Hi, Daryl.
On the official Moodle Hosting page there are three hosting companies in the US and three in the UK, any of whom would be pleased to help you.
Martin Dougiamas
Posts made by Martin Dougiamas
Moodle in English -> Installing and upgrading help -> Failed upgrade, Site locked in maintenance mode, how do I get it out of maintenance mode? -> Re: Failed upgrade, Site locked in maintenance mode, how do I get it out of maintenance mode?
by Martin Dougiamas -
Find your "moodledata" directory where your files are.
In there you should see a folder named "1".
In there will be a file called maintenance.html. Just delete that and you will no longer be in maintenance mode.
As for the failed upgrade, perhaps you can explain exactly what you did so someone can help sort that out for you too.
In there you should see a folder named "1".
In there will be a file called maintenance.html. Just delete that and you will no longer be in maintenance mode.
As for the failed upgrade, perhaps you can explain exactly what you did so someone can help sort that out for you too.
Moodle in English -> Forum -> Novice question: Forums vs. Blogs -> Re: Novice question: Forums vs. Blogs
by Martin Dougiamas -
That is totally something for forums.
You can create a Forum for each passage, or for the book. Ask the students to post their thoughts there, and then ask them to respond to, say, at least two other postings in the forum.
You can "force" this to an extent through the forum settings. For example, change the forum type to "Q and A forum", and each student will be *required* to enter something reflectively before being able to see any other posts.
You can also use grades (either numerical or a scale of your own devising) so that students can get feedback on their thoughts. You can do this yourself if you like, or allow the students to grade each other.
You can create a Forum for each passage, or for the book. Ask the students to post their thoughts there, and then ask them to respond to, say, at least two other postings in the forum.
You can "force" this to an extent through the forum settings. For example, change the forum type to "Q and A forum", and each student will be *required* to enter something reflectively before being able to see any other posts.
You can also use grades (either numerical or a scale of your own devising) so that students can get feedback on their thoughts. You can do this yourself if you like, or allow the students to grade each other.
Moodle in English -> Quiz -> examining present capabilities for questions -> Re: new capabilities for questions
by Martin Dougiamas -
They look good to me too, but yes as Tim mentioned, we thought the difference between edit / delete is minimal enough to ignore. I think separating them only makes sense to programmers, not teachers.
If you can edit something you can change it completely, so you've effectively deleted it and added a new one. And does it ever make sense to be allowed to add something and then not edit or delete it? Or to delete things and not be able to add or edit?
In the interests of keeping the GUI shorter and consistent I'd recommend "manage" to cover all three cases, unless there are some serious scenarios that need them separate. It's easy to "split" them later, that's the beauty of capabilities.
If you can edit something you can change it completely, so you've effectively deleted it and added a new one. And does it ever make sense to be allowed to add something and then not edit or delete it? Or to delete things and not be able to add or edit?
In the interests of keeping the GUI shorter and consistent I'd recommend "manage" to cover all three cases, unless there are some serious scenarios that need them separate. It's easy to "split" them later, that's the beauty of capabilities.
Moodle in English -> Lounge -> Anti-LMS Sentiment on Facebook -> Re: Anti-LMS Sentiment on Facebook
by Martin Dougiamas -
I would be very interested in deeper research on this (beyond quick searches on facebook). Are you in a position to do a deeper qualitative study of this? Case studies, interviews etc.
My feeling is that the software interface being used tends to get a lot of the blame (and praise! it works both ways) that is really due to things like institutional processes, teacher skills, general internet technology, etc.
It would be interesting to see studies that delve more deeply into that and tease out those sorts of issues. I've not looked recently to see what's out there about this.
The other factor is that students traditionally love to bring down "authority". As Moodle becomes a mainstream thing in many areas there's always going to be a percentage of this.
As far as problems and gaps in Moodle (which is all I care about!) I'm very well aware of many problems already, and always keen to know more about what we can do. Strategies backed by solid research are always highest priority in my mind.
My feeling is that the software interface being used tends to get a lot of the blame (and praise! it works both ways) that is really due to things like institutional processes, teacher skills, general internet technology, etc.
It would be interesting to see studies that delve more deeply into that and tease out those sorts of issues. I've not looked recently to see what's out there about this.
The other factor is that students traditionally love to bring down "authority". As Moodle becomes a mainstream thing in many areas there's always going to be a percentage of this.
As far as problems and gaps in Moodle (which is all I care about!) I'm very well aware of many problems already, and always keen to know more about what we can do. Strategies backed by solid research are always highest priority in my mind.