Hello to all, 
I don't know if it is possible to force the student to enter the lesson N only if he has accomplish lesson N-1.
If it is possible, how can I perform that?
Thanks for your help! 
Not possible yet: http://moodle.org/bugs/bug.php?op=show&bugid=297
For the whole class you can of course hide/show activities manually.
For the whole class you can of course hide/show activities manually.
Thank you for you very quick answer! 
I've just had a look to the bug report page and I would like to know how many time it will be ready.
Thank you very much!
There is a way not fully supported by Moodle that work well at least in quiz. ( I do not have tested all moodle modules )
First: You create and hide all the modules or activities that you want to restrict the access.
Second: In the feedback of a question if the answer is right you may give a link to the student that way:
See the attached text for the html syntax.( depending of your browser you may have to see the source of the document )
The link may be any moodle link ( quiz, resource, survey, ... ) as they appear in the status line of your browser inclosed in the link tag.
The comment after the link (Text to display with the link.) appear as the text of the link.
The link may be different in the feedback of the question if the answer is bad to "route" the student to an another document or a simpler quiz to help him construct his knowledge.
The problem with that trick is that the student is not forced to do so, if it dont click on the link it will not see what you want.
The quality of the trick is that you may hide as many ressouces as you want and , under certains conditions fixed by you, only the students that meet these conditions ( answer to a question ) will have the possibility to access the hidden ressource.
The trick is not perfect but I hope it will be usefull to someone.
Bernard
First: You create and hide all the modules or activities that you want to restrict the access.
Second: In the feedback of a question if the answer is right you may give a link to the student that way:
See the attached text for the html syntax.( depending of your browser you may have to see the source of the document )
The link may be any moodle link ( quiz, resource, survey, ... ) as they appear in the status line of your browser inclosed in the link tag.
The comment after the link (Text to display with the link.) appear as the text of the link.
The link may be different in the feedback of the question if the answer is bad to "route" the student to an another document or a simpler quiz to help him construct his knowledge.
The problem with that trick is that the student is not forced to do so, if it dont click on the link it will not see what you want.
The quality of the trick is that you may hide as many ressouces as you want and , under certains conditions fixed by you, only the students that meet these conditions ( answer to a question ) will have the possibility to access the hidden ressource.
The trick is not perfect but I hope it will be usefull to someone.
Bernard
It is of course a good idea to put links to resources in the feedback, but why hide the resources? Where is the advantage from the student's perspective?
In reply to Martin Dougiamas
How can I link lessons? : advantage from the student's perspective
by Bernard Boucher -
First thanks Martin for your great contribution to the educationnal commumity.
It is rare that a doctoral thesis concretize in such complete and effective system.
It is rare that a doctoral thesis concretize in such complete and effective system.
Second excuse my english wich not always translate clearly my ideas and opinions.
Now the real question: "Where is the advantage from the student's perspective?"
Learning is building knowledge, as opposed to transmitting knowledge.
The learner must be guided in good direction.
For example if we want that a group of students learn physic law f=ma we will refer to a document and/or a software and/or a web site.
Generaly it is possible to find with a simple Google search like f=ma to have about 100,000 results. I din't read all these results but I am sure that these results include more that 80% of the material a dedicated web site created by a teacher. And some material may contain errors.
We create sites to guide the student and to limit their searching time.
The same principle may be applied to learning in a particular domain or micro teaching.
For example if a student always have good answers to selected question on f=ma we dont have to give him technical or pedagogical feedbacks.
That way we have more chance to keep his interest with useless ressource for him.
On the oder side, if a student rarely have good answers to selected question on f=ma we have to investigate his difficulties and give him an appropriate feedback.
If the difficulties reside in the domain knowledge then few additionnal simple readings and some basic questions may be sufficients.
But if the student have problem with mathematic we must give him mathematic support.
If the student is dyslexic, or have spatial orientation problem or other difficulties then we must give him a orthopedagogic support with appropriate exercices.The problem is to introduce an automatic investigation in the system.
One trick that moodle support, is to use multichoice questions with "appropriates wrongs answers" ( not random wrong answers ).
Here is a simple example that test only calculation and units:
Question :
We want to give an 3 m/s2 acceleration to a 20 Kg mass on horizontal frictionless surface.
What is the required force?
Choice A: 60 N
Feedback A: Bravo good answer, link to the next question of the quiz!
Choice B: 23 N ( add instead of multiply )
Feedback B: link to explanation to don't add to multiply instead and
link to another question before returning to the original test.
If the other question is missed we must suggest an other question
with less difficulties and more explanations about operations.
Choice C: 180 N ( 3*3*20 instead of multiplying )
Feedback C: link to explanation to don't use power to multiply instead and
link to another question before returning to the original test.
Choice D: 60 m/s2
Feedback D: Bravo good number but bad unit, explanation and
link to another question before returning to the original test.
If the other question is missed we must suggest an other question
with less difficulties and more explanations about units.
Choice E: 23 Kg
Feedback E: link to explanation to don't add to multiply instead
explanation on units and link to another question
before returning to the original test.
If the other question is missed we must suggest an other question
with less difficulties and more explanations about units and
operations.
That simple adaptation of the feedback seem to be good for student's perspective.
It may be applied to any other domain with appropriate adaptation.
The intensive use of questions categories ( nearly 1 category by each type of hidden questions ) and hidden 1 question quiz may be very usefull is fully integrated in future versions of Moodle. The categories of the hidden questions represent a "profile of the weakness" of the student. After a few experiements with the system, Moodle may adapt itself ( after few lines of code " src="http://localhost/moodle/pix/s/wink.gif" width="15" /> ) to the profile of the student in two differents ways:
If we want to help the student to learn with less difficulties and more results we present the questions and documentation to him in the most effective way ( visual, auditive, kinesthetic, ... )
If we want to help the student to improve his weakness we present the questions and documentation to him in less effective way.
I know it is a dream but it is also a small start and the Moodle community may bring it to realty!
I hope that I have described some of the advantages of hiding content from the student's perspective?
Best regards,
Bernard
p.s. following some links to others uses of hidden ressources.
http://moodle.org/mod/forum/discuss.php?d=1690&parent=8340
http://moodle.org/mod/forum/discuss.php?d=2003
http://moodle.org/mod/forum/discuss.php?d=361&parent=4735
http://moodle.org/mod/forum/discuss.php?d=508
http://moodle.org/mod/forum/discuss.php?d=1235
http://moodle.org/mod/forum/discuss.php?d=1133
http://moodle.org/mod/forum/view.php?f=33
In reply to Bernard Boucher
Re: How can I link lessons? : advantage from the student's perspective
by Martin Dougiamas -
Thanks for the long and thoughtful post, Bernard.
I understand and completely agree that custom feedback and adaptive linking are useful tools, and are something to pursue.
However, I don't think you answered my actual question, which was about your assertion that information needs to be hidden and restricted.
Here is a non-internet analogy: imagine I am teaching you in a one-on-one tutoring session, and I find you have difficulty with understanding acceleration. Like any good mentor, I can direct you to the relevant section of the physics textbook that has an excellent description and a worked example. However, what you are suggesting is that I rip out ONLY that page and hand it to you, in order to prevent you from browsing any other pages. What I am suggesting is that it is better to hand you the whole book open to the relevant page.
The difference is that the "hiding" method confines students within artificial barriers, and prevents them from making their OWN connections and learning things. In the example, with the book in your hands you might look up acceleration in your book index and read further about gravity, or derivatives, or even alternate methods of doing the same calculations, hence building a richer, deeper and more long-lasting picture of the topic. Some students won't do this, but SOME WILL. Even just seeing how big the chapter on acceleration is relative to the whole textbook provides information about how important this topic is.
I believe providing this freedom to students is a more student-centered approach, and better preparation for them to work in the same area AFTER the course is finished and exams are done.
Does this make sense?
I understand and completely agree that custom feedback and adaptive linking are useful tools, and are something to pursue.
However, I don't think you answered my actual question, which was about your assertion that information needs to be hidden and restricted.
Here is a non-internet analogy: imagine I am teaching you in a one-on-one tutoring session, and I find you have difficulty with understanding acceleration. Like any good mentor, I can direct you to the relevant section of the physics textbook that has an excellent description and a worked example. However, what you are suggesting is that I rip out ONLY that page and hand it to you, in order to prevent you from browsing any other pages. What I am suggesting is that it is better to hand you the whole book open to the relevant page.
The difference is that the "hiding" method confines students within artificial barriers, and prevents them from making their OWN connections and learning things. In the example, with the book in your hands you might look up acceleration in your book index and read further about gravity, or derivatives, or even alternate methods of doing the same calculations, hence building a richer, deeper and more long-lasting picture of the topic. Some students won't do this, but SOME WILL. Even just seeing how big the chapter on acceleration is relative to the whole textbook provides information about how important this topic is.
I believe providing this freedom to students is a more student-centered approach, and better preparation for them to work in the same area AFTER the course is finished and exams are done.
Does this make sense?
I completely agree with you Martin.
More, I post on a "pseudo forum" all text implied in a course to make them searchable by moodle to help students. And each student have access to his entire textbook all the time.
The example I gave wan't contextualised because I tried more to show how to hide than to justify why and when to hide.
A question like that should not be the first question of the course,suppose it is the 10 th. The nature of f, m and a must be clearly explained, referenced in textbook, exercised and even 'quizzed' before the students are tested on the interrelations of the three terms.
For that 10th question, if a student demonstrate by his answers a good knowledge of the interrelations between the 3 terms he don't need feedback on the nature of the terms. If he want he may consult his textbook, search the forum or ask the teacher but I think it don't need it.
On the other side, if a student miss some questions similars to that 10 th, then a feedback suggesting him to read again explanation about the missed theory in his textbook and/or in a link of the site, and an invitation to try an other easier question may be the 6th, make sense for me.
Now a counterexample where i didn't hide something and that penalized some students:
With the first quizz I have summited to my students I have prepare a "preparation quiz" not graded with good answers and retrocation with exactly the same set of random questions. I suggested to do the preparation quiz many times before the real quiz.
80% of the student did the pre quiz until they get near 100% and get the samething in the real quiz.
10% didn't try the prequiz but get near 100% anyway.
10% didn't try the prequiz and get about 40%.
In that case a conditionnal access to the real quiz dependant of the prequiz should have help the last 10% of students.
The 80% should'nt see the difference and the other 10% should have took a little more time.
Now I have graded all pre-quiz with the highest note retained ( even if these are supposed to be formative auto-evaluation ) and all students do them before the real quiz.
I hope that post clarify a little bit more the situation about "hidding things" to the students.
Bernard
OK, yes, I can see the usefulness of quizzes unlocking other quizzes. I think the quiz->quiz locking is what most people want this locking for.
http://moodle.org/bugs/bug.php?op=show&bugid=297
To me this is quite different from locking Resources (ie plain content) but this was probably a language issue -- you probably meant to be more generic (activities).
http://moodle.org/bugs/bug.php?op=show&bugid=297
To me this is quite different from locking Resources (ie plain content) but this was probably a language issue -- you probably meant to be more generic (activities).
Now I understand more clearly your argumentation.
In bugid 297 you clearly specify what should be done on any type of activities:
For each activity module, add two things...
But it will always be the responsability of the course creator to use with intelligence that new feature. It is like with multichoice answers, an inattentive or devil mentor can specify a bad answer as the good one
I am working, slowly but almost surely, on an sort of question and automatic feedback generator, that will support questions like f=ma, v=ri, p=vi, ... . The generator will feed moodle database with all correct feedbacks and links. ( That is why I have experimented with hidden links an other moddle stuff before)
More on that later ( may be in 2 months when I will have something "self explainable" to show ) and in a appopriate forum!
Bye
Bernard
In bugid 297 you clearly specify what should be done on any type of activities:
For each activity module, add two things...
But it will always be the responsability of the course creator to use with intelligence that new feature. It is like with multichoice answers, an inattentive or devil mentor can specify a bad answer as the good one
I am working, slowly but almost surely, on an sort of question and automatic feedback generator, that will support questions like f=ma, v=ri, p=vi, ... . The generator will feed moodle database with all correct feedbacks and links. ( That is why I have experimented with hidden links an other moddle stuff before)
More on that later ( may be in 2 months when I will have something "self explainable" to show ) and in a appopriate forum!
Bye
Bernard
You describe what YOU learned from it.
My questions:
- What learned the student who did not take the pretest?
- What will students (not) learn next year when these choice options are closed?
- How can you make this learning experience more vivid/visible for students
- Why not give them the freedom to make this mistake again on next quiz
- Why not allow them to do the final test again (random seletion from a question-pool), after trying the pretest AS THEIR OWN CHOICE
Hi Ger,
it is a lot of questions for my slow translator with it limited 200 words dictionary!
First I simplified a little bit the situation in my counterexample. I have forced the prequiz after 2 quiz and after recommanding two times to the group to take the prequiz. I also individually recommanded some students with low grades to do prequiz even if it was not graded.
After that I decided for a certain time, to graded the prequiz to let the some students realize the utility of that prequiz.
Now, after 3 weeks, I will advise the students that the prequiz will not be anymore graded. And I will check their reactions.
Now yours questions:
1 - What learned the student who did not take the pretest?
Probably not too much because the second week they did the same thing. Some students have we call that in french "pensée magique" or magical though thinking that things will be better later without any effort. Generally these students ask only one question each time they have some work to do: Is it graded? If no they generally don't do it.
2 - What will students (not) learn next year when these choice options are closed?
Sorry I don't understand the question.
3 - How can you make this learning experience more vivid/visible for students.
Because the forced prequiz is not intended for all the time and I met the students and try to explain the utility of prequiz, I think that may help their "metacognition" a little bit because they realise that the grading is better if prequiz is attempted.
4 - Why not give them the freedom to make this mistake again on next quiz
I did it 2 times before imposing prequiz.
5 - Why not allow them to do the final test again (random seletion from a question-pool), after trying the pretest AS THEIR OWN CHOICE
Like specified in my post
http://moodle.org/mod/forum/discuss.php?d=2687#11807
prequiz and quiz share the same set of question pool.
Prequiz give right answer and feedback.
Prequiz may be done many times.
----------
I found for you 2 links that give a good picture of Students success in Québec last 20 years.
http://www.meq.gouv.qc.ca/stat/chesco/Diplomation_famille_tech_sexe_ensemble.htm
http://www.meq.gouv.qc.ca/stat/indic03/indic03A/ia03304.pdf
What may be retained from these reports is that only 30% of the students do in 3 years what the scolar system name the "normal way".
After 5 years, only 52% have finish their study.
The situation is even worst with boys!
The others, stop studying or retry in an other domain.
A very bad situation that persit since more than 20 years!
Is it the same thing in your country?
Bye,
Bernard
it is a lot of questions for my slow translator with it limited 200 words dictionary!
First I simplified a little bit the situation in my counterexample. I have forced the prequiz after 2 quiz and after recommanding two times to the group to take the prequiz. I also individually recommanded some students with low grades to do prequiz even if it was not graded.
After that I decided for a certain time, to graded the prequiz to let the some students realize the utility of that prequiz.
Now, after 3 weeks, I will advise the students that the prequiz will not be anymore graded. And I will check their reactions.
Now yours questions:
1 - What learned the student who did not take the pretest?
Probably not too much because the second week they did the same thing. Some students have we call that in french "pensée magique" or magical though thinking that things will be better later without any effort. Generally these students ask only one question each time they have some work to do: Is it graded? If no they generally don't do it.
2 - What will students (not) learn next year when these choice options are closed?
Sorry I don't understand the question.
3 - How can you make this learning experience more vivid/visible for students.
Because the forced prequiz is not intended for all the time and I met the students and try to explain the utility of prequiz, I think that may help their "metacognition" a little bit because they realise that the grading is better if prequiz is attempted.
4 - Why not give them the freedom to make this mistake again on next quiz
I did it 2 times before imposing prequiz.
5 - Why not allow them to do the final test again (random seletion from a question-pool), after trying the pretest AS THEIR OWN CHOICE
Like specified in my post
http://moodle.org/mod/forum/discuss.php?d=2687#11807
prequiz and quiz share the same set of question pool.
Prequiz give right answer and feedback.
Prequiz may be done many times.
----------
I found for you 2 links that give a good picture of Students success in Québec last 20 years.
http://www.meq.gouv.qc.ca/stat/chesco/Diplomation_famille_tech_sexe_ensemble.htm
http://www.meq.gouv.qc.ca/stat/indic03/indic03A/ia03304.pdf
What may be retained from these reports is that only 30% of the students do in 3 years what the scolar system name the "normal way".
After 5 years, only 52% have finish their study.
The situation is even worst with boys!
The others, stop studying or retry in an other domain.
A very bad situation that persit since more than 20 years!
Is it the same thing in your country?
Bye,
Bernard
Yes reality is also hard here: in The Netherlands the Academic dropout situation is the same.
Thanks for your weblinks, I like to compare our situation to other countries, to relativate the claims of faults in the local system: it is in human nature, worldwide, culture differences are not that great on this point. (I have to find Dutch figures for you, do my best.)
That's why I am puzzling: how to help them to learn from previous mistakes - like not taking the execise-test. But more: how to make them realize that they took the wrong decision...
From the moment you realize that you are falling, you can begin to stand up and try another strategie...
I did fear that you asked for a closed test-order-situation like in the old days with CBT, where they had no choice, so they cannot experience the effect of a wrong choice..
In your details, especially in your passage.. " Because the forced prequiz is not intended for all the time and I met the students and try to explain the utility of prequiz, I think that may help their "metacognition" a little bit because they realise that the grading is better if prequiz is attempted." I feel your good coaching spirit, Sorry for the fast conclusion.
So, what kind of trics do we all use to help students to take responsibilty for their own (learning)life
Hi Ger,
thank you for the confirmation that the french canadian are not the greatest dropout of the world!
I am enrolled in moodle for the last line of your answer.
If you maybe reread a parent topic of this one, http://moodle.org/mod/forum/discuss.php?d=2687#11755 you will see
"If the difficulties reside in the domain knowledge then few additionnal simple readings and some basic questions may be sufficients.
But if the student have problem with mathematic we must give him mathematic support.
If the student is dyslexic, or have spatial orientation problem or other difficulties then we must give him a orthopedagogic support with appropriate exercices.
The problem is to introduce an automatic investigation in the system.
One trick that moodle support, is to use multichoice questions with "appropriates wrongs answers" ( not random wrong answers ). "
The other difficulties include in my sense the "magical tought" wich make then sometimes irresponsibles of their unsuccess.
I think that if we work hard to refine the detection and the feedback of an lms it may be possible help students realise that.
I am working seriously on that. That is why I look out of tune with the official moodle developpement scedule. I try to hide things http://moodle.org/mod/forum/discuss.php?d=2948, I feed database directly with a lot of feedback mini quiz and ressources, I will work on a function to replace static feedback linking with a dynamic one. And for the teacher's side knowledge input will be inspired by the work of a moodler Christian Barrette who had produced 8 years ago a very good research and a software name Copilote.
http://pages.infinit.net/magnon/Copilote/
That way it will be possible to complement teacher's work with an adaptive lms.
More on that later.
Maybe if we have better adaptive tools, 35% of students, instead of 30% will find success the first time.
Bye,
Bernard
Thank you, Bernard.
It appear to be a very interesting idea and I'll try it asap.
I have only a question.
If a student complete Module 1 and then pass Quiz 1 he can access Module 2 that became visible.
Then he decide to leave del course.
When he came back to the course how can I force him to enter directly Module 2?
In general: how can I force a student to enter directly in the last Module he can access when he login in the course?
Thank you again!
BYE!
Hi Raffaele,
a short answer may be:
because it is not supported by Moodle the student must do something similar to you to memorize the link they have to follow if they want to stop the chain and continue later. Copying addresses appearing in their browser address bar in a notepad file will be sufficient. A the end of a session of work they put bring with them their notepad file on floppy disk or they send it to themself via email.
If they are lucky ( if they use always the same computer and if their browser put in history their moodle links ), then the only thing they have to do is to use the last moodle history link.
Between these to extremes you may bookmark or make favorites depending of your browser.
If you try that with many students and with many ressources hidden, be prepared to have to look often to your log to see the last events done by some students and to use chat or email to give them the link they loose.
That is the price to pay for using an unsupported feature,
Bye
Bernard
p.s. If you try it, keep us informed with yours results.
I´m Fernando from Peru, South America. My English is not perfect but I try.
I read your note about " How can I link lessons? " on Moodle Forum. This solution I´ve applied to my course but in little different way.
I´ve build special HTML Design, you can see this on the following sample:
http://educa.prompyme.gob.pe/~educa/curso5/tema1.htm
All the bottoms on the top navigator are links to Moodle (if you click some of this bottums, you need to subscribe first). From Moodle we have the kind of links you suggest in"how can I link lessons" to externatl HTML resource. For instance:
http://educa.prompyme.gob.pe/elearning/mod/resource/view.php?id=140
All resource, test and external htmls, are hide (eye closed)
When I access the course like a teacher or administrator all links works fine. But when I access like a new student, appear the following messages "Activity is not activated".
Maybe you can give me a good suggestion to solve this kind of problem.
I read your note about " How can I link lessons? " on Moodle Forum. This solution I´ve applied to my course but in little different way.
I´ve build special HTML Design, you can see this on the following sample:
http://educa.prompyme.gob.pe/~educa/curso5/tema1.htm
All the bottoms on the top navigator are links to Moodle (if you click some of this bottums, you need to subscribe first). From Moodle we have the kind of links you suggest in"how can I link lessons" to externatl HTML resource. For instance:
http://educa.prompyme.gob.pe/elearning/mod/resource/view.php?id=140
All resource, test and external htmls, are hide (eye closed)
When I access the course like a teacher or administrator all links works fine. But when I access like a new student, appear the following messages "Activity is not activated".
Maybe you can give me a good suggestion to solve this kind of problem.
Hi Fernando ( pepe
),
the trick I suggested september 26 ,2003 don't work no more
It exploited a "security hole" of Moodle corrected shortly after that time.
It is possible to reintroduce that "security hole" in your current Moodle version but I don't think it is a good idea.
That trick was replaced by Activities linking .
But I don't understand exactly what you really want to do with the hiding mecanisinm. Your hidden links are called from a "ordinary" web page. Why hidding?
Hidding was conceived for forcing the order of activities.
If you precise your goal maybe there will be a simple solution.
Bye,
Bernard
p.s. Very attracting site
the trick I suggested september 26 ,2003 don't work no more
It exploited a "security hole" of Moodle corrected shortly after that time.
It is possible to reintroduce that "security hole" in your current Moodle version but I don't think it is a good idea.
That trick was replaced by Activities linking .
But I don't understand exactly what you really want to do with the hiding mecanisinm. Your hidden links are called from a "ordinary" web page. Why hidding?
Hidding was conceived for forcing the order of activities.
If you precise your goal maybe there will be a simple solution.
Bye,
Bernard
p.s. Very attracting site
Hi Raffaele,
a beta version of lessons linking is available here : http://moodle.org/mod/forum/discuss.php?d=2948
Bye,
Bernard
Marvellous!!
I'll try it ASAP and I'll feedback the community!
Thanks!
Hi guys,
I am about to try integrating this concept with my moodle implementation (NOTE: which is currently 30 mins old). My approach will be from the DB tables level. It is my intention, depending on how long it takes me to work through the code base to determine the modification anomalies in the table structure. Sorry, does anyone know to save me some time if the DB tables are in BCNF?
Anyway, my approach will be adding a column to an appropriate table (when i find it) probably through the student module, that tracks the number of the quizzes they have just completed. (At least 1 attempt && they have to get > 50%)
In displaying lecture notes and future quizes, the course material displayed to the student will be limited to the completed quiz (say q) plus 1.
Such that, n lecture notes are available and n quizes are available. The student can only view a result set of notes or quizzes = q + 1 (or 2 or 3...)
Now the student, when starting the course initially has q = 0. So they will see 1 set of notes, and 1 quiz. As they progress, the next set of notes and quizes will become available. There will also be a failsafe date, where notes are released 2 or 3 days after the quiz completion date has passed.
This is how i'll approach it, but my success and timeline depends on my learning curve, when i get something happening i'll let you know.
andrew
Hi Andrew,
you will find here a beta version of linking lessons. The lastest version is there.
If you are interested to modify it go ahead.
If you have question ask me.
If you find bugs tell me please.
If you want to post about it it may be more usefull to use the other forum.
I will post a new version with easier install next week probably.
Bye,
Bernard
you will find here a beta version of linking lessons. The lastest version is there.
If you are interested to modify it go ahead.
If you have question ask me.
If you find bugs tell me please.
If you want to post about it it may be more usefull to use the other forum.
I will post a new version with easier install next week probably.
Bye,
Bernard
Hi Bernard,
I have founded a possible bug in your linking v3.0a.
As you can see in the attached image the icons disappeared in the course list of the main page after the use of yours files! 
This happend with a moodle v1.1.1 with a personal theme, no pixdata activated and with the italian language selected.
Can you help me to solve the problem?
Thanks!
Hi Raffaele,
you got the same problem as Timothy last month.
I developped it and run it on 1.2 development (2003092900) and it is not really backward compatible.
Last month I checked the difference between 1.1.1 and 1.2 development (2003092900) and I found too many files to modify to fix the backward compatibility bug.
If you upgrade it will work fine.
If you stay with 1.1.1 admin icons appears everywhere but in main site page. Only admins and teacher will notice it.
Thanks for testing,
Bernard
you got the same problem as Timothy last month.
I developped it and run it on 1.2 development (2003092900) and it is not really backward compatible
. Last month I checked the difference between 1.1.1 and 1.2 development (2003092900) and I found too many files to modify to fix the backward compatibility bug.
If you upgrade it will work fine.
If you stay with 1.1.1 admin icons appears everywhere but in main site page. Only admins and teacher will notice it.
Thanks for testing,
Bernard
Hello Bernard,
because the malfunction is restricted only to the older version of moodle it isn't really a big problem!
Thank you for your quick answer and have a good day!
Raffaele
Hello Bernard,
once again I'm working on the conditional link of the lessons.
I just installed the last moodle beta release and I was examining the difference between your modified files (linkbeta_03a) and the same in the moodle release.
This are the differenze (in version):
As you can see 3 of 4 files has changed.
It is not yet possible to directy overwrite the moodle official files with yours.
Two questions for you with the hope you have the time to answer them!
1) Do you think it is a simple work to look at the difference in the files, looking for the //BB comment, to change the newer files with your modification?
2) Is linkbeta going to became an official features in moodle 1.2 final?
2a) Do you know the release data of the Moodle 1.2 final??
Thank you a lot for your help!
BYE!
once again I'm working on the conditional link of the lessons.
I just installed the last moodle beta release and I was examining the difference between your modified files (linkbeta_03a) and the same in the moodle release.
This are the differenze (in version):
| File | BB | Moodle |
| \course\lib.php | v 1.218 | v 1.236 |
| \course\mod.php | v 1.45 | v 1.46 |
| \mod\quiz\view.php | v 1.24 | v 1.24 |
| \mod\resource\view.php | v 1.20 | v 1.27 |
As you can see 3 of 4 files has changed.
It is not yet possible to directy overwrite the moodle official files with yours.
Two questions for you with the hope you have the time to answer them!
1) Do you think it is a simple work to look at the difference in the files, looking for the //BB comment, to change the newer files with your modification?
2) Is linkbeta going to became an official features in moodle 1.2 final?
2a) Do you know the release data of the Moodle 1.2 final??
Thank you a lot for your help!
BYE!
Hi Raffaele,
I will adapt conditionnal linking when Moodle 1.2 will be released.
I will create a small linklib.php with some functions to make it easier to maintain.
1 - Yes it may be a good exercice
2- Probably not, even if it work well, because it is only a patch without user interface.
2A - No, sorry.
Don't forget it is there only in meantime.
Thanks for testing,
Bernard
I will adapt conditionnal linking when Moodle 1.2 will be released.
I will create a small linklib.php with some functions to make it easier to maintain.
1 - Yes it may be a good exercice
2- Probably not, even if it work well, because it is only a patch without user interface.
2A - No, sorry.
Don't forget it is there only in meantime.
Thanks for testing,
Bernard
I have been publishing some of my teaching materials on the language course. As mentioned there, I often use the rather unispired lesson and preparation/revision format below
1) a reading (moodle resource)
2) comprehension questions (moodle quiz)
3) comprehension questions (in class activity)
4) extended questions (in class activity)
5 ) TOEIC part II style quiz on extendend questions (moodle quiz)
6) Forum posts (moodle forum)
The most important thing that moodle provides is a way of forcing (yes coercing, bludgenioning, brutalising and all sorts other words along those lines) my students to prepare, to read a text before they come to the lesson. I find that the format above is a great success
. Having been forced to read the text the students are much more ego involved, and take part more effectively and enthusiastically in the class discussion and subsequent forum debate.
Please kindly note that most of the social, possibly socially constructive, and in any event nice, politically correct parts of the above lesson structure could be achieved without Moodle. I am afraid that Moodle does not give me any extra opportunities for social interaction (except here). I could go to a classroom and sip coffee with my students, ask them to come to my private chat room, bulletin boards, and wiki if I wanted social construction. The glossary seems pretty unique but perhaps it is in some wikis? But, in any event, I could not brutalise (in the Marxist sense) my students without Moodle. It would take too long to set a random selection of randomly ordered questions, with randomly ordered answers to force the students to read the text. For this automatic brutalisation or "auto-brute," ability of Moodle I am eternally grateful. Aside from the time that this saves me, I simple do not enjoy brutalising my students. Unlike (it would seem from the smiles) guards in Iraqi, I do not enjoy that part of the job. I would be entirely socially constructive by preference.
And activity linking is an important part of a partly socially constructive, partly brutalising process. Activity link is in fact the nice, kind, socially constructive part of the process. Activity linking does not hide it rather reveals.
Activity linking gives us the opportunity to reveal, after the brutal, hiding part (since testing always involves hiding) is over.
I would like to be able to offer the students the opportunity to download all the comprehension questions that I am using in part 2 above, which they will also be using in class. But these questions are of course the same as the pool of questions that I am using in the quiz. Hence if they are not hidden then the auto-brute (provided by the quiz) will be less effective.
Gratefully,
Tim
takemoto