Do we really want to continue limiting our concept of "standard Moodle" to core Moodle? Arguably, for the common learning services provider, Moodle without its rich set of plugins is not that different from other leading LMS platforms. And some plugins in the Moodle plugin repo (e.g. Poodll) are far richer than their counter core modules/components can ever be, simply because their development and maintenance have more resources than what HQ can allocate for the core modules it maintains.
Itamar Tzadok
Αναρτήσεις που έγιναν από τον/την Itamar Tzadok
Glad to hear. Nothing to be sorry about. It was just a disclaimer with respect to who deserves the credit for this solution.
The grade_export_xls is unrelated to the Database activity export. Currently the Database activity offers no way to export the date in a human readable format. However, after export you can add to the spreadsheet the formula
=(A1/86400)+25569+(-5/24)
where A1 is the cell containing the exported date value (as unix timestamp) in order to convert the date value to date string.
This formula is mentioned in a post down this forum and in many websites around the internet.hth
By the same token I could have complained that since you knew that I found the actual situation quite fair and effective, your statement "The actual situation is unfair even in learning situations that some of this thread advocate against the change" was only meant to insult me. But I chose to understand your statement as a fair perspective and not as an insult. I can only hope that you would give me the same courtesy.
For me the issue at stake here is not to lose a certain instructional strategy. I don't take any strategy to be absolutely right or wrong. And the details of what works well where and when, cannot be fully explored here, and definitely not in a time frame of 9 days before code freeze. I'm more than willing to agree that in some situations and uses of the current randomization strategy it may be unfair. You don't seem to allow that in some other situations and uses, which you may be unfamiliar with, it can be quite fair and effective.
Imagine you have a question bank with 100 questions and 10 questions are on the very same important subject.
If that's the case and you have a flat question bank structure, then it is just an example of bad instructional design.
Marcus' remark is telling:
It should be remembered that the vast majority of quizzes are conducted with fairly small question banks
I'm inclined to agree with this statement. At least that's what I am seeing in the majority of academic courses. If it is indeed correct it can help explain why it is hard for so many here to understand what I'm talking about.