"; $langHUser = "Help Users"; $langHExercise = "Test Yardımı"; $langHPath = "Kurs Yardımı"; $langHDescription = "Kurs Açıklaması Yardımı"; $langHLinks = "Bağlantılar Yardımı"; $langHMycourses = "Başlangıç sayfası hakkında"; $langHAgenda = "Ajanda Yardımı"; $langHAnnouncements = "Duyurular Yardımı"; $langHChat = "Sohbet Yardımı"; $langHWork = "Öğrenci Çalışmaları Yardımı"; $langHTracking = "İzleme Yardımı"; $langUserContent = "Roles

Roles have no computer related function. They do not give rights on operating the system. They just indicate to Humans, who is who. You can modify them by clicking on 'modify' under 'role', then typing whatever you want: professor, assistant, student, visitor, expert...

Admin rights, on the other hand, correspond to the technical authorisation to modify the content and organisation of the course website. For the moment, you can only choose between giving all the admin rights and giving none of them.

To allow an assistant, for instance, to co-admin the site, you need to register him in the course or be sure he is already registerd, then click on 'modify' under 'admin rights', then click 'all', then 'Ok'.

To mention in the header of the course website the name of a co-chairmen, use the tool 'Modify course information' (orange tools). This modification does not register your co-chairmen as a user of the course. The field 'Professors' is completely independant of the Users list.

To add a user for your course, fill the fields and validate. The personwill receive an email telling him/her you have registered him/her and tellinghim/her or reminding him/her his/her login and password.

Introduction

This tool allows to create and manage work groups. At creation (Create groups), groups are emtpy. There are many ways to fill them:

• automatically ('Fill groups'),
• manually ('Edit'),
• self-registration by students diants (Groups settings: 'Self registration allowed...').

Groups filling, whether automatical or manual, works only if there are already studentsregistered in the course (don't mix registration to the course with registration into groups).Students list is visible in Users tool.

Create groups

To create new groups, click on 'Create new group(s)' and determine number of groups tocreate. Maximum number of members is optional but we suggest to chose one. If you leave max. fieldunchanged, groups size maximum will be infinite.

Group settings

You can determine Group settings globally (for all groups).Students are allowed to self-register in groups:

You create empty groups, students self-register. If you have defined a maximum number, full groups do not accept new members. This method is good for teachers who do not know students list when creating groups.

Every group possesses either a forum (private or public) or a Documents area (a shared file manager) or (most frequent) both.

Manual edit

Once groups created (Create groups), you see at bottom of page, a list of groups with a series of informations and functions

• Edit to modify manually Group name, description, tutor, members list.
• Delete deletes a group.

The tests tool allows you to create tests that will contains as many questions as you like.

There are various types of answers available for the creation of your questions :

• Multiple choice (Unique answer)
• Multiple choice (multiple answers)
• Matching
• Fill in the blanks

In order to create a test, click on the link \"New test\".

Type the test name, as well as an optional description of it.

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.

You can also choose between 2 test types :

• Questions on an unique page
• One question per page (sequential)

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.

In order to create a MAQ / MCQ :

• Define the answers for your question. You can add or delete an answer by clicking on the right button
• Check the left box for the correct answer(s)
• Add an optional comment. This comment won't be seen by the user untill he/she has answered to the question
• Give a weighting to each answer. The weighting can be any positive or negative integer, or zero
• Save your answers

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.

To remove a word from the text, and so to create a blank, put this word between brackets [like this].

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.

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.

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.

It can also be used to ask the user to sort elements in a certain order.

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.

Notice : Several elements from the first unit can point to the same element in the second unit.

Give a weighting to each correct matching, and save your answer.

In order to modify a test, the principle is the same as for the creation. Just click on the picture beside the test to modify, and follow instructions above.

In order to delete a test, click on the picture beside the test to delete it.

So as for a test to be used, you have to enable it by clicking on the picture beside the test name.

You can test your exercise by clicking on its name in the tests list.

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.

By enabling this option, questions will be drawn in a different order every time users will run the test.

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.

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.

The questions pool also allows to reuse the same question into several tests.

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\".

Orphan questions are questions that don not belong to any test.

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.

Note : You can add HotPotatoes Tests as a step in the Learning Path, as well.

• Select the file on your computer using the Browse button on the right of your screen.
• Launch the upload with the Upload Button .
• You can open the test by clicking onto its name.

• Hot Potatoes home page : http://web.uvic.ca/hrd/halfbaked/

• Kurs oluşturmuk
• Scorm veya IMS formatındaki kurs dosyalarını sunucuya göndermek

What is a Learning Path ?

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.

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).

How to create our own Learning Path ?

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 Add a new learning path. But they are empty, till you add modules and steps to them.
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.

What are the steps for these paths ? (What are the items that can be added?)

All Chamilo tools, activities and contents that you consider to be useful and connected to your imagined path can be added :

• Agenda items
• Separate documents (texts, pictures, Office docs, ...)
• Announcement items
• Forums as a whole
• Topics
• Individual topic messages
• Links
• Dokeos Tests
• HotPotatoes Tests
  (note : those invisible tests, that you put in a path, become visible for students, but only in the Path tool)
• Assignments page
• Dropbox page
• External links, which point out of Chamilo system

Other features of Learning Path

Students can be asked to follow (read) your path in a given order, as you can set prerequisities 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.

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.

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.

What is a Scorm or IMS format Learning path and how to upload (import) it?

The learning path tool allows you to upload SCORM and IMS compliant course contents.

SCORM (Sharable Content Object Reference Model) is a public standard followed by major e-Learning actors like NETg, Macromedia, Microsoft, Skillsoft, etc. and acting at three levels:

• Economy : Scorm allows whole courses or small content units to be reusable on different Learning Management Systems (LMS) through the separation of content and context,
• Pedagogy : Scorm integrates the notion of pre-requisite or sequencing (e.g. \"You cannot go to chapter 2 before passing Quiz 1\"),
• Technology : 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 bookmarks (\"Where is John in the course?\"), scoring (\"How did John pass the test?\") and time (\"How much time did John spent in chapter 1?\").

Useful links

• Adlnet : authority responsible for Scorm normalisation, http://www.adlnet.org
• Reload : Open Source free Scorm player and editor, http://www.reload.ac.uk
• Lectora : Scorm publisher authoring software, http://www.trivantis.com
  
• HotPotatoes home page, http://web.uvic.ca/hrd/halfbaked/
  

Note :

The Learning Path section lists all the self-built Learning Paths and all uploaded Scorm format Learning Paths, as well.

Bu araç dersinize ait açıklamalar yapmak suretiyle, gelecekteki öğrencilerinizin ders beklentilerine cevaplar bulmasını sağlamak için kullanılabilir.

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.

The Links tool allows you to create a library of resources for your students. Especially resoucrs that you have not created yourself.

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).

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."; $langMycoursesContent = "

Once logged in into the platform, you are in your personal startpage.

In the main area (center) you see \"My course list\", 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).

In the top banner you see

• \"My e-portfolio\": use this to modify your password, username, picture, or other settings. You can also check your personal platform statistics;
• \"My agenda\": this contains all agenda events of the courses you are registered in.

Edit my course list, 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.

The links Support Forum and Documentation that point to the main Chamilo website, where you can ask technical or pedagogical questions, find more information. 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.

The agenda appears both in each course area and as a synthetic tool for the student ('My agenda' in top banner).

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.

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.

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.

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.

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.

The Chat tool allows you to discuss live with your students.

This chat is not similar to usual ones, like MSN® or Yahoo Messenger® 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.

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.

Only the teacher is allowed to delete the discussion when he/she finds it relevant.

Pedagogical relevance

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.

The student publications tool is a very simple one. It allows your students to upload any document in the course area.

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.

This tool has an Introduction text area to allow you to write a question, detailed guidelines, a reminder of a deadline or anything else you may find relevant.

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:

• Globally: How many students access the course? What are the most visited pages and links?
• Nominatively: What pages has John Doe visited? What score does he get in tests? When was hs last connection on the system?
>/ul>"; $langHSettings = "Ders Ayarları Yardımı"; $langSettingsContent = "

Course settings allows you to manage the global parameters of your course : Title, code, language, name of teachers etc.

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.

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 Winzip® to UNZIP the archive. Note that backuping a course does not remove it in any way.

"; $langHExternal = "Bağlantı Oluşturma Yardımı"; $langExternalContent = "

Dokeos 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.

To take possession of your page that way, you will Add links on it. These links can be of 2 types:

• External link: 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.
• Internal link: 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.
Once created, these links cannot be edited. To modify them, the only solution is to deactivate them then delete them, then restart from zero.
"; $langClarContent3 = "

Educational Theory

For the professors, prepare a course on the internet is a question of Educational Theory too."; $langClarContent4 = "is at your disposal to help you during the different steps of your teaching project evolution: from tool design to its integration in a clear and coherent strategy and objective evaluation of its impact on student learning.

"; $langClarContent1 = "İçeriği temizle"; $langClarContent2 = "İçeriği temizle"; $langHGroups = "Gruplar"; $langGroupsContent = "Grupların içeriği"; $langGuide = "Rehber"; ?>