Glossary of common terms

LAMP, a free open source software solution stack, Linux (as OS), Appache(as a web server), MySQL (as a DBMS server), either PHP, Perl or Python (as a Scripting Language).

A type of website usually maintained by an individual (Blogger) with regular entries of commentary, description of events or other material such as graphics or video. Entries are commonly displayed in reverse chronological order.
In one line - It is a sort of online diary.

Common Gateway Interface (CGI) is a standard for interfacing external applications with information servers, over HTTP and Web servers. A plain HTML document that the Web daemon retrieves is static, which means it exists in a constant state and will never change, basically this is simply a text file. A CGI program, on the other hand, is executed on-the-fly i.e. in real-time, so that it can output dynamic information. CMS - content management systems such as Moodle and Joomla are good examples of CGI and work using a combination PHP & CGI.

Firebug is a plug-in for the Firefox web browser, allowing users to inspect and edit HTML and CSS, monitor network activity, debug JavaScript and much more.

It is one of many Firefox plug-ins often recommended by the community to people creating and modifying Moodle Themes.

Firebug van be downloaded from www.getfirebug.com

A multiple-choice question (MCQ) is composed of two parts: a stem that identifies the question or problem, and a set of alternatives or possible answers that contain a key that is the best answer to the question, and a number of distractors that are plausible but incorrect answers to the question.

It is one of the core question types in Moodle.

More information:

• https://docs.moodle.org/en/Question_types
  
• https://docs.moodle.org/en/Multiple_Choice_question_type

Useful reading:

• Multiple-Choice Testing in Education: Are the Best Practices for Assessment Also Good for Learning?
  
• MCQs with 1 correct answer & 2 distractors tend to be more valid & reliable
• Top 10 stupid mistakes in design of Multiple Choice questions (external site)

Related Moodle plugins:

• All-or-Nothing Multiple Choice
  
• Matrix question
  
• MTF (ETH)
  
• OU multiple response

Constructionist learning is inspired by the constructivist theory that individual learners construct mental models to understand the world around them. However, constructionism holds that learning can happen most effectively when people are also active in making tangible objects in the real world. In this sense, constructionism is connected with experiential learning, and builds on Jean Piaget's epistemological theory of constructivism.

Seymour Papert defined constructionism in a proposal to the National Science Foundation entitled Constructionism: A New Opportunity for Elementary Science Education as follows: "The word constructionism is a mnemonic for two aspects of the theory of science education underlying this project. From constructivist theories of psychology we take a view of learning as a reconstruction rather than as a transmission of knowledge. Then we extend the idea of manipulative materials to the idea that learning is most effective when part of an activity the learner experiences as constructing a meaningful product."

Source: Wikipedia.org

The zone of proximal development, often abbreviated ZPD, is the difference between what a learner can do without help and what he or she can do with help. It is a concept introduced yet not fully developed by Soviet psychologist Lev Vygotsky (1896 – 1934) during the last two years of his life. Also, many theorists are still applying to their work today.

Vygotsky stated that a child follows an adult's example and gradually develops the ability to do certain tasks without help. Vygotsky's often-quoted definition of zone of proximal development presents it as...

"...the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers. For example, two 8 yr. old children may be able to complete a task that an average 8 yr. old can do. Next, more difficult tasks are presented with very little assistance from an adult. In the end, both children were able to complete the task. However, the styles methods they chose depended on how far they were willing to stretch their thinking process."

Vygotsky and some educators believe education's role is to give children experiences that were within their zones of proximal development, thereby encouraging and advancing their individual learning.

"The zone of proximal development defines functions that have not matured yet, but are in a process of maturing, that will mature tomorrow, that are currently in an embryonic state; these functions could be called the buds of development, the flowers of development, rather than the fruits of development, that is, what is only just maturing."

Source: Wikipedia.org