From f91a7bf618d45372056597a189bd938ca2e4aa46 Mon Sep 17 00:00:00 2001 From: adamtpaw Date: Fri, 13 Feb 2004 23:43:46 +0000 Subject: [PATCH] Translation of ver 1.2 --- lang/pl/docs/docstyles.css | 119 ++++++++++++++++++ lang/pl/docs/licence.html | 36 ++++++ lang/pl/docs/philosophy.html | 52 ++++++++ lang/pl/help/attendance/mods.html | 6 + lang/pl/help/dialogue/addsubject.html | 6 + lang/pl/help/dialogue/closedialogue.html | 11 ++ lang/pl/help/dialogue/deleteafter.html | 5 + lang/pl/help/dialogue/dialoguetype.html | 15 +++ lang/pl/help/dialogue/info.html | 18 +++ lang/pl/help/dialogue/maildefault.html | 5 + lang/pl/help/dialogue/mods.html | 8 ++ lang/pl/help/dialogue/multiple.html | 10 ++ lang/pl/help/dialogue/sendmail.html | 12 ++ lang/pl/help/dialogue/writing.html | 12 ++ lang/pl/help/exercise/administration.html | 22 ++++ lang/pl/help/exercise/elements.html | 65 ++++++++++ lang/pl/help/exercise/finalgrades.html | 10 ++ lang/pl/help/exercise/grade.html | 4 + lang/pl/help/exercise/grading.html | 40 ++++++ lang/pl/help/exercise/gradinggrade.html | 15 +++ lang/pl/help/exercise/gradingstrategy.html | 78 ++++++++++++ lang/pl/help/exercise/managing.html | 76 +++++++++++ lang/pl/help/exercise/mods.html | 9 ++ lang/pl/help/exercise/moreinfo.html | 80 ++++++++++++ lang/pl/help/exercise/nelements.html | 20 +++ lang/pl/help/exercise/specimen.html | 10 ++ .../exercise/submissionofdescriptions.html | 12 ++ lang/pl/help/exercise/takeownership.html | 11 ++ lang/pl/help/exercise/usemax.html | 9 ++ lang/pl/help/forum/index.html | 8 ++ lang/pl/help/forum/maxattachmentsize.html | 7 ++ lang/pl/help/forum/mods.html | 8 ++ lang/pl/help/glossary/aliases.html | 6 + lang/pl/help/glossary/allowcomments.html | 4 + .../help/glossary/allowduplicatedentries.html | 4 + lang/pl/help/glossary/casesensitive.html | 9 ++ lang/pl/help/glossary/defaultapproval.html | 5 + lang/pl/help/glossary/description.html | 4 + lang/pl/help/glossary/destination.html | 7 ++ lang/pl/help/glossary/displayformat.html | 28 +++++ lang/pl/help/glossary/entbypage.html | 9 ++ lang/pl/help/glossary/filetoimport.html | 3 + lang/pl/help/glossary/fullmatch.html | 6 + lang/pl/help/glossary/globalglossary.html | 9 ++ lang/pl/help/glossary/importcategories.html | 5 + lang/pl/help/glossary/index.html | 31 +++++ lang/pl/help/glossary/linkcategory.html | 5 + lang/pl/help/glossary/mainglossary.html | 7 ++ lang/pl/help/glossary/mods.html | 10 ++ lang/pl/help/glossary/shows.html | 10 ++ lang/pl/help/glossary/studentcanpost.html | 6 + lang/pl/help/glossary/usedynalink.html | 10 ++ lang/pl/help/label/mods.html | 6 + lang/pl/help/quiz/formatctm.html | 78 ++++++++++++ .../help/workshop/includeteachersgrade.html | 8 ++ lang/pl/help/workshop/index.html | 31 +++++ lang/pl/help/workshop/leaguetable.html | 10 ++ lang/pl/help/workshop/overallocation.html | 18 +++ .../help/workshop/submissionofexamples.html | 26 ++++ 59 files changed, 1154 insertions(+) create mode 100755 lang/pl/docs/docstyles.css create mode 100644 lang/pl/docs/licence.html create mode 100755 lang/pl/docs/philosophy.html create mode 100644 lang/pl/help/attendance/mods.html create mode 100644 lang/pl/help/dialogue/addsubject.html create mode 100644 lang/pl/help/dialogue/closedialogue.html create mode 100644 lang/pl/help/dialogue/deleteafter.html create mode 100644 lang/pl/help/dialogue/dialoguetype.html create mode 100644 lang/pl/help/dialogue/info.html create mode 100644 lang/pl/help/dialogue/maildefault.html create mode 100644 lang/pl/help/dialogue/mods.html create mode 100644 lang/pl/help/dialogue/multiple.html create mode 100644 lang/pl/help/dialogue/sendmail.html create mode 100644 lang/pl/help/dialogue/writing.html create mode 100644 lang/pl/help/exercise/administration.html create mode 100644 lang/pl/help/exercise/elements.html create mode 100644 lang/pl/help/exercise/finalgrades.html create mode 100644 lang/pl/help/exercise/grade.html create mode 100644 lang/pl/help/exercise/grading.html create mode 100644 lang/pl/help/exercise/gradinggrade.html create mode 100644 lang/pl/help/exercise/gradingstrategy.html create mode 100644 lang/pl/help/exercise/managing.html create mode 100644 lang/pl/help/exercise/mods.html create mode 100644 lang/pl/help/exercise/moreinfo.html create mode 100644 lang/pl/help/exercise/nelements.html create mode 100644 lang/pl/help/exercise/specimen.html create mode 100644 lang/pl/help/exercise/submissionofdescriptions.html create mode 100644 lang/pl/help/exercise/takeownership.html create mode 100644 lang/pl/help/exercise/usemax.html create mode 100755 lang/pl/help/forum/index.html create mode 100644 lang/pl/help/forum/maxattachmentsize.html create mode 100755 lang/pl/help/forum/mods.html create mode 100644 lang/pl/help/glossary/aliases.html create mode 100644 lang/pl/help/glossary/allowcomments.html create mode 100644 lang/pl/help/glossary/allowduplicatedentries.html create mode 100644 lang/pl/help/glossary/casesensitive.html create mode 100644 lang/pl/help/glossary/defaultapproval.html create mode 100644 lang/pl/help/glossary/description.html create mode 100644 lang/pl/help/glossary/destination.html create mode 100644 lang/pl/help/glossary/displayformat.html create mode 100644 lang/pl/help/glossary/entbypage.html create mode 100644 lang/pl/help/glossary/filetoimport.html create mode 100644 lang/pl/help/glossary/fullmatch.html create mode 100644 lang/pl/help/glossary/globalglossary.html create mode 100644 lang/pl/help/glossary/importcategories.html create mode 100644 lang/pl/help/glossary/index.html create mode 100644 lang/pl/help/glossary/linkcategory.html create mode 100644 lang/pl/help/glossary/mainglossary.html create mode 100644 lang/pl/help/glossary/mods.html create mode 100644 lang/pl/help/glossary/shows.html create mode 100644 lang/pl/help/glossary/studentcanpost.html create mode 100644 lang/pl/help/glossary/usedynalink.html create mode 100644 lang/pl/help/label/mods.html create mode 100755 lang/pl/help/quiz/formatctm.html create mode 100644 lang/pl/help/workshop/includeteachersgrade.html create mode 100755 lang/pl/help/workshop/index.html create mode 100644 lang/pl/help/workshop/leaguetable.html create mode 100644 lang/pl/help/workshop/overallocation.html create mode 100755 lang/pl/help/workshop/submissionofexamples.html diff --git a/lang/pl/docs/docstyles.css b/lang/pl/docs/docstyles.css new file mode 100755 index 00000000000..555c6346970 --- /dev/null +++ b/lang/pl/docs/docstyles.css @@ -0,0 +1,119 @@ + +body, td, th, li { + font-family: "Trebuchet MS", Verdana, Arial, Helvetica, sans-serif; +} + +th { + font-weight: bold; +} + +a:link { + text-decoration: none; + color: blue; +} + +a:visited { + text-decoration: none; + color: blue; +} + +a:hover { + text-decoration: underline; + color: red; +} + +form { + margin-bottom: 0; +} + + +li { + margin-bottom: 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; +} + +.normaltext { + font-family: "Trebuchet MS", Verdana, Arial, Helvetica, sans-serif; + font-size: medium; + border: none; + margin-left: 30px; + +} + +.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; +} + +.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; +} +h1 { + font-weight: bold; + color: #000000; + background-color: #CCCCCC; + padding: 5px; + font-size: large; + border-width: 1px; + border-color: #CCCCCC; + -moz-border-radius: 10px; +} +h2 { + font-weight: bold; + color: #FFFFFF; + background-color: #666666; + padding: 5px; + font-size: medium; + border-width: 1px; + border-color: #666666; + -moz-border-radius: 10px; +} +h3 { + font-weight: normal; + color: #FFFFFF; + background-color: #666666; + padding: 5px; + font-size: medium; + -moz-border-radius: 10px; +} +.spaced { + + margin-bottom: 30px; +} + +ul { + margin-top: 10px; + +} diff --git a/lang/pl/docs/licence.html b/lang/pl/docs/licence.html new file mode 100644 index 00000000000..406e3e82702 --- /dev/null +++ b/lang/pl/docs/licence.html @@ -0,0 +1,36 @@ + + + + +Moodle Docs: Copyright License + + + + + + + +

Copyright License for Moodle

+
+

Moodle is Copyright © 2001-2003, Martin + Dougiamas.

+

This program is free software; you can redistribute it and/or modify
+ it under the terms of the GNU General Public License as published by
+ the Free Software Foundation; either version 2 of the License, or
+ (at your option) any later version.

+

This program is distributed in the hope that it will be useful,
+ but WITHOUT ANY WARRANTY; without even the implied warranty of
+ MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. See the
+ GNU General Public License for more details (attached below).
+

+
+
+ + 
		    GNU GENERAL PUBLIC LICENSE
		       Version 2, June 1991

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

			    Preamble

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

  When we speak of free software, we are referring to freedom, not
price.  Our General Public Licenses are designed to make sure that you
have the freedom to distribute copies of free software (and charge for
this service if you wish), that you receive source code or can get it
if you want it, that you can change the software or use pieces of it
in new free programs; and that you know you can do these things.

  To protect your rights, we need to make restrictions that forbid
anyone to deny you these rights or to ask you to surrender the rights.
These restrictions translate to certain responsibilities for you if you
distribute copies of the software, or if you modify it.

  For example, if you distribute copies of such a program, whether
gratis or for a fee, you must give the recipients all the rights that
you have.  You must make sure that they, too, receive or can get the
source code.  And you must show them these terms so they know their
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  We protect your rights with two steps: (1) copyright the software, and
(2) offer you this license which gives you legal permission to copy,
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  Also, for each author's protection and ours, we want to make certain
that everyone understands that there is no warranty for this free
software.  If the software is modified by someone else and passed on, we
want its recipients to know that what they have is not the original, so
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  Finally, any free program is threatened constantly by software
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program proprietary.  To prevent this, we have made it clear that any
patent must be licensed for everyone's free use or not licensed at all.

  The precise terms and conditions for copying, distribution and
modification follow.

		    GNU GENERAL PUBLIC LICENSE
   TERMS AND CONDITIONS FOR COPYING, DISTRIBUTION AND MODIFICATION

  0. This License applies to any program or other work which contains
a notice placed by the copyright holder saying it may be distributed
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You may charge a fee for the physical act of transferring a copy, and
you may at your option offer warranty protection in exchange for a fee.

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    b) You must cause any work that you distribute or publish, that in
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    c) If the modified program normally reads commands interactively
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These requirements apply to the modified work as a whole.  If
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  4. You may not copy, modify, sublicense, or distribute the Program
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			    NO WARRANTY

  11. BECAUSE THE PROGRAM IS LICENSED FREE OF CHARGE, THERE IS NO WARRANTY
FOR THE PROGRAM, TO THE EXTENT PERMITTED BY APPLICABLE LAW.  EXCEPT WHEN
OTHERWISE STATED IN WRITING THE COPYRIGHT HOLDERS AND/OR OTHER PARTIES
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  12. IN NO EVENT UNLESS REQUIRED BY APPLICABLE LAW OR AGREED TO IN WRITING
WILL ANY COPYRIGHT HOLDER, OR ANY OTHER PARTY WHO MAY MODIFY AND/OR
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OUT OF THE USE OR INABILITY TO USE THE PROGRAM (INCLUDING BUT NOT LIMITED
TO LOSS OF DATA OR DATA BEING RENDERED INACCURATE OR LOSSES SUSTAINED BY
YOU OR THIRD PARTIES OR A FAILURE OF THE PROGRAM TO OPERATE WITH ANY OTHER
PROGRAMS), EVEN IF SUCH HOLDER OR OTHER PARTY HAS BEEN ADVISED OF THE
POSSIBILITY OF SUCH DAMAGES.

		     END OF TERMS AND CONDITIONS
+
+ + +

Moodle Documentation

+

Version: $Id$

+ + diff --git a/lang/pl/docs/philosophy.html b/lang/pl/docs/philosophy.html new file mode 100755 index 00000000000..6cedbcbf6a1 --- /dev/null +++ b/lang/pl/docs/philosophy.html @@ -0,0 +1,52 @@ + + + + +Moodle Docs: Philosophy + + + + + + + +

Philosophy

+ +
+

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 "social constructionist pedagogy". (Some of you scientists may already be thinking "soft education mumbo jumbo" and reaching for your mouse, but please read on - this is useful for every subject area!)

+

This page tries to explain in simple terms what that phrase means by unpacking four main concepts 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.

+

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.
+

+

1. Constructivism

+
+

This point of view maintains that people actively construct new knowledge as they interact with their environment.

+

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 "transmitted" to you just by reading something or listening to someone.

+

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.
+

+
+

2. Constructionism

+
+

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.

+

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.
+

+
+

3. Social Constructivism

+
+

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.

+

A very simple example is an object like a cup. The object can be used for many things, but its shape does suggest some "knowledge" about carrying liquids. A more complex example is an online course - not only do the "shape" 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.
+

+
+

4. Connected and Separate

+
+

This idea looks deeper into the motivations of individuals within a discussion. Separate 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. Connected 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. Constructed 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.

+

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.

+
+
+

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.

+

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.

+
+
+

Moodle Documentation

+

Version: $Id$

+ + diff --git a/lang/pl/help/attendance/mods.html b/lang/pl/help/attendance/mods.html new file mode 100644 index 00000000000..3c99b64be78 --- /dev/null +++ b/lang/pl/help/attendance/mods.html @@ -0,0 +1,6 @@ +

 Attendance

+ + diff --git a/lang/pl/help/dialogue/addsubject.html b/lang/pl/help/dialogue/addsubject.html new file mode 100644 index 00000000000..ebc1d0fc17e --- /dev/null +++ b/lang/pl/help/dialogue/addsubject.html @@ -0,0 +1,6 @@ +

Temat dialogu

+ +

Użyj tego odnośnika ażeby nadać Temat dialogowi. Powinno się zawsze nadawać temat dialogowi, +poniważ pozwala to lepiej kierować dyskusją. Jeśli planujesz rozpoczęcie rozmowy na nowy temat, +lepiej zamknij aktulany dialog i rozpocznij nowy.

+ diff --git a/lang/pl/help/dialogue/closedialogue.html b/lang/pl/help/dialogue/closedialogue.html new file mode 100644 index 00000000000..c431a2c2648 --- /dev/null +++ b/lang/pl/help/dialogue/closedialogue.html @@ -0,0 +1,11 @@ +

Zakończenie dialogu

+

Możesz zakończyć dialog w dowolnym momencie. Zakończenie dialogu powoduje usunięcie go z listy aktualnych dialogów. +Oznacza to, iż zamknięte dialogi nie pojawią się już na tej stronie.

+ +

Istnieje możliwość przeglądania zamkniętych dialogów z tym, że nie można ich modyfikować. + Jednakże jeżeli została wybrana opcja usuwania dialogów po określonym czasie + to z jego upływem ustanie możliwość ich przeglądania.

+ +

Jeśli zakończysz ten dialog to będziesz musiał rozpocząć nowy dialog jeżeli zamierzasz dalej "rozmawiać" +z daną osoba. Ta osoba pojawi się na nowo na liście osób z którymi możesz rozpocząć dialog.

+ diff --git a/lang/pl/help/dialogue/deleteafter.html b/lang/pl/help/dialogue/deleteafter.html new file mode 100644 index 00000000000..91ba6f1c199 --- /dev/null +++ b/lang/pl/help/dialogue/deleteafter.html @@ -0,0 +1,5 @@ +

Usunięcie dialogu

+

Ten parametr pozwala na ustawienie ilości dni po których zakończone dialogi zostaną automatycznie usunięte.

+ +

Jeżeli parametr ten zostnie ustawiony na 0 wówczas zakończone dialogi nigdy nie zostaną usunięte.

+ diff --git a/lang/pl/help/dialogue/dialoguetype.html b/lang/pl/help/dialogue/dialoguetype.html new file mode 100644 index 00000000000..9b805d739c8 --- /dev/null +++ b/lang/pl/help/dialogue/dialoguetype.html @@ -0,0 +1,15 @@ +

Typy dialogów

+

Są trzy typy dialogów.

+ +

  1. Nauczyciel do Studenta. Ten typ umożliwia dialog studenta +z nauczycielem. Może być on rozpoczęty albo przez nauczyciela albo przez studenta. +Na liście dostepnych rozmówców studenci widzą tylko nauczycieli, a nauczyciele tylko +studentów.

    2. + +

  2. Student do Studenta. Ten typ umożliwia dialog tylko między studentami. +Nauczyciele nie mogą brać udziału w tym typie dialogu.

    3. + +

  3. Każdy z każdym. Ten typ umożliwia każdemu w Klasie rozpoczęcie dialogu +z kimkolwiek na liście. Nauczyciel może rozpocząć dialog z innym nauczycielem lub +studentem a student może rozpocząć dialog z nauczycielem lub innym studentem

    4. +
diff --git a/lang/pl/help/dialogue/info.html b/lang/pl/help/dialogue/info.html new file mode 100644 index 00000000000..f829ca9b3ab --- /dev/null +++ b/lang/pl/help/dialogue/info.html @@ -0,0 +1,18 @@ + Dialogi

+ +

Ten moduł umożliwia prosty sposób komunikowania się pomiędzy dwoma użytkownikami. + Nauczyciel może rozpocząć dialog tylko z jednym studentem, student tylko z jednym nauczycielem i wreszcie jeden student może +rozpocząć dialog z innym studentem. Jednakże, student lub nauczyciel mogą równolegle +brać udział w wielu dialogach.

+ +

Dialog może mieć nieograniczoną liczbę wpisów. Zwykle "konwersacja" przebiega +jako dość luźny i rozciągnięty w czasie ciąg odpowiedzi na poprzednie wpisy. Każdy z uczestników +może dokonać wpisu kiedy chce.

+ +

Dialog może zostać zakończony w dowolnym momencie przez każdą ze stron. +Zakończone dialogi nie mogą być otwarte na nowo. Jednakże, zakończony dialog może być obejrzany +przez każdą ze stron, chyba, że został automatycznie usunięty.

+ +

Ten moduł usuwa zakończone dialogi po czasie określonym przez twórce dialogu. + Można ustawić ten parametr tak aby dany dialog nie był on nigdy wymazany.

+ diff --git a/lang/pl/help/dialogue/maildefault.html b/lang/pl/help/dialogue/maildefault.html new file mode 100644 index 00000000000..ade45afde59 --- /dev/null +++ b/lang/pl/help/dialogue/maildefault.html @@ -0,0 +1,5 @@ +

Wyślij maila z nowym wpisem

+

Ten parametr umożliwia automatyczne przesłanie nowego wpisu za pomocą e-maila. +Jeżeli ten paramter jest ustawiony na "Tak" wówczas nowy wpis zostanie +automatycznie przesłany na adres email użytkownika.

+ diff --git a/lang/pl/help/dialogue/mods.html b/lang/pl/help/dialogue/mods.html new file mode 100644 index 00000000000..94ee6a45b2e --- /dev/null +++ b/lang/pl/help/dialogue/mods.html @@ -0,0 +1,8 @@ +

 Dialogues

+ diff --git a/lang/pl/help/dialogue/multiple.html b/lang/pl/help/dialogue/multiple.html new file mode 100644 index 00000000000..ff72de88ab6 --- /dev/null +++ b/lang/pl/help/dialogue/multiple.html @@ -0,0 +1,10 @@ +

Wiele dialogów

+ +

Ten parametr pozwala danemu użytkownikowi rozpocząć więcej +niż jeden dialog z innymi osobami. Domyślnie, parametr ten ustawiony +jest na "Nie", przez co tylko jeden dialog może pozostawać otwarty +pomiędzy dwoma osobami.

+ +

Ustawienie tego parametru na "Tak" może spowodować nadużycie tego modułu +poprzez otwieranie wielu "niechcianych" dialogów z określonymi użytkownikami.

+ diff --git a/lang/pl/help/dialogue/sendmail.html b/lang/pl/help/dialogue/sendmail.html new file mode 100644 index 00000000000..13fe493e627 --- /dev/null +++ b/lang/pl/help/dialogue/sendmail.html @@ -0,0 +1,12 @@ +

Wysyłanie wiadomości emailowych

+ +

Jeśli ten parametr jest ustawiony na "Tak" wtedy wiadomość +emailowa zostanie wysłana do osoby z którą rozpocząłęś dialog +informując ją, że rozpocząłeś dialog lub dodałeś do niego nowy wpis. +Wiadomość nie zawiera treści wpisu tylko krótką informację i link do +dialogu.

+ +

Powinno używać się tej opcji tylko wtedy gdy wiadomo, że druga osoba +może szybko nie odpowiedzieć na dany wpis z powodu n.p. rzadkiego uczestnictwa +w kursie. Lista użytkowników zawiera informacje o tym kiedy ostatnio brali oni aktywny +udział w kursie.

\ No newline at end of file diff --git a/lang/pl/help/dialogue/writing.html b/lang/pl/help/dialogue/writing.html new file mode 100644 index 00000000000..550ad65a0a8 --- /dev/null +++ b/lang/pl/help/dialogue/writing.html @@ -0,0 +1,12 @@ +

Pisanie

+ +

Piszšc teksty przeznaczone dla innych osób, spróbuj pisać bezpoœrednio do swoich odbiorców.

+ +

Wyjaœnij swoje koncepcje jak najbardziej jednoznacznie i prosto, aby zmniejszyć możliwoœć zaistnienia nieporozumienia. Jednš z metod jest unikanie długich zdań, gdy wystarczš krótkie.

+ +

Zalecane jest aby posty wysyłane do forów były krótkie i trzymały się tematu. Zamiast jednego, rozwlekłego postu poruszajšcego wiele tematów, lepiej napisać kilka krótszych (mogš one nawet dotyczyć różnych forów). + +

Modyfikuj swój tekst tyle razy ile potrzeba aby uzyskać pożšdany rezultat. Nawet w przypadku postu wysłanego do forum masz od chwili nadania 30 minut na dokonanie w nim zmian, jeœli zajdzie taka koniecznoœć.

+ + +

Odpowiadajšc innym, spróbuj zadawać interesujšce pytania. Pomoże to zarówno Tobie jak i tej drugiej osobie przemyœleć dyskutowany przez Was temat, jak również więcej się nauczyć.

diff --git a/lang/pl/help/exercise/administration.html b/lang/pl/help/exercise/administration.html new file mode 100644 index 00000000000..7c538a57be8 --- /dev/null +++ b/lang/pl/help/exercise/administration.html @@ -0,0 +1,22 @@ +

Zarządzanie zadaniem do samooceny

+ +

W poniższej tabelce widać jak kalkulowana będzie końcowa ocena za wykonanie zadania do samooceny. +Ocena ta jest wypadkową ważonej sumy dwóch komponentów:

+ +
  1. Oceny nauczyciela za własną ocenę studenta swojej pracy. Ocena ta może być określona jako "ocena oceny". Od chwili, kiedy student +prześle swoją pracę, jego własna ocena nie podlega zmianie. Tak więc student NIE będzie miał możliwości ponownej oceny swojej pracy nawet po ponownym +oddaniu pracy. Ocena ta ma wpływa na ocenę końcową, ale generalnie rzecz biorąc ocena nauczyciela jest dużo ważniejsza. Z tego też powodu, ocena ta powinna +mieć nadaną mniejszą wagę niż ocena nauczyciela. +
  2. Oceny nauczyciela pracy studenta. Jak już zostało powiedziane wyżej, ocena ta powinna stanowić najważniejszy element oceny końcowej. + Jeśli nauczyciel dopuszcza wielokrotne oddawanie prac, wówczas powinien on również zadecydować czy ocena końcowa za to ćwiczenie powinna być + średnią z ocen uzyskanych za wszystkie przesłane prace czy też być oceną za najlepszą spośród przesłanych prac. +
+ +

Te komponenty powinny być odpowiednio wyważone. Nauczyciel może n.p. przyznać ocenie oceny bardzo niską rangę, nawet zero. Wówczas ocena końcowa +zależeć będzie od oceny za pracę. Waga przyznana każdemu z elementów może być zmieniona w każdym momencie podczas trwania ćwiczenia a efekt tych zmian +powinien być od razu widoczny w tabeli ocen.

+ +

Strona zarządzania ćwiczeniem zawiera także informacje dotyczące samego ćwiczenia (przesłane przez nauczyciela), oceny studentów dotyczące własnych prac +oraz ich prace. Informacje zawarte na tej stronie mogą być zmienione, usunięte, przejrzane bądź ponownie ocenione. Podsumowując, ta strona ma na celu +umożliwienie moniotorowania postępów studentów w zakresie wykonywania ćwiczeń do samooceny. +

diff --git a/lang/pl/help/exercise/elements.html b/lang/pl/help/exercise/elements.html new file mode 100644 index 00000000000..addee8a3e22 --- /dev/null +++ b/lang/pl/help/exercise/elements.html @@ -0,0 +1,65 @@ +

Assignment Elements

+ +

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

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

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

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

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

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

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

+ +

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

\ No newline at end of file diff --git a/lang/pl/help/exercise/finalgrades.html b/lang/pl/help/exercise/finalgrades.html new file mode 100644 index 00000000000..c796e1adb14 --- /dev/null +++ b/lang/pl/help/exercise/finalgrades.html @@ -0,0 +1,10 @@ +

The Final Grades

+ +

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

The League table lists each student's best submission. The table is in grade order with + the best submission first.

diff --git a/lang/pl/help/exercise/grade.html b/lang/pl/help/exercise/grade.html new file mode 100644 index 00000000000..a6b1aea8c0b --- /dev/null +++ b/lang/pl/help/exercise/grade.html @@ -0,0 +1,4 @@ +

Maksymalna ocena

+ +

Ten parametr określa maksymalną wartość oceny końcowej. Ocena może wahać się pomiędzy 0 i 100%. Wartość ta może być zmieniona w dowolnym momencie. +Efekt tej zmiany powinien być natychmiast widoczny na stronie ocen.

diff --git a/lang/pl/help/exercise/grading.html b/lang/pl/help/exercise/grading.html new file mode 100644 index 00000000000..7fff0d2db33 --- /dev/null +++ b/lang/pl/help/exercise/grading.html @@ -0,0 +1,40 @@ +

Grading of Assignments

+ +

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

+ +

For Students

+ +

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

+ +

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

+ +

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

+ +

For the Teacher

+ +

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

+ +

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

diff --git a/lang/pl/help/exercise/gradinggrade.html b/lang/pl/help/exercise/gradinggrade.html new file mode 100644 index 00000000000..3cc10bd9b66 --- /dev/null +++ b/lang/pl/help/exercise/gradinggrade.html @@ -0,0 +1,15 @@ +

Grading of Assessments

+ +

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

+ +

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

+ \ No newline at end of file diff --git a/lang/pl/help/exercise/gradingstrategy.html b/lang/pl/help/exercise/gradingstrategy.html new file mode 100644 index 00000000000..ca993b90e1d --- /dev/null +++ b/lang/pl/help/exercise/gradingstrategy.html @@ -0,0 +1,78 @@ +

Strategia oceniania

+ +

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

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

    Elements have the following three features: +

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

diff --git a/lang/pl/help/exercise/managing.html b/lang/pl/help/exercise/managing.html new file mode 100644 index 00000000000..92fcde63ae5 --- /dev/null +++ b/lang/pl/help/exercise/managing.html @@ -0,0 +1,76 @@ +

Managing an Exercise Assignment

+ +

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

    +

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

    + +

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

    + +

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

    + +

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

    + +

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

    + +

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

    + +

  3. Stop Student Assessments and Submissions 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. + +

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

    + +

    The students (and the teacher) are also shown a "League Table" + of the student submissions. These are listed in order of grade, the top submission + is first. Here the grade given to the submission is teacher's + grade. If a student submitted more than one piece of work only their best piece + of work is shown in this table.

    +
+ +

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

+ +

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

+ diff --git a/lang/pl/help/exercise/mods.html b/lang/pl/help/exercise/mods.html new file mode 100644 index 00000000000..bc29ee7c1d7 --- /dev/null +++ b/lang/pl/help/exercise/mods.html @@ -0,0 +1,9 @@ + Ćwiczenie do samooceny + + + diff --git a/lang/pl/help/exercise/moreinfo.html b/lang/pl/help/exercise/moreinfo.html new file mode 100644 index 00000000000..88eb1687b0a --- /dev/null +++ b/lang/pl/help/exercise/moreinfo.html @@ -0,0 +1,80 @@ + Exercise + +

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

+ +

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

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

+ +

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

+ +

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

+ +

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

+ +

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

+ +

When the deadline for the exercise 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. + +

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 not used.) For the submissions + themselves the grade is teacher's assessment. The weights used for the two + grades (the grading grade and the actual grade for the work) can be set and + changed at any time during the assignment.

+ +

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

+ +

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

+ diff --git a/lang/pl/help/exercise/nelements.html b/lang/pl/help/exercise/nelements.html new file mode 100644 index 00000000000..136d321be73 --- /dev/null +++ b/lang/pl/help/exercise/nelements.html @@ -0,0 +1,20 @@ +

Number of Comments, Elements, Bands, Criteria or Rubrics

+ +

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

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

+ +

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

diff --git a/lang/pl/help/exercise/specimen.html b/lang/pl/help/exercise/specimen.html new file mode 100644 index 00000000000..0a7736e2530 --- /dev/null +++ b/lang/pl/help/exercise/specimen.html @@ -0,0 +1,10 @@ +

Specimen Assessment Form

+ +

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

+ +

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

diff --git a/lang/pl/help/exercise/submissionofdescriptions.html b/lang/pl/help/exercise/submissionofdescriptions.html new file mode 100644 index 00000000000..825f8808905 --- /dev/null +++ b/lang/pl/help/exercise/submissionofdescriptions.html @@ -0,0 +1,12 @@ +

Submission of Exercise Descriptions

+ +

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

+ +

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

diff --git a/lang/pl/help/exercise/takeownership.html b/lang/pl/help/exercise/takeownership.html new file mode 100644 index 00000000000..3cc3f5d778f --- /dev/null +++ b/lang/pl/help/exercise/takeownership.html @@ -0,0 +1,11 @@ +

Take Ownership of the Exercises

+ +

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

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

\ No newline at end of file diff --git a/lang/pl/help/exercise/usemax.html b/lang/pl/help/exercise/usemax.html new file mode 100644 index 00000000000..1dd6875f19e --- /dev/null +++ b/lang/pl/help/exercise/usemax.html @@ -0,0 +1,9 @@ +

Handling of Multiple Submissions

+ +

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

diff --git a/lang/pl/help/forum/index.html b/lang/pl/help/forum/index.html new file mode 100755 index 00000000000..43bc2fe4449 --- /dev/null +++ b/lang/pl/help/forum/index.html @@ -0,0 +1,8 @@ +

Fora

+ diff --git a/lang/pl/help/forum/maxattachmentsize.html b/lang/pl/help/forum/maxattachmentsize.html new file mode 100644 index 00000000000..341f9554a82 --- /dev/null +++ b/lang/pl/help/forum/maxattachmentsize.html @@ -0,0 +1,7 @@ +

Maksymalna wielkość załącznika

+ +

Maksymalna wielkość załącznika jest określana przez osobę, która otwiera forum.

+ +

Czasami udaje się przesłać plik większy niż określony w tym parametrze, jednakże +ten plik nie zostanie zachowany na serwerze i prawdopodobnie zostanie wyświetlony +komunikat o wystąpieniu błędu.

\ No newline at end of file diff --git a/lang/pl/help/forum/mods.html b/lang/pl/help/forum/mods.html new file mode 100755 index 00000000000..28c08ece8a4 --- /dev/null +++ b/lang/pl/help/forum/mods.html @@ -0,0 +1,8 @@ +

 Fora

+ diff --git a/lang/pl/help/glossary/aliases.html b/lang/pl/help/glossary/aliases.html new file mode 100644 index 00000000000..4cc4c974f84 --- /dev/null +++ b/lang/pl/help/glossary/aliases.html @@ -0,0 +1,6 @@ +

Aliasy

+ +

Słownik umożliwia zapisanie aliasu czyli alternatywnej nazwy dla każdego terminu.

+ +

Alisy odwołują się bezpośrednio do danego terminu, tak więc kiedy dany termin LUB +alias zostanie znaleziony w tekście, wówczas będzie on automatycznie połączony z definicją w słowniku.

diff --git a/lang/pl/help/glossary/allowcomments.html b/lang/pl/help/glossary/allowcomments.html new file mode 100644 index 00000000000..2d27418792d --- /dev/null +++ b/lang/pl/help/glossary/allowcomments.html @@ -0,0 +1,4 @@ +

Komentowanie wpisów

+ +

Można umożliwić komentowanie wpisów do słownika pojęć lub też funkcję tą wyłączyć.

+ diff --git a/lang/pl/help/glossary/allowduplicatedentries.html b/lang/pl/help/glossary/allowduplicatedentries.html new file mode 100644 index 00000000000..385b1d3e85c --- /dev/null +++ b/lang/pl/help/glossary/allowduplicatedentries.html @@ -0,0 +1,4 @@ +

Wielokrotne definicje

+ +

Jeżeli włączysz tą funkcję wówczas określony termin będzie mógł mieć wiele definicji.

+ diff --git a/lang/pl/help/glossary/casesensitive.html b/lang/pl/help/glossary/casesensitive.html new file mode 100644 index 00000000000..551e6a7abbb --- /dev/null +++ b/lang/pl/help/glossary/casesensitive.html @@ -0,0 +1,9 @@ +

Małe i duże litery a łączenie pojęć

+ +

Ten parametr defniuje czy pojęcie do którego się odwołujemy musi zaczynać się z dużej +lub małej litery, aby automatyczne łączenie pojęć było możliwe. Chodzi o to czy musi być zgodność +z pomiędzy pierwszą literą danego terminu w tekście i słowniku.

+ +

Dla przykładu, jeśli włączymy tą funkcję, wówczas termin "html" w tekście NIE zostanie automatycznie +polączony z terminem "HTML" w słowniku.

+ diff --git a/lang/pl/help/glossary/defaultapproval.html b/lang/pl/help/glossary/defaultapproval.html new file mode 100644 index 00000000000..18ac1c24d74 --- /dev/null +++ b/lang/pl/help/glossary/defaultapproval.html @@ -0,0 +1,5 @@ +

Domyślna aprobata wpisów

+ +

Możesz wybrać czy wpisy dokonane przez studentów będą automatycznie publikowane w sieci Web +czy też będą musiały być najpierw zatwierdzone przez nauczyciela.

+ diff --git a/lang/pl/help/glossary/description.html b/lang/pl/help/glossary/description.html new file mode 100644 index 00000000000..179f0804c43 --- /dev/null +++ b/lang/pl/help/glossary/description.html @@ -0,0 +1,4 @@ +

Opis

+ +

W tym polu możesz opisać cel danego słownika pojęć oraz podać instrukcje i dodatkowe informacje +dotyczące słownika.

diff --git a/lang/pl/help/glossary/destination.html b/lang/pl/help/glossary/destination.html new file mode 100644 index 00000000000..6937de62a20 --- /dev/null +++ b/lang/pl/help/glossary/destination.html @@ -0,0 +1,7 @@ +

Do którego słownika importujemy pojęcia?

+ +

Definicje możesz zaimportować do następujących słowników:

+ diff --git a/lang/pl/help/glossary/displayformat.html b/lang/pl/help/glossary/displayformat.html new file mode 100644 index 00000000000..4f7a974cf14 --- /dev/null +++ b/lang/pl/help/glossary/displayformat.html @@ -0,0 +1,28 @@ +

Wyglšd słownika

+ +

Ten parametr określa sposób w jaki definicje zostaną zaprezentowane w słowniku. Możliwe są następujące sposoby prezentacji:

+
+
+
Prosty słownik:
+
Przypomina klasyczny słownik. Autorzy nie są uwidocznieni a załączniki schowane są za linkami.
+
Ciągły:
+
Pokazuje terminy jeden po drugim bez żadnych przerw oprócz edycyjnych ikon.
+
Pełen z autorami:
+
Pokazuje terminy wraz z danymi autora w sposób podobny do forum. Załączniki schowane sa za linkami.
+
Pełen bez autorów:
+
Format podobny do poprzedniego z tym, że nie zawiera informacji o autorach.
+
Encyklopedia:
+
Taki jak "Ciągły z autorami" ale załączniki są wyświetlone w tekście.
+
Często zadawane pytania (FAQ):
+
Użyteczny przy wyświetlaniu "Często zadawanych pytań (FAQ). Automatycznie kategoryzuje terminy definiowane i definicje jako pytania i odpowiedzi.
+
+
+ +
+

Administratorzy Moodle'a mogą utworzyć nowe formy wyświetlenia słownika: +

    +
  1. Sprawdź zawratość katalogu mod/glossary/formats .... Powinny tam być ponumerowane pliki odpowiadające dostępnym formatom słownika. +
  2. Skopiuj jeden z tych plików i nadaj jemu nową nazwę tj. numer N (zwróć uwagę, że 0 i 1 są zarezerwowane). +
  3. Dokonaj edycji tego pliku w/g własnego uznania (musisz jednak trochę znać PHP). +
  4. Następnie, dopisz w każdym pakiecie językowym jakiego używasz displayformatN, i nadaj mu krótką ale logiczną nazwę. +
diff --git a/lang/pl/help/glossary/entbypage.html b/lang/pl/help/glossary/entbypage.html new file mode 100644 index 00000000000..33f69356e0a --- /dev/null +++ b/lang/pl/help/glossary/entbypage.html @@ -0,0 +1,9 @@ +

Ilość definicji na stronie

+ +

Możesz określić maksymalną ilość definicji na stronę. Liczba ta uzależniona jest od konfiguracji słownika.

+ +

W przypadku używania opcji automatycznego linkowania tekstu do definicji w słowniku, liczba definicji na stronę +powinna być stosunkowo niewielka, po to aby nie spowodowac obciążenia systemu i przez to jego wolniejszego działania.

+ +

Zauważ: Jeżeli natrafisz na błąd przekroczenia czasu odpowiedzi przez serwer (tzw. timeout), wówczas powinieneś +zmniejszyć ilość definicji na stronę.

diff --git a/lang/pl/help/glossary/filetoimport.html b/lang/pl/help/glossary/filetoimport.html new file mode 100644 index 00000000000..fb4ede50772 --- /dev/null +++ b/lang/pl/help/glossary/filetoimport.html @@ -0,0 +1,3 @@ +

Plik do importu

+ +

Wybierz plik XML zawierający definicje, które chcesz zaimportować

diff --git a/lang/pl/help/glossary/fullmatch.html b/lang/pl/help/glossary/fullmatch.html new file mode 100644 index 00000000000..79f46504a51 --- /dev/null +++ b/lang/pl/help/glossary/fullmatch.html @@ -0,0 +1,6 @@ +

Łšczenie tylko całych słów

+ +

Jeżeli zostało wybrane automatyczne łączenie pojęć, wówczas włączenie tego parametru spowoduje, +że tylko całe wyrazy będą łączone. + +

Na przykład, słownikowy termin "kolor" nie utworzy linku do wyrazu "kolorowy" w tekście.

diff --git a/lang/pl/help/glossary/globalglossary.html b/lang/pl/help/glossary/globalglossary.html new file mode 100644 index 00000000000..3f2372ac1da --- /dev/null +++ b/lang/pl/help/glossary/globalglossary.html @@ -0,0 +1,9 @@ +

Globalny słownik pojęć

+ +

Możesz utworzyć słownik, który będzie dostępny dla całej strony internetowej (globalny słownik).

+ +

Aby to zrobić, musisz zadeklarować, który słownik jest słownikiem globalnym.

+ +

Możesz mieć tyle słowników globalnych ile chcesz. Słowniki te mogą być wykorzystywane w dowolnym kursie. Inne zasady mają takie same zastosowanie do globalnych słowników.

+ +

Uwaga: Tylko administratorzy mogą utworzyć globalne słowniki.

diff --git a/lang/pl/help/glossary/importcategories.html b/lang/pl/help/glossary/importcategories.html new file mode 100644 index 00000000000..8c2df3a6ba5 --- /dev/null +++ b/lang/pl/help/glossary/importcategories.html @@ -0,0 +1,5 @@ +

Import kategorii

+ +

Domyślnie, mechanizm importu plików słowników działa w ten sposób, że wszystkie definicje +sś importowane. Można jednakże wybrać kategorie pojęć, które chce się zaimportować. +W takim przypadku system zaimportuje także relacje pomiędzy definicjami i kategoriami.

diff --git a/lang/pl/help/glossary/index.html b/lang/pl/help/glossary/index.html new file mode 100644 index 00000000000..6da0c8fc15f --- /dev/null +++ b/lang/pl/help/glossary/index.html @@ -0,0 +1,31 @@ +

Glossary

+ +
+Glossary level help files: + +
+ +
+Entry level help files: + +
\ No newline at end of file diff --git a/lang/pl/help/glossary/linkcategory.html b/lang/pl/help/glossary/linkcategory.html new file mode 100644 index 00000000000..aa423daf3a8 --- /dev/null +++ b/lang/pl/help/glossary/linkcategory.html @@ -0,0 +1,5 @@ +

Automatyczne łączenie kategorii

+ +

Można automatycznie łączyć nie tylko definicje ale także kategorie definicji.

+ +

Uwaga: Poprawność łączenia kategorii jest zależna od wielkości liter.

diff --git a/lang/pl/help/glossary/mainglossary.html b/lang/pl/help/glossary/mainglossary.html new file mode 100644 index 00000000000..51de630472f --- /dev/null +++ b/lang/pl/help/glossary/mainglossary.html @@ -0,0 +1,7 @@ +

Definiowanie głównego słownika pojęć kursu

+ +

System pozwala na wyeksportowanie zawratości jakiegokolwiek tymczsowego słownika do głównego słownika kursu.

+ +

Aby móc to zrobić musisz najpierw określić, który słownik jest słownikiem głównym.

+ +

Uwaga: W ramach jednego kursu można zbudować tylko jeden słownik główny. Tylko nauczyciele mogą aktualizować ten słownik.

diff --git a/lang/pl/help/glossary/mods.html b/lang/pl/help/glossary/mods.html new file mode 100644 index 00000000000..198ab4bef6d --- /dev/null +++ b/lang/pl/help/glossary/mods.html @@ -0,0 +1,10 @@ +

 Słownik Pojęć

+ diff --git a/lang/pl/help/glossary/shows.html b/lang/pl/help/glossary/shows.html new file mode 100644 index 00000000000..6104a7084f8 --- /dev/null +++ b/lang/pl/help/glossary/shows.html @@ -0,0 +1,10 @@ +

Opcje wyszukiwania

+ +

Można zindywidualizować sposób w jaki użytkownik będzie przeglądał słownik pojęć. +Wyszukiwanie według kategorii lub daty wpisu jest zawsze dostępne, ale można jeszcze dodać następujące 3 opcje:

+ +

Pokaż link "Specjalne": Umożliwia wyszukiwanie używając nietypowych znaków n.p. @, #, etc.

+ +

Pokaż link "Alfabet": Umożliwia wyszukiwanie pojęć według liter.

+ +

Pokaż link "Wszystkie": Umożliwia pokazanie wszystkich definicji od razu.

diff --git a/lang/pl/help/glossary/studentcanpost.html b/lang/pl/help/glossary/studentcanpost.html new file mode 100644 index 00000000000..3b8e7199898 --- /dev/null +++ b/lang/pl/help/glossary/studentcanpost.html @@ -0,0 +1,6 @@ +

Studenci mogą dodawać nowe pojęcia

+ +

Możesz pozwolić studentom dodawać, edytować lub usuwać ich własne definicje czy inne wpisy. Jednakże, tylko nauczyciel +może zmienić lub usunąć wpisy w głównym słowniku, tak więc powyższa opcja odnosi się tylko do słowników tymczasowych.

+ +

Uwaga: Nauczyciel może zmienic lub usunąć każdy wpis w dowolnym momencie.

diff --git a/lang/pl/help/glossary/usedynalink.html b/lang/pl/help/glossary/usedynalink.html new file mode 100644 index 00000000000..4b925918bec --- /dev/null +++ b/lang/pl/help/glossary/usedynalink.html @@ -0,0 +1,10 @@ +

Automatycznie łącz wpisane pojęcia

+ +

Ta opcja umożliwia połączenie jakiekolwiek definicji w slowniku pojęć z definiowanym terminem, gdy takowy pojawi się +w którejkolwiek aktywności dostępnej w ramach danego kursu n.p. forum, wewnętrznych zasobów, podsumowań tygodnia, dzienników itd. +

+ +

Jeśli nie chcesz by określony termin występujący w tekście n.p. forum nie został połączony, dodaj tagi <nolink> i </nolink> wokół tekstu

+ +

Zauważ, że nazwy kategorii są także łączone.

+ diff --git a/lang/pl/help/label/mods.html b/lang/pl/help/label/mods.html new file mode 100644 index 00000000000..cc1ce675be7 --- /dev/null +++ b/lang/pl/help/label/mods.html @@ -0,0 +1,6 @@ +

 Opisy

+ + diff --git a/lang/pl/help/quiz/formatctm.html b/lang/pl/help/quiz/formatctm.html new file mode 100755 index 00000000000..a0d660ed5ef --- /dev/null +++ b/lang/pl/help/quiz/formatctm.html @@ -0,0 +1,78 @@ +

Importowanie plików z CTM ("Course Test Manager")

+ +

Course Test Manager jest to software napisany przez Course Technology. +Nie jest już on aktywnie rozwijany przez Course Technology. Został zastąpiony przez +nowego menedżera testów ExamView. Nigdy nie istaniał wspólny format, który by umożliwiał +eksport tego formatu z banków testó CTM do innych wspólych formatów testów. Z tego włanie +powodu napisano ten moduł.

+ +

Ażeby móc zaimportować pytania z CTM, musisz mieć zainstalowany CTM w systemie Windows i dostęp do MS Access. +Dwa pliki są potrzebne by uzyskać dostęp do danych:

+ + +

Proces importowania pytań jest różny w zależności od tego czy Moodle działa na Linuxie czy Windows. +Bez względu na to czy Moodle dziala na Linuxie czy nie, musisz mieć dostęp do komputera działającego w systemie +Windows aby miec dostep do plików MS Access.

+ +

Proces importowania jest prostszy na Moodle działającym pod Windowsem. Wszystko co musisz zrobić aby +zaimportować pliki to:

+ +
  1. Skopiować plik system.mda do katalogu moodle. Nie ma znaczenia do jakiego kursu skopiujesz ten plik, ponieważ +Moodle odnajdzie go tak i tak.
    2. +
  2. Utwórz własny quiz i przejdź to sekcji "Importuj pytania z pliku". Wybierz ctm.mdb jako plik do importu. +Jeśli wykonałeś tą operację poprawnie, zobaczysz kolejny ekran, który pozwoli tobie wybrać podkategorie pytań do +zamimporotowania. Powodem dla takiej organizacji procesu importowania jest fakt, iż banki testów CTM często zawierają +bardzo dużą ilość pytań, które są pogrupowane w określony sposób.
    3. +
+ +

Aby dokonać importu na platformie Moodle zainstanowanej na Linuxie potrzebny jest dodatkowy software zwany +ODBC Socket Server. Ażeby móc importować pliki +baz danych CTM na Linuxie, musisz wpierw ściągnąć ten program i go zainstalować na komputerze, który na którym zainstalowana +jest baza danych CTM (komputer ten musi mieć Windowsa - patrz wyżej). Jednakże, nie postępuj zgodnie z domyślnymi +krokami instalacji ODBC Socket Server Installation. Są one bardziej skomplikowane, niż być powinny. +Zamiast tego wykonaj następujące czynności aby zainstalować ten program w systemie Windows:

+ +
  1. W systemie Windows rozpakuj ściągnięty program z strony +.
    2. +
  2. Skopiuj plik ODBCSocketServer.exe do wybranej lokalizacji takiej jak n.p. katalog Program Files.
    3. + +
  3. Zainstaluj ODBC Socket Server jako Usługę (Service) używając następującej komendy wpisanej w Wierszu Poleceń +albo w menu Uruchom:
    +<ścieżka dostępu/ODBCSocketServer.exe /Service
    .
    4. + +
  4. Otwórz Usługi: Start->Ustawienia->Panel Sterowania->Narzędzia Administracyjne->Usługi lub klikając prawym +przyciskiem na ikonęMój Komputer, Zarządzaj, wybierz w prawym panelu Usługi i Aplikacje->Usługi. +Możesz także użyć skrótu wpisujšc w okienku Uruchom
    5. + +
  5. W okienku Usługi odszukaj i kliknij prawym przyciskim na ODBC Socket Server i wybierz opcję Start. W tym momencie +status tej usługi powinien się zmienić na "Uruchomiono". Zauważ, że można zatrzymać bądź całkowicie wyłączyć tą usługę +po zakończeniu procesu importowania plików.
    6. + +
  6. Upewnij się, że pliki system.mda and ctm.mdb są dostępne i że zainstalowany jest również MS Access ODBC driver. +Powinien być on zainstalowany wraz ze standardową instalacją Windowsa. Można to sprawdzić, wybierając Panel Sterowania -> +Narzędzia administracyjne -> Źródła danych (ODBC) i klikając na "Sterowniki". +Następnie sprawdź gdzie sązainstalowane pliki CTM i odnajdź plik system.mda i bazę danych ctm.mdb z której +zamierzasz importować pytania. Zapisz pełną ściżkę dostępu do tych plików a także adres IP i nazwę serwera Windowsa. +Te informacje będą potrzebne przy procesie importowania.
    7. + +
  7. Teraz jesteś gotowy aby rozpocząć proces importowania zbioru lub zbiorów pytań do moodle'a. Stwórz swój własny quiz +i przejdź do sekcji "Importuj pytania z pliku". I W TYM MIEJSCU INACZEJ BĘDZIE WYGLLĄDAŁ TEN PROCES NA LINUXIE - +MUSISZ WYBRAĆ JAKIKOLWIEK PLIK(NAJLEPIEJ NOWO UTWORZONY)W POLU GDZIE WSKAZUJE SIĘ PLIK DO IMPORTU ABY ROZPOCZĄĆ TEN PROCES. +TEN PLIK NIE ZOSTANIE PRZETWORZONY - JEST TO TYLKO PEWIEN WYMÓG BY "OSZUKAĆ" SYSTEM. +DOPIERO NA NASTĘPNEJ STRONIE WSKAŻESZ WŁAŚCIWY PLIK. Na następnej stronie trzeba będzie wpisać nazwę komputera na którym +zainstalowany jest ODBC Socket Server a także scieżkę dostępu do systemowej bazy danych i bazy danych CTM. +Wpisz ten informacje i kliknij na "Połącz się ze serwerem". Jeżeli wszystko było wpisane poprawnie, wówczas +ukaże się lista z której będzie można wybrać podkategorie pytań, które można zaimportować z danej bazy danych. +Powodem takiego rozwiązania jest wcześniej już sygnalizowany fakt, iż banki danych CTM często zawierają dużą liczbę pytań +skategoryzowanych według określonego klucza (n.p. układ kursu, rozdziały książki). JEŻELI UDAŁO SIĘ TOBIE DOJŚĆ DO TEGO +ETAPU BEZ WYŚWIETLENIA BŁĘDÓW OZNACZA TO, ŻE UDAŁO SIĘ USTANOWIĆ POŁĄCZENIE Z SERWEREM W CELU ZAIMPORTOWANIA PYTAŃ DO MOODLE!
    8. +
+ +

Jeżli pojawiły się jakieś błędy, wówczas spróbuj wykorzytać poniższą informację. ODBC Socket server wykorzystuje port +9628 do otwarcia wtyczki (ang.socket) i wymiany danych używając zapytań w formie XML aby otrzymać tabelę rezultatów w XML. +Program (klasa) która importuje plik, przetwarza ten plik XMLowy i wykorzystuje go tak jakby proces importowania +odbywał się na lokalnym komputerze.

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Uwzględnij ocenę nauczyciela

+ +

Ta opcja pozwala uwzględnić ocenę nauczyciela tak jakby była to ocena studentów. + Jeśli ta opcja jest ustawiona na TAK wówczas ocena nauczyciela jest liczona podwójnie. + Pierwszy raz, jako normalna ocena nauczyciela, drugi raz poprzez zawarcie jej + w puli ocen studentów. Nauczyciel może chcieć to zrobić gdy nie ma zbyt wielu ocen studentów + albo by dokonać modyfikacji oceny gdy wydaje się ona mało uzasadniona.

+ diff --git a/lang/pl/help/workshop/index.html b/lang/pl/help/workshop/index.html new file mode 100755 index 00000000000..c1f23a83bbf --- /dev/null +++ b/lang/pl/help/workshop/index.html @@ -0,0 +1,31 @@ +

Moduł Warsztaty

+ diff --git a/lang/pl/help/workshop/leaguetable.html b/lang/pl/help/workshop/leaguetable.html new file mode 100644 index 00000000000..449f0643190 --- /dev/null +++ b/lang/pl/help/workshop/leaguetable.html @@ -0,0 +1,10 @@ +

Tabela najlepszych prac

+ +

Tabela ta przedstawia najlepsze prace nadesłane na dany temat. Ilość wpisów w tabeli może być ustalona na Zero, liczbę +pomiędzy 1 i 20, 50 lub "Wszystkie". Jeśli wybrany zostanie parametr 0 wówczas tabela ta niezostanie wyświetlona. +Wybranie określonej liczby nakaże wyświetlenie systemowi danej liczby najlepszych prac. Można oczywiście nakazać wyświetlenie +wszystkich prac.

+ +

Drugi parametr decyduje o tym czy imiona studentów zostaną wyświetlone czy nie. Ta opcja wskazuje tylko czy imiona +studentów będą widoczne dla innych studentów, ponieważ zawsze będą one widoczne dla prowadzącego.

+ diff --git a/lang/pl/help/workshop/overallocation.html b/lang/pl/help/workshop/overallocation.html new file mode 100644 index 00000000000..da06f944e90 --- /dev/null +++ b/lang/pl/help/workshop/overallocation.html @@ -0,0 +1,18 @@ +

Parametr płynności alokacji prac

+ +

Ten paramter określa czy wszyscy studenci będą mieli równą ilość prac do oceny. +Termin "równa ilość prac" oznacza, że każdy student otrzyma taką samą ilość +prac do poprawienia. Gdy Parametr płynności oceniania jest +ustawiony na ZERO, wtedy wszystkie oddane prace są przypisywane tyle samo razy. +Jeśli parametr ten jest ustawiony na 1 wówczas pewne prace mogą zostać przypisane jeden +raz więcej (i konskwentnie inne raz mniej). Podobnie, gdy poziom ten zostanie ustawiony +na 2 wówczas jeszcze większa dysproporcja jest dozwolona.

+ +

Domyślinie parametr ten ustawiony jest na zero. Jednakże, niektórzy studenci nie będą mieli +pełnej liczby prac do oceny aż do czasy +gdy wszyscy oddadzą swoje prace. Jeśli parametr ten zostanie ustawiony na 1, wtedy większość +studentów otrzyma pełną liczbę swoich prac do poprawienia i nie będą musieli czekać na +spóznione prace. Problem wynikający z czekania na spóźnione prace powinien być jeszcze mniej +widoczny gdy parametr ten ustawiony jest na 2. Tak więc gdy parametr ocen współuczestników jest ustawiony +na 5, wtedy ocenianie będzie bardziej płynne gdyż niektóre prace będą ocenione 4 razy, niektóre 5 razy, +a inne 6 razy. Ustawienie tego parametru na wartość inną niż jeden uelastycznia proces oceniania

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Przesłanie przykładów prowadzącego

+ +

Jeżeli studenci zostali zobowiązani do oceniania przykładów nim + prześlą własną pracę, prowadzący używa tego linku, aby przesłać + te przykłady. Można ich przesłać dowolną ilość. Jeżeli liczba prac + jest większa niż liczba przykładowych ocen, które student musi + wykonać, wtedy praca jest przydzielana w losowy, ale zrównoważony + sposób. System próbuje przydzielić każdy przykład takiej samej + liczbie studentów. Przydzielenie jest losowe w tym sensie, że + jeżeli przykładów jest dziesięć, to jest mało prawdopodobne, by + pierwszy student otrzymał prace nr 1, 2 i 3 do ocenienia.

+ +

Jeżeli natomiast nauczyciel umieści mniej przykładów niż zostało to + określone w związanym z tym parametrze zadania, studenci + otrzymują jedynie te przykłady do oceny.

+ +

>Po tym jak prowadzący nadeśle przykłady, z jego punktu widzenia + przydatne jest ich ocenienie, choćby częściowe. Oceny te + należą do prowadzącego i NIE są pokazywane studentom na żadnym + etapie zadania. Przydają się jednak, kiedy prowadzący przegląda + oceny wystawione przez studentów dla tych przykładów. Kiedy wystawia + stopień ocenie studenta, nauczyciel widzi swoją własną ocenę u góry + strony o ocenę tej samej pracy w wykonaniu studenta u dołu. Dodatkowa + ocena spełnia rolę źródła porównawczego oraz przypomina o istotnych + punktach przykładu. +