Zen

Translation

<p> The forum is an discussion tool for asynchronous written work. In contrast to e-mail, a forum is for public, or semi-public, group discussion. </p>To use the Chamilo forum, members can simply use their browser - they do not require any distinct client software. </p>To organize forums, click on the Forums tool. Discussions are organized hierarchically according to the following structure: </ p><b> Category> Forum> Topic> Post</ b> </ p> To ensure members can participate in the forum tidily and effectively, it is essential in the first instance to create categories and forums; it's then up to the participants to create topics and posts. By default, the forum contains a single (public) category, an example topic and an example post. You can add forums to the category, change its title or create other categories within which you could then create new forums. (Don't confuse categories and forums, and remember that a category that contains no forum is useless and is not displayed.)</p> <p>The forum description might include a list of its members, a definition of its purpose, a target a task, a theme etc.</p><p>Group forums should not be created via the Forum tool but instead via the Groups tool, where you can determine whether your group forums should be private or public, at the same time providing a location for sharing groups of documents.</p><b> Teaching Tips</ b></ p> A learning forum is not quite the same as the forums you are used to seeing on the internet. For one thing, it is not possible for learners to alter their posts once they have been published as the course is logically archived to allow tracking of what has been said in the past. Furthermore, Chamilo forums allow for specific uses relevant to teaching. For example, some teachers/trainers publish corrections directly within forums in the following way: <li> A learner is asked to post a report directly into the forum, </ li> The teacher corrects it by clicking Edit (yellow pencil) and marking it using the graphics editor (color, underlining, etc.) </ li> Finally, other learners benefit from viewing the corrections was made on the production of one of of them, </ li> Note that the same principle can be applied between learners, but will require his copying/pasting the message of his fellow student because students / trainees can not edit one another's posts. <. li> </ ul>
English
<p> The forum is an discussion tool for asynchronous written work. In contrast to e-mail, a forum is for public, or semi-public, group discussion. </p>To use the Chamilo forum, members can simply use their browser - they do not require any distinct client software. </p>To organize forums, click on the Forums tool. Discussions are organized hierarchically according to the following structure: </ p><b> Category> Forum> Topic> Post</ b> </ p> To ensure members can participate in the forum tidily and effectively, it is essential in the first instance to create categories and forums; it's then up to the participants to create topics and posts. By default, the forum contains a single (public) category, an example topic and an example post. You can add forums to the category, change its title or create other categories within which you could then create new forums. (Don't confuse categories and forums, and remember that a category that contains no forum is useless and is not displayed.)</p>
<p>The forum description might include a list of its members, a definition of its purpose, a target a task, a theme etc.</p><p>Group forums should not be created via the Forum tool but instead via the Groups tool, where you can determine whether your group forums should be private or public, at the same time providing a location for sharing groups of documents.</p><b> Teaching Tips</ b></ p> A learning forum is not quite the same as the forums you are used to seeing on the internet. For one thing, it is not possible for learners to alter their posts once they have been published as the course is logically archived to allow tracking of what has been said in the past. Furthermore, Chamilo forums allow for specific uses relevant to teaching. For example, some teachers/trainers publish corrections directly within forums in the following way: <li> A learner is asked to post a report directly into the forum, </ li> The teacher corrects it by clicking Edit (yellow pencil) and marking it using the graphics editor (color, underlining, etc.) </ li> Finally, other learners benefit from viewing the corrections was made on the production of one of of them, </ li> Note that the same principle can be applied between learners, but will require his copying/pasting the message of his fellow student because students / trainees can not edit one another's posts. <. li> </ ul>
Diskussionsforum er et skriftligt asynkront værktøj. Hvor e-mail giver adgang til en-til-en dialog, tillader et diskussionsforum en åben eller semi-åben diskussionsform. </p><p>Teknisk set behøver man kun en browser og internetadgang for at få adgang til et Diskussionsforum.</P><p>For at oprette et Diskussionforum, klik på 'Administration af forum'. Diskussionerne er organiseret i grupper og undergrupper med følgende struktur:</p><p><b>Kategori > Forum > Emne > Svar</b></p> For at strukturere deltagerns diskussioner, er det nødvendigt at organisere kategorierne og foraene på forhånd, således at oprettelsen af emner og svar overlades til de studerende. Som standard er et forum sat op til kategorien 'åben' med et testforum og et testemne.</p><p>Det første du skal gøre er at slette testemnet og tilpasse navnet på det første forum. Så kan du oprette andre fora i den 'offentlige' kategori med grupper eller temaer, som passer til din brug.</p><p>Bland ikke kategorier og fora, og husk at en tom kategori (uden forum) ikke kan ses af deltagerne.</p><p>Gruppefora skal ikke oprettes via diskussionsforummet med via Gruppeværktøjet. Derfra har du mulighed for at vælge, om et gruppeforum skal være åbent eller lukket. </p><b>Pædagogisk anvendelse</b> <p>Nogle undervisere anvender et forum til eksamensspørgsmål eller til diskussion af tekster. Man kan også bruge det til afleveringer, idet underviseren kan gå ind og kommentere direkte i det indlæg, som en deltager har skrevet.
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Glossary management
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Forums Help
Forums Help
Hjælp til diskussionsforum
<p> The forum is an discussion tool for asynchronous written work. In contrast to e-mail, a forum is for public, or semi-public, group discussion. </p>To use the Chamilo forum, members can simply use their browser - they do not require any distinct client software. </p>To organize forums, click on the Forums tool. Discussions are organized hierarchically according to the following structure: </ p><b> Category> Forum> Topic> Post</ b> </ p> To ensure members can participate in the forum tidily and effectively, it is essential in the first instance to create categories and forums; it's then up to the participants to create topics and posts. By default, the forum contains a single (public) category, an example topic and an example post. You can add forums to the category, change its title or create other categories within which you could then create new forums. (Don't confuse categories and forums, and remember that a category that contains no forum is useless and is not displayed.)</p>
<p>The forum description might include a list of its members, a definition of its purpose, a target a task, a theme etc.</p><p>Group forums should not be created via the Forum tool but instead via the Groups tool, where you can determine whether your group forums should be private or public, at the same time providing a location for sharing groups of documents.</p><b> Teaching Tips</ b></ p> A learning forum is not quite the same as the forums you are used to seeing on the internet. For one thing, it is not possible for learners to alter their posts once they have been published as the course is logically archived to allow tracking of what has been said in the past. Furthermore, Chamilo forums allow for specific uses relevant to teaching. For example, some teachers/trainers publish corrections directly within forums in the following way: <li> A learner is asked to post a report directly into the forum, </ li> The teacher corrects it by clicking Edit (yellow pencil) and marking it using the graphics editor (color, underlining, etc.) </ li> Finally, other learners benefit from viewing the corrections was made on the production of one of of them, </ li> Note that the same principle can be applied between learners, but will require his copying/pasting the message of his fellow student because students / trainees can not edit one another's posts. <. li> </ ul>
<p> The forum is an discussion tool for asynchronous written work. In contrast to e-mail, a forum is for public, or semi-public, group discussion. </p>To use the Chamilo forum, members can simply use their browser - they do not require any distinct client software. </p>To organize forums, click on the Forums tool. Discussions are organized hierarchically according to the following structure: </ p><b> Category> Forum> Topic> Post</ b> </ p> To ensure members can participate in the forum tidily and effectively, it is essential in the first instance to create categories and forums; it's then up to the participants to create topics and posts. By default, the forum contains a single (public) category, an example topic and an example post. You can add forums to the category, change its title or create other categories within which you could then create new forums. (Don't confuse categories and forums, and remember that a category that contains no forum is useless and is not displayed.)</p>
<p>The forum description might include a list of its members, a definition of its purpose, a target a task, a theme etc.</p><p>Group forums should not be created via the Forum tool but instead via the Groups tool, where you can determine whether your group forums should be private or public, at the same time providing a location for sharing groups of documents.</p><b> Teaching Tips</ b></ p> A learning forum is not quite the same as the forums you are used to seeing on the internet. For one thing, it is not possible for learners to alter their posts once they have been published as the course is logically archived to allow tracking of what has been said in the past. Furthermore, Chamilo forums allow for specific uses relevant to teaching. For example, some teachers/trainers publish corrections directly within forums in the following way: <li> A learner is asked to post a report directly into the forum, </ li> The teacher corrects it by clicking Edit (yellow pencil) and marking it using the graphics editor (color, underlining, etc.) </ li> Finally, other learners benefit from viewing the corrections was made on the production of one of of them, </ li> Note that the same principle can be applied between learners, but will require his copying/pasting the message of his fellow student because students / trainees can not edit one another's posts. <. li> </ ul>
Diskussionsforum er et skriftligt asynkront værktøj. Hvor e-mail giver adgang til en-til-en dialog, tillader et diskussionsforum en åben eller semi-åben diskussionsform. </p><p>Teknisk set behøver man kun en browser og internetadgang for at få adgang til et Diskussionsforum.</P><p>For at oprette et Diskussionforum, klik på 'Administration af forum'. Diskussionerne er organiseret i grupper og undergrupper med følgende struktur:</p><p><b>Kategori > Forum > Emne > Svar</b></p> For at strukturere deltagerns diskussioner, er det nødvendigt at organisere kategorierne og foraene på forhånd, således at oprettelsen af emner og svar overlades til de studerende. Som standard er et forum sat op til kategorien 'åben' med et testforum og et testemne.</p><p>Det første du skal gøre er at slette testemnet og tilpasse navnet på det første forum. Så kan du oprette andre fora i den 'offentlige' kategori med grupper eller temaer, som passer til din brug.</p><p>Bland ikke kategorier og fora, og husk at en tom kategori (uden forum) ikke kan ses af deltagerne.</p><p>Gruppefora skal ikke oprettes via diskussionsforummet med via Gruppeværktøjet. Derfra har du mulighed for at vælge, om et gruppeforum skal være åbent eller lukket. </p><b>Pædagogisk anvendelse</b> <p>Nogle undervisere anvender et forum til eksamensspørgsmål eller til diskussion af tekster. Man kan også bruge det til afleveringer, idet underviseren kan gå ind og kommentere direkte i det indlæg, som en deltager har skrevet.
Dropbox Help
Dropbox Help
Dueslag
<p>The dropbox tool is a Content Management Tool facilitating peer-to-peer data exchange. It accepts any filetype (Word, Excel, PDF etc.) It will overwrite existing files with the same name only if directed to do so.<br /> <br /> Learners can can only send a file to their teacher, unless the system administrator has enabled sharing between users. A course manager, however, can opt to to send a file to all course users. <br /> <br />The system administrator can configure the dropbox so that a user can receive but not send files.<br /> <br /> If the file list gets too long, some or all files can be deleted from the list, although the file itself remaims available to other users until all users have deleted it.<br /> </p><p>In the received folder, the dropbox tool displays files that have been sent to you and in the sent folder it shows files sent to other course members.</p><p>To send a document to more than one person, you need to hold CTRLand check the multiple select box(i.e.the field showing the list of members).</p>
<p>The dropbox tool is a Content Management Tool facilitating peer-to-peer data exchange. It accepts any filetype (Word, Excel, PDF etc.) It will overwrite existing files with the same name only if directed to do so.<br /> <br /> Learners can can only send a file to their teacher, unless the system administrator has enabled sharing between users. A course manager, however, can opt to to send a file to all course users. <br /> <br />The system administrator can configure the dropbox so that a user can receive but not send files.<br /> <br /> If the file list gets too long, some or all files can be deleted from the list, although the file itself remaims available to other users until all users have deleted it.<br /> </p><p>In the received folder, the dropbox tool displays files that have been sent to you and in the sent folder it shows files sent to other course members.</p><p>To send a document to more than one person, you need to hold CTRLand check the multiple select box(i.e.the field showing the list of members).</p>
<p>Dueslaget er et styringsværktøj til udveksling af filer/dokumenter. Alle filtyper er accepteret: Word, Excel, PDF, osv. Det vil håndtere versioner i den forstand, at man ikke ødelægger et dokument ved upload af et andet dokument med samme navn.</p> <p>Dueslaget viser filerne, som er blevet sendt til dig (Modtaget filer-faneblad), og filerne som du har sendt til andre medlemmer af dette kursus (Sendte filer-faneblad).</p> <p>Hvis listen over modtaget eller afsendte filer bliver for lang, kan du slette alle eller nogle filer fra listen. Hvis du sletter en fil, som du har sendt, vil modtageren af filen stadig kunne se filen i eget dueslag.</p> <p>For at afsende et dokument til mere end een person, skal du bruge CTRL+klik i listboksen som viser medlemmerne.</p>Dueslaget er personligt og kun tilgængeligt for de personer, der står på kursussidens deltagerliste
Homepage Help
Homepage Help
Hjælp til kursussiden
<p>The Course Homepage displays a range of tools (introductory text, description, documents manager etc.) This page is modular in the sense that you can hide or show any of the tools in learner view with a single click on the 'eye' icon (hidden tools can be reactivated any time. </p><b>Navigation</b><p>In order to browse the course, you can simply click on the icons; a 'breadcrumb' navigation tool at the top of the page allows you to retrace your steps back to the course homepage.</p><b>Best practice</b><p>To help motivate learners, it is helpful to make you course appear 'alive' by suggesting that there is always someone present 'behind the screen'. An effective way to make this impression is to update the introductory text (just click on the yellow pencil) at least once a week with the latest news, deadlines etc.</p><p>When you construct your course, try the following steps:<ol><li>In the Course Settings, make course acccess private and subscription available only to trainers. That way, nobody can enter your course area during construction,</li><li>Use whatever tools you need to 'fill' your area with content, activities, guidelines, tests etc.,</li><li>Now hide all tools so your home page is empty in learner view by clicking on the eyes to make the icons grey. </li><li>Use the Learning Path tool to create a learning path to structure the way learners will follow it and learn within it. That way, although you will be using the other tools, you don't initially need to show them on the homepage. </li><li>Click on the eye icon beside the path you created to show it on your home page.</li><li>your course is ready to view. Its homepage will display an introductory text followed by a single link to lead learners into and through the course. Click on the Learner View button (top right) to see the course from the learner's point of view.<I></I></li></ol>
<p>The Course Homepage displays a range of tools (introductory text, description, documents manager etc.) This page is modular in the sense that you can hide or show any of the tools in learner view with a single click on the 'eye' icon (hidden tools can be reactivated any time. </p><b>Navigation</b><p>In order to browse the course, you can simply click on the icons; a 'breadcrumb' navigation tool at the top of the page allows you to retrace your steps back to the course homepage.</p><b>Best practice</b><p>To help motivate learners, it is helpful to make you course appear 'alive' by suggesting that there is always someone present 'behind the screen'. An effective way to make this impression is to update the introductory text (just click on the yellow pencil) at least once a week with the latest news, deadlines etc.</p><p>When you construct your course, try the following steps:<ol><li>In the Course Settings, make course acccess private and subscription available only to trainers. That way, nobody can enter your course area during construction,</li><li>Use whatever tools you need to 'fill' your area with content, activities, guidelines, tests etc.,</li><li>Now hide all tools so your home page is empty in learner view by clicking on the eyes to make the icons grey. </li><li>Use the Learning Path tool to create a learning path to structure the way learners will follow it and learn within it. That way, although you will be using the other tools, you don't initially need to show them on the homepage. </li><li>Click on the eye icon beside the path you created to show it on your home page.</li><li>your course is ready to view. Its homepage will display an introductory text followed by a single link to lead learners into and through the course. Click on the Learner View button (top right) to see the course from the learner's point of view.<I></I></li></ol>
Som standard indeholder en kursusside en række synlige værktøjer/funktioner såsom dokumenter, kursusbeskrivelse mv. Du kan aktivere eller deaktivere et værktøj ved at klikke på øjet til højre for værktøjet. Det er op til underviseren at vælge, hvilket værktøjer der skal anvendes og derfor være synlige. Det er en god ide at skjule de værktøjer, der alligevel ikke anvendes på kursussiden, da deres tilstedeværelse kan forvirre.</p><p><b>Navigation</b></p>For at afsøge mulighederne og værktøjerne på en kursusside er der to måder at navigere/bevæge sig rundt. Øverst til højre kan du klikke på små ikoner, der fører til værktøjets hovedside. Øverst til venstre ser du krummestien, som hele tiden fortæller dig, hvor du er på siden og på hvilket niveau. Du kan f.eks. altid finde tilbage til kursussidens forside ved at klikke på kursets navn i krummestien.</p> <p>Gode råd</p><p><b>Dynamisk forside</b></p><p>En dynamisk kursusside er motiverende for deltagerne. Dette indikerer, at siden anvendes, og at der faktisk sker noget på siden. Du kan understrege dette budskab ved at bruge billeder og evt. arbejde med tabeller, når du skriver en tekst, så du på den måde får en flot opsætning. For at skabe en dynamisk forside kan du f.eks. løbende ændre din introduktionstekst på kursussidens forside. Dette gør du ved at klikke på den guleblyant. Markere teksten der skal slettes og skrive en ny.</p><p>
Chamilo LIVE Help
Chamilo LIVE Help
Live Hjælp Konference system
The GoogleMaps plugin needs to be enabled by the platform administrator in order to show the map.
The GoogleMaps plugin needs to be enabled by the platform administrator in order to show the map.
 
Chamilo Help
Chamilo Help
Kom i gang
Documents Help
Documents Help
Hjælpedokumenter
Users Help
Users Help
Brugerhjælp
Tests Help
Tests Help
Hjælp øvelser
Learning Path Help
Learning Path Help
Hjælp Læresti
Description Help
Description Help
Hjælp Kursus Beskrivelse
Links Help
Links Help
Hjælp Linkværktøj
My Courses Help
My Courses Help
Om startsiden
Agenda Help
Agenda Help
Hjælp Agenda
Context English Danish Actions
2FA disabled successfully.
2FA disabled successfully.
 
3 lists with an relational arrow
3 lists with an relational arrow
 
:draft:draft,, final:final,, revised:revised,, unavailable:unavailable
:draft:draft,, final:final,, revised:revised,, unavailable:unavailable
:draft:udkast,, final:endelige,, revised:revideret,, unavailable:utilgængelig
:exercise:exercise,, simulation:simulation,, questionnaire:questionnaire,, diagram:diagram,, figure:figure,, graph:graf,, index:index,, slide:slide,, table:table,, narrative text:narrative text,, exam:exam,, experiment:experiment,, problem statement:problem statement,, self assessment:self assessment,, lecture:lecture
:exercise:exercise,, simulation:simulation,, questionnaire:questionnaire,, diagram:diagram,, figure:figure,, graph:graf,, index:index,, slide:slide,, table:table,, narrative text:narrative text,, exam:exam,, experiment:experiment,, problem statement:problem statement,, self assessment:self assessment,, lecture:lecture
:exercise:exercise,, simulation:simulation,, questionnaire:questionnaire,, diagram:diagram,, figure:figure,, graph:graf,, index:index,, slide:slide,, table:table,, narrative text:narrative text,, exam:exam,, experiment:experiment,, problem statement:problem statement,, self assessment:self assessment,, lecture:lecture
:no:free, no cost,, yes:not free, cost
:no:free, no cost,, yes:not free, cost
:nej:gratis, ingen betaling,, ja:ikke gratis, betaling
:text/plain;iso-8859-1:text/plain;iso-8859-1,, text/plain;utf-8:text/plain;utf-8,, text/html;iso-8859-1:text/html;iso-8859-1,, text/html;utf-8:text/html;utf-8,, inode/directory:Folder,, application/msword:MsWord,, application/octet-stream:Octet stream,, application/pdf:PDF,, application/postscript:PostScript,, application/rtf:RTF,, application/vnd.ms-excel:MsExcel,, application/vnd.ms-powerpoint:MsPowerpoint,, application/xml;iso-8859-1:XML;iso-8859-1,, application/xml;utf-8:XML;utf-8,, application/zip:ZIP
:text/plain;iso-8859-1:text/plain;iso-8859-1,, text/plain;utf-8:text/plain;utf-8,, text/html;iso-8859-1:text/html;iso-8859-1,, text/html;utf-8:text/html;utf-8,, inode/directory:Folder,, application/msword:MsWord,, application/octet-stream:Octet stream,, application/pdf:PDF,, application/postscript:PostScript,, application/rtf:RTF,, application/vnd.ms-excel:MsExcel,, application/vnd.ms-powerpoint:MsPowerpoint,, application/xml;iso-8859-1:XML;iso-8859-1,, application/xml;utf-8:XML;utf-8,, application/zip:ZIP
:text/plain;iso-8859-1:text/plain;iso-8859-1,, text/plain;utf-8:text/plain;utf-8,, text/html;iso-8859-1:text/html;iso-8859-1,, text/html;utf-8:text/html;utf-8,, inode/directory:Folder,, application/msword:MsWord,, application/octet-stream:Octet stream,, application/pdf:PDF,, application/postscript:PostScript,, application/rtf:RTF,, application/vnd.ms-excel:MsExcel,, application/vnd.ms-powerpoint:MsPowerpoint,, application/xml;iso-8859-1:XML;iso-8859-1,, application/xml;utf-8:XML;utf-8,, application/zip:ZIP
:yes:copyright,, no:no copyright
:yes:copyright,, no:no copyright
:ja:Copyright,, nej:ingen Copyright
<b>Warning :</b> This course does not exist
<b>Warning :</b> This course does not exist
<b>Advarsel :</b> Dette kursus eksisterer ikke
<big>Edit courses list</big><br><br>Check the courses you want to follow.<br>Uncheck the ones you don't want to follow anymore.<br> Then click Ok at the bottom of the list
<big>Edit courses list</big><br><br>Check the courses you want to follow.<br>Uncheck the ones you don't want to follow anymore.<br> Then click Ok at the bottom of the list
<font size=2 face='Arial, Helvetica'><big>Ændre kursusoversigten</big><br><br>Sæt kryds ved de kurser, som du ønsker at følge.<br>Fjern afkrydsning på de kurser, du ikke længere ønsker at følge.<br> Klik derefter OK nederst i denne oversigt
<br/>Click '+' button to open, '-' button to close, '++' button to open all, '--' button to close all.<br/><br/>Clear all selected keywords by closing the tree and opening it again with the '+' button.<br/>Alt-click '+' searches the original keywords in the tree.<br/><br/>Alt-click keyword selects a keyword without broader terms or deselects a keyword with broader terms.<br/><br/>If you change the description language, do not add keywords at the same time.<br/><br/>
<br/>Click '+' button to open, '-' button to close, '++' button to open all, '--' button to close all.<br/><br/>Clear all selected keywords by closing the tree and opening it again with the '+' button.<br/>Alt-click '+' searches the original keywords in the tree.<br/><br/>Alt-click keyword selects a keyword without broader terms or deselects a keyword with broader terms.<br/><br/>If you change the description language, do not add keywords at the same time.<br/><br/>
Klik på '+' knappen for at åbne, klik på '-' knappen for at lukke, klik 2 gange på '++' knappen for at åbne alt, klik 2 gange på '--' knappen for at lukke alt.Fravælg alle valgte nøgleord ved at lukke "træet" og åbn det igen ved at klikke på '+' knappen.Alt-klik '+' søger på originale nøgleord i "træet".Alt-klik nøgleord vælger et nøgleord uden yderligere begreber eller fravælg et nøgleord uden yderlgere begreber.Hvis du ændrer sprogbeskrivelsen, så tilføj ikke nøgleord på samme tid.
<br> You still have to upload
<br> You still have to upload
<br>Du mangler stadig at uploade
<h2>Congratulations! You have successfully installed your e-learning portal!</h2> <p>You can now complete the installation by following three easy steps:<br /> <ol> <li>Configure you portal by going to the administration section, and select the Portal -> <a href="main/admin/settings.php">Configuration settings</a> entry.</li> <li>Add some life to your portal by creating users and/or training. You can do that by inviting new people to create their accounts or creating them yourself through the <a href="main/admin/">administration</a>'s Users and Training sections.</li> <li>Edit this page through the <a href="main/admin/configure_homepage.php">Edit portal homepage</a> entry in the administration section.</li> </ol> <p>You can always find more information about this software on our website: <a href="http://www.chamilo.org">http://www.chamilo.org</a>.</p> <p>Have fun, and don't hesitate to join the community and give us feedback through <a href="http://www.chamilo.org/forum">our forum</a>.</p>
<h2>Congratulations! You have successfully installed your e-learning portal!</h2> <p>You can now complete the installation by following three easy steps:<br /> <ol> <li>Configure you portal by going to the administration section, and select the Portal -> <a href="main/admin/settings.php">Configuration settings</a> entry.</li> <li>Add some life to your portal by creating users and/or training. You can do that by inviting new people to create their accounts or creating them yourself through the <a href="main/admin/">administration</a>'s Users and Training sections.</li> <li>Edit this page through the <a href="main/admin/configure_homepage.php">Edit portal homepage</a> entry in the administration section.</li> </ol> <p>You can always find more information about this software on our website: <a href="http://www.chamilo.org">http://www.chamilo.org</a>.</p> <p>Have fun, and don't hesitate to join the community and give us feedback through <a href="http://www.chamilo.org/forum">our forum</a>.</p>
 
<p> As soon as you log in to the system, you will be taken to your own main page. Here you will see the following: <li> <b> My Courses </b> in the centre of the page, lists the courses in which you are enrolled, with an option for you to create new courses (using the button in the right menu) </li> In the header section, <b> My Profile </b> allows you to change your password, upload your photo to the system or change your username, </li> <b> My Calendar </b>: contains the events within the courses for which you are registered, </li> in the right menu: <b> Edit my list of courses </b> allows you to enroll in courses as learner, (provided the trainer/teacher has authorized entry. here you can also unsubscribe from a course, </li> Links <b> Support Forum </b> and <b> Documentation </b> refer you to the main Chamilo site, where you can ask questions or find up to date information about Chamilo. </li> </ ul> To enter a course (left side of the screen), click on its title. Your profile may vary from course to course. It could be that you are a teacher in one course and a learner in another. In courses for which you are responsible, you have access to the editing tools designed for authoring and managing students, while in courses where you learn, you access a more limited range of tools appropriate for undertaking the course.</p> The form your own main page takes can vary from one platform to another depending on the options enabled by the system administrator. Thus, for example, there may be some cases where you do not have access to course creation even as a teacher, because this particular function is managed by others within your institution. </p>
<p> As soon as you log in to the system, you will be taken to your own main page. Here you will see the following: <li> <b> My Courses </b> in the centre of the page, lists the courses in which you are enrolled, with an option for you to create new courses (using the button in the right menu) </li> In the header section, <b> My Profile </b> allows you to change your password, upload your photo to the system or change your username, </li> <b> My Calendar </b>: contains the events within the courses for which you are registered, </li> in the right menu: <b> Edit my list of courses </b> allows you to enroll in courses as learner, (provided the trainer/teacher has authorized entry. here you can also unsubscribe from a course, </li> Links <b> Support Forum </b> and <b> Documentation </b> refer you to the main Chamilo site, where you can ask questions or find up to date information about Chamilo. </li> </ ul> To enter a course (left side of the screen), click on its title. Your profile may vary from course to course. It could be that you are a teacher in one course and a learner in another. In courses for which you are responsible, you have access to the editing tools designed for authoring and managing students, while in courses where you learn, you access a more limited range of tools appropriate for undertaking the course.</p> The form your own main page takes can vary from one platform to another depending on the options enabled by the system administrator. Thus, for example, there may be some cases where you do not have access to course creation even as a teacher, because this particular function is managed by others within your institution. </p>
<p>Når du har logget nd, er du på din <i>personlige startside</i>.</p> <p> I hovedområdet (center) ser du "<b>Min kursusliste</b>", ,som viser alle dine kurser. Alt efter dine rettigheder har du mulighed for at oprette nye kurser (via højremenuen). </p> <p> I topbanneret ser du <ul><li>"<b>Min e-portfolio</b>": brug denne for at ændre adgagskode, brugernavn, billeder, eller andre indstillinger. Du kan også tjekke dine personlige statistikker;</li> <li>"<b>Min agenda</b>": denne indeholder alle agenda events på den/de kursus/kurser, du er tilmeldt.</li></ul> </p> <p> <b>Ret min kursusliste</b> i højremenuen tillader tillader dig at tilmelde dig nye kurser, hvis denne mulighed foreligger. Via dette link kan du afmelde dig kurser.</p> <p> Linkene <b>Support Forum</b> og <b>Dokumentation</b> peger til Chamilo' hovedside, hvor du kan spørge om teknisk eller pædagogisk hjælp, eller finde mere information om et bestemt ting.</li> For at tilmelde sig et kursus (i hovedområdet af din startside), klik på kursets navn. Din profil kan ændre sig fra kursus til kursus. Det er muligt, at du på det ene kursus er underviser og på et andet studerende. </p>
<p> The Agenda tool appears both as a calendar within each course and as a personal diary tool for each student providing an overview of events in the courses in which they are enrolled. (Groups can also have their own Agenda.) </ p> Users can use the Agenda, which displays course content and activites, as a reference tool to organise their day to day or week to week learning.<p>In addition to being visible in the agenda, new events are indicated to the learner whenever he/she logs in. The system sees what has been added since his/her last visit and icons appear on the portal home page beside the courses indicating new events and announcements.</p> </p> If you want to organize students' work in a time-related way, it is best to use the Learning Paths tool as a way of charting a logical progression through various activites and content through the presentation of a formal table of contents.</p>
<p> The Agenda tool appears both as a calendar within each course and as a personal diary tool for each student providing an overview of events in the courses in which they are enrolled. (Groups can also have their own Agenda.) </ p> Users can use the Agenda, which displays course content and activites, as a reference tool to organise their day to day or week to week learning.<p>In addition to being visible in the agenda, new events are indicated to the learner whenever he/she logs in. The system sees what has been added since his/her last visit and icons appear on the portal home page beside the courses indicating new events and announcements.</p> </p> If you want to organize students' work in a time-related way, it is best to use the Learning Paths tool as a way of charting a logical progression through various activites and content through the presentation of a formal table of contents.</p>
<p>Denne agenda vises i kursusområdet og som værktøj for studerende ('Min agenda' i topbanneret).</p> <p>I ursusforløbet vises agendaen som en række events. Du kan vedhæfte dokumenter og aktiviteter til en dato, så agendaen bliver et kronologisk forløb i læringsaktiviteterne.</p> <p>Nye events bliver vist for den studerende, næste gang denne logger på læringsplanen. Systemet fortæller, hvad der er blevet tilføjet agendaen (ligesom det bliver vist i Meddelelser)</p> <p>. Læringsplanen kan opfattes som en samling af en indholdsfortegnelse, en agenda, sekvensering og tracking.</p>
<p> The Announcements tool allows you to send an e-mail to some or all of your students, or to specific groups. to might want to alert them to the addition of a new document, to remind them of a deadline for submission of an assignment or to highlight and share a particularly good piece of work. Sending such e-mail announcements can also serve as a useful prompt to re-engage students who have not visited the site for some time (as long as it's not overdone!). </p> <b> Contacting specific users </b> <p> In addition to sending a general one to all members of the course, you can send an e-mail to one or more individuals/groups groups. When you create a new announcement, just click <i>Visible to</i> and select users from the left hand lists and and add them as recipients using the arrows.</p>
<p> The Announcements tool allows you to send an e-mail to some or all of your students, or to specific groups. to might want to alert them to the addition of a new document, to remind them of a deadline for submission of an assignment or to highlight and share a particularly good piece of work. Sending such e-mail announcements can also serve as a useful prompt to re-engage students who have not visited the site for some time (as long as it's not overdone!). </p> <b> Contacting specific users </b> <p> In addition to sending a general one to all members of the course, you can send an e-mail to one or more individuals/groups groups. When you create a new announcement, just click <i>Visible to</i> and select users from the left hand lists and and add them as recipients using the arrows.</p>
<p>Meddelelsesværktøjet tillader dig at sende en mail til alle studerende, til enkelte studerende eller grupper.</p> <p>For at sende en meddelelse til nogle brugere og/eller grupper, vælg Meddelelse til valgte brugere, hold derefter CTRL+C knappener nede for at vælge mere end en i den venstre menu og klik herefter på den højre pil for at flytte dem og skriv derefter din besked i feltet nedenfor.</p>
<p> The forum is an discussion tool for asynchronous written work. In contrast to e-mail, a forum is for public, or semi-public, group discussion. </p>To use the Chamilo forum, members can simply use their browser - they do not require any distinct client software. </p>To organize forums, click on the Forums tool. Discussions are organized hierarchically according to the following structure: </ p><b> Category> Forum> Topic> Post</ b> </ p> To ensure members can participate in the forum tidily and effectively, it is essential in the first instance to create categories and forums; it's then up to the participants to create topics and posts. By default, the forum contains a single (public) category, an example topic and an example post. You can add forums to the category, change its title or create other categories within which you could then create new forums. (Don't confuse categories and forums, and remember that a category that contains no forum is useless and is not displayed.)</p>
<p>The forum description might include a list of its members, a definition of its purpose, a target a task, a theme etc.</p><p>Group forums should not be created via the Forum tool but instead via the Groups tool, where you can determine whether your group forums should be private or public, at the same time providing a location for sharing groups of documents.</p><b> Teaching Tips</ b></ p> A learning forum is not quite the same as the forums you are used to seeing on the internet. For one thing, it is not possible for learners to alter their posts once they have been published as the course is logically archived to allow tracking of what has been said in the past. Furthermore, Chamilo forums allow for specific uses relevant to teaching. For example, some teachers/trainers publish corrections directly within forums in the following way: <li> A learner is asked to post a report directly into the forum, </ li> The teacher corrects it by clicking Edit (yellow pencil) and marking it using the graphics editor (color, underlining, etc.) </ li> Finally, other learners benefit from viewing the corrections was made on the production of one of of them, </ li> Note that the same principle can be applied between learners, but will require his copying/pasting the message of his fellow student because students / trainees can not edit one another's posts. <. li> </ ul>
<p> The forum is an discussion tool for asynchronous written work. In contrast to e-mail, a forum is for public, or semi-public, group discussion. </p>To use the Chamilo forum, members can simply use their browser - they do not require any distinct client software. </p>To organize forums, click on the Forums tool. Discussions are organized hierarchically according to the following structure: </ p><b> Category> Forum> Topic> Post</ b> </ p> To ensure members can participate in the forum tidily and effectively, it is essential in the first instance to create categories and forums; it's then up to the participants to create topics and posts. By default, the forum contains a single (public) category, an example topic and an example post. You can add forums to the category, change its title or create other categories within which you could then create new forums. (Don't confuse categories and forums, and remember that a category that contains no forum is useless and is not displayed.)</p>
<p>The forum description might include a list of its members, a definition of its purpose, a target a task, a theme etc.</p><p>Group forums should not be created via the Forum tool but instead via the Groups tool, where you can determine whether your group forums should be private or public, at the same time providing a location for sharing groups of documents.</p><b> Teaching Tips</ b></ p> A learning forum is not quite the same as the forums you are used to seeing on the internet. For one thing, it is not possible for learners to alter their posts once they have been published as the course is logically archived to allow tracking of what has been said in the past. Furthermore, Chamilo forums allow for specific uses relevant to teaching. For example, some teachers/trainers publish corrections directly within forums in the following way: <li> A learner is asked to post a report directly into the forum, </ li> The teacher corrects it by clicking Edit (yellow pencil) and marking it using the graphics editor (color, underlining, etc.) </ li> Finally, other learners benefit from viewing the corrections was made on the production of one of of them, </ li> Note that the same principle can be applied between learners, but will require his copying/pasting the message of his fellow student because students / trainees can not edit one another's posts. <. li> </ ul>
Diskussionsforum er et skriftligt asynkront værktøj. Hvor e-mail giver adgang til en-til-en dialog, tillader et diskussionsforum en åben eller semi-åben diskussionsform. </p><p>Teknisk set behøver man kun en browser og internetadgang for at få adgang til et Diskussionsforum.</P><p>For at oprette et Diskussionforum, klik på 'Administration af forum'. Diskussionerne er organiseret i grupper og undergrupper med følgende struktur:</p><p><b>Kategori > Forum > Emne > Svar</b></p> For at strukturere deltagerns diskussioner, er det nødvendigt at organisere kategorierne og foraene på forhånd, således at oprettelsen af emner og svar overlades til de studerende. Som standard er et forum sat op til kategorien 'åben' med et testforum og et testemne.</p><p>Det første du skal gøre er at slette testemnet og tilpasse navnet på det første forum. Så kan du oprette andre fora i den 'offentlige' kategori med grupper eller temaer, som passer til din brug.</p><p>Bland ikke kategorier og fora, og husk at en tom kategori (uden forum) ikke kan ses af deltagerne.</p><p>Gruppefora skal ikke oprettes via diskussionsforummet med via Gruppeværktøjet. Derfra har du mulighed for at vælge, om et gruppeforum skal være åbent eller lukket. </p><b>Pædagogisk anvendelse</b> <p>Nogle undervisere anvender et forum til eksamensspørgsmål eller til diskussion af tekster. Man kan også bruge det til afleveringer, idet underviseren kan gå ind og kommentere direkte i det indlæg, som en deltager har skrevet.
<p> The forum is an discussion tool for asynchronous written work. In contrast to e-mail, a forum is for public, or semi-public, group discussion. </p>To use the Chamilo forum, members can simply use their browser - they do not require any distinct client software. </p>To organize forums, click on the Forums tool. Discussions are organized hierarchically according to the following structure: </ p><b> Category> Forum> Topic> Post</ b> </ p> To ensure members can participate in the forum tidily and effectively, it is essential in the first instance to create categories and forums; it's then up to the participants to create topics and posts. By default, the forum contains a single (public) category, an example topic and an example post. You can add forums to the category, change its title or create other categories within which you could then create new forums. (Don't confuse categories and forums, and remember that a category that contains no forum is useless and not displayed.)</p>
<p>The forum description might include a list of its members, a definition of its purpose, a target a task, a theme etc.</p><p>Group forums should not be created via the Forum tool but instead via the Groups tool, where you can determine whether your group forums should be private or public, at the same time providing a location for sharing groups of documents.</p><b> Teaching Tips</ b></ p> A learning forum is not quite the same as the forums you are used to seeing on the internet. For one thing, it is not possible for learners to alter their posts once they have been published as the course is logically archived to allow tracking of what has been said in the past. Furthermore, Chamilo forums allow for specific uses relevant to teaching. For example, some teachers/trainers publish corrections directly within forums in the following way: <li> A learner is asked to post a report directly into the forum, </ li> The teacher corrects it by clicking Edit (yellow pencil) and marking it using the graphics editor (color, underlining, etc.) </ li> Finally, other learners benefit from viewing the corrections was made on the production of one of of them, </ li> Note that the same principle can be applied between learners, but will require his copying/pasting the message of his fellow student because students / trainees can not edit one another's posts. <. li> </ ul>
<p> The forum is an discussion tool for asynchronous written work. In contrast to e-mail, a forum is for public, or semi-public, group discussion. </p>To use the Chamilo forum, members can simply use their browser - they do not require any distinct client software. </p>To organize forums, click on the Forums tool. Discussions are organized hierarchically according to the following structure: </ p><b> Category> Forum> Topic> Post</ b> </ p> To ensure members can participate in the forum tidily and effectively, it is essential in the first instance to create categories and forums; it's then up to the participants to create topics and posts. By default, the forum contains a single (public) category, an example topic and an example post. You can add forums to the category, change its title or create other categories within which you could then create new forums. (Don't confuse categories and forums, and remember that a category that contains no forum is useless and not displayed.)</p>
<p>The forum description might include a list of its members, a definition of its purpose, a target a task, a theme etc.</p><p>Group forums should not be created via the Forum tool but instead via the Groups tool, where you can determine whether your group forums should be private or public, at the same time providing a location for sharing groups of documents.</p><b> Teaching Tips</ b></ p> A learning forum is not quite the same as the forums you are used to seeing on the internet. For one thing, it is not possible for learners to alter their posts once they have been published as the course is logically archived to allow tracking of what has been said in the past. Furthermore, Chamilo forums allow for specific uses relevant to teaching. For example, some teachers/trainers publish corrections directly within forums in the following way: <li> A learner is asked to post a report directly into the forum, </ li> The teacher corrects it by clicking Edit (yellow pencil) and marking it using the graphics editor (color, underlining, etc.) </ li> Finally, other learners benefit from viewing the corrections was made on the production of one of of them, </ li> Note that the same principle can be applied between learners, but will require his copying/pasting the message of his fellow student because students / trainees can not edit one another's posts. <. li> </ ul>
 
<p> The Project tool facilitates collaborative project work. </p> One way to use the tool is to use it to assign authors charged with keeping written reports on activities throughout the day/week. </p> Coupled with this is a task management tool through which you can assign a relevant task to any of the designated authors (eg to report on the evolution of safety standards in the business). </p> An item representing new content is called an <i> article </i>. To create a new article, just follow the link in the menu prompting you to do. To edit (if you are the author of the article) or add a comment to an article, just click on the title of this article. </p>
<p> The Project tool facilitates collaborative project work. </p> One way to use the tool is to use it to assign authors charged with keeping written reports on activities throughout the day/week. </p> Coupled with this is a task management tool through which you can assign a relevant task to any of the designated authors (eg to report on the evolution of safety standards in the business). </p> An item representing new content is called an <i> article </i>. To create a new article, just follow the link in the menu prompting you to do. To edit (if you are the author of the article) or add a comment to an article, just click on the title of this article. </p>
 
<p><b>Adding users</b></p> <p>You can subscribe existing learners one by one to your course, by clicking on the link 'Subscribe users to this course'. Usually however it's better to open your course to self-registration and let learners register themselves. </p> <p><b>Description</b></p> <p>The description has no computer related function and does not indicate any particular rights or privileges within the system. It simply indicates who is who, in human terms. You can therefore modify this by clicking on the pencil, then typing whatever you want: professor, assistant, student, visitor, expert etc.</p><p><b>Admin rights</b></p><p>Admin rights, on the other hand, provide technical authorization to modify the content and organization of this course area. You can choose between allowing full admin rights or none.</p><p>To allow an assistant, for instance, to co-admin the area, you need to be sure he/she is already registered, then click on the pencil, then check 'Teacher', then 'Ok'.</p><p><b>Co-Trainers</b></p><p>To mention the name of a co-teacher in the heading (co-chairman, etc.), use the 'Course settings' tool. This modification does not automatically register your co-Trainer as a course member. The 'Teachers' field is completely independent of the 'Users' list.</p> <p><b>Tracking and Personal Home Pages</b></p> <p>In addition to showing the users list and modifying their rights, the Users tool also shows individual tracking and allows the teacher to define headings for personal home pages to be completed by users.</p>
<p><b>Adding users</b></p> <p>You can subscribe existing learners one by one to your course, by clicking on the link 'Subscribe users to this course'. Usually however it's better to open your course to self-registration and let learners register themselves. </p> <p><b>Description</b></p> <p>The description has no computer related function and does not indicate any particular rights or privileges within the system. It simply indicates who is who, in human terms. You can therefore modify this by clicking on the pencil, then typing whatever you want: professor, assistant, student, visitor, expert etc.</p><p><b>Admin rights</b></p><p>Admin rights, on the other hand, provide technical authorization to modify the content and organization of this course area. You can choose between allowing full admin rights or none.</p><p>To allow an assistant, for instance, to co-admin the area, you need to be sure he/she is already registered, then click on the pencil, then check 'Teacher', then 'Ok'.</p><p><b>Co-Trainers</b></p><p>To mention the name of a co-teacher in the heading (co-chairman, etc.), use the 'Course settings' tool. This modification does not automatically register your co-Trainer as a course member. The 'Teachers' field is completely independent of the 'Users' list.</p> <p><b>Tracking and Personal Home Pages</b></p> <p>In addition to showing the users list and modifying their rights, the Users tool also shows individual tracking and allows the teacher to define headings for personal home pages to be completed by users.</p>
<b>Titel</b><p>Titel har ikke noget at gøre med at administrere kurset, men har udelukkende til formål at præsentere deltagerne for hinanden. Du kan ændre titlerne ved at klikke på 'ændre' under 'titel', og derefter skrive hvad du vil: professor, assistent, studerende, gæst, ekspert...</P><hr><b>Admin rettigheder</b><p>Admin rettigheder giver, på den anden side, rettigheder til at kunne ændre på indholdet på kursushjemmesiden. I øjeblikket kan du kun vælge mellem at give alle rettigheder eller ingen.</P> <p>For at tillade f.eks. en assistent at med-administrere kursushjemmesiden, skal du registrere ham på kurset eller være sikker på, at han er oprettet, klik derefter på 'ændre' under 'admin rettigheder', klik derefter på 'alle', og derefter på 'Ok'.</P><hr><b>Med-administrator</b><p>For at få din med-administrators navn med i banneret øverst på din kursushjemmeside, brug værktøjet 'Ændre kursusinformation' (orange værktøj på kursushjemmesiden). Denne ændring registrerer ikke din med-administrator som deltager på kurset. Feltet 'Underviser' er helt uafhængig af deltagerlisten.</p><hr><b>Tilføj en deltager</b><p>For at tilføje en deltager på dit kursus, udfyld felterne og udfør ved at klikke 'ok'. Personenvil mdotage en e-mail, der fortæller ham/hende, at du har registreret ham/hende og fortællerham/hende eller minder ham/hende om sit login og sin adgangskode.</p>
<p><b>Introduction</b></p><p>This tool allows you to create and manage workgroups. On first creation (Create groups), groups are 'empty'. There are many ways to fill them:<ul><li>automatically ('Fill groups (random)'),</li><li>manually ('Edit'),</li><li>self-registration by users (Groups settings: 'Self registration allowed...').</li></ul>These three ways can be combined. You can, for instance, first ask users to self-register.Then if you find some of them didn't register, decide to fill groups automatically (random) in order to complete them. You can also edit each group to determine membership, user by user, after or before self-registration and/or automatically on registration.</p><p>Filling groups, whether automatically or manually, is possible only for users registered on the course. The users list is visible in <b>Users</b> tool. </p><hr noshade size=1><p><b>Create groups</b></p><p>To create new groups, click on 'Create new group(s)' and decide the number of groups to create.</p><hr noshade size=1><p><b>Group settings</b></p><p>You can determine Group settings globally (for all groups).<b>Users may self-register in groups</b>:<p>You create empty groups, users self-register.If you have defined a maximum number, full groups do not accept new members.This method is handy for trainers unfamiliar with the users list when creating groups.</p><b>Tools</b>:</p><p>Every group is assigned either a forum (private or public) or a Documents area(a shared file manager) or (in most cases) both.</p><hr noshade size=1><p><b>Manual editing</b></p><p>Once groups have been created (Create groups), you will see, at the bottom of the page, a list of groups along with with several options:<ul><li><b>Edit</b>Manually modify group name, description, tutor, members list.</li><li><b>Delete</b> Delete a group.</li></ul><hr noshade size=1>
<p><b>Introduction</b></p><p>This tool allows you to create and manage workgroups. On first creation (Create groups), groups are 'empty'. There are many ways to fill them:<ul><li>automatically ('Fill groups (random)'),</li><li>manually ('Edit'),</li><li>self-registration by users (Groups settings: 'Self registration allowed...').</li></ul>These three ways can be combined. You can, for instance, first ask users to self-register.Then if you find some of them didn't register, decide to fill groups automatically (random) in order to complete them. You can also edit each group to determine membership, user by user, after or before self-registration and/or automatically on registration.</p><p>Filling groups, whether automatically or manually, is possible only for users registered on the course. The users list is visible in <b>Users</b> tool. </p><hr noshade size=1><p><b>Create groups</b></p><p>To create new groups, click on 'Create new group(s)' and decide the number of groups to create.</p><hr noshade size=1><p><b>Group settings</b></p><p>You can determine Group settings globally (for all groups).<b>Users may self-register in groups</b>:<p>You create empty groups, users self-register.If you have defined a maximum number, full groups do not accept new members.This method is handy for trainers unfamiliar with the users list when creating groups.</p><b>Tools</b>:</p><p>Every group is assigned either a forum (private or public) or a Documents area(a shared file manager) or (in most cases) both.</p><hr noshade size=1><p><b>Manual editing</b></p><p>Once groups have been created (Create groups), you will see, at the bottom of the page, a list of groups along with with several options:<ul><li><b>Edit</b>Manually modify group name, description, tutor, members list.</li><li><b>Delete</b> Delete a group.</li></ul><hr noshade size=1>
<p><b>Introduktion</b></p><p>Dette værktøj giver dig mulighed for at oprette og styre grupper. Ved oprettelsen ('Opret gruppe'), er grupperne tomme. Der er flere måde at udfylde dem på: <ul><li>automatisk ('Udfyld grupper'),</li><li>manuelt ('Rediger'),</li><li>selv-registrering af deltagerne (Sæt gruppen til: 'Selv-registrering er tilladt...').</li></ul>Disse tre måder kan kombineres. Du kan, for eksempel, bede deltagerne om at selv-registrere først.Derefter erfarer du, at nogle ikke fulgte opfordringen og kan derefter udfylde grupperne automatisk. <p>Udfyldelse af grupper, automatisk eller manuelt, virker kun når der er tilmeldt deltagere på kurset(bland ikke kursusregistrering med grupperegistrering).Deltagerne er synlige på <b>Deltagerliste</b> værktøjet. </p><hr noshade size=1><p><b>Opret gruppe(r)</b></p><p>Opret nye grupper, klik på 'Opret ny gruppe(r)' og anfør antal af grupper, du ønsker at oprette. Maximum antal deltagere er frit, men vi anbefaler, at man anfører et tal. Hvis du efterlader max. feltettomt, vil størrelsen være uendelig.</p><hr noshade size=1><p><b>Gruppe opsætning</b></p><p>Du kan lade gruppeopsætningen gælde alle grupper.<b>Deltagerne tillades at selv-registrere i grupperne</b>: <p>Du opretter tomme grupper, deltagerne selv-registrerer. Hvis du har sat et max. antal deltagere i hver, accpeterer fyldte grupper ikke nye deltagere. Denne metode er god, når underviseren ikke kender deltagerlisten ved orpettelsen af grupperne.</p><b>Tilføjelse</b>:</p><p>Hver gruppe har enten et Diskussionsforum (lukket eller åben) eller et Dokument område(fildeling) eller (som hovedregel) begge dele.</p><hr noshade size=1><p><b>Manuel redigering</b></p><p>Når grupperne er oprettet (Opret gruppe(r)), kan du nederst på siden se en liste over grupperne med en række informationer og funktioner<ul><li><b>Rediger</b> manuel ændring af gruppenavn, beskrivelse, tutor, deltagerliste.</li><li><b>Slet</b> sletter en gruppe.</li></ul><hr noshade size=1>
<p><h5>Create your Facebook Application</h5>First of all, you have to create a Facebook Application (see <a href='https://developers.facebook.com/apps'>https://developers.facebook.com/apps</a>) with your Facebook account. In the Facebook Apps settings, the site URL value should be the URL of this campus. Enable the Web OAuth Login option. And add the site URL of your campus to the Valid OAuth redirect URIs field</p><p>Uncomment the line <code>&#36;_configuration['facebook_auth'] = 1;</code> to enable the Facebook Auth.</p><p>Then, edit the <code>app/config/auth.conf.php</code> file and enter '<code>appId</code>' and '<code>secret</code>' values for <code>&#36;facebook_config</code>.</p><p>Go to <a href='settings.php?category=Plugins'>Plugins</a> to add a configurable <em>Facebook Login</em> button for your Chamilo campus.</p>
<p><h5>Create your Facebook Application</h5>First of all, you have to create a Facebook Application (see <a href='https://developers.facebook.com/apps'>https://developers.facebook.com/apps</a>) with your Facebook account. In the Facebook Apps settings, the site URL value should be the URL of this campus. Enable the Web OAuth Login option. And add the site URL of your campus to the Valid OAuth redirect URIs field</p><p>Uncomment the line <code>&#36;_configuration['facebook_auth'] = 1;</code> to enable the Facebook Auth.</p><p>Then, edit the <code>app/config/auth.conf.php</code> file and enter '<code>appId</code>' and '<code>secret</code>' values for <code>&#36;facebook_config</code>.</p><p>Go to <a href='settings.php?category=Plugins'>Plugins</a> to add a configurable <em>Facebook Login</em> button for your Chamilo campus.</p>
 
<p>Chamilo is a modular tool. You can hide and show tools whenever you want, according to the requirements of your project or to a particular chronological part of it. But you can also add tools or pages to your home page that you have created yourself or that come from outwith your Chamilo portal. That way, you can customise your course home page to make it your own.</p><p>In so doing, you will doubtless want to add your own links to the page. Links can be of two types:<ul><li><b>External link</b>: you create a link on your home page to a website situated outside your course area. In this case, you will select 'Target= In a new window' because you don't want that website to replace your Chamilo environment.</li><li><b>Internal link</b>: you link to a page or a tool inside your Chamilo course. To do this, first go to the relevant page (or document, or tool), copy its URL from the address bar of your browser (CTRL+C), then you go to 'Add link' and paste this URL in the URL field, giving it whatever name you want. In this case, you will select 'Target=Same window' because you want to keep the Chamilo banner on top and the link page in the same environment.</li></ul>Once created, links cannot be edited. To modify them, the only solution is to deactivate and delete them, then start over.</p>
<p>Chamilo is a modular tool. You can hide and show tools whenever you want, according to the requirements of your project or to a particular chronological part of it. But you can also add tools or pages to your home page that you have created yourself or that come from outwith your Chamilo portal. That way, you can customise your course home page to make it your own.</p><p>In so doing, you will doubtless want to add your own links to the page. Links can be of two types:<ul><li><b>External link</b>: you create a link on your home page to a website situated outside your course area. In this case, you will select 'Target= In a new window' because you don't want that website to replace your Chamilo environment.</li><li><b>Internal link</b>: you link to a page or a tool inside your Chamilo course. To do this, first go to the relevant page (or document, or tool), copy its URL from the address bar of your browser (CTRL+C), then you go to 'Add link' and paste this URL in the URL field, giving it whatever name you want. In this case, you will select 'Target=Same window' because you want to keep the Chamilo banner on top and the link page in the same environment.</li></ul>Once created, links cannot be edited. To modify them, the only solution is to deactivate and delete them, then start over.</p>
<p>Dokeos er et modulært værktøj. Du kan skjule og vise værktøjer, når du vil, alt efter dit projekt eller til læringsplanens forskellige kronologiske faser. På din hjemmeside kan du tilføje værktøjer og sider, som du selv har oprettet eller som kommer udenfor din Chamilo portal. På den måde bliver din hjemmeside mere personlig.</p> <p>For at gøre hjemmesiden mere personlig kan der tilføjes 2 slags links: <ul><li><b>Ekstern link</b>: du kan oprette et link til en webside udenfor dit kursusområde. I sådant et tilfælde vælges Target= I et nyt vindue, fordi du ikke ønsker, at denne hjemmeside skal erstatte dit Chamilo miljø.</li> <li><b>Internt link</b>: du linker til en side eller værktøj i et Chamilo kursus. For at gøre dette går du først til siden eller dokumentet eller værktøjet og kopier URL-adressen fra din browsers webadresse (CTRL+C), derefter går du til Tilføj et link for at indsætte webadressen i Chamilo' URL-felt og navngiver linket. I sådant et tilfælde vælges Target=Samme vindue, for på den måde forbliver Dokoes banneret øverst og forbliver i det samme miljø.</li></ul> Når oprettelsen er sket, kan disse links ikke ændres. For at ændre disse links er der kun en vej: deaktiver dem og slet dem derefter, og genstart.</p>
<p>First of all, you have to configure Shibboleth for your web server.</p>To configure it for Chamilo<h5>edit file main/auth/shibboleth/config/aai.class.php</h5><p>Modify object &#36;result values with the name of your Shibboleth attributes</p><ul><li>&#36;result-&gt;unique_id = 'mail';</li><li>&#36;result-&gt;firstname = 'cn';</li><li>&#36;result-&gt;lastname = 'uid';</li><li>&#36;result-&gt;email = 'mail';</li><li>&#36;result-&gt;language = '-';</li><li>&#36;result-&gt;gender = '-';</li><li>&#36;result-&gt;address = '-';</li><li>&#36;result-&gt;staff_category = '-';</li><li>&#36;result-&gt;home_organization_type = '-'; </li><li>&#36;result-&gt;home_organization = '-';</li><li>&#36;result-&gt;affiliation = '-';</li><li>&#36;result-&gt;persistent_id = '-';</li><li>...</li></ul><br/>Go to <a href='settings.php?category=Shibboleth'>Plugin</a> to add a configurable 'Shibboleth Login' button for your Chamilo campus.
<p>First of all, you have to configure Shibboleth for your web server.</p>To configure it for Chamilo<h5>edit file main/auth/shibboleth/config/aai.class.php</h5><p>Modify object &#36;result values with the name of your Shibboleth attributes</p><ul><li>&#36;result-&gt;unique_id = 'mail';</li><li>&#36;result-&gt;firstname = 'cn';</li><li>&#36;result-&gt;lastname = 'uid';</li><li>&#36;result-&gt;email = 'mail';</li><li>&#36;result-&gt;language = '-';</li><li>&#36;result-&gt;gender = '-';</li><li>&#36;result-&gt;address = '-';</li><li>&#36;result-&gt;staff_category = '-';</li><li>&#36;result-&gt;home_organization_type = '-'; </li><li>&#36;result-&gt;home_organization = '-';</li><li>&#36;result-&gt;affiliation = '-';</li><li>&#36;result-&gt;persistent_id = '-';</li><li>...</li></ul><br/>Go to <a href='settings.php?category=Shibboleth'>Plugin</a> to add a configurable 'Shibboleth Login' button for your Chamilo campus.
 
<p>Getting proper feedback on your courses is extremely important. You will find the dedicated Survey tool invaluable for getting effective feedback from users. </p> <p><b>Creating a new survey</b></p> <p> Click on the link 'Create a new survey' and fill in the fields 'Survey code' and 'Survey title'. With the help of the calendar, you can control the duration of your survey. There's no need to keep it open for a whole year; allow access for a few days at the end of the course program. Filling in the text fields 'Survey introduction' and 'Survey thanks' is also good practice; this will add clarity and a certain friendliness to your survey.</p> <p><b>Adding questions to the survey</b></p> <p>Once the survey outline is created, it is up to you to create the questions. The 'Survey' tool has many question types: open/closed questions, percentage, QCM, multiple responses... You should certainly find everything you need for your (ever increasing) feedback requirements.</p> <p><b>Previewing the survey</b></p><p>Once you have created questions, you may want to check what the survey will look like to learners. Click on the 'Preview' icon and the preview screen will show you exactly this.</p> <p><b>Publishing the survey</b></p> <p>Happy with the preview? Any modifications to be made? No? Then click on the icon 'Publish survey' to send the survey to the selected list of recipients. As with creating groups, use the list 'Users of this course' on the left and the one for 'receivers' on its right to arrange this. Next, fill in the e-mail subject 'Title of the e-mail' and the content, 'Text of the e-mail'. Potential surveyees will be alerted by e-mail of the availability of a survey. Think carefully about the wording of the e-mail because it will play a big part in motivating users to take the survey.</p> <p><b>Survey reports</b></p> Analysing surveys is a tedious task. The survey Reporting tool will help with analysis as it sorts reports according to question, user, comparisons etc... <p><b>Managing surveys</b></p> When managing surveys you will see some new icons, apart from the usual 'Edit' and 'Delete' options. You can preview, publish and keep track of your surveys and responses using these.</p>
<p>Getting proper feedback on your courses is extremely important. You will find the dedicated Survey tool invaluable for getting effective feedback from users. </p> <p><b>Creating a new survey</b></p> <p> Click on the link 'Create a new survey' and fill in the fields 'Survey code' and 'Survey title'. With the help of the calendar, you can control the duration of your survey. There's no need to keep it open for a whole year; allow access for a few days at the end of the course program. Filling in the text fields 'Survey introduction' and 'Survey thanks' is also good practice; this will add clarity and a certain friendliness to your survey.</p> <p><b>Adding questions to the survey</b></p> <p>Once the survey outline is created, it is up to you to create the questions. The 'Survey' tool has many question types: open/closed questions, percentage, QCM, multiple responses... You should certainly find everything you need for your (ever increasing) feedback requirements.</p> <p><b>Previewing the survey</b></p><p>Once you have created questions, you may want to check what the survey will look like to learners. Click on the 'Preview' icon and the preview screen will show you exactly this.</p> <p><b>Publishing the survey</b></p> <p>Happy with the preview? Any modifications to be made? No? Then click on the icon 'Publish survey' to send the survey to the selected list of recipients. As with creating groups, use the list 'Users of this course' on the left and the one for 'receivers' on its right to arrange this. Next, fill in the e-mail subject 'Title of the e-mail' and the content, 'Text of the e-mail'. Potential surveyees will be alerted by e-mail of the availability of a survey. Think carefully about the wording of the e-mail because it will play a big part in motivating users to take the survey.</p> <p><b>Survey reports</b></p> Analysing surveys is a tedious task. The survey Reporting tool will help with analysis as it sorts reports according to question, user, comparisons etc... <p><b>Managing surveys</b></p> When managing surveys you will see some new icons, apart from the usual 'Edit' and 'Delete' options. You can preview, publish and keep track of your surveys and responses using these.</p>
 
<p>Go ahead and browse our course catalog %s to register to any course you like. Once registered, you will see the course appear right %s, instead of this message.</p>
<p>Go ahead and browse our course catalog %s to register to any course you like. Once registered, you will see the course appear right %s, instead of this message.</p>
 
<p>Hello ((user_complete_name)).</p>
<p>Hello ((user_complete_name)).</p>
 
<p>Hello <strong>%s</strong> and welcome,</p>
<p>Hello <strong>%s</strong> and welcome,</p>
 
<p>The assignments tool is a very simple tool that allows your students to upload documents to the course.It can be used to accept responses to open questions from individuals or groups, or for uploading any other form of document</p><p>You can make files visible to all students by default, or only visible to yourself according to the requirements of your course. Making all files visible is useful when, for instance, you want to ask students to share opinions on each others papers, or when you want to give them experience in publishing texts globally. Keep files invisible if, for example, you want ask everybody the same question but to avoid 'cheating'. Making the documents invisible will also allow you to have some form of control over when a document is available to all the other students. </p><p>If you want students to hand in a document for grading you're best, from within the tool, to assign submissions to a folder.</p> <p>You can use the the tool to set deadlines and instructions for delivery, as well as a maximum grade/score.</p>
<p>The assignments tool is a very simple tool that allows your students to upload documents to the course.It can be used to accept responses to open questions from individuals or groups, or for uploading any other form of document</p><p>You can make files visible to all students by default, or only visible to yourself according to the requirements of your course. Making all files visible is useful when, for instance, you want to ask students to share opinions on each others papers, or when you want to give them experience in publishing texts globally. Keep files invisible if, for example, you want ask everybody the same question but to avoid 'cheating'. Making the documents invisible will also allow you to have some form of control over when a document is available to all the other students. </p><p>If you want students to hand in a document for grading you're best, from within the tool, to assign submissions to a folder.</p> <p>You can use the the tool to set deadlines and instructions for delivery, as well as a maximum grade/score.</p>
<p>Publikationsværktøjet for studerende er meget simpel. Det giver dem mulighed for at oploade dokumenter i kursusområdet.</p> <p>Som underviser kan du give tilladelse til, at alle filer kan ses af alle studerende, eller at kun du som underviser kan ses filerne.</p> <p>Dette værktøj har en <i>Introduktiontekst</i>, hvor du kan skrive et spørgsmål, give detaljerede retningslinier, lave en reminder for en deadline eller hvad man finder relevant.</p>
<p>The Chat tool allows you to chat 'live' with your students in real time. </p> In contrast to most commercial chat tools, the chat in Chamilo is web based and does not require any additional install (e.g. MSN® Yahoo Messenger®. Skype® etc.) A key advantage of this solution is therefore it's immediate availablilty for students, allowing chat to be easily integrated into the course. Moreover, the Chamilo chat tool will automatically archive discussions and save them for ready access later via the Documents tool. (Be warned that the message may take from 1 to 5 seconds to refresh with each exchange - this doesn't mean anything is wrong!!). </p> If learners have uploaded a profile picture it will appear (reduced in size) in the left column - otherwise, it will show a default image. </p> It is the responsibility of the teacher to delete threads whenever he/she deems relevant. </p> <b>Educational Use</b> <p>Adding Chat to your course is not always a good idea. To make best use of this tool, you need to ensure discussions remains focussed on course content. You might, for example, decide to keep the chat facility hidden until it is time for a 'formal' scheduled session. That way,while the freedom of discussions may admittedly be curbed, you are able to better guarantee thatsuch live meetings will be beneficial .</p>
<p>The Chat tool allows you to chat 'live' with your students in real time. </p> In contrast to most commercial chat tools, the chat in Chamilo is web based and does not require any additional install (e.g. MSN® Yahoo Messenger®. Skype® etc.) A key advantage of this solution is therefore it's immediate availablilty for students, allowing chat to be easily integrated into the course. Moreover, the Chamilo chat tool will automatically archive discussions and save them for ready access later via the Documents tool. (Be warned that the message may take from 1 to 5 seconds to refresh with each exchange - this doesn't mean anything is wrong!!). </p> If learners have uploaded a profile picture it will appear (reduced in size) in the left column - otherwise, it will show a default image. </p> It is the responsibility of the teacher to delete threads whenever he/she deems relevant. </p> <b>Educational Use</b> <p>Adding Chat to your course is not always a good idea. To make best use of this tool, you need to ensure discussions remains focussed on course content. You might, for example, decide to keep the chat facility hidden until it is time for a 'formal' scheduled session. That way,while the freedom of discussions may admittedly be curbed, you are able to better guarantee thatsuch live meetings will be beneficial .</p>
<p>Chatværktøjet itllader dig at diskutere live med studerende.</p> <p>Denne chat kan ikke sammenlignes med MSN® eller Yahoo Messenger® fordi chaten er webbaseret. Ulempen ved denne chat er, at den kun opdaterer sig hvert 10. sekund (ikke med det samme). Fordelen ved denne chat er, at den er en integreret del af dine kurser. Chatten gemmer dine diskutuiner i Dokumentværktøjet, og chatten kræver ikke nogen plugin - hverken for underviseren eller de studerende.</p> <p>Hvis brugere lægger deres billeder ind i 'Min e-portfolio' (topbanneret), så vises billedet i chatten, når an deltager.</p> <p>Kun underviseren kan slette en diskussion, når denne finer det nødvendigt.</p> <p><b>Pædagogisk relevans</b></p> <p>At tilføje en chat til dit kursus er ikke absolut en god ide, hvis den ikke indgår som en del af det samlede kursusscenarie. Chatten må udelukkende anses som værende en del af det samlede kursusscenarie, så studerende ikke vender sig til kun at benytte den.</p>.
<p>The Course Description tool prompts you to comprehensively describe your course in a systematic way. This description can be used to provide learners with an overview of what awaits them, and can be helpful when you review and evaluate your course. </p> The items merely offer suggestions. If you want to write your own course description, simply create your own headings and descriptions by selecting the 'Other' tool. </p> Otherwise, to complete a description of the course, click on each image, fill it with your text/content and submit. </p>
<p>The Course Description tool prompts you to comprehensively describe your course in a systematic way. This description can be used to provide learners with an overview of what awaits them, and can be helpful when you review and evaluate your course. </p> The items merely offer suggestions. If you want to write your own course description, simply create your own headings and descriptions by selecting the 'Other' tool. </p> Otherwise, to complete a description of the course, click on each image, fill it with your text/content and submit. </p>
<p>Dette værktøj bruges til at beskrive dit kursus. Det skal give studerende et billede af, hvad der forventes i dit kursus. Det giver lige så dig mulighed for at gennemtænke kursusscenariet.</p>Elementerne her skal ses som et forslag. Hvis du ønsker at oprette en kursusbeskrivelse med dine egne elementer, så brug kun de "Andre" elementer og bestem dig så for titlen.</p> <p> For at udfylde kursusbeskrivelsen, vælg Opret og ret via formular > Scrolldownmenuen og vælg det ønskede element > udfyld formularen > Validér. Du kan altid ændre eller slette indholdet af hver eneste element ved at klikke på blyanten eller det røde kryds.</p>

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<p> The forum is an discussion tool for asynchronous written work. In contrast to e-mail, a forum is for public, or semi-public, group discussion. </p>To use the Chamilo forum, members can simply use their browser - they do not require any distinct client software. </p>To organize forums, click on the Forums tool. Discussions are organized hierarchically according to the following structure: </ p><b> Category> Forum> Topic> Post</ b> </ p> To ensure members can participate in the forum tidily and effectively, it is essential in the first instance to create categories and forums; it's then up to the participants to create topics and posts. By default, the forum contains a single (public) category, an example topic and an example post. You can add forums to the category, change its title or create other categories within which you could then create new forums. (Don't confuse categories and forums, and remember that a category that contains no forum is useless and is not displayed.)</p>
<p>The forum description might include a list of its members, a definition of its purpose, a target a task, a theme etc.</p><p>Group forums should not be created via the Forum tool but instead via the Groups tool, where you can determine whether your group forums should be private or public, at the same time providing a location for sharing groups of documents.</p><b> Teaching Tips</ b></ p> A learning forum is not quite the same as the forums you are used to seeing on the internet. For one thing, it is not possible for learners to alter their posts once they have been published as the course is logically archived to allow tracking of what has been said in the past. Furthermore, Chamilo forums allow for specific uses relevant to teaching. For example, some teachers/trainers publish corrections directly within forums in the following way: <li> A learner is asked to post a report directly into the forum, </ li> The teacher corrects it by clicking Edit (yellow pencil) and marking it using the graphics editor (color, underlining, etc.) </ li> Finally, other learners benefit from viewing the corrections was made on the production of one of of them, </ li> Note that the same principle can be applied between learners, but will require his copying/pasting the message of his fellow student because students / trainees can not edit one another's posts. <. li> </ ul>
Diskussionsforum er et skriftligt asynkront værktøj. Hvor e-mail giver adgang til en-til-en dialog, tillader et diskussionsforum en åben eller semi-åben diskussionsform. </p><p>Teknisk set behøver man kun en browser og internetadgang for at få adgang til et Diskussionsforum.</P><p>For at oprette et Diskussionforum, klik på 'Administration af forum'. Diskussionerne er organiseret i grupper og undergrupper med følgende struktur:</p><p><b>Kategori > Forum > Emne > Svar</b></p> For at strukturere deltagerns diskussioner, er det nødvendigt at organisere kategorierne og foraene på forhånd, således at oprettelsen af emner og svar overlades til de studerende. Som standard er et forum sat op til kategorien 'åben' med et testforum og et testemne.</p><p>Det første du skal gøre er at slette testemnet og tilpasse navnet på det første forum. Så kan du oprette andre fora i den 'offentlige' kategori med grupper eller temaer, som passer til din brug.</p><p>Bland ikke kategorier og fora, og husk at en tom kategori (uden forum) ikke kan ses af deltagerne.</p><p>Gruppefora skal ikke oprettes via diskussionsforummet med via Gruppeværktøjet. Derfra har du mulighed for at vælge, om et gruppeforum skal være åbent eller lukket. </p><b>Pædagogisk anvendelse</b> <p>Nogle undervisere anvender et forum til eksamensspørgsmål eller til diskussion af tekster. Man kan også bruge det til afleveringer, idet underviseren kan gå ind og kommentere direkte i det indlæg, som en deltager har skrevet.
a year ago
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Context
<p> The forum is an discussion tool for asynchronous written work. In contrast to e-mail, a forum is for public, or semi-public, group discussion. </p>To use the Chamilo forum, members can simply use their browser - they do not require any distinct client software. </p>To organize forums, click on the Forums tool. Discussions are organized hierarchically according to the following structure: </ p><b> Category> Forum> Topic> Post</ b> </ p> To ensure members can participate in the forum tidily and effectively, it is essential in the first instance to create categories and forums; it's then up to the participants to create topics and posts. By default, the forum contains a single (public) category, an example topic and an example post. You can add forums to the category, change its title or create other categories within which you could then create new forums. (Don't confuse categories and forums, and remember that a category that contains no forum is useless and is not displayed.)</p>
<p>The forum description might include a list of its members, a definition of its purpose, a target a task, a theme etc.</p><p>Group forums should not be created via the Forum tool but instead via the Groups tool, where you can determine whether your group forums should be private or public, at the same time providing a location for sharing groups of documents.</p><b> Teaching Tips</ b></ p> A learning forum is not quite the same as the forums you are used to seeing on the internet. For one thing, it is not possible for learners to alter their posts once they have been published as the course is logically archived to allow tracking of what has been said in the past. Furthermore, Chamilo forums allow for specific uses relevant to teaching. For example, some teachers/trainers publish corrections directly within forums in the following way: <li> A learner is asked to post a report directly into the forum, </ li> The teacher corrects it by clicking Edit (yellow pencil) and marking it using the graphics editor (color, underlining, etc.) </ li> Finally, other learners benefit from viewing the corrections was made on the production of one of of them, </ li> Note that the same principle can be applied between learners, but will require his copying/pasting the message of his fellow student because students / trainees can not edit one another's posts. <. li> </ ul>
String age
a year ago
Last updated
a year ago
Source string age
a year ago
Translation file
translations/messages.da.po, string 4364