CVS, just go into the Moodle root directory and update
to the new files:</p>
<blockquote>
<p><font face="Courier New, Courier, mono">cvs update -dP</font></p>
</blockquote>
<p>Make sure you use the &quot;d&quot; parameter to create new directories
if necessary, and the &quot;P&quot; parameter to prune empty directories.</p>
<p>If you have been editing Moodle files, watch the messages very closely
for possible conflicts. All your customised themes and non-standard plugins
will be untouched.</p>
</blockquote>
<p>&nbsp;</p>
</blockquote>
<h3 class="sectionheading">3. Finishing the upgrade</h3>
<blockquote>
<p>The last step is to trigger the upgrade processes within Moodle.</p>
<p>To do this just visit <a target=_top href="../admin/index.php">the admin page of your
installation</a>.</p>
<blockquote>
<p><font face="Courier New, Courier, mono">http://example.com/moodle/admin</font></p>
</blockquote>
<p>It doesn't matter if you are logged in as admin or not.</p>
<p> Moodle will automatically detect the new version and perform all the database
or filesystem upgrades that are necessary. If there is anything it can't do
itself (very rare) then you will see messages telling you what you need to
do. </p>
</blockquote>
<p>&nbsp; </p>
<p> Assuming all goes well (no error messages) then you can start using your new
version of Moodle and enjoy the new features!</p>
<p>If you have trouble with the upgrade, visit <a target=_top href="http://moodle.org/">moodle.org</a>
and post on the <a target=_top href="http://moodle.org/mod/forum/view.php?id=28">Installation
Support Forum</a> in the Using Moodle course.</p>
<p>&nbsp;</p>
<p>&nbsp;</p>
<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
<p align="CENTER"><font size="1">Version: $Id$</font></p>
</body>
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<?PHP // $Id$
// editor.php - created with Moodle 1.1.1 (2003091111)
$string['about'] = "Om den här redigeraren";
$string['absbottom'] = "Absbottom";
$string['absmiddle'] = "Absmiddle";
$string['address'] = "Adress";
$string['alignment'] = "Alignment";
$string['alternatetext'] = "Alternativ text";
$string['baseline'] = "Baslinje";
$string['bold'] = "Fet";
$string['borderthickness'] = "Tjocklek på tabellram";
$string['bottom'] = "Batten";
$string['browse'] = "Bläddra";
$string['cancel'] = "Avbryt";
$string['cellpadding'] = "Cellpadding";
$string['cellspacing'] = "Cellspacing";
$string['choosechar'] = "Välj tecken";
$string['chooseicon'] = "Välj en ikon som Du vill lägga in";
$string['close'] = "Stäng";
$string['cols'] = "Kolumner";
$string['copy'] = "Kopiera urvalet";
$string['createlink'] = "Lägga in en webblänk";
$string['cut'] = "Klipp ut urvalet";
$string['forecolor'] = "Färg på typsnittet";
$string['heading'] = "Rubrik";
$string['hilitecolor'] = "bakgrundsfärg";
$string['horizontal'] = "Horisontell";
$string['horizontalrule'] = "Horisontell linje (linjal)";
$string['htmlmode'] = "Byt till HTML-källa";
$string['imageurl'] = "URL till bild";
$string['indent'] = "Öka indrag";
$string['insertchar'] = "Lägg in specialtecken";
$string['insertimage'] = "Lägg in bild";
$string['insertsmile'] = "Lägg in en 'smiley'";
$string['inserttable'] = "Lägg in en tabell";
$string['italic'] = "Kursiv";
$string['justifycenter'] = "Centrera";
$string['justifyfull'] = "Ställ in helrad";
$string['justifyleft'] = "Justera åt vänster";
$string['justifyright'] = "Justera åt höger";
$string['layout'] = "Layout";
$string['left'] = "Vänster";
$string['middle'] = "Mitten";
$string['normal'] = "Normal";
$string['notset'] = "Ej angivet";
$string['ok'] = "OK";
$string['orderedlist'] = "Ordnad lista";
$string['outdent'] = "Minska indrag";
$string['paste'] = "Klistra in från 'clipboard'";
$string['path'] = "(sök)väg";
$string['percent'] = "Procent";
$string['pixels'] = "Pixlar";
$string['popupeditor'] = "Förstora redigeraren";
$string['preformatted'] = "Förformatterad";
$string['preview'] = "Förhandsgranska";
$string['redo'] = "Gör om Din senast aktivitet";
$string['right'] = "Höger";
$string['rows'] = "Rader";
$string['showhelp'] = "Hjälp med att använda redigeraren";
$string['spacing'] = "Radavstånd";
$string['strikethrough'] = "Genomstruken";
$string['subscript'] = "Nedsänkt skrift";
$string['superscript'] = "Upphöjd skrift";
$string['textindicator'] = "Aktuell stil ";
$string['textmode'] = "Du är i 'TEXT MODE'. Använd [<>] knappen för att gå tillbaka till 'WYSIWYG MODE'.";
$string['texttop'] = "Längst upp på sidan";
$string['top'] = "Upp";
$string['underline'] = "Understrykning";
$string['undo'] = "Ångra senaste aktivitet";
$string['unorderedlist'] = "Lista med 'ringar'";
$string['vertical'] = "Vertikal";
$string['width'] = "Vidd";
?>

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<?PHP // $Id$
// exercise.php - created with Moodle 1.1.1 (2003091111)
$string['absent'] = "Frånvarande";
$string['accumulative'] = "Sammanräknat";
$string['action'] = "Handling";
$string['ago'] = "för \$a sedan";
$string['allgradeshaveamaximumof'] = "Alla bedömningar/värderingar/betyg har ett maximum av: \$a";
$string['amendassessmentelements'] = "Lägg till komponenter för bedömning/värdering/betygssättning";
$string['amendtitle'] = "Rätta/ändra/utveckla titel";
$string['assess'] = "Bedöm/värdera/betygssätt";
$string['assessed'] = "Bedömd/värderad/betygssatt";
$string['assessment'] = "Bedömning/värdering/betygssättning";
$string['assessmentby'] = "Bedömning/värdering/betygssättning av \$a";
$string['assessmentform'] = "Formulär för bedömning/värdering/betygssättning";
$string['assessmentmadebythe'] = "Bedömning/värdering/betygssättning gjord av \$a";
$string['assessmentofthissubmission'] = "Bedömning/värdering/betygssättning av det här insända bidraget";
$string['assessments'] = "Bedömningar/värderingar/betygssättningar";
$string['atthisstageyou'] = "Vid det här laget har Du fullgjort en bedömning/värdering/betygssättning<br />Du kanske vill ompröva Din insats mot bakgrund av den bedömningen/värderingen/betygssättningen.<br /> Om Du väljer att göra det så glöm inte att även ompröva Din bedömning/värdering/betygssättning<br /> Du kan göra det genom att klicka på länken för Förnyad bedömning/värdering/betygssättning här nedan.";
$string['awaitingassessmentbythe'] = "Väntar på bedömning/värdering/betygssättning av \$a ";
$string['awaitingfeedbackfromthe'] = "Väntar på återkoppling från \$a";
$string['comment'] = "Kommentar";
$string['confirmdeletionofthisitem'] = "Bekräfta borttagande av den här \$a";
$string['correct'] = "Rätt";
$string['criterion'] = "Kriterium";
$string['deadline'] = "Stoppdatum/tid";
$string['deadlineis'] = "Stoppdatum/tid är \$a";
$string['delete'] = "Ta bort ";
$string['deleting'] = "Tar bort...";
$string['description'] = "Beskrivning";
$string['descriptionofexercise'] = "\$a gör en beskrivning av en övningsuppgift i Word- eller HTML-format och laddar upp den här filen i övningen innan uppgiften blir tillgänglig. Det är möjligt att skapa en uppsättning varianter av samma övning eller uppgift, återigen i Word- eller HTML-format och ladda upp dessa till övningen innan den gör tillgänglig av \$a";
$string['detailsofassessment'] = "Detaljer i bedömning/värdering/betygssättning ";
$string['displayoffinalgrades'] = "Visa slutbetyg/omdöme";
$string['doubleupload'] = "Varning: Det här bidraget har antagligen skickats två gånger. Gå till sidan för 'Administration' och kolla om den här användaren har skickat in två bidrag nästan samtidigt. Ta bort ett av dessa inskickade bidrag innan Du fortsätter.";
$string['duedate'] = "Inlämnas senast";
$string['edit'] = "Redigera";
$string['editingassessmentelements'] = "Redigerar komponenter i det som har bedömts";
$string['element'] = "Komponenter";
$string['elementweight'] = "Komponentens värde vid bedömning";
$string['excellent'] = "Utmärkt";
$string['exerciseassessments'] = "Bedömning/värdering/betygssättning av övning";
$string['exercisefeedback'] = "Återkoppling på övning";
$string['exercisesubmissions'] = "Inlämnade övningar";
$string['generalcomment'] = "Allmän kommentar";
$string['good'] = "Bra ";
$string['gradeassessment'] = "Bedömning/värdering/betygssättning av bedömning/värdering/betygssättning ";
$string['gradeforassessment'] = "Bedömning/värdering/betygssättning för bedömning/värdering/betygssättning ";
$string['gradeforstudentsassessment'] = "Bedömning/värdering/betygssättning för \$a bedömning/värdering/betygssättning ";
$string['gradeforsubmission'] = "Bedömning/värdering/betygssättning för inskickat bidrag";
$string['gradetable'] = "Tabell för bedömning/värdering/betygssättning ";
$string['gradingstrategy'] = "Strategi för bedömning/värdering/betygssättning ";
$string['handlingofmultiplesubmissions'] = "Hantering av flerfaldiga inskickade bidrag";
$string['incorrect'] = "Felaktigt";
$string['leaguetable'] = "\\\"Samlande\\\" tabell över inskickade bidrag";
$string['mail1'] = "Din uppgift '\$a' har bedömts/värderats/betygssatts av ";
$string['mail2'] = "Du kan se kommentarerna och betyget/omdömet kan i Övningsuppgiften '\$a'";
$string['mail3'] = "Du kan se den i Din övningsuppgift";
$string['mail6'] = "Din bedömning/värdering/betygssättning av uppgiften '\$a' har blivit recenserad.";
$string['mail7'] = "De kommentarer som \$a har lämnat kan Du se i övningsuppgiften";
$string['managingassignment'] = "Hantera övningen";
$string['maximumsize'] = "Maximal storlek";
$string['modulename'] = "Övningsuppgift";
$string['modulenameplural'] = "Övningsuppgifter";
$string['movingtophase'] = "Går vidare till fas \$a";
$string['multiplesubmissions'] = "Flerfaldiga inskickade bidrag";
$string['noexercisedescriptionssubmitted'] = "Ingen beskrivning av övningen har bifogats";
$string['nosubmissions'] = "Inga inskickade bidrag";
$string['notavailable'] = "Inte tillgänglig";
$string['noteonassessmentelements'] = "Lägg märke till att bedömningen/värderingen/betygssättningen är uppdelad på ett antal komponenter i det arbete/den uppgift som ska bedömas. <br />
Detta underlättar bedömningen/värderingen/betygssättningen och gör den mer konsekvent. Som distanslärare/handledare/coach etc måste Du lägga till dessa<br />komponenter innan Du gör uppgiften tillgänglig för de lärande. Det gör Du genom att klicka på uppgiften i kursen. Om det inte finns några komponenter där så blir Du ombedd att lägga till dem. Du kan ändra antalet komponenter genom att använda \\\"Redigera uppgift\\\" <br /> komponenterna kan Du redigera med hjälp av
&quot;Hantera uppgifter&quot; ";
$string['noteonstudentassessments'] = "{ Betyg/omdöme från lärande/Betyg/omdöme för betyg/omdöme av distanslärare";
$string['notgraded'] = "Inte betygssatt, inget omdöme";
$string['notitlegiven'] = "Ingen titel har angivits";
$string['nowpleasemakeyourownassessment'] = "Nu ska Du göra Din egen bedömning/värdering/betygssättning av det arbete som \$a har gjort. Lägg märke till att formuläret för bedömning/värdering/betygssättning som standardval (förinställt värde) har samma system för bedömning som <br /> förmulär för lärande. Du bör göra alla rättelser/ändríngar/tillägg som Du tycker är nödvändiga och sedan klicka på <br /> en av knapparna i sidfoten (längst ner på sidan).";
$string['numberofassessmentelements'] = "Antal kommentarer, komponenteri bedömning/värdering/betygssättning, 'grade bands', kriterier eller kategorier i en Rubrik";
$string['numberofnegativeresponses'] = "Antal negativa svar";
$string['onesubmission'] = "Ett inskickat bidrag";
$string['optionaladjustment'] = "Valfri inställning";
$string['overallgrade'] = "Sammanfattande/övergripande bedömning/värdering/betyg";
$string['phase'] = "Fas";
$string['phase1'] = "Utforma en övningsuppgift";
$string['phase1short'] = "Utforma";
$string['phase2'] = "Tillåt \$a bedömningar/värderingar/betygssättningar och inskickade bidrag";
$string['phase2short'] = "Öppna";
$string['phase3'] = "Avsluta \$a bedömningar/värderingar/betygssättningar och inskickade bidrag";
$string['phase3short'] = "Stängd";
$string['phase4'] = "Visa sammanfattande/övergripande bedömning/värdering/betyg och \\\"League\\\"-tabell";
$string['phase4short'] = "Visa";
$string['pleasegradetheassessment'] = "Var snäll och bedöm/värdera/betygssätt bedömningen/värderingen/betygssättningen av det arbete som \$a har bidragit med";
$string['pleasesubmityourwork'] = "Var snäll och använd det här formuläret för att skicka in Ditt arbete";
$string['pleaseusethisform'] = "Var snäll och fyll i hela detta formulär när Du har<br /> har gjort allt som ingår i instruktionen för den övning som visas här nedan .";
$string['pleaseviewtheexercise'] = "Var snäll och titta på övningen nedan genom att klicka på dess titel.<br />Du bör följa intruktionerna till denna övning.<br />När Du är nöjd med att ha fullföljt övningen på ett framgångsrikt sätt bör Du klicka på länken \\\"Bedöm/värdera/betygssätt\\\" eller länken \\\"Bedöm/värdera/betygssätt igen\\\" till höger om titeln. När Du har gjort den här bedömningen/värderingen/betygssättningen kommer Du att få ytterligare instruktioner. ";
$string['poor'] = "Svagt";
$string['present'] = "Närvarande";
$string['reasonforadjustment'] = "Orsak till redigering/anpassning";
$string['reassess'] = "Förnya bedömningen/värderingen/betygssättningen";
$string['resubmissionfor'] = "Upprepad inskickning för \$a";
$string['resubmitnote'] = "* betyder att \$a har rätt att skicka in sitt bidrag igen.<br />Den här flaggan kan Du ange för vilken inskickning som helst genom att bedöma/värdera/betygssätta den igen och klicka på <b>Tillåt \$a att skicka in igen</b>-knappen. De lärande kan skicka in sina bidrag igen när den har flaggan finns med på <b>vilken som helst</b> av deras inskickade bidrag.";
$string['rubric'] = "Rubrik";
$string['savedok'] = "Sparat och klart";
$string['savemyassessment'] = "Spara min bedömning/värdering/betygssättning";
$string['saveweights'] = "Spara ";
$string['scale10'] = "Resultat av 10";
$string['scale100'] = "Resultat av 100";
$string['scale20'] = "Resultat av 20";
$string['scalecorrect'] = "Skala med 2 poäng rätt/fel";
$string['scaleexcellent4'] = "Skala med 4 poäng utmärkt/mycket svag ";
$string['scaleexcellent5'] = "Skala med 5 poäng utmärkt/mycket svag ";
$string['scaleexcellent7'] = "Skala med 7 poäng utmärkt/mycket svag ";
$string['scalegood3'] = "Skala med 3 poäng bra/ svag ";
$string['scalepresent'] = "Skala med 2 poäng närvarande/frånvarande";
$string['scaleyes'] = "Skala med 2 poäng ja/nej";
$string['specimenassessmentform'] = "Exempel på formulär för bedömning/värdering/betygssättning";
$string['studentallowedtoresubmit'] = "\$a TILLÅTS att skicka in igen";
$string['studentassessments'] = "\$a Bedömningar/värderingar/betygssättningar";
$string['studentnotallowed'] = "\$a tillåts INTE att skicka in igen";
$string['studentsubmissions'] = "\$a inskickade bidrag";
$string['studentsubmissionsforassessment'] = "\$a av lärande bidrag inskickade för bedömning/värdering/betygssättning";
$string['submission'] = "Inskickad övningsuppgift";
$string['submissions'] = "Inskickade övningsuppgifter";
$string['submitexercisedescription'] = "Bifoga beskrivning av övningsuppgift";
$string['submitted'] = "Inskickad";
$string['submittedby'] = "Inskickad av";
$string['suggestedgrade'] = "Föreslaget betyg/omdöme";
$string['teacherassessment'] = "\$a Bedömning/värdering/betygssättning";
$string['teacherscomment'] = "Distanslärarens kommentar";
$string['theexerciseandthesubmissionby'] = "Övning och inskickat bidrag av \$a";
$string['thegradeis'] = "Betyget/omdömet är \$a";
$string['thereisfeedbackfromthe'] = "Det finns återkoppling från \$a";
$string['thisisaresubmission'] = "Det här är ett återinskickat bidrag från \$a<br />Din bedömning/värdering/betygssättning av deras tidigare inskickade bidrag visas.<br />När Du har tittat på de senast inskickade bidragen var då snäll och rätta/ändra/komplettera den här bedömningen/värderingen/betygssättningen och klicka på någon av knapparna i sidfoten. ";
$string['title'] = "Titel";
$string['typeofscale'] = "Typ av skala";
$string['ungradedstudentassessments'] = "\$a ej bedömda/värderade/betygssatta bedömningar/värderingar/betygssättningar av lärande";
$string['usemaximum'] = "Använd maximum";
$string['usemean'] = "Använd medel";
$string['verypoor'] = "Mycket svagt";
$string['view'] = "Visa";
$string['viewassessment'] = "Visa bedömning/värdering/betygssättning";
$string['warningonamendingelements'] = "Varning! Det finns inskickade bedömningar/värderingar/betygssättningar<br />Ändra INTE på antalet komponenter, typerna av skalor eller viktningen av komponenterna.";
$string['weightederrorcount'] = "Viktad räkning av Fel (Error): \$a";
$string['weightforgradingofassessments'] = "Viktning för bedömning/värdering/betygssättning av bedömning/värdering/betygssättning ";
$string['weightforteacherassessments'] = "Viktning för \$a bedömningar/värderingar/betygssättningar";
$string['weights'] = "Viktningar";
$string['weightssaved'] = "Sparade viktningar";
$string['weightsusedforoverallgrade'] = "Viktningar som används för sammanfattande/övergripande bedömning/värdering/betygssättning";
$string['yourassessment'] = "Din bedömning/värdering/betygssättning";
$string['yourfeedbackgoeshere'] = "Din återkoppling skriver Du in här";
$string['yoursubmission'] = "Din inskickade övningsuppgift";
?>

252
lang/sv/forum.php
View file

@ -1,119 +1,133 @@
<?PHP // $Id$ <?PHP // $Id$
// forum.php - created with Moodle 1.1.1 (2003091111)
#------------------------------------------------------------
$string['modulename'] = "Forum";
$string['modulenameplural'] = "Forum"; $string['addanewdiscussion'] = "Lägg till ett nytt diskussionsämne";
#------------------------------------------------------------ $string['addanewtopic'] = "Lägg till ett nytt ämne";
$string['allowchoice'] = "Tillåt alla att välja";
$string['addanewdiscussion'] = "Lägg till ett nytt diskussionsämne"; $string['allowdiscussions'] = "Kan en \$a göra inlägg i detta forum?";
$string['allowchoice'] = "Tillåt alla att välja"; $string['allowratings'] = "Vill Du att det ska vara tillåtet att bedöma/värdera inlägg?";
$string['allowdiscussions'] = "Kan en \$a posta till detta forum?"; $string['allowsdiscussions'] = "Detta forum tillåter var och en att starta ett diskussionsämne.";
$string['allowratings'] = "Tillåt postningar att bedömas?"; $string['anyfile'] = "Vilken fil som helst";
$string['allowsdiscussions'] = "Detta forum tillåter varje person att starta ett diskussionsämne."; $string['attachment'] = "Bilaga";
$string['anyfile'] = "Vilken fil som helst"; $string['bynameondate'] = "av \$a->name - \$a->date";
$string['attachment'] = "Bilaga"; $string['configdisplaymode'] = "Det förinställda sättet att visa diskussionsämnen, om Du inte har ställt in ett annat.";
$string['bynameondate'] = "av \$a->name - \$a->date"; $string['configlongpost'] = "Alla inlägg som överskrider den här längden (förutom HTML) anses vara långa.";
$string['couldnotadd'] = "Kan inte lägga till din postning på grund av okänt fel"; $string['configmanydiscussions'] = "Maximalt antal diskussionsämnen som visas per sida i ett forum.";
$string['couldnotdeleteratings'] = "Tyvärr, det kan inte tas bort eftersom folk redan har bedömt det"; $string['configmaxbytes'] = "Standardval (förinställt värde) för den maximala storleken på bifogade filer på den här webbsajten (det finns även lokala inställningar för t ex varje enskild kurs)";
$string['couldnotdeletereplies'] = "Tyvärr, det kan inte tas bort eftersom folk redan har svarat på det"; $string['configshortpost'] = "Alla inlägg som överskrider den här längden (förutom HTML) anses vara långa.";
$string['couldnotupdate'] = "Kunde inte uppdatera din postning på grund av okänt fel"; $string['couldnotadd'] = "Det gick inte att lägga till Ditt inlägg på grund av okänt fel.";
$string['delete'] = "Ta bort"; $string['couldnotdeleteratings'] = "Tyvärr, detta kan inte tas bort eftersom folk redan har värderat det.";
$string['deleteddiscussion'] = "Diskussionsämnet har tagits bort"; $string['couldnotdeletereplies'] = "Tyvärr, det kan inte tas bort eftersom folk redan har svarat på det.";
$string['deletedpost'] = "Postningen har tagits bort"; $string['couldnotupdate'] = "Det gick inte att uppdatera Ditt inlägg på grund av okänt fel.";
$string['deletesure'] = "Är du säker på att du vill ta bort denna postning?"; $string['delete'] = "Ta bort";
$string['discussion'] = "Diskussion"; $string['deleteddiscussion'] = "Diskussionsämnet har tagits bort";
$string['discussions'] = "Diskussioner"; $string['deletedpost'] = "Inlägget har tagits bort";
$string['discussionsstartedby'] = "Diskussionen startades av \$a"; $string['deletesure'] = "Är Du säker på att Du vill ta bort detta inlägg?";
$string['discussthistopic'] = "Diskutera detta ämne"; $string['discussion'] = "Diskussionsämne";
$string['eachuserforum'] = "Varje person postar en diskussion"; $string['discussionmoved'] = "Den här diskussionsämnet har flyttats till '\$a'.";
$string['edit'] = "Redigera"; $string['discussions'] = "Diskussionsämnen";
$string['editing'] = "Redigering"; $string['discussionsstartedby'] = "\$a inledde det här diskussionsämnet";
$string['emptymessage'] = "Något var fel med din postning. Kanske lämnade du den tom, eller bilagan var för stor. Dina ändringar har INTE sparats."; $string['discussionsstartedbyrecent'] = "Diskussioner som nyligen har inletts av '\$a'.";
$string['everyonecanchoose'] = "Alla kan välja att prenumerera"; $string['discussthistopic'] = "Diskutera detta ämne";
$string['everyoneissubscribed'] = "Alla prenumererar på detta forum"; $string['eachuserforum'] = "Var och en bidrar med ett diskussionsämne";
$string['forcesubscribe'] = "Tvinga alla att prenumerera"; $string['edit'] = "Redigera";
$string['forcesubscribeq'] = "Tvinga alla att prenumerera?"; $string['editing'] = "Redigering";
$string['forum'] = "Forum"; $string['emptymessage'] = "Något var fel med Ditt inlägg. Kanske lämnade Du skrev Du inte in någon text, eller så var bilagan för stor. Dina ändringar har INTE sparats.";
$string['forumintro'] = "Introduktion till forum"; $string['everyonecanchoose'] = "Alla kan välja att prenumerera";
$string['forumname'] = "Forumnamn"; $string['everyoneissubscribed'] = "Alla prenumererar på detta forum";
$string['forums'] = "Forum"; $string['forcesubscribe'] = "Tvinga alla att prenumerera";
$string['forumtype'] = "Forumtyp"; $string['forcesubscribeq'] = "Tvinga alla att prenumerera?";
$string['generalforum'] = "Standardforum för generell användning"; $string['forum'] = "Forum";
$string['generalforums'] = "Generella forum"; $string['forumintro'] = "Introduktion till forum";
$string['inforum'] = "i \$a"; $string['forumname'] = "Forumets namn";
$string['intronews'] = "Generella nyheter och annonseringar"; $string['forums'] = "Forum";
$string['introsocial'] = "Ett öppet forum att diskutera vad du vill"; $string['forumtype'] = "Typ av forum";
$string['introteacher'] = "Ett forum för endast lärare med noteringar och diskussion"; $string['generalforum'] = "Standardforum för allmänt bruk";
$string['learningforums'] = "Learning forums"; $string['generalforums'] = "Allmänna forum";
$string['maxtimehaspassed'] = "Tyvärr, men maximitid för att redigera denna postning (\$a) har passerat!"; $string['inforum'] = "i \$a";
$string['message'] = "Meddelande"; $string['intronews'] = "Allmänna nyheter och meddelanden";
$string['modeflatoldestfirst'] = "Visa svarslista, med det älsta först"; $string['introsocial'] = "Ett öppet forum där Du kan diskutera vad Du vill";
$string['modeflatnewestfirst'] = "Visa svarslista, med det senaste först"; $string['introteacher'] = "Ett forum endast för lärares anteckningar och diskussionsämnen";
$string['modenested'] = "Visa svar i nästlad form"; $string['lastpost'] = "Senaste inlägg";
$string['modethreaded'] = "Visa svar i trådad form"; $string['learningforums'] = "Forum för lärande";
$string['more'] = "mer"; $string['maxattachmentsize'] = "Maximal storlek på bifogad fil";
$string['namenews'] = "Nyhetsforum"; $string['maxtimehaspassed'] = "Tyvärr, men maximitiden för att redigera detta inlägg (\$a) har passerat!";
$string['namesocial'] = "Socialt forum"; $string['message'] = "Meddelande";
$string['nameteacher'] = "Lärarforum"; $string['modeflatnewestfirst'] = "Visa svarslista, med det senaste först";
$string['newforumposts'] = "Nya forumpostningar"; $string['modeflatoldestfirst'] = "Visa svarslista, med det äldsta först";
$string['nodiscussions'] = "Det finns ännu inga diskussionsämnen i detta forum"; $string['modenested'] = "Visa svar i nästlad form";
$string['noguestpost'] = "Tyvärr, gäster har ingen behörighet att posta"; $string['modethreaded'] = "Visa svar i trådad form";
$string['noposts'] = "Inga postningar"; $string['modulename'] = "Forum";
$string['nopostscontaining'] = "Inga postningar innehållande '\$a' hittades"; $string['modulenameplural'] = "Forum";
$string['nosubscribers'] = "Det finns ännu inga prenumeranter på detta forum"; $string['more'] = "mer";
$string['nownotsubscribed'] = "\$a->name kommmer INTE få kopior av '\$a->forum' med epost."; $string['movethisdiscussionto'] = "Flytta det här diskussionsämnet till...";
$string['nowsubscribed'] = "\$a->name kommer få kopior av '\$a->forum' med epost."; $string['namenews'] = "Nyhetsforum";
$string['numposts'] = "\$a postningar"; $string['namesocial'] = "Gemenskapsforum";
$string['olderdiscussions'] = "Äldre diskussioner"; $string['nameteacher'] = "Lärarforum";
$string['openmode0'] = "Inga diskussioner, inga svar"; $string['newforumposts'] = "Nya inlägg i forum";
$string['openmode1'] = "Inga diskussioner, men svar tillåts"; $string['nodiscussions'] = "Det finns ännu inga diskussionsämnen i detta forum";
$string['openmode2'] = "Diskussioner och svar är tillåtna"; $string['noguestpost'] = "Tyvärr, gäster har ingen behörighet att göra inlägg här";
$string['parentofthispost'] = "Föräldern till denna postning"; $string['nomorepostscontaining'] = "Det gick inte att hitta några inlägg som innehåller '\$a' ";
$string['postadded'] = "Din postning har lagts till.<P>Du har \$a för att redigera den om du vill göra ändringar."; $string['nonews'] = "Inga nya inlägg ännu";
$string['postincontext'] = "Se denna postning i sitt sammanhang"; $string['noposts'] = "Inga inlägg";
$string['postmailinfo'] = "Detta är en kopia på ett meddelande postat på \$a webbplats. $string['nopostscontaining'] = "Det gick inte att hitta några inlägg som innehåller '\$a' ";
För att lägga till ditt svar via webbplatsen, klicka på denna länk:"; $string['nosubscribers'] = "Det finns ännu inga prenumeranter på detta forum";
$string['nownotsubscribed'] = "\$a->name kommmer INTE få kopior av '\$a->forum' med e-post.";
$string['postingtip'] = "<B>Postnings tips:</B> $string['nowsubscribed'] = "\$a->name kommer få kopior av '\$a->forum' med e-post.";
När du svarar: $string['numposts'] = "\$a inlägg";
<UL> $string['olderdiscussions'] = "Äldre diskussionsämnen";
<LI>läs deras postning noggrannt och $string['openmode0'] = "Inga diskussionsämnen, inga svar";
<LI>titta speciellt efter saker du kan kommentera $string['openmode1'] = "Inga diskussionsämnen, men svar är tillåtna";
</UL> $string['openmode2'] = "Diskussionsämnen och svar är tillåtna";
$string['parent'] = "Visa 'föräldern' till detta inlägg";
När du skriver: $string['parentofthispost'] = "Föräldern till detta inlägg";
<UL> $string['postadded'] = "Ditt inlägg har lagts till.<P>Du har \$a för att redigera det om Du vill göra ändringar.";
<LI>håll dina svar korta och till ämnet $string['postincontext'] = "Se detta inlägg i sitt sammanhang";
<LI>förklara dina egna idéer klart $string['postmailinfo'] = "Detta är en kopia på ett meddelande inlagt på \$a webbplats.
<LI>tänk på frågor du kan ställa För att lägga till Ditt svar via webbplatsen, klicka på denna länk:";
</UL>"; $string['postrating1'] = "Visa mest enskilt, (rationellt) inriktat vetande (kunskap)";
$string['postrating2'] = "Enskilt, (rationellt) inriktat vetande (kunskap) och socialt, (empatiskt) inriktat vetande (kunskap)";
$string['postrating1'] = "Visa mest SEPARATE knowing"; $string['postrating3'] = "Visa mest socialt, (empatiskt) inriktat vetande (kunskap)";
$string['postrating2'] = "Lika Equally separate and connected"; $string['posts'] = "Inlägg";
$string['postrating3'] = "Visa mest CONNECTED knowing"; $string['postupdated'] = "Ditt inlägg har blivit uppdaterat";
$string['postupdated'] = "Din postning uppdaterades"; $string['processingpost'] = "Bearbetar inlägg \$a ...";
$string['processingpost'] = "Processar post \$a"; $string['rate'] = "Omdöme";
$string['rate'] = "Bedömning"; $string['rating'] = "Bedömning/värdering";
$string['ratings'] = "Bedömningar"; $string['ratingeveryone'] = "Alla kan bedöma/värdera ett inlägg";
$string['readtherest'] = "Läs fortsättningen på detta ämne"; $string['ratingno'] = "Ingen bedömning/värdering";
$string['re'] = "Re:"; // Put in front of subjects that are replies to another post $string['ratingonlyteachers'] = "Endast \$a kan bedöma/värdera inlägg";
$string['repliesmany'] = "\$a svar så långt"; $string['ratings'] = "Bedömning/värdering";
$string['repliesone'] = "\$a svar så långt"; $string['ratingssaved'] = "bedömningarna/värderingarna har blivit sparade";
$string['reply'] = "Besvara"; $string['ratingsuse'] = "Använd bedömningar/värderingar ";
$string['search'] = "Sök"; $string['ratingtime'] = "Begränsa bedömning/värdering till inlägg med datum i det här intervallet:";
$string['searchresults'] = "Sökresultat"; $string['re'] = "Svar:";
$string['searchforums'] = "Sök forum"; $string['readtherest'] = "Läs fortsättningen på detta ämne";
$string['sendinratings'] = "Sänd in mina senaste bedömingar"; $string['replies'] = "Svar:";
$string['showsubscribers'] = "Visa prenumeranter"; $string['repliesmany'] = "\$a svar så långt";
$string['singleforum'] = "En enkel enskild diskussion"; $string['repliesone'] = "\$a svar så långt";
$string['subject'] = "Ämne"; $string['reply'] = "Besvara";
$string['subscribe'] = "Prenumerera på detta forum"; $string['search'] = "Sök";
$string['subscribed'] = "Prenumererar"; $string['searchforums'] = "Sök forum";
$string['subscribers'] = "Prenumeranter"; $string['searcholderposts'] = "Sök äldre inlägg...";
$string['subscribersto'] = "Prenumerera till '\$a'"; $string['searchresults'] = "Sökresultat";
$string['unsubscribe'] = "Avbeställ prenumeration från detta forum"; $string['sendinratings'] = "Sänd in mina senaste bedömningar/värderingar";
$string['youratedthis'] = "Du bedömde detta"; $string['showsubscribers'] = "Visa prenumeranter";
$string['yournewtopic'] = "Ditt nya diskussionsämne"; $string['singleforum'] = "Ett enkelt enskilt diskussionsämne";
$string['yourreply'] = "Ditt svar"; $string['startedby'] = "Påbörjad av:";
$string['subject'] = "Ämne";
?> $string['subscribe'] = "Prenumerera på detta forum";
$string['subscribed'] = "Prenumererar";
$string['subscribers'] = "Prenumeranter";
$string['subscribersto'] = "Prenumerera till '\$a'";
$string['subscribestart'] = "Skicka e-postkopior av inlägg i detta forum till mig ";
$string['subscribestop'] = "Skicka INTE e-postkopior av inlägg i detta forum till mig ";
$string['subscription'] = "Prenumeration";
$string['subscriptions'] = "Prenumerationer";
$string['unsubscribe'] = "Avbeställ prenumeration från detta forum";
$string['unsubscribed'] = "Avbeställd";
$string['youratedthis'] = "Du värderade detta";
$string['yournewtopic'] = "Ditt nya diskussionsämne";
$string['yourreply'] = "Ditt svar";
?>

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<?PHP // $Id$
// glossary.php - created with Moodle 1.1.1 (2003091111)
$string['addcomment'] = "Lägg till kommentarer";
$string['addentry'] = "Lägg till bidrag";
$string['allcategories'] = "Alla kategorier";
$string['allentries'] = "ALLA";
$string['allowcomments'] = "Tillåt kommentarer till bidrag";
$string['allowduplicatedentries'] = "Det är tillåtet med kopierade bidrag";
$string['alphabet'] = "A|B|C|D|E|F|G|H|I|J|K|L|M|N|O|P|Q|R|S|T|U|V|W|X|Y|Z|Å|Ä|Ö";
$string['answer'] = "Svar";
$string['approve'] = "Godkänn";
$string['areyousuredelete'] = "Är Du säker på att Du vill radera det här bidraget?";
$string['areyousuredeletecomment'] = "Är Du säker på att Du vill radera den här kommentaren?";
$string['ascending'] = "(stigande)";
$string['attachment'] = "Bifogad fil";
$string['back'] = "Tillbaka";
$string['casesensitive'] = "Det här bidraget gör <br />gör skillnad på stor och liten bokstav ";
$string['categories'] = "Kategorier";
$string['category'] = "Kategori";
$string['categorydeleted'] = "Borttagen kategori";
$string['categoryview'] = "Efter kategori";
$string['cnfallowcomments'] = "Ange huruvida en ord- och begreppslista som standardval ska acceptera kommentarer på bidrag ";
$string['cnfallowdupentries'] = "Ange huruvida en ord- och begreppslista som standardval ska tillåta att man bidrar med dubbletter ";
$string['cnfapprovalstatus'] = "Ange huruvida ett bidrag av studenter/elever/deltagare/lärande som standardval ska accepteras eller ej.";
$string['cnfcasesensitive'] = "Ange huruvida ett bidrag som standardval ska vara skiftlägeskänsligt när det länkas";
$string['cnffullmatch'] = "Ange huruvida ett bidrag som standardval ska matcha stor/liten bokstav i måltexten när det länkas";
$string['cnflinkentry'] = "Ange huruvida ett bidrag som standardval ska länkas automatiskt";
$string['cnflinkglossaries'] = "Ange huruvida en ord- och begreppslista som standardval ska länkas automatiskt";
$string['cnfstudentcanpost'] = "Ange huruvida studenterna/eleverna/deltagarna/de lärande som standardval ska kunna lägga in bidrag";
$string['comment'] = "Kommentar";
$string['commentdeleted'] = "Kommentaren har tagits bort";
$string['comments'] = "Kommentarer";
$string['commentson'] = "Kommentarer aktiverade";
$string['commentupdated'] = "Kommentaren har uppdaterats";
$string['concept'] = "Koncept";
$string['concepts'] = "Koncept";
$string['dateview'] = "Bläddra enligt datum ";
$string['defaultapproval'] = "Standardval för godkännande";
$string['definition'] = "Definition";
$string['definitions'] = "Definitioner";
$string['deleteentry'] = "Ta bort bidrag";
$string['deletingcomment'] = "Tar bort kommentar";
$string['deletingnoneemptycategory'] = "Om en kategori som inte är tom tas bort så kommer dess relationer med dess bidrag också att tas bort. Om Du vill ta bort dessa bidrag så kan Du göra det manuellt";
$string['descending'] = "(fallande)";
$string['displayformat'] = "Visa format?";
$string['displayformat2'] = "Komplett och med författare";
$string['displayformat3'] = "Encyklopedi";
$string['displayformat4'] = "FAQ";
$string['displayformat5'] = "Komplett men utan författare";
$string['displayformatcontinuous'] = "Fortsättande men utan författare";
$string['displayformatdefault'] = "Enkel, ordboksstil";
$string['editalias'] = "Redigera alias";
$string['editcategories'] = "Redigera kategorier";
$string['editentry'] = "Redigera bidrag";
$string['editingcomment'] = "Redigerar kommentar";
$string['entries'] = "Bidrag";
$string['entrieswithoutcategory'] = "Bidrag utan kategori";
$string['entry'] = "Bidrag";
$string['entryalreadyexist'] = "Bidraget finns redan";
$string['entryapproved'] = "Det här bidraget har godkänts";
$string['entrydeleted'] = "Bidraget är borttaget";
$string['entryexported'] = "Bidraget har framgångsrikt exporterats";
$string['entryishidden'] = "(det här bidraget är f n dolt)";
$string['entryusedynalink'] = "Det här bidraget bör<br /> vara automatiskt länkat";
$string['explainaddentry'] = "Lägg till ett nytt bidrag till den aktuella ord- och begreppslistan.<br />'Begrepp' och 'definition' är obligatoriska fält.";
$string['explainall'] = "<b>ALLA</b> kommer att visa alla bidrag på en sida";
$string['explainalphabet'] = "Välj den sida Du vill söka efter<p>";
$string['explainspecial'] = "<b>Special</b> kommer att visa alla begrepp som inte börjar med en bokstav<br />";
$string['exportedentry'] = "Exporterat bidrag";
$string['exportglossary'] = "Exportera ord- och begreppslista";
$string['exporttomainglossary'] = "Exportera till den övergripande (förklarande) ord- och begreppslistan";
$string['fillfields'] = "'Begrepp' och definition' är obligatoriska fält";
$string['fullmatch'] = "Matcha hela ord bara<br /><small>när de är automatiskt länkade</small>";
$string['glossarytype'] = "Typ av ord- och begreppslista";
$string['glosssaryexported'] = "Ord- och begreppslistan har exporterats";
$string['isglobal'] = "Är det här en global ord- och begreppslista?";
$string['mainglossary'] = "Den övergripande (förklarande) ord- och begreppslistan";
$string['maxtimehaspassed'] = "Ledsen, men maxtiden för att redigera den här kommentaren har gått ut (\$a)";
$string['modulename'] = "Ord- och begreppslista";
$string['modulenameplural'] = "Ord- och begreppslistor";
$string['newglossaryentries'] = "Nya bidrag till ord- och begreppslistan";
$string['nocomment'] = "Kunde inte hitta någon kommentar";
$string['nocomments'] = "(Det gick inte att hitta någon kommentar till det här bidraget)";
$string['noentries'] = "Hittade inga bidrag i den här sektionen";
$string['noentry'] = "Hittade inget bidrag";
$string['notcategorised'] = "Inte indelad i kategori";
$string['printerfriendly'] = "Utskriftsvänlig version";
$string['question'] = "Fråga";
$string['searchindefinition'] = "Sök i begrepp OCH definitioner?";
$string['secondaryglossary'] = "sekundär ord- och begreppslista";
$string['showall'] = "Visa länken 'ALLA'";
$string['showalphabet'] = "Visa alfabetet";
$string['showspecial'] = "Visa länken 'Special'";
$string['sortbycreation'] = "Enligt datum för tillkomst";
$string['sortbylastupdate'] = "Enligt senaste uppdateringen";
$string['sortchronogically'] = "Sortera kronologiskt";
$string['special'] = "Special";
$string['standardview'] = "Standardvy";
$string['studentcanpost'] = "Studenter/elever/deltagare/lärande kan lägga till bidrag";
$string['usedynalink'] = "Länka denna ord- och begreppslista automatiskt med andra ord- och begreppslista";
$string['waitingapproval'] = "Väntar på att bli accepterad";
$string['warningstudentcapost'] = "(Gäller bara om det inte handlar om den övergripande ord- och begreppslistan ";
$string['writtenby'] = "Av";
$string['youarenottheauthor'] = "Det är inte Du som har författat den här kommentaren och därför får Du inte redigera den.";
?>

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<P ALIGN=CENTER><B>Uppgiftstyp</B></P> <p align="center"><b>Typer av uppgifter</b></p>
<P>Det finns olika typer av uppgifter</P> <p>Det finns olika typer av uppgifter</p>
<P><B>Nedkopplad aktivitet (offline)</B> - detta är användbart när uppgiften utförs utanför <p><b>Offline aktivitet</b> - det h&auml;r &auml;r anv&auml;ndbart n&auml;r
Moodle. Studenter kan då se en beskrivning av uppgiften, men inte ladda upp filer eller något annat. uppgiften ska utf&ouml;ras utanf&ouml;r Moodle.
Lärare kan dock sätta betyg på alla studenter, och studenter kommer att kunna se anteckningar om sina betyg. De l&auml;rande kan se en beskrivning av uppgiften men de kan inte ladda upp filer eller n&aring;got annat.
Distansl&auml;raren kan dock bed&ouml;ma alla l&auml;rande och de l&auml;rande kan se meddelanden
<P><B>Uppladdning av en enstaka fil</B> - denna typ av uppgift tillåter alla studenter att ladda upp om sina betyg/omd&ouml;men.
en enskild fil, av vilken som helst typ. Detta kan vara ett Worddokument, eller en bild, en
zippad webbplats, eller vad som helst du ber studenten om. Lärare kan uppkopplad betygsätta uppgifter (online). <p><b>Att ladda upp en enskild fil</b> -
den h&auml;r typen av uppgift till&aring;ter alla l&auml;rande att ladda upp en enskild fil av valfri typ.
Det kan vara ett Word-dokument, en bild, en zippad webbsajt, eller vad Du nu vill att de ska skicka in.
Distansl&auml;raren kan s&auml;tta betyg p&aring;/avge omd&ouml;men om uppgifter online.

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<p><b>Uppgifter</b></p>
<ul>
<li><a href="help.php?module=assignment&file=mods.html">Uppgifter</a></li>
<li><a href="help.php?module=assignment&file=assignmenttype.html">Uppgiftstyp</a></li>
<li><a href="help.php?module=assignment&file=resubmit.html">Skicka in p&aring; nytt</a></li>
</ul>

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<p><img valign="absmiddle" src="<?php echo $CFG->wwwroot?>/mod/assignment/icon.gif">&nbsp;<b>Uppgifter</b></p>
<ul>
<p>
Uppgifter till&aring;ter distansl&auml;raren att formulera en uppgift som
inneb&auml;r att de l&auml;rande ska g&ouml;ra iordning digitalt inneh&aring;ll
(i valfritt format) och skicka in det till servern. Ess&auml;er, projekt, rapporter
osv &auml;r exempel p&aring; typiska uppgifter. Den h&auml;r modulen till&aring;ter
bed&ouml;mning/v&auml;rdering/betygss&auml;ttning.
</p>
</ul>

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<P ALIGN=CENTER><B>Återinsända uppgifter</B></P> <p align="center"><b>F&ouml;rnyad inskickning av uppgifter</b></p>
<P>Som standardval kan inte studenter skicka uppgifter när väl läraren har betygsatt <p>Standardvalet &auml;r att de l&auml;rande inte kan
dessa.</P> skicka in sina uppgifter igen n&auml;r distansl&auml;raren
v&auml;l har bed&ouml;mt/v&auml;rderat/betygssatt dem.
<P>Om du slår på detta val kommer studenter tillåtas att åter skicka in </p>
uppgifter efter det att de har betygsatts (för dig att åter sätta nytt betyg).
Detta kan vara användbart om läraren vill uppmuntra studenterna <p>
att utföra bättre arbete i en iterativ process.</P> Om Du aktiverar den h&auml;r valm&ouml;jligheten s&aring; kommer de l&auml;rande att kunna
skicka in sina (reviderade) uppgifter igen efter det att de har bed&ouml;mts/v&auml;rderats/betygssatts
<P>Uppenbarligen är denna möjlighet inte relevant för uppgifter offline.</P> (s&aring; att Du kan bed&ouml;ma/v&auml;rdera/betygss&auml;tta dem igen.) Det h&auml;r kan vara
praktiskt om distansl&auml;raren vill uppmuntra de l&auml;rande att f&ouml;rb&auml;ttra sina insatser
i en iterativ process.
</p>
<p>
Det g&auml;ller naturligtvis inte uppgifter som ska l&ouml;sas offline.
</p>

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<p><b>N&auml;rvaro</b> (utvecklingsmodul) </p>
<ul>
<li><a href="help.php?module=attendance&file=mods.html">N&auml;rvaro</a></li>
</ul>

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<p><img valign="absmiddle" src="<?php echo $CFG->wwwroot?>/mod/attendance/icon.gif">&nbsp;
<b>N&auml;rvaro</b></p>
<ul>
<p>
Den h&auml;r modulen l&aring;ter Dig f&ouml;ra n&auml;rvaro p&aring; varje
deltagare i en viss aktivitet.
</p>
</ul>

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<p align="center"><b>Att anv&auml;nda chatten</b></p>
<p>
Modulen f&ouml;r chat inneh&aring;ller n&aring;ga funktioner som ska g&ouml;ra det trevligare
att chatta.
</p>
<dl>
<dt><b>Smilies</b></dt>
<dd>
Alla "smilies (emoticons) som Du kan skriva in p&aring; andra st&auml;llen
i Moodle kan Du &auml;ven skriva in h&auml;r och de kommer att visas p&aring;
ett korrekt s&auml;tt. T ex :-) = <img src="pix/s/smiley.gif"> </dd>
<dt><b>L&auml;nkar</b></dt>
<dd>Internetadresser omvandlas automatiskt till l&auml;nkar</dd>
<dt><b>Att uttrycka k&auml;nslor</b></dt>
<dd>
Du kan inleda en rad med "/me" eller ":" f&ouml;r att uttrycka k&auml;nslor.
Om Du, till exempel, heter Lasse och skriver in ":skrattar"
eller "/me skrattar!" ts&aring; kommer alla att se "Lasse skrattar!"</dd>
<dt><b>Pipsignaler</b></dt>
<dd>
Du kan skicka ett ljud till andra genom att klicka p&aring; "pip"-l&auml;nken bredvid deras namn.
Du kan ocks&aring; skicka en signal till alla samtidigt genom att skriva "beep all".</dd>
<dt><b>HTML</b></dt>
<dd>
Om Du kan lite HTML-kod s&aring; kan Du anv&auml;nda det i Din text f&ouml;r att l&auml;gga in bilder,
spela upp ljud eller skapa text med olika f&auml;rger och storlekar.
</dd>
</dl>

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<p><b>Chat modulen</b></p>
<ul>
<li><a href="help.php?module=chat&file=chatting.html">Att anv&auml;nda chatten</a></li>
</ul>

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<p><img valign="absmiddle" src="<?php echo $CFG->wwwroot?>/mod/chat/icon.gif" />&nbsp;<b>Chattar</b></p>
<ul>
Chatmodulen l&aring;ter deltagarna att kommunicera i realtid via webben.
Det h&auml;r l&auml;mpar sig bra n&auml;r Du vill att de ska f&ouml;rst&aring;
varandra och &auml;mnet som diskuteras b&auml;ttre. Att kommunicera synkront (direkt)
skiljer sig en hel del fr&aring;n att kommunicera asynkront (indirekt - ej samtidigt)
Chatmodulen inneh&aring;ller ett antal funktioner f&ouml;r att hantera och
recensera diskussioner i chattens form.
</ul>

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<p><b>Opinionsunders&ouml;kningar</b></p>
<ul>
<li><a href="help.php?module=choice&file=options.html">Alternativ i en opinionsunders&ouml;kning</a>
</ul>

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<p><img valign="absmiddle" src="<?php echo $CFG->wwwroot?>/mod/choice/icon.gif">&nbsp;<b>Opinionsunders&ouml;kning</b></p>
<ul>
En opinionsunders&ouml;kning &auml;r en mycket enkel funktion. Distansl&auml;raren
st&auml;ller en fr&aring;ga och anger ett antal svarsalternativ.
Det kan vara bra f&ouml;r att stimulera reflekterandet kring ett diskussions&auml;mne,
f&ouml;r att l&aring;ta en grupp r&ouml;sta om en inriktning p&aring; kursen eller
f&ouml;r att samla underlag f&ouml;r forskning.
</ul>

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<P ALIGN=CENTER><B>Valmöjligheter</B></P> <p align="center"><b>Alternativ i en opinionsunders&ouml;kning</b></p>
<p>
<P>Här specificerar du vilka valmöjligheter deltagarna H&auml;r specifierar Du de alternativ som de l&auml;rande har att v&auml;lja bland.
kan välja från. </p>
<p>
<P>Du kan fylla i vilket som helst antal av dessa: det är OK Du kan fylla i valfritt antal av dessa. Det g&aring;r bra
att lämna några tomma, om du inte behöver alla 6 valmöjligheter. att l&auml;mna n&aring;gra tomma om Du inte beh&ouml;ver alla de sex alternativen.
</p>

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<p align="center"><b>'Cookies'</b></p>
<p>Den h&auml;r sajten anv&auml;nder tv&aring; 'cookies' ('cookies' &auml;r sm&aring; filer som kan
inneh&aring;lla en kort text. Servern kan lagra s&aring;dana filer p&aring; Din h&aring;rddisk.
N&auml;r Du &aring;terv&auml;nder till samma server s&aring; kan den komma ih&aring;g Dig.
Endast den server som har lagt in 'cookien' kan l&auml;sa den. 'Cookies' &auml;r inte en
ink&ouml;rsport f&ouml;r datavirus. Du kan sj&auml;lv, via Din webbl&auml;sares inst&auml;llningar,
best&auml;mma om Du vill till&aring;ta 'cookies' eller ej.)
</p>
<p>
Den viktigaste &auml;r 'cookien' f&ouml;r sessioner, vanligtvis kallad
<b>MoodleSession</b>.
Du m&aring;ste till&aring;ta denna 'cookie' i Din webbl&auml;sare
f&ouml;r att bibeh&aring;lla Din login-information fr&aring;n sida till sida i v&aring;r l&auml;romilj&ouml;.
N&auml;r Du loggar ut eller st&auml;nger av webbl&auml;saren tas 'cookien' automatiskt bort,
b&aring;de fr&aring;n Din webbl&auml;sare och fr&aring;n servern.
</p>
<p>
Den andra 'cookien' &auml;r bara till f&ouml;r ren bekv&auml;mlighet.
Den kallas oftast f&ouml;r n&aring;got i stil med <b>MOODLEID</b>.
Den kommer bara ih&aring;g Ditt anv&auml;ndarnamn i webbl&auml;saren.
Detta inneb&auml;r att n&auml;r Du bes&ouml;ker l&auml;romilj&ouml;n n&auml;sta g&aring;ng
s&aring; kommer anv&auml;ndarnamnet redan att vara ifyllt.
Du kan om Du vill avaktivera denna funktion. Det inneb&auml;r is&aring;fall bara
att Du m&aring;ste skriva in Ditt anv&auml;ndarnamn
varje g&aring;ng Du loggar in.
.</p>

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<p align="center"><b>Om kurser ska vara tillg&auml;ngliga eller inte</b></p>
<P>
Det h&auml;r alternativet till&aring;ter Dig att
'd&ouml;lja' Din kurs fullst&auml;ndigt.
</p>
<p>
Den kommer inte att synas p&aring; n&aring;gra kurslistor, f&ouml;rutom f&ouml;r
kursens distansl&auml;rare och systemets administrat&ouml;rer.
</p>
<p>
&Auml;ven om de l&auml;rande (eller n&aring;gon annan) f&ouml;rs&ouml;ker
ladda ner sidan direkt via kursens URL s&aring; kommer de inte att f&aring; tilltr&auml;de till den.
</p>

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<P ALIGN=CENTER><B>Kurskategorier</B></P> <p align="center"><b>Kategorier av kurser</b></p>
<P>Din Moodleadministratör kan sätta upp flera kurskategorier. <p>
Din administrat&ouml;r av Moodle kan ha satt upp
<P>Till exempel, &quot;Vetenskap&quot;, &quot;Humaniora&quot;, ett flertal kategorier av kurser.
&quot;Folkhälsa&quot; etc </p>
<p>
<P>Välj den mest närliggande för din kurs. Detta val kommer Till exempel, 'Naturvetenskap', 'Humaniora', 'Folkh&auml;lsa' etc.
att påverka hur din kurs presenteras i kurslistningen och kan </p>
göra det lättare för studenter att finna din kurs. <p>
V&auml;lj det som passar in b&auml;st p&aring; Din kurs.
Detta val kommer att p&aring;verka var i kurslistan Din kurs visas.
Detta g&ouml;r det l&auml;ttare f&ouml;r de l&auml;rande att hitta Din kurs.
</p>

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<P ALIGN=CENTER><B>Moodle kursformat</B></P> <p align="center"><b>Moodle course formats</b></p>
<P><B>Veckoformat</B></P> <p><b>Veckoformat</b></p>
<UL> <ul>
Kursen organiseras veckovis, med ett klart startdatum och ett klart slutdatum. Den h&auml;r kursen &auml;r organiserad enligt en bunden veckoplanering
Varje vecka består av aktiviteter. Några av dem, såsom journaler, kan med ett tydligt startdatum och ett slutdatum. Varje vecka inneh&aring;ller
ha &quot;öppna fönster&quot; för säg, två veckor efter vilka de inte kommer aktiviteter. En del av dessa, dagboken t ex kan ha f&ouml;nster som &auml;r &ouml;ppna,
att vara tillgängliga längre. i s&auml;g, tv&aring; veckor - d&auml;refter &auml;r de inte l&auml;ngre tillg&auml;ngliga.
</UL> </ul>
<P><B>Temaformat</B></P> <p><b>Momentformat</b></p>
<UL> <ul>
Mycket likt veckoformatet, med undantag för att varje &quot;vecka&quot; kallas Detta liknar veckoformatet, bortsett fr&aring;n att 'veckan' kallas 'moment'.
istället för ett tema. Ett &quot;tema&quot; har inga tidsbegränsingar. Du behöver Ett moment &auml;r inte bundet av ett tidschema, studietakten &auml;r fri.
inte dätta datumgränser. </ul>
</UL>
<p><b>Gemenskapsformat</b></p>
<P><B>Socialt format</B></P> <ul>
<UL> Det h&auml;r formatet &auml;r organiserat kring ett huvudforum, det sociala
Detta format är orienterat runt ett visst huvudforum, det sociala forumet, forumet som visas p&aring; kursens hemsida. Det &auml;r bra f&ouml;r situationer
vilket visas på huvudsidan. Det är användbart för situationer som har mestadels som kr&auml;ver en friare form. Det beh&ouml;ver inte ens vara en kurs. Det kan t ex vara
en fri form. De behöver inte ens vara kurser. Till exempel kan det användas för en anslagstavla f&ouml;r en avdelning.
en avdelnings anslagstavla. </ul>
</UL>

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<P ALIGN=CENTER><B>Kursens hela namn</B></P> <p align="center"><b>Kursens fullst&auml;ndiga namn</b></p>
<P>Kursens hela namn visas högst upp på skärmen <p>
och i kurslistningen.</P> Kursens fullst&auml;ndiga namn som visas l&auml;ngst uppe
p&aring; sk&auml;rmen och i kurslistorna.
</p>

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<p align="center"><b>Betyg - omd&ouml;men</b></p>
<p>
M&aring;nga av aktiviteterna g&aring;r att betygss&auml;tta eller
avge omd&ouml;men om.
</p>
<p>
Standardvalet &auml;r att en &ouml;versikt av
alla betygs-/omd&ouml;mesresultat visas p&aring;
Betygs/Omd&ouml;messidan. Den kan n&aring;s fr&aring;n kursens
hemsida.
</p>
<p>
Om distansl&auml;raren inte vill anv&auml;nda betyg/omd&ouml;men
p&aring; en kurs, eller bara vill d&ouml;lja s&aring;dan information
f&ouml;r de l&auml;rande s&aring; kan han/hon avaktivera denna visning
i 'Inst&auml;llningar f&ouml;r kursen'. Detta hindrar inte att man
kan s&auml;tta betyg/avge omd&ouml;men p&aring; individuella aktiviteter.
Det inneb&auml;r bara att de l&auml;rande inte f&aring;r se denna information.
</p>

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<P ALIGN=CENTER><B>Kursens nyheter</B></P> <p align="center"><b>Kursnyheter</b></p>
<P>Ett speciellt forum kallas &quot;Nyheter&quot; <p>
och visas i &quot;vecko-&quot; och &quot;temakurs&quot; I de b&aring;da formaten 'Veckoformat' och 'Momentformat'
formaten. Det är ett bra ställe att posta sina finns ett speciellt forum som kallas 'Nyheter'.
meddelande till alla studenter för att se. Det &auml;r ett bra st&auml;lle att publicera nyhetsnotiser
(Som standard kommer alla studenter att prenumerera som alla l&auml;rande kan se. Standardvalet &auml;r att alla
på detta forum, och de kommer att få meddelanden via epost.) l&auml;rande prenumererar p&aring; detta forum och att de kommer
att f&aring; Dina nyhetsnotiser med e-post.
<P>Denna inställning bestämmer hur många av de senaste </p>
nyheterna som kommer att visas på hemsidan i en nyhetsruta <p>
längst ut på höger sida. Den h&auml;r inst&auml;llningen avg&ouml;r hur m&aring;nga
aktuella notiser som ska visas p&aring; hemsidan f&ouml;r Din
<P>Om du sätter det till &quot;0 nyheter&quot; så kommer kurs. Detta i en nyhetsbox nere p&aring; h&ouml;ger sida.
nyhetsrutan inte ens att visas. <p>
Om Du st&auml;ller in detta till '0 nyhetsnotiser'
s&aring; kommer inte ens nyhetsboxen att synas.
</p>

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<P ALIGN=CENTER><B>Kursnummer för veckor/teman</B></P> <p align="center"><b>Antal veckor eller moment i kursen</b></p>
<P>Denna inställning används bara för 'vecko-' och <p>
'temakurs' formaten. Det h&auml;r alternativet fungerar bara f&ouml;r
'Vecko'- och 'Moment'-formaten.
<P>I 'vecko' formatet, anger det antalet veckor </p>
som kursen kommer att hållas, med start från kursens startdatum. <p>
I 'Vecko'-formatet anger Du, med b&ouml;rjan fr&aring;n startdatumet, hur m&aring;nga
<P>I 'tema' formatet, anger det antalet teman i kursen. veckor kursen p&aring;g&aring;r.
</p>
<P>Bägge dessa innebär visningen av antalet rutor som uppträder <p>
i mitten av kurssidan. I 'Moment'-formatet anger Du antalet
moment i kursen.
</p>
<p>
B&aring;da dessa visar sig som ett antal (text)boxar l&auml;ngs
mitten p&aring; kursens hemsida.
</p>

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<P ALIGN=CENTER><B>Senast aktivitet</B></P> <p align="center"><b>Nyligen genomf&ouml;rda aktiviteter</b></p>
<P>Moodle kan visa &quot;senast aktivitet&quot; för kursens hemsida. <p>
<P>Detta visar allt som hänt i kursen senast betraktaren loggade in Moodle kan visa 'nyligen genomf&ouml;rda aktiviteter'
på kursen, inkluderande nya postningar, nya användare, bidrag av journaler p&aring; kursens hemsida.
etc. </p>
<p>
<P>Det rekommenderas starkt att du lämnar denna funktion påslagen Detta visar allt som har h&auml;nt p&aring; kursen sedan bes&ouml;karens
för din kurs, då det hjälper att de en klänsla av aktivitet i kursen. senaste login till kursen, t ex nya inl&auml;gg, nya anv&auml;ndare,
Att veta om vad alla andra gör hjälper också att skapa en atmosfär av inskickade bidrag till dagboken osv. Vilken information som visas beror p&aring;
samarbetsvilja i klassen. vilka r&auml;ttigheter och beh&ouml;righeter den inloggade personen har.</p>
<p>
<P>Du kan vilja slå av denna funktion för extremt stora eller Vi rekommenderar starkt att Du l&aring;ter denna funktion
tungt använda kurser, då den kan slöa ner visningen av sidan. vara aktiverad i Dina kurser eftersom det ger Dig (och Dina anv&auml;ndare) en uppfattning om
aktiviteten i kursen. Om man vet vad de andra h&aring;ller p&aring;
med s&aring; f&ouml;rst&auml;rker det allas k&auml;nsla f&ouml;r samarbete p&aring;
kursen.
</p>
<p>
Du kan t&auml;nkas vilja avaktivera detta f&ouml;r kurser som
&auml;r extremt stora eller som anv&auml;nds v&auml;ldigt mycket
eftersom det kan g&ouml;ra visningen av kursens hemsida l&aring;ngsammare.
</p>

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<p align="center"><b>Rapporter &ouml;ver deltagarnas aktiviteter p&aring; kursen</b></p>
<p>
Varje aktiv deltagare f&aring;r se rapporter &ouml;ver de egna aktiviteterna
i den aktuella kursen. Det finns b&aring;de listor &ouml;ver deltagarens
bidrag och detaljerade loggar &ouml;ver n&auml;r deltagaren har kopplat
upp sig.
</p>
<p>
(Distans)l&auml;rare kan alltid f&aring; tillg&aring;ng till dessa
rapporter genom att anv&auml;nda knappen '&ouml;gat' (visa) p&aring; varje
deltagares profilsida.
</p>
<p>
Studenternas/elevernas/deltagarnas/de l&auml;randes tillg&aring;ng
till sina egna rapporter kontrolleras av (distans)l&auml;raren via
en inst&auml;llning f&ouml;r kursen.
F&ouml;r en del kurser kan detta vara ett anv&auml;ndbart verktyg
f&ouml;r att f&aring; studenterna/eleverna/deltagarna/de l&auml;rande
att reflektera &ouml;ver sina insatser och hur de framst&aring;r
i denna (p&aring; sitt s&auml;tt) offentliga milj&ouml;.
Det &auml;r dock kanske inte alltid n&ouml;dv&auml;ndigt.
</p>
<p>
En annan anledning till att avaktivera detta &auml;r att rapporten
kan komma att belasta servern i on&ouml;dan. F&ouml;r kurser med m&aring;nga deltagare
eller kurser som varar l&auml;nge kan det vara effektivare att avaktivera denna funktion.
<p>

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<P ALIGN=CENTER><B>Kursens kortnamn</B></P> <p align="center"><b>Kortnamn p&aring; kursen</b></p>
<P>Många institutioner använder kortnamn för att referera till en kurs, <p>
såsom BP102 eller COMMS. Även om du inte redan har ett namn för din M&aring;nga institutioner har kortnamn p&aring; sina kurser som t ex
kurs kan du hitta på ett här. Det kommer att användas på flera ställen BP102 eller COMMS. &Auml;ven om Du inte redan har ett s&aring;dant namn
där det långa namnet inte är lämpligt (såsom i ämnesraden på ett epost brev). s&aring; kan Du hitta p&aring; ett h&auml;r. Det kommer att anv&auml;ndas
</P> p&aring; ett flertal st&auml;llen d&auml;r det l&aring;nga namnet inte
passar, som t ex p&aring; &auml;mnesraden i ett e-postmeddelande.
</p>

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<P ALIGN=CENTER><B>Kursens startdatum</B></P> <p align="center"><b>Kursens startdatum</b></p>
<P>Det är här du specificerar starttiden för <p>
kursen (i din egen tidszon). Det &auml;r h&auml;r Du anger startdatum f&ouml;r Din kurs,
i Din egen tidszon.
<P>Om du använder 'veckor' formatet, kommer detta påverka </p>
visningen av veckorna. Den första veckan kommer att <p>
starta med det datum du anger här. Om Du anv&auml;nder 'Vecko'-format p&aring; kursen s&aring;
kommer detta att p&aring;verka hur veckorna visas.
<P>Denna inställning kommer inte att påverka kurser som använder Den f&ouml;rsta veckan kommer att b&ouml;rja p&aring; det datum
'sociala' eller 'tema' formaten. som Du st&auml;ller in h&auml;r.
</p>
<P>Men ett ställe som kommer att påverkas är visningen av loggar, <p>
som kommer att använda detta datum som sin tidigast möjliga datum Den h&auml;r inst&auml;llningen kommer inte att p&aring;verka
som du kan visa. de kurser som anv&auml;nder 'Gemenskaps-' eller 'Moment'-format.
</p>
<P>Generellt sett, om din kurs har ett verkligt startdatum <p>
så är det meningsfullt att sätta datumet till detta, oavsett Inst&auml;llningen kommer dock att p&aring;verka
vilket format du använder. hur loggarna visas. De anv&auml;nder detta datum som det f&ouml;rsta
m&ouml;jliga datumet som Du kan visa.
</p>
<p>
Rent allm&auml;nt s&aring; kan det, oavsett kursformat, vara bra att st&auml;lla in startdatum om Din kurs
har ett faktiskt s&aring;dant.
</p>

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<p align="center"><b>Storleken p&aring; de filer som f&aring;r laddas upp till kursen</b></p>
<p>
Den h&auml;r inst&auml;llningen best&auml;mmer maximal storlek
p&aring; de filer som de l&auml;rande f&aring;r ladda upp till kursen.
Det finns dock ocks&aring; en &ouml;vergripande ins&auml;llning f&ouml;r
hela webbsajten som administrat&ouml;ren har angivit.
</p>
<p>
Du kan ytterligare begr&auml;nsa denna storlek genom
inst&auml;llningarna f&ouml;r varje aktivitetsmodul.
</p>

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<p align="center"><b>L&auml;gga till &auml;mnen</b></p>
<p>
Du kan anv&auml;nda den h&auml;r l&auml;nken f&ouml;r att l&auml;gga till
ett &auml;mne till dialogen. Det &auml;r l&auml;mpligt att alltid ha ett &auml;mne
f&ouml;r dialogen f&ouml;r det g&ouml;r att man beh&aring;ller fokus p&aring; saken
och p&aring; svaren p&aring; &auml;mnet. Om Du vill b&ouml;rja kommunicera om ett annat
&auml;mne s&aring; &auml;r det b&auml;ttre att st&auml;nga den aktuella dialogen och inleda
en ny.
</p>

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<p align="center"><b>Att avsluta dialoger</b></p>
<p>
Du kan n&auml;r som helst avsluta en dialog. Att avsluta
dialogen inneb&auml;r att Du tar bort den fr&aring;n listan, dvs att
de inte visas p&aring; den h&auml;r sidan.
</p>
<p>
Du kan &ouml;ppna och titta p&aring; avslutade dialoger men Du kan inte
l&auml;gga till n&aring;got i dem. S&aring; sm&aring;ningom tas dock
avslutade dialoger bort helt och h&aring;llet.
</p>
<p>
Om du avslutar den h&auml;r dialogen s&aring; m&aring;ste Du inleda en ny
om Du vill forts&auml;tta att 'tala' med den personen. Denna person kommer
&aring;terigen att visas p&aring; listan &ouml;ver personer som Du kan
inleda en dialog med.
</p>

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<p align="center"><b>Att ta bort dialoger</b></p>
<p>
Med det h&auml;r alternativet anger Du hur l&auml;nge det ska ta innan
AVSLUTADE dialoger tas bort.
</p>
<p>
Om Du v&auml;ljer '0' h&auml;r s&aring; kommer inga dialoger n&aring;gonsin
att tas bort.
</p>

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<p align="center"><b>Typer av dialoger</b></p>
<p>Det finns tre typer av dialoger.</p>
<ol><li><b>(Distans)l&auml;rare till studenter/elever/deltagare/l&auml;rande</b>
<br />
Det h&auml;r till&aring;ter dialoger mellan (distans)l&auml;rare och
studenter/elever/deltagare/l&auml;rande. Dialoger kan inledas av den ena eller den andra parten.
I listan &ouml;ver personer kan (distans)l&auml;rare bara se studenter/elever/deltagare/l&auml;rande
och vice versa.</li>
<li><b>Studenter/elever/deltagare/l&auml;rande till studenter/elever/deltagare/l&auml;rande</b>
<br />
Det h&auml;r till&aring;ter dialoger mellan studenter/elever/deltagare/l&auml;rande.
<br />
(Distans)l&auml;rare &auml;r <b>INTE ALLS</b> inblandade i den h&auml;r typen av dialog.</li>
<li><b>Alla</b>
<br />
Det h&auml;r till&aring;ter var och en i en studiegrupp/klass att inleda en dialog
</li>
</ol>

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<p><b>Dialoger</b> (utvecklingsmodul)</p>
<ul>
<li><a href="help.php?module=dialogue&file=mods.html">Dialoger 1</a></li>
<li><a href="help.php?module=dialogue&file=info.html">Dialoger 2</a></li>
<li><a href="help.php?module=dialogue&file=dialoguetype.html">Olika typer av dialoger</a></li>
<li><a href="help.php?module=dialogue&file=addsubject.html">L&auml;gga till &auml;mnen</a></li>
<li><a href="help.php?module=dialogue&file=deleteafter.html">Att ta bort dialoger</a></li>
<li><a href="help.php?module=dialogue&file=multiple.html">Flera dialoger samtidigt mellan samma personer</a></li>
<li><a href="help.php?module=dialogue&file=maildefault.html">Ange standardvalet f&ouml;r e-post</a></li>
<li><a href="help.php?module=dialogue&file=sendmail.html">Att skicka e-postmeddelanden</a></li>
</ul>

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<img valign="absmiddle" src="<?php echo $CFG->wwwroot?>/mod/dialogue/icon.gif" /> &nbsp;<b>Dialoger 2</b></p>
<p>
Den h&auml;r modulen erbjuder en enkel metod f&ouml;r kommunikation mellan ett par
anv&auml;ndare. En (distans)l&auml;rare kan inleda en dialog med en student/elev/deltagare/l&auml;rande
och vice versa. Studenter/elever/deltagare/l&auml;rande kan inleda dialoger med varandra.
Var och en kan vara engagerad i m&aring;nga dialoger samtidigt.
</p>
<p>
En dialog kan inneh&aring;lla hur m&aring;nga inl&auml;gg som helst, normalt sett
s&aring; ing&aring;r det ett antal inl&auml;gg och d&auml;rtill h&ouml;rande svar.
B&aring;da parter kan l&auml;mna bidrag n&auml;r som helst.
</p>
<p>
Du, eller den Andre, kan avsluta en dialog n&auml;r som helst.
Avslutade dialoger kan inte &aring;ter&ouml;ppnas. En avslutad dialog
kan dock l&auml;sas av endera parten, under f&ouml;ruts&auml;ttning f&ouml;rst&aring;s
att den fortfarande finns...
</p>
<p>
Modulen tar bort avslutade dialoger och allt inneh&aring;ll i dem
efter en viss angiven tid. Denna tid anges n&auml;r dialogen inleds.
</p>

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<p align="center"><b>Ange standardvalet f&ouml;r e-post</b></p>
<p>
Det h&auml;r anger standardvalet f&ouml;r 'Skicka detta meddelande med e-post'
n&auml;r n&aring;gon g&ouml;r ett nytt inl&auml;gg. Om Du anger 'Ja' f&ouml;r det
h&auml;r alternativet s&aring; kommer kryssrutan f&ouml;r 'Skicka e-post' att markeras.
</p>

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<p><img valign="absmiddle" src="<?php echo $CFG->wwwroot?>/mod/dialogue/icon.gif" />&nbsp;<b>Dialoger 1</b></p>
<ul>
Den h&auml;r modulen erbjuder Dig en annan enkel metod f&ouml;r att l&aring;ta
ett par anv&auml;ndare kommunicera. En distansl&auml;rare kan &ouml;ppna en
dialog med en student/elev/deltagare/l&auml;rande och vice versa. Studenter/elever/deltagare/l&auml;rande
kan ocks&aring; &ouml;ppna dialoger med varandra. En distansl&auml;rare eller
en student/elev/deltagare/l&auml;rande kan vara aktiv i m&aring;nga samtidigt p&aring;g&aring;ende
dialoger.
</ul>

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<p align="center"><b>Flera dialoger samtidigt mellan samma personer</b></p>
<p>
Det h&auml;r alternativet till&aring;ter en person att inleda mer &auml;n en
dialog med n&aring;gon annan. Standardvalet &auml;r 'Nej', vilket inneb&auml;r
att man bara kan inleda en dialog med samma person.
</p>
<p>
Att till&aring;ta flera dialoger kan leda till att systemet missbrukas.
En del kan r&aring;ka ut f&ouml;r det att andra inleder m&aring;nga o&ouml;nskade
dialoger med dem.
</p>

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<p align="center"><b>Att skicka e-postmeddelanden</b></p>
<p>
Om den h&auml;r kryssrutan &auml;r markerad s&aring; kommer ett meddelande att skickas
till den Andre. I meddelande finns det information om att Du har lagt till n&aring;got i
en dialog med dem (eller att Du har inlett en ny). Meddelandet inneh&aring;ller <b>INTE</b>
inte inl&auml;gget, bara information om det och, n&auml;r Du finner det l&auml;mpligt,
en l&auml;nk till sj&auml;lva dialogen.
</p>
<p>
Du beh&ouml;ver egentligen bara skicka s&aring;dana meddelanden om Du
tror att det &auml;r osannolikt att den Andre kommer att se Ditt inl&auml;gg.
Den Andre kanske inte bes&ouml;ker dialogen regelbundet.
I deltagarf&ouml;rteckningen kan Du se n&auml;r denne senast var aktiv p&aring; kursen.
</p>

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<p align="center"><b>Att skriva</b></p>
<p>
N&auml;r Du skriver texter som andra ska l&auml;sa
b&ouml;r Du f&ouml;rs&ouml;ka att skriva direkt till Din m&aring;lgrupp.
</p>
<p>
F&ouml;rklara Dina id&eacute;er s&aring; klart och tydligt som Du kan
f&ouml;r att undvika missf&ouml;rst&aring;nd. Undvik l&aring;nga ord om Du kan.
</p>
<p>
I en dialog &auml;r det alltid bra om Dina inl&auml;gg &auml;r korta och om de
h&aring;ller sig till saken. Du kan alltid avsluta en dialog och starta en ny
om Du vill byta &auml;mne.
<p>
N&auml;r Du svarar p&aring; andras inl&auml;gg s&aring; kan Du f&ouml;rs&ouml;ka
komma p&aring; fr&aring;gor som v&auml;cker intresse. Detta kommer att hj&auml;lpa
b&aring;de Dig och den Andre att reflektera &ouml;ver, och att l&auml;ra om, &auml;mnet
som ni diskuterar.
</p>
<p align="right"><a href="help.php?file=questions.html">Mer info om att st&auml;lla fr&aring;gor</a></p>
<p align="right"><a href="help.php?file=reading.html">Mer info om att l&auml;sa</a></p>

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<p align="center"><b>Att anv&auml;nda 'smilies'(emoticons)</b></p>
<table border="1" align="center">
<tr valign="top">
<td>
<table border="0" align="center" cellpadding="5">
<tr>
<td><a href="javascript:inserttext(':-)')"><img border="0" hspace="10" src="pix/s/smiley.gif" width="15" height="15"></a></td>
<td>Ler</td>
<td><font face="courier">:-)</td>
</tr>
<tr>
<td><a href="javascript:inserttext(':-D')"><img alt border="0" hspace="10" src="pix/s/biggrin.gif" width="15" height="15"></a></td>
<td>Stort leende</td>
<td><font face="courier">:-D</td>
</tr>
<tr>
<td><a href="javascript:inserttext(';-)')"><img alt border="0" hspace="10" src="pix/s/wink.gif" width="15" height="15"></a></td>
<td>Blinkar</td>
<td><font face="courier">;-)</td>
</tr>
<tr>
<td><a href="javascript:inserttext(':-/')"><img alt border="0" hspace="10" src="pix/s/mixed.gif" width="15" height="15"></a></td>
<td>Blandade k&auml;nslor</td>
<td><font face="courier">:-/</td>
</tr>
<tr>
<td><a href="javascript:inserttext('V-.')"><img alt border="0" hspace="10" src="pix/s/thoughtful.gif" width="15" height="15"></a></td>
<td>Fundersam</td>
<td><font face="courier">V-.</font></td>
</tr>
<tr>
<td><a href="javascript:inserttext(':-P')"><img alt border="0" hspace="10" src="pix/s/tongueout.gif" width="15" height="15"></a></td>
<td>R&auml;cka ut tungan</td>
<td><font face="courier">:-P</td>
</tr>
<tr>
<td><a href="javascript:inserttext('B-)')"><img alt border="0" hspace="10" src="pix/s/cool.gif" width="15" height="15"></a></td>
<td>Avsp&auml;nd</td>
<td><font face="courier">B-)</td>
</tr>
<tr>
<td><a href="javascript:inserttext('^-)')"><img alt border="0" hspace="10" src="pix/s/approve.gif" width="15" height="15"></a></td>
<td>H&aring;ller med</td>
<td><font face="courier">^-)</td>
</tr>
<tr>
<td><a href="javascript:inserttext('8-)')"><img alt border="0" hspace="10" src="pix/s/wideeyes.gif" width="15" height="15"></a></td>
<td>Stor f&ouml;rundran</td>
<td><font face="courier">8-)</td>
</tr>
<tr>
<td><a href="javascript:inserttext('8-o')"><img alt border="0" hspace="10" src="pix/s/surprise.gif" width="15" height="15"></a></td>
<td>&Ouml;verraskad</td>
<td><font face="courier">8-o</td>
</tr>
</table>
</td>
<td>
<table border="0" align="center" cellpadding="5">
<tr>
<td><a href="javascript:inserttext(':-(')"><img alt border="0" hspace="10" src="pix/s/sad.gif" width="15" height="15"></a></td>
<td>Bedr&ouml;vad</td>
<td><font face="courier">:-(</td>
</tr>
<tr>
<td><a href="javascript:inserttext('8-.')"><img alt border="0" hspace="10" src="pix/s/shy.gif" width="15" height="15"></a></td>
<td>Blyg</td>
<td><font face="courier">8-.</td>
</tr>
<tr>
<td><a href="javascript:inserttext(':-I')"><img alt border="0" hspace="10" src="pix/s/blush.gif" width="15" height="15"></a></td>
<td>Rodnar</td>
<td><font face="courier">:-I</td>
</tr>
<tr>
<td><a href="javascript:inserttext(':-X')"><img alt border="0" hspace="10" src="pix/s/kiss.gif" width="15" height="15"></a></td>
<td>Kyssar</td>
<td><font face="courier">:-X</td>
</tr>
<tr>
<td><a href="javascript:inserttext(':o)')"><img alt border="0" hspace="10" src="pix/s/clown.gif" width="15" height="15"></a></td>
<td>Pajas</td>
<td><font face="courier">:o)</td>
</tr>
<tr>
<td><a href="javascript:inserttext('P-|')"><img alt border="0" hspace="10" src="pix/s/blackeye.gif" width="15" height="15"></a></td>
<td>Bl&aring;&ouml;ga</td>
<td><font face="courier">P-|</td>
</tr>
<tr>
<td><a href="javascript:inserttext('8-[')"><img alt border="0" hspace="10" src="pix/s/angry.gif" width="15" height="15"></a></td>
<td>Arg</td>
<td><font face="courier">8-[</td>
</tr>
<tr>
<td><a href="javascript:inserttext('xx-P')"><img alt border="0" hspace="10" src="pix/s/dead.gif" width="15" height="15"></a></td>
<td>D&ouml;d...</td>
<td><font face="courier">xx-P</td>
</tr>
<tr>
<td><a href="javascript:inserttext('|-.')"><img alt border="0" hspace="10" src="pix/s/sleepy.gif" width="15" height="15"></a></td>
<td>S&ouml;mnig</td>
<td><font face="courier">|-.</td>
</tr>
<tr>
<td><a href="javascript:inserttext('}-]')"><img alt border="0" hspace="10" src="pix/s/evil.gif" width="15" height="15"></a></td>
<td>Ond</td>
<td><font face="courier">}-]</td>
</tr>
</table>
</table>
<p>
N&auml;r man skriver online s&aring; kan det ibland vara sv&aring;rt att uttrycka
k&auml;nslor med ren text. De h&auml;r sm&aring; ikonerna kan vara till hj&auml;lp.
</p>
<p>
F&ouml;r att l&auml;gga in dessa ikoner i Din text s&aring; beh&ouml;ver Du bara
klicka p&aring; vald ikon eller skriva in den d&auml;rmed sammanh&auml;ngande textkoden direkt.
</p>
<p>
L&auml;gg m&auml;rke till att dessa koder i sig sj&auml;lva
ser ut som sm&aring; bilder. Vrid bara p&aring; huvudet till
v&auml;nster n&auml;r Du tittar p&aring; dem.
</p>

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<P ALIGN=CENTER><B>Kursnyckel vid antagning</B></P> <p align="center"><b>Nyckel f&ouml;r kursregistrering</b></p>
<p>
<P>En kursnyckel vid antagning är det som håller oönskade Med en nyckel f&ouml;r kursregistrering kan Du se till att obeh&ouml;riga
personer utanför dina kurser. personer inte kommer in i Din kurs.
</p>
<P>Om du lämnar detta fält blankt, så kan vem som helst <p>
som skapat ett användarnamn i Moodle antas i din kurs bara Om Du l&auml;mnar det h&auml;r alternativet tomt s&aring;
genom att gå in i den kursen. kan vem som helst som har skapat ett anv&auml;ndarnamn
p&aring; den h&auml;r sajten registrera sig p&aring; kursen
<P>Om du skriver något här kommer studenter som försöker att genom att bara klicka sig in till den.
komma in FÖR FÖRSTA GÅNGEN ENDAST uppmanas att ange detta </p>
ord eller fras. <p>
Om Du skriver in n&aring;got h&auml;r s&aring; kommer de l&auml;rande
<P>Iden är att du bidrar med nyckeln för auktoriserade personer som f&ouml;rs&ouml;ker komma in till kursen att bli ombedda att ange detta
som använder andra kommunikationer som privat epost, vanlig post, ord. Detta g&auml;ller bara f&ouml;rsta g&aring;ngen som de loggar in.
eller telefon eller även vanlig verbal förmedling direkt </p>
ansikte mot ansikte. <p>
Tanken &auml;r att Du ska f&ouml;rse endast l&auml;rande som
<P>Om detta lösenord &quot;kommer ut&quot; och du får oönskade antagits till kursen med en nyckel. Det g&ouml;r Du via e-post, vanlig post,
personer som antas, kan du relegera dom (se deras användarprofiler) per telefon eller muntligen vid en fysisk tr&auml;ff.
och ändra denna nyckel. Alla legitima studenter som redan är </p>
antagna kommer inte att påverkas, men de oönskade personerna <p>
kommer inte att kunna komma in igen. Om det h&auml;r l&ouml;senordet 'kommer p&aring; drift' och o&ouml;nskade
personer tar sig in s&aring; kan Du avregistrera dem (kolla deras anv&auml;ndarprofil)
och &auml;ndra nyckeln. De legitima l&auml;rande som redan &auml;r inskrivna och klara
kommer inte att p&aring;verkas av detta men de o&ouml;nskade kommer inte in igen.
</p>

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<p align="center"><b>Administration</b></p>
<p>
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.</p>
<ol><li>The teacher's grade for the student's (initial) assessment of their own work.
This can be termed the &quot;grading grade&quot;. 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...
<li>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.
</ol>
<p>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.</p>
<p>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.
</p>

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<p align="center"><b>Komponenter i en uppgift</b></p>
<p>
F&ouml;r att underl&auml;tta betygss&auml;ttningen b&ouml;r en Workshop-uppgift
ha ett rimligt antal 'komponenter' att bedöma/värdera/betygssätta. Varje komponent
b&ouml;r t&auml;cka n&aring;gon viktig aspekt av uppgiften. I normalfallet kommer
en uppgift att best&aring; av 5 till 15 komponenter som ska
kommenteras och f&aring; ett betyg eller ett omd&ouml;me i n&aring;gon form.
Hur m&aring;nga det blir i det enskilda fallet beror p&aring; hur komplex och omfattande
uppgiften &auml;r. Du kan skapa en uppgift som best&aring;r av bara en komponent och
som har en strategi f&ouml;r bed&ouml;mning/v&auml;rdering/betygss&auml;ttning
som liknar den i standardmodulen f&ouml;r uppgifter i Moodle.
</p>
<p>
De typer av komponenter som beror p&aring; strategin f&ouml;r hur uppgiften betygss&auml;tts/f&aring;r ett omd&ouml;me
&auml;r f&ouml;ljande:
<p><b>Inte betygssatt</b>
<br />
Komponenterna &auml;r beskrivningar av aspekter p&aring; uppgiften.
Bed&ouml;maren/v&auml;rderaren/betygss&auml;ttaren ombeds att kommentera
dessa aspekter. Liksom f&ouml;r alla strategierna f&ouml;r att s&auml;tta betyg/avge omd&ouml;men
s&aring; finns det ocks&aring; ett utrymme f&ouml;r allm&auml;nna kommentarer.
</p>
<br /><b>Ackumulerande betygss&auml;ttning.</b>
<br />
Komponenterna har f&ouml;ljande tre egenskaper:
<ol>
<li>
BESKRIVNINGEN av komponenten. Den b&ouml;r klart uttala vilken aspekt av uppgiften
det &auml;r som ska bedömas/värderas/betygssättas. Om bed&ouml;mningen/v&auml;rderingen/betygss&auml;ttningen
&auml;r kvalitativ s&aring; b&ouml;r Du ange vad som ska anses vara utm&auml;rkt, medel och svagt.
</li>
<li>
SKALAN f&ouml;r komponenten. Det finns ett antal f&ouml;rdefinierade skalor.
De har en vidd fr&aring;n enkla 'Ja/Nej'-skalor, via flerpo&auml;ngsskalor till
en skala f&ouml;r upp till 100%. Varje komponent har sin egen skala som Du b&ouml;r v&auml;lja
i syfte att spegla alla de variationer som &auml;r m&ouml;jliga f&ouml;r den komponenten.
L&auml;gg m&auml;rke till att skalan INTE avg&ouml;r komponentens betydelse n&auml;r
det &ouml;vergripande betyget/omd&ouml;met ska ber&auml;knas. En tv&aring;po&auml;ngsskala
har samma betydelse som en hundrapo&auml;ngsskala om de tv&aring; komponenterna har samma viktade
v&auml;rde...
</li>
<li>
Det VIKTADE V&Auml;RDET av komponenten. Som standardval har alla komponenter samm
betydelse n&auml;r n&auml;r det &ouml;vergripande betyget/omd&ouml;met f&ouml;r uppgiften
ska ber&auml;knas. Detta kan Du &auml;ndra genom att ange ett l&auml;gre v&auml;rde f&ouml;r
mindre viktiga komponenter och ett h&ouml;gre f&ouml;r dem som &auml;r viktigare. Om Du
&auml;ndra de VIKTADE V&Auml;RDENA s&aring; f&ouml;r&auml;ndras inte maxbetyget. Det v&auml;rdet
best&auml;ms av det maxbetyg som Du anger f&ouml;r uppgiften p&aring; 'peer'-niv&aring;.
Du kan &auml;ven ange negativa VIKTADE V&Auml;RDEN. Detta &auml;r en experimentell egenskap.
</li>
</ol>
<p><b>Betyg/omd&ouml;men utifr&aring;n en skala av m&ouml;jliga felaktigheter/brister.</b>
<br />
I normalfallet kommer komponenterna att beskriva vissa element eller aspekter som m&aring;ste
ing&aring; i uppgiften. Bed&ouml;mningen/v&auml;rderingen/betygss&auml;ttningen g&ouml;rs utifr&aring;n
huruvida dessa element och aspekter &auml;r beaktade eller inte. (Distans)l&auml;raren m&aring;ste
i betygs/omd&ouml;mestabellen ange vilka betyg/omd&ouml;men som ska g&auml;lla om alla &auml;r beaktade,
om en eller tv&aring; saknas osv. Om vissa element &auml;r viktigare &auml;n andra s&aring; kan de viktas
h&ouml;gre &auml;n andra. Den &ouml;vergripande 'felr&auml;kningen' utg&ouml;rs av en viktad summa av
element som saknas. Bed&ouml;maren/v&auml;rderaren/betygss&auml;ttaren kan alltid g&ouml;ra mindre justeringar
betr&auml;ffande dessa f&ouml;reslagna betyg/omd&ouml;men.
</p>
<p><b>Betyg/omd&ouml;men i enlighet med kriterier.</b>
<br />
Komponenterna kommer att erbjuda ett antal kritererier f&ouml;r olika niv&aring;er. Dessa kriterier
kan anv&auml;ndas f&ouml;r att rangordna uppgiftsl&ouml;sningar.
Kriterierna kan vara <i>kumulativa</i> som (fortl&ouml;pande samlar till en helhet)
eller ocks&aring; kan de vara frist&aring;ende i och f&ouml;r att bed&ouml;mas/v&auml;rderas var f&ouml;r sig.
Bed&ouml;maren/v&auml;rderaren/betygss&auml;ttaren m&aring;ste avg&ouml;ra vilka kriterier som
b&auml;st passar in p&aring; det aktuella arbete som ska bed&ouml;mas/v&auml;rderas/betygss&auml;ttas.
(Distans)l&auml;raren m&aring;ste ocks&aring; relatera varje kriterium till ett f&ouml;reslaget betyg.
Bed&ouml;maren/v&auml;rderaren/betygss&auml;ttaren kan alltid g&ouml;ra mindre justeringar
betr&auml;ffande dessa f&ouml;reslagna betyg/omd&ouml;men.
</p>
<p><b>Betyg/omd&ouml;men i enlighet med 'rubriker'.</b>
<br />
Detta liknar ovanst&aring;ende men det finns mer &auml;n ett kriterium. Antalet
kriterier anger Du i parametrarna f&ouml;r uppgiften. Inom varje kriterium kan
det finnas p&aring;st&aring;enden som kan gradera upp till 5 olika niv&aring;er.
I en viss uppgift kan antalet niv&aring;er variera fr&aring;n kriterium till kriterium.
N&auml;r Du anger ett kriterium s&aring; signalerar en niv&aring; d&auml;r det saknas ett
p&aring;st&aring;ende att det h&auml;r &auml;r den sista niv&aring;n. P&aring; s&aring; s&auml;tt kan
en del kriterier ha tv&aring;, tre eller upp till fem niv&aring;er. Kriteriernas v&auml;rden kan viktas.
Niv&aring;erna bed&ouml;ms som 0, 1, 2, 3, eller 4. Betyget/omd&ouml;met f&ouml;r bed&ouml;mningen/v&auml;rderingen/betygss&auml;ttningen
&auml;r en viktad summa av dessa resultat.
</p>

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<P ALIGN="center"><B>The Final Grades</B></P>
<p>The table on this screen lists the overall grades and their breakdown. The first grade is
the grade for the (inital) assessment. This is added to the grades given to each
submission. The Weights row gives the factors used in the calculation of the overall
grade from these two grades. The final grade given for this assignment will either be
the average of these overall grades or the overall grade of the best submission.
<p>The League table lists each student's best submission. The table is in grade order with
the best submission first.</p>

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<p align="center"><b>The Grade of the Exercise</b></p>
<p>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 and to the grades given to assessments and
submissions.</p>

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<P ALIGN="center"><B>Grading of Assignments</B></P>
<p>In this Exercise the same Assessment Form is used by Students and Teachers
to assess the work produced. The form is used at different stages of the
exercise by the two groups, thus the explaination given here is divided into
two parts.</p>
<p><b>For Students</b></p>
<p>The assessment form is used mainly to show you how your work will be
assessed by the teacher. You are required to complete this form <b>before</b>
you can submit your work. You can use it as a checklist. The form is <b>not</b>
sent to the teacher when you save it. You can return to this form and amend it
(and your piece of work) as many times as you like provided you have
<b>not</b> submitted the work. Note that although you are allowed to, there
is no need to submit your work immediately after you have completely this form.
However, the contents of your assessment are frozen and made available to the
teacher when you submit your work.</p>
<p>If the teacher requests that you make changes to your work and to re-submit
it, you will <b>not</b> be asked to re-assess your &quot;new&quot; piece of
work. You only make this assessment &quot;first time round&quot;.</p>
<p>This (initial) assessment of your work is looked at by the teacher and they
can add comments and grade it. You will be able to see these comments and
the grade given to your assessment may form part of the final grade you
receive from this Exercise.</p>
<p><b>For the Teacher</b></p>
<p>The assessment form is used to grade the submissions of the students.
These grades normally form the major component of the students' final grade
for the exercise. The assessment, it's grade and any comments you make can
be viewed by the student who submitted the work. Once you have made the
assessment you should decide whether to allow the student to change and
re-submit their work, hopefully with improvements, or not.</p>
<p>When you save an assessment you given a short period of time in which to
make any amendments before the assessment to &quot;released&quot; to
the student.</p>

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<P ALIGN="center"><B>Grading of Assessments</B></P>
<p>In the first half of this page the Student Assessment of their own work is shown.
This assessment should be graded (out of a maximum of 20). It represents an
assessment of the work shown in the second of the Link boxes. (The topmost
link box is the description of the exercise itself.) The &quot;Grading Grade&quot;
should normally be explained in a comment which you enter in the Teacher's
Comment box. The grade should reflect the accuracy of the assessment, an
assessment which gives a low grade to a poor piece of work should receive
a higher Grading Grade than one which gives a low mark to a good piece of
work, for example.</p>
<p>In the second half of this page there is a blank Assessment Form for your
own assessment of the piece of work from the student.</p>

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<P ALIGN="center"><B>Grading Strategy</B></P>
<P>A workshop assignment is quite flexible in the type of grading scheme used. This can be:
<OL>
<LI><B>No grading:</B> In this type of assignment the teacher is not
interested in quantative assessment from the students at all. The students
make comments of the pieces of works but do not grade them. The teacher,
however, can, if desired, grade the student comments. These
&quot;grading grades&quot; form the basis of the students' final grades.
If the teacher does not grade the student assessments then the assignment
does not have any final grades.
<LI><B>Accumulative grading:</B> This is the default type of grading.
In this type of assignment the grade of each
assessment is made up of a number of &quot;assessment elements&quot;.
Each element should cover
a particular aspect of the assignment. Typically an assignment will have
something between 5 to 15 elements for comments and grading, the
actual number depending on the size and complexity of the assignment. An
exercise assignment with only one element is allowed and has a similar assessment
strategy to the standard Moodle Assignment.
<P>Elements have the following three features:
<OL>
<LI>The DESCRIPTION of the assessment element. This should clearly state what
aspect of the assignment is being assessed. If the assessment is qualatative
it is helpful to give details of what is considered excellent, average
and poor.
<LI>The SCALE of the assessment element. There are a number of prefined
scales. These range from simple Yes/No scales, through multipoint scales to
a full percentage scale. Each element has its own scale which should be choosen
to fit the number of possible variations for that element. Note that the scale
does NOT determine the element's importance when calculating the overall
grade, a two point scale has the same &quot;influence&quot; as a 100 point
scale if the respective elements have the same weight...
<LI>The WEIGHT of the assessment element. By default the elements are given the same
importance when calculating the overall grade of the assignment. This can be
changed by giving the more importance elements a weight greater than one, and
the less important elements a weight below one. Changing the weights does NOT
effect the maximum grade, that value is fixed by the Maximum Grade parameter
of the peer assignment. Weights can be assigned negative values, this is an
experimental feature.
</OL>
<LI><B>Error Banded Grading:</B> In this type of assignment the submissions are
graded on a set of Yes/No scales. The grade is determined by the &quot;Grade
Table &quot; which gives the relationship between the number of
&quot;errors&quot; 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 &quot;errors&quot; is a weighted sum of the items not
present. By default each item is given a weight of one. The grading table is likely
to be non-linear, for example
the sugested grades may be 90%, 70%, 50%, 40%, 30%, 20%, 10%, 0%, 0%, 0% for
an assignment with 10 items.The assessor can adjust the suggested grade by up
to 20% either way to give the submission's final grade.
<LI><B>Criterion Grading:</B> This is simpliest type of assessment to grade (although
not necessarily the most straightforward to set up). The submissions are
graded against a set of criteria statments. The assessor choses which statement
best fits the piece of work. The grade is determined by a &quot;Criteria
Table&quot; which gives the suggested grade for each criterion. For example
an assignment may be set up with, say, five criteria statements and the assessors
must then choose one of the five statements for each of their assessments. As with
the Banded assignment the assessor can adjust the suggested grade by up to
20% to give the final grade.
<li><b>Rubric</b> This is a similar to Criterion Grading except there are multiple
sets of criteria. Each set covering a particular &quot;Category&quot;, can have
up to five statements. The sets are given individual
weights and the grade is a weighted combination of the scores from each set. There
is <b>no</b> adjustment option in this assessment type.
</OL>
</P>

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<P ALIGN="center"><B>Managing an Exercise Assignment</B></P>
<P>An Exercise Assignment is slightly more complex than an ordinary assignment.
It involves four steps or phases. These are
<OL>
<LI><p><b>Set up Exercise </b> The assessment of the work produced in the
exercise is made easier if it is broken into a number of assessment ELEMENTS.
This makes the grading of an assignment less
arbitary and gives the students a framework on which to make assessments.
The teacher has the role of setting up the assessment elements thus making a
grading sheet. (See that page for more details.)</p>
<P>With the assessment elements set up the teacher must submit a
Word Document or HTML file which describes the exercise or task to be done
by the students. This file is shown to the students in the second phase of
the exercise. </p>
<p>Teachers can, if they wish, prepare a set of similar exercies, again as
Word Documents or HTML files, and upload those into the Exercise. Note that
these exercises must be quite similar as the same Assessment Form is used
for all of these variants. The submission of a multiple set of exercises by
the teacher is optional and for certain assignments may not be appropriate.</P>
<LI><p><b>Allow Students Assessments and Submissions</b> The assignment
is now opened to the students. If the teacher has set up multiple exercises then
the students see different exercises, otherwise all the students see the same
exercise.</p>
<p>Before the students can submit their work they must complete the assessment
form. Once they have completed the assessment they are shown the upload form.
The students can revise their work in the light of their self assessment. The teacher
sees student's (self) assessment and an assessment form to grade the student's
submission. This is a &quot;dual assessment form&quot;. At the end of this
form the teacher can either ask the student to re-submit the work or not.</p>
<p>If the student chooses to re-submit, the teacher can re-assess the work. The
same option, re-submit or not, allows the teacher to control this cycle of
re-submission and assessment. If students are allowed to put in multiple pieces
of work into the Exercise, the teacher should decide whether the final grades
are based on the student's maximum grade or their average grade over the
set of submissions. This option can be changed at any time during the Exercise
by updating the Exercise, it's effect is seen immediately in the Grade page.
</p>
<LI><p><b>Stop Student Assessments and Submissions</b> After the deadline
has passed, the teacher moves the Exercise to this phase to stop further
assessments and submissions. The teacher should complete the grading
any outstanding assessments and submissions before moving the Exercise
to its final phase.
<li><p><b>Show Overall Grades and League Table</b> In this final phase of
the Exercise the students can see their &quot;final&quot; grades. In all
phases of the Exercise (except the first phase), grades are available to
the students, they are, however, only &quot;partial&quot; grades as they are
calculated on the fly from the assessments available at the time.</p>
<p>The students (and the teacher) are also shown a &quot;League Table&quot;
of the student submissions. These are listed in order of grade, the top submission
is first. Here the grade given to the submission is teacher's
grade. If a student submitted more than one piece of work only their best piece
of work is shown in this table. </p>
</ol>
<p>The student's grade is a weighted combination of the teacher's grading of their
(initial) assessment and the teacher's grading of their work. The two weighting
factors are initally set to unity. They can changed (on the Administration page)
at any time during the exercise and the grades shown both the students and the
teacher always reflect the current weighting factors.</p>
<p>At any phase of the assignment the teacher can open the &quot;Administration&quot;
page. This shows the current values of the two weighting factors and allows the teacher
to change them. It lists the students' assessments (of their own work) and the
submissions of the students. The teacher can use this page to assess and re-assess
submissions, grade and re-grade assessments, delete submissions and assessments,
and generally watch the progress of the assignment.</p>

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<img valign="absmiddle" src="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif" />&nbsp;<b>&Ouml;vningsuppgift</b>
<ul>
En &ouml;vningsuppgift &auml;r en enkel men kraftfull aktivitet. I en &ouml;vningsuppgift ber (distans)l&auml;raren
studenterna/eleverna/deltagarna/de l&auml;rande att genomf&ouml;ra ett visst arbete.
Det kan vara att skriva en ess&auml; eller en rapport, att f&ouml;rbereda en presentation eller
att g&ouml;ra iordning ett kalkylblad etc. N&auml;r studenterna/eleverna/deltagarna/de l&auml;rande
&auml;r f&auml;rdiga m&aring;ste de f&ouml;rst sj&auml;lv bed&ouml;ma/v&auml;rdera sina arbeten
innan de skickar in dem till (distans)l&auml;raren. N&auml;r de v&auml;l har skickat in dem kan
(distans)l&auml;raren bed&ouml;ma/v&auml;rdera/betygss&auml;tta b&aring;de studenternas/elevernas/deltagarnas/de l&auml;randes
bed&ouml;mningar/v&auml;rderingar och sj&auml;lva arbetena.(Distans)l&auml;raren
kan ge studenterna/eleverna/deltagarna/de l&auml;rande &aring;terkoppling och be dem f&ouml;rb&auml;ttra arbetet
och skicka in det igen, eller inte om Du s&aring; vill.
</ul>

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<IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif">&nbsp;<B>Exercise</B>
<P>An Exercise is a simple but powerful assignment. In an exercise the teacher
asks the students to do a piece of practical work. It could be writing an essay
or a report, preparing a presentation, or setting out a spreadsheet, etc. When
the student has done the task they must first self-assess their work before
submitting it to the teacher. Once submitted the teacher can assess both the
student's assessment and the piece of work itself. The teacher can give
feedback to the student and ask the student to improve the work and re-submit
it or not as the case may be.</p>
<p>Before the start of the exercise the teacher sets up the exercise by
<ol> <li>Creating a Word document or HTML file which introduces the exercise
and tells the students what they have to produce. This file is uploaded
into the exercise by the teacher.
<li>Adding the textual elements and choosing the options in the Assessment
Form. This form is used by both the students and the teacher to assess the
work produced in the exercise. There are various types of assessment
which can be used (see the help on &quot;Grading Stratgey&quot;)
</ol></p>
<p>In large classes, the teacher may find to helpful to create more than one version
of the exercise. These variants add a degree of variety to the exercise and
ensure that students are doing different tasks in the exercise. They
are allocated to the students in a random but balanced way. Each student
receives only one exercise but the the number of
times each variant is allocated in a class is approximately the same. Note
the variants should not be too different as the same assessment form is used for
all of the variants.</p>
<p>With the description(s) of the exercise and the assessment form in place,
the assignment is opened to the students. They are shown a description
of the exercise or task. When they have done the exercise they must assess
their own work (using the pre-prepared assessment form) before they can
submit their work to the teacher. The assessment form can be used as a
&quot;checklist&quot; by the students. They can, if they wish, revise both
their work and the assessment before they actually submit their work, and
probably they should be encouraged to do so!</p>
<p>Once a student has submitted their work both their assessment and the
piece of work itself becomes available to the teacher. The assessments can be
graded and there is a box for comments. The teacher can also access the piece
of work (using the student's assessment as a starting point) and make a
decision whether to ask the student to re-submit an improved version of the
work or not.</p>
<p>If the teacher feels that the student's piece of work could be improved, the
student can be given the opprtunity to re-submit. If this is taken up the
teacher re-assesses the work using an assessment form which contains
the grades and comments they gave to the student's previous submission.
Thus, the re-assessment is then a matter of updating the form in the light
of the student revised work rather than undertaking an assessment from
scratch.</p>
<p>When the deadline for the exercise the teacher moves the exercise to the
next phase. This stops further submissions from the students. The assessments
and submissions which have not be graded and assessed should now be done.
<p>With all the submissions graded, the exercise is moved to the
final phase. The students can now see their final grades and the grades given to
their submissions. A student's grade for the exercise is a weighted combination
of the teacher's grade for their self-assessment and the teacher's grade for that
work. (The grade given by the student is <b>not</b> used.) For the submissions
themselves the grade is teacher's assessment. The weights used for the two
grades (the grading grade and the actual grade for the work) can be set and
changed at any time during the assignment.</p>
<p>When the teacher allows students to resubmit work, the teacher should
consider how to set the option which controls how the student's final grade
is calculated from multiple submissions. This option allows the teacher to
choose between using the mean grade of the student's submissions or their
best submission. This option can changed at any time and it has an immediate
effect in the grades screen.</p>
<p>In the final phase of the exercise the students can also see a &quot;League
Table&quot; of submissions. This an ordered list of the submissions, the
submission which received the highest grade is at the top. When there are
multiple submissions only the student's best submission is show in this list.</p>

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<P ALIGN="center"><B>Number of Comments, Elements, Bands, Criteria or Rubrics</B></P>
<P>The number entered here determines how many items will be used in
the assessments. Depending on the type of grading strategy, this number
gives the number of comments, assessments elements, bands, criteria or
categories (sets) of criteria in a rubric. Typically an assignment will have
something between 5 to 15 assessment items, the
actual number depending on the size and complexity of the assignment.
<p>During the set up phase of the exercise this number can safely be adjusted.
Increases the number will cause extra blank elements to be displayed in the
asessemnt form. Reducing the number will remove elements from the end
of the assessment form.</p>
<P>All assessments have a General Comments field. For a &quot;No
Grading&quot; assignment the value given here determines the
number of additional comment areas. It can be specified as zero and results
in the assessment having only a single General Comments area.
</P>

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<p align="center"><b>Specimen Assessment Form</b></p>
<p>This page shows shows the details of the actual form used to grade
your assignment. It will be used by yourself and the teacher to grade your
work.</p>
<p>Please note that although you can change the grades on
this form these changes are NOT saved. This is simply a specimen form,
but a very similar form will be used by yourself and the teacher
during this assignment.</p>

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<P ALIGN="center"><B>Submission of Exercise Descriptions</B></P>
<P>The teacher must submit at least one description of the exercise or task.
The description can be held in a Word document or HTML file (or
any other file type that will display satisfactorily in a browser). This file
will be displayed to the students and should contain instructions for them
to successfully complete the exercise.</p>
<P>It is permissible for the teacher to submit more than one description of
the exercise. These will be used at random and different students will see
different versions of the exercise. These variants should be similar as the
same Assessment Form is used to assess the work from these instructions.</p>

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<P ALIGN="center"><B>Take Ownership of the Exercises</B></P>
<p>This link allows the teacher to take ownership of the current set of exercise
submissions. You will need to do this if you have imported an exercise from a
backup of another course. This link allows you to &quot;claim&quot;
all the exercise submissions. In the current course these imported submissions
could belong to anyone, even a student. This procedure avoids any problems
that this may cause and makes you their owner.
<p>Apart from onwership, the submissions themselves are unchanged by this
procedure.</p>

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

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<P ALIGN=CENTER><B>Tillåta nya postningar</B></P> <p align="center"><b>Att till&aring;ta nya inl&auml;gg</b></p>
<P>Detta val tillåter dig att hindra studenter från att <p>
posta nytt innehåll i detta forum. Detta alternativ l&aring;ter Dig begr&auml;nsa studenter/elever/deltagare/lärande
fr&aring;n att g&ouml;ra inl&auml;gg i det h&auml;r forumet.
<P>För de flesta forum vill du låta studenterna fritt diskutera </p>
och välja den första valmöjligheten, för att tillåta studenterna <p>
starta nya diskussionsämnen (trådar), och också tillåta svar inom I de flesta fall kommer Du att vilja l&aring;ta studenterna/eleverna/deltagarna/de lärande
dessa trådar. anv&auml;nda alla funktioner och v&auml;lja det f&ouml;rsta alternativet, 'Diskussions&auml;mnen och
svar &auml;r till&aring;tna' och l&aring;ta dem initiera nya diskussions&auml;mnen (tr&aring;dar), och ocks&aring; att g&ouml;ra inl&auml;gg i form
<P>Ibland vill du dock inte ha den möjligheten. Till exempel är det av svar inom dessa tr&aring;dar.
användbart i Nyhetsfora när du vill att endast en lärare kan posta </p>
nyheter som uppträder på kursens huvudsida. I det fallet kan du välja <p>
det tredje valet "Ingen diskussion, inga svar". Ibland har Du emellertid behov av att avaktivera denna m&ouml;jlighet.
Det kan t ex vara bra att ha ett Nyhetsforum d&auml;r bara distansl&auml;raren kan
<P>Ibland vill du tillåta att endast lärare startar nya diskussioner, l&auml;gga in nyhetsnotiser p&aring; kursens hemsida.
men fortfarande tillåta studenter att ge svar inom dessa trådar I det h&auml;r fallet kan Du v&auml;lja det tredje alternativet 'Inga diskussions&auml;mnen,
(till exempel inom nyhetsforum på webbplatsens första sida). inga svar'.
I detta fall kan du välja den andra möjligheten, "Ingen diskussion, </p>
men svar tillåtes". <p>
Ibland kanske Du vill l&aring;ta endast distansl&auml;rare initiera nya diskussions&auml;mnen
samtidigt som studenterna/eleverna/deltagarna/de lärande f&aring;r lov att svara inom dessa
tr&aring;dar, t ex i Nyhetsforumet p&aring; hela sajtens hemsida.
I det h&auml;r fallet ska Du v&auml;lja det andra alternativet 'Inga diskussioner, men svar
till&aring;tna'.
</p>

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<P ALIGN=CENTER><B>Bilagor för postningar</B></P> <p align="center"><b>Inl&auml;gg med bifogade filer</b></p>
<P>Du kan som alternativ bilägga EN fil från din dator till <p>
vilken som helst postning i ett forum. Denna fil laddas Som ett tillval kan Du bifoga EN fil fr&aring;n h&aring;rdisken
upp till servern och lagras tillsammans med din postning. p&aring; Din dator till varje inl&auml;gg i forumen. Denna fil laddas
upp till servern och lagras tillsammans med Ditt inl&auml;gg.
<P>Detta är användbart när du vill dela med dig av en bild, </p>
till exempel, eller ett Worddokument. <p>
Detta &auml;r bra n&auml;r Du vill dela med Dig av n&aring;got, t ex i form av
<P>Denna fil kan vara av vilken som helst typ, men det en bild eller ett Word-dokument.
rekommenderas att filen namnges enligt internetstandard </p>
med 3 bokstäver i suffixet såsom .doc för ett Worddokument, <p>
.jpg eller .png för en bild och så vidare. Detta underlättar Den h&auml;r filen kan vara av vilken typ som helst. Rekommendationen
för andra att ladda ner och se på dina bilagor i sina &auml;r dock att filnamnet anv&auml;nder ett standardiserat suffix f&ouml;r Internet
webbklienter. p&aring; tre bokst&auml;ver som t ex .doc f&ouml;r ett Word-dokument, .jpg eller .png
f&ouml;r bilder osv. Detta g&ouml;r det l&auml;ttare f&ouml;r andra att ladda ner Dina filer
<P>Om du redigerar på nytt en tidigare postning och bilägger och se dem i sina webbl&auml;sare.
en ny fil, kommer eventuell tidigare bilagd fil för denna </p>
postning att ersättas med den nya. <p>
Om Du redigerar om ett inl&auml;gg och bifogar en ny fil s&aring;
<P>Om du redigerar på nytt en tidigare postning med bilaga kommer den fil som Du har bifogat tidigare att tas bort.
men lämnar utrymmet tomt, så kommer den ursprungliga bilagan </p>
att behållas. <p>
Om Du redigerar om ett inl&auml;gg med en bifogad fil
och utan att bifoga n&aring;gon ny fil s&aring; kommer originalfilen
att vara kvar p&aring; servern.
</p>

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<P ALIGN=CENTER><B>Forumtyper</B></P> <p align="center"><b>Typer av forum</b></p>
<P>Det finns flera olika typer av forum att välja från: <p>
Det flera olika typer av forum som Du kan v&auml;lja mellan:
<P><B>En enskild enkel diskussion</B> - det är bara ett enskilt ämne, alla på en sida. </p>
Användbart för korta fokuserade diskussioner. <p><b>Ett enda enskilt diskussions&auml;mne</b> -
det &auml;r bara ett tema, allt p&aring; en sida.
<P><B>Standardforum för generell användning</B> - det är ett öppet forum där vem som Detta passar bra f&ouml;r korta fokuserade diskussioner.
helst kan starta ett nytt ämne vid vilken som helst tidpunkt. Detta är det bästa </p>
forumet för allmänna syften. <p><b>Standardforum f&ouml;r allm&auml;nt bruk</b> -
det &auml;r ett &ouml;ppet forum d&auml;r var och en kan
<P><B>Varje person postar en diskussion</B> - Varje person kan posta exakt ett nytt initiera ett nytt diskussions&auml;mne n&auml;r som helst.
diskussionsämne (alla kan dock svara på dom). Detta är användbart när du vill att Detta &auml;r det b&auml;sta forumet f&ouml;r allm&auml;nna &auml;ndam&aring;l.
varje student startar en diskussion om, låt säga, sina reflektioner på veckans ämne, </p>
och alla andra svara på dessa reflektioner. <p><b>Varje person initierar ett diskussions&auml;mne</b> - Varje person kan
initiera exakt ett nytt diskussions&auml;mne (alla kan dock svara).
<P>(Mer utveckling i kommande versioner av Moodle) Detta passar bra n&auml;r Du vill att varje enskild student/elev/deltagare/l&auml;rande
ska initiera en diskussion t ex om deras reflektioner ang&aring;ende veckans &auml;mne, och alla
andra ska kunna ge respons p&aring; dessa.
</p>
<p>(Detta kommer att utvecklas mer i kommande versioner av Moodle)
</p>

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<p><b>Forum</b></p>
<ul>
<li><a href="help.php?module=forum&file=mods.html">Forum</a></li>
<li><a href="help.php?module=forum&file=forumtype.html">Olika typer av forum</a></li>
<li><a href="help.php?module=forum&file=allowdiscussions.html">Till&aring;t diskussioner</a></li>
<li><a href="help.php?module=forum&file=attachment.html">Bifogade filer</a></li>
<li><a href="help.php?module=forum&file=maxattachmentsize.html">Till&aring;ten storlek p&aring; bifogade filer</a></li>
<li><a href="help.php?module=forum&file=ratings.html">Bed&ouml;mningar/v&auml;rderingar</a></li>
<li><a href="help.php?module=forum&file=subscription.html">Att prenumerera</a></li>
</ul>

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<p align="center"><b>Till&aring;ten storlek p&aring; bifogade filer</b></p>
<p>
Den person som har satt upp ett forum kan s&auml;tta begr&auml;nsningar
f&ouml;r hur stora de bifogade filerna f&aring;r vara.
</p>
<p>
Ibland &auml;r det m&ouml;jligt att ladda upp en fil som &ouml;verskrider denna
storlek men filen kommer inte att lagras p&aring; servern och Du kan f&aring; ett
felmeddelande.
</p>

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<p>
<img valign="absmiddle" src="<?php echo $CFG->wwwroot?>/mod/forum/icon.gif">&nbsp;
<b>Forum</b></p>
<ul>
Det h&auml;r kan vara den viktigaste aktiviteten - det &auml;r h&auml;r som de flesta
diskussionerna &auml;ger rum. Forum kan vara strukturerade p&aring; olika s&auml;tt
och det kan ing&aring; bed&ouml;mning/v&auml;rdering p&aring; 'peer'-niv&aring;
av varje inl&auml;gg. Inl&auml;ggen kan visas i ett antal olika format och de kan inneh&aring;lla
bifogade filer. Genom att prenumerera p&aring; ett forum s&aring; kan deltagarna
f&aring; kopior p&aring; varje inl&auml;gg via e-post. En distansl&auml;rare kan st&auml;lla
in ett visst givet forum s&aring; att alla automatiskt prenumererar p&aring; det.
</ul>

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Individuella postningar kan värderas utifrån en skala baserad på teorin om <strong>separat och förbundet vetande (separate and connected knowing)</strong>. Individuella inl&auml;gg kan bed&ouml;mas/v&auml;rderas med hj&auml;lp av en skala och utifr&aring;n teorin om
<strong>enskilt (rationellt) och socialt (empatiskt) inriktat vetande (kunskap)</strong>.
Denna teori kan hj&auml;lpa Dig att betrakta m&auml;nskliga mellanhavanden p&aring; ett nytt s&auml;tt.
Den beskriver tv&aring; olika s&auml;tt att som vi kan anv&auml;nda f&ouml;r att utv&auml;rdera
det vi ser eller h&ouml;r. &Auml;ven om var och en av oss kan t&auml;nkas anv&auml;nda
dessa tv&aring; metoder i olika omfattning i olika sammanhang s&aring; kan det vara tj&auml;nligt
att f&ouml;rest&auml;lla oss tv&aring; personer som exempel, en som framf&ouml;rallt &auml;r en
<strong>enskilt (rationellt) inriktad vetare</strong> (Jonas) och den andra (Anna) som huvudsakligen &auml;r
en <strong>socialt (empatiskt) inriktad vetare</strong>.
Denna teori kan hjälpa dig att se på mänskliga interageranden på ett nytt sätt. Det beskriver två olika sätt att evaluera och lära om det vi ser och hör.
Fastän var och en av oss kan använda dessa metoder i olika stor grad och vid olika tider, så kan det vara användbart att föreställa sig två personer som exempel, en som brukar mestadels separat vetande (Jim) och en annan som använder sig av mest förbundet vetande (Mary).
<ul> <ul>
<li>Jim gillar att vara så 'objektiv' som möjligt utan att inkludera sina känslor eller emotioner. I en diskussion med andra som kan ha andra idéer, gillar han att försvara sina egna idéer för att med logik finna brister i sina motståndares idéer. Han är kritisk till nya idéer såvida de inte är bevisade fakta från tillförlitliga källor, såsom läroböcker, respekterade lärare eller hans egen direkta erfarenhet. Jim är mycket <strong>separat vetare</strong>.<br><br> <li>Jonas tycker om att f&ouml;rbli s&aring; 'objektiv'
som m&ouml;jligt utan att inbegripa sina k&auml;nslor. N&auml;r han diskuterar med andra
m&auml;nniskor som kanske har andra &aring;sikter &auml;n honom, s&aring; tycker han om att
f&ouml;rsvara sina egna id&eacute;er genom att utnyttja logik f&ouml;r att hitta
luckor i den andres argumentation.
Jonas &auml;r en mycket starkt <strong>enskilt (rationellt) inriktad vetare</strong>.
</li> </li>
<li>Mary är mer sensitiv för andra människor. Hon är skicklig i empati och tenderar att lyssna och ställa frågor till hon känner att hon kan ansluta sig och &quot;förstå saker från deras horisont&quot;. Hon lär sig utifrån att försöka dela erfarenheterna som ledde till kunskapen som hon finner hos andra. I samtal med andra undviker hon konfrontation och kommer ofta att försöka hjälpa andra personer om hon kan se en väg för att göra det, med användning av logiska förslag. Mary är en mycket <strong>förbunden vetare</strong>.</li> <li>
Anna &auml;r mer k&auml;nslig gentemot andra m&auml;nniskor.
Hon har utvecklad empatisk f&ouml;rm&aring;ga och hon tenderar att lyssna
och st&auml;lla fr&aring;gor tills hon k&auml;nner att hon f&aring;r kontakt
och kan f&ouml;rst&aring; den andres utg&aring;ngspunkter.
Hon l&auml;r sig genom att dela de erfarenheter som ledde till den kunskap hon finner
hos andra m&auml;nniskor. N&auml;r hon talar med andra s&aring; undviker hon konfrontation
och f&ouml;rs&ouml;ker ofta att hj&auml;lpa den andre om hon ser en m&ouml;jlighet att g&ouml;r det,
genom att anv&auml;nda logiska f&ouml;rslag.
Anna &auml;r en mycket starkt <strong>socialt (empatiskt) inriktad vetare</strong>.
</ul> </ul>
Lade Du m&auml;rke till den k&ouml;nsm&auml;ssiga skillnaden h&auml;r? En del studier tyder
Märkte du att du dessa exempel att den separat vetande är manlig och den förbundet vetande är kvinnlig? Några studier har visat att statistiskt tenderar detta att vara fallet, fast individer kan befinna sig precis var som helst i detta spektrum mellan de två extremerna. p&aring; att det statistiskt tycks finnas en tendens till en s&aring;dan skillnad. Enskilda m&auml;nniskor kan
dock befinna sig var som helst p&aring; en skala mellan dessa tv&aring; extremfall.
För en samarbetande och effektiv grupp av studenter kan det vara bäst om alla använde BÄGGE sätten av inhämta kunskap. Om man vill att en samarbetsinriktad och effektiv grupp av l&auml;rande s&aring; vore det b&auml;st om
var och en hade f&ouml;rm&aring;ga att anv&auml;nda b&aring;da formerna av vetande (kunskap).
I speciella situationer som forum online, kan en enstaka postning av en person uppträda med antingen den ena eller andra av dessa egenskaper, eller till och med bägge. Någon person som är generellt sett mycket förbunden kan posta ett mycket annorlunda uttryckt meddelande, och vice versa. Syftet med att värdera varje postning med denna skala är för att: I en speciell typ av situation som i ett n&auml;tbaserat forum s&aring; kan ett enskilt
inl&auml;gg av en person visa upp endera av dessa kvaliteter, eller t o m b&aring;da.
N&aring;gon som normalt &auml;r v&auml;ldigt socialt (empatiskt) inriktad kan g&ouml;ra ett
inl&auml;gg som l&aring;ter v&auml;ldigt enskilt (rationellt), och vice versa.
Syftet med att bed&ouml;ma/v&auml;rdera varje inl&auml;gg &auml;r att:
<blockquote> <blockquote>
<p>a) hjälpa dig att tänka över dessa frågor när du läser andras postningar<br> a) hj&auml;lpa Dig att t&auml;nka p&aring; dessa fr&aring;gor n&auml;r Du l&auml;ser andra inl&auml;gg
b) ge återkoppling för varje författare hur de uppfattas av andra <br />
b) ge &aring;terkoppling till varje f&ouml;rfattare ang&aring;ende hur
de uppfattas av andra
</blockquote> </blockquote>
Resultaten anv&auml;nds inte p&aring; n&aring;got s&auml;tt f&ouml;r att bed&ouml;ma/v&auml;rdera/betygss&auml;tta
Resultatet används inte till att bedömma studenter på något vis, de används bara till att förbättra kommunikationen och inlärningen. studenterna/eleverna/deltagarna/de l&auml;rande p&aring; n&aring;got s&auml;tt, de &auml;r enkom till f&ouml;r att
hj&auml;lpa till att f&ouml;rb&auml;ttra kommunikationen och l&auml;randet.
<hr> <hr />
Om du är intresserad, så kommer här några referenser till artiklar av författare som ursprungligen utvecklade dessa idéer: Om Du &auml;r intresserad s&aring; f&aring;r Du h&auml;r n&aring;gra referenser till
de f&ouml;rfattare som ursprungligen utvecklade dessa id&eacute;er:
<ul> <ul>
<li>Belenky, M.F., Clinchy, B.M., Goldberger, N.R., &amp; Tarule, J.M. (1986). Women's ways of knowing: the development of self, voice, and mind. New York, NY: Basic Books.</li> <li>Belenky, M.F., Clinchy, B.M., Goldberger, N.R., &amp; Tarule, J.M. (1986).
<li>Clinchy, B.M. (1989a). The development of thoughtfulness in college women: Integrating reason and care. American Behavioural Scientist, 32(6), 647-657.</li> Women's ways of knowing: the development of self, voice, and mind. New York,
<li>Clinchy, B.M. (1989b). On critical thinking &amp; connected knowing. Liberal education, 75(5), 14-19.</li> NY: Basic Books.</li>
<li>Clinchy, B.M. (1996). Connected and separate knowing; Toward a marriage of two minds. In N.R. Goldberger, Tarule, J.M., Clinchy, B.M. &amp;</li> <li>Clinchy, B.M. (1989a). The development of thoughtfulness in college women:
<li>Belenky, M.F. (Eds.), Knowledge, Difference, and Power; Essays inspired by &#8220;Women&#8217;s Ways of Knowing&#8221; (pp. 205-247). New York, NY: Basic Books.</li> Integrating reason and care. American Behavioural Scientist, 32(6), 647-657.</li>
<li>Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., &amp; 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.</li> <li>Clinchy, B.M. (1989b). On critical thinking &amp; connected knowing. Liberal
<li>Galotti, K. M., Reimer, R. L., &amp; Drebus, D. W. (2001). Ways of knowing as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-436. education, 75(5), 14-19.</li>
<li>Clinchy, B.M. (1996). Connected and separate knowing; Toward a marriage
of two minds. In N.R. Goldberger, Tarule, J.M., Clinchy, B.M. &amp;</li>
<li>Belenky, M.F. (Eds.), Knowledge, Difference, and Power; Essays inspired
by &#8220;Women&#8217;s Ways of Knowing&#8221; (pp. 205-247). New York, NY:
Basic Books.</li>
<li>Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., &amp; 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.</li>
<li>Galotti, K. M., Reimer, R. L., &amp; Drebus, D. W. (2001). Ways of knowing
as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-436.
<br>
</li> </li>
</ul> </ul>

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<P ALIGN=CENTER><B>Forumprenumerationer</B></P> <p align="center"><b>Att prenumerera p&aring; ett forum</b></p>
<p>
<P>När en person prenumererar på ett forum, betyder N&auml;r n&aring;gon har prenumererat p&aring; ett forum s&aring; betyder det att de f&aring;r
det att de får epost för varje postning i det forumet kopior p&aring; varje inl&auml;gg i det forumet via e-post.
(postningar sänds som epost varje <?PHP echo $CFG->maxeditingtime/60 ?>:e minut efter att (Inl&auml;ggen skickas ungef&auml;r <?php echo $cfg->maxeditingtime/60 ?> minuter
postningen först skrevs). efter det att de har gjorts).
</p>
<P>Folk kan vanligtvis välja hurvida de vill eller inte <p>
vill prenumerera på varje forum. M&auml;nniskor kan i regel v&auml;lja om de vill prenumerera p&aring; ett forum eller ej.
</p>
<P>Emellertid, om en lärare påtvingar prenumeration på ett visst <p>
forum, så kommer valet att försvinna och alla i klassen kommer Distansl&auml;raren kan emellertid st&auml;lla in ett forum s&aring; att
att få epostkopior. alla deltagare blir prenumeranter.
</p>
<P>Detta är speciellt användbart i Nyhetsforumet och i forum <p>
i början av kursen (innan alla har räknat ut hur de kan själva Det l&auml;mpar sig s&auml;rskilt i Nyhetsforumet och i forum
prenumerera på dessa epostningar). som anv&auml;nds i b&ouml;rjan p&aring; kurser (innan alla har uppt&auml;ckt att
de kan prenumerera sj&auml;lva).
</p>

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<p align="center"><b>Till&aring;t kommentarer till bidrag</b></p>
<p>
Du kan ange om det ska vara till&aring;tet eller inte att kommentera
bidrag till ord- och begreppslistan.
</p>

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<p align="center"><b>Till&aring;t (fler)dubbla bidrag</b></p>
<p>
Du kan ange om det ska vara till&aring;tet eller inte att
l&auml;gga till (fler)dubbla bidrag till den aktuella
ord- och begreppslistan.
</p>

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<p align="center"><b>Skiftl&auml;gesk&auml;nslig matchning</b></p>
<p>
Den h&auml;r inst&auml;llningen anger om ett bidrag ska vara s&ouml;kbart
med exakt samma storlek p&aring; bokst&auml;verna som det har f&ouml;r att
det ska l&auml;nkas automatiskt.
</p>
<p>
L&auml;gg m&auml;rke till att denna flagga inte begr&auml;nsar det faktum
att ett begrepp kan vara inb&auml;ddat i ett annat. Anv&auml;nd flaggan f&ouml;r
'Matcha hela ord' ist&auml;llet.
</p>

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<p align="center"><b>Standardvalet f&ouml;r godk&auml;nnande av bidrag</b></p>
<p>
Du kan ange om bidrag fr&aring;n studenter/elever/deltagare/l&auml;rande
ska vara automatiskt tillg&auml;ngliga f&ouml;r alla eller om bidragen f&ouml;rst ska
godk&auml;nnas av (distans)l&auml;raren.
</p>

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<p align="center"><b>Beskrivning</b></p>
<p>
Beskrivningen b&ouml;r inneh&aring;lla syftet med denna
ord- och begreppslista, vem som ska kunna l&auml;gga till
nya bidrag osv.
</p>

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