毕业设计 之 四 英文资料翻译
作者：20135216
说明：此段英文资料摘自《Moodle : E-learning Course Development》William H.Rice IV著
Chapter 1 Introduction
Moodle is a free learning management system that enables you to create powerful, flexible, and engaging online learning experiences. I use the phrase "online learning experiences" instead of "online courses" deliberately. The phrase "online course" often connotes a sequential series of web pages, some images, maybe a few animations, and a quiz put online. There might be some email or bulletin board communication between the teacher and students. However, online learning can be much more engaging than that.
Moodle's name gives you insight into its approach to e-learning. From the official Moodle documentation:
The word Moodle was originally an acronym for Modular Object-Oriented
Dynamic Learning Environment, which is mostly useful to programmers and education theorists. It's also a verb that describes the process of lazily meandering through something, doing things as it occurs to you to do them, an enjoyable tinkering that often leads to insight and creativity. As such it applies both to the way Moodle was developed, and to the way a student or teacher might approach studying or teaching an online course. Anyone who uses Moodle is a Moodler.
The phrase "online learning experience" connotes a more active, engaging role for the students and teachers. It connotes web pages that can be explored in any order, courses with live chats among students and teachers, forums where users can rate messages on their relevance or insight, online workshops that enable students to collaborate and evaluate each other's work, impromptu polls that let the teacher evaluate what students think of a course's progress, directories set aside for students to upload and share their files. All of these features create an active learning environment, full of different kinds of student-to-student and student-to-teacher interaction. This is the kind of user experience that Moodle excels at, and the kind that this book will help you to create.
A Plan for Creating Your Learning Site
Whether you are the site creator or a course creator, you can use this book as you would a project plan. As you work your way through each chapter, the book provides guidance on making decisions that meet your goals for your learning site. This helps you to create the kind of learning experience you want for your teachers (if you're the site creator) or students (if you're the teacher). You can also use this book as a traditional reference manual, but its main advantages are its step-by-step, project-oriented approach and the guidance it gives you about creating an interactive learning experience.
Moodle is designed to be intuitive to use and its online help is well written. It does a good job of telling you how to use each of its features. What Moodle's help files don't tell you is when and why to use each feature, and what effect it will have on the student experience; and that is what this book supplies.
The appendix contains a checklist of the major steps for creating a Moodle site and populating it with courses. The steps are cross-referenced to the relevant sections of this book. Download this checklist from the Packt Publishing website (http://www.packtpub.com), print it, and keep it handy while creating your Moodle site.
Step 1: Learn About the Moodle Experience (Chapter 1)
Every Learning Management System (LMS) has a paradigm, or approach, that shapes the user experience and encourages a certain kind of usage. An LMS might encourage very sequential learning by offering features that enforce a given order on each course. It might discourage student-to-student interaction by offering few features that support it, while encouraging solo learning by offering many opportunities for the student to interact with the course material. In this chapter, you will learn what Moodle can do and what kind of user experience your students and teachers will have, using Moodle. You will also learn about the Moodle philosophy, and how it shapes the user experience. With this information, you'll be ready to decide how to make the best use of Moodle's many features, and to plan your online learning site.
Step 2: Install and Configure Moodle (Chapter 2)
Most of the decisions you make while installing and configuring Moodle will affect the user experience. Not just students and teachers, but also course creators and site administrators are affected by these decisions. While Moodle's online help does a good job of telling you how to install and configure the software, it doesn't tell you how the settings you choose affect the user experience. Chapter 2 covers the implications of these decisions, and helps you configure the site so that it behaves in the way you envision.
Step 3: Create the Framework for Your Learning Site (Chapter 3)
In Moodle, every course belongs to a category. Chapter 3 takes you through creating course categories, and then creating courses. Just as you chose site-wide settings during installation and configuration, you choose course-wide settings while creating each course. This chapter tells you the implications of the various course settings so that you can create the experience you want for each course. Finally, Chapter 3 takes you through the usage of the various blocks, each of which adds a well-defined function to the site or to the course. After creating the categories and courses, and deciding which blocks to use, you've created a framework for your site. Then you're ready to fill your courses with learning material, which you'll do in Steps 4 through 6.
Step 4: Add Basic Course Material (Chapter 4)
In most online courses, the core material consists of web pages that the students view. These pages can contain text, graphics, movies, sound files, games, exercises: anything that can appear on the World Wide Web can appear on a Moodle web page. Chapter 4 covers adding web pages to Moodle courses, plus other kinds of static course material: plain-text pages, links to other websites, labels, and directories of files. This chapter also helps you determine when to use each of these types of material.
Step 5: Make Your Courses Interactive (Chapter 5)
In this context, "interactive" means interaction between the student and teacher, or the student and an active web page. Student-to-student interaction is covered in the next step. Interactive course material includes surveys posed by the teacher, journals written by the student and read only by the teacher, and lessons that guide students through a defined path based upon their answers to review questions and quizzes. Chapter 5 tells you how to create these interactions, and how each of them affects the student and teacher experience. You'll need this information to help you manage Moodle's interactive features.
Step 6: Make Your Course Social (Chapter 6)
Social course material enables student-to-student interaction. Moodle enables you to add chats, forums, and Wikis to your courses. These types of interactions will be familiar to many students. You can also create glossaries that are site-wide and specific to a single course. Students can add to the glossaries. Finally, Moodle offers a powerful workshop tool, which enables students to view and evaluate each others work. Each of these interactions makes the course more interesting, but also more complicated for the teacher to manage. Chapter 6 helps you to make the best use of Moodle's social features. The result is a course that encourages students to contribute, share, and evaluate.
Step 7: Create a Welcome for New and Existing Students (Chapter 7)
Chapter 7 helps you create a public face for your Moodle site. You can show a Login Page or the Front Page of your site. The content and behavior of the login and Front Pages can be customized. You can choose to allow anonymous users, require students to be registered, or use a combination of guest and registered access. Each of these options affects the kind of welcome that new and existing students get, when they first see your site. Chapter 7 helps you determine which options to use, and to combine them to get the effect you desire.
Step 8: Use Teacher's Tools to Deliver and Administer Courses (Chapter 8)
Moodle offers several tools to help teachers administer and deliver courses. It keeps detailed access logs that enable teachers to see exactly what content students accessed, and when. It also enables teachers to establish custom grading scales, which are available site-wide or for a single course. Student grades can be accessed online and also downloaded to a spreadsheet program. Finally, teachers can collaborate in special forums (bulletin boards) reserved just for them.
Step 9: Extend Moodle (Chapter 9)
Because Moodle is open source, new modules are constantly being developed and contributed by the Moodle community. The modules that are part of Moodle's core distribution are covered in this book. Additional modules extend Moodle's capabilities. While this book cannot cover every module available, it can cover the process of installing and integrating new modules into your site. One of the modules included with the core distribution is a PayPal module. Chapter 9 covers using this module for pay sites. This chapter also covers backing up and restoring the entire site, individual courses, and components within a course.
The Moodle Philosophy
Moodle is designed to support a style of learning called Social Constructionist Pedagogy. This style of learning is interactive. The social constructionist philosophy believes that people learn best when they interact with the learning material, construct new material for others, and interact with other students about the material. The difference between a traditional class and the social constructionist philosophy is the difference between a lecture and a discussion.
Moodle does not require you to use the social constructionist method for your courses. However, it best supports this method. For example, Moodle enables you to add five kinds of static course material. This is course material that a student reads, but does not interact with:
• A text page
• A web page
• A link to anything on the Web (including material on your Moodle site)
• A view into one of the course's directories
• A label that displays any text or image
However, Moodle also enables you to add six types of interactive course material. This is course material that a student interacts with, by answering questions, entering text, or uploading files:
• Assignment (uploading files to be reviewed by the teacher and/or students)
• Choice (a single question)
• Journal (an online journal)
• Lesson (a conditional, branching activity)
• Quiz (an online test)
• Survey (with results available to the teacher and/or students)
Moodle also offers five kinds of activities where students interact with each other. These are used to create social course material:
• Chat (live online chat between students)
• Forum (you can choose the number of online bulletin boards for each course)
• Glossary (students and/or teachers can contribute terms to site-wide glossaries)
• Wiki (Wikis can be inserted into courses, or a Wiki can be the entire course)
• Workshop (workshops support collaborative, graded efforts among students)
That's five kinds of static course material, and eleven kinds of interactive course material. In addition, some of Moodle's add-on modules add even more types of interaction. For example, one add-on module enables students and teachers to schedule appointments with each other.
The Moodle Experience
Because Moodle encourages interaction and exploration, your students' learning experience will often be nonlinear. Conversely, Moodle has few features for enforcing a specific order upon a course. For example, there is no feature in Moodle that would require a student to complete Course 101 before allowing the student to enroll in Course 102. Instead, you would need to manually enroll the student in each course. Also, there is no Moodle feature that would require a student to complete Topic 1 in a course before allowing the student to see Topic 2. If you wanted to enforce that kind of linear course flow, you would need to manually place the student into the group that is authorized to view Topic 1, and then upon completion, place the student in to the group that is authorized to view Topics 1 and 2, and so on.
As a site administrator or teacher, enforcing a linear path through a course catalogue, or through the material in an individual course, often requires manual intervention. However, if you design your site with Moodle's nonlinear style in mind, you will find it offers you great flexibility and the ability to create engaging online courses.
In this section, I'll take you on a tour of a Moodle learning site. You will see the student's experience from the time the student arrives at the site, enters a course, and works through some material in the course. You will also see some student-to-student interaction, and some functions used by the teacher to manage the course. Along the way, I'll point out many of the features that you will learn to implement in this book, and how the demo site uses those features.
The Moodle Front Page
The Front Page of your site is the first thing most visitors will see. This section takes you on a tour of the Front Page of my demonstration site.
**Arriving at the Site **
When a potential student arrives at the demonstration learning site, the student sees the Front Page. Later in this book, you'll learn to control what an anonymous visitor to your learning site sees on the Front Page. You can even require the visitor to register and log in before seeing any part of your site. Like most sites, my demonstration site allows anonymous visitors to see a lot of information about the site:
One of the first things a visitor will notice is the announcement at the top and centre of the page, Desert Plants Course Added. Below the announcement are two activities: a quiz, Win a Prize: Test Your Wilderness Knowledge, and a chat room, Global Chat Room. Selecting either of these activities will require to the student to register with the site:
Anonymous, Guest, and Registered Access
Notice the line Some courses may allow guest access at the middle of the page. You can set three levels of access for your entire site, and for individual courses:
Anonymous access allows anyone to access the site or course.
Guest access requires the user to login as guest. This enables you to track usage, by looking at the statistics for the user guest. But since everyone is logged in as the user guest, you can't track individual users.
Registered access requires the user to register on your site. You can allow people to register with or without email confirmation, require a special code for enrolment, and/or manually create/confirm their accounts.
The Main Menu
Returning to the Front Page, notice the Main menu in the upper left corner. This menu consists of three documents that tell the user what the site is about, and how to use it.
In Moodle, icons tell the user what kind of resource will be accessed by a link. In this case, the icon tells the user these are web or text pages. Course materials that a student observes or reads, such as web or text pages, hyperlinks, and multimedia files are called Resources. In Chapter 4, you will learn how to add Resources to a course.
Blocks
Below the Main menu is a Calendar and the Upcoming Events. These are Blocks, which you can choose to add to the Front Page and to each course individually.
Other blocks display a summary of the current course, a list of courses available on the site, the latest news that is online, and other information. In the lower right of the Front Page you see the Login block. Chapter 3 tells you how to use these blocks.
You can add these blocks to the Front Page of your site because the Front Page is essentially a course. Anything that you can add to course—such as Resources and Blocks, can be added to the Front Page.
Site Description
On the right side of the Front Page you see a Site Description. This is optional. If this were a course, you could choose to display the Course Description.
The Site or Course Description can contain anything that you can put on a web page. It is essentially a block of HTML code that is put onto the Front Page.
Available Courses
You can choose to display available courses on the Front Page of your site. In the Demonstration site, I've created a category for Free Courses and another for Wild Plants. Free courses allow anonymous users to enter. Courses in other categories require users to register.
Clicking on the information icon next to each course displays the Course Description. Clicking on a course name takes you into the course. If the course allows anonymous access, you are taken directly into the course. If the course allows guest access, or requires registration, you are taken to the Login screen.
Inside a Course
Now let us take a look inside the course.
Breadcrumbs
In the screenshot given previously, the user has logged in as guest and entered the Basic Botany course. We know this from the breadcrumb trail at the top left of the screen, which tells us the name of the site and of the course. In the upper right, we see a confirmation that the user has logged in under the name guest.
Blocks
Like the Front Page, this course displays the Calendar and Upcoming Events blocks. It also displays blocks for the Latest news, People, Activities, and Course categories. The Activities block lists all of the types of Activities and Resources that are in this course. Clicking on a link will display that type of activity. For example, clicking Quizzes displays this screen:
Notice the breadcrumbs at the top now indicate the site name, course name, and that you are viewing the quizzes in the course. The course is organized by Topic, and the number of each Topic is displayed in the left column. Because the user is logged in as guest, and many users can use that ID, the Best grade column is not meaningful here. It indicates only the highest grade for everyone who has ever attempted this quiz with guest access. Clicking on the name of a quiz takes the user to that quiz. Clicking on Wild Plants 1, takes the user back to the course.
Earlier, I commented on the nonlinear nature of most Moodle courses. Notice that even though the user has not completed Topic 1, the quizzes for Topic 2 and 3 are open to the user. Also, looking at the Activities block, you can see that all of the resources for this course are available to the user at all times.
翻译：
第一章 介绍
Moodle是一个免费的学习管理系统，使您能够创建强大、灵活以及充满吸引力的在线学习体验。我刻意地使用短语“在线学习体验”而不是“在线课程”，（因为）短语“在线课程”通常意味着一系列连续的网页，一些图像，或许还有若干动画以及在线的测验。 教师和学生之间可能会有一些电子邮件或公告板通信往来。然而，在线学习可以比这更有吸引力。
Moodle的名字让你深入了解它的电子学习方法。 从官方Moodle文档：
Moodle最初是“模块化面向对象动态学习环境”的首字母缩写，这对于程序员和教育理论家来说是最有用的。 它也是一个动词，描述散漫地蜿蜒穿行、或者在你想到的时候才去做事情，（以及）一个通常会激发洞察力和创造力而又愉快的自我修补过程。同样地，这样的描述适用于Moodle的开发方式，以及学生或教师可能接触到的在线课程学习或教学的方式。任何使用Moodle的人都是一个Moodler。
短语“在线学习经验”对学生和教师来讲意味着更积极，更有吸引力的角色。它意味着可以按任何顺序探索的网页、学生和教师之间的实时聊天课程，用户可以就其相关性或洞察力进行评估的论坛、使得学生能够协作并评估彼此工作的在线研讨会、使得教师可以评估学生对课程进度看法的即时投票、为学生上传和共享他们的文件留出的目录。所有这些功能都创造了一个积极的学习环境，充满了不同种类的学生对学生和学生对教师的互动。这是Moodle所擅长的用户体验，这也是本书将要帮您创建的（体验）。
创造您自己的学习网站计划
无论您是网站创建者还是课程创建者，您都可以像使用工程计划一样使用本书。在您逐步完成每一章的过程中，本书将提供指导，以便帮助您做出符合您的学习网站建设目标的决策。这有助于您为您的老师（如果您是网站创建者）或学生（如果您是老师）创建所需的学习体验。您也可以将本书作为传统的参考手册，但它的主要优点在于其循序渐进的、面向项目的方法以及为您提供的创建交互式学习体验的指导。
Moodle的设计旨在提供直观的使用体验，并且其在线帮助写得很完善。它很好地告诉您如何使用它的每个功能。（但是）Moodle的帮助文件并没有告诉您在何时以及何种原因下使用每个功能，它将对学生体验有什么影响; 这些都是本书提供的。
附录包含一个用于创建Moodle网站并填充课程的主要步骤清单。 这些步骤与本书的相关章节互为参照。可以从Packt Publishing网站（http://www.packtpub.com）下载此清单，打印后在创建Moodle网站时随身携带。
第一步：学习Moodle体验（第一章）
每个学习管理系统（LMS）都有一个范式或方法，它塑造了用户体验并鼓励某种使用方式。通过提供在每个课程上实施既定顺序的特征，LMS可以鼓励连续的学习。它很少提供支持师生互动的功能，这可能会阻碍互动；然而，LMS鼓励独奏学习，为学生提供许多机会与课程材料进行交互。在本章中，您将学习Moodle可以做什么，以及您的学生和教师将使用Moodle获得什么样的用户体验。您还将了解Moodle的理念，以及它如何塑造用户体验。有了这些信息，您就可以决定如何充分利用Moodle的许多功能，并规划您的在线学习网站。
第二步：如何安装和配置Moodle（第二章）
在安装和配置Moodle时做出的大多数决定都会影响用户体验。不仅是学生和老师，还有课程创建者和网站管理员都会受到这些决定的影响。虽然Moodle的在线帮助很好地告诉您如何安装和配置软件，但它并不告诉您选择的设置如何影响用户体验。第2章涵盖了这些决定的影响，并帮助您配置网站，使其以您所设想的方式运行。
第三步：创建您网站的框架（第三章）
在Moodle中，每个课程都属于一个类别。第3章将介绍如何创建课程类别，然后创建课程。正如在安装和配置期间选择站点范围设置一样，您在创建每个课程时选择课程范围设置。本章将告诉您各种课程设置的含义，以便您可以为每个课程创建所需的体验。最后，第3章将介绍各个模块的使用，每个模块都向站点或课程添加了一个定义良好的函数。在创建类别和课程并决定要使用哪些模块之后，您已为网站创建了一个框架。然后您就可以用您的课程填写学习材料，这将在步骤4到6完成。
第四步：添加基本的课程学习材料（第四章）
在大多数在线课程中，核心材料由学生查看的网页组成。这些页面可以包含文本、图形、电影、声音文件、游戏以及练习：万维网上可以出现的任何东西都可以出现在Moodle网页上。第4章包括向Moodle课程添加网页，以及其他种类的静态课程材料：纯文本页面、到其他网站的链接、标签和文件目录。 本章还将帮助您确定何时使用这些类型的材料。
第五步：让您的课程变得具有交互性（第五章）
在这种情况下，“交互式”意味着学生和教师之间的交互，或者学生和动态网页之间的交互。学生与学生的互动将在下一步中介绍。互动课程材料包括由老师编写的调查、由学生编写的只由老师阅读的调查，以及通过一定的路径引导学生的课程，这些路径根据他们对复习性问题和测验的答案来设定。第5章告诉您如何创建这些互动，以及它们如何影响学生和老师的体验。您需要此信息来帮助您管理Moodle的交互功能。
第六步：让您的课程具备社交性（第六章）
社会课程材料使得学生与学生之间能够互动。Moodle使您能够将聊天、论坛和Wiki添加到您的课程。这些类型的交互将为许多学生所熟悉。您还可以创建在网站范围内特定指向单个课程的词汇表。学生可以扩充词汇表。最后，Moodle提供了一个强大的论坛工具，使学生可以查看和评估彼此的工作；这些互动使课程更有趣，但也使得老师管理起来更复杂。 第6章帮助你将Moodle的社交功能发挥最大效用；这将会创建一个鼓励学生贡献、分享和评估的课程。
第七步：为新学生及现有学生创建欢迎界面（第七章）
第7章帮您为您自己的Moodle网站创建一个公开的面孔。您可以显示您的网站的登录页面或首页。登录页面和前端页面的内容与行为都可以自定义。 您可以选择允许匿名用户并要求学生注册，或使用访客和注册访问的组合。每个选项都会影响新学生和现有学生在第一次看到您的网站时获得的欢迎类型。第7章帮助您确定要使用哪些选项，并将它们组合以获得所需的效果。
第八步：使用教师工具来发表及管理课程（第八章）
Moodle提供了几种工具来帮助教师管理和提供课程。它保留详细的访问日志，使教师能够准确地查看学生访问的内容和时间。它还使得教师能够建立定制的分级标准，这些分级标准可在网站范围内或单个课程中使用。学生成绩可以在线访问，也可以下载到电子表格程序。最后，教师可以在为他们保留的特殊论坛（布告栏）上进行协作。
第九步：Moodle的扩展（第九章）
因为Moodle是开源的，所以Moodle社区不断地开发和提供新的模块。在本书中将讨论作为Moodle核心发行版本的一部分的模块。附加模块扩展了Moodle的功能。虽然本书不能涵盖每个可用的模块，但它可以涵盖在您的网站中安装和集成新模块的过程。核心发布版本包含的一个模块是PayPal模块。第9章涵盖了将此模块用于付费站点的内容。本章还包括备份和恢复课程中的整个网站、单个课程和组件。
Moodle理念
Moodle旨在支持一种称为“社会建构论”教育学的学习风格。 这种学习风格是互动的。 “社会建构主义”哲学认为，当人们与学习材料互动时，人们才能达到最好的学习效果、为他人构建新材料，并与其他学生交流材料。传统阶级与社会建构主义哲学的区别在于演讲和讨论之间的区别。
Moodle不要求您为自己的课程使用社会建构主义的方法。 但是，它很好地支持了这种方法。例如，Moodle允许您添加五种静态课程材料。 这是学生阅读但不与之交互的课程材料：
•文本页面
•网页
•Web上任何内容的链接（包括Moodle网站上的材料）
•进入课程目录之一的视图
•显示任何文本或图像的标签
但是，Moodle还允许您添加六种类型的交互式课程材料。 这是学生通过回答问题、输入文本或上传文件来与之互动的课程材料：
•作业（上载要由教师和/或学生审查的文件）
•选择（单个问题）
•期刊（在线期刊）
•课程（有条件的分支性活动）
•测验（在线测试）
•调查（结果可供教师和/或学生使用）
Moodle还提供五种活动以供学生互相交流。 这些用于创建社交课程材料：
•聊天（学生之间实时在线聊天）
•论坛（您可以为每个课程选择在线公告牌的数量）
•词汇表（学生和/或教师可以对网站范围的词汇表提供术语）
•维基（Wiki可以插入课程，或者Wiki可以是整个课程）
•研讨会（研讨会支持学生之间的协作，分级工作）
这是五种静态课程材料，和十一种互动课程材料。此外，一些Moodle的附加模块添加了更多类型的交互。 例如，一个附加模块使学生和教师能够相互调度预约。
因为Moodle鼓励互动和探索，您的学生的学习体验往往是非线性的。相反，Moodle几乎没有用于在课程上强制执行对某一课程特定顺序学习的功能。例如，Moodle中没有要求学生在注册课程102之前完成课程101的功能。相反，您需要在每个课程中手动注册学生。 此外，没有Moodle功能要求学生在课程中完成主题1，然后才允许学生看到主题2。如果您想强制执行这种线性课程流程，您需要手动将学生放入这样的组中——学生被授权查看主题1，在其完成后再将学生置于有权查看主题1和2的组中……依此类推。
作为站点管理员或教师，如果希望通过课程目录或通过单个课程中的材料强制实施线性路径，通常需要手动干预。然而，如果您在设计您的网站时就抱着Moodle非线性风格的心态，您会发现它为您提供了充分的灵活性和创造参与的在线课程的能力。
在本节中，我将带您参观Moodle的学习网站。 您会看到学生从到达网站、进入课程，直到通过一些材料在课程中学习的体验。您还将看到一些学生与学生之间的互动，以及老师用来管理课程的一些功能。在这一过程中，我将为您指出您将在本书中实现的许多功能，以及演示网站如何使用这些功能。
前端页面
您网站的首页是访问者最常见的内容。本节带您参观我的演示网站的首页。
访问站点
当潜在的学生到达示范学习网站时，他们将会看到前端页面。在本书的后半部分，您将学习控制您的学习网站的匿名访问者在首页上看到的内容。您甚至可以要求访问者在看到您网站的任何部分之前都要注册并登录。像大多数网站一样，我的演示网站允许匿名访问者查看有关网站的很多信息：
访问者会注意到的第一件事是在页面顶部和中心的公告：“添加沙漠植物课程”。在公告下方是两个活动——小测验，赢奖品：测试你的荒野知识；一个聊天室“全球聊天室”。无论选择这些活动中的哪一个，都要求学生在网站上注册：
匿名访问者，访客与注册访问
注意这一行一些课程可能允许访客在页面中间访问。 您可以为整个网站和个别课程设置三个级别的访问权限：
匿名访问允许任何人访问网站或课程。
访客访问需要用户以访客身份登录。 这使您能够通过查看用户guest的统计信息来跟踪使用情况。但是，由于每个人都以用户访客身份登录，因此您无法跟踪单个用户。
注册访问需要用户在您的网站上注册。您可以允许人们在有或没有电子邮件确认的情况下注册，需要特殊的代码注册，和/或手动创建/确认他们的帐户。
主菜单
返回首页，请注意左上角的主菜单。 该菜单包含三个文档，告诉用户该网站是什么，以及如何使用它。
在Moodle中，图标告诉用户链接将访问什么类型的资源。在这种情况下，图标会告诉用户这些是网页或文本页面。学生观察或阅读的课程材料（如网页或文本页面，超链接和多媒体文件）称为资源。 在第4章中，您将了解如何向课程添加资源。
模块
主菜单下方是日历和即将发生的活动。您可以选择将这些模块添加到首页和单独的每个课程中。
其他模块显示当前课程的摘要、网站上提供的课程列表、在线的最新新闻和其他信息。 在前端页面的右下角，您会看到“登录”模块。第3章告诉你如何使用这些块。
您可以将这些块添加到您的网站的首页，因为前端本质上是一个课程。任何添加到课程中的内容（例如资源和块）您都可以将其添加到首页。
网站描述
在前端页面的右侧，您会看到一个站点描述。这是可选的；如果这是一门课程，您可以选择显示课程描述。
网站或课程说明可以包含您可以放在网页上的任何内容。 它基本上是放在Front Page上的HTML代码块。
可以获取的课程
您可以选择在您的网站的首页上显示可用的课程。在示范网站中，我为自由课程创建了一个类别，为野生植物创建了另一个类别。免费课程允许匿名用户进入；其他类别的课程要求用户注册。
单击每个课程旁边的信息图标 将显示课程说明。点击课程名称即可进入课程。如果课程允许匿名访问，您将直接进入课程。如果课程允许访客访问，或需要注册，您将进入“登录”屏幕。
在课程内部
现在我们将对课程内部的情况进行说明。
面包屑导航
在之前给出的截图中，用户已经以访客身份登录并进入基础植物学课程。我们从屏幕左上角的路径痕迹中得知这一点，这可以告诉我们网站和课程的名称。在右上角，我们看到一个确认信息，表明用户已经以客人名称登录。
模块
与前页一样，此课程显示日历和即将发生的事件信息。它还显示最新消息、人员、活动和课程类别的信息。活动模块列出了此课程中的所有活动和资源类型。点击链接将显示该类型的活动。例如，单击测验显示此屏幕：
请注意，顶部的面包屑导航现在表示网站名称、课程名称，以及您正在查看课程中的测验。课程按主题组织，每个主题的编号显示在左侧列中。由于用户是以访客身份登录的，并且许多用户都可以使用该ID，因此最佳成绩列在此处没有意义。它只表示曾以访客身份参与此次测验的每个人的最高成绩。单击测验的名称将使用户进行该测验。 点击“野生植物1”，可以让用户回到课程。
早些时候，我评论了大多数Moodle课程的非线性性质。请注意，即使用户尚未完成主题1，主题2和3的测验也向用户开放。此外，查看Activities模块，您可以看到该课程的所有资源始终可供用户使用。