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moving towards XHTML compliance

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commit d489ecfa77ba9d774e5c31cf6a5a37b178a5ec52 1 parent b92c439
koenr authored
Showing with 157 additions and 183 deletions.
  1. +2 −2 lang/en/help/assignment/assignmenttype.html
  2. +1 −5 lang/en/help/assignment/index.html
  3. +1 −1  lang/en/help/assignment/mods.html
  4. +1 −1  lang/en/help/attendance/index.html
  5. +1 −1  lang/en/help/attendance/mods.html
  6. +1 −1  lang/en/help/chat/index.html
  7. +1 −1  lang/en/help/chat/mods.html
  8. +1 −4 lang/en/help/choice/index.html
  9. +1 −1  lang/en/help/choice/mods.html
  10. +2 −2 lang/en/help/choice/options.html
  11. +7 −7 lang/en/help/dialogue/index.html
  12. +1 −1  lang/en/help/dialogue/info.html
  13. +1 −1  lang/en/help/dialogue/mods.html
  14. +8 −8 lang/en/help/exercise/elements.html
  15. +1 −1  lang/en/help/exercise/finalgrades.html
  16. +11 −12 lang/en/help/exercise/gradingstrategy.html
  17. +1 −21 lang/en/help/exercise/index.html
  18. +5 −5 lang/en/help/exercise/managing.html
  19. +1 −1  lang/en/help/exercise/mods.html
  20. +3 −3 lang/en/help/exercise/moreinfo.html
  21. +1 −1  lang/en/help/exercise/takeownership.html
  22. +4 −4 lang/en/help/forum/allowdiscussions.html
  23. +5 −5 lang/en/help/forum/attachment.html
  24. +5 −5 lang/en/help/forum/forumtype.html
  25. +1 −1  lang/en/help/forum/index.html
  26. +2 −2 lang/en/help/forum/maxattachmentsize.html
  27. +2 −2 lang/en/help/forum/mods.html
  28. +2 −2 lang/en/help/forum/rssarticles.html
  29. +4 −4 lang/en/help/forum/rsstype.html
  30. +4 −4 lang/en/help/forum/subscription.html
  31. +1 −1  lang/en/help/glossary/aliases.html
  32. +4 −4 lang/en/help/glossary/editalways.html
  33. +1 −1  lang/en/help/glossary/fullmatch.html
  34. +20 −20 lang/en/help/glossary/index.html
  35. +4 −4 lang/en/help/glossary/mods.html
  36. +2 −2 lang/en/help/glossary/rssarticles.html
  37. +4 −4 lang/en/help/glossary/rsstype.html
  38. +1 −1  lang/en/help/journal/mods.html
  39. +1 −1  lang/en/help/label/mods.html
  40. +9 −7 lang/en/help/lesson/import.html
  41. +2 −2 lang/en/help/lesson/minquestions.html
  42. +1 −1  lang/en/help/lesson/mods.html
  43. +22 −22 lang/en/help/lesson/overview.html
  44. +1 −1  lang/en/help/lesson/questionoption.html
  45. +2 −2 lang/en/help/lesson/questiontypes.html
  46. +1 −1  lang/en/help/lesson/retake.html
View
4 lang/en/help/assignment/assignmenttype.html
@@ -4,10 +4,10 @@
<p><b>Offline activity</b> - this is useful when the assignment is performed outside
of Moodle. Students can see a description of the assignment, but can't upload files or anything.
-Teachers can grade all students though, and students will see notifications of their grades.
+Teachers can grade all students though, and students will see notifications of their grades.</p>
<p><b>Upload a single file</b> - this type of assignment allows all students to upload a
single file, of any type. This might be a Word processor document, or an image, a
zipped web site, or anything you ask them to submit. Teachers can grade submitted
-assignments online.
+assignments online.</p>
View
6 lang/en/help/assignment/index.html
@@ -1,5 +1 @@
-<p>Assignments</p>
-<ul>
- <li><a href="help.php?module=assignment&file=assignmenttype.html">Assignment type</a>
- <li><a href="help.php?module=assignment&file=resubmit.html">Re-submit</a>
-</ul>
+<p>Assignments</p>
View
2  lang/en/help/assignment/mods.html
@@ -1,4 +1,4 @@
-<p><img valign="middle" SRC="<?php echo $CFG->wwwroot?>/mod/assignment/icon.gif">&nbsp;<b>Assignments</b></p>
+<p><img valign="middle" src="<?php echo $CFG->wwwroot?>/mod/assignment/icon.gif">&nbsp;<b>Assignments</b></p>
<ul>
<p>Assignments allow the teacher to specify a task that requires students
to prepare digital content (any format) and submit it by uploading it
View
2  lang/en/help/attendance/index.html
@@ -1 +1 @@
-<p>Attendance</p>
+<p>Attendance</p>
View
2  lang/en/help/attendance/mods.html
@@ -1,4 +1,4 @@
-<p><img valign="middle" src="<?php echo $CFG->wwwroot?>/mod/attendance/icon.gif">&nbsp;<b>Attendance</b></p>
+<p><img alt valign="middle" src="<?php echo $CFG->wwwroot?>/mod/attendance/icon.gif">&nbsp;<b>Attendance</b></p>
<ul>
<p>This module allows you to record the attendance of each participant in an on-site or on-line class session. Attendance can be logged manually by any teacher in the course, or automatically based on participant activity within the twenty-four hour period of the attendance date.</p>
</ul>
View
2  lang/en/help/chat/index.html
@@ -1,4 +1,4 @@
<p>Chat module</p>
<ul>
- <li><a href="help.php?module=chat&file=chatting.html">Using Chat</a>
+ <li><a href="help.php?module=chat&file=chatting.html">Using Chat</a></li>
</ul>
View
2  lang/en/help/chat/mods.html
@@ -1,4 +1,4 @@
-<p><img valign="middle" SRC="<?php echo $CFG->wwwroot?>/mod/chat/icon.gif">&nbsp;<b>Chats</b></p>
+<p><img alt valign="middle" SRC="<?php echo $CFG->wwwroot?>/mod/chat/icon.gif">&nbsp;<b>Chats</b></p>
<ul>
<p>The Chat module allows participants to have a real-time synchronous
discussion via the web. This is a useful way to get a different
View
5 lang/en/help/choice/index.html
@@ -1,4 +1 @@
-<p>Choices</p>
-<ul>
- <li><a href="help.php?module=choice&file=options.html">Options</a>
-</ul>
+<p>Choices</p>
View
2  lang/en/help/choice/mods.html
@@ -3,5 +3,5 @@
<p>A choice activity is very simple - the teacher asks a question and specifies a
choice of multiple responses. It can be useful as a quick poll to
stimulate thinking about a topic; to allow the class to vote on
- a direction for the course; or to gather research consent.
+ a direction for the course; or to gather research consent.</p>
</ul>
View
4 lang/en/help/choice/options.html
@@ -1,7 +1,7 @@
<p align="center"><b>Choice options</b></p>
<p>Here is where you specify the options that participants
- have to choose from.
+ have to choose from.</p>
<p>You can fill in any number of these: it's OK to leave some blank
- if you don't need the full 6 options.
+ if you don't need the full 6 options.</p>
View
14 lang/en/help/dialogue/index.html
@@ -1,12 +1,12 @@
<p>Dialogues</p>
<ul>
- <li><a href="help.php?module=dialogue&file=addsubject.html">Add Subject to a Dialogue</a>
- <li><a href="help.php?module=dialogue&file=closedialogue.html">Close a Dialogue</a>
- <li><a href="help.php?module=dialogue&file=deleteafter.html">Delete Dialogues</a>
- <li><a href="help.php?module=dialogue&file=dialoguetype.html">Dialogue Types</a>
- <li><a href="help.php?module=dialogue&file=info.html">More Information</a>
- <li><a href="help.php?module=dialogue&file=maildefault.html">Mail Default</a>
- <li><a href="help.php?module=dialogue&file=multiple.html">Multiple Dialogues</a>
+ <li><a href="help.php?module=dialogue&file=addsubject.html">Add Subject to a Dialogue</a></li>
+ <li><a href="help.php?module=dialogue&file=closedialogue.html">Close a Dialogue</a></li>
+ <li><a href="help.php?module=dialogue&file=deleteafter.html">Delete Dialogues</a></li>
+ <li><a href="help.php?module=dialogue&file=dialoguetype.html">Dialogue Types</a></li>
+ <li><a href="help.php?module=dialogue&file=info.html">More Information</a></li>
+ <li><a href="help.php?module=dialogue&file=maildefault.html">Mail Default</a></li>
+ <li><a href="help.php?module=dialogue&file=multiple.html">Multiple Dialogues</a></li>
</ul>
View
2  lang/en/help/dialogue/info.html
@@ -1,4 +1,4 @@
-<img valign="middle" src="<?php echo $CFG->wwwroot?>/mod/dialogue/icon.gif">&nbsp;<b>Dialogues</b></p>
+<img alt valign="middle" src="<?php echo $CFG->wwwroot?>/mod/dialogue/icon.gif">&nbsp;<b>Dialogues</b></p>
<p>This module provides a simple communication method between pairs of users.
A teacher can open an dialogue with a student, a student can open
View
2  lang/en/help/dialogue/mods.html
@@ -1,4 +1,4 @@
-<p><img valign="middle" src="<?php echo $CFG->wwwroot?>/mod/dialogue/icon.gif">&nbsp;<b>Dialogues</b></p>
+<p><img alt valign="middle" src="<?php echo $CFG->wwwroot?>/mod/dialogue/icon.gif">&nbsp;<b>Dialogues</b></p>
<ul>
<p>This module provides a simple communication method between pairs of users.
A teacher can open an dialogue with a student, a student can open
View
16 lang/en/help/exercise/elements.html
@@ -6,21 +6,21 @@
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.
+ strategy to the standard Moodle Assignment. </p>
-<p>The type of elements dependent on the assignment's grading strategy.
+<p>The type of elements dependent on the assignment's grading strategy.</p>
<p><b>Not Graded.</b> 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.
+ strategies, there is also an area for general comments.</p>
-<p><b>Accumulative Grading.</b> The elements have the following three features:
+<p><b>Accumulative Grading.</b> The elements have the following three features:</p>
<ol>
<li>The DESCRIPTION of the assessment element. This should clearly state what
aspect of the assignment is being assessed. If the assessment is qualatative
it is helpful to give details of what is considered excellent, average
- and poor.
+ and poor.</li>
<li><p>The SCALE of the assessment element. There are a number of prefined
scales. These range from simple Yes/No scales, through multipoint scales to
@@ -36,11 +36,11 @@
custom scale &quot;Very Wet, Wet, Damp, Dry&quot; is created in the course,
this can be used and it will be shown as a four point scale labeled
&quot;Very Wet&quot; at one end of the scale and &quot;Dry&quot; at the
- other.</p>
+ other.</p></li>
<li>The WEIGHT of the assessment element. By default the elements are given the same
importance when calculating the overall grade of the assignment. Weights can
- be assigned negative values, this is an experimental feature.
+ be assigned negative values, this is an experimental feature.</li>
</ol>
<p><b>Error Banded Grading.</b> The elements will normally describe certain items
or aspects which must be present in the assignment. The assessment is made on
@@ -50,7 +50,7 @@
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
&quot;error count&quot; is a weighted sum of the missing items. The assessor
- can always make a minor adjustment to these suggested grades.
+ can always make a minor adjustment to these suggested grades.</p>
<p><b>Criterion Grading.</b> The elements will give a set of &quot;level&quot;
statements which can be used to rank the assignment. The statements may be
View
2  lang/en/help/exercise/finalgrades.html
@@ -3,7 +3,7 @@
<p>The table on this screen lists the overall grades and their breakdown. The first grade is
the grade for the (inital) assessment. This is added to the grades given to each
submission. The final grade given for this assignment will either be
- the average of these overall grades or the overall grade of the best submission.
+ the average of these overall grades or the overall grade of the best submission.</p>
<p>The League table optionally lists the best submissions. The number of entries in
the table is set as one of the Exercise parameters. If that number is set to zero then
View
23 lang/en/help/exercise/gradingstrategy.html
@@ -1,6 +1,6 @@
<p align="center"><b>Grading Strategy</b></p>
-<p>An Exercise assignment is quite flexible in the type of grading scheme used. This can be:
+<p>An Exercise assignment is quite flexible in the type of grading scheme used. This can be:</p>
<ol>
<li><b>No grading:</b> In this type of assignment the teacher is not
@@ -9,7 +9,7 @@
however, can, if desired, grade the student comments. These
&quot;grading grades&quot; form the basis of the students' final grades.
If the teacher does not grade the student assessments then the assignment
- does not have any final grades.
+ does not have any final grades.</li>
<li><b>Accumulative grading:</b> This is the default type of grading.
In this type of assignment the grade of each
@@ -19,14 +19,14 @@
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.
+ strategy to the standard Moodle Assignment. </li>
-<p>Elements have the following three features:
+<p>Elements have the following three features:</p>
<ol>
<li>The DESCRIPTION of the assessment element. This should clearly state what
aspect of the assignment is being assessed. If the assessment is qualatative
it is helpful to give details of what is considered excellent, average
- and poor.
+ and poor.</li>
<li><p>The SCALE of the assessment element. There are a number of prefined
scales. These range from simple Yes/No scales, through multipoint scales to
@@ -42,7 +42,7 @@
custom scale &quot;Very Wet, Wet, Damp, Dry&quot; is created in the course,
this can be used and it will be shown as a four point scale labeled
&quot;Very Wet&quot; at one end of the scale and &quot;Dry&quot; at the
- other.</p>
+ other.</p></li>
<li>The WEIGHT of the assessment element. By default the elements are given the same
importance when calculating the overall grade of the assignment. This can be
@@ -50,9 +50,9 @@
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.
+ experimental feature.</li>
</ol>
-
+<br />
<li><b>Error Banded Grading:</b> In this type of assignment the submissions are
graded on a set of Yes/No scales. The grade is determined by the &quot;Grade
Table &quot; which gives the relationship between the number of
@@ -65,7 +65,7 @@
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.
+ to 20% either way to give the submission's final grade.</li>
<li><b>Criterion Grading:</b> This is simpliest type of assessment to grade (although
not necessarily the most straightforward to set up). The submissions are
@@ -75,12 +75,11 @@
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.
+ 20% to give the final grade.</li>
<li><b>Rubric</b> This is a similar to Criterion Grading except there are multiple
sets of criteria. Each set covering a particular &quot;Category&quot;, can have
up to five statements. The sets are given individual
weights and the grade is a weighted combination of the scores from each set. There
- is <b>no</b> adjustment option in this assessment type.
+ is <b>no</b> adjustment option in this assessment type. </li>
</ol>
-</p>
View
22 lang/en/help/exercise/index.html
@@ -1,21 +1 @@
-<p>Exercises</p>
-<ul>
- <li><a href="help.php?module=exercise&file=administration.html">Administration Page</a>
- <li><a href="help.php?module=exercise&file=elements.html">Assessment Elements</a>
- <li><a href="help.php?module=exercise&file=comparisonofassessments.html">Comparison of Assessments</a>
- <li><a href="help.php?module=exercise&file=finalgrades.html">Final Grades</a>
- <li><a href="help.php?module=exercise&file=grade.html">Grade for a Submission</a>
- <li><a href="help.php?module=exercise&file=gradinggrade.html">Grade for an Assessemnt</a>
- <li><a href="help.php?module=exercise&file=grading.html">Grading</a>
- <li><a href="help.php?module=exercise&file=gradingstrategy.html">Grading Stategy</a>
- <li><a href="help.php?module=exercise&file=leaguetable.html">League Table of Submissions</a>
- <li><a href="help.php?module=exercise&file=leaguetablenames.html">League Table Names</a>
- <li><a href="help.php?module=exercise&file=managing.html">Managing an Exercise</a>
- <li><a href="help.php?module=exercise&file=moreinfo.html">More Information</a>
- <li><a href="help.php?module=exercise&file=nelements.html">Number of Elements in the Assessemnt</a>
- <li><a href="help.php?module=exercise&file=regrading.html">Re-grading Student Assessments</a>
- <li><a href="help.php?module=exercise&file=specimen.html">Specimen Assessment Form</a>
- <li><a href="help.php?module=exercise&file=submissionofdescriptions.html">Submission of Exercise Descriptions</a>
- <li><a href="help.php?module=exercise&file=takeownership.html">Take Ownership of an Exercise</a>
- <li><a href="help.php?module=exercise&file=usemax.html">Use Maximum Grades</a>
-</ul>
+<p>Exercises</p>
View
10 lang/en/help/exercise/managing.html
@@ -1,7 +1,7 @@
<p align="center"><b>Managing an Exercise Assignment</b></p>
<p>An Exercise Assignment is slightly more complex than an ordinary assignment.
- It involves three steps or phases. These are
+ It involves three steps or phases. These are</p>
<ol>
<li><p><b>Set up Exercise </b> The assessment of the work produced in the
exercise is made easier if it is broken into a number of assessment ELEMENTS.
@@ -19,7 +19,7 @@
Word Documents or HTML files, and upload those into the Exercise. Note that
these exercises must be quite similar as the same Assessment Form is used
for all of these variants. The submission of a multiple set of exercises by
- the teacher is optional and for certain assignments may not be appropriate.</p>
+ the teacher is optional and for certain assignments may not be appropriate.</p></li>
<li><p><b>Allow Students Assessments and Submissions</b> The assignment
is now opened to the students. If the teacher has set up multiple exercises then
@@ -28,7 +28,7 @@
<p>Before the students can submit their work they must complete the assessment
form. Once they have completed the assessment they are shown the upload form.
- The students can revise their work in the light of their self assessment.
+ The students can revise their work in the light of their self assessment. </p>
<p>Once student work has been submitted the teacher can begin assessing it. The link &quot;Student Submissions for Assessment&quot; displays a page showing those peices of work which have not been assessed. The oldest submission is at the top of the page. The assessment form for each of these submissions is initially based on the student's own assessment of their work. The teacher can change those assessments and add any comments. At the end of the two buttons let the teacher decide whether the student can re-submit the work or not.</p>
@@ -50,7 +50,7 @@
grades are <b>not</b> used in the calculation of final grades and are not counted
in the Grades pages. The teacher can clear the late flag by going into in the
Administration page and clicking on the appropriate link. The work will then be
- used in the calculation of the final grade. </p>
+ used in the calculation of the final grade. </p></li>
<li><p><b>Show Overall Grades and League Table</b> In this final phase of
the Exercise the students can see their &quot;final&quot; grades. In all
@@ -67,7 +67,7 @@
submission is first. Here the grade given to the submission is teacher's
grade. If a student submitted more than one piece of work only their best
piece of work is shown in this table. If the number of entries in the table
- is set to zero then this table is not displayed.</p>
+ is set to zero then this table is not displayed.</p></li>
</ol>
<p>The student's grade for the Exercise is the sum of their grading grade of
View
2  lang/en/help/exercise/mods.html
@@ -1,4 +1,4 @@
-<img valign="middle" src="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif">&nbsp;<b>Exercise</b>
+<img alt valign="middle" src="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif">&nbsp;<b>Exercise</b>
<ul>
<p>An Exercise is a simple but powerful assignment. In an exercise the teacher asks the students to do a piece of practical work. It could be writing an essay or a report, preparing a presentation, 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 assesses 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. The final grade is based on how well the student assessed their own work and the work itself.</p>
View
6 lang/en/help/exercise/moreinfo.html
@@ -1,4 +1,4 @@
-<img valign="middle" src="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif">&nbsp;<b>Exercise</b>
+<img alt valign="middle" src="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif">&nbsp;<b>Exercise</b>
<p>An Exercise is a simple but powerful assignment. In an exercise the teacher
asks the students to do a piece of practical work. It could be writing an
@@ -13,12 +13,12 @@
<p>Before the start of the exercise the teacher sets up the exercise by
<ol> <li>Creating a Word document or HTML file which introduces the exercise
and tells the students what they have to produce. This file is uploaded
- into the exercise by the teacher.
+ into the exercise by the teacher.</li>
<li>Adding the textual elements and choosing the options in the Assessment
Form. This form is used by both the students and the teacher to assess the
work produced in the exercise. There are various types of assessment
- which can be used (see the help on &quot;Grading Stratgey&quot;)
+ which can be used (see the help on &quot;Grading Stratgey&quot;)</li>
</ol></p>
<p>In large classes, the teacher may find to helpful to create more than one version
View
2  lang/en/help/exercise/takeownership.html
@@ -5,7 +5,7 @@
backup of another course. This link allows you to &quot;claim&quot;
all the exercise submissions. In the current course these imported submissions
could belong to anyone, even a student. This procedure avoids any problems
- that this may cause and makes you their owner.
+ that this may cause and makes you their owner.</p>
<p>Apart from onwership, the submissions themselves are unchanged by this
procedure.</p>
View
8 lang/en/help/forum/allowdiscussions.html
@@ -1,20 +1,20 @@
<p align="center"><b>Allowing new posts</b></p>
<p>This option allows you to restrict students from posting
- new content in this forum.
+ new content in this forum.</p>
<p>For most forums you will want to leave students unrestricted
and choose the first option to allow them to start new discussion
- topics (threads), and also to post replies within those threads.
+ topics (threads), and also to post replies within those threads.</p>
<p>Sometimes, however, you will want to disable this ability. For
example, this is useful for the News forum when you only want
teachers to post new items that appear on the course main page.
- In this case you might choose the third option "No discussions, no replies".
+ In this case you might choose the third option "No discussions, no replies".</p>
<p>Sometimes you might want to only allow teachers to start new
discussions, but still allow students to reply within those
threads (for example within the news forum on the site home page).
In this case you would choose the second option, "No discussions, but
- replies are allowed".
+ replies are allowed".</p>
View
10 lang/en/help/forum/attachment.html
@@ -2,20 +2,20 @@
<p>You can optionally attach ONE file from your own computer
to any post in the forums. This file is uploaded to the
- server and stored with your post.
+ server and stored with your post.</p>
<p>This is useful when you want to share a picture, for example,
- or a Word document.
+ or a Word document.</p>
<p>This file can be of any type, however it is highly recommended
that the file is named using standard 3-letter internet
suffixes such as .doc for a Word document, .jpg or .png
for an image, and so on. This will make it easier for others
- to download and view your attachment in their browsers.
+ to download and view your attachment in their browsers.</p>
<p>If you re-edit a posting and attach a new file, then any
- previous attached files for that post will be replaced.
+ previous attached files for that post will be replaced.</p>
<p>If you re-edit a posting with an attachment and leave
this space blank, then the original attachment will be
- retained.
+ retained.</p>
View
10 lang/en/help/forum/forumtype.html
@@ -1,16 +1,16 @@
<p align="center"><b>Forum Types</b></p>
-<p>There are several different types of forum to choose from:
+<p>There are several different types of forum to choose from:</p>
<p><b>A single simple discussion</b> - is just a single topic, all on one page.
-Useful for short, focussed discussions.
+Useful for short, focussed discussions.</p>
<p><b>Standard forum for general use</b> - is an open forum where any one can
-start a new topic at any time. This is the best general-purpose forum.
+start a new topic at any time. This is the best general-purpose forum.</p>
<p><b>Each person posts one discussion</b> - Each person can post exactly one
new discussion topic (everyone can reply to them though). This is useful when
you want each student to start a discussion about, say, their reflections on
-the week's topic, and everyone else responds to these.
+the week's topic, and everyone else responds to these.</p>
-<p>(More development to come in future versions of Moodle)
+<p>(More development to come in future versions of Moodle)</p>
View
2  lang/en/help/forum/index.html
@@ -1 +1 @@
-<p>Forums</p>
+<p>Forums</p>
View
4 lang/en/help/forum/maxattachmentsize.html
@@ -1,8 +1,8 @@
<p align="center"><b>Maximum attachment size</b></p>
<p>Attachments can be limited to a certain size file,
- chosen by the person who set up the forum.
+ chosen by the person who set up the forum.</p>
<p>Sometimes it is possible to upload a file larger than
this size, but the file will not be saved on the
- server and you might see an error.
+ server and you might see an error.</p>
View
4 lang/en/help/forum/mods.html
@@ -1,8 +1,8 @@
-<p><img valign="middle" src="<?php echo $CFG->wwwroot?>/mod/forum/icon.gif">&nbsp;<b>Forums</b></p>
+<p><img alt valign="middle" src="<?php echo $CFG->wwwroot?>/mod/forum/icon.gif">&nbsp;<b>Forums</b></p>
<ul>
<p>This activity can be the most important - it is here that most discussion takes place.
Forums can be structured in different ways, and can include peer rating of each posting.
The postings can be viewed in a variety for formats, and can include attachments.
By subscribing to a forum, participants will receive copies of each new posting
- in their email. A teacher can impose subscription on everyone if they want to.
+ in their email. A teacher can impose subscription on everyone if they want to.</p>
</ul>
View
4 lang/en/help/forum/rssarticles.html
@@ -1,8 +1,8 @@
<p align="center"><b>Number of RSS recent articles</b></p>
<p>This option allows you to select the number of articles
- to include in the RSS Feed.
+ to include in the RSS Feed.</p>
<p>A number between 5 and 20 should be appropiate for
- most forums. Increase it if the forum is very used.
+ most forums. Increase it if the forum is very used.</p>
View
8 lang/en/help/forum/rsstype.html
@@ -1,14 +1,14 @@
<p align="center"><b>RSS feed for this forum</b></p>
-<p>This option allows you to enable RSS feeds in this forum.
+<p>This option allows you to enable RSS feeds in this forum.</p>
-<p>You can select between two types of forums:
+<p>You can select between two types of forums:</p>
<ul>
<li><b>Discussions:</b> Using this, generated feeds will include
- new discussions in the forum with their initial post.
+ new discussions in the forum with their initial post.</li>
<li><b>Posts:</b> Using this, generated feeds will include
- every new post in the forum.
+ every new post in the forum.</li>
</ul>
View
8 lang/en/help/forum/subscription.html
@@ -3,16 +3,16 @@
<p>When a person is subscribed to a forum it means that
they will be sent email copies of every post in that forum
(posts are sent about <?php echo $CFG->maxeditingtime/60 ?> minutes
-after the post was first written).
+after the post was first written).</p>
<p>People can usually choose whether or not they want to be
-subscribed to each forum.
+subscribed to each forum.</p>
<p>However, if a teacher forces subscription on a particular forum
then this choice is taken away and everyone in the class will get
-email copies.
+email copies.</p>
<p>This is especially useful in the News forum and in forums
towards the beginning of the course (before everyone has
-worked out that they can subscribe to these emails themselves).
+worked out that they can subscribe to these emails themselves).</p>
View
2  lang/en/help/glossary/aliases.html
@@ -1,6 +1,6 @@
<p align="center"><b>Keywords</b></p>
-<p>Each entry in the glossary can have an associated list of keywords (or aliases).
+<p>Each entry in the glossary can have an associated list of keywords (or aliases).</p>
<p>These words can be used as alternative ways to refer to the entry. For example, they will be used when creating
automatic links.</p>
View
8 lang/en/help/glossary/editalways.html
@@ -1,13 +1,13 @@
<p align="center"><b>Edit always</b></p>
<p>This option allows you to decide if students can edit their entries
-at any time.
+at any time.</p>
-<p>You can select:
+<p>You can select:</p>
<ul>
-<li><b>Yes:</b> Entries are always editable.
+<li><b>Yes:</b> Entries are always editable.</li>
-<li><b>No:</b> Entries are editable for configured editing time.
+<li><b>No:</b> Entries are editable for configured editing time.</li>
</ul>
View
2  lang/en/help/glossary/fullmatch.html
@@ -1,6 +1,6 @@
<p align="center"><b>Whole words matching</b></p>
<p>If automatic linking is enabled, then turning this setting on will force only
- whole words to be linked.
+ whole words to be linked.</p>
<p>For example, a glossary entry named "construct" will not create a link inside the word "constructivism".</p>
View
40 lang/en/help/glossary/index.html
@@ -3,31 +3,31 @@
<blockquote>
Glossary level help files:
<ul>
- <li><a href="help.php?module=glossary&file=description.html">Describing a glossary</a>
- <li><a href="help.php?module=glossary&file=globalglossary.html">Defining a global glossary</a>
- <li><a href="help.php?module=glossary&file=mainglossary.html">Defining the main glossary of the course</a>
- <li><a href="help.php?module=glossary&file=defaultapproval.html">Approval of entries</a>
- <li><a href="help.php?module=glossary&file=allowduplicatedentries.html">Duplicated entries in glossaries</a>
- <li><a href="help.php?module=glossary&file=studentcanpost.html">Students can post entries</a>
- <li><a href="help.php?module=glossary&file=allowcomments.html">Comments on entries</a>
- <li><a href="help.php?module=glossary&file=displayformat.html">Display formats for entries</a>
- <li><a href="help.php?module=glossary&file=entbypage.html">Number of entries shown by page</a>
- <li><a href="help.php?module=glossary&file=shows.html">Browsing options in Alphabet View frame</a>
- <li><a href="help.php?module=glossary&file=usedynalink.html">Enabling automatic linking in a glossary</a>
- <li><a href="help.php?module=glossary&file=filetoimport.html">Importing entries</a>
- <li><a href="help.php?module=glossary&file=importcategories.html">Importing categories</a>
- <li><a href="help.php?module=glossary&file=destination.html">Destination of the entries to import</a>
- <li><a href="help.php?module=glossary&file=rsstype.html">RSS feed for this glossary</a>
- <li><a href="help.php?module=glossary&file=rssarticles.html">Number of RSS recent articles</a>
+ <li><a href="help.php?module=glossary&file=description.html">Describing a glossary</a></li>
+ <li><a href="help.php?module=glossary&file=globalglossary.html">Defining a global glossary</a></li>
+ <li><a href="help.php?module=glossary&file=mainglossary.html">Defining the main glossary of the course</a></li>
+ <li><a href="help.php?module=glossary&file=defaultapproval.html">Approval of entries</a></li>
+ <li><a href="help.php?module=glossary&file=allowduplicatedentries.html">Duplicated entries in glossaries</a></li>
+ <li><a href="help.php?module=glossary&file=studentcanpost.html">Students can post entries</a></li>
+ <li><a href="help.php?module=glossary&file=allowcomments.html">Comments on entries</a></li>
+ <li><a href="help.php?module=glossary&file=displayformat.html">Display formats for entries</a></li>
+ <li><a href="help.php?module=glossary&file=entbypage.html">Number of entries shown by page</a></li>
+ <li><a href="help.php?module=glossary&file=shows.html">Browsing options in Alphabet View frame</a></li>
+ <li><a href="help.php?module=glossary&file=usedynalink.html">Enabling automatic linking in a glossary</a></li>
+ <li><a href="help.php?module=glossary&file=filetoimport.html">Importing entries</a></li>
+ <li><a href="help.php?module=glossary&file=importcategories.html">Importing categories</a></li>
+ <li><a href="help.php?module=glossary&file=destination.html">Destination of the entries to import</a></li>
+ <li><a href="help.php?module=glossary&file=rsstype.html">RSS feed for this glossary</a></li>
+ <li><a href="help.php?module=glossary&file=rssarticles.html">Number of RSS recent articles</a></li>
</ul>
</blockquote>
<blockquote>
Entry level help files:
<ul>
- <li><a href="help.php?module=glossary&file=usedynalinkentry.html">Enabling automatic linking in a entry</a>
- <li><a href="help.php?module=glossary&file=aliases.html">Keywords: What are them?</a>
- <li><a href="help.php?module=glossary&file=casesensitive.html">Case sensitive auto-linking</a>
- <li><a href="help.php?module=glossary&file=fullmatch.html">Whole words auto-linking</a>
+ <li><a href="help.php?module=glossary&file=usedynalinkentry.html">Enabling automatic linking in a entry</a></li>
+ <li><a href="help.php?module=glossary&file=aliases.html">Keywords: What are them?</a></li>
+ <li><a href="help.php?module=glossary&file=casesensitive.html">Case sensitive auto-linking</a></li>
+ <li><a href="help.php?module=glossary&file=fullmatch.html">Whole words auto-linking</a></li>
</ul>
</blockquote>
View
8 lang/en/help/glossary/mods.html
@@ -1,7 +1,7 @@
-<p><img valign="middle" src="<?php echo $CFG->wwwroot?>/mod/glossary/icon.gif">&nbsp;<b>Glossary</b></p>
+<p><img alt valign="middle" src="<?php echo $CFG->wwwroot?>/mod/glossary/icon.gif">&nbsp;<b>Glossary</b></p>
<ul>
-<p>This activity allows participants to create and maintain a list of definitions, like a dictionary.
-<p>The entries can be searched or browsed in many different formats.
-<p>The glossary also allows teachers to export entries from one glossary to another (the main one) within the same course.
+<p>This activity allows participants to create and maintain a list of definitions, like a dictionary.</p>
+<p>The entries can be searched or browsed in many different formats.</p>
+<p>The glossary also allows teachers to export entries from one glossary to another (the main one) within the same course.</p>
<p>Finally, it is possible to automatically create links to these entries from throughout the course.</p>
</ul>
View
4 lang/en/help/glossary/rssarticles.html
@@ -1,8 +1,8 @@
<p align="center"><b>Number of RSS recent articles</b></p>
<p>This option allows you to select the number of articles
- to include in the RSS Feed.
+ to include in the RSS Feed.</p>
<p>A number between 5 and 20 would be normal for most glossaries.
- Increase the number if the glossary is updated frequently.
+ Increase the number if the glossary is updated frequently.</p>
View
8 lang/en/help/glossary/rsstype.html
@@ -1,14 +1,14 @@
<p align="center"><b>RSS feed for this glossary</b></p>
-<p>This option allows you to enable RSS feeds from this glossary.
+<p>This option allows you to enable RSS feeds from this glossary.</p>
-<p>You can select between two types of feeds:
+<p>You can select between two types of feeds:</p>
<ul>
<li><b>With author:</b> Generated feeds will include
- the name of the author in every article.
+ the name of the author in every article.</li>
<li><b>Without author:</b> Generated feeds won't include
- the name of the author in every article.
+ the name of the author in every article.</li>
</ul>
View
2  lang/en/help/journal/mods.html
@@ -1,4 +1,4 @@
-<p><img valign="middle" src="<?php echo $CFG->wwwroot?>/mod/journal/icon.gif">&nbsp;<b>Journals</b></p>
+<p><img alt valign="middle" src="<?php echo $CFG->wwwroot?>/mod/journal/icon.gif">&nbsp;<b>Journals</b></p>
<ul>
<p>This module is a very important reflective activity. The teacher
asks the student to reflect on a particular topic, and the student can
View
2  lang/en/help/label/mods.html
@@ -1,4 +1,4 @@
-<p><img valign="middle" src="<?php echo $CFG->wwwroot?>/mod/label/icon.gif">&nbsp;<b>Labels</b></p>
+<p><img alt valign="middle" src="<?php echo $CFG->wwwroot?>/mod/label/icon.gif">&nbsp;<b>Labels</b></p>
<ul>
<p>This is a not a true activity - it is a "dummy" activity that allows you
to insert text and graphics among the other activities on the course page.</p>
View
16 lang/en/help/lesson/import.html
@@ -1,9 +1,9 @@
<p align="center"><b>Importing new questions</b></p>
<p>This function allows you to import questions from
- external text files, uploaded through a form.
+ external text files, uploaded through a form. </p>
-<p>A number of file formats are supported:
+<p>A number of file formats are supported:</p>
<p><b>GIFT format</b></p>
<ul>
@@ -49,7 +49,7 @@
<ul>
<p>This format only supports multiple choice questions.
Each answer is separated with a tilde (~), and the correct answer is
-prefixed with an equals sign (=). Here is an example:
+prefixed with an equals sign (=). Here is an example:</p>
<blockquote>As soon as we begin to explore our body parts as infants
we become students of {=anatomy and physiology ~reflexology
@@ -66,7 +66,7 @@
the questions all Short-Answer questions are converted four at a time
into Matching Questions.</p>
<p>Additionally, the answers of multiple-choice questions are randomly
- shuffled during the import.
+ shuffled during the import.</p>
<p>It's named after an organisation that sponsored the development of many
quiz features</p>
</ul>
@@ -88,7 +88,9 @@
<p>On Windows it lets you upload the access database just like any other data import file.</p>
<p>On Linux, you must set up a windows machine on the same network with the Course Test
Manager database and a piece of software called the ODBC Socket Server, which uses XML
-to transfer data to moodle on the Linux server.</p> <p>Please read the full help file below before
+to transfer data to moodle on the Linux server.</p>
+
+<p>Please read the full help file below before
using this import class.</p>
@@ -98,10 +100,10 @@
<p><b>Custom</b></p>
<ul>
<p>If you have your own format that you need to import, you can
- implement it yourself by editing mod/quiz/format/custom.php
+ implement it yourself by editing mod/quiz/format/custom.php</p>
<p>The amount of new code needed is quite small - just enough
- to parse a single question from given text.
+ to parse a single question from given text.</p>
<p align="right"><a href="help.php?file=formatcustom.html&module=quiz">More info about the "Custom" format</a></p>
</ul>
View
4 lang/en/help/lesson/minquestions.html
@@ -18,7 +18,7 @@
correctly, then their grade would be 23 out of 25, that is 92%.</p>
<p>If this parameter is used, then the opening page of the lesson should say
- something like:<p>
+ something like:</p>
<p><blockquote>In this lesson you are expected to attempt at least n questions.
You can attempt more if you wish. However, if you attempt less than n
@@ -28,4 +28,4 @@
has been given.</p>
<p>When this parameter is set students are told how many questions they
- have attempted and how many they are expected to attempt.
+ have attempted and how many they are expected to attempt.</p>
View
2  lang/en/help/lesson/mods.html
@@ -1,4 +1,4 @@
-<img valign="middle" src="<?php echo $CFG->wwwroot?>/mod/lesson/icon.gif">&nbsp;<b>Lesson</b>
+<img alt valign="middle" src="<?php echo $CFG->wwwroot?>/mod/lesson/icon.gif">&nbsp;<b>Lesson</b>
<ul>
<p>A lesson delivers content in an interesting and flexible way. It consists of a
View
44 lang/en/help/lesson/overview.html
@@ -2,77 +2,77 @@
<ol>
<li>A lesson is made up of a number of <b>pages</b> and optionally <b>branch
- tables</b>.
+ tables</b>.</li>
<li>A page contains some <b>content</b> and it normally ends with a
- <b>question</b>. Thus the term <b>Question Page</b>.
-<li>Each page normally has a set of <b>answers</b>.
+ <b>question</b>. Thus the term <b>Question Page</b>.</li>
+<li>Each page normally has a set of <b>answers</b>. </li>
<li>Each answer can have a short piece of text which is displayed if the answer is
- chosen. This piece of text is called the <b>response</b>.
+ chosen. This piece of text is called the <b>response</b>.</li>
<li>Also associated with each answer is a <b>jump</b>. The jump can be relative -
this page, next page - or absolute - specifying any one of the pages in the
- lesson or the end of the lesson.
+ lesson or the end of the lesson.</li>
<li>By default, the first answer jumps to the <b>next page</b> in the lesson.
The subsequent answers jump to the same page. That is, the student is shown
the same page of the lesson again if they do not chose the first answer.
<li>The next page is determined by the lesson's <b>logical order</b>. This is
the order of the pages as seen by the teacher. This order can be altered
- by moving pages within the lesson.
+ by moving pages within the lesson.</li>
<li>The lesson also has a <b>navigation order</b>. This is the order of the
pages as seen by the students. This is determined by the jumps specified
for individual answers and it can be very different from the logical order.
(Although if the jumps are <i>not</i> changed from their default values
the two are strongly related.) The teacher has the option to check the
- navigation order.
+ navigation order.</li>
<li>When displayed to the students, the answers are usually shuffled. That is,
the first answer from the teacher's point of view will not necessarily be
the first answer in the list shown to the students. (Further, each time the
same set of answers is displayed they are likely to appear in a different
order.) The exception is sets of answers for matching-type questions, here
- the answers are shown in the same order as input by the teacher.
+ the answers are shown in the same order as input by the teacher. </li>
<li>The number of answers can vary from page to page. For example, it is allowed
that some pages can end with a true/false question while others have questions
- with one correct answer and three, say, distractors.
+ with one correct answer and three, say, distractors. </li>
<li>It is possible to set up a page without any answers. The students are shown
- a <b>Continue</b> link instead of the set of shuffled answers.
+ a <b>Continue</b> link instead of the set of shuffled answers.</li>
<li>For the purposes of grading the lessons, <b>correct</b> answers are ones which
jump to a page which is further <i>down</i> the logical order than the current page.
<b>Wrong</b> answers are ones which either jump to the same page or to a page
further <i>up</i> the logical order than the current page. Thus, if the jumps are
<i>not</i> changed, the first answer is a correct answer and the other answers are
- wrong answers.
+ wrong answers.</li>
<li>Questions can have more than one correct answer. For example, if two of the answers
jump to the next page then either answer is taken as a correct answer. (Although
the same destination page is shown to the students, the responses shown on the way
to that page may well be different for the two answers.)
<li>In the teacher's view of the lesson the correct answers have underlined Answer
- Labels.
+ Labels.</li>
<li><b>Branch tables</b> are simply pages which have a set of links to other
pages in the lesson. Typically a lesson may start with a branch table which
- acts as a <b>Table of Contents</b>.
+ acts as a <b>Table of Contents</b>.</li>
<li>Each link in a branch table has two components, a description and the title
- of the page to jump to.
+ of the page to jump to.</li>
<li>A branch table effectively divides the lesson into a number of
<b>branches</b> (or sections). Each branch can contain a number of pages
(probably all related to the same topic). The end of a branch is usually
marked by an <b>End of Branch</b> page. This is a special page which, by
default, returns the student back to the preceeding branch table. (The
&quot;return&quot; jump in an End of Branch page can be changed, if
- required, by editing the page.)
+ required, by editing the page.) </li>
<li>There can be more than one branch table in a lesson. For example, a lesson
might usefully be structured so that specialist points are sub-branches
- within the main subject branches.
+ within the main subject branches.</li>
<li>It is important to give students a means of ending the lesson. This might
be done by including an &quot;End Lesson&quot; link in the main branch
table. This jumps to the (imaginary) <b>End of Lesson</b> page. Another
option is for the last branch in the lesson (here &quot;last&quot; is used
in the logical ordering sense) to simply continue to the end of the lesson,
- that is, it is <i>not</i> terminated by an End of Branch page.
+ that is, it is <i>not</i> terminated by an End of Branch page.</li>
<li>When a lesson includes one or more branch tables it is advisable to set the
&quot;Minimum number of Questions&quot; parameter to some reasonable value.
This sets a lower limit on the number of pages seen when the grade is
calculated. Without this parameter a student might visit a single branch
in the lesson, answer all its questions correctly and leave the lesson
- with the maximum grade.
+ with the maximum grade.</li>
<li>Further, when a branch table is present a student has the opportunity of
re-visiting the same branch more than once. However, the grade is
calculated using the number of <i>unique</i> questions answered. So
@@ -82,18 +82,18 @@
grades does include repeats.) In order to give students a fair idea of
their progress in the lesson, they are shown details of how many questions
they are answered correctly, number of pages seen, and their current grade
- on every branch table page.
+ on every branch table page.</li>
<li>The <b>end of the lesson</b> is reached by either jumping to that location explicitly
or by jumping to the next page from the last (logical) page of the lesson. When the
end of the lesson is reached, the student receives a congratulations message and is
shown their grade. The grade is (the number of questions correctly answered / number of
- pages seen) * the grade of the lesson.
+ pages seen) * the grade of the lesson.</li>
<li>If the end of the lesson is <i>not</i> reached and the student just leaves,
when the student goes into the lesson again they are given the choice of
starting at the begining or picking up the lesson where they answered their
- last correct answer.
+ last correct answer.</li>
<li> For a lesson which allow re-takes, the teacher has the choice of using the
best grade or the average of the grades as the &quot;final&quot; grade from
- the lesson. That grade is shown on the Grades page, for example.
+ the lesson. That grade is shown on the Grades page, for example.</li>
</ol>
View
2  lang/en/help/lesson/questionoption.html
@@ -2,7 +2,7 @@
<p>A few of the Question Types have an option which is activated by clicking on
the checkbox. The question types and the meaning of the options are
- detailed below.
+ detailed below.</p>
<ol>
<li><p><b>Multichoice</b> There is variant of Multichoice questions called
View
4 lang/en/help/lesson/questiontypes.html
@@ -70,9 +70,9 @@
third answer, although a match, is ignored.</p>
<p> If an asterix (*) is actually needed in an answer, it should be entered as
- \*, backslash asterix.<p></li>
+ \*, backslash asterix.</p></li>
-<li><b>True/False</b> The answer to this type of question only has two options,
+<li><p><b>True/False</b> The answer to this type of question only has two options,
true or false. The student is prompted to choose which is the correct
option. This type of question is basically a Multichoice question with just
two choices.</p></li>
View
2  lang/en/help/lesson/retake.html
@@ -16,4 +16,4 @@
<p>By default this option is <b>Yes</b>, meaning that students are allowed to
re-take the lesson. It is expected that only in exceptional circumstances
- will this option be set to <b>No</b>.
+ will this option be set to <b>No</b>.</p>
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