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<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>
English
<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>
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<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>สถานะภาพ</b><p>สถานะภาพ ใช้เพื่อแสดงบทบาทของผู้นั้นว่าเป็นใครเท่านั้น ไม่เกี่ยวข้องกับสิทธิ์ในการดูแลระบบคอมพิวเตอร์นี้อย่างไร ท่านสามารถปรับเปลี่ยนได้ โดยคลิกที่ 'ปรับปรุง'ในช่องคอลัมม์หน้าที่ และพิมพ์หน้าที่ที่ท่านต้องการให้ผู้นั้นเป็นลงไป เช่น อาจารย์ , ผู้ช่วย , นักศึกษา , ผู้เยี่ยมชม , หรือผู้เชี่ยวชาญ เป็นต้น</P><hr><b>สิทธิ์ในบทเรียน</b><p>สิทธิ์ในบทเรียน คือการอนุญาตให้แก่ผู้หนึ่งผู้ใด มีสิทธิ์ในการเข้าร่วมแก้ไข ปรับปรุงข้อมูล หรือจัดการด้านอื่นๆ เทียบเท่าเจ้าของบทเรียนนั้นๆ ท่านสามารถเลือกได้สองแบบเท่านั้น คือ ให้สิทธิ์ทั้งหมด หรือไม่ให้สิทธิ์เลย</P><p>การอนุญาตผู้ช่วย ให้เข้าร่วมในการสร้างบทเรียน ท่านต้องลงทะเบียนให้เขา หรือต้องแน่ใจว่าเขาได้ลงทะเบียนบทเรียนของท่านไว้แล้ว จากนั้น จึงคลิก 'ปรับปรุง' ที่คอลัมม์ 'สิทธิ์ในบทเรียน' และเลือก 'ทั้งหมด' </P><hr><b>การเพิ่มผู้รับผิดชอบวิชา</b><p>การเพิ่มชื่อผู้รับผิดชอบวิชาร่วม ที่ตำแหน่งส่วนหัวของบทเรียน ใช้เมนู 'ปรับปรุงรายละเอียดวิชา' (เมนูคำสั่งสีส้ม) และพิมพ์ชื่อเพิ่มในช่อง 'อาจารย์' แต่การใช้คำสั่งนี้ ไม่ใช่การอนุญาตสิทธิ์ในบทเรียน เช่นเดียวกับการทำในคำสั่ง 'สิทธิ์ในบทเรียน'</p><hr><b>เพิ่ม user</b><p>การเพิ่ม user ในบทเรียนของท่าน กรอกข้อมูลในช่องให้ครบ และคลิกปุ่มตกลง บุคคลนั้นจะได้รับอีเมล์ แจ้งว่าท่านได้ทำการลงทะเบียนเข้าสู่บทเรียนแก่เขาแล้ว รวมทั้งแจ้งชื่อผู้ใช้และรหัสผ่านแก่เขาด้วย</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>คำนำ</b></p><p>เครื่องมือนี้เพื่อสำหรับใช้สร้างกลุ่มทำงาน ในขั้นตอนการสร้าง (สร้างกลุ่มใหม่), กลุ่มจะว่างเปล่า มีหลายวิธีที่จะนำนักศึกษาเข้ากลุ่ม :<ul><li>อัตโนมัติ('เพิ่มนักศึกษาเข้ากลุ่ม'),</li><li>ทำด้วยตนเอง ('แก้ไข'),</li><li>ให้นักศึกษาลงทะเบียนเข้ากลุ่มเอง (จัดระเบียบกลุ่ม: 'อนุญาตให้ลงทะเบียนเองได้...').</li></ul>ทั้งสามวิธีนี้สามารถใช้ประกอบกันได้ ท่านอาจบอกให้นักศึกษาลงทะเบียนเข้ากลุ่มเองก่อนจากนั้นจึงสำรวจดูว่าหากยังมีบางคนยังไม่ตัดสินใจ ท่านจึงค่อยนำพวกเขาเข้ากลุ่มให้เองโดยวิธีอัตโนมัตินอกจากนี้ ท่านยังสามารถแก้ไขจำนวนสมาชิกของแต่ละกลุ่ม ในเวลาก่อนหรือหลังจากให้นักศึกษาลงทะเบียนเข้ากลุ่มเองแล้ว หรือขณะเติมนักศึกษาเข้ากลุ่มโดยวิธีอัตโนมัติก็ได้</p><p>การเติมนักศึกษาเข้ากลุ่ม ไม่ว่าอย่างอัตโนมัติ หรือกำหนดเอง จะทำได้ก็ต่อเมื่อมีนักศึกษาลงทะเบียนเข้าเรียนในรายวิชานั้นๆแล้วเท่านั้น(การลงทะเบียนเข้าเรียนในรายวิชา กับการลงทะเบียนเข้ากลุ่มนั้นแตกต่างกัน อย่ารวมเข้าด้วยกัน)รายชื่อนักศึกษาของท่านจะปรากฎอยู่ในเมนูเครื่องมือ <b>Users</b> </p><hr noshade size=1><p><b>สร้างกลุ่มใหม่</b></p><p>การสร้างกลุ่มใหม่ คลิกที่ 'สร้างกลุ่มใหม่' และทำการกำหนดจำนวนของสมาชิกในกลุ่ม จำนวนสมาชิกสูงสุดสามารถกำหนดเท่าไรก็ได้ แต่ขอแนะนำให้มีจำนวนอย่างน้อยหนึ่งคน เพราะหากปล่อยช่องให้ว่างไว้ ขนาดสูงสุดของจำนวนคนในกลุ่ม จะกลายเป็นไม่มีที่สิ้นสุด</p><hr noshade size=1><p><b>จัดระเบียบกลุ่ม</b></p><p>ท่านสามารถตั้งค่ากำหนดให้ครอบคลุมทุกกลุ่มที่สร้างขึ้นได้โดยกำหนดที่<b>นักศึกษาได้รับอนุญาตให้ลงทะเบียนด้วยตัวเองได้</b>: <p>ทำการสร้างกลุ่มว่างขึ้นหนึ่งกลุ่ม เพื่อให้นักศึกษาลงทะเบียนเองถ้าหากท่านกำหนดจำนวนสมาชิกสูงสุดไว้ เมื่อเต็มแล้วนักศึกษาจะไม่สามารถลงทะเบียนเข้ากลุ่มได้อีก วิธีนี้ดีสำหรับผู้สอนที่ไม่ทราบรายชื่อนักศึกษา ที่ลงทะเบียนในรายวิชานั้น ขณะทำการสร้างกลุ่มให้อยู่</p><b>เครื่องมือ</b>:</p><p>ทุกกลุ่มจะมีกระดานข่าวของกลุ่ม (ส่วนตัวหรือสาธารณะ) หรือส่วนงานเอกสารของกลุ่มเอง</p><hr noshade size=1><p><b>การแก้ไข</b></p><p>เมื่อทำการสร้างกลุ่มแล้ว ท่านจะเห็นรายชื่อของกลุ่มอยู่ที่ด้านล่างของหน้า<ul><li><b>แก้ไข</b> เพือปรับปรุงชื่อของกลุ่ม คำอธิบาย กำหนดติวเตอร์ หรือรายชื่อสมาชิก</li><li><b>ลบ</b> เพื่อลบกลุ่ม</li></ul><hr noshade size=1>
<p>The tests tool allows you to create tests containing as many questions as you like.<br><br> You can choose from a range of question formats clearly displayed at the top of the page when you create a test including (for example):<br><br><ul> <li>Multiple choice (single or multiple answers)</li> <li>Matching</li> <li>Fill in the blanks etc.</li></ul>A test can include any number and combination of questions and question formats.</p><hr><b>Test creation</b><p>To create a test, click on the "New test" link.<br><br>Type a name for the test, as well as an optional description.<br><br>You can add various elements to this, including audio or video files, e.g. for listening comprehension, but take care to make such files as small as possible to optimise download time (e.g. use mp3 rather than wav files - they're far smaller but perfectly good quality). <br><br>You can also choose between two modes of presentation:<br><br><ul> <li>Questions on an single page</li> <li>One question per page (sequentially)</li></ul>and opt for questions to be randomly organised when the test is run.<br><br>Finally, save your test. You will be taken to the question administration.</p><hr><b>Adding a question</b><p>You can now add a question to the newly created test. You can if you wish include a description and/or an image. To create the test types mentioned above, follow the following steps: </p><hr><b>Multiple choice</b><p>In order to create a MAQ / MCQ :<br><br><ul> <li>Define the answers for your question. You can add or delete an answer by clicking on the right-hand button</li> <li>Check the left box for the correct answer(s)</li> <li>Add an optional comment. This comment won't be seen by the user until he/she has answered the question</li> <li>Give a weighting to each answer. The weighting can be any positive or negative integer (or zero)</li> <li>Save your answers</li></ul></p><hr><b>Fill in the blanks</b><p>This allows you to create a cloze passage. The purpose is to prompt the user to find words that you have removed from the text.<br><br>To remove a word from the text, and thus create a blank, put brackets [like this] around it.<br><br>Once the text has been typed and blanks defined, you can add a comment that will be seen by the learner depending on the reply to the question.<br><br>Save your text, and you will be taken to the next step allowing you to assign a weighting to each blank. For example, if the question is worth 10 points and you have 5 blanks, you can give a weighting of 2 points to each blank.</p><hr><b>Matching</b><p>This answer type can be chosen so as to create a question where the user will have to connect elements from list A with elements from list B.<br><br>It can also be used to ask the user to arrange elements in a given order.<br><br>First, define the options from which the user will be able to choose the best answer. Then, define the questions which will have to be linked to one of the options previously defined. Finally, connect elements from the first list with those of the second list via the drop-down menu.<br><br>Note: Several elements from the first unit might point to the same element in the second unit.<br><br>Assign a weighting to each correct match, and save your answer.</p><hr><b>Modifying a test</b><p>In order to modify a test, the principle is the same as for creating a test. Just click on the picture <img src="../img/edit.gif" border="0" align="absmiddle"> beside the test to modify, and follow the instructions above.</p><hr><b>Deleting a test</b><p>In order to delete a test, click on the picture <img src="../img/delete.gif" border="0" align="absmiddle"> beside the test to delete it.</p><hr><b>Enabling a test</b><p>For a test can be used, you have to enable it by clicking on the picture <img src="../img/invisible.gif" border="0" align="absmiddle"> beside the test name.</p><hr><b>Running the test</b><p>You can try out your test by clicking on its name in the tests list.</p><hr><b>Random questions</b><p>Whenever you create/modify a test, you can decide if you want questions to be drawn in a random order from amongst all test questions.<br><br>By enabling this option, questions will be drawn in a different order every time a user runs the test.<br><br>If you have got a large number of questions, you can opt to randomly draw only x-number of questions from the questions available.</p><hr><b>Questions pool</b><p>When you delete a test, its questions are not removed from the database, so they can be recycled back into another test via the questions pool.<br><br>The questions pool also allows you to re-use the same question in several tests.<br><br>By default, all the questions pertaining to your course are hidden. You can display the questions related to a test, by chosing 'filter' in the drop-down menu.<br><br>Orphan questions are questions that don not belong to any test.</p><hr><b>HotPotatoes Tests</b><p>You can import HotPotatoes tests into a Chamilo portal, to use in the Tests tool. The results of these tests are stored the same way as the results of Chamilo tests and as such can be readily monitored using the Reporting tool. In the case of simple tests, we recommend you use html or htm format; if your test contains pictures, a zip file upload is the most convenient way.</p><p>Note: You can also include HotPotatoes Tests as a step in the Learning Path.</p><b>Method of import</b><ul> <li>Select the file on your computer using the Browse button <input type=submit value=Browse name=submit2> on the right of your screen.</li> <li> Launch the upload with the Upload Button <input type=submit value=Upload name=submit2>. </li> <li> You can open the test by clicking onto its name. </li> </ul> <br><b>Useful link</b><br><ul><li>Hot Potatoes home page : <ahref="http://web.uvic.ca/hrd/halfbaked/">http://web.uvic.ca/hrd/halfbaked/</a></li></li></ul>
<p>The tests tool allows you to create tests containing as many questions as you like.<br><br> You can choose from a range of question formats clearly displayed at the top of the page when you create a test including (for example):<br><br><ul> <li>Multiple choice (single or multiple answers)</li> <li>Matching</li> <li>Fill in the blanks etc.</li></ul>A test can include any number and combination of questions and question formats.</p><hr><b>Test creation</b><p>To create a test, click on the "New test" link.<br><br>Type a name for the test, as well as an optional description.<br><br>You can add various elements to this, including audio or video files, e.g. for listening comprehension, but take care to make such files as small as possible to optimise download time (e.g. use mp3 rather than wav files - they're far smaller but perfectly good quality). <br><br>You can also choose between two modes of presentation:<br><br><ul> <li>Questions on an single page</li> <li>One question per page (sequentially)</li></ul>and opt for questions to be randomly organised when the test is run.<br><br>Finally, save your test. You will be taken to the question administration.</p><hr><b>Adding a question</b><p>You can now add a question to the newly created test. You can if you wish include a description and/or an image. To create the test types mentioned above, follow the following steps: </p><hr><b>Multiple choice</b><p>In order to create a MAQ / MCQ :<br><br><ul> <li>Define the answers for your question. You can add or delete an answer by clicking on the right-hand button</li> <li>Check the left box for the correct answer(s)</li> <li>Add an optional comment. This comment won't be seen by the user until he/she has answered the question</li> <li>Give a weighting to each answer. The weighting can be any positive or negative integer (or zero)</li> <li>Save your answers</li></ul></p><hr><b>Fill in the blanks</b><p>This allows you to create a cloze passage. The purpose is to prompt the user to find words that you have removed from the text.<br><br>To remove a word from the text, and thus create a blank, put brackets [like this] around it.<br><br>Once the text has been typed and blanks defined, you can add a comment that will be seen by the learner depending on the reply to the question.<br><br>Save your text, and you will be taken to the next step allowing you to assign a weighting to each blank. For example, if the question is worth 10 points and you have 5 blanks, you can give a weighting of 2 points to each blank.</p><hr><b>Matching</b><p>This answer type can be chosen so as to create a question where the user will have to connect elements from list A with elements from list B.<br><br>It can also be used to ask the user to arrange elements in a given order.<br><br>First, define the options from which the user will be able to choose the best answer. Then, define the questions which will have to be linked to one of the options previously defined. Finally, connect elements from the first list with those of the second list via the drop-down menu.<br><br>Note: Several elements from the first unit might point to the same element in the second unit.<br><br>Assign a weighting to each correct match, and save your answer.</p><hr><b>Modifying a test</b><p>In order to modify a test, the principle is the same as for creating a test. Just click on the picture <img src="../img/edit.gif" border="0" align="absmiddle"> beside the test to modify, and follow the instructions above.</p><hr><b>Deleting a test</b><p>In order to delete a test, click on the picture <img src="../img/delete.gif" border="0" align="absmiddle"> beside the test to delete it.</p><hr><b>Enabling a test</b><p>For a test can be used, you have to enable it by clicking on the picture <img src="../img/invisible.gif" border="0" align="absmiddle"> beside the test name.</p><hr><b>Running the test</b><p>You can try out your test by clicking on its name in the tests list.</p><hr><b>Random questions</b><p>Whenever you create/modify a test, you can decide if you want questions to be drawn in a random order from amongst all test questions.<br><br>By enabling this option, questions will be drawn in a different order every time a user runs the test.<br><br>If you have got a large number of questions, you can opt to randomly draw only x-number of questions from the questions available.</p><hr><b>Questions pool</b><p>When you delete a test, its questions are not removed from the database, so they can be recycled back into another test via the questions pool.<br><br>The questions pool also allows you to re-use the same question in several tests.<br><br>By default, all the questions pertaining to your course are hidden. You can display the questions related to a test, by chosing 'filter' in the drop-down menu.<br><br>Orphan questions are questions that don not belong to any test.</p><hr><b>HotPotatoes Tests</b><p>You can import HotPotatoes tests into a Chamilo portal, to use in the Tests tool. The results of these tests are stored the same way as the results of Chamilo tests and as such can be readily monitored using the Reporting tool. In the case of simple tests, we recommend you use html or htm format; if your test contains pictures, a zip file upload is the most convenient way.</p><p>Note: You can also include HotPotatoes Tests as a step in the Learning Path.</p><b>Method of import</b><ul> <li>Select the file on your computer using the Browse button <input type=submit value=Browse name=submit2> on the right of your screen.</li> <li> Launch the upload with the Upload Button <input type=submit value=Upload name=submit2>. </li> <li> You can open the test by clicking onto its name. </li> </ul> <br><b>Useful link</b><br><ul><li>Hot Potatoes home page : <ahref="http://web.uvic.ca/hrd/halfbaked/">http://web.uvic.ca/hrd/halfbaked/</a></li></li></ul>
<p>The tests tool allows you to create tests that will contains as many questions as you like.<br><br> There are various types of answers available for the creation of your questions :<br><br> <ul> <li>Multiple choice (Unique answer)</li> <li>Multiple choice (multiple answers)</li> <li>Matching</li> <li>Fill in the blanks</li> </ul> A test gathers a certain number of questions.</p> <hr> <b>Test creation</b> <p>In order to create a test, click on the link "New test".<br><br> Type the test name, as well as an optional description of it.<br><br> You can add an audio or a video file, for listening comprehension etc. It is up to you to choose these files as light as possible so that they download easily through the web. Prefer .mp3 files to .wav file for instance, because of a better compression and then smaller file size. <br> <br> You can also choose between 2 test types :<br><br> <ul> <li>Questions on an unique page</li> <li>One question per page (sequential)</li> </ul> and tell if you want questions to be randomly sorted at the time of test running.<br><br> Then, save your test. You will go to to the question administration.</p> <hr> <b>Adding a question</b> <p>You can now add a question into the test previously created. The description is optional, as well as the picture that you have the possibility to link to your question.</p> <hr> <b>Multiple choice</b> <p>In order to create a MAQ / MCQ :<br><br> <ul> <li>Define the answers for your question. You can add or delete an answer by clicking on the right button</li> <li>Check the left box for the correct answer(s)</li> <li>Add an optional comment. This comment won't be seen by the user untill he/she has answered to the question</li> <li>Give a weighting to each answer. The weighting can be any positive or negative integer, or zero</li> <li>Save your answers</li> </ul></p> <hr> <b>Fill in the blanks</b> <p>This allows you to create a text with gaps. The aim is to let the user find words that you have removed from the text.<br><br> To remove a word from the text, and so to create a blank, put this word between brackets [like this].<br><br> Once the text has been typed and blanks defined, you can add a comment that will be seen by the student when it replies to the question.<br><br> Save your text, and you will enter the next step that will allow you to give a weighting to each blank. For example, if the question worths 10 points and you have 5 blanks, you can give a weighting of 2 points to each blank.</p> <hr> <b>Matching</b> <p>This answer type can be chosen so as to create a question where the user will have to connect elements from an unit U1 with elements from an unit U2.<br><br> It can also be used to ask the user to sort elements in a certain order.<br><br> First define the options among which the user will be able to choose the good answer. Then, define the questions which will have to be linked to one of the options previously defined. Finally, connect via the drop-down menu elements from the first unit with those of the second one.<br><br> Notice : Several elements from the first unit can point to the same element in the second unit.<br><br> Give a weighting to each correct matching, and save your answer.</p> <hr> <b>Test modification</b> <p>In order to modify a test, the principle is the same as for the creation. Just click on the picture <img src="../img/edit.gif" border="0" align="absmiddle"> beside the test to modify, and follow instructions above.</p> <hr> <b>Test deleting</b> <p>In order to delete a test, click on the picture <img src="../img/delete.gif" border="0" align="absmiddle"> beside the test to delete it.</p> <hr> <b>Test enabling</b> <p>So as for a test to be used, you have to enable it by clicking on the picture <img src="../img/invisible.gif" border="0" align="absmiddle"> beside the test name.</p> <hr> <b>Running the test</b> <p>You can test your exercise by clicking on its name in the tests list.</p> <hr> <b>Random questions</b> <p>At the time of test creation / modification, you can tell if you want questions to be drawn in a random order among all questions of the test.<br><br> By enabling this option, questions will be drawn in a different order every time users will run the test.<br><br> If you have got a big number of questions, you can also choose to randomly draw only X questions among all questions available in that exercise.</p> <hr> <b>Questions pool</b> <p>When you delete a test, its questions are not removed from the database, and they can be reused into a new test, via the questions pool.<br><br> The questions pool also allows to reuse the same question into several tests.<br><br> By default, all the questions of your course are hidden. You can show the questions related to a test, by chosing this one in the drop-down menu "Filter".<br><br> Orphan questions are questions that don not belong to any test.</p> Adding a question <hr> <b>HotPotatoes Tests</b> <p>You can import HotPotatoes tests into Chamilo portal, to this Tests tool. Results of these tests are stored the same way as Chamilo tests. You can explore the results in User Tracking. In case of single tests, we recommend to use html or htm format, if your test contains pictures, a zip file upload is the most convenient way.</p> <p>Note : You can add HotPotatoes Tests as a step in the Learning Path, as well.</p> <b>Method of the import</b> <ul> <li>Select the file on your computer using the Browse button <input type=submit value=Browse name=submit2> on the right of your screen.</li> <li> Launch the upload with the Upload Button <input type=submit value=Upload name=submit2>. </li> <li> You can open the test by clicking onto its name. </li> </ul> <br> <b>Useful link</b><br> <ul> <li>Hot Potatoes home page : <a href="http://web.uvic.ca/hrd/halfbaked/">http://web.uvic.ca/hrd/halfbaked/</a></li> </li> </ul>
The Course tool supports two approaches :<ul><li>Create a new course (allowing you to author your own content)</li><li>Import SCORM course</li></ul><img src="../img/path_help.gif"><p><b>What is a Learning Path?</b></p><p>A Learning Path allows for the presentation of a sequence of learning experiences or activities arranged in distinct sections (in this sense, the Learning Path is what distinguishes a 'course' from a mere repository of random documents). It can be content-based (serving as a table of contents) or activities-based, serving as an agenda or program of action necessary to understand and apply a particular area of knowledge or skill.</p><p>In addition to being structured, a Learning Path can also be <i>sequential</i>, meaning that the completion of certain steps constitute pre-requisites for accessing others (i.e. 'you cannot go to learning object 2 before learning object 1'). Your sequence can be <i>suggestive</i> (simply displaying steps one after the other) or <i>prescriptive</i> (involving pre-requisites so that learners are required to follow steps in a particular order).</p><p><b>How do I create my own Learning Path (Course)?</b></p><p>Proceed to the 'Learning Path' section. There you can create as many courses/paths as you wish by clicking the <i>Create a new course</i> tool. You will need to choose a name for the course/path (e.g. <i>Unit 1</i> if you plan to create several units within the overall course). To begin with, the course is empty, waiting for you to add sections and learning objects to it.<br>If you set a course to Visible, it will appear as a new tool on the course homepage. This makes it easier and clearer for students to access.</p><p><b>What learning objects can I add?</b></p><p>All Chamilo tools, activities and content that you consider useful and relevant to your course can be added :<br><ul><li>Separate documents (texts, pictures, Office docs, ...)</li><li>Forums as a whole</li><li>Topics</li><li>Links</li><li>Chamilo Tests</li><li>HotPotatoes Tests<br />(note :tests made invisible on the homepage, but included in a path, become visible for learners only as they work through the course.)</li><li>Assignments</li><li>External links</li></ul></p><p><b>Other features</b></p><p>Learners can be asked to follow your course in a given order, as you can set <u>pre-requisites</u>. This means for example that learners cannot go to e.g. Quiz 2 until they have read e.g. Document 1. All learning objects have a status:<i>completed</i> or <i>incomplete</i>, so the progress of learners is clearly reported.</p><p>If you alter the original title of a learning object, the new name will appear in the course, but the original title will not be deleted. So if you want test8.doc to appear as 'Final Exam' in the path, you do not have to rename the file, you can use the new title in the path. It is also useful to give new titles to links which are too long.</p><p>When you're finished, don't forget to check Display mode, (showing, as in learner view, the table of contents on the left and the learning objects on the right,one at a time.)</p><br><p><b>What is a SCORM course and how do I import one?</b></p><p>The learning path tool allows you to upload SCORM-compliant courses.</p><p>SCORM (<i>Sharable Content Object Reference Model</i>) is a public standard followed by major e-Learning companies like NETg, Macromedia, Microsoft, Skillsoft, etc. They act at three levels:</p><ul><li><b>Economy</b> : SCORM renders whole courses or small content units reusable on different Learning Management Systems (LMS) through the separation of content and context,</li><li><b>Pedagogy</b> : SCORM integrates the notion of pre-requisite or <i>sequencing</i> (<i>e.g. </i>"You cannot go to chapter 2 before passing Quiz 1"),</li><li><b>Technology</b> : SCORM generates a table of contents as an abstraction layer located outside the content and the LMS. It helps both communicate with each other. Mainly communicated are <i>bookmarks</i>("Where is John in the course?"), <i>scoring</i> ("How did John pass the test?") and <i>time</i> ("How much time did John spent in chapter 1?").</li></ul><b>How can I create a SCORM-compliant Learning Path?</b><br><br>The obvious way is to use the Chamilo Authoring tool. However, you may prefer to create complete SCORM compliant websites locally on your own computer before uploading it onto your Chamilo platform. In this case, we recommend the use of a sophisticated tool such as Lectora®, eXe Learning® or Reload®<br></p><p>
The Course tool supports two approaches :<ul><li>Create a new course (allowing you to author your own content)</li><li>Import SCORM course</li></ul><img src="../img/path_help.gif"><p><b>What is a Learning Path?</b></p><p>A Learning Path allows for the presentation of a sequence of learning experiences or activities arranged in distinct sections (in this sense, the Learning Path is what distinguishes a 'course' from a mere repository of random documents). It can be content-based (serving as a table of contents) or activities-based, serving as an agenda or program of action necessary to understand and apply a particular area of knowledge or skill.</p><p>In addition to being structured, a Learning Path can also be <i>sequential</i>, meaning that the completion of certain steps constitute pre-requisites for accessing others (i.e. 'you cannot go to learning object 2 before learning object 1'). Your sequence can be <i>suggestive</i> (simply displaying steps one after the other) or <i>prescriptive</i> (involving pre-requisites so that learners are required to follow steps in a particular order).</p><p><b>How do I create my own Learning Path (Course)?</b></p><p>Proceed to the 'Learning Path' section. There you can create as many courses/paths as you wish by clicking the <i>Create a new course</i> tool. You will need to choose a name for the course/path (e.g. <i>Unit 1</i> if you plan to create several units within the overall course). To begin with, the course is empty, waiting for you to add sections and learning objects to it.<br>If you set a course to Visible, it will appear as a new tool on the course homepage. This makes it easier and clearer for students to access.</p><p><b>What learning objects can I add?</b></p><p>All Chamilo tools, activities and content that you consider useful and relevant to your course can be added :<br><ul><li>Separate documents (texts, pictures, Office docs, ...)</li><li>Forums as a whole</li><li>Topics</li><li>Links</li><li>Chamilo Tests</li><li>HotPotatoes Tests<br />(note :tests made invisible on the homepage, but included in a path, become visible for learners only as they work through the course.)</li><li>Assignments</li><li>External links</li></ul></p><p><b>Other features</b></p><p>Learners can be asked to follow your course in a given order, as you can set <u>pre-requisites</u>. This means for example that learners cannot go to e.g. Quiz 2 until they have read e.g. Document 1. All learning objects have a status:<i>completed</i> or <i>incomplete</i>, so the progress of learners is clearly reported.</p><p>If you alter the original title of a learning object, the new name will appear in the course, but the original title will not be deleted. So if you want test8.doc to appear as 'Final Exam' in the path, you do not have to rename the file, you can use the new title in the path. It is also useful to give new titles to links which are too long.</p><p>When you're finished, don't forget to check Display mode, (showing, as in learner view, the table of contents on the left and the learning objects on the right,one at a time.)</p><br><p><b>What is a SCORM course and how do I import one?</b></p><p>The learning path tool allows you to upload SCORM-compliant courses.</p><p>SCORM (<i>Sharable Content Object Reference Model</i>) is a public standard followed by major e-Learning companies like NETg, Macromedia, Microsoft, Skillsoft, etc. They act at three levels:</p><ul><li><b>Economy</b> : SCORM renders whole courses or small content units reusable on different Learning Management Systems (LMS) through the separation of content and context,</li><li><b>Pedagogy</b> : SCORM integrates the notion of pre-requisite or <i>sequencing</i> (<i>e.g. </i>"You cannot go to chapter 2 before passing Quiz 1"),</li><li><b>Technology</b> : SCORM generates a table of contents as an abstraction layer located outside the content and the LMS. It helps both communicate with each other. Mainly communicated are <i>bookmarks</i>("Where is John in the course?"), <i>scoring</i> ("How did John pass the test?") and <i>time</i> ("How much time did John spent in chapter 1?").</li></ul><b>How can I create a SCORM-compliant Learning Path?</b><br><br>The obvious way is to use the Chamilo Authoring tool. However, you may prefer to create complete SCORM compliant websites locally on your own computer before uploading it onto your Chamilo platform. In this case, we recommend the use of a sophisticated tool such as Lectora®, eXe Learning® or Reload®<br></p><p>
The Learning Path tool has two functions : <ul><li>Create a learning Path</li> <li>Upload a Scorm or IMS format Learning path</li></ul> <img src="../img/path_help.gif"> <p><b> What is a Learning Path ?</b> </p><p>A Learning Path is a sequence of learning steps included in modules. It can be content-based (looking like a table of contents) or activities-based, looking like an agenda or a programme of what you need to do in order to understand and practice a certain knowledge or know-how.</p><p>In addition to being structured, a learning path can also be sequenced. This means that some steps will constitute pre-requisites for others ('you cannot go to step 2 before step1'). Your sequence can be suggestive (you show steps one after the other) or imperative (you add pre-requisites so that people are forced to follow the sequence). </p> <p><b>How to create our own Learning Path ?</b></p> <p> The first step is to arrive to Learning Path Builder section. In the Learning Path screen, there is a link to it. There you can create many paths by clicking onto <i>Add a new learning path</i>. But they are empty, till you add modules and steps to them.<br>If you make a path visible, it will appear as a new tool on the homepage of the course. This way their access is easier.</p> <p> <b>What are the steps for these paths ? (What are the items that can be added?)</b></p> <p>All Chamilo tools, activities and contents that you consider to be useful and connected to your imagined path can be added :<br><ul> <li>Agenda items</li> <li>Separate documents (texts, pictures, Office docs, ...)</li> <li>Announcement items</li> <li>Forums as a whole</li> <li>Topics</li> <li>Individual topic messages</li> <li>Links</li> <li>Chamilo Tests</li> <li>HotPotatoes Tests <br>(note : those invisible tests, that you put in a path, become visible for students, but only in the Path tool)</li> <li>Assignments page</li> <li>Dropbox page</li> <li>External links, which point out of Chamilo system</li></ul> </p> <p><b> Other features of Learning Path</b> </p> <p> Students can be asked to follow (read) your path in a given order, as you can set <u>prerequisities</u> in the path. This means that for example students cannot go to Quiz 2 till they have read Document 1. All items have a status : completed or incomplete, so the progress of students is clearly available. </p><p> If you alter the original title of a step, the new title will appear in the path, but the original title will not be deleted. So if you want test8.doc to appear as 'Final Exam' in the path, you do not have to rename the file, you can use the new title in the path. It is also useful to give new titles to links as they are too long. </p><p> When finished, do not forget to check the student view, where the table of contents appears on the left and the path steps usually appear on the right, one by one. </p><br><p><b> What is a Scorm or IMS format Learning path and how to upload (import) it?</b> </p> <p>The learning path tool allows you to upload SCORM and IMS compliant course contents.</p> <p>SCORM (<i>Sharable Content Object Reference Model</i>) is a public standard followed by major e-Learning actors like NETg, Macromedia, Microsoft, Skillsoft, etc. and acting at three levels: </p> <ul> <li><b>Economy</b> : Scorm allows whole courses or small content units to be reusable on different Learning Management Systems (LMS) through the separation of content and context,</li> <li><b>Pedagogy</b> : Scorm integrates the notion of pre-requisite or <i>sequencing</i> (<i>e.g. </i>"You cannot go to chapter 2 before passing Quiz 1"),</li> <li><b>Technology</b> : Scorm generates a table of contents as an abstraction layer situated outside content and outside the LMS. It helps content and LMS communicate with each other. What is communicated is mainly <i>bookmarks </i>("Where is John in the course?"), <i>scoring</i> ("How did John pass the test?") and <i>time</i> ("How much time did John spent in chapter 1?").</li> </ul> <b>How to create a SCORM compliant learning path?</b><br> <br> The most natural way is to use the Chamilo Learning Path Builder. However, you may want to create complete Scorm compliant websites locally on your own computer before uploading it onto your chamilo platform. In this case, we recommend the use of a sophisticated tool like Lectoraฎ or Reloadฎ <br></p><p> <b>Useful links</b><br> <ul> <li>Adlnet : authority responsible for Scorm normalisation, <a href="http://www.adlnet.org/">http://www.adlnet.org</a></li> <li>Reload : Open Source free Scorm player and editor, <a href="http://www.reload.ac.uk/">http://www.reload.ac.uk</a></li> <li>Lectora : Scorm publisher authoring software, <a href="http://www.trivantis.com/">http://www.trivantis.com</a><br> <li>HotPotatoes home page, <a href="http://web.uvic.ca/hrd/halfbaked/">http://web.uvic.ca/hrd/halfbaked/</a><br> </li> </ul> <p><b> Note :</b></p><p> The Learning Path section lists all the <i>self-built Learning Paths</i> and all uploaded <i>Scorm format Learning Paths</i>, as well. </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>This tool will help you describe your course in a synthetic way and from the outside. It may help your future students get a clear view on what they can expect from this course. It is also an opportunity for you to rethink your course scenario.</p>Items are given here as proposals. If you want to create a course description with your own items, use only the 'Other' item and decide for its title.</p> <p> To fill the course description, select Create and edit with forms > Scrolldown menu and select the item of your choice > fill the form > Validate. You can always edit or delete the content of every item by clicking on the pencil or red cross icons.</p>
<p>The Links tool allows you to create a library of resources for your students, particularly of resources that you have not created yourself.</p><p>As the list grows, it might prove useful to organise it into categories to help your students find the right information at the right place. You can edit every link to re-assign it to a new category (you will need to create this category first).</p><p>The Description field can be used to provide advance-information on the target web pages but also to describe what you expect the student to do with the link. If, for instance, you point to a website on Aristotle, the description field may ask the student to study the difference between synthesis and analysis.
<p>The Links tool allows you to create a library of resources for your students, particularly of resources that you have not created yourself.</p><p>As the list grows, it might prove useful to organise it into categories to help your students find the right information at the right place. You can edit every link to re-assign it to a new category (you will need to create this category first).</p><p>The Description field can be used to provide advance-information on the target web pages but also to describe what you expect the student to do with the link. If, for instance, you point to a website on Aristotle, the description field may ask the student to study the difference between synthesis and analysis.
<p>The Links tool allows you to create a library of resources for your students. Especially resoucrs that you have not created yourself.</p> <p>When the list grows, it might proove relevant to organise it into categories to help your students find the right information at the right place. You can edit every link to re-assign it into a new category (you need to create this category first).</p> <p>The Description field can be used to give pre-information on the target web pages but also to describe what you expect the student to do with the link. If, for instance, you point to a website on Aristotle, the description field may ask the student to study the difference between synthesis and analysis.
<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>Once logged in into the platform, you are in your <i>personal startpage</i>.</p> <p> In the main area (center) you see "<b>My course list</b>", a list of all your courses. Depending on your user rights you can also have the possibility to create new courses (via the right hand menu). </p> <p> In the top banner you see <ul><li>"<b>My e-portfolio</b>": use this to modify your password, username, picture, or other settings. You can also check your personal platform statistics;</li> <li>"<b>My agenda</b>": this contains all agenda events of the courses you are registered in.</li></ul> </p> <p> <b>Edit my course list</b>, in the right hand menu, allows you to enroll in new courses as far as the tacher or the organisation has left these courses open to enrollment. This link lets you unregister from courses too. </p> <p> The links <b>Support Forum</b> and <b>Documentation</b> that point to the main Chamilo website, where you can ask technical or pedagogical questions, find more information.</li> To enter a course (main area of your startpage), click on its name. Your profile can vary from one course to the other. It is possible that you are teacher in one course and student in another. </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>The agenda appears both in each course area and as a synthetic tool for the student ('My agenda' in top banner).</p> <p>In the course, the agenda appears as a list of events. You can attach documents or activities to a date so that the agenda becomes a chronological programme for your learning activities.</p> <p>In addition to being present in the agenda, the new events are indicated to the student when he/she logs in the next time. The system tells what has been added in the Agenda (and in the Announcements) since his/her last visit : icons appear on the portal home page besides the courses where events and announcements hve been added.</p> <p>If you want to go further in the logic of structuring learning activities one after the other, we suggest that you use preferably the Learning Path that offers the same principles with more advanced features. The Learning Path can be considered as a synthesis of a Table of Contens tool + an Agenda + sequencing (imposed order) and 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>The Announcements tool allows you to send an email to all your students or to some of them or to some groups. It can proove efficient to drive students back to your website if they do not visit it very often.</p> <p>To send a message to some users and/or some groups, select 'Messages to selected users' then use CTRL+C to select more than one in the left hand menu, click on the right arrow to move them then type your message in the field below.</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>The Chat tool allows you to discuss live with your students.</p> <p>This chat is not similar to usual ones, like MSNฎ or Yahoo Messengerฎ because it is web based. The disadvantage is that it refreshes only after 10 seconds and not immediately. The advantage is that it is integrated in your course,it archives your discussions into the Documents tool and it doesn't require from your students any plugin to download.</p> <p>If users send their pictures in 'My e-portfolio' (top banner), then this picture will appear in the discussion to help identify who is speaking.</p> <p>Only the teacher is allowed to delete the discussion when he/she finds it relevant.</p> <p><b>Pedagogical relevance</b></p> <p>Adding a chat to your course is not necessarily a good idea. However, if this participates to your scenario, the chat can help. You can imagine, for instance, to hide the chat always except at a certain time when you have a dedicated meeting with your students to answer their questions live. It is less a 'free' dicsussion tool this way, but you give students a guarantee that they will benefit from this live meeting.</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>The student publications tool is a very simple one. It allows your students to upload any document in the course area.</p> <p>Depending on your course scenario, you can set all files to be visible to all students by default, or only visible for you. Making all files visible is useful when for instance you want to ask students to give their opinion on each other's papers or let them learn to publish texts to the world. Keep files invisible if e.g. you ask the same question to everybody and want to avoid cheating.</p> <p>This tool has an <i>Introduction text</i> area to allow you to write a question, detailed guidelines, a reminder of a deadline or anything else you may find relevant.</p>
<p>The Reporting tool helps you track your students' attendance and progress: Did they connect to the system, When? How many times? How much do they score in tests? Did they already upload their assignment paper? When? If you use SCORM courses, you can even track how much time a student spent on a particular module or chapter. Reporting provides two levels of information:<ul><li><b>Global</b>: How many students have accessed the course? What are the most frequently visited pages and links?</i><li><b>Specific</b>: What pages has John Doe visited? What score does he get in tests? When did he last connect to the platform?</li></ul>
<p>The Reporting tool helps you track your students' attendance and progress: Did they connect to the system, When? How many times? How much do they score in tests? Did they already upload their assignment paper? When? If you use SCORM courses, you can even track how much time a student spent on a particular module or chapter. Reporting provides two levels of information:<ul><li><b>Global</b>: How many students have accessed the course? What are the most frequently visited pages and links?</i><li><b>Specific</b>: What pages has John Doe visited? What score does he get in tests? When did he last connect to the platform?</li></ul>
<p>The tracking helps you follow your students : did they connect to the sytem, when, how many times? How much do they get in tests? Did they already upload their Paper? When? If you use Scorm courses, you can evn know how much time a student spent on a module or chapter. The trackinggives information at 2 levels: <ul><li><b>Globally</b>: How many students access the course? What are the most visited pages and links?</i> <li><b>Nominatively</i>: What pages has John Doe visited? What score does he get in tests? When was hs last connection on the system?</li>>/ul>
Course settings Help
Course settings Help
คำแนะนำการตั้งค่าวิชา
<p>The Course Settings allows you to manage the global parameters of your course: Title, code, language, name of trainer etc.</p><p>The options situated in the centre of the page deal with confidentiality settings : is the course public or private? Can users register to it? You can use these settings dynamically e.g. allow self-registration for one week > ask your students to register > close access to self-registration > remove possible intruders through the Users list. This way you keep control of who is registered while avoiding the administrative hassle of registering them yourself.</p>(Note - some organizations prefer not to use this method and opt to centralise registration. In this case, participants cannot enrol in your course at all, even if you, as a trainer / teacher, wish to give them access. To check this, look at the home page of your campus (as opposed to your course homepage) to see if the 'Register' link is present.) </p> <p>At the bottom of the page, you can back up the course and delete it. Backup will create a file on the server and allow you to copy it on your own Hard Disk locally so that there will be two backups each in different places. If you back up a course and then delete it you will not be be able to restore it yourself, but the system administrator can do this for you if you give him/her the code of your course. Backing up a course is also a good way to get all your documents transferred to your own computer. You will need a tool, like Winzip® to UNZIP the archive. Note that backing up a course does not automatically remove it.</p>
<p>The Course Settings allows you to manage the global parameters of your course: Title, code, language, name of trainer etc.</p><p>The options situated in the centre of the page deal with confidentiality settings : is the course public or private? Can users register to it? You can use these settings dynamically e.g. allow self-registration for one week > ask your students to register > close access to self-registration > remove possible intruders through the Users list. This way you keep control of who is registered while avoiding the administrative hassle of registering them yourself.</p>(Note - some organizations prefer not to use this method and opt to centralise registration. In this case, participants cannot enrol in your course at all, even if you, as a trainer / teacher, wish to give them access. To check this, look at the home page of your campus (as opposed to your course homepage) to see if the 'Register' link is present.) </p> <p>At the bottom of the page, you can back up the course and delete it. Backup will create a file on the server and allow you to copy it on your own Hard Disk locally so that there will be two backups each in different places. If you back up a course and then delete it you will not be be able to restore it yourself, but the system administrator can do this for you if you give him/her the code of your course. Backing up a course is also a good way to get all your documents transferred to your own computer. You will need a tool, like Winzip® to UNZIP the archive. Note that backing up a course does not automatically remove it.</p>
<p>Course settings allows you to manage the global parameters of your course : Title, code, language, name of teachers etc.</p> <p>The options situated in the middle of the page deal with confidentiality settings : is the course public or private? Can students register to it? You can use these settigs dynamically : open registration during one week > ask your students to register > close access to registration > remove possible intruders through the Users list. This way you keep control of who is in byt you don't have the administrative hassle of registrating them yourself.</p> <p>At the bottom of the page, you can Backup the course and delete it. Backup will create a file on the server and allow you to copy it on your own Hard Disk locally. So that there will be 2 backups of it in different places. If you backup a course then delete it. You will not be allowed to restore it yourself but the system administrator can do this for you if you give him/her the code of your course. Backuping a course is also a good way to get all your documents back onto your own computer. You will need a tool, like Winzipฎ to UNZIP the archive. Note that backuping a course does not remove it in any way.</p>
Add a Link help
Add a Link help
เพิ่มรายการระบบช่วยเหลือ
<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>Chamilo is a modular tool. You can hide and show tools whenever you want, according to your project or to its different chronological phases. But you can also add on your home page tools or pages that you have created yourself or that come from the outside of your Chamilo portal. This way, you will make of your course home page YOUR page.</p> <p>To take possession of your page that way, you will Add links on it. These links can be of 2 types: <ul><li><b>External link</b>: you create on your home page a link 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 towards a page or a tool inside your Chamilo course. To do this, you go first to that page or document or tool, you copy its URL from the URL bar of your browser (CTRL+C), then you go to Add a link and you paste this URL in the URL field and you give it the name you want. In this case, you will select Target=Same window because you will keep the Chamilo banner on top and the remain in the same environment.</li></ul> Once created, these links cannot be edited. To modify them, the only solution is to deactivate them then delete them, then restart from zero.</p>
Context English Thai Actions
: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
:แบบฝึกหัด:แบบฝึกหัด,, 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
:ไม่:ฟรี,ไม่มีราคา,,ใช่:ไม่ฟรี,ราคา:no:free, no cost,, yes:not free, cost
: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;tis-620:text/plain;tis-620,, text/plain;utf-8:text/plain;utf-8,, text/html;tis-620 1:text/html;tis-620,, text/html;windows-874:text/html;windows-874,, 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;tis-620 :XML;tis-620,, application/xml;windows-874:XML;windows-874,, application/zip:ZIP
:yes:copyright,, no:no copyright
:yes:copyright,, no:no copyright
:ใช่ :ลิขสิทธิ์,, ไม่:ไม่มีลิขสิทธิ์ :yes:copyright,, no:no copyright
<b>Warning :</b> This course does not exist
<b>Warning :</b> This course does not exist
<b>คำเตือน: </b> ไม่มีรายวิชานี้
<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='Ms Sans Serif,Arial, Helvetica'><big>การแก้ไขรายชื่อวิชา</big><br><br>เลือกชื่อวิชาที่คุณต้องการ.<br>อย่าเลือกเช็ครายวิชาหากคุณไม่ต้องการ.<br> จากนั้นกดปุ่ม ตกลง
<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/>
<br/>คลิกปุ่มบวก '+' เพื่อเปิด,ลบ '-' เพื่อปิด, '++' 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> You still have to upload
<br> You still have to upload
<br>คุณยังต้องโอนย้ายไฟล์ You still have to upload
<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>Once logged in into the platform, you are in your <i>personal startpage</i>.</p> <p> In the main area (center) you see "<b>My course list</b>", a list of all your courses. Depending on your user rights you can also have the possibility to create new courses (via the right hand menu). </p> <p> In the top banner you see <ul><li>"<b>My e-portfolio</b>": use this to modify your password, username, picture, or other settings. You can also check your personal platform statistics;</li> <li>"<b>My agenda</b>": this contains all agenda events of the courses you are registered in.</li></ul> </p> <p> <b>Edit my course list</b>, in the right hand menu, allows you to enroll in new courses as far as the tacher or the organisation has left these courses open to enrollment. This link lets you unregister from courses too. </p> <p> The links <b>Support Forum</b> and <b>Documentation</b> that point to the main Chamilo website, where you can ask technical or pedagogical questions, find more information.</li> To enter a course (main area of your startpage), click on its name. Your profile can vary from one course to the other. It is possible that you are teacher in one course and student in another. </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>The agenda appears both in each course area and as a synthetic tool for the student ('My agenda' in top banner).</p> <p>In the course, the agenda appears as a list of events. You can attach documents or activities to a date so that the agenda becomes a chronological programme for your learning activities.</p> <p>In addition to being present in the agenda, the new events are indicated to the student when he/she logs in the next time. The system tells what has been added in the Agenda (and in the Announcements) since his/her last visit : icons appear on the portal home page besides the courses where events and announcements hve been added.</p> <p>If you want to go further in the logic of structuring learning activities one after the other, we suggest that you use preferably the Learning Path that offers the same principles with more advanced features. The Learning Path can be considered as a synthesis of a Table of Contens tool + an Agenda + sequencing (imposed order) and 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>The Announcements tool allows you to send an email to all your students or to some of them or to some groups. It can proove efficient to drive students back to your website if they do not visit it very often.</p> <p>To send a message to some users and/or some groups, select 'Messages to selected users' then use CTRL+C to select more than one in the left hand menu, click on the right arrow to move them then type your message in the field below.</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>
กระดานข่าวเป็นรูปแบบของการสนทนาแบบกลุ่ม ซึ่งจะแตกต่างจากอีเมล์ ที่สามารถพูดคุยได้แค่ตัวต่อตัวเท่านั้น</p><p>เทคนิคการใช้กระดานข่าว - นักศึกษาเพียงแค่ใช้ browser เปิดอ่าน , เขียน , หรือตอบกระทู้ที่ต้องการ</P><p>สำหรับการดูแลจัดการกระดานข่าว, คลิกที่ 'admin'(ใต้หัวข้อกระดานข่าว) เพื่อเข้าสู่ระบบจัดการกระดานข่าว ซึ่งมีเมนูคำสั่งต่างๆดังนี้:</p><p><b>สร้างหมวดหมู่ > สร้างกระดานข่าว > เขียนกระทู้ > ตอบหรือลบกระทู้</b></p>การกำหนดรูปแบบของการสนทนา หรือการเปิดกระดานข่าวของท่าน เพื่อให้นักศึกษาใช้งานท่านจะต้องทำการสร้างหมวดหมู่ และสร้างกระดานข่าว ในหัวข้อที่ท่านต้องการขึ้นมาก่อน จากนั้นจึงทิ้งกระดานให้ว่างไว้ เพื่อให้นักศึกษาสามารถเข้ามาตั้งกระทู้ และพูดคุยปรึกษากันในกลุ่มได้ <p>claroline forum ได้สร้างกระดานข่าวหมวดหมู่ 'Public' เพื่อเป็นตัวอย่างสำหรับการถามตอบกระทู้</p><p> สิ่งแรกที่ควรทำคือ ทำการลบกระทู้ตัวอย่างทิ้ง และปรับปรุงแก้ไขชื่อของกระดานเสียใหม่ ท่านอาจเปิดกระดานอื่นๆ เพิ่มเติมได้อีกตามความเหมาะสมของบทเรียนของท่าน<p> แต่อย่ารวมทุกกระดานไว้ในหมวดหมู่เดียวกัน และอย่าลืมว่าหมวดหมู่ที่ไม่มีกระดานข่าวอยู่ภายใน จะไม่ถูกแสดงให้นักศึกษาเห็น </p><p>คำอธิบายของกระดานข่าวนั้นๆ จะช่วยให้นักศึกษา เกิดความเข้าใจได้ง่าย ในการเข้าร่วมใช้งาน
<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>สถานะภาพ</b><p>สถานะภาพ ใช้เพื่อแสดงบทบาทของผู้นั้นว่าเป็นใครเท่านั้น ไม่เกี่ยวข้องกับสิทธิ์ในการดูแลระบบคอมพิวเตอร์นี้อย่างไร ท่านสามารถปรับเปลี่ยนได้ โดยคลิกที่ 'ปรับปรุง'ในช่องคอลัมม์หน้าที่ และพิมพ์หน้าที่ที่ท่านต้องการให้ผู้นั้นเป็นลงไป เช่น อาจารย์ , ผู้ช่วย , นักศึกษา , ผู้เยี่ยมชม , หรือผู้เชี่ยวชาญ เป็นต้น</P><hr><b>สิทธิ์ในบทเรียน</b><p>สิทธิ์ในบทเรียน คือการอนุญาตให้แก่ผู้หนึ่งผู้ใด มีสิทธิ์ในการเข้าร่วมแก้ไข ปรับปรุงข้อมูล หรือจัดการด้านอื่นๆ เทียบเท่าเจ้าของบทเรียนนั้นๆ ท่านสามารถเลือกได้สองแบบเท่านั้น คือ ให้สิทธิ์ทั้งหมด หรือไม่ให้สิทธิ์เลย</P><p>การอนุญาตผู้ช่วย ให้เข้าร่วมในการสร้างบทเรียน ท่านต้องลงทะเบียนให้เขา หรือต้องแน่ใจว่าเขาได้ลงทะเบียนบทเรียนของท่านไว้แล้ว จากนั้น จึงคลิก 'ปรับปรุง' ที่คอลัมม์ 'สิทธิ์ในบทเรียน' และเลือก 'ทั้งหมด' </P><hr><b>การเพิ่มผู้รับผิดชอบวิชา</b><p>การเพิ่มชื่อผู้รับผิดชอบวิชาร่วม ที่ตำแหน่งส่วนหัวของบทเรียน ใช้เมนู 'ปรับปรุงรายละเอียดวิชา' (เมนูคำสั่งสีส้ม) และพิมพ์ชื่อเพิ่มในช่อง 'อาจารย์' แต่การใช้คำสั่งนี้ ไม่ใช่การอนุญาตสิทธิ์ในบทเรียน เช่นเดียวกับการทำในคำสั่ง 'สิทธิ์ในบทเรียน'</p><hr><b>เพิ่ม user</b><p>การเพิ่ม user ในบทเรียนของท่าน กรอกข้อมูลในช่องให้ครบ และคลิกปุ่มตกลง บุคคลนั้นจะได้รับอีเมล์ แจ้งว่าท่านได้ทำการลงทะเบียนเข้าสู่บทเรียนแก่เขาแล้ว รวมทั้งแจ้งชื่อผู้ใช้และรหัสผ่านแก่เขาด้วย</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>คำนำ</b></p><p>เครื่องมือนี้เพื่อสำหรับใช้สร้างกลุ่มทำงาน ในขั้นตอนการสร้าง (สร้างกลุ่มใหม่), กลุ่มจะว่างเปล่า มีหลายวิธีที่จะนำนักศึกษาเข้ากลุ่ม :<ul><li>อัตโนมัติ('เพิ่มนักศึกษาเข้ากลุ่ม'),</li><li>ทำด้วยตนเอง ('แก้ไข'),</li><li>ให้นักศึกษาลงทะเบียนเข้ากลุ่มเอง (จัดระเบียบกลุ่ม: 'อนุญาตให้ลงทะเบียนเองได้...').</li></ul>ทั้งสามวิธีนี้สามารถใช้ประกอบกันได้ ท่านอาจบอกให้นักศึกษาลงทะเบียนเข้ากลุ่มเองก่อนจากนั้นจึงสำรวจดูว่าหากยังมีบางคนยังไม่ตัดสินใจ ท่านจึงค่อยนำพวกเขาเข้ากลุ่มให้เองโดยวิธีอัตโนมัตินอกจากนี้ ท่านยังสามารถแก้ไขจำนวนสมาชิกของแต่ละกลุ่ม ในเวลาก่อนหรือหลังจากให้นักศึกษาลงทะเบียนเข้ากลุ่มเองแล้ว หรือขณะเติมนักศึกษาเข้ากลุ่มโดยวิธีอัตโนมัติก็ได้</p><p>การเติมนักศึกษาเข้ากลุ่ม ไม่ว่าอย่างอัตโนมัติ หรือกำหนดเอง จะทำได้ก็ต่อเมื่อมีนักศึกษาลงทะเบียนเข้าเรียนในรายวิชานั้นๆแล้วเท่านั้น(การลงทะเบียนเข้าเรียนในรายวิชา กับการลงทะเบียนเข้ากลุ่มนั้นแตกต่างกัน อย่ารวมเข้าด้วยกัน)รายชื่อนักศึกษาของท่านจะปรากฎอยู่ในเมนูเครื่องมือ <b>Users</b> </p><hr noshade size=1><p><b>สร้างกลุ่มใหม่</b></p><p>การสร้างกลุ่มใหม่ คลิกที่ 'สร้างกลุ่มใหม่' และทำการกำหนดจำนวนของสมาชิกในกลุ่ม จำนวนสมาชิกสูงสุดสามารถกำหนดเท่าไรก็ได้ แต่ขอแนะนำให้มีจำนวนอย่างน้อยหนึ่งคน เพราะหากปล่อยช่องให้ว่างไว้ ขนาดสูงสุดของจำนวนคนในกลุ่ม จะกลายเป็นไม่มีที่สิ้นสุด</p><hr noshade size=1><p><b>จัดระเบียบกลุ่ม</b></p><p>ท่านสามารถตั้งค่ากำหนดให้ครอบคลุมทุกกลุ่มที่สร้างขึ้นได้โดยกำหนดที่<b>นักศึกษาได้รับอนุญาตให้ลงทะเบียนด้วยตัวเองได้</b>: <p>ทำการสร้างกลุ่มว่างขึ้นหนึ่งกลุ่ม เพื่อให้นักศึกษาลงทะเบียนเองถ้าหากท่านกำหนดจำนวนสมาชิกสูงสุดไว้ เมื่อเต็มแล้วนักศึกษาจะไม่สามารถลงทะเบียนเข้ากลุ่มได้อีก วิธีนี้ดีสำหรับผู้สอนที่ไม่ทราบรายชื่อนักศึกษา ที่ลงทะเบียนในรายวิชานั้น ขณะทำการสร้างกลุ่มให้อยู่</p><b>เครื่องมือ</b>:</p><p>ทุกกลุ่มจะมีกระดานข่าวของกลุ่ม (ส่วนตัวหรือสาธารณะ) หรือส่วนงานเอกสารของกลุ่มเอง</p><hr noshade size=1><p><b>การแก้ไข</b></p><p>เมื่อทำการสร้างกลุ่มแล้ว ท่านจะเห็นรายชื่อของกลุ่มอยู่ที่ด้านล่างของหน้า<ul><li><b>แก้ไข</b> เพือปรับปรุงชื่อของกลุ่ม คำอธิบาย กำหนดติวเตอร์ หรือรายชื่อสมาชิก</li><li><b>ลบ</b> เพื่อลบกลุ่ม</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>Chamilo is a modular tool. You can hide and show tools whenever you want, according to your project or to its different chronological phases. But you can also add on your home page tools or pages that you have created yourself or that come from the outside of your Chamilo portal. This way, you will make of your course home page YOUR page.</p> <p>To take possession of your page that way, you will Add links on it. These links can be of 2 types: <ul><li><b>External link</b>: you create on your home page a link 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 towards a page or a tool inside your Chamilo course. To do this, you go first to that page or document or tool, you copy its URL from the URL bar of your browser (CTRL+C), then you go to Add a link and you paste this URL in the URL field and you give it the name you want. In this case, you will select Target=Same window because you will keep the Chamilo banner on top and the remain in the same environment.</li></ul> Once created, these links cannot be edited. To modify them, the only solution is to deactivate them then delete them, then restart from zero.</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>The student publications tool is a very simple one. It allows your students to upload any document in the course area.</p> <p>Depending on your course scenario, you can set all files to be visible to all students by default, or only visible for you. Making all files visible is useful when for instance you want to ask students to give their opinion on each other's papers or let them learn to publish texts to the world. Keep files invisible if e.g. you ask the same question to everybody and want to avoid cheating.</p> <p>This tool has an <i>Introduction text</i> area to allow you to write a question, detailed guidelines, a reminder of a deadline or anything else you may find 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>The Chat tool allows you to discuss live with your students.</p> <p>This chat is not similar to usual ones, like MSNฎ or Yahoo Messengerฎ because it is web based. The disadvantage is that it refreshes only after 10 seconds and not immediately. The advantage is that it is integrated in your course,it archives your discussions into the Documents tool and it doesn't require from your students any plugin to download.</p> <p>If users send their pictures in 'My e-portfolio' (top banner), then this picture will appear in the discussion to help identify who is speaking.</p> <p>Only the teacher is allowed to delete the discussion when he/she finds it relevant.</p> <p><b>Pedagogical relevance</b></p> <p>Adding a chat to your course is not necessarily a good idea. However, if this participates to your scenario, the chat can help. You can imagine, for instance, to hide the chat always except at a certain time when you have a dedicated meeting with your students to answer their questions live. It is less a 'free' dicsussion tool this way, but you give students a guarantee that they will benefit from this live meeting.</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>This tool will help you describe your course in a synthetic way and from the outside. It may help your future students get a clear view on what they can expect from this course. It is also an opportunity for you to rethink your course scenario.</p>Items are given here as proposals. If you want to create a course description with your own items, use only the 'Other' item and decide for its title.</p> <p> To fill the course description, select Create and edit with forms > Scrolldown menu and select the item of your choice > fill the form > Validate. You can always edit or delete the content of every item by clicking on the pencil or red cross icons.</p>
<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>
เพื่อความง่าย และสะดวกต่อการใช้งาน ภายในแต่ละระบบงานจะประกอบด้วยตัวอย่างเล็กๆเพื่อช่วยให้ท่านเข้าใจการทำงานของเครื่องมือนั้นๆได้อย่างรวดเร็วขึ้น ท่านสามารถที่จะลบหรือปรับปรุงตัวอย่างเหล่านี้ ได้ตามควมต้องการ </p><p>ตัวอย่างเช่น ตรงกลางหน้าหลักของบทเรียนท่าน มีแถบข้อความสั้นๆ ข้อความว่า 'นี้คือคำนำของบทเรียนท่าน ต้องการแก้ไขข้อความ โปรดคลิกที่ปุ่ม ปรับปรุง ด้านล่าง' การแก้ไขเพื่อให้เป็นข้อความของท่านเองเพี่ยงแต่คลิกที่ข้อความ 'ปรับปรุง' และทำการแก้ไขเป็นข้อความของท่าน เสร็จแล้วคลิกปุ่ม 'ตกลง' บทนำดังกล่าวก็จะเปลี่ยนเป็นข้อความของตัวท่าน การใช้เครื่องมืออื่นๆก็เป็นลักษณะเดียวกันคือ : เพิ่ม , ลบ , ปรับปรุง ซึ่งกระบวนการเหล่านี้เป็นลักษณะเด่นของ dynamic website</p><p>เมื่อท่านเริ่มต้นสร้างบทเรียนของท่าน เครื่องมือส่วนใหญ่จะเปิดทำงาน เช่นเดียวกันหากไม่ต้องการ เพียงแต่คลิก 'ปิดการใช้งาน'ระบบงานนั้นก็จะถูกปิดลง กลายเป็นเมนูสีเทาอยู่ด้านล่างสุด ซึ่งจะไม่สามารถมองเห็นได้ในมุมมองของนักศึกษา และท่านสามารถที่จะเปิดใช้งานอีกครั้งเมื่อใดก็ได้ที่ต้องการ</p><p>ท่านสามารถที่จะเพิ่มหน้าเนื้อหา เข้าในหน้าหลักบทเรียนของท่านได้ แต่หน้าเหล่านั้นต้องเป็นรูปแบบ HTML (ซึ่งสามารถสร้างได้จาก Word Processor หรือ Web Composer ใดๆก็ได้) ใช้เมนูคำสั่ง 'ส่งข้อมูลและเชื่อมเข้ากับบทเรียน'หน้าเอกสาร HTML ที่เพิ่มเข้าไปนี้ ก็จะรวมเข้ากับบทเรียนของท่านโดยอัตโนมัติ แต่ถ้าท่านต้องการเชื่อมบทเรียนของท่านเข้ากับ web site อื่นๆ ภายนอกหรือภายในคณะก็ตาม ขอให้ใช้คำสั่ง 'เพิ่ม link ในบทเรียนนี้' <p>หน้าเอกสารและ link ที่เพิ่มเข้าไปนี้ สามารถลบออกได้เมื่อท่านปิดการใช้งานของมันลงเสียก่อน</p><p>ตอนนี้บทเรียนของท่านพร้อมใช้งานแล้ว ขอให้เข้าไปที่ 'ปรับปรุงรายละเอียดวิชา' เพื่อตั้งค่ากำหนดการเข้าเรียนของนักศึกษาของท่าน และขอแนะนำให้เลือก 'ปิดลงทะเบียน' ไว้ก่อน (เพราะท่านกำลังดำเนินการสร้างบทเรียนของท่านอยู่) เมื่อทุกอย่างพร้อม จึงค่อยเปลี่ยนเป็นตัวเลือกอื่นตามต้องการต่อไป </p>
<p>The Course Settings allows you to manage the global parameters of your course: Title, code, language, name of trainer etc.</p><p>The options situated in the centre of the page deal with confidentiality settings : is the course public or private? Can users register to it? You can use these settings dynamically e.g. allow self-registration for one week > ask your students to register > close access to self-registration > remove possible intruders through the Users list. This way you keep control of who is registered while avoiding the administrative hassle of registering them yourself.</p>(Note - some organizations prefer not to use this method and opt to centralise registration. In this case, participants cannot enrol in your course at all, even if you, as a trainer / teacher, wish to give them access. To check this, look at the home page of your campus (as opposed to your course homepage) to see if the 'Register' link is present.) </p> <p>At the bottom of the page, you can back up the course and delete it. Backup will create a file on the server and allow you to copy it on your own Hard Disk locally so that there will be two backups each in different places. If you back up a course and then delete it you will not be be able to restore it yourself, but the system administrator can do this for you if you give him/her the code of your course. Backing up a course is also a good way to get all your documents transferred to your own computer. You will need a tool, like Winzip® to UNZIP the archive. Note that backing up a course does not automatically remove it.</p>
<p>The Course Settings allows you to manage the global parameters of your course: Title, code, language, name of trainer etc.</p><p>The options situated in the centre of the page deal with confidentiality settings : is the course public or private? Can users register to it? You can use these settings dynamically e.g. allow self-registration for one week > ask your students to register > close access to self-registration > remove possible intruders through the Users list. This way you keep control of who is registered while avoiding the administrative hassle of registering them yourself.</p>(Note - some organizations prefer not to use this method and opt to centralise registration. In this case, participants cannot enrol in your course at all, even if you, as a trainer / teacher, wish to give them access. To check this, look at the home page of your campus (as opposed to your course homepage) to see if the 'Register' link is present.) </p> <p>At the bottom of the page, you can back up the course and delete it. Backup will create a file on the server and allow you to copy it on your own Hard Disk locally so that there will be two backups each in different places. If you back up a course and then delete it you will not be be able to restore it yourself, but the system administrator can do this for you if you give him/her the code of your course. Backing up a course is also a good way to get all your documents transferred to your own computer. You will need a tool, like Winzip® to UNZIP the archive. Note that backing up a course does not automatically remove it.</p>
<p>Course settings allows you to manage the global parameters of your course : Title, code, language, name of teachers etc.</p> <p>The options situated in the middle of the page deal with confidentiality settings : is the course public or private? Can students register to it? You can use these settigs dynamically : open registration during one week > ask your students to register > close access to registration > remove possible intruders through the Users list. This way you keep control of who is in byt you don't have the administrative hassle of registrating them yourself.</p> <p>At the bottom of the page, you can Backup the course and delete it. Backup will create a file on the server and allow you to copy it on your own Hard Disk locally. So that there will be 2 backups of it in different places. If you backup a course then delete it. You will not be allowed to restore it yourself but the system administrator can do this for you if you give him/her the code of your course. Backuping a course is also a good way to get all your documents back onto your own computer. You will need a tool, like Winzipฎ to UNZIP the archive. Note that backuping a course does not remove it in any way.</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>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>กล่องรับส่งงาน(dropbox)เป็นเครื่องมือของการบริหารจัดการด้านการสื่อสาร การแลกเปลียน การแจกจ่ายเนื้อหาการศึกษาออนไลน์ระหว่างกัน.เป็นเหมือนกล่องรวมรับไฟล์งานของระบบ จัดเก็บ รับ จัดการ ไฟล์งานได้หลากหลายรูปแบบเช่น Word, Excel, PDF etc. สามารถบริหารจัดการกับไฟล์งานที่มีชื่อเหมอืนกันได้โดยไม่ทำลายโครงสร้างสำคัญของไฟล์เช่นการตรวจสอบชื่ไฟล์แล้วเปลี่ยนชื่อให้ใหม่เป็นต้น</p> <p>ในกล่องรับส่งงานของแต่ละคนประกอบด้วยส่วนรับไฟล์และส่วนของการส่งไฟล์</p><p>หากกล่องรับส่งงานของแต่ละคนมีรายการรับ-ส่งมากเกินไป ก็สามารถลบรายการออกเฉพาะตนได้ โดยที่ไม่ได้ลบไฟล์ที่เก็บในระบบไปด้วย.</p> <p>การส่งไฟล์ก็สามารถเลือกส่งไฟล์ไปพร้อมกันหลายไฟล์และหลากหลายผู้ใช้ เช่นกำหนดส่งไปให้สมาชิกในระบบรายใดๆ กลุ่มใดๆหรือเก็บไว้เป็นส่วนตัวก็ได้ และใช้รูปแบบคำสั่งง่ายไร่วมกับปุ่มแป้นพิมพ์ CTRL+click เลือกรายการ</p>

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  1. Chamilo
  2. Messages
  3. Thai
<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>สถานะภาพ</b><p>สถานะภาพ ใช้เพื่อแสดงบทบาทของผู้นั้นว่าเป็นใครเท่านั้น ไม่เกี่ยวข้องกับสิทธิ์ในการดูแลระบบคอมพิวเตอร์นี้อย่างไร ท่านสามารถปรับเปลี่ยนได้ โดยคลิกที่ 'ปรับปรุง'ในช่องคอลัมม์หน้าที่ และพิมพ์หน้าที่ที่ท่านต้องการให้ผู้นั้นเป็นลงไป เช่น อาจารย์ , ผู้ช่วย , นักศึกษา , ผู้เยี่ยมชม , หรือผู้เชี่ยวชาญ เป็นต้น</P><hr><b>สิทธิ์ในบทเรียน</b><p>สิทธิ์ในบทเรียน คือการอนุญาตให้แก่ผู้หนึ่งผู้ใด มีสิทธิ์ในการเข้าร่วมแก้ไข ปรับปรุงข้อมูล หรือจัดการด้านอื่นๆ เทียบเท่าเจ้าของบทเรียนนั้นๆ ท่านสามารถเลือกได้สองแบบเท่านั้น คือ ให้สิทธิ์ทั้งหมด หรือไม่ให้สิทธิ์เลย</P><p>การอนุญาตผู้ช่วย ให้เข้าร่วมในการสร้างบทเรียน ท่านต้องลงทะเบียนให้เขา หรือต้องแน่ใจว่าเขาได้ลงทะเบียนบทเรียนของท่านไว้แล้ว จากนั้น จึงคลิก 'ปรับปรุง' ที่คอลัมม์ 'สิทธิ์ในบทเรียน' และเลือก 'ทั้งหมด' </P><hr><b>การเพิ่มผู้รับผิดชอบวิชา</b><p>การเพิ่มชื่อผู้รับผิดชอบวิชาร่วม ที่ตำแหน่งส่วนหัวของบทเรียน ใช้เมนู 'ปรับปรุงรายละเอียดวิชา' (เมนูคำสั่งสีส้ม) และพิมพ์ชื่อเพิ่มในช่อง 'อาจารย์' แต่การใช้คำสั่งนี้ ไม่ใช่การอนุญาตสิทธิ์ในบทเรียน เช่นเดียวกับการทำในคำสั่ง 'สิทธิ์ในบทเรียน'</p><hr><b>เพิ่ม user</b><p>การเพิ่ม user ในบทเรียนของท่าน กรอกข้อมูลในช่องให้ครบ และคลิกปุ่มตกลง บุคคลนั้นจะได้รับอีเมล์ แจ้งว่าท่านได้ทำการลงทะเบียนเข้าสู่บทเรียนแก่เขาแล้ว รวมทั้งแจ้งชื่อผู้ใช้และรหัสผ่านแก่เขาด้วย</p>
a year ago
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<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>
String age
a year ago
Last updated
a year ago
Source string age
a year ago
Translation file
translations/messages.th.po, string 4747