| Name | Picture | You type |
|---|---|---|
| smile |  | :-) |
| sad |  | :-( |
| grin |  | :-D |
| wink |  | ;-) |
| mixed |  | :-/ |
| wide-eyed |  | 8-) |
| tongue-out |  | :-P |
| surprise |  | :-o |
| cool |  | B-) |
Kurs-Rubriken
-Ihr sel@ction Der Verwalter kann mehrere Kurs-Rubriken angelegt haben.
Zum Beispiel, "Wissenschaft", "Geisteswissenschaften", "Gesundheitswesen" etc.
Die passende für Ihren Kurs wählen. Diese Auswahl bestimmt, wo Ihr Kurs auf der aufgelistet wird und es erleichtert den Teilnehmern, den richtigen Kurrs zu finden. +
Course Categories
+Your Moodle administrator may have set up several + course categories. + +
For example, "Science", "Humanities", "Public Health" etc + +
Choose the one most applicable for your course. This + choice will affect where your course is displayed on the + course listing and may make it easier for students to + find your course. diff --git a/lang/de/help/courseformats.html b/lang/de/help/courseformats.html index a910abc30b6..2cc26c4ac05 100644 --- a/lang/de/help/courseformats.html +++ b/lang/de/help/courseformats.html @@ -1,24 +1,24 @@ -
Moodle course formats
- -Weekly format
-Topics format
-Social format
-Moodle course formats
+ +Weekly format
+Topics format
+Social format
+Course Full name
- -The full name of the course is displayed at the top of the screen and in the course listings.
- +Course Full name
+ +The full name of the course is displayed at the top of the screen and in the course listings.
+ diff --git a/lang/de/help/coursenewsitems.html b/lang/de/help/coursenewsitems.html index 20204bb58e0..a9c18ea8e10 100644 --- a/lang/de/help/coursenewsitems.html +++ b/lang/de/help/coursenewsitems.html @@ -1,15 +1,15 @@ -Course News Items
- -A special forum called "News" appears in the - "weekly" and "topics" course formats. It's - a good place to post notices for all students - to see. (By default, all students are subscribed - to this forum, and will receive your notices by - email.) - -
This setting determines how many recent items - appear on your course home page, in a news box - down the right-hand side. - -
If you set it to "0 news items" then the news - box won't even appear. +
Course News Items
+ +A special forum called "News" appears in the + "weekly" and "topics" course formats. It's + a good place to post notices for all students + to see. (By default, all students are subscribed + to this forum, and will receive your notices by + email.) + +
This setting determines how many recent items + appear on your course home page, in a news box + down the right-hand side. + +
If you set it to "0 news items" then the news + box won't even appear. diff --git a/lang/de/help/coursenumsections.html b/lang/de/help/coursenumsections.html index 53f3c264d60..c117bb77e39 100644 --- a/lang/de/help/coursenumsections.html +++ b/lang/de/help/coursenumsections.html @@ -1,14 +1,14 @@ -
Course Number of Weeks/Topics
- -This setting is only used by the 'weekly' and 'topics' - course formats. - -
In the 'weekly' format, it specifies the number of weeks - that the course will run for, starting from the - course starting date. - -
In the 'topics' format, it specifies the number of topics - in the course. - -
Both of these translate to the number of "boxes" down the - middle of the course page. +
Course Number of Weeks/Topics
+ +This setting is only used by the 'weekly' and 'topics' + course formats. + +
In the 'weekly' format, it specifies the number of weeks + that the course will run for, starting from the + course starting date. + +
In the 'topics' format, it specifies the number of topics + in the course. + +
Both of these translate to the number of "boxes" down the + middle of the course page. diff --git a/lang/de/help/courseshortname.html b/lang/de/help/courseshortname.html index 3cc44a30c0e..8c3bda062d4 100644 --- a/lang/de/help/courseshortname.html +++ b/lang/de/help/courseshortname.html @@ -1,7 +1,7 @@ -
Course short name
- -Many institutions have a shorthand way of referring to a course, such as - BP102 or COMMS. Even you don't already have such a name for your course, - make one up here. It will be used in several places where the long name - isn't appropriate (such us in the subject line of email).
- +Course short name
+ +Many institutions have a shorthand way of referring to a course, such as + BP102 or COMMS. Even you don't already have such a name for your course, + make one up here. It will be used in several places where the long name + isn't appropriate (such us in the subject line of email).
+ diff --git a/lang/de/help/coursestartdate.html b/lang/de/help/coursestartdate.html index 848aa8791ab..b843fdb383d 100644 --- a/lang/de/help/coursestartdate.html +++ b/lang/de/help/coursestartdate.html @@ -1,19 +1,19 @@ -Course Start Date
- -This is where you specify the starting time of the - course (in your own timezone). - -
If you are using a 'weekly' course format, this will - affect the display of the weeks. The first week will - start on the date you set here. - -
This setting will not affect courses using the - 'social' or 'topics' formats. - -
However, one place this setting will be affect is - the display of logs, which use this date as the earliest - possible date you can display. - -
In general, if your course does have a real starting date - then it makes sense to set this date to that, no matter - what course formats you are using. +
Course Start Date
+ +This is where you specify the starting time of the + course (in your own timezone). + +
If you are using a 'weekly' course format, this will + affect the display of the weeks. The first week will + start on the date you set here. + +
This setting will not affect courses using the + 'social' or 'topics' formats. + +
However, one place this setting will be affect is + the display of logs, which use this date as the earliest + possible date you can display. + +
In general, if your course does have a real starting date + then it makes sense to set this date to that, no matter + what course formats you are using. diff --git a/lang/de/help/enrolmentkey.html b/lang/de/help/enrolmentkey.html index de5d18ace4e..609bcaaf76f 100644 --- a/lang/de/help/enrolmentkey.html +++ b/lang/de/help/enrolmentkey.html @@ -1,23 +1,23 @@ -
Course Enrolment Key
- -A course enrolment key is what keeps unwanted people - out of your course. - -
If you leave this blank, then anyone who has created - a Moodle username on this site will be able to enrol - in your course simply by going in to it. - -
If you put something here, then students who are trying - to get in for the FIRST TIME ONLY will be asked to supply - this word or phrase. - -
The idea is that you will supply the key to authorised - people using another means like private email, snail mail, - on the phone or even verbally in a face to face class. - -
If this password "gets out" and you have unwanted people - enrolling, you can unenrol them (see their user profile page) - and change this key. Any legitimate students who have already - enrolled will not be affected, but the unwanted people won't be - able to get back in. - +
Course Enrolment Key
+ +A course enrolment key is what keeps unwanted people + out of your course. + +
If you leave this blank, then anyone who has created + a Moodle username on this site will be able to enrol + in your course simply by going in to it. + +
If you put something here, then students who are trying + to get in for the FIRST TIME ONLY will be asked to supply + this word or phrase. + +
The idea is that you will supply the key to authorised + people using another means like private email, snail mail, + on the phone or even verbally in a face to face class. + +
If this password "gets out" and you have unwanted people + enrolling, you can unenrol them (see their user profile page) + and change this key. Any legitimate students who have already + enrolled will not be affected, but the unwanted people won't be + able to get back in. + diff --git a/lang/de/help/guestaccess.html b/lang/de/help/guestaccess.html index 483c1744970..23b4a31e5ac 100644 --- a/lang/de/help/guestaccess.html +++ b/lang/de/help/guestaccess.html @@ -1,21 +1,21 @@ -
Guest Access
- -You have the choice of allowing "guests" into your course. - -
People can log in as guests using the "Login as a guest" button - on the login screen. - -
Guests ALWAYS have "read-only" access - meaning they can't leave - any posts or otherwise mess up the course for real students. - -
This can be handy when you want to let a colleague in to - look around at your work, or to let students see a course before - they have decided to enrol. - -
Note that you have a choice between two types of guest access: - with the enrolment key or without. If you choose to allow - guests who have the key, then the guest will need to provide - the current enrolment key EVERY TIME they log in (unlike - students who only need to do it once). This lets you restrict - your guests. If you choose to allow guests without a key, then - anyone can get straight into your course. +
Guest Access
+ +You have the choice of allowing "guests" into your course. + +
People can log in as guests using the "Login as a guest" button + on the login screen. + +
Guests ALWAYS have "read-only" access - meaning they can't leave + any posts or otherwise mess up the course for real students. + +
This can be handy when you want to let a colleague in to + look around at your work, or to let students see a course before + they have decided to enrol. + +
Note that you have a choice between two types of guest access: + with the enrolment key or without. If you choose to allow + guests who have the key, then the guest will need to provide + the current enrolment key EVERY TIME they log in (unlike + students who only need to do it once). This lets you restrict + your guests. If you choose to allow guests without a key, then + anyone can get straight into your course. diff --git a/lang/de/help/html.html b/lang/de/help/html.html index 9d9fec220ab..e0045435326 100644 --- a/lang/de/help/html.html +++ b/lang/de/help/html.html @@ -1,13 +1,13 @@ -
Help on writing html
- -When writing HTML in Moodle, you are free to use any HTML tags you like - to produce the effect you want. - -
Your code will normally be printed on the page within a table cell, - so: - -
Help on writing html
+ +When writing HTML in Moodle, you are free to use any HTML tags you like + to produce the effect you want. + +
Your code will normally be printed on the page within a table cell, + so: + +
Language Editing
- -To edit languages on this page the files need to be writable - by the web server process. - -
Within some of the strings you will notice $a and $a->something. - -
These represent variables that will be replaced by names or other words from - within Moodle. - -
When there is only one variable, the $a form is used. When there are two or - more variables, then each one has a name. +
Language Editing
+ +To edit languages on this page the files need to be writable + by the web server process. + +
Within some of the strings you will notice $a and $a->something. + +
These represent variables that will be replaced by names or other words from + within Moodle. + +
When there is only one variable, the $a form is used. When there are two or + more variables, then each one has a name. diff --git a/lang/de/help/picture.html b/lang/de/help/picture.html index 702c3ac025f..f98f63a44a6 100644 --- a/lang/de/help/picture.html +++ b/lang/de/help/picture.html @@ -1,18 +1,18 @@ -
Uploading a picture
- -You can upload a picture from your computer to this server, and this picture will be used in various places to represent you. -
For this reason, the best images to use are a close-up of your face, but you can use any image you like. -
The picture must be in JPG or PNG format (ie the names will usually end in .jpg or .png). -
You can get a picture file using one of four methods: - -
To upload the image, click the "Browse" button on this editing page, and select the image from your hard disk. -
NOTE: Make sure that the file is not larger than the maximum size listed, or it will not be uploaded. -
Then click "Update my Profile" at the bottom - the image file will be cropped to a square and resized down to 100x100 pixels. -
When you are taken back to your profile page, the image might not appear to have changed. If this is so, just use the "Reload" button in your browser. +
Uploading a picture
+ +You can upload a picture from your computer to this server, and this picture will be used in various places to represent you. +
For this reason, the best images to use are a close-up of your face, but you can use any image you like. +
The picture must be in JPG or PNG format (ie the names will usually end in .jpg or .png). +
You can get a picture file using one of four methods: + +
To upload the image, click the "Browse" button on this editing page, and select the image from your hard disk. +
NOTE: Make sure that the file is not larger than the maximum size listed, or it will not be uploaded. +
Then click "Update my Profile" at the bottom - the image file will be cropped to a square and resized down to 100x100 pixels. +
When you are taken back to your profile page, the image might not appear to have changed. If this is so, just use the "Reload" button in your browser. diff --git a/lang/de/help/questions.html b/lang/de/help/questions.html index 68f237f2bd1..d96e3e15367 100644 --- a/lang/de/help/questions.html +++ b/lang/de/help/questions.html @@ -1,94 +1,94 @@ -
Socratic questions are open-ended, probing questions designed to promote critical - evaluation of ideas, as well as encourage the creation of new ideas. Below are - some examples of such questions:
-Socratic questions are open-ended, probing questions designed to promote critical + evaluation of ideas, as well as encourage the creation of new ideas. Below are + some examples of such questions:
+About the Rich Text HTML editor
+About the Richtext HTML editor
-The Rich Text editor is currently only available when using Microsoft Internet Explorer 5.5 or later. +
Availability: +htmleditor) { + print_string("htmleditordisabledadmin"); + } else if (!$USER->htmleditor) { + print_string("htmleditordisabled"); + } else if (!can_use_richtext_editor()) { + print_string("htmleditordisabledbrowser"); + } else { + print_string("htmleditoravailable"); + } +?> +
-It provides a word-processor interface embedded in your web page to allow you to edit text in an intuitive way, and produces normal HTML code. +
The Richtext HTML editor provides a word-processor interface embedded in your web page to allow you to edit text in an intuitive way, and produces normal HTML code.
In addition to formatting text, this editor provides a number of extra features you may find useful. diff --git a/lang/de/help/surveys.html b/lang/de/help/surveys.html index 439196cbd88..939252e08ea 100644 --- a/lang/de/help/surveys.html +++ b/lang/de/help/surveys.html @@ -1,99 +1,99 @@ -
Available surveys
- -Currently, Moodle only offers specific types of surveys (future versions -will enable you to create your own).
- -The available surveys have been chosen as being particularly useful for -evaluating online learning environments that use a constructivist pedagogy. -They are useful to identify certain trends that may be happening among -your participants. - -(To see a paper where these are used in a detailed analysis, see: -http://dougiamas.com/writing/herdsa2002)
- -COLLES - Constructivist On-Line Learning Environment Survey
-The COLLES comprises an economical 24 statements grouped into six scales, - each of which helps us address a key question about the quality of the on-line - learning environment:
- -| Relevance | -How relevant is on-line learning to students' professional practices? - | -
| Reflection | - -Does on-line learning stimulate students' critical reflective thinking? - | -
| Interactivity | -To what extent do students engage on-line in rich educative dialogue? - | -
| Tutor Support | - -How well do tutors enable students to participate in on-line learning? - | -
| Peer Support | -Is sensitive and encouraging support provided on-line by fellow students? - | -
| Interpretation | - -Do students and tutors make good sense of each other's on-line communications? | -
Underpinning the dynamic view of learning is a new theory of knowing: social - constructivism, which portrays the learner as an active conceptualiser within - a socially interactive learning environment. Social constructivism is an epistemology, - or way of knowing, in which learners collaborate reflectively to co-construct - new understandings, especially in the context of mutual inquiry grounded in - their personal experience.
- -Central to this collaboration is the development of students' communicative - competence, that is, the ability to engage in open and critical discourse - with both the teacher and peers. This discourse is characterised by an empathic - orientation to constructing reciprocal understanding, and a critical attitude - towards examining underlying assumptions.
- -The COLLES has been designed to enable you - to monitor the extent to which you are able to exploit the interactive capacity - of the World Wide Web for engaging students in dynamic learning practices.
- --(This information has been adapted from the COLLES page. You can find out more about -COLLES and the authors of it at: -http://surveylearning.com/colles/)
-ATTLS - Attitudes to Thinking and Learning Survey
-The theory of 'ways of knowing', originally from the field of gender research (Belenky et al., 1986) provides us with a survey tool to examine the quality of discourse within a collaborative environment. - -
The Attitudes Towards Thinking and Learning Survey (ATTLS) is an instrument developed by Galotti et al. (1999) to measure the extent to which a person is a 'connected knower' (CK) or a 'separate knower' (SK). - -
People with higher CK scores tend to find learning more enjoyable, and are often more cooperative, congenial and more willing to build on the ideas of others, while those with higher SK scores tend to take a more critical and argumentative stance to learning. - -
Studies have shown that these two learning styles are independent of each other (Galotti et al., 1999; Galotti et al., 2001). Additionally, they are only a reflection of learning attitudes, not learning capacities or intellectual power. - -
Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books, Inc.
- -Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., & Mansfield, A. F. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Towards Thinking and Learning Survey (ATTLS). Sex Roles, 40(9/10), 745-766.
- -Galotti, K. M., Reimer, R. L., & Drebus, D. W. (2001). Ways of knowing as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-436.
- - -Available surveys
+ +Currently, Moodle only offers specific types of surveys (future versions +will enable you to create your own).
+ +The available surveys have been chosen as being particularly useful for +evaluating online learning environments that use a constructivist pedagogy. +They are useful to identify certain trends that may be happening among +your participants. + +(To see a paper where these are used in a detailed analysis, see: +http://dougiamas.com/writing/herdsa2002)
+ +COLLES - Constructivist On-Line Learning Environment Survey
+The COLLES comprises an economical 24 statements grouped into six scales, + each of which helps us address a key question about the quality of the on-line + learning environment:
+ +| Relevance | +How relevant is on-line learning to students' professional practices? + | +
| Reflection | + +Does on-line learning stimulate students' critical reflective thinking? + | +
| Interactivity | +To what extent do students engage on-line in rich educative dialogue? + | +
| Tutor Support | + +How well do tutors enable students to participate in on-line learning? + | +
| Peer Support | +Is sensitive and encouraging support provided on-line by fellow students? + | +
| Interpretation | + +Do students and tutors make good sense of each other's on-line communications? | +
Underpinning the dynamic view of learning is a new theory of knowing: social + constructivism, which portrays the learner as an active conceptualiser within + a socially interactive learning environment. Social constructivism is an epistemology, + or way of knowing, in which learners collaborate reflectively to co-construct + new understandings, especially in the context of mutual inquiry grounded in + their personal experience.
+ +Central to this collaboration is the development of students' communicative + competence, that is, the ability to engage in open and critical discourse + with both the teacher and peers. This discourse is characterised by an empathic + orientation to constructing reciprocal understanding, and a critical attitude + towards examining underlying assumptions.
+ +The COLLES has been designed to enable you + to monitor the extent to which you are able to exploit the interactive capacity + of the World Wide Web for engaging students in dynamic learning practices.
+ ++(This information has been adapted from the COLLES page. You can find out more about +COLLES and the authors of it at: +http://surveylearning.com/colles/)
+ATTLS - Attitudes to Thinking and Learning Survey
+The theory of 'ways of knowing', originally from the field of gender research (Belenky et al., 1986) provides us with a survey tool to examine the quality of discourse within a collaborative environment. + +
The Attitudes Towards Thinking and Learning Survey (ATTLS) is an instrument developed by Galotti et al. (1999) to measure the extent to which a person is a 'connected knower' (CK) or a 'separate knower' (SK). + +
People with higher CK scores tend to find learning more enjoyable, and are often more cooperative, congenial and more willing to build on the ideas of others, while those with higher SK scores tend to take a more critical and argumentative stance to learning. + +
Studies have shown that these two learning styles are independent of each other (Galotti et al., 1999; Galotti et al., 2001). Additionally, they are only a reflection of learning attitudes, not learning capacities or intellectual power. + +
Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books, Inc.
+ +Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., & Mansfield, A. F. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Towards Thinking and Learning Survey (ATTLS). Sex Roles, 40(9/10), 745-766.
+ +Galotti, K. M., Reimer, R. L., & Drebus, D. W. (2001). Ways of knowing as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-436.
+ + +Teachers
- -This page shows the list of people who are assigned to be - "teachers" in this course (by the system administrator). - -
You can use this form to assign a role (title) to each person - such as "Professor", "Tutor", "Assistant" and so on. These - will appear on the site's course listing and also on the - list of participants for your course. If you leave the - role empty then the default word for teacher will be used - (the one you set in the Course Settings page). - -
You can also order this list (to put the main teacher at the - top, for example). Simply select numbers from the menus - in the "Order" column. After pressing "Save changes" you will - see the new order. - -
NOTE: A special case occurs if you use select "Hide" - for a teacher. In this case, the teacher will - NOT BE SHOWN on the course listings or the list of - participants. They will be "hidden" from students - (unless they post messages to the forums etc) +
Teachers
+ +This page shows the list of people who are assigned to be + "teachers" in this course (by the system administrator). + +
You can use this form to assign a role (title) to each person + such as "Professor", "Tutor", "Assistant" and so on. These + will appear on the site's course listing and also on the + list of participants for your course. If you leave the + role empty then the default word for teacher will be used + (the one you set in the Course Settings page). + +
You can also order this list (to put the main teacher at the + top, for example). Simply select numbers from the menus + in the "Order" column. After pressing "Save changes" you will + see the new order. + +
NOTE: A special case occurs if you use select "Hide" + for a teacher. In this case, the teacher will + NOT BE SHOWN on the course listings or the list of + participants. They will be "hidden" from students + (unless they post messages to the forums etc) diff --git a/lang/de/help/text.html b/lang/de/help/text.html index b294f5ae6a5..d79dbfbeebd 100644 --- a/lang/de/help/text.html +++ b/lang/de/help/text.html @@ -1,43 +1,144 @@ -
Help on writing text
- -Writing text in Moodle works pretty much the way you would expect, but you also have the ability to include "smilies", "URL addresses" and some HTML tags in your text. - -Smilies (emoticons)
-| Name | Picture | You type |
|---|---|---|
| smile | | :-) |
| sad | | :-( |
| grin | | :-D |
| wink | | ;-) |
| mixed | | :-/ |
| wide-eyed | | 8-) |
| tongue-out | | :-P |
| surprise | | :-o |
| cool | | B-) |
URLs
-Any "word" starting with www. or http:// will automatically be turned into a clickable link. -
For example: www.yahoo.com or http://curtin.edu -
HTML tags
-You can use a limited subset of HTML tags to add emphasis to your texts. -
| HTML tags | Produces |
|---|---|
| <B> bold </B> | bold text |
| <I> italic </I> | italic text |
| <U> underline </U> | underlined text |
| <FONT SIZE=1> small </FONT> | small |
| <FONT SIZE=4> large </FONT> | large |
| <FONT COLOR=green> example </FONT> | example |
| <UL><LI>one <LI>two </UL> |
|
| <HR> | |
Help on writing text
+ +Writing text in Moodle works pretty much the way you would expect, but you also have the ability to include "smilies", "URL addresses" and some HTML tags in your text. + +Smilies (emoticons)
+To embed these small icons in your text, just type the associated code. These codes themselves are like little pictures if you turn your head to the left when looking at them.
+ +
+
|
+
+
|
URLs
+Any "word" starting with www. or http:// will automatically be turned into a clickable link. +
For example: www.yahoo.com or http://curtin.edu +
HTML tags
+You can use a limited subset of HTML tags to add emphasis to your texts. +
| HTML tags | Produces |
|---|---|
| <B> bold </B> | bold text |
| <I> italic </I> | italic text |
| <U> underline </U> | underlined text |
| <FONT SIZE=1> small </FONT> | small |
| <FONT SIZE=4> large </FONT> | large |
| <FONT COLOR=green> example </FONT> | example |
| <UL><LI>one <LI>two </UL> |
|
| <HR> | |
