L-electron-Rare/moodle
1
0
Fork 0
Code Issues Pull Requests Actions Packages Projects Releases Wiki Activity

MDL-21695 Replaced surveys.html without AMOScript and removed a forgotten help file

Browse Source
This commit is contained in:
David Mudrak
2010-06-28 17:05:24 +00:00
parent b54a05475a
commit 54033df5c0
4 changed files with 1 additions and 134 deletions
Download Patch File Download Diff File Expand all files Collapse all files
lang/en/help/surveys.html
-99
View File
@@ -1,99 +0,0 @@
<h1>Available surveys</h1>
<p>Currently, Moodle only offers specific types of surveys (future versions
will enable you to create your own).</p>
<p>The available surveys have been chosen as being particularly useful for
evaluating online learning environments that use a constructivist pedagogy.
They are useful to identify certain trends that may be happening among
your participants.
(To see a paper where these are used in a detailed analysis, see:
<a target="paper" href="http://dougiamas.com/writing/herdsa2002">http://dougiamas.com/writing/herdsa2002</a>)</p>
<hr />
<h2>COLLES - Constructivist On-Line Learning Environment Survey</h2>
<div class="indent">
<p>The COLLES comprises an economical 24 statements grouped into six scales,
each of which helps us address a key question about the quality of the on-line
learning environment: </p>
<table border="0" cellspacing="10" cellpadding="10">
<tr>
<td valign="top">Relevance</td>
<td>How relevant is on-line learning to students' professional practices?
</td>
</tr>
<tr>
<td valign="top">Reflection </td>
<td>Does on-line learning stimulate students' critical reflective thinking?
</td>
</tr>
<tr>
<td valign="top">Interactivity </td>
<td>To what extent do students engage on-line in rich educative dialogue?
</td>
</tr>
<tr>
<td valign="top">Tutor Support</td>
<td>How well do tutors enable students to participate in on-line learning?
</td>
</tr>
<tr>
<td valign="top">Peer Support </td>
<td>Is sensitive and encouraging support provided on-line by fellow students?
</td>
</tr>
<tr>
<td valign="top">Interpretation </td>
<td>Do students and tutors make good sense of each other's on-line communications?</td>
</tr>
</table>
<p>Underpinning the dynamic view of learning is a new theory of knowing: social
constructivism, which portrays the learner as an active conceptualiser within
a socially interactive learning environment. Social constructivism is an epistemology,
or way of knowing, in which learners collaborate reflectively to co-construct
new understandings, especially in the context of mutual inquiry grounded in
their personal experience. </p>
<p>Central to this collaboration is the development of students' communicative
competence, that is, the ability to engage in open and critical discourse
with both the teacher and peers. This discourse is characterised by an empathic
orientation to constructing reciprocal understanding, and a critical attitude
towards examining underlying assumptions. </p>
<p>The COLLES has been designed to enable you
to monitor the extent to which you are able to exploit the interactive capacity
of the World Wide Web for engaging students in dynamic learning practices. </p>
<p>
(This information has been adapted from the COLLES page. You can find out more about
COLLES and the authors of it at:
<a target="paper" href="http://surveylearning.moodle.com/colles/">http://surveylearning.moodle.com/colles/</a>)</p>
</div>
<hr />
<h2>ATTLS - Attitudes to Thinking and Learning Survey</h2>
<div class="indent">
<p>The theory of 'ways of knowing', originally from the field of gender research (Belenky et al., 1986) provides us with a survey tool to examine the quality of discourse within a collaborative environment. </p>
<p>The Attitudes Towards Thinking and Learning Survey (ATTLS) is an instrument developed by Galotti et al. (1999) to measure the extent to which a person is a 'connected knower' (CK) or a 'separate knower' (SK). </p>
<p>People with higher CK scores tend to find learning more enjoyable, and are often more cooperative, congenial and more willing to build on the ideas of others, while those with higher SK scores tend to take a more critical and argumentative stance to learning. </p>
<p>Studies have shown that these two learning styles are independent of each other (Galotti et al., 1999; Galotti et al., 2001). Additionally, they are only a reflection of learning attitudes, not learning capacities or intellectual power. </p>
<p><i>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: Basic Books, Inc. </i></p>
<p><i>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.</i></p>
<p><i>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.</i></p>
</div>
lang/en/help/uploadgroups.html
-33
View File
@@ -1,33 +0,0 @@
<h1>Upload groups</h1>
<p>This facility allows the batch upload of groups into Moodle.</p>
<ul>
<li>Each line of the file contains one record</li>
<li>Each record is a series of data separated by commas</li>
<li>The first record of the file is special, and contains a list of fieldnames. This defines the format of the rest of the file.
<blockquote>
<p><strong>Required fieldnames:</strong> these fields must be included in the first record, and defined for each user</p>
<p></p>
<code class="example1">groupname</code>
<p><strong>Default fieldnames:</strong> these are optional - if they are not included then the values are taken from the current language and current course</p>
<p><code class="example1">idnumber, coursename, lang</code> </p>
<p><strong>Optional fieldnames: </strong>all of these are completely optional. </p>
<p> <code class="example1">description, enrolmentkey, picture, hidepicture</code></p>
</blockquote>
</li>
<li>Commas within the data should be encoded as &amp;#44 - the script will automatically decode these back to commas. </li>
<li>For Boolean fields, use 0 for false and 1 for true. </li>
<li>Either idnumber or coursename can be used to identify the course. Idnumber overrides coursename. If neither is specified, the groups will be added to the current course. </li>
<li>Coursename is the course shortname.</li>
<li>Note: If a group is already registered in the Moodle database for a particular course, this script will return the
group name for that group. Teachers are only allowed to upload groups in courses they are authorized to edit.</li>
</ul>
<p>Here is an example of a valid import file:</p>
<p><code>groupname,idnumber,lang,description,picture <br />
group1, Phil101, en, this group requires extra attention!, 0 <br />
group2, Math243, , ,
</code></p>
mod/survey/lang/en/survey.php
-1
View File
@@ -198,7 +198,6 @@ $string['downloadresults'] = 'Download results';
$string['downloadtext'] = 'Download data as a plain text file';
$string['editingasurvey'] = 'Editing a survey';
$string['guestsnotallowed'] = 'Guests are not allowed to submit surveys';
$string['helpsurveys'] = 'Help on the different types of surveys';
$string['howlong'] = 'How long did this survey take you to complete?';
$string['howlongoptions'] = 'under 1 min,1-2 min,2-3 min,3-4 min,4-5-min,5-10 min,more than 10';
$string['ifoundthat'] = 'I found that';
mod/survey/mod_form.php
+1 -1
View File
@@ -35,7 +35,7 @@ class mod_survey_mod_form extends moodleform_mod {
$options = array(''=>get_string('choose').'...') + $options;
$mform->addElement('select', 'template', get_string("surveytype", "survey"), $options);
$mform->addRule('template', $strrequired, 'required', null, 'client');
$mform->setHelpButton('template', array('surveys', get_string('helpsurveys', 'survey')));
$mform->addHelpButton('template', 'surveytype', 'survey');
$this->add_intro_editor(false, get_string('customintro', 'survey'));